Senior Humanities
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  • Course Overview
  • Resources
  • Senior Project
    • 2024 Award Finalists
    • 2023 Award Finalists
    • 2019 Award Finalists
    • 2018 Award Finalists
    • Early Senior Theses and TED Talks
  • Honors

Cynicism/Discipline Seminar + Writing Prep

8/30/2024

 
DUE DATES- ON TIME​​​​​​
  1. Annotations for "Habits of Highly Cynical People" and "Screw motivation, what you need is discipline" articles. DUE: Tuesday 10/3, End of Class. Turn these in with the in-class writing that day- you may need them to complete it.
  2. Idea Fishing- Part 2. DUE: Wednesday 10/4, Start of 2nd period (9:25 am).  Google Classroom.
 
DUE DATES- LATE (-10%)​​
  1. Signed Syllabus. LAST DAY TO TURN IN: Tuesday 9/3, Start of Class.  In Turn In Box.
  2. Idea Fishing. LAST DAY TO TURN IN: Wednesday 10/4, Start of 2nd period (9:25 am).  Google Classroom.
Seminar Grades (5-10 min)
Debrief Friday’s starter, decide on graded or ungraded for seminar.

Starter 4- Seminar Habits (10 min)
  1. What do you, personally, need to do in order to be a strong participant in our seminar today? Set a goal for yourself.
  2. Do you feel prepared for our discussion today? Why/why not?

Seminar Style: (5 min to set up)
  1. 2 circles with extra chairs in the middle
  2. We’ll switch once, 30 minutes in (could also switch every 10-15 minutes…give kids the choice)
  3. Feel free to jump into chairs in the middle at any point- for 30 seconds or the whole seminar, it doesn’t matter
  4. Note-taking is highly encouraged! This will be leading into a writing assignment next week- having some notes will likely be helpful in that endeavor.
  5. Bring with you- Annotated articles, pen or pencil

Socratic Seminar Questions (50-60 min)
Opening Questions
  1. What is Solnit’s definition of a naïve cynic?  What are the two types (see paragraphs 8 and 11), and what characterizes their thinking?

Core Questions
  1. In paragraph 6, Solnit talks about now naïve cynicism “…flattens out the past and the future, and because it reduces the motivation to participate in public life, public discourse, and even intelligent conversation that distinguishes shades of gray, ambiguities and ambivalences, uncertainties, unknowns, and opportunities.”  What does she mean here?  How does the attitude of naïve cynicism do this?
  2. Is there a difference between cynicism and skepticism?  What is it?
  3. In paragraph 7, Solnit offers a number of criticisms of naïve cynicism.  What is the most important/cutting critique she offers in this paragraph?  Why?
  4. In paragraph 7, she says, “The openness of hope of dangerous.”  What does this mean?  Do you agree?
  5. What point is she trying to make with the OWS example on page 3?  How convincing is this example?
  6. What point is she trying to make with the climate change example on pages 3-5?  How convincing is this example?
  7. In paragraph 20, Solnit says, “Accommodating change and uncertainty requires a looser sense of self…”  What does she mean by this? 
  8. Do you have to KNOW things to avoid falling into naive cynicism? (see paragraph 23 about historical memory and long timelines)
  9. To what extent is cynicism useful?  Harmful?  What is a healthy level of cynicism?
  10. What motivates/causes this attitude of naïve cynicism?
  11. Can cynicism be productive?
  12. How does our media environment contribute to the development of naive cynicism?
  13. What kind of thinking habits do we need to cultivate to move beyond naïve cynicism?
  14. How do we see naïve cynicism playing out in this election (think about BOTH parties!)?
  15. Are motivation and discipline distinct things, or do they overlap? To what extent?
  16. This article makes the argument on page 3 that discipline requires delayed gratification. Is this harder now than it used to be? Why/why not?
  17. Do you think motivation or discipline helps more? Which do you tend to rely on?

