June 8:  Bill of Rights Day

On this day in 1789 a draft of the Bill of Rights was presented to the First Federal Congress. The United States Constitution had been ratified on September 17, 1787. It established the organization of the central government and the elaborate system of checks and balances on the power of the three branches. What was not included in the Constitution at this time, however, was how the powers of the central government should be balanced against the rights and liberty of the people.

Bill of Rights Pg1of1 AC.jpgBeginning with the Magna Carta, signed by King John in 1215, there is a long history of attempts to balance the power of the state or the Crown against the power of the individual. The Bill of Rights is a high water mark in this history.

Credit for championing the draft of the Bill of Rights goes to James Madison, who would later become the fourth President of the United States. Madison had been the major architect of the document that was written at the 1787 Constitutional Convention in Philadelphia, and in 1789 he demonstrated the same breadth of knowledge and the same skill in forming compromises as he argued for the Bill of Rights.

Madison’s first draft of 17 amendments was approved by the House of Representatives, but 5 of the amendments were later shot down by the Senate. The state legislatures would later remove two more amendments. The first 10 amendments to the U.S. Constitution known as the Bill of Rights were finally adopted on December 15, 1791.

Today’s Challenge: Know Your Rights
What are the 10 amendments that make up the Bill of Rights, and what makes those rights so important?  Today there are a total of 27 amendments to the United States Constitution, but it’s the first ten that are known as the Bill of Rights. Read each of the 10 amendments below.  Then, research one of the amendments that you think is particularly important.  Write an explanation of what this right means and why you feel is so important.

Amendment I – Freedom of Religion, Speech, Press, Assembly, and Petition

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

Amendment II – Right to Bear Arms

A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.

Amendment III – Quartering of Soldiers

No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.

Amendment IV – Search and Seizure

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Amendment V – Right of the Accused

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

Amendment VI – Requirements for Jury Trial

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

Amendment VII – Rules of Common Law

In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law.

Amendment VIII – Limits on Criminal Punishments

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

Amendment IX – Rights Kept by the People

The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

Amendment X – Lawsuits Against a State

The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.

(Common Core Writing 2 – Expository)

Quotation of the Day: If we can’t think for ourselves, if we’re unwilling to question authority, then we’re just putty in the hands of those in power. But if the citizens are educated and form their own opinions, then those in power work for us. In every country, we should be teaching our children the scientific method and the reasons for a Bill of Rights. With it comes a certain decency, humility and community spirit. In the demon-haunted world that we inhabit by virtue of being human, this may be all that stands between us and the enveloping darkness. -Carl Sagan

1- The National Archives: http://www.archives.gov/national-archives-experience/charters/bill_of_rights.html

 

February 24:  Two Things Day

On this date in 2012 The Guardian newspaper published a column entitled, “This Column Will Change Your Life:  The Two Things.”

The column begins with an anecdote about the economist Glen Whitman.  In 2002 Whitman was sitting in a bar and struck up a conversation with a stranger.  Upon discovering that Whitman was an economist, the stranger asked, “So, what are the Two Things about economics?”  Whitman wasn’t sure what he meant by “Two Things” so he asked for clarification.  The stranger replied:  “You know, the Two Things. For every subject, there are only two things you need to know. Everything else is the application of those two things, or just not important.”

Getting the picture, Whitman thought for a moment and replied with his Two Things about economics:  “One: incentives matter. Two: there’s no such thing as a free lunch.”

That brief conversation in a bar in 2002 began Whitman’s quest for other Two Things from other fields, such as philosophy, marketing, finance, and computer science.  The idea behind the Two Things game is to distill and to simplify.  To do this experts must re-examine what they know and go back to basics.  This helps them see their field with new eyes.   Experts within a single field seldom agree on their Two Things; nevertheless, what they come up with is always interesting and illuminating, both to insiders and to outsiders.

At his website Whitman has collected numerous examples by posing the Two Things question.  Here are a few examples of the answers he’s gotten from various fields and areas of expertise:

The Two Other Things about Marketing:

  1. Find out who is buying your product.
  2. Find more buyers like them.

The Two Things about Advertising:

  1.  Get people’s attention
  2.  Overwhelm them with charm.

Two Things about Trial Lawyering:

  1.  90% is just showing up (borrowed from Woody Allen’s philosophy of life).
  2.  When you are winning, keep your mouth shut.

