Continuing with Howard Zinn in the second trimester

Personal shout out to Grace in Second Period who was able to construct what the Dolphins' locker room might have looked like to someone who was on the inside, but pushed towards its margins.

Halfway through the Zinn article and we find student annotating the dense terrain, making connections, finding answers through tough questions.  They are engaging in close reading of a text as they cite specific textual evidence to support analysis of primary and secondary sources.  The Zinn reading is helping students move forward in their study of history as they Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.  From a historical point of view, students are interacting with the text so that they can Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.  From a literary point of view, students are gaining an understanding in Describing how a text presents information.  Through their understanding of Zinn's perspectives and belief systems, students are engaging in a process of identifying aspects of a text that reveal an author’s point of view or purpose.  

Anytime you can hit up over half a dozen Common Core standards in one activity, that cannot be all that bad.

Students are fighting through the article.  By Monday, they should have more than half of it read and annotated.  As we move towards the brutally tough Close Reading Assessment on Howard Zinn, we work through the article, one sample of the rigorous reading that is offered in our study of American History.  Our work for this week is as follows:
Monday: 

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Find your 15 minutes.  Annotations on XIV and XVII should be done by Wednesday.  If you are confused….

1)  Are you coming up during lunch or in the mornings for individual help?

2)  Are you speaking with Mr. Kannan during individual break outs? 

3)  Are you communicating with Mr. Kannan via email or asking him to look over your annotations?

4)  Are you advocating for yourself, making your areas of ambiguity more clear?

If you are confused, the more of these steps that are followed, the better.  At some point, all worthwhile must start somewhere. Maybe you can start one with your Social Studies teacher to remove your doubt and lack of clarity.

Welcome to Second Trimester with extra credit.  This is due Friday.  Click here to read an article on Winnie The Pooh.  It is evident that the Chinese government believes that the “bear with very little brain” has political overtones.  In this vein, go ahead and describe three characters from Winnie the Pooh and clearly explain what theme they represent.  Your themes can be from Industrialization or Progressivism.  I will be very impressed if you could link Christopher Robin to Industrialization…

If you are not familiar with the characters who live in “the 100 Acre Wood,” please click here for reference.
*  Brief point:  I think that it speaks volume about content comprehension if students can connect domains that are previously thought unconnected.  Pooh Bear and Zinn would qualify.

Tuesday:
--> Find your 15 minutes.  Annotate for Five Main Ideas, Three GHTs,  Five Vocabulary words that are new and complex, Three important people, and the required questions found on page 110.  Some have been permitted to annotate for simply the questions.

Wednesday:  Read and Annotate XVIII to XX
--> Find your 15 minutes.  Annotate for Five Main Ideas, Three GHTs,  Five Vocabulary words that are new and complex, Three important people, and the required questions found on page 110.  Some have been permitted to annotate for simply the questions.

Thursday:
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Find your 15 minutes.  Annotate for Five Main Ideas, Three GHTs,  Five Vocabulary words that are new and complex, Three important people, and the required questions found on page 110.  Some have been permitted to annotate for simply the questions.

Here is an extra credit assignment that is due on Tuesday of next week.
Welcome to the 100 Acre Wood in the midst of Haymarket Square...

Friday:  Finish the article.
--> Find your 15 minutes.  Annotate for Five Main Ideas, Three GHTs,  Five Vocabulary words that are new and complex, Three important people.  No required questions on this one.  Some have been exempted from annotating.

We progress onwards.  Through rigor and challenge, we foray into a realm where the scholarly pursuit of "the good, the true, and beautiful" (along with Tigger and Piglet) await our arrival.
I encourage stakeholders to sit down with our students and help facilitate some reflection about points of strength and projection of future success as the first trimester has ended with the second trimester commencing.

All best.
Mr. Kannan

One Down and Two to Go: "Miles to go before" we even consider resting...

Photo courtesy of http://witness-this.com/wp-content/uploads/2011/08/Sebastiao-salgado-.jpeg

The harrowing terrain of what lies ahead prevents any of us thinking that some significant moment being reached this week should cause use to rest.  Quite the contrary, I think.  It is critical that students recognize with one trimester down, it simply means that the transition "Welcoming" period is over.  The real fun will begin in this next trimester.  Let the games commence.

