Period 3: 9th Grade English

I’m off to another English class, but this time with 9th graders instead of 10th graders. 

A scan of the walls: paintings, drawings, quotes, a Greek Mythology family tree. There’s a full bookshelf in the corner. I notice something new on the walls this period: an acronym that I’m sure is in other classrooms. It’s an encouragement to students to think before they speak by asking themselves if what they will say is “True,” “Helpful,” “Inspiring,” “Necessary,” and/or “Kind.” 

Class with Ms. C starts. 

Students stand and recite the definition of a tragedy with hand motions. They have read Antigone, and they will have a seminar discussion today about the difference between the letter of the law and the spirit of the law in relation to what they learned from the text. Students cite pages, interact with one other (“I agree with you, and…), challenge one another (“You’re right, but you could make that point about anyone if you tried hard enough…”), and pose questions to one another (“Do we think that this cycle will go on forever?”). 

At one point, a student makes a powerful point about the nature of humanity: “It seems that the more power one has, there is the potential for pride and pride can put blinders [on a person’s eyes]; you can only hope that the leader will eventually see the truth and change.” 

Towards the end of the class, something truly spectacular happens. One of the students is a leader of this seminar discussion. Two boys haven’t contributed to the discussion yet. The leader poses a question to them specifically. Silence. The leader assures them that it is okay to take some time to think. Silence. The leader gives an example. Silence. The leader offers a definition. 

The first boy offers an answer. The leader asks a different question to the second boy, breaking down the original question into parts. Silence. “Go with your gut feeling,” the leader urges. The second boy answers, practically whispering into the leader’s ear. The leader responds, “I think that aligns with what we see in the text.” Other students chime in to add what makes them agree with the answer of the second boy. 

I was stunned. Such kindness and tenderness from this leader. Such patience from the other students who watched and didn’t jump in to answer themselves. Recall the student motto, which emphasizes respect and honor, and how students recited it every morning during the first period. I had just seen these two virtues on display. What a treat.

Period 4: 10th Grade Western Civilization

For the next period I observe Western Civilization with Mr. D. Students hurriedly take final glances at their notes before a quiz. I look around and see the usual decorations and encouragements. A poster unique to this room talks about the big picture of history and why it’s important – history has consistent elements of change over time; geography and environment are contributing factors to historical developments; ideas have consequences; history contains models of human behavior; and it is essential to study history because it transmits and preserves civilization. Students are reminded of these principles every day – if they want to be – as they are plastered right in between the board and the door. 

This class examines the European takeover of the Middle East in the 1900s. The core question is two-fold: What led to this conquest, and how did the Islamic world decline from a flourishing civilization to a state vulnerable to foreign domination?

Mr. D starts by posing a question, “What came to your mind when you heard ‘The Middle East’ before taking this class?”  

Students bring up things like Islam, deserts, camels, and lots of clothing. 

Mr. D continues: “Did you think of the Middle East as one of the world’s leading civilizations?” 

Nope. In fact, many thought of war and violence. 

Now, here is where the brilliance comes in – my first prolonged experience of a “sage on the stage” in my observation. 

Mr. D flips to the next slide on his powerpoint. 

“What’s this a map of?” he questions. 

“The Middle East?” a student guesses, and students laugh. 

“It’s the Silk Road.” Mr. D offers.

Mr. D goes on to remind students that the silk road contained trade routes through land and sea for spices and silk in the middle of the world, hence, the Middle East. At one time, the Middle East was the center of the world and global trade. 

“What happened?” Mr. D asks the students. He invites them to think back to elementary school where they learned about…the age of exploration! 

Think less about Columbus and more about the Portuguese. 

The Ottoman Conquest of Constantinople (“What year, class?”… “1453!”) 

Trade was blocked off. 

By the 18th century, British, Dutch, and Spanish trade routes were going around the Middle East instead of through it. On top of that, the European world had access to gunpowder, bigger and better ships, and the scientific revolution proved to be a helpful development as well. Clocks helped sailors to know how long they had been sailing from land (read: speed), and Galileo, protractors, and geometry improved the accuracy and trajectory of inventions such as canons.

“What’s another way to think of these events, class?” Cue: Cars! Yep, that’s right. Lightning McQueen and all of his friends. Radiator Springs was a town off of Route 66. It was booming. A hub for city life and tourists… until a huge interstate was built. People now had a way to bypass Route 66, leading to its decline. Think of any small town in America and something similar has probably happened to it too. You can think of the new trade routes that were created as the Interstate and the Middle East as Radiator Springs. Brilliant. I won’t forget and I’m sure the students won’t either. 

Mr. D makes a few more points to the students before class ends. On to lunch for me.

Join me next week as I continue describing my day in the life of a student at Founders Classical Academy! Be sure you subscribe to our email newsletter so that you never miss an update.