Blog Archives - AHS * HUMANITIES 11

AHS * HUMANITIES 11

Wednesday, September 30th

9/30/2015

Starter #18

Take the following quiz about political ideology: Political Type
Explain your results- what did the quiz tell you? Did anything here surprise you?
What do you think is the most important political issue facing our country today? Why?

Class Biz

Go over details for the retreat tomorrow
Who is in cars? Who is on the bus?

Bring a blanket and warm layers and sunglasses to class FRIDAY for outside reading time!

Agenda
1. Define Transcendentalism as a class

2. Whole class discussion (BIG QUESTION HERE: To what extent do you agree with Thoreau's philosophies? Does he serve as a good model for the role we as individuals should play in creating a just society?)

How did John die (p. 48)?
What do you think about his views on education and the role of the teacher? To what extent should experience and our own mind be our primary teacher? To what extent should teachers and religious leaders be viewed as Authorities? (In essence, to what extent do you agree with Thoreau's views about education?)
What are his views of traditional religion? What quotes best capture his philosophy of transcendentalism?
(p. 33-34) Should we value nature and animals as we do humans? Should they be a part of our sphere of moral concern?
(p. 35) Here Thoreau distinguishes between "being" and "living". What is the difference and what do you tend towards in your own life?
On page 39, why would Henry tell Ellen to ask Edmund to explain transcendentalism?
On page 40, Henry claims to be free despite being in jail. How is he free? How is that a transcendetalist belief?
On page 62, Henry summons the Battle of Concord- WHY? (READ THIS PAGE)
On last page of Act 1, Henry accuses Waldo- WHY? How does their relationship shift here?

TRANSITION!-- Gaining clarity on political ideologies and media bias
1. What news sources seem to represent the left (liberal thought) v. the right (conservative thought)? List of news sources and the political ideology of their consumers

2. Listen to part of this Freakonomics Podcast: How biased is your media?

Tuesday, September 29th

9/29/2015

Term of the Day: "Transhumanism" (From Wikipedia)Transhumanism (abbreviated as H+ or h+) is an international cultural and intellectual movement with an eventual goal of fundamentally transforming the human condition by developing and making widely available technologies to greatly enhance humanintellectual, physical, and psychological capacities.[1] Transhumanist thinkers study the potential benefits and dangers of emerging technologies that could overcome fundamental human limitations, as well as the ethics of developing and using such technologies.[2]They speculate that human beings may eventually be able to transform themselves into beings with such greatly expanded abilities as to merit the label "posthuman".[1]

Starter
On page 37, Thoreau says, "We are born innocent and polluted by advice". Using this idea as well as other points Henry has made thus far this play, how do you compare to Thoreau on his philosophy regarding self-reliance and individualism? To what extent do you look towards other people for guidance on how to live your life and who you want to be?

Agenda
1. Agree/Disagree: Conformity is bad

2. Small group activity:
A. First review the definition and the major elements of transcendentalism
B. Find quotes from the play that represents Thoreau's perspective on. Select one member to take notes on a google doc and share it with Ashley and all group members.

Traditional forms of religion v. Transcendentalism (self-reliance, individualism v. conformity, spirituality/nature)
Civil Disobedience
Education v. Schooling
The Government

3. Guest Speakers to explain our Voices from Animas exhibition

Monday, September 28th

9/27/2015

Today's Resources in Electronic Form

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

Starter:

Take the survey linked above
Turn in your permission form for Junior Retreat
Self-assess on the rubric for the Voices from the Animas project if you're done with the project

Class Biz

Tuesday's guest speakers and our Voices from the Animas exhibition
Interviews for Tuesday afternoon (who needs one? Who is interested?)
Homework for the week

Today's Driving Questions

How was rhetoric used to persuade people about the Mexican-American War?
To what extent does Thoreau serve as a good model for how we as individuals should strive to live in creating a just society?

Agenda
1. Review the primary source readings on the Mexican American War and complete the historical thinking skills chart. Also, jot down questions or confusions you have about the readings. (20 minutes)

2. Whole class discussion to deconstruct the readings

Review: What is "Manifest Destiny"?
What do you notice about each other's rhetoric (use of speech as a way to persuade their audience)? Who is the audience? What is the purpose of each article and what rhetoric does each use to make their point?
Go over the "Discussion Questions" at the end of John O'Sullivan's article
Read aloud excerpts from the North Star Editorial: How does the author highlight the class and race dimension of the war? How does the author feel about Manifest Destiny?
In what ways do you see these two conflicting views/ideologies on war playing out in more modern times?

