FR EXCLUSIVE: Class Syllabus of Bush-bashing Colorado Geography Teacher Jay Bennish

This is an exciting time to be studying global and regional geography! In this course you will take a penetrating look into the geographical - or spatial - relationships between human societies and cultures, the natural environment, and historical changes that have shaped the contemporary world. More than answering the question "what is where," this course adopts a conceptual approach to understanding and explaining the dynamic human and natural features of the earth’s surface. Particular geographic themes will e emphasized and applied largely to the regions of South, East, and Southeast Asia, the Middle East (North Africa & South West Asia), Sub-Saharan Africa, Latin America, Eastern Europe and Russia, and Australia. Important themes include: population, religion, human rights, notions of development and underdevelopment, impact of colonialism historically and currently, sustainability, impacts of modernization on developing countries, globalization of economy and culture, political and international conflict, cultural diversity, and global environmental concerns. To that end, a deeper understanding of current events from a historical and geographical perspective is imperative. Thus, timely issues and events in the news will be tied into the overall framework of the course.

Because of the emphasis on the relationships between social, cultural, political, and environmental components of human societies and regions, world geography combines various aspects of the social sciences. Further, it addresses four essential skills: critical and creative thinking, critical reading, spatial reasoning, and effective writing. Such skills will be derived from a combination of questions sets for reading assignments, mapping exercises, seminar (class discussion), films, lectures, group projects, and essays that synthesize your understanding of concepts and theories related to the themes presented in class.

1. Critical and creative thinking
2. Critical reading
3. Spatial Reasoning
4. Effective writing

1. Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments
2. Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change
3. Students understand how physical processes shape Earth’s surface patterns and systems
4. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict
5. Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources
6. Students apply knowledge of people, places, and environments to understand thepast and present and to plan for the future

The course is comprise of lecture, readings, films, seminars, map exercises, group projects, participation in the global fair, and writing assignments. Your grade will be calculated from five areas: tests/quizzes, writing assignments, seminar, group work/projects/maps, and homework. Sharing your knowledge, opinions, information, and experiences is a requirement. The format of the course is intended to reinforce learning on the course topics. It is critical that you attend each and every class, keep up with your reading assignments, have questions or problems ready for discussion, and take concise notes from ALL sources of information.

1. 3-ring binder/fold for handouts and readings
2. Lined paper for notes and class work
3. Pencil and pen
4. Textbook and/or readings

1. Colored pencils and black fine point pen
2. Goode’s World Atlas (20th edition or later)
3. Ruler

Your grade each semester will be determined by total points accumulated from the five areas listed above.
Grading Scale A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
*** All written assignments except impromptu essays or tests are on a portfolio grading system, which means they may be re-written as many times as desired for additional points. This is done in the interest of improving writing skills, as well as, generosity.

· Notes should be acquired from a fellow student
· Any assignments given during an excused absence must be turned in within two school days following your return from the absence for full credit
· To get make up work just see me during my office period or pick it up in the classroom
· It is students responsibility to stay up-to-date on assignments, late/make-up work, tests, activities, and notes
· Any assignments given prior to an absence are due the say the student returns
· Unexcused absences – assignments due on the date of an unexcused absence will not be accepted. I reserve the right to refuse collection of work related to an unexcused absence

Extra credit may be obtained from a variety of sources dealing with current, historical, or geographic events. Students must submit a written/typed paper that includes a brief summary, a connection to course material, and an opinion. Extra credit may not increase your standing more than one letter grade. Sources for extra credit include, but are not limited to:

· NPR (National Public Radio) 1340 AM · The New York Times
· The Wall Street Journal
· The News Hour (PBS) channel 6
· The BBC News (PBS) channel 12
· www.npr.org
· www.pbs.org
· www.guerrillanews.com
· www.tompain.org
· www.cato.org
· www.heritage.org
· www.indymedia.org
· www.freespeech.org
· www.newamericancentury.org
· www.brook.edu
· www.zman.org

· Respect must be shown to myself and fellow peers at all times
· Tolerance for differences, remain open minded
· Turn in all assignments at appropriate time
· Complete all readings and arrive to class attentive, prepared, and willing to participate
· Disregard for these rules will not be tolerated

------------------------------------------------------------------------------------------------------

As your history teacher, it is necessary to inform both of you as to the nature and make up of my class. Two of the primary tenets of my class are respect and tolerance. The classroom must be a safe learning environment. As such, all students are entitled to their own opinions and beliefs. Students will not be permitted to insult or belittle others in the class, respect is paramount, tolerance is also extremely important. Students will be treated as adults, as long as they demonstrate mature, responsible behavior. Since discussions and participation are a significant part of my class, all students must feel comfortable sharing their ideas. Listening skills are essential, interruptions and/or disruptions are inappropriate.

