Write beautifully to defend your perspectives from our seminar, using evidence to defend your claims.

Terrorism:  the unlawful use of violence and intimidation, especially against civilians, in the pursuit of political aims.
​
​WATCH
Prince Ea provides a different approach to combating hatred and radicalism-- rather than using violence, use love.  Let's hear why.  THEN, we'll watch a video of Chris Cantwell (the white supremacist interviewed in the VICE News video we watched for seminar) admitting his fear.

WRITE 
After watching these two videos, reflect on to what extent you agree with Prince Ea on his approach and if you are able to have understanding and even love for Chris Cantwell. SHOULD we strive for that??  Do you think the solutions Prince Ea suggests for combating terrorism should be applied to combating racism?  Why or why not? 

Seminar Reflection work time!

Check out this interview with a descendant of Robert E. Lee arguing in favor of taking down the statue in Charlotesville

Seminar

Seminar Reflection Guidelines and work time (due TUESDAY, 9/5) --> See the "documents" page on my DP for the link to the Seminar Reflection Guidelines

WRITE THIS IN YOUR SEMINAR PREP!!

​We'll watch "Text #1" from our seminar prep and complete the response requirements for it as listed here:

Text #1: “Charlottesville: Race and Terror”- VICE News
Warning: This video contains strong language and disturbing content from interviews conducted with white supremacists involved in the Charlottesville protests.  
As you watch: Listen for what disturbs you. Listen for what resonates with you.
After Watching the video…...
Just journal for a solid 20 minutes to process this video. What thoughts are running through your head? What emotions? What ideas stood out that disturbed you/alarmed you? What ideas did you agree with? If you run out of things to write, consider this question:
In what ways does the idea we discussed last week about the power of prior conditioning and experience and  ideology, shaping one’s perception, show up in this video?  Think about Jason Kessler’s speech about the need to protect civil liberties, and the ways others are responding to him at that speech.  Think about Christopher Cantwell’s final comments about the car crash….

How do you guys want to structure tomorrow's seminar?  Let's brainstorm possible formats and discuss pros/cons of grading seminars!

• Given you'll need to write a seminar reflection and refer to what people said in seminar as evidence, does it make sense to be able to take notes?
  
• What formats have you experienced in the past? (Fishbowl, small groups, whole class, hot seat, etc...)
• Should seminars be graded? What is the purpose of grades? How do grades positively/negatively impact one's performance in a seminar? 
• How do our class values/norms factor into our decision?

Seminar Prep Work Time

• Honors meeting to discuss Zinn

NOTE: Rhetoric is symbolic language intended to influence the ideas or emotions of its audience!

In your starter docs: React to the rhetoric shown in the video above of presidential responses to racism!  

Don't know what to write? Here are some guiding questions:

• Describe the differences in responses between presidents
• Which response(s)/speeches do enjoy? Dislike? Why?
• What is the purpose of this video? 
• What is the bias/perspective of the person who produced this video?

• TURN IN YOUR SIGNED SYLLABUS!!!
  
• ​Homework for the week (see the Homework tab on my DP)
• Camping trip announcements!​

Starter share-out and debrief

• Food for thought: All rhetoric is ideological. What is the ideology of the individual who put together the New York Times video of presidential responses?

Class Charter Formation (see below for instructions)

What is IDEOLOGY?

• Definition: a system of ideas and ideals, especially one that forms the basis of economic or political theory and policy.
• Examples: Christianity, Democracy, Liberalism, Conservativism, Environmentalism, etc.
• More examples? Class brainstorm
• Pick 1 example from the list, and either draw or google image search a symbol to represent that ideology. Then, list all the associations you make with that ideology-- what other beliefs/values/norms are a part of the broader umbrella ideology?

Intro to "To Punch or Not to Punch a Nazi" Seminar

• I will go over the guidelines
• I have some hard copies if anyone would like!
  
• We'll watch "Text #1" (The VICE News video)
  

Seminar Prep Work time

• Honors may either work on seminar prep OR the Zinn reading/responses

Class Charter Creation
Driving Question: What norms and values do we want to guide our time together?

Why are we doing this?  We are doing this in order to create a classroom culture that will maximize learning! 

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....

Part 1: Create 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.

