Tuesday, September 30th
1. Form an opinion on what you think patriotism means and whether or not you agree with the Jefferson County School Board's ideology regarding the appropriate manner in which students should learn American History.
2. Be able to define rhetoric and respond to an example of rhetorical discourse
Starter: Read both of these quotes, and respond to ONE.
Your response should:
“If patriotism were defined, not as blind obedience to government, nor as submissive worship to flags and anthems, but rather as love of one's country, one's fellow citizens (all over the world), as loyalty to the principles of justice and democracy, then patriotism would require us to disobey our government, when it violated those principles.” -Howard Zinn, Historian and Civil Rights Activist, in Declarations of Independence: Cross-Examining American Ideology (1991): "Obligation to the State"
“In my view, teachers in state-controlled public schools are hired to teach there…Certainly a teacher is not paid to go into school and teach subjects the State does not hire him to teach…..The original idea of schools, which I do not believe is yet abandoned as worthless or out of date, was that children had not yet reached the point of experience and wisdom which enabled them to teacher all of their elders. It may be that the Nation has outworn the old-fashioned slogan that ‘children are to be seen not heard’ but one may…be permitted to harbor the thought that taxpayers send children to school on the premise that at their age they need to learn, not teach”- Supreme Court Justice Black dissenting with the majority opinion of the Tinker v. DesMoines 1969 Supreme Court Case about student protests during the Vietnam War.
**Journal #2 REQUIRED today (make up if you're absent)**
1. Jefferson County Schools' Student Protests over School Board Decision
A. Video about the protests and Video Interview with school board member (5 minutes)
4 = Excellent (entirely complete and shows effort beyond just “getting it done,” thoughtful, in-depth understanding of the material relevant to the journal prompt)– 100%
3 = Good (complete, shows good effort but not necessarily full comprehension of the material or required length) – 85%
2 = OK (partially to almost complete, shows some effort for the journal but is about half the required length or reveals big misunderstandings in the content) – 70%
1 = Needs Improvement (barely complete, does not show effort for the journal) – Not Passing
B. Journal #2: Response to Jefferson County Schools School Board Decision (30 minutes)
INSTRUCTIONS: Read this article with more specific details and answer the following questions (length requirement= 1-2 sentences per question)
FYI-- Who are the Koch Brothers?
2. Introduction to Rhetoric
Discuss the following prompts (A-D) with a partner before we share out as a whole class:
A. How does this video make you feel?
B. Discuss the last time someone persuaded you to do something, buy something, or believe something. What did that person do that was convincing?
Discuss the last time you persuaded someone. How did you convince your “audience”?
C. Examples of Persuasion:
Tyler Durden's Speech
D. DEFINITION OF RHETORIC: WRITE THIS DOWN!
Rhetoric is symbolic expression (including, but not limited to, language) intended to modify
(ideologically or emotionally) the perspective (the ideas and/or feelings) of its audience.
3. Read and respond to ONE student's edmodo posts from Friday (30 minutes)
4. Take the survey to give me positive, specific and helpful feedback on how this class is going (10 minutes)
5. Ticket out the door: Share your Appreciations from Friday with the people whom you appreciated.
No homework :)
If you are feeling like I have forsaken you in your time of need, watch this inspirational pep talk (from 2 minutes in) and know that if I were there today, I would be giving you all an inspirational pep talk about how "Today, you are the greatest group of philosophers! Today, you were meant to ace this exam. This is your time! I'm sick of hearing how complicated Immanuel Kant's ideas are. You are all brilliant and are no match for his fancy word choice and categorical imperatives. Now go out there and ace that exam!"
Friday, September 26th
To encourage you to regularly check my dp if no other reason that to be wowed by the beauty and organization that is my DP, I will give you 2 extra credit points if you send me an inspirational video by 8:24 a.m on Monday. (Examples: Ted Talks, slam poetry, videos of people doing inspiring and awesome acts be they athletic, musical, or otherwise).