Personal Questions
  1. In paragraph 6, Solnit makes a number of points about complexity, uncertainty, and ambiguity.  To what extent are you comfortable with complexity and uncertainty?  Give a concrete example.
  2. To what extent are you a naïve cynic?  How much of what Solnit describes rings true to you about yourself?  Explain.
  3. How do you see naive cynicism in Durango? AHS?
  4. How does this article connect to your education?  To your goals this year in Humanities?  To our class values and behaviors?
  5. If we acknowledge naïve cynicism, can we remove it from our classroom?  Do we want to?  How?
​
Seminar Writing:
Choose any of seminar questions listed below, and write a 500-750 word response to the question.  This writing should include the following:
  1. A clear thesis statement that answers the question.
  2. At least two body paragraphs that quote or paraphrase the text(s) that are organized and clear.
  3. A small conclusion- this doesn’t have to be large, but a short paragraph that wraps up your argument and synthesizes your ideas.

Choose ONE of the following to answer:
  1. In this essay, Solnit offers a number of criticisms of naïve cynicism.  What is the most important/cutting critique she offers?  Why?
  2. What kind of thinking habits do we need to cultivate to move beyond naïve cynicism?
  3. To what extent are you a naïve cynic?  How much of what Solnit describes rings true to you about yourself?  Explain.
  4. How do these articles connect to your education?  To your senior project/thesis? 
  5. What impact do you think naive cynicism plays in our current political climate and dialogue?
  6. What is a connection you can make between the idea’s in Solnit’s text and the ideas in “Screw motivation…”? What new insight can we gain from that connection?
  7. If you have a different question you would like to address that is NOT on this list, run it by Lori/Jessica for approval!

Cynicism/Discipline Seminar Coaching and Prewrite

8/28/2024

 
DUE DATES- ON TIME​​​​​​
  1. Annotations for "Habits of Highly Cynical People" and "Screw motivation, what you need is discipline" articles. DUE: Tuesday 10/3, End of Class. Turn these in with the in-class writing that day- you may need them to complete it.
  2. Idea Fishing- Part 2. DUE: Wednesday 10/4, Start of 2nd period (9:25 am).  Google Classroom.
 
DUE DATES- LATE (-10%)​​
  1. Signed Syllabus. LAST DAY TO TURN IN: Tuesday 9/3, Start of Class.  In Turn In Box.
  2. Idea Fishing. LAST DAY TO TURN IN: Wednesday 10/4, Start of 2nd period (9:25 am).  Google Classroom.
Starter 2- Seminar Norms (15 min)
  1. What needs to happen for a class to have a successful seminar?  What behaviors do you need to see, and what kind of thinking and preparation need to occur?
  2. Do you prefer to have seminars graded or ungraded?  Why?  If graded, what kind of grading system makes sense?

Reading Time- 10 min
Finish reading and annotating both seminar texts. If you're done, add to your annotations, or work on Idea Fishing Part 2.

Seminar Coaching 
Review of Coaching Goals
  1. Get everyone on the same page about the basic meaning of the text
  2. Clarify confusions

Step 1: Habits of Highly Cynical People
  1. Summarize the main point of this article.  What, in one sentence, is it saying?
  2. Go paragraph by paragraph.  Pay special attention to paragraphs 3-7, 20, 23
    1. Summarize main idea
    2. Answer questions/clarify meaning

Step 2: Screw motivation, what you need is discipline
  1. Summarize the main point of this article.  What, in one sentence, is it saying?
  2. Go page by page
    1. Summarize the main ideas/points made on that page
    2. Answer questions/clarify meaning/vocab

Step 3: Generate seminar questions
  1. Your coaching group needs to write 2-3 discussion questions for seminar on an index card and give it to me. These could be large questions, or questions that ask the class to focus on specific aspects of one or both texts.

Seminar Prewrite (rest of class, due tomorrow)
For this, you must answer two questions. One is required, and the other you may choose from the list provided. Each question should be answered in a full paragraph, and should reference something specific from the text. 

Required: What are the connections between these two essays? 

Choose ONE of the following in addition:
  1. What is Solnit’s definition of a naïve cynic?  What are the two types (see paragraphs 8 and 11), and what characterizes their thinking?
  2. What is the difference between being cynical and being critical/skeptical? 
  3. To what extent are you a naïve cynic?  How much of what Solnit describes rings true to you about yourself?  Explain.
  4. In paragraph 6, Solnit makes a number of points about complexity, uncertainty, and ambiguity.  To what extent are you comfortable with complexity and uncertainty?  Give a concrete example.
  5. In paragraph 7, Solnit offers a number of criticisms of naïve cynicism.  What is the most important/cutting critique she offers in this paragraph?  Why?
  6. In paragraph 20, Solnit says, “Accommodating change and uncertainty requires a looser sense of self…”  What does she mean by this? 
  7. What kind of thinking habits do we need to cultivate to move beyond naïve cynicism?
  8. How does this article connect to your education?  To your goals this year in Humanities? To your senior project? Choose something specific to focus the connection on.