Students will be given weekly syllabi to help organize and manage their time. Students are expected to be prepared, with necessary materials and/or assignments completed. I expect students to be attentive and active participants in their own education; the following is a brief list of classroom rules that are very important:

· Respect must be show to myself and fellow peers at all times
· Tolerance for differences, remain open-minded
· Turn in all assignments at appropriate time
· Complete all readings and arrive to class attentive and prepared

Disregard for these rules will not be tolerated. Students who fail to adhere to these rules will not be permitted to attend class. If the infraction is serious, parents and administrators may be contacted. The main objective of my class is to help students to think for themselves, and to become independent, responsible, upright young adults. This entails showing respect, consideration, and tolerance to all people and ideas in an academic context.

Students’ individual incentives for achievement are personal respect and satisfaction. Grades may, to some extent, determine one’s future opportunities; however, grades should not be the primary motivating factor in education. Students need to learn for themselves, in the end, this make their education more meaningful and relevant.

All students are expected to follow school policy regarding attendance. Make-up work will not be accepted unless the absence is excused. Studetns must complete make-up work within two days of the date of the absence.

Parents will only be contacted in extenuating circumstances, and/or if requested. The lines of communication are always open, students and parents are encouraged to inquire or arrange conferences or meetings. Please read the class syllabi, then sing and print your name at the bottom of this page. Thank you.

Good find. I stopped by Utah Park near Overland High School after I picked up my son from preschool. Most of the local TV were there plus 630KHOW--Craig Silverman and Dan Caplis were doing their radio show there. So me and the family stood around and listened for a little bit.

I took some pictures of our "future" and the "future" ain't pretty. I didn't hear the remark but Mr. Caplis had made some comment that the students felt insulted them. One boy said to the affect, "Oh he's making fun of us--they think we are just stupid teenagers and we don't know what we are talking about." One older woman with some weird hair color stated to a producer or some such that she thought it was great to give the kids a voice.

I don't see what's so great about it myself as most of them looked like circus freaks. They'll all fit in in "higher" education in a few years.

I've also come to the conclusion that there are no more parents around--how else can you explain children being let out of the house looking like they do. One boy had some kind of paint/makeup smeared all over his face like war paint.

I know--he's just "expressing" himself. We must not hinder his right to look like an idiot/freak at school less the ACLU be called in to defend his rights.

Also, the "children" were very loud and disrespectful. They all seemed full of themselves. You can tell that they've all been told that they are as smart or smarter than any adult.

I know most everyone at FR knows it, but this is what we are dealing with folks. Our public schools are toilets and they are churning out crap.

Anyway, it was a nice day and my kids got to spend some time at the park--something we haven't done in awhile.

Actually, I'm beginning to have a "ports tsunami panic" kind of moment about this guy and his classroom work.

I remember one of my favorite high school teachers using what could be a similar "agent provaceteur" approach to teaching. Back in '69, when the National Moratorium Day was to be the last major non-violent anti-Vietnam war protest, my english teacher told us we would flunk his course if we took the day off. He then set us several provocative questions about the war and the issues involved. You could excerpt a tape of what he said to us and make him out to be a "nuke 'em till they glow" type or a "peace at any cost" lefty, depending on your choices.

But he convinced us not to skip school, which is what the peace activists wanted everybody to do. He promised that if all of us showed up for class he would donate the equivelant of one months salary to the peace movement. Everybody but me showed up and we all got passing grades. I was excused because I was with the PBS news crew (acting as a "runner" for the producer, who was one of the adult leaders of my Baptist church's youth fellowship program) covering the national organizers of the protest down at Rutgers (totally seperate story, but fun). What we didn't know about the offer from my teacher was that he was independently wealthy and his annual salary was $1, so he was coughing up all of 8 cents.

He just wanted to prompt us to THINK THINGS THROUGH. Not right. Not left. Just to think things through.

It's possible, just possible (mind you) that this guy is trying to do that with his students. The fact that this is being reported to us by the "major media" makes me instantly suspicious that we don't know "the rest of the story."

I concur - the syllabus sounds reasonable but I think there is perhaps too much current events perspectives that isn't relevant to Geography as a subject. But the real problem is that Mr Bennish doesn't seem to be following the teaching schedule himself.