Part 2: NORMS
Values mean nothing until the rubber hits the road.  Unless you show it in action, can you really say that you truly value it?

• Values listed on boards
• Students in pairs
• We value __________, so we____________
• 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!

​

Starter Discussion

• I'll project an image on the board, and we'll discuss as a class what we see in the image.
• Defend your perspective!
• Takeaways?
• ​Sometimes we may be looking at the SAME thing but see DIFFERENT THINGS and can possibly BOTH be right. Moreover, consider how prior conditioning impacts your perspective!
• Turn and Chat: How does this apply to what we’ve studied? What we’re going to be studying? The world outside our classroom? How does this activity help you better communicate with people who don’t share the same perspective as you?  

Seminar Reading #3: “The Seduction of Safety, on Campus and Beyond” (Link to article is on my Documents page of this DP)

1. Journal on seminar questions listed below 

Seminar Questions from “The Seduction of Safety, on Campus and Beyond”

• Does one need to feel safe in order to be a successful learner? What else should a classroom environment/culture provide to be conducive to learning?
• How would you define “a safe space”?
• What do you need to feel safe?
• To what extent would you consider Animas’s communal areas and broader community to be a “safe space”?
  • What feels safe? What feels unsafe?
• To what extent have your classrooms at Animas been “safe spaces” in the past?
• What groups of students at Animas might feel less safe? How can we support these groups?
• What is “hate speech”? Do you believe free speech should protect hate speech? Why or why not?
• What does she mean on page 3 when she writes, "Those who mock the idea of safe space are most likely the same people who are able to take safety for granted.  We are also talking about privilege."?  What is your reaction to this?

Seminar prep
Please review the three seminar readings from this week and try to draw on all three of them for these questions:

1. What preconceived notions or prior beliefs did these readings challenge for you? (Think specifically about what you believed to be true about the world, school, yourself, other people)
2. What are your key takeaways from these readings? What ideas do you hope you’ll carry forward with you?  What ideas would you like to incorporate into our class culture and/pr how we run class?
3. Now take some time to review the seminar questions listed below and circle a few that you for sure would like to ask/discuss during seminar.  

 
Seminar

IF TIME: Begin class norms activity (described below)

********************************************************************************************
Seminar Questions from “The Seduction of Safety, on Campus and Beyond”

• Does one need to feel safe in order to be a successful learner? What else should a classroom environment/culture provide to be conducive to learning?
• How would you define “a safe space”?
• What do you need to feel safe?
• To what extent would you consider Animas’s communal areas and broader community to be a “safe space”?
  • What feels safe? What feels unsafe?
• To what extent have your classrooms at Animas been “safe spaces” in the past?
• What groups of students at Animas might feel less safe? How can we support these groups?
• What is “hate speech”? Do you believe free speech should protect hate speech? Why or why not?

Seminar Questions from “The Function of Education” by Krishnamurti

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?
4. What does Krishnamurti argue the function of education is? What is the THESIS of his essay?
5. What ideas/beliefs/values that seem core to our cultural/social/political lives as Americans does he call into question or challenge? Why? Do you agree that these things should be questioned/challenged/changed? What alternatives does he propose? What alternatives do you propse?
6. What push backs/challenges do you have for the author? With which ideas do you disagree or find problematic?
7. Does Animas create an environment where this is possible? Should we be aspiring to?

​
Seminar Questions from “Willing to be Disturbed”

• Are you afraid of uncertainty? Is it more important to you to appear "certain", "on it", "correct"? 
• What is her thesis?  Why do we need to be willing to be disturbed according to the author? Why is certainty destructive to human relationships? Do you agree with the author?
• In what ways do you need to be challenged regarding your beliefs/perspectives? How can you do that? What role do you play in that process? How can  Ashley and your classmates best support you in challenging your beliefs?
• What are ideas that we as a society need to be “willing to be disturbed” on?
• To what extent do you feel safe to share your political views in class at AHS?
• Is it more important to speak or listen? To be a persuasive speaker or good listener?

Class Charter Creation
Driving Question: What norms and values do we want to guide our time together?

Why are we doing this?  We are doing this in order to create a classroom culture that will maximize learning! 

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....

Part 1: Create 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.

Part 2: NORMS
Values mean nothing until the rubber hits the road.  Unless you show it in action, can you really say that you truly value it?

• Values listed on boards
• Students in pairs
• We value __________, so we____________
• 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!

1. Create a new folder in your google drive and title it "Hum. 11"
2. In that folder, create a new document and title it "YourName_ReflectionJournal"
3. Put today's date on the top of document. (Always put the MOST RECENT reflection response on the TOP of your document).
4. Respond to the following prompts:
   

• ​How would you classify your own political views? Liberal? Conservative? Other?
  
• Where did your political beliefs come from- How did you form the political views you currently hold?
  
• To what extent have you felt safe to share your political beliefs in school? Beyond? 

Pair-share starter

Ashley to explain reason for our starter prompt (as it relates to today's seminar reading AND our class in general)

Syllabus Review

1. Quiz!
2. Go over quiz questions
3. Go over questions about the syllabus and call attention to various aspects of it​.

Seminar Reading #2: "Willing to be Disturbed" (see docs page for the link).  As you read, reflect/take notes on the following to help you prep for seminar:

1. Annotate for ideas that stand out to you!  As always, they can ideas you hate/love or are curious about.
2. What is her thesis?  Why do we need to be willing to be disturbed according to the author? Why is certainty destructive to human relationships? Do you agree with the author?
3. In what ways do you need to "be disturbed"? What ideas/beliefs/identities do you cling to that you could be challenged on?
4. Are you afraid of uncertainty? Is it more important to you to appear "certain", "on it", "correct"? 

Charlottesville, VA (8/12/17) Case Study

1. Key Terms Defined:  White supremacy, Neo-nazis, Facism, Anti-Facists, Nationalism, Hate speech, Confederacy, Robert E. Lee
2. Read: "Man Charged After White Nationalist Rally in Charlottesville Ends in Deadly Violence" 
3. 4 Corners

• Hate speech should be protected under the 1st Amendment
• Statues of historical figures who have committed racist, illegal, immoral or inhumane acts, should be dismantled.
• Reverse discrimination (racism against white people) occurs within our law system and/or political system

    4.  Debrief 4 Corners

If time allows:  

1. Honors Meeting
2. ALL: Research the aftermath of the Charlottesville, VA protests!  Topics to research include....

• Antifa groups
• Satirical responses 
• Politician responses to Charlottesville (how are various political leaders responding?)

1. Please make a name-tent like the example at the front of the class. Draw a symbol to represent your spirit animal OR your personal theme song.  

2. On a piece of scratch paper, write down a memorable moment from the summer. Don't put your name! I'll pull out a few of these each day and we'll guess whose it is!

3. We will typically do these electronically, so make sure to have your laptops by Monday at the latest! Today, please answer the following question on a piece of loose-leaf paper and put your name and the date on the top:

•  What do you know about the event depicted in this photograph?
  
• If you know where this photograph is from, what are your attitudes about the event? If you do not recognize this photograph, what guesses do you have about what happened and WHY?

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.

Starter Share-Out

1. Discuss photograph 
2. Generate a list of what you KNOW and what you WANT to know related to the event depicted in the photo.
3. Get informed: We will be studying race politics and the history of racism in the United States over the next few weeks as part of our Morality and Politics of Justice project.  Please try to read two news articles per day related to Charlottesville and the ensuing debate it is has raised.  Try to read from different sources: New York Times/NPR/Atlantic/VICE  on one side and Washington Journal/FOX News on the other!  Get yourselves informed.  If you find particularly thought-provoking or enlightening sources, email them to me!

What are we doing today?  
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.

 
4. Jot down key takeaways that answer this question:  What ideas from this reading would you like to apply to our own class culture (how we treat each other, how this class is run, etc...?  Or, if there are certain ideas that did not resonate with you, feel free to jot down those ideas that you DON’T want to be a part of this class culture.

Syllabus and Class Orientation

1. Read introduction to this course and what our first project will be about (see the "Syllabus" page on my DP for a digital copy of this document)
2. Go over supplies needed
3. Honors syllabus (see "Honors" page under "More" on my DP tabs)
   
4. Homework (see the homework page of my DP) is to read this and bring it back tomorrow. Have back page signed by your parents by Monday at the latest for a 10 point grade. There will be a quiz on the contents of the syllabus.
5. DP safari (in partners with laptops)