Fall Senior Project- Week 1

8/27/2024

 
DUE DATES- ON TIME​​​​​​
  1. Annotations for "Habits of Highly Cynical People" and "Screw motivation, what you need is discipline" articles. DUE: Thursday 8/29, 30 minutes into Class. Google Classroom OR Show Lori during class. 
  2. Idea Fishing. DUE: Wednesday 8/28, Start of 2nd period (9:25 am).  Google Classroom.
 
DUE DATES- LATE (-10%)​​
  1. Signed Syllabus. LAST DAY TO TURN IN: Tuesday 9/3, Start of Class.  In Turn In Box.
2nd Period- Senior Project Exploration (30 min)- COMMONS ALL SENIORS
  1. Examples of projects (5-8 projects)
  2. After teacher talks through these, find a partner or group of 3 and discuss:
    1. What were the common threads that connected these exemplars?
    2. What did you learn about what makes a good project?
    3. How does this shape your ideas or hopes for your senior project?
    4. What questions does this raise for you?

2nd/3rd- Zen and Motorcycle- Read, Discuss, Write
Discussion Groups (45 minutes)
  1. Read and annotate- make sure to mark favorite lines
  2. Put chairs in a circle
  3. Spirit Read (each student shares their line)
    1. Discuss patterns, bring into Socratic seminar
  4. Seminar Questions:
    1. “The idea that the majority of students attend a university for an education independent of the degree and grades is a little hypocrisy everyone is happier not to expose.”  What does this mean?  Do you agree?  Why/why not?
    2. How much are you subject to the “mule mentality” (paragraph 8)?  What impact does this have on you?  Where does this come from?
    3. “The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.”  To what extent are you a mule?  To what extent are you a free man?
    4. The transformation described in this piece is predicated on the idea that everyone has an innate “creative intelligence” that has been stifled.  Do you agree with this premise?  Why/why not?
    5. “He’d be a knowledge-motivated person. He would need no external pushing to learn. His push would come from inside.”  When have you felt this?  What contexts/subjects are conducive to this experience?
    6. How motivated are you by grades?  How motivated are you by knowledge?  What implications does this have for your senior project?
    7. Make sure to note that senior project itself is ungraded...how then, can we connect senior project to ideas in this text.  Inspiring?  Terrifying?  Both?
    8. Last line:  “It would be the real thing.”  What do you need to do to make sure your Senior Project is the “real thing?”
    9. The world outside of school is one that exists without grades.  You succeed or fail based on your track record and reputation as well as a list of your accomplishments, not your GPA.  How can the final senior project provide you with an artifact or story that will propel you forward outside of school?
    10. How can your senior year help you make connections in the community, locally and abroad?  How can those connections help you after your high school career is over?

Final Reflection (15 min)
Take 10 minutes to write in your Humanities Starter document.  What are you thinking about senior project right now?  What hopes do you have?  Ideas?  Questions?  Emotions?  How did this discussion spark your imagination, ideas, or intentions? Write the whole time!  Now, underline the most interesting line of your reflection, and share it with a partner.

3rd/4th- Idea Fishing Part 2- Slideshow and Instructions
Students sort into corners based on the following statements.
  1. I am more confident than ever that my idea is pretty good, and I want to keep pursuing it.
  2. I like my project, but am not confident about my thesis.  I’m not sure if I should scrap it or keep digging into it.
  3. I like my thesis, but am not confident about my project. I’m not sure if I should scrap it or keep digging into it.
  4. I hate my original idea, or I think it’s not going to work.  I need something new. 