3. Review: What were the major ideas of Transcendentalism? Then Act out pages 17-29 of The Night Thoreau Spent in Jail

Deacon Ball
Henry
Ellen
Mother
John

4. Agree/Disagree: Conformity is bad

5. Small group activity-- Find a quote that represents Thoreau's perspective on:

Traditional forms of religion v. Transcendentalism (self-reliance OR individualism OR spirituality/nature)
Civil Disobedience
Education
The Government

6. Whole class discussion (BIG QUESTION HERE: To what extent do you agree with Thoreau's philosophies? Does he serve as a good model for the role we as individuals should play in creating a just society?)

What do you think about his views on education and the role of the teacher? To what extent should experience and our own mind be our primary teacher? To what extent should teachers and religious leaders be viewed as Authorities? (In essence, to what extent do you agree with Thoreau's views?)
What about his religious views?
(p. 33-34) Should we value nature and animals as we do humans? Should they be a part of our sphere of moral concern?
(p. 35) Here Thoreau distinguishes between "being" and "living". What is the difference and what do you tend towards in your own life?

7. Work Time

Time to read to page 40 of TNTSJ
For those who haven't dialed interview: Voices from Animas project (prepare interview questions, work on DP reflection)

Friday, September 25th

9/25/2015

Starter: POP QUIZ!
This quiz is not graded. It is just a chance to see how you are doing with retaining information from our reading and discussion.

Today's Objectives:

Demonstrate your understanding of Dr. King's distinction between just and unjust laws
Understand the basic elements of transcendentalism

CLASS BIZ

Turn in permission forms!
Self-assess on final Animas River project!

Agenda
1. Go over quiz answers

2. Ashley's ppt on Transcendentalism + Definition of Juxtaposition

Juxtaposition is a literary technique in which two or more ideas, places, characters and their actions are placed side by side in a narrative or a poem for the purpose of developing comparisons and contrasts.

3. OUTSIDE: Act out pp 3-14 of TNTSJ

4. Silently read and annotate pages 14-40 (30 minutes)

Try to annotate quotes that capture Thoreau's philosophy on: religion, education, the role of the government, justice, individualism/conformity
Also, try to identity juxtaposition on page 23: Which characters are juxtaposed and what similarities or differences are the playwrights highlighting?

5. Discuss what you've read so far: Ah ha! Say what? I wonder......

6. Time to read Homework due by Monday
Read the two primary source documents on the Mexican-American War and complete the Historical Thinking Skills chart by MONDAY at the beginning of class. I'd recommend annotating these articles as well as you will use these in our final seminar on TNTSJ next week.

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

Thursday, 9/24

9/24/2015

Starter #16: Respond to the following quote.
"If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured, or far away“ - Henry David Thoreau

Be creative with this response
Draw or write
What ideas, images, questions, examples does this quote raise for you? How do or don’t you connect to it?

Class Biz

Junior Retreat permission forms (DUE FRIDAY)
Self-assess on the rubric for final reflection on #VoicesfromAnimas project once you've submitted final project
Powerlunch today! TJ's dad talking about a career in the legal field

Today's Driving Questions

How does Dr. King distinguish between a just and an unjust law?
Why did Thoreau protest the Mexican-American War?

Agenda
1. Review: "A Letter from a Birmingham Jail"
With a partner, review the three ways Dr. King distinguishes between a just and unjust law and then translate each of them into "Durango speak".

2. Finish our seminar

Clarify any confusions still remaining
Share quote selections (discuss rhetorical devices and tone)
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?
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?
What techniques does Dr. King use to make his message more effective? Think about who is audience is, and what type of "evidence" and language he uses.
Dr. King says, "injustice anywhere is a threat to justice everywhere". What does he mean, what's a real-world example of this and do you agree?
How do we decide what is just or unjust?

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

4. Go over the structure of the play (how does time work?)

Read pages v-vi as a class
Character list
Read stage directions and volunteers to set up the stage.

5. Assign student roles and Read pp 3-14 aloud

6. Go over the Annotation instructions for TNTSJ

7. Silently read and annotate pages 14-40

Jot down annotations from pages 1-14
Try to annotate quotes that capture Thoreau's philosophy on: religion, education, the role of the government, justice, individualism/conformity
Also, try to identity juxtaposition on page 23: Which characters are juxtaposed and what similarities or differences are the playwrights highlighting?
If done early, get crackin' on homework!

Juxtaposition is a literary technique in which two or more ideas, places, characters and their actions are placed side by side in a narrative or a poem for the purpose of developing comparisons and contrasts.

8. Homework due by Monday
1. Read the two primary source documents on the Mexican-American War and complete the Historical Thinking Skills