Resources for the exam prep:
2. Group Brainstorm of topics for our project (A-E below)
A. Example of Rhetoric and a current event involving a debate between welfare, security and equality:
Tea Party's Anti-Obamacare Ads
B. Reminder of op-ed article requirements
C. Join Edmodo! Use your animas high school email and password
www.edmodo.comSign up as a Student
Group Code: rs2hwq
D. POST TO EDMODO:
Thursday, September 25th
Resources for the exam prep:
Be able to apply all 4 philosophies to moral dilemmas and political scenarios
1. Small group activity (2-4 people): "Practice Application" Activity: Discuss the various social/political dilemmas through the lens of each philosophy
2. Skits and Whole class discussion on the "practice application" activity
3. Whole class Q and A
4. Time to study independently or in small groups
RECOMMENDATIONS: Make flash-cards!
Use the powerpoint, note-taking form and this checklist for test review to guide your flashcards
Wednesday, September 24th
MORAL/POLITICAL PHILOSOPHY POWERPOINT
1. Watch the above video as a whole class.
2. Finish powerpoint slides on Deontology
3. Study group discussion on Deontology
4. Ashley's review of key terms/big ideas in the powerpoint OR time to complete the note-taking form on your own, followed by Q and A for Ashley.
5. Time to complete the note-taking form and to quiz each other on items from the check-list
Advisory, Wednesday September 24th
CU Boulder is here! Feel free to go listen to their talk.
Can someone go borrow a camera from Sara Price or Roxy?
Tuesday, September 23rd
1.Do you believe that your achievements in life are due exclusively to your hard work alone and within your control? Why or why not?
2. According to philosopher John Rawls, it’s not fair if the children of poor parents have much lower prospects in life than the children of rich parents simply because of the family they were born into; therefore, steep inheritance taxes are justified.
That means that those who were born to rich parents should pay a tax to help the government redistribute their wealth to those who are not?
Do you agree? Why or why not?
1. Discuss starter and this quote that explains Rawls' "Difference Principle"
"Those who have been favored by nature may gain from their fortune only on terms that improve the situation of those who have lost out"
2. Class 5/6: Go over Morality and Politics of Justice project explanation
3. Study group on chapter 6
4. Ashley's powerpoint on Deontology
5. Journal #1(b): Reaction to THIS ARTICLE "The Government is Literally Going to Make America Stupid by Starving the Poor":
6. Time to read pages 103-124 of Chapter 5
Friday, September 19th
Watch the first minute of the trailer on the film version of Vonnegut's 1961 short story, "Harrison Bergeron". Choose one of the following prompts to respond to:
Pass back pop quizzes
ANSWER KEY is here if you want to check your answers
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. Watch Kurt Vonnegut's short story "Harrison Bergeron"
SATIRIZE: 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
4. Seminar Prep:
Morality and Politics of Justice Journal #1: Equality Seminar Prep
Choose 4 of these questions and write complete paragraphs responding to each question.
5. Whole Class seminar on discussion questions at the end of the story
Go over Morality and Politics of Justice project guidelines
Thursday, September 18th
Understand the basic principles of Libertarianism
Review the powerpoint slides on the definitions of Welfare, Liberty and Equality/Fairness through the slides on Libertarianism.
To help you retain this information, write a reaction to the ideas we've studied so far in moral philosophy-- some things to consider for your reaction:
Wednesday, September 17th
Draw an image that best represents Utilitarianism.
Try to capture these big ideas:
1. Discuss starter responses
2. Whole Class Review of ch. 2 to make sure we all have a basic understand of the reading/philosophy:
A. On page 33, Sandel explains two different approaches to justice that arise from a debate about the lifeboat case. What are these two different approaches to justice and which are you most drawn to at this point?
B. What does Bentham mean when he says, “We are all governed by the feelings of pain and pleasure. They are our ‘sovereign masters’. They govern us in everything we do and also determine what we ought to do” (34). How does this apply to the concept of utilitarianism?
C. Your note-taking form: (you need to fill out sample moral dilemmas and the objection boxes on your own. They are not all in my power point slide but are in the readings and we'll discuss some of them in class)
3. Study group guided questions for Chapter 2 of Justice
4. Whole Group clarification of small group discussion
5. Time to read chapter #3 Libertarianism
Humanities 11 Teacher at Animas High School