Idea Fishing Part 2- Where are you? Discussions (15-20 min)
Group into groups of 4-5 based on who is in your corner. Go sit at tables together. 
  1. Group 1: Confident in current idea
    1. Get in a group of 4-5 people
    2. Share your current ideas for your research question/topic and your project
    3. Share why you are excited about this, and one interesting thing you learned in idea fishing
    4. Discuss with each other how you need to narrow your topic.  Help each other come up with a revised research question to pursue, based on the first round of research
 
  1. Group 2: Confident in project, thesis idea is less good
    1. Get in a group of 4-5 people
    2. Share your current ideas for your research question/topic and your project
    3. Share where you think your ideas are strong, and where they need refinement
    4. As a group, help each other refine the pieces that need refining, and come up with a revised research question (or questions) to pursue.
 
  1. Group 3: Confident in thesis, project idea is less good
    1. Get in a group of 4-5 people
    2. Share your current ideas for your research question/topic and your project
    3. Share where you think your ideas are strong, and where they need refinement
    4. As a group, help each other refine the pieces that need refining, and come up with a revised research question (or questions) to pursue.
 
  1. Group 3: Need a new idea
    1. Get in a group of 4-5 people
    2. Share your last idea, and why you don’t want to do it. 
    3. Going in turn, spend 3 minutes for each person brainstorming new ideas they could research for this round

Idea Fishing Part 2- DUE next Wednesday at 9:25 AM.
Split between Kyle and Lori’s rooms.
  1. Option 1- The Mola Mola
    1. Repeat the previous idea-fishing process with an entirely new idea or topic
  2. Option 2- The Lungfish
    1. Repeat the idea-fishing process on the same idea
    2. This time, try to start with a more specific question rather than a super general topic
    3. Look for more specific pieces of information to fill in gaps or answer questions you identified in round 1

Highly Cynical People + Discipline vs. Motivation

8/26/2024

 
DUE DATES- ON TIME​​​​​​
  1. Annotations for "Habits of Highly Cynical People" and "Screw motivation, what you need is discipline" articles. DUE: Thursday 8/29, 30 minutes into Class. Google Classroom OR Show Lori during class. 
  2. Idea Fishing. DUE: Wednesday 8/28, Start of 2nd period (9:25 am).  Google Classroom.
 
DUE DATES- LATE (-10%)​
  1. 3-2-1 Brainstorm. LAST DAY TO TURN IN: Tuesday 8/27, Start of Class. Google Classroom.
  2. Signed Syllabus. LAST DAY TO TURN IN: Tuesday 9/3, Start of Class.  In Turn In Box.
 Announcements:
  1. Wednesdays- These are reserved for Senior Project work. You must be here periods 2-4 (yes, you get to sleep in). Go to the Commons to gather on Wednesdays, unless we tell you otherwise.

Set Up Starters 
Every student creates a Google Doc labeled with “Full Name- Humanities Starters,” and shares it with me.  Make sure to give me permission to comment!
  1. Every starter should be clearly labeled with the Starter # and date
  2. Newest starter goes at the TOP of the page

Starter 1- Cynicism 
  1. What do you think it means to be cynical? 
  2. How cynical are you on a scale of 1-5? (1 = not at all cynical, 5 = deeply cynical). Explain your answer.
  3. What reading habits do you need to use to make sense of complex or difficult texts? Think about both mindsets and about concrete actions that help you make sense of these. 
  4. Preferred name/pronouns- Please let me know what you would like to be called, and what pronouns you prefer to use. If this changes at any point in the semester, you can let me know either in person or via email- I will do my absolute best to honor and use your preferred names and pronouns! Feel free to yell at me if I screw it up.

4 Corners
  1. I believe that I can make changes in the world.
  2. When I am trying to make changes, I expect to see results in a short time period.
  3. I feel like no matter what I do as an individual, I will not have an impact in larger social and political issues.
  4. Motivation is one of the most important factors in being successful.

Annotation Review
Discuss quickly in your groups, then share out:
  1. Why do we do it?
  2. What does it mean to think deeply about a text? What habits are necessary?

Annotation Station- Review 2 possible types (on text with a pen/pencil in the margins, or on a separate document)

Seminar Readings 
  1. Screw motivation, what you need is discipline
  2. The Habits of Highly Cynical People
    1. NUMBER the paragraphs in Highly Cynical People. You should have 23 total.
    2. For framing here- The first 4 paragraphs are a big list of historical events. Please see the handy linked guide here: Highly Cynical References

Read and annotate both of the articles—they will be the basis for a Socratic seminar that is connected to our critical thinking goals for the course this year.  Make sure to mark:
  1. Places where you are confused
  2. Important or beautiful sentences/ideas
  3. Vocab (look it up!)
  4. Questions you have

You will have 20-30 minutes to finish reading tomorrow. My suggestion is to get through Highly Cynical People first, and save the other one for class tomorrow.

