Blog Archives - AHS * HUMANITIES 11

AHS * HUMANITIES 11

Friday, September 27th

9/27/2013

Dear Students,

As you can see, I am not here today. No, I have not decided to defy gender norms and come to school wearing a fake beard and men's clothing like the substitute you have before you. Rather, I am in Vail serving dutifully in my best friend from high school's wedding. Your job today is to be good students because it's the right thing to do (shout out to my man, Immanuel Kant!)

The task before you today is to maximize class time so you can enjoy the weekend without Humanities homework. You have all of class to work on homework. Email me if you have any questions and I'll try to get back to you over the weekend

HOMEWORK (Due Tuesday- we don't have school Monday)

Find one example of ethos, pathos and logos in the media and post to edmodo. Be sure to state which image is supposed to be pathos vs. ethos vs. logos.
Complete the Stop and Frisk Seminar Prep Instructions (ALL STEPS: 1-3) by Tuesday

If you are feeling distressed due to my absence and feel like screaming, just let these goats yell for you and laugh instead:

Instructions for Test Corrections

9/25/2013

You may do "test corrections" if you are dissatisfied with your grade.

DUE: Thursday, October 3rd at 3:30 pm

Here are the instructions:
1. Complete each of the cases from this document and follow these guidelines when doing so:

Each of your responses must be a minimum of 5 sentences per philosophy
You must include all of the big ideas and key terms at some point in your responses and your usage of them must show a solid understanding and explanation of the term- it is not enough to just drop the term . For instance, this would NOT fly: "...and this relates to the Veil of Ignorance." No way! You need to explain what the Veil of Ignorance is and how it would ensure equality.

2. Proof-read for spelling errors and typos
3. Type your responses and email me them with the subject: "Test Corrections"

Grading:
Each case will be worth 5 points for a total of 25 points. I will average your score on the test corrections with the score from your test and change your test grade to reflect that average. So, if you got a 70% on your test and you get an 80% on the test corrections, you will end up getting a 75% on the test.

Thursday, September 26th

9/25/2013

Essential Question: How should the government balance security, liberty and equality in creating a just society?

Goals
1. Learn what visual rhetoric is and identify Aristotelian appeals in the media
2. Understand the requirements for the Stop and Frisk seminar

TIB readings

STARTER: Respond to this rhetoric in at least 150 words.
Questions to spur your thinking: What ideologies do you hear articulated in this video? What is your reaction to the main speaker’s rhetoric? What elements of his speech are persuasive? What pieces of evidence does he use? What PATHOS- emotional appeals—does he make? Overall, are you moved by his speech?

Agenda:
1. Visual Rhetoric and Aristotelian Appeals Powerpoint (slides 20-40)

*TRANSITION to Stop and Frisk Seminar Assignment*

2. Edmodo blog: Are police supposed to protect our safety by being proactive, or react only after something terrible has happened? Use an example to support your position

3. Discuss freewrites

4. What is the U.S. Constitution? What are the 4th and 14th Amendments? BRIEF Powerpoint

5. Introduction to Stop and Frisk and next Tuesday's Seminar

Stop and Frisk Seminar Prep Instructions + Rubric

6. Concessive Thesis Review and practice

Homework:

Find one example of ethos, pathos and logos in the media and post to edmodo. Be sure to state which image is supposed to be pathos vs. ethos vs. logos.
Complete the Stop and Frisk Seminar Prep Instructions (ALL STEPS: 1-3) by Tuesday

Wednesday, September 25th

9/25/2013

Goals for the day:
1. Be able to define rhetoric and give examples of rhetorical discourse.
2. Understand and apply the three main "vertices" of the Rhetorical Triangle.

Starter
Think about the last time someone persuaded you to do something, buy something, or believe something. What did that person do that was convincing?
-OR-
Think of the last time you persuaded someone. How did you convince your “audience”?

Agenda
1. TIB Reading

2. Starter

3. In pairs: Brainstorm all of the ways that you interact with persuasion in your lives, both as persuader and persuaded.

4. Mini-lesson powerpoint (slides 1-20 only) Rhetoric: "The Art of Persuasion"

5. Analyze the rhetoric of animashighschool.com

6. American Justice Ideology group activity (Security, Liberty, Equality)

7. If time, introduction to Stop and Frisk
a. What is it? How do Security, Liberty and Equality conflict in this issue?
b. What was the Supreme Court's recent ruling?
c. Two videos:

Bill O'Reilly: http://video.foxnews.com/v/2619357114001/w
The Daily Show: http://www.thedailyshow.com/watch/tue-august-13-2013/frisky-business

Tuesday, September 24th TEST DAY!

