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

Cherry Creek Schools | 3-2-2006 | Jay Bennish

[Paul Ross]

And Heritage!

[excludethis]

http://www.guerrillanews.com/

CHECK OUT THE TOP BLOGS AT THIS WEBSITE, IT SAYS:

"*UCK THE TROOPS"

THIS IS THE TRASH READIN THIS SUPPOSED TEACHERS GIVE EXTRA CREDIT FOR MINORS:

[Fred Nerks]

Indocrination not education.

[beaversmom]

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.

[doug from upland]

Thanks for the insights. Here is a line not to forget ---

"Our public schools are toilets and they are churning out crap."
beaversmom, 3-2-06

[HighWheeler]

Great catch!

[Phsstpok]

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."

[doug from upland]

According to the student, he does this stuff on a continuing basis. A former student told a radio show today that he bragged in class about his sexual exploits. I have a feeling that the rest of the story is going to be even worse for this leftist whackjob teacher.

[freema]

I hear ya loud and clear.

"We weren't taught WHAT to think, so much as HOW to think....for ourselves. Ah, the good ol' days."

I've been fighting this for 15 years...
and this is how:

"It is up to every parent to right the wrongs our kids pick up at school.

I made a point of asking my son about his teachers and what he was hearing in class."

[Salvation]

I hope this guy gets fried.

[doug from upland]

Fired is okay. We don't need to give him Old Sparky.

[Phsstpok]

I have a feeling that the rest of the story is going to be even worse for this leftist whackjob teacher.

Absolutely the most likely scenario. It's just that I'm getting to distrust the "information feed" that we're getting so much that I have this knee jerk reaction to question the "conventional wisdom," even when (especially when?) I agree with it.

OK.  Now I'm in trouble.  I'm getting into the area of double think now.  Do I doubt my doubts enough?  Do I adequately question my own questions?

Arrrrggggghhhhhh!  My brain is about to EXPLODE.

[Cecily]

That's what I thought when I listened to the recording. The students don't say a word as he rants at them like some rabid Maoist.

[beaversmom]

The guy is running a leftist brainwashing camp in the public schools. He wasn't trying to get the kids to think--he was telling them what to think. Sean Allen said the first day of class he went on a tirade about President Bush. This is geography class mind you. Also, he's hired Ward Churchill's lawyer.

[Brad’s Gramma]

BTTT for later. Thanks, Doug

[Salvation]

LOL! That's what I wanted to say. Fingers just don't cooperate sometimes!

[Phsstpok]

The guy is running a leftist brainwashing camp in the public schools. He wasn't trying to get the kids to think--he was telling them what to think.

Absolutely the most likely scenario.  I'm just so cynical about anything reported to me through the major media that I ALWAYS want to question their conclusions. That doesn't mean I won't come to that conclusion, but I don't ever accept the "first cut" of any story.

[Andy from Beaverton]

Great find!

[NZerFromHK]

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):

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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

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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

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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.