Senior Project- Idea Fishing

8/26/2024

 
DUE DATES- ON TIME​​​​​​
  1. Signed Syllabus. DUE: Tuesday 8/28, Start of Class.  In Turn In Box.
  2. Idea Fishing. DUE: Wednesday 8/28, Start of 2nd period (9:25 am).  Google Classroom.
 
DUE DATES- LATE (-10%)​
  1. 3-2-1 Brainstorm. LAST DAY TO TURN IN: Tuesday 8/27, Start of Class. Google Classroom.
Announcements:
  1. Wednesdays- These are reserved for Senior Project work. You must be here periods 2-4 (yes, you get to sleep in). Go to the Commons to gather on Wednesdays, unless we tell you otherwise. Later in this semester, Wednesdays will be off-campus research time.

Introductions
  1. Phones away out of sight
  2. Earbuds out of ears

Erin C-R- 3rd/5th
Here to talk to you about the path BEYOND this building!

Idea Fishing
  1. Intro and walk them through it (be sure to mention things that are allowed here- Chat GPT, Wikipedia, documentaries, etc.)
  2. Goal = to help them see if their top idea right now is one that remains interesting, to narrow research a bit
  3. Give them time to research
  4. This is due, completed, by the start of 2nd period on WEDNESDAY morning.

Senior Project Orientation- Day 3

8/22/2024

 
3rd/5th- Finish Yes/And Protocol,  Idea Fishing
Finish Yes/And Protocol if necessary.

Intro idea fishing, get them started on this. Tell them they will have more time to finish this on Friday. It will be due next Wednesday at 9:25 AM (the start of 2nd period).

3rd/5th- Zen and Motorcycle- Read, Discuss, Write
Discussion Groups (45 minutes)
  1. Read and annotate- make sure to mark favorite lines
  2. Divide senior class into mixed groups
  3. Spirit Read (each student shares their line)
    1. Discuss patterns, bring into Socratic seminar
  4. Seminar Questions:
    1. “The idea that the majority of students attend a university for an education independent of the degree and grades is a little hypocrisy everyone is happier not to expose.”  What does this mean?  Do you agree?  Why/why not?
    2. How much are you subject to the “mule mentality” (paragraph 8)?  What impact does this have on you?  Where does this come from?
    3. “The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.”  To what extent are you a mule?  To what extent are you a free man?
    4. The transformation described in this piece is predicated on the idea that everyone has an innate “creative intelligence” that has been stifled.  Do you agree with this premise?  Why/why not?
    5. “He’d be a knowledge-motivated person. He would need no external pushing to learn. His push would come from inside.”  When have you felt this?  What contexts/subjects are conducive to this experience?
    6. How motivated are you by grades?  How motivated are you by knowledge?  What implications does this have for your senior project?
    7. Make sure to note that senior project itself is ungraded...how then, can we connect senior project to ideas in this text.  Inspiring?  Terrifying?  Both?
    8. Last line:  “It would be the real thing.”  What do you need to do to make sure your Senior Project is the “real thing?”
    9. The world outside of school is one that exists without grades.  You succeed or fail based on your track record and reputation as well as a list of your accomplishments, not your GPA.  How can the final senior project provide you with an artifact or story that will propel you forward outside of school?
    10. How can your senior year help you make connections in the community, locally and abroad?  How can those connections help you after your high school career is over?

Final Reflection (15 min)
Take 10 minutes to write.  What are you thinking about senior project right now?  What hopes do you have?  Ideas?  Questions?  Emotions?  How did this discussion spark your imagination, ideas, or intentions? Write the whole time!  Now, underline the most interesting line of your reflection, and share it with a partner.

Senior Project Orientation- Day 2

8/22/2024

 
9:00-10:00- Yes/And Brainstorm (Commons → Classrooms)
  1. Model with Kyle, Jessica, and a few students (Commons)
  2. Put students into groups of 5-6 with students from their Humanities class.
  3. Complete first 2 Yes/And Brainstorms

Senior Project Orientation- Day 1

8/19/2024

 
8:30-8:40- Schedule Review for Tuesday/Wednesday
Meet with Seniors in commons to review schedule and locations for the day.