9/24/2013

1. This I Believe Reading!

2. Jessica's Daily Affirmations: "I like my haircuts!"
When you're starting to doubt yourself mid-test, just take a page out of little Jessica's book and remember "you can do anything good, better than anyone, better than anyone"

3. Starter:
Last minute test prep! Do what you need to do to prepare:
- Ask me questions
- Have a partner quiz you
- Review the power point
- Review your notes
- Meditate

4. Moral Philosophy Exam

Monday, September 23rd

9/23/2013

Announcements:

Skitesson Parts A and C graded..if you don't get the rubric back, I never received yours.
TIB essay rewrites--print it from a friend's computer who can see track changes in word.
LINK meetings this week
Honors: Proposal re-submissions are due Sunday, September 29th at midnight
Feedback from your surveys: recap

STARTER

Read and complete this checklist for test review.
Then, flip through your note-taking form and highlight or mark sections you need the most help with.

Agenda
1. TIB Reading
2. Block 1/2: Ashley's review of key terms/big ideas in the powerpoint
3. Test Review:

Go around to each of the posters and take notes on the key terms and big ideas for each philosophy and any other sections of your note-taking form that are empty. Write down questions you have on sticky notes next to the poster.

Q and A with Ashley
Divide up into small groups that have at least one representative from each moral philosophy
"Practice Application" Activity: Discuss the various social/political dilemmas through the lens of each philosophy

4. Whole class discussion on the "practice application" activity

Friday, September 20th

9/20/2013

TIB Essay Readings:
Avra
Chase

Starter:
Give feedback to today's reader on edmodo!
Take this short survey for Ellie Ellis and POW: http://www.surveymonkey.com/s/TZYJ87V

Agenda
1. Hang your poster and plan your skitessons

2. Instructions for Skitesson presentations:

State the name of your philosophy, key philosophers and a brief definition
Explain key vocabulary terms and/or ideas (i.e. Categorical imperative and Veil of Ignorance)
Read and explain your slogan
Give the group some context for your skit
Act!

3. Begin skits!

During skits, take notes on page 4 and 5 of your note-taking form
After each skit, we'll discuss how it represented that philosophy's ideals and how other philosophers would have responded to the dilemma
On Monday: We'll go over the content on the posters and review for the test!

Ashley's Power point on Moral Philosophies

Thursday, September 19th

9/19/2013

Goals
Work with your group to deconstruct your philosophy and prepare your Skitesson!

Agenda
1. Libby presenting about LINK
2. TIB Essay reading
3. Review the roles and check-list for work time
4. Skitesson group work time

Roles for Work Time

Spokesperson

Scribe

Taskmaster: Bring down the Hammer

Wednesday, September 18th

9/18/2013

Goals:

Consider the challenges in balancing individual liberty and equality
Analyze Vonnegut's use of satire and examine the difference between equality of outcome and equality of opportunity through reading Kurt Vonnegut Jr.’s “Harrison Bergeron” in relation to the idea of equality presented in the Declaration of Independence.

Key Term

Satire: the use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.

Announcements:

Quizzes are back- See this ANSWER KEY for clarification on correct responses
Sign up for a TIB Essay reading slot
TIB essay rewrites are due today
Honors meeting today at lunch: Required.

Starter:
Watch the first minute of the trailer on the 1995 film version of Vonnegut's 1961 short story, "Harrison Bergeron". Choose one of the following prompts to respond to:

Write the prequel to this trailer: Why did the government decide to make everyone equal and how did they manage to do it?
What was going on in our society at the time of Vonnegut's writing that might inspire him to satirize the idea of equality?

Agenda:
1. Discuss starter

2. What are potential problems with Material Equality?
Formal equality v. Material Equality definitions (Watch the first 1:30 of the video)

3. Read the explanation and first 2 paragraphs of the Declaration of Independence. What does it mean when we say that “all men are created equal” or that they are all “endowed by their Creator with certain unalienable rights” ?

4. Read Kurt Vonnegut's short story "Harrison Bergeron" and jot down notes to the "discussion questions" at the end of the story

5. Seminar on discussion questions (your choice: small groups or whole class?)

6. Time to work on Skitessons

Tuesday, September 17th

9/17/2013

Announcement from Roxy about pictures:
"School Photo retake day will be not happen here! Please tell all students that missed PHOTO day, to Call thru the Lens 970-247-8626 and ask when a good time to stop in would be. This will cost nothing unless they are ordering prints, and then the cost covers the prints. If students do not get photographed they will be left out of the yearbook and will NOT get a school ID"

Honors lunch meeting tomorrow: Required.
Parts A-C due THURSDAY now

Starter: Edmodo Blog It!
Choose one of the4 Corners prompts from yesterday:

State what you think is morally right
Explain your answer

*When you self-assess on Oct 10th, will you be able to say you've been posting to edmodo beyond my prompts? Here's a couple ways you could do so this week: For A-level edmodo participation, respond to at least 2 other students' ideas this week OR post a link to a current events issue that has a moral element to it. Explain what the moral dilemma is and state your opinion on the issue.

Goal:

Develop a basic understanding of the definitions and key terms for Deontology, Utilitarianism, Libertarianism and John Rawls' Equality
Begin deconstructing your assigned philosophy

Agenda
1. Moral Philosophies Power Point presentation

2. Clarify Student "Skitesson" assignment and review the rubric

3. Work on Skitesson individual components (Parts A-C)

4. Mid-project Survey