The Two Things about Neuroscience:

  1. Neurons strengthen or weaken signal strength between connected synapses.
  2. If you think you’ve found the part of the brain that controls _________, you’re probably wrong.

The Two Things about Writing:

  1.  Include what’s necessary.
  2.  Leave everything else out.

The Two Things about Editing:

  1.  Know the rules.
  2.  Pay attention. (2)

Today’s Challenge:  Two Things Game

What would you say is the area or field in which you have the most expertise?  What are the two things that people need to know about that area or field?  Select an academic discipline, an area of interest (such as a hobby, sport, or pastime), a profession, a specific person, place, thing, or idea that you know well.  Then determine what the Two Things are that everyone needs to know about it.  Assume that your audience knows little about your topic, and write an explanation that goes with each of your two things. (Common Core Writing 2 – Expository)

Quotation of the Day:  Two things are infinite: the universe and human stupidity; and I’m not sure about the universe. -Albert Einstein

1-http://www.theguardian.com/lifeandstyle/2012/feb/24/two-things-to-know-oliver-burkeman

2-The Two Things by Glen Whitman

http://www.csun.edu/~dgw61315/thetwothings.html

 

February 23:  Best Two Songs Day

On this date in 1978, two songs tied for Song of the Year at the 20th Annual Grammy Awards held in Los Angeles.  The two songs were Barbra Streisand’s “Evergreen” (Love Theme from A Star Is Born) and Debby Boone’s “You Light Up My Life.”  It was the first time in Grammy history that there was a tie for Song of the Year.  Today neither song has stood the test of time as a quality song.  The best choice in retrospect would have been the Eagles “Hotel California,” which also nominated and which still receives airplay today.  Fans of the Eagles will find solace, however, in the fact that “Hotel California” did win the Grammy for Record of the Year (1).

You Light Up My Life (album).jpgThis brings up the questions of the semantic difference between Record of the Year and Song of the Year.  Record of the Year recognizes an artist’s performance of a song along with the song’s producers; Song of the Year is an award given to the writer or writers of a song.

Today’s Challenge:  Two Timeless Tunes

What are two songs that you consider timeless — two songs that you consider to be works of genius and that you can listen to over and over?  Select two songs that you would argue are timeless classics.  Make your argument for what makes each unique, while giving some of the necessary background on the artist, songwriter, and song genre. (Common Core Writing 1 – Argument)

Quotation of the Day:  Putting two songs together, I’ve always loved that trick when it works.  -Paul McCartney

1-http://www.history.com/this-day-in-history/its-a-tie-for-song-of-the-year-at-the-20th-annual-grammy-awards

February 21:  Boom’s Taxonomy Day

Today is the birthday of American psychologist Benjamin Bloom who was born in 1913.  In 1956 Bloom created what has become the most influential model of how people learn and how people think.  Bloom’s Taxonomy of Educational Objectives, which was created over sixty years ago, remains one of the most useful tools for teachers and students to articulate the ways in which the brain processes learning, beginning with foundational learning and moving to higher levels of critical thinking.

The idea behind Bloom’s Taxonomy is to help teachers and students advance their thinking and learning beyond superficial levels.  By classifying thinking into six categories, the model makes the thinking and learning process less abstract, showing how students can process their learning in different ways and at different levels.  