8:40-9:15- Class Logistics and Orientation- 8:40-8:55 and 9:00-9:15
  1. 8:40-8:55- Both Lori’s Pods in her class, Jessica’s Pod in Kyle’s class
  2. 9:00-9:15- Both Lori’s Pods in Kyle’s room, Jessica’s Pod in her class

Humanities: 
  1. Introductions (5 min)
    1. Name, pronouns, one word to describe your ideal classroom. Create desk sign.
  2. Syllabus Review (10 min)
    1. Review syllabus, students sign it. Bring home for parents to sign.
  3. Off-Campus Permission Slip- Check the spreadsheet
  4. Google Classroom/DP Orientation (if time)

Math
  1. Student Contracts (5 min)
    1. Hit the highlights, students sign it.
  2. Whatever else Kyle wants to do.

9:20-9:40- COMMONS- What is Senior Project?
Slideshow overview, case study instructions

9:45-10:25- Split between Kyle, Lori, Jessica
Case studies (20 min)
  1. As a group, develop 2-3 criteria that need to be met for a senior project to be good.
  2. Read over the case study titles: case studies
  3. Choose two to focus on
  4. Read it and answer:
    1. By your criteria, was this a good project?  Why/why not?
      1. Rank each project on your criteria on a scale of 1-5 (1=Not good at all, 3=mid, 5=killed it)
    2. Did your criteria line up with your initial gut impulse?  Where did they?  Where didn’t they?
    3. What could this person have done to make this project more quality?
  5. Review Sr. Project Timing on Slides

Skills Inventory/Brainstorm (20 min)
  1. Going to think about you as a student and how that relates to senior project in a variety of different ways.  Goal is to get you thinking deeply about you and how you relate to this project in an expansive way
  2. Focus on ACTION PROJECT, not thesis.  We’ll be talking about the thesis more specifically in Humanities next week
  3. Complete TWO graphic organizer/brainstorms.  One is focused on your general traits, and one is focused on concrete skills (send outside, other rooms)
    1. Brainstorm 1: Emotional self, goals/dream, interests, behavior/work habits
    2. Brainstorm 2: Academic Skills, social/emotional skills, non-academic skills, skills to develop

10:30-11:20- Butcher Paper Sr. Project Brainstorm (Commons → Classrooms→ Commons)
Break into 12 groups of 5-6 students, split into three rooms. In each room there are butcher papers with:
  1. Product- What could you build/create/do?
  2. Topic/Question- What question do you want to answer?  What questions are you curious about?  What topics intrigue you?
  3. Organization- What organization, business, or individual could you collaborate with?
  4. What questions do you have for Kyle/Lori about senior project, thesis, or senior year in general?

Spend 6 minutes at each.  The goal is to come up with as many ideas as possible for the various elements of senior project. Be sincere and serious, but also be open to crazy ideas!

Bring everyone back together to review, answer the questions they come up with. 

11:25-12:00- 3-2-1 Idea Brainstorm (split between classrooms)
3-2-1 Idea generation
  1. Use the brainstorms from yesterday to complete the 3-2-1 brainstorm.  
  2. Done early?  Come show your ideas to Kyle, Lori, or Jessica to get feedback!
  3. You will have more time to finish this after lunch

12:00-12:45- LUNCH

12:45-2:00- Finish 3-2-1 Brainstorm (split between classrooms)
3-2-1 Idea generation
  1. Use the brainstorms from yesterday to complete the 3-2-1 brainstorm.  
  2. Done early?  Come show your ideas to Kyle, Lori, or Jessica to get feedback!
  3. You will have more time to finish this after lunch

2:00-2:30- Osprey Block IceBreakers (Commons)
Seniors get into Osprey Block Groups, plan a quick (5-10 minute) activity to:
  1. Learn names in OB meetings
  2. Get to know the OB group a little better

2:30-3:25- Osprey Block Meetings
TBD

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    • 2024 Award Finalists
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    • 2019 Award Finalists
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    • Early Senior Theses and TED Talks
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