I found the Geography syllabus information at my alma matar Auckland Grammar School in New Zealand (yes, a public school here in NZ but it doesn't adopt left-wing indoctrinations - just imagine a government-run school but with old-timer prep school education):

GEOGRAPHY - FORM 6 : AS

PRE-REQUISITES

Form 6 AS Geography builds upon the ideas and concepts developed in the Form 5 IGCSE course, but can be picked up by students who did not study this course. Students should note that Form 6 AS Geography is an academically rigorous course and is a significant step-up from the Form 5 IGCSE course. Students with a D grade or lower in IGCSE Paper
1 (Core Geography) should consult with Mr Miller or Mr Paton. Students who studied NCEA subjects in Form 5 must complete a special appication form from the Director of Studies. Students should only consider taking this subject if their marks and work ethic are very sound. The department also offers a course in Form 6 NCEA.

DESCRIPTION / AIMS

The Form 6 AS Geography curriculum is designed to develop an
understanding of both the natural and human environments. Students are required to study three themes from the Physical Geography section and two from the Human Geography section.

Physical Geography themes:

1. Hydrology and Fluvial Geomorphology: Examines the
processes operating in river drainage systems and the various landforms created. Human interaction and modification is also explored.
2. Rocks and Weathering: Looks at the different processes
influencing, and responsible for, weathering and slope development. Case studies of weathering in limestone and granite, and in different environments, are examined.
3. Atmosphere and Weather: Examines the energy flows that drive the earth’s weather and climate systems. Atmospheric moisture, precipitation, air stability and resulting weather phenomena are studied. The human impact, eg global warming, greenhouse effect and urban heat islands is explored.

Human Geography themes:

1. Population Change: Looks at the components of population change, its management, and the relationships between population and resources.
2. Settlement Dynamics: Examines settlement hierarchies and the factors that affect them. Urban trends and issues in Less Economically Developed Countries and More Economically Developed Countries are studied.

METHODS OF ASSESSMENT

The AS Geography course is assessed by one 3 hour external examination. If a student continues with Geography at the A2 Form 7 level, then the examination sat at AS Form 6 will contribute 50% of their final A Level mark.

SPECIAL EQUIPMENT AND COSTS

No special equipment is required. Students are expected to participate in a compulsory week long fiend trip to Waitomo and Tongariro. Some charge to studens will be necessary for this trip.

CONTINUATION OF SUBJECT AT SCHOOL

Geography offers an A2 level course in Form 7, which enables students to complete A Levels in this subject.

REFERENCE PERSON
Mr M Paton, HOD Geography
Mr P Miller, CIE Coordinator

GEOGRAPHY - FORM 6 : NCEA LEVEL 2

PRE-REQUISITES

Form 6 NCEA Geography extends upon the ideas and concepts developed in Form 5 NCEA Geography, but it can be picked up by students who did not study the Form 5 course.

DESCRIPTION / AIMS

Geography aims to develop an understanding of the environment as the home of people. This involves studying the characteristics and processes of both the Natural and Cultural environments of New Zealand and other parts of the world. The course also develops a wide range of thinking, practical, valuing and social skills.

COURSE OUTLINE

Students will study six achievement standards:

2.1 Explain natural landscapes (the South Island High Country or The Volcanic Plateau, and the Tropical Rainforest of the Amazon Basin).
2.2 Explain urban Settlements (Urban and Migration patterns in New Zealand and overseas; Auckland and Sao Paulo as case studies of cities of national and continental importance).
2.3 Explain disparities in development (issues of wealth and poverty at a global, continental and national level; with special focus on Brazil and the United Kingdom).
2.4 Apply skills and ideas in geographic context.
2.5 Carry out guided geographic research.
2.6 Explain a contemporary geographic issue

METHODS OF ASSESSMENT

2.1 to 2.4 will be assessed externally in a three hour examination, and 2.5 to 2.6 will be internally assessed.

SPECIAL EQUIPMENT AND COSTS

No special equipment is required; any field trip costs are covered by School fees.

CONTINUATION OF SUBJECT AT SCHOOL

NCEA Level Three classes are offered at Form 7. Students who do not study Form 5 or Form 6 Geography can pick up the subject at Form 7. Cambridge qualifications are also offered at both the Form 6 (AS) and Form 7 (A2) Levels.

REFERENCE PERSON
Mr M Paton, HOD Geography
Mr G Maguire, NCEA Coordinator

Yes, I know there are still some leftist talking points, but at least much of hard knowledge is still there when compared with Mr Bennish's courses.

Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.