Conflict and Diplomacy (Ms. Jessica Markstrom, Instructor)
We continued an exploration of the causes of civil conflict by reinforcing economic sources, evaluating group and individual reasons, and addressed how the flow of weapons can also create instability. We watched “Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb” for the rest of the short week. This movie provides a biting evaluation of the Cold War and brinkmanship with nuclear weapons. While dated, the issue of accidental war in an age of nuclear weapons coincided with topics we discussed earlier in the summer.
Grad Psychology (Dr. Linda Brannon, Instructor)
During week 4, we began topics related to social psychology. Students had chosen topics upon which they were to prepare information to share with the class. We also saw Crash Course videos on social psychology topics. Students had papers due on Thursday.
Our final week consisted of discussions and evaluations of several of the most controversial studies in psychology, including Milgram’s study on obedience and Zimbardo’s prison study, which was conducted at Stanford University. These studies raised ethical questions due to the disturbing results. In addition, we will have an exam on Thursday, which will have a similar format to the exams we have had throughout the session, plus some written questions that will require evaluation of topics in social psychology.
Here are some reports from the teachers of each of our afternoon classes for the last week in the Program. We have organized them by class:
Choir (Colette Tanner, Instructor)
The students are working very hard on preparing their music for the end of the summer concert. Students have also been taking rhythmic and melodic dictation. All of their repertoire is listed on our GPGC CHOIR BLOG with listening links. We have discussed our END OF THE SUMMER BRIDGE PROJECT that is due next Wednesday. We have also discussed dress for the end of the year concert. The students seem excited about their songs and I greatly enjoy working with them.
Computer Tech (Barry Humphus, Instructor)
Students were introduced to the Arduino platform and Integrated Developer Environment and constructed their first of several electronic circuits.
Critical Thinking (Ms. Jessica Markstrom, Instructor)
This week students participated in a quiz bowl. Questions come from a high school Quiz Bowl tournament. We also played games. Games included Blokus, Chess, Hippos and Crocs, Lords of Waterdeep, Score Four, Set, Stratego, Tsuro, and Twixt.
Here are some reports from the teachers of each of our Science classes for last week in the Program. We have organized them by class:
Senior Science (Dr. Linda Brannon, Instructor)
Week 4 was briefer than anticipated due to hurricane Barry; we missed Friday’s class. When students left for 4th of July, none of the students conducting science projects had collected data. This situation prompted me to impress upon these students how little time they had left to complete their projects. They got to work, and all students began (and two completed) their data collection this week. Data collection for the class study was complete before the holiday.
This week is the one during which we prepare for presentation of projects on Friday. Ideally, all students would be finished collecting data and would have a good rough draft of their final paper. However, some students working on their own projects had not completed data collection, which created a time problem. I drilled students doing science studies repeatedly to help them become very clear about the design of their study and what their variables are. We also discussed their hypotheses and how analyzing their data would allow them to confirm or fail to confirm those hypotheses. Students worked on creating a PowerPoint for their presentations and a final paper. I went to study hall on Wednesday evening to provide assistance to students working on science, both individual projects and the group working on presenting the class study. All students had a completed PowerPoint and were able to present their studies on Friday. Three of four students who chose science projects had not submitted a satisfactory paper so must spend Week 7 on this task if they are to graduate.
Here are some reports from the teachers of each of our Composition classes for the last week in the Program. We have organized them by class:
Freshman Composition (Mrs. Cecile Tate, Instructor)
Composition I continued working on adding concrete details and commentary to their literary response using one of the short stories they read in class. The plan was for the students to write a topic sentence then structure the paragraph using one concrete detail from the story and two sentences explaining the concrete detail. This pattern was repeated and the paragraph ended with a concluding sentence. I wanted the students to be aware that literary responses are more meaningful if they have structure.
Senior Composition and Grad Composition (Ms. Sarah Harshbarger, Instructor)
With the seniors, we discussed poems from various periods of American literature. We talked about narrative poetry and lyric poetry and what differentiates each from flash fiction. The students began brainstorming for their poems to turn in on 7/3.
The Grads discussed poems from different periods of American literature and how each period influenced the poetry that came after it. We discussed different kinds of poetic technique and how to make writing choices based on the subject matter and tone of the poem. The students began brainstorming for their poems which are due on 7/3.
Here are some reports from the teachers of each of our Humanities classes for last weeks in the Program. We have organized them by class:
Freshmen Humanities (Ms. Kristen Harrell, Instructor)
At the beginning of the week four, we spoke about the life of Socrates and his school of thought concerning Truth. After going over his trial and death, they made the connection between Socrates to other historical figures who’ve been killed for passive beliefs in teaching. They brought up Gandhi, Martin Luther King, Jr., and even Jesus to name a few.
I had the students act out the allegory of the cave. I had students face the wall with their backs to the door. I then placed the overhead projector behind them to mimicking the fire casting shadows and I opened the door for more lighting which mimicked the outside world. I think they really enjoyed when one of the captives left the cave to discover Truth outside. For when he returned, according to Plato, and tried revealing Truth to the others, he’d be killed. They really enjoyed the play acting and no students (or teachers) were harmed in the making of the cave.
At the end of the week, we continued with Plato’s concepts of Utopia and what Utopia actually means. The students brought up ideas such as socialism, capitalism, and communism. Again I let them debate with on the idea of the Philosopher-King and the caste system.
In week five, we began with the introduction of Aristotle. We discussed his history and his concepts of the Unmovable Mover. We also discussed Aristotle’s influence during the Middle Ages due to the Muslim world and his reintroduction to European thought through St. Thomas Aquinas. After Aristotle, we then moved to how the Romans adopted much of Greek culture.
Here’s the third issue of The Thinker: