I'm in the middle of reading student work about human thinking and how human thinking has changed. Throughout the semester students have been exposed to and considered topics in the social sciences and literature and then have worked on this single capstone paper on human thinking. They of course have written other papers concurrently, but this 8-10 page capstone document has been opened, added to, and/or revised almost 80 times over the past 18 weeks.
These 9th grade students have considered the Epic of Gilgamesh and Beowulf up through concepts from Zen and the Art of Motorcycle Maintenance, Life of Pi, and Atlas Shrugged. They have thought and written about 5 major beliefs systems, namely Hinduism, Buddhism, Judaism, Christianity, and Islam. They've worked with Socrates, Plato, Aristotle. Hobbes and Locke. The Enlightenment, the Scientific Revolution. They have debated and written about the differences in the idea of justice from Hammurabi to today around the world. They've pondered the role of love, gender roles and power, from primitive humans until now. I've shown them how art has changed since cave paintings, teaching them perspective and requiring them to *gasp* draw in Humanities class. They looked at ancient Greece's and Rome's political, linguistic, and social contributions. They've drawn supply and demand models, considered climate change, and worked on bias detection in media. They've considered the root causes of revolution using the American, French, and Russian revolutions as case studies. They've read Shakespeare, Milton, Machiavelli, Voltaire, and Marx. They wrote first-person accounts of the flood their town experienced this spring, including photographs they took of a downtown under water. They read poetry from sources as diverse as Frost to Metallica, and wrote an English sonnet in the established meter and rhyme scheme.
They've taken all this exposure and written these capstone papers about how human thinking has changed (they also can argue that it hasn't) and to sum it all up, I'm proud of them. Some of them for the first time have done some real work beyond just producing what it is they think the teacher wants. They haven't just regurgitated information I gave them, they have synthesized new stuff.
I'm proud of both semesters of kids for exceeding what many people think students this young can do. For producing quality material without being overly supported. For taking intellectual risks and for actually thinking, many for the first time.
It's been a rewarding year...:-)