  1. Knowledge – Remember: This is the most fundamental level of learning something.  It is the recall level where students memorize a fact, a definition, or a concept.  If, for example, you were studying the concept of cognitive dissonance, you might write down and memorize the definition.
  1. Comprehension – Understand:  This is where students move beyond just memorization by explaining what they know in their own words, by summarizing main ideas, and by illustrating what they know with examples.  This also involves comparing, contrasting, classifying, inferring, and predicting.  Engaging with the learning in this way, moves the learning from short term memory to long term memory, making it more likely that the learner will be able to master what they are learning.  If, for example, you were studying cognitive dissonance, you might demonstrate your understanding of the term by explaining what cognitive dissonance is in your own words and by giving a specific example to illustrate it.
  1. Application – Apply: This where students use what they have learned by applying it to a new situation or context.  Using the knowledge takes it from the theoretical level to the practical application level, making the learning both more meaningful.  If, for example, you were studying cognitive dissonance, you might apply your knowledge of it by explaining how cognitive dissonance might relate to a situation in which a person buys a new car.
  1. Analysis – Analyze: This is where students examine and break information into parts or classifications.  It involves looking at causes and effects, making inferences, and supporting generalizations with evidence.   If, for example, you were studying cognitive dissonance, you might analyse it by identifying the specific causes and effects that make it happen.
  1. Evaluation – Evaluate: This is where students form and defend opinions about what they are learning.  It involves making judgements based on criteria and supporting those judgements with valid evidence.   If, for example, you were studying cognitive dissonance, you might evaluate it by discussing whether or not the overall effects of cognitive dissonance on individuals is positive or negative.
  1. Synthesis – Create:  This is where students use their knowledge and learning to create something new and original.  It involves combining elements into new patterns or generating alternative ideas or solutions.  For example, if you were studying cognitive dissonance, you might write a research report on the term where you use evidence from two or three difference sources to explain your position on why it is an important concept.  You might also develop your own graphic to illustrate the cause and effect relationships related to the idea.

Notice that each of the six different levels of the taxonomy requires the learner to engage at deeper and deeper levels with the learning, integrating that knowledge in different ways, ways that are successively more  challenging, ways that require more and more cognitive engagement which then leads to higher order thinking and higher levels of mastery.

Today’s Challenge:  Learning in Bloom

How might you create a lesson that teaches a basic abstract concept in a way that students truly learn it?  Take an abstract concept that you know well, such as capitalism, photosynthesis, or rhetoric, and write a lesson plan that involves six different activities that students will do — at each of the six levels of Bloom’s Taxonomy.  The goal is to help students move from basic understanding to higher order thinking. (Common Core Writing 2 – Expository)

Quotation of the Day:  Creativity follows mastery, so mastery of skills is the first priority for young talent. -Benjamin Bloom

 

February 19: Metacognition Day

Today is the birthday of Nicolaus Copernicus, a man who not only changed the world as we know it, but also the universe.  

Nikolaus Kopernikus.jpgBorn in Poland in 1473, Copernicus was both a polyglot and a polymath.  He spoke Latin, German, Polish, Greek, and Italian.  In addition to holding a doctorate in canon law, he was also a physician, mathematician, classics scholar, translator, governor, diplomat, and economist.  Today, we know him best as the astronomer who challenged the orthodox belief that Earth was the center of the universe.  Fifteen-hundred years after the ancient Greek astronomer Ptolemy established his theory that the planets, the sun, and the stars revolved around a stationary Earth, Copernicus presented his revolutionary theory.  He claimed that not only did the Earth rotate on its axis, but also that Earth and the other planets revolved around the sun.  Copernicus’ work in astronomy was the quintessential achievement of the Renaissance, totally transforming mankind’s view of the universe and paving the way for future work by Galileo, Kepler, and Newton.

A true man of science and of learning, Copernicus embodied the Renaissance ideals of searching for knowledge and challenging conventional wisdom. His opus On the Revolution of the Celestial Spheres was published in 1543, the same year he died (1).

One quotation that typifies Copernicus’ scientific approach is one that uses simple terms to express a profound insight:

To know that we know what we know, and to know that we do not know what we do not know, that is true knowledge.

Today cognitive psychologists sum up Copernicus’ insight using a single term: metacognition.  Meta is Greek for “about,” and cognition is Latin for “to know.” Metacognition, therefore, is “thinking about thinking.”  More than just being aware that we think, metacognition is the process of monitoring our own thinking.

As Copernicus reminds us, metacognition is not just what we know, it is also being aware of what we don’t know, as well as being aware of the ways we sometimes delude ourselves.  To understand the ways we think best and the ways we fall short of sound thinking, we should always keep in mind the relationship between both knowledge and ignorance.  

