AHS * HUMANITIES 11
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Daily Blog

Thursday, September 1st

8/31/2016

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Today's Driving Questions
  • What is the difference between a just and unjust law?
  • What is  the individual’s role in creating a just society?
  • What is Civil Disobedience?

Starter:  Quiz on Dr. King's "Letter from Birmingham Jail"

AGENDA
1. Review quiz answers

2. Ashley's PPT introduction of The Night Thoreau Spent in Jail

3.  "Obama's War Rhetoric Throughout his Presidency"
  • What do you notice about the evolution of his rhetoric? Any explanations for the changes?
  • Any evidence of "manifest destiny" ideology in his rhetoric?
  • What IDEALS or VALUES seem to underpin his argumentation? Does it change at all throughout the video?

4.  Mexican-American War primary source articles
Read the two primary source documents on the Mexican-American War and complete the Historical Thinking Skills chart.   I'd recommend annotating these articles as well as you will use these in our final seminar on TNTSJ. You will have the rest of class today and depending on how much time you all need, up to 1st hour of class tomorrow. 


  • Primary Source #1: John O'Sullivan on Manifest Destiny (don't worry yet about the questions at the end, we'll do that in class on Thursday)
  • Primary Source #2: North Star Editorial, "The War with Mexico"
  • Historical Thinking Skills Chart

**A few notes about strategies to best comprehending these readings:
  • Look at the date of publication of both articles. At what point in the war was each written? What does the title and intro information for each source suggest about the perspective and tone of the article?
  • Read it outloud!  Seriously!
  • Look up words you don't understand. Write the definition in the margin.
  • Pay attention to what VALUES/IDEALS the two authors seem to emphasize: Security, Liberty, Equality or something else?

HONORS HOMEWORK DUE TUESDAY, 9/6
Read Chapter 1 of Howard Zinn's A People's History of the United States: "Columbus, the Indians, and Human Progress"Answer the following questions in your digital comp books.
1.  How does Zinn challenge your previous notions about the “discovery” of America by Christopher Columbus?  How does this version complicate the dominant ideological tradition of Columbus as our forefather?
2.  What is Zinn’s perspective about the writing of history?
3.  Zinn argues that most history texts pretend that there is such a thing as “The United States”—a community of people with common interests.  What are the “communities” that Zinn identifies?  What “interests” do they share?  What “interests” of one group might be in opposition to an “interest” of another group?  
4.  If communities share common interests, did Columbus and Las Casas belong to the same community?  If so, what are their common interests?  (What was Columbus in the Caribbean for?  Las Casas?)  If not, what interests separate them into different communities?  Did Las Casas have more in common ideologically with the Arawaks than he did with Columbus?
5.  From what you have read so far, how would you characterize Howard Zinn’s ideological bias?

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Wednesday, 8/31

8/30/2016

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Picture
Source: Jeff Widener of the Associated Press Tiananmen Square June 5th 1989
Picture
December 1, 1955, Rosa Parks
Picture
Source: New York Times Victim: Walter Gadsen Birmingham Campaign, 1963

Today’s Morality and Politics of Justice Driving Questions: 

What is Justice?
What is the difference between a just and unjust law?
How do security/liberty/equality play out in our legal system?

 
Class Biz
  • Turn in your signed syllabus and "I'm More Than Just  a Pretty Face"
  • Honors lunch meeting tomorrow

Starter #3

Intro to Law and Justice
Watch this short video explaining  New York City's big gulp soda ban. Then choose 2 of the following 4 prompts. 
Write well-developed responses that show you're thinking about both sides of the issue but clearly defending your stance.
  1. Abortion should be illegal
  2. We should be required to wear our seat belts
  3. New York City's big gulp soda ban is a just law.
  4. We should obey the law

AGENDA
1. Four corners on starter prompts

2. Intro to Morality and Politics of Justice Essential Question #1: What is Justice?

Today's Key Terms: 
JUSTICE (why are these definitions problematic?)
  • based on or behaving according to what is morally right and fair
  • getting what one deserves (punishment or reward)
  • fairness
CIVIL DISOBEDIENCE: The deliberate violation of a law for SOCIAL purpose (not individual or private gain) 

Food for thought: But why would someone protest laws?  How do we determine which laws are protest-worthy? (review civil disobedience images-- what made these folks protest?)


3. Groups of 3-4  Discussion
  • Take turns discussing how you each define justice
  • Look at the three images at the top of the blog today. What do you know about each event? What questions does it raise? What thoughts or feelings does it evoke?
  • What do all three of those images have in common? (What seems to be the common theme or idea connecting them?)