This week, students must keep up with the reading in Howard Zinn and their annotations.  These annotations will become a critical piece of the Zinn assessment.  Students can see me during lunch if they are confused or come in before school to receive guidance.  I will be meeting with students individually during class to "spot check" their annotations and help to provide guidance.  In the end, though, students will have to use in class time and out of class time to keep up with the pace of the demands placed on their shoulders.  My hope is that students can step up to this task.  With the end of the trimester, different extra credit assignments present themselves and I hope that if students wish to take any of these, they do so with honor, dignity, and the best effort put forth to assist them.  I hope that students take advantage of the extra credit opportunities made available for them.  It should be noted that as a general policy, I don't bump up grades at the trimester.  With the extra credit opportunities and revisions made available during the course of the trimester, that could be the bump in its own right.

For the week of 10.11- IF YOU MISSED THE COMMON CORE ASSESSMENT ON THE JUNGLE, YOU HAVE TO MEET ME WEDNESDAY DURING LUNCH OR THURSDAY MORNING.  THESE ARE THE ONLY OPPORTUNITIES TO MAKE THIS UP.

Monday:  Read parts I, II, and III in “Robber Barons and Rebels.”  Annotate for required elements:  Five Main Ideas, Three GHTs, At least five vocab words, Three Important People or Groups of People, and for answers to required questions.  This is due on Tuesday.  Find your 15 minutes.  You might need it after this activity.  Extra Credit: One of the “mottos” of the United States is “e pluribus unum.”  In one paragraph, identify the meaning of this quote.  Explain its purpose and what it strives to convey about America.  Identify why it was adopted and when it was adopted.  In another paragraph, explain how American History during Industrialization and Progressivism has represented this quote and how it has gone against it.  Clearly identify historical examples of each.  In your last paragraph, explain three themes from Industrialization that go against or support this motto and then explain three themes from Progressivism that go against or support this motto.  End your last paragraph with your own belief about the truth of this motto in terms of life at Julian.  (Be honest in this reflective mode.)  Art people:  Draw how American History has gone against and/ or supported this motto.  All Extra Credit is due Friday, and you can click here for a rubric.

Tuesday:  Read parts IV to VIII in “Robber Barons and Rebels.”  Annotate for required elements:  Five Main Ideas, Three GHTs, At least five vocab words, Three Important People or Groups of People, and for answers to required questions.  This is due on Thursday.. Find your 15 minutes.  You might need it after this activity. Extra Credit:  Given what is happening with the Miami Dolphins and the fragmented locker room, click here to read an article about the issue.   Summarize the article in one paragraph.  In another paragraph, identify three themes of Progressivism/ Industrialization and explain how they apply to the situation.  Finally, explain if you believe that Martin did the right thing by walking away from Incognito’s bullying behavior.  Art People:  After reading this article, draw what you think Martin the locker room must have been like for Martin.  All Extra Credit is due Friday, and you can click here for a rubric.

Wednesday:  Read parts IV to VIII in “Robber Barons and Rebels.”  Annotate for required elements:  Five Main Ideas, Three GHTs, At least five vocab words, Three Important People or Groups of People, and for answers to required questions.  This is due on Thursday.  Find your 15 minutes.  You might need it after this activity.  Extra Credit:  Read the Following Article here.  In one paragraph, identify why this embrace was so meaningful.  Discuss in this paragraph what your reaction to the person who was embraced is.  Then, in a second paragraph, explain three themes of Progressivism that is present in the embrace, the article, and the Pope’s actions.  Extra, extra credit if you can reference two Tweets from the Pope in this analysis.  Art people:  Identify three tweets from the Pope.  Draw what they would look like with the Tweet as your caption.All Extra Credit is due Friday, and you can click here for a rubric.

Thursday:  Read parts IX to XIII in “Robber Barons and Rebels.”  Annotate for required elements:  Five Main Ideas, Three GHTs, At least five vocab words, Three Important People or Groups of People, and for answers to required questions.  This is due on Monday..  Find your 15 minutes.  You might need it after this activity. Extra Credit:  Conduct research on Pope Francis.  In one paragraph, include at least five biographical details and Identify three of his fundamental beliefs, including why he believes them.  In another paragraph, explain how Pope Francis is similar to Francis of Assisi and then connect some of his beliefs and actions to Saints like Mother Teresa.   Finally, examine three themes of Progressivism to Pope Francis using either words or actions.  In closing, make a case for what Pope Francis would say about what we do at Julian and where more is needed.  (Be honest in this part.)    Art People:  Compare pictures of Francis of Assisi, Mother Teresa of Calcutta, and the Pope’s embrace.  Render an artwork that captures the selflessness and willingness to “be more” that these three “honorable passengers” reveal. This should be very compelling as the pictures of each would be very compelling.  All Extra Credit is due Friday, and you can click here for a rubric. PLEASE NOTE:  The use of the Pope is more as a historical figure in terms of showing the transcendence of themes from the Progressivist Era and not in any other means of religious advocacy.  Yet, having said that, I don’t think it’s a bad idea for students to examine moments of pure and true action and selflessness in the real world, connecting them to historical themes, and forging connection to our own world here at 416 South Ridgeland.  This cannot be a bad thing.