Notice, for example, how the following wise voices from the past express this relationship:

-Real knowledge is to know the extent of one’s ignorance.  –Confucius

-The greatest obstacle to discovering the shape of the earth, the continents and the ocean was not ignorance but the illusion of knowledge. –Daniel J. Boorstin

-The only good is knowledge and the only evil is ignorance. — Socrates

-The recipe for perpetual ignorance is: Be satisfied with your opinions and content with your knowledge. — Elbert Hubbard

-To be conscious that you are ignorant is a great step to knowledge. — Benjamin Disraeli

-The beginning of knowledge is the discovery of something we do not understand. — Frank Herbert

In the book Make It Stick, the authors discuss one specific learning strategy that employs metacognition to help learners be more productive and more efficient in their study.  The strategy is called retrieval practice, and recent studies have documented that this strategy is much more effective than rereading a text, highlighting a text, or even reviewing notes.

The key aspect of retrieval practice is self-quizzing or testing.  When reading a text or listening to a lecture, therefore, the student should generate questions for self-testing.  Once the student has finished reading or listening, he or she should use the questions to recall and recite out loud the facts, concepts, or events from memory, without using the book or notes for reference.  The basic premise of retrieval practice is that learning that sticks is learning that is effortful.  Furthermore, the effortful act of retrieving knowledge from memory strengthens the memory, increasing the likelihood that knowledge will stay in long term memory.  Like walking an unfamiliar path through the woods, the more you travel the path, the more confidence you have in remembering your way without getting lost.  Retrieval practice also decreases the likelihood that students will delude themselves into believing they know what they don’t know. Since the strategy requires that student recite answers aloud, they are able to exercise good metacognition by clearly determining what they know and what they don’t quite know yet (2).

Today’s Challenge:   What Do You Know?

How can you apply retrieval practice to increase your metacognition?  Select an article or short story that you have not read before.  As you read the passage, write down three questions based on the key ideas you’re reading.  When you finish the reading, put the passage away, and attempt to answer each of your questions by reciting the answers out loud.  As you answer each question, rate your level of confidence with your answer on a scale of 1 to 10 (10 being you feel highly confident; 1 being you need to look back at the passage to answer).  Once you have finished, take a moment to reflect on the strategy.  How did it feel to answer out loud?  Do you feel like this strategy will work for you in the future? (Common Core Reading 1 – Key Ideas and Details)

Quotation of the Day:  When you know a thing, to hold that you know it; and when you do not know a thing, to allow that you do not know it – this is knowledge. — Confucius

1-http://www.nmspacemuseum.org/halloffame/detail.php?id=123

2-Brown, Peter C., Henry L. Roediger III, Mark A. McDaniel.  Make It Stick:  The Science of Successful Learning.  Cambridge, Mass.:  Harvard University Press, 2014.

 

February 17: Two Sources Day

On this date in 1942, the Voice of America (VOA), the United States’ government-funded multimedia news source, made its first radio broadcast.  With the world at war, the mission of the VOA was to combat Nazi propaganda, to promote American policies, and to boost the morale of its allies around the world.   

VOAlogo.pngAt the end of World War II and with the beginning of the Cold War, VOA began its first Russian-language broadcasts into the Soviet Union in 1947.  These broadcasts included news, human-interest stories, and music.  The stated purpose of the VOA at this time was to give listeners in the USSR a picture of what life was like on the other side of the iron curtain (1).

Congress did not enact an official charter for the Voice of America until 1976.  The charter, which was signed by President Gerald Ford, requires VOA to “serve as a consistently reliable and authoritative source of news” (2).

Today the VOA provides programming through the internet, mobile and social media, radio, and television in more than 40 languages.  Located in Washington, D.C., VOA serves an estimated weekly global audience of 187.7 million people (3).

From its first broadcast in 1942, the VOA made the following promise:  “The news may be good.  The news may be bad.  We shall tell the truth.”  One principle that assists its quest for accurate reporting is its “two-source rule,” which it instituted in 1981.  The two-source rule stipulates that the VOA will not report a news story until it has two independently corroborating sources or an eyewitness report from a correspondent.   It’s this principle that prevents the VOA from making mistakes in its reporting.  It also promotes the VOA’s reputation as a trusted, credible source for news.

