The Governor's Program for Gifted Children

GPGC 2018 | JUNE 3 – JULY 21

Weekly Reports – Humanities – Weeks Three and Four

Here are some reports from the teachers of each of our Humanities classes for the previous two weeks of the Program. We have organized them by class:

Freshmen Humanities (Ms. Kristen Harrell, Instructor)

Week Three:

At the beginning of the week, we finished talking about the importance of the poleis in Greece, particularly Athens and Sparta, and we watched excerpts of a wonderful documentary about the Battle of Thermopylae from the History Channel. The students’ discussions were great. They were able to give highly in depth answers to why Athens evolved into a direct democracy. Figures such as Solon and Clisthenes were also introduced.


The Persian War was discussed at length including the battles of Marathon and the one at Thermopylae ten years later. We also had a rather fun debate today concerning reality and perception. I showed them how Xerxes was interpreted in the movies 300 and One Night with the King. They immediately recognized that they were the drastically different. One of the main themes of the week seemed to be what is history when we only know it through the lens of the victors.

Week Four:

Although it was a short week, we made great headway in Greek philosophy. 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. To introduce Plato, 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.

 

Humanities Two (Mr. Cody Magee, Instructor)

Week Three:

This week we continued working on making connections between dystopian societies in literature and civics/government/class/technology issues in contemporary society.

Week Four:

This week we discussed the beginning of Brave New World, as well as upcoming Utopia Projects. Because our plan is to finish the novel by next Thursday we also spent a class time reading. As a reward for working hard this week (and also to attempt to teach them to stop talking OVER each other) we played a game modeled after the 60’s game show Password.

Humanities Three (Mr. Avee Chaudhuri, Instructor)

Week Three:

This week we wrapped up discussing 1984. This included discussing Emmanuel Goldstein’s The Theory and Practice of Oligarchical Collectivism, which led to fruitful discussions about the cyclical nature of history, economic theory, and the notion of perpetual war. Admittedly, the class did not enjoy the novel as a whole, though they seem to understand why it remains relevant and why it should be read and discussed. The students sat for an essay exam on the book on Wednesday. While they tell me the exam was challenging and difficult, I expect they are either being modest or attempting to assuage my ego, since I wrote the test questions. It was another good week. Students continue to impress. Next week will begin with a discussion of “The Lottery in Babylon” by Jorge Luis Borges, and I will also distribute copies of our next major text, The Handmaid’s Tale by Margaret Atwood.

Week Four:

Our week began with a discussion of the Jorge Luis Borges story “The Lottery in Babylon.” Borges is a notoriously arcane writer and I’m always a little nervous how well the students will grapple with him, but they did an exemplary job and we had a good discussion about this short story. We then started reading and discussing Margaret Atwood’s The Handmaid’s Tale, which is a novel-of-dystopia in the tradition of 1984 and Brave New World. To my knowledge, The Handmaid’s Tale has never been taught at the Governor’s Program, and with this in mind I’ve asked students to serve in an advisory role and be honest about how much they’re enjoying the reading experience. While I don’t believe that literary fiction has to be wildly entertaining, I also realize that an engaging text is far more instructive than a tedious one. So far, students claim to be enjoying the book, though some of them have minor squabbles about Atwood’s style.

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