Friday:  Read parts IX to XIII in “Robber Barons and Rebels.”  Annotate for required elements:  Five Main Ideas, Three GHTs, At least five vocab words, Three Important People or Groups of People, and for answers to required questions.  This is due on Monday..  Find your 15 minutes.  You might need it after this activity.  All extra credit is due today.  Trimester One is over at 3:30..  Let’s get working with Howard Zinn and get moving towards Trimester Two.  One down, two to go.

Indeed, one down, two to go, but what a two are left!

All best.

Mr. Kannan

Light your candles, inheritors of the luminosity of scholarship!

With the Diwali weekend upon us (or having passed, depending on when you are reading this), our students wrestle with academic rigor and challenge.  They will be processing concepts both psychologically and intellectually, making for an enriching academic experience.  This week features Marx, Smith, strange passengers, Upton Sinclar, Pink Slime, and Howard Zinn.  All in all, not a bad week of learning:

Monday:  Finish your Marx/ Smith Logs.  Make sure they are detailed and thorough.  HW: Finish Marx and Smith logs as well as assigned questions from Marx and Smith enrichment sheet.  Click here for a breakdown of what is needed for Wednesday's assessment.  The second slide should help.

Tuesday:  Videos on Marx and Smith.  What do you see from each thinker in each video?   HW:  Finish analysis on videos and make sure Marx and Smith log is ready for submission.  Tomorrow is assessment day.

Wednesday:  Assessment day.  Bring your packet and a writing instrument.  Let's get ready to write!  HW:  Finish your Marx and Smith log.

Thursday:  Collect Marx and Smith logs.  Discuss Consensus and Conflict views of U.S. History.  Introduce the man:  Howard Zinn.  Discuss his belief system.
HW:  Start previewing "Robber Barons and Rebels."  Behold what it is you will be reading.

Friday:  Introduce expectations for reading Howard Zinn.  Assign first reading from "Robber Barons and Rebels."  This is due on Tuesday.
HW:  Read parts I, II, and III in “Robber Barons and Rebels.” Annotate for required elements: Five Main Ideas, Three GHTs, At least five vocab words, Three Important People or Groups of People, and for answers to required questions. This is due on Tuesday.

The work increases, the demands become more, the need for advocacy becomes more essential as the fight goes on, the cause endures, and the dream of scholarship shall never die.

If I can be of any further help or assistance, please do not hesitate to contact me.
All best.
Mr. Kannan

Progressing through Progressivism

Our journey through Progressivism continues this week.  Upton Sinclair, Marx, and Smith are the focal points for this week.

Monday:  Projects due Wednesday.  Finish Common Core Work on The Jungle in packet.  Page number divulged in class.

Tuesday:  Projects due tomorrow.

Wednesday:  Projects due at 7:00 Tonight.  Work on completing part of your Marx/ Smith lecture sheet.

Thursday:  Complete more of the Marx/ Smith lecture sheet.

Friday:  Continue on with completing more of the Marx/ Smith lecture sheet.

My hope is that projects are sent through on Wednesday, students keep up with the assignments and can deal with the small "pop" identification thrown at them this week.

My hope is that students also recognize that if they are struggling in the class, the following can be pursued:

1)  Meet with me during lunch or in the morning by appointment- One meeting can result in massive change.  I have seen two instances this year where students met with me individually and they saw their grade rise a letter and a half.  One child saw a grade from a 68% rise to an 84% in the course of a week because of meeting with me.  It works.  Meeting and coming up with a plan to increase student achievement shows advocacy.

2)  Email me- If meeting with me does not work, sending an email or a message can assist.  The results are not as dramatic, but an email communication can also suffice.

3)  Take advantage of revisions and extra credit- Students who complete extra work or evise work can find their grades going up.

In the end, we are in the advocacy business.  We are trying to get our students, your children, to become better advocates for their learning.  Following through on these steps is a down payment on this investment which will reap dividends.

All best.

Mr. Kannan

Making progress on the path of scholarship

With this Monday's identifications submitted, students will have published five identifications.  In addition to this, students will have interacted with 21 themes.  In two and half weeks, that's pretty good work output.  We are starting the process of applying these themes to Progressivism projects and "strange passengers" this week. From this, we move into Marx and Smith, two really strange passengers.  Upon this, Howard Zinn becomes our next target.  This is the path in front of us, filled with obstacles and challenges, yet increasing our strength with each advancing step.  (Extra credit if you can identify which theme that was from.)

At such a challenging point, students need to figure out where things are with them.  This goes beyond a letter grade.  If students are confused on challenging elements presented thus far, coming in during lunch or setting up a morning appointment to meet with me is going to be critical.  This is essential for students and something that will enable them to become stronger in both the content and for next year.  Developing this skill of advocacy is a lifelong skill.  In addition to this, students can pursue the written extra credit opportunities present.  My hope is that students also pursue the rough draft process and the revision process in enabling their writing to become stronger.

Paying attention to these steps can also assist in walking the path.  As is known, there is a difference between knowing the path and walking it.
Walk on, emerging scholars.  Walk on.
All best.
Mr. Kannan

The other shoe: Progressivism as a Response to Industrialization

It was wonderful to see so many of you at conferences this week.  There is always something about being able to discuss the present, past, and future of our students in an open manner.  For the opportunity to do so and for the opportunity to teach your children, I humbly offer my gratitude. At some point, greater minds than mine will figure out how to meet the needs of conferencing in an atmosphere that is not so driven by time and compression.  There must be some aspect of reflection in a day where 24 conferences are held.  When the number of conferences matches the number of hours in a day, that cannot constitute "best practices."  For your patience and your willingness, I offer my thanks to you.
This week, we begin to see the other side of the time period of Industrialization and Progressivism.  It is the "other half's" turn now.  Students will be exploring the roots of the Progressivist movement this week.  This will also culminate in our projects on Progressivism and  exploring the themes of Progressivism in the narratives of  Thich Quang Duc, Malala Yousafazi, and Mohamed Bouazizi.   From this exploration, we move into the realm Marx and Smith.  You can almost hear the intellectual gears shifting from the textbook and the course content into thoughts about being in the world and what it means to be a human being.

In terms of red tape items, I encourage all students to pursue extra credit opportunities or student generate thoughts.  I have always held a special affinity for students who want to keep a blog about some aspect of the course that has proven intriguing to them.  I have also felt that the ability for students to initiate their own desire for additional work and compensation for it represents one of the hallmarks of scholarship.  There have been textbook assignments offered and there have also been opportunities on this blog and I encourage students to pursue these.  It would also be good for students to pursue, you know, the real credit in terms of assignments and work that is placed upon their broad shoulders.  For our young ones, time is beginning to pass.  It's hard to believe that in a month or so, arrangements will be made for them to take the placement exams at the high school. The transition process is upon us and how students will navigate this aspect of their lives is extremely important.

As this process continues and unfolds, if I can be of any further assistance, please do not hesitate to contact me.  The grains of empowerment are beginning to emerge the mandala of our students' lives.  It's a beautiful sight to behold.
All best.
Mr. Kannan

immigration Blues: The Study of Modern Immigration Through the Eyes of an 8.2 Student

"There is a photograph by Sebastiao Salgado that shows the wall between the United States and Mexico snaking over the crests of hills, running away into the distance, as far as the eye can see, part Great Wall of China, part gulag.  There is a kind of brutal beauty here, the beauty of starkness."

- Salman Rushdie

1)  Using the textbook's description of immigration offered in chapter 18, examine how this depiction converges and diverges from what Rushdie suggests and what the picture depicts.
2)  Choose a line about immigration from the textbook and compare it to what is being shown in the picture.
3)  Examine if the fact that the picture takes place along the U.S./ Mexico border impacts the view of immigration offered.
4)  Discuss Rushdie's employment of imagery in the quote describing the picture.  In your description, address his view of immigration.
5)  What is the "brutal beauty" of immigration?  Examine how three of the themes we featured in class can represent this construction of "brutal beauty."

This is an example of an assessment that students can choose in this week's unit on immigration.  We focus our energies in examining how the textbook depicts immigration and how this is seen in the modern setting.  Through the use of bagtheweb.com, we will be examining a bag of websites dedicated to immigration.  (Click here to access the bag of websites.)
Students will examine videos on Monday, after submitting their identification paragraphs.  Then, students will have to choose a project option and compose a Powerpoint or googledoc slideshow of two slides on their findings.  The above project is one such example.  No assessment can go wrong with topics like immigration from thinkers like Rushdie and artists like Salgado.

Students will work on their projects this week and all work is due to me emailed by Sunday at 11:00 AM.
It is my hope that I see you all at conferences this week.  If I can be of any further help or assistance, please do not hesitate to contact me.
All best.
Mr. Kannan