Today’s Challenge:  Two Sources to Truth

What are some questions that you have, questions that you are truly curious about and that you do not know the answer to?  Select a question that you are curious about and research it.  Find at least two separate sources, and write a paragraph answering your question.  If the two sources do not corroborate a clear, single answer to your question, continue your research until you have at least two separate sources that corroborate your answer.  Use direct quotations, and cite your sources. (Common Core Writing 2 – Expository)

Quotation of the Day:  It was very hard to get any records, so the only source for us to really hear what was happening was listening to the Voice of America. We would be taping all the broadcast and then sharing the tapes and talking about it.  -Jan Hammer

1-http://www.history.com/this-day-in-history/voice-of-america-begins-broadcasts-to-russia

2-NYTimes

http://www.nytimes.com/2001/10/06/opinion/06UNGA.html

3-VOA History

http://www.insidevoa.com/p/5829.html

February 5:  Summary Day

On this date in 1922 the first edition of Reader’s Digest was published. The magazine was the brainchild of DeWitt Wallace, who was born in St. Paul, Minnesota in 1889.  Recovering from wounds he suffered while serving in World War I, DeWitt began working on his idea of publishing a monthly periodical featuring condensed versions of articles from other magazines.  

First issue of the Reader's Digest, February 1922.pngWith the help of his wife Lila, Wallace published the first edition of the Reader’s Digest, producing 1,500 copies and selling each for 10 cents.  By the end of the decade the circulation had reached more than 200,000, and in the 1930s, Wallace expanded his company to include condensed books. In addition to its smaller, condensed articles, the magazine itself is half the size of a typical magazine, just about small enough to put in your back pocket.  The circulation for Reader’s Digest, however, is not small; it has more paid subscribers than any other magazine in the world (1).

Today’s Challenge:  Read, Ruminate, and Digest

How can you paraphrase the main points of an article in 50 words?  In order to write a summary, or to digest an article by breaking it down to its essential points, you must read carefully.  The purpose of a summary is to capture the writer’s main point your own words.  Select an article of at least 250 words, and write a 50-word summary.  Use the following step to guide you:

Step 1:  Read and annotate the text carefully, focusing on the main ideas and main details.  Underline key ideas, and circle any unfamiliar vocabulary.  Remember, the purpose of a summary is to sum-up the writer’s idea, not your reaction to the writer’s ideas.  So, resist the temptation to inject your opinion.

Step 2:  Draft a brief summary in your own words on a separate piece of paper that captures the writer’s main point or claim.  Don’t include the author and title in your summary.  Also, don’t waste words saying things like: “this article is about” or “the author argues that.”  Instead, just state the main ideas.  Don’t worry about the number of words until you have finished your draft.  

Step 3:  Revise and edit your summary.  Count the number of words and revise as necessary to write the most clear, concise, and correct summary of exactly 50 words.  Read your revised draft aloud to make sure that it is clear, that the sentences are complete, and that there are no wasted words.

Step 4:  Write the final draft of your summary.  On the line above the final draft of your summary, write the author’s last and first name, followed by the article’s title.  Then, on the line below the author/title, legibly write your complete final draft of your 50-word summary.

Quotation of the Day:  The dead carry with them to the grave in their clutched hands only that which they have given away. -Dewitt Wallace

1-http://www.nytimes.com/2010/10/03/nyregion/03bookwe.html?_r=0

 

December 26:  Boxing Day

Today is the Feast of Saint Stephen, celebrated each year on the first day after Christmas because Stephen is recognized by the Christian church as its first martyr.

The New Testament Book of Acts provides an account of Stephen being brought before Jewish authorities and accused of blasphemy.  After giving an impassioned speech to the assembly of judges, in which he denounced his audience for its long history of persecuting the prophets, Stephen was dragged from the city and stoned to death.

Saint Stephen’s Day is a traditional day for giving food or money to the poor.  The lyrics of the Christmas carol “Good King Wenceslas” reflect this tradition:

Good King Wenceslas looked out

On the feast of Stephen

When the snow lay round about

Deep and crisp and even

The carol tells the story of Wenceslas, the 10th century Duke of Bohemia.  Seeing a peasant gathering wood in the snow, the King is moved to help him and puts together a parcel of food, wine, and pine logs. Accompanied by his page, the King then trudges through the blinding snow and the dark night to deliver his gift to the peasant’s door.