4. SECURITY, LIBERTY, EQUALITY

 As a group decide which of these following 3 statements you most agree with and then come up with a law that proves each statement true (past or present law). Lastly, write your law on the board under the correct column.
  • Laws should be designed to maximize our safety/security
  • Laws should be designed to maximize our freedom
  • Laws should be designed to maximize equality​

5. Discussion: 
  • What do you think is the most important value we should consider when establishing norms/laws for our society between Security, Equality and Freedom? Why? 
  • Do you think any of the laws we have on the whiteboard are unjust? Why? What criteria are you using to determine that?

6. Read Dr. Martin Luther King's "Letter From a Birmingham Jail"
  • Highlight a section/quote that strikes you as powerful/inspiring/convincing
  • Highlight the lines that describes Dr. King's distinction between a just law and unjust law
  • Highlight the lines where King defends his "direct action" methods compared to courtroom negotiation
  • Circle any words or phrases that you don't understand
  • When you finish, jot down some thoughts in your starter google doc to the seminar questions below
 
Seminar Questions on  Dr. King's Letter
  • How does Dr. King distinguish between an unjust and just law? 
  • Do you agree that we have a moral responsibility to obey just laws and disobey unjust laws? 
  • How do we decide what is just or unjust? 
  • Would you ever sacrifice your freedom or life in the way MLK and other civil rights activists did? 
  • Do you believe he deserves to pay for breaking an unjust law? 
  • Critics of King’s tactics said the fight for desegregation should happen in the courts, not on the streets. Do you agree? Do you trust our “Justice system”?
  • King argues freedom is never voluntarily given up by the oppressor.  Do you agree? What other political/social event supports your opinion?  
  • How does King use ethos, pathos and logos to be persuasive? (Ashley will explain what ethos/pathos/logos means).



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Tuesday, 8/30

8/29/2016

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Today's Goals: 
1. 
Contemplate how past experiences influence one's perspective
2. Understand Ashley's class  policies and expectations


Starter # 2- Address the following prompts with regards to the statement in italics below (15 min)
The Death Penalty is a morally justifiable practice in this country

Do you agree or disagree with the above statement? What EVIDENCE supports your position?  Which of your past experiences do you think have influenced your perspective on this issue?

​Class Biz

1. If you were absent yesterday, check my DP blog post. Always your responsibility to check my DP and make up any work you can before asking me.  (Missed class + late work policy reminders)
2. Tomorrow's homework reminder
3. Thursday's Honors Lunch meeting reminder
4. 
Ashley's brief orientation of classroom layout
5. 
Bring tea!
6. 
Don't forget your shared resource-- please bring by the END of this week.  See the syllabus for your contribution.

Agenda
1. 4 Corners on the Starter 

2. 
Reflection share-out and takeaways 
  • What are you taking away from both reflecting on the origin of your own beliefs and those of others?
  • Where do our beliefs come from? How valid do you think your beliefs are compared to others'?
  • How did we do during the four corners on upholding our values as established yesterday?
  • Did anything come up during the 4 corners or our reflection that we should include in our class charter? If so, address that with your partner in the next activity.

3. Complete class charter (did anything come up during our 4 Corners that our charter seeks to or should address?)
Yesterday we talked about what we value as a class.  Today, we’ll make it a little more concrete. 
  1. Values mean nothing until the rubber hits the road.  Unless you show it in action, can you really say that you truly value it?
  2. Values listed on boards
  3. Students in pairs
  4. We value __________, so we____________
  5. Brainstorm together for a few minutes.  Then hit at LEAST 3 of the values on the board and finish the sentences!
Come back together, gallery walk.  Put a star next to the sentences that really stand out to you.  Ashley will compile the top choices!

4. Course Syllabus and Introduction to Ashley's Humanities 11 Course (Homework for tomorrow is to read this thoroughly and have your parents sign it!)
  • Overarching themes: Justice (what is justice? How has/does our country uphold it?) and self-reflection (Who are you? What do you believe and WHY?)
  • Syllabus-- projects, frequently asked questions, late work, extensions, etc..
​
5. Ashley's DP Orientation
  • Spend the next 15 minutes reading through my DP
  • Be sure to look at each tab carefully!
  • Where would you find the extension request form? Where would you find resources to help you write better essays? Where would you find a powerpoint that I did during the Moral Philosophy unit to help you review for an exam?  What happens if you miss class? Where should you look? What if you forget what the homework is or when an assignment is due? 
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First day of class! Monday, August 29th

8/28/2016

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Picture
I know you were as excited as this kid when your mom or smartphone woke you up this morning. Please try to contain your enthusiasm.
Today's Objectives:
  • Evaluate Krishnamurti's philosophy on the purpose of education
  • Create a class charter that reflects the purpose of education and the ideal classroom environment as you all see it.

Starter #1
Step 1: Instructions for creating a starter doc:
  1. Create a Humanities 11 folder in  your google drive
  2. Create a new document and title it "LastName_Starters"
  3. SHARE the document with me and allow me "editing" privileges
  4. Title the starter "Starter #1".  Start each day's starter on the TOP of the document so that the most recent starter is ALWAYS at the top of the document. 

Step 2: Now, respond to these prompts:
  1. What kind of student do you want to be this year?
  2. ​How do you want to engage with your education?  
  3. What do you want junior year to be like for you and for our class?

Homework and CLASS BIZ
  • This Week's Homework (See Homework tab on  my DP!): Syllabus signature and "I'm More Than Just a Pretty Face" (I'll pass these documents out)
  • PLEASE make this important change on page 4 of the syllabus under "What happens if my work is late?" --> Late assignments will be docked immediately 20% and will be accepted up to 1 week late.
  • Honors lunch meeting on Thursday: If you're interested in joining honors, be there!

​Today's Agenda

1. Share whatever part of your starter response, with which you feel comfortable, with a partner. 

2. Review  "The Function of Education" by Krishnamurti: (15 minutes)
  • Skim back through our reading from orientation.  Review your annotations and if you didn't already, mark quotes that stand out to you as thought-provoking, interesting, inspiring or with which you strongly disagree.
  • Jot down any questions/confusions you have about the reading.
  • Identify the author's thesis: What does Krishnamurti claim the purpose of education is?
  • Be prepared to share your selections and explain what the quotes mean to you and why you chose them.

3. Class discussion: 30 min.
  • What ground rules do we want to establish for class discussions (both informal and seminar-styles?)
  • Do you want seminars to be graded? Why or why not?
  • Clarify any confusions you have about the reading
  • What is the thesis of this essay? 
  • What ideas resonated with folks? What ideas made you leap for joy? Why? 
  • What push backs/challenges do you have for the author? With which ideas do you disagree or find problematic?
  • Does Animas create an environment where this is possible? Should we be aspiring to?
  • Let's create our class charter! What are the norms we want to uphold in order to create an ideal classroom environment where everyone can learn?

Norms v. Values Distinction
Norms:
Socially-accepted codes of conduct set by a community/group/society 
Values:  Beliefs an individual has to guide his/her behavior 

*Typically a value underlies a norm. For instance, if we implement the norm that everyone must raise their hand, we might value equal participation, calmness, structure.  If we set a norm that we  do appreciations at the end of each week, we must value appreciation and the expression of gratitude, etc....


4. Class Values (40 min)
This will ultimately end in a class constitution of sorts.  What do we value in this class?
  • Count off by 4.
  • Split into groups, go into different corners of the classroom
  • 5 min- brainstorm on sticky notes things that we value in this class (one item per sticky)
  • 10 min- group, combine, winnow.  Get to 5 that your group agrees on.
  • Merge with another group.
  • 10 min- Share your qualities, group, combine, winnow.  Get to 5.
  • Merge two big groups.
  • 10 min- Both groups share their qualities.  Combine where appropriate/easy.




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Thursday, August 24th: Student Orientation

8/24/2016

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Welcome to Humanities 11!
Big Question:  What is the function of education?  Your own?  For the human race?

Introductions

1. Let's help the new Ospreys feel welcome!
  • Name
  • Spirit Animal OR Theme Song
  • Why did you choose Animas?  
​
2. Who am I, Ashley, your teacher?  Questions for me?
​

3. A note on junior year:  Best year of your life so far?  
  • "For there is nothing either good or bad but thinking makes it so." --Hamlet
  • THIS IS YOUR EDUCATION!!!  We are going to be doing this together.

AGENDA
What are we doing? 
Today, we are going to read a short chapter from a book entitled, Think on These Things by Krishnamurti about what the function (or role, or purpose) of education should be.

Why? Because I want you all to begin calling into question assumptions we as a society often make about how the way things are, are the way things ought to be.   Because I want you to begin to formulate your own personal philosophy on the role of education.  Because I want you to respond to the ideas in this reading as a way to shape our own classroom culture.  

1. On the front/back of the reading:  In 1 sentence or less,  what do you think the function of education in our society is? 

2.  Read as much of the reading as you can and as you do, highlight/underline/star at least 2 lines or passages that stand out to you.  Your selections can be ideas you love, hate, or simply find interesting.

3. Spirit Read! Share one of the lines/passages you selected.
  1.  Everyone participates at least once.  You can speak more than once.
  2. Read a word, phrase, or sentence.
  3. No commentary or opinions.
  4. When possible, try to connect with what was just read.
  5. Give all voices a chance.
  6. Pauses can be powerful.
  7. Repeating words and phrases is fine.
​
Homework: By the beginning of class (BOC) on Monday, please have finished today's reading if you did not get to during class.
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    Ashley Carruth

    Humanities 11 Teacher at Animas High School

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