Boxing Day, an English holiday celebrated on December 26th, reflects the example of giving we see in the Christmas carol. Traditionally on this day, household servants were given a box of presents to take home and share with their families, an early version of what we know today as the “Christmas bonus” (1).

Today’s Challenge:  Boxes Within Boxes

What is a subject or topic that you could divide or classify into 12 different parts?  Boxing Day is the perfect day for planning a calendar — after all isn’t a calendar made up of boxes within boxes?  As you prepare for the beginning of a new year, instead of buying a calendar, brainstorm ideas for making one of your own.  Below are twelve possible topics:

12 Labors of Hercules

12 Books that Everyone Should Read

12 Olympian Gods

12 Signs of the Zodiac

12 Precious Stones

12 Great Science Fiction Films

12 Greatest Rock Songs

12 Reasons that 12 Angry Men Is the Greatest Movie of All Time

12 Most Important Years in History

12 Holidays to Celebrate

12 Ways to Save Energy

12 Greatest Great Annual Events That Everyone Should Attend

Once you have selected the theme for your calendar, create an outline of the content of each month, including notes about what specific textual content you will include, what artwork you will include, and what other features you might include to make your calendar unique. (Common Core Writing 2 – Expository)

Quotation of the Day:  Every time you tear a leaf off a calendar, you present a new place for new ideas and progress. -Charles Kettering

1-Rufus, Anneli.  The World Holiday Book.  New York:  HarperCollins, 1994.

 

12/26 TAGS:  Feast of Saint Stephen, Good King Wenceslas, Boxing Day, calendar

November 29:  Compulsory Education Day

On this day in 1870, the British government announced its plan to make education compulsory.  The Elementary Education Act of 1870 required that education be provided to children up to age 10.  The act was also commonly known as the Forster’s Education Act, named for William Edward Forster, a member of the House of Commons who crusaded for universal education and who drew up the act.

One nation that adopted compulsory education before Britain was Prussia.  A decree by Frederick the Great in 1763 provided an education for all girls and boys until age 13.  Under this plan teachers were paid by the citizens of the municipalities in which they taught; however, the teachers – many of whom were former soldiers — were asked to supplement their income by cultivating silk worms.  (wiki)

In the United States, Mississippi became that last state to pass a compulsory education law in 1918.

In 2012, best-selling young adult fiction author John Green published a YouTube post on compulsory education entitled “An Open Letter to Students Returning to School.”  In his letter Green challenged students to not take their education for granted and to see “compulsory” schooling as an opportunity to contribute something to society:

School doesn’t exist for your benefit or for the benefit of your parents. Schools exist for the benefit of me. The reason I pay taxes for schools even though I don’t have a kid in school is that I am better off in a well-educated world. Public education isn’t a charity project; I pay for your schools because I want you to grow up and make my life better. I want you to make me beautiful books that will bring me pleasure and consolation. I want you to make me cooler cars for me to drive, and drugs so that I can live a longer, healthier life. I’m paying for your education in the hopes that you will invent a microwave pizza with actually crispy crust and that you’ll spread the availability of the internet so I can get more YouTube views in Zambia.

Your education isn’t just about you, your nation is making an investment in you because they believe that you are worth it. So the next that you’re like half asleep fantasizing about being a kid chosen for a special mission or wizard school, or whatever, please remember something: you are special, and you’ve chosen for a special mission that was denied to 99.9% of all humans ever. We need you, we believe in you, and we’re counting on you.

Today’s Challenge:  

If you were the Secretary of Education, what class would you make mandatory for all students?  Why?  Imagine that you have been appointed to design a specific class that will be required by all students before they graduate high school.  What would you call your class, and what would be the make-up of the class’s curriculum.  In addition to describing the class, provide a rationale for why the content of the class is essential for students. (Common Core Writing 2 – Expository)

Quotation of the Day:  But yes, your teachers may be stupid. So are you, so am I, so are everyone . Except Neil DeGrasse Tyson. The whole pleasure in being a human is in being stupid but learning to be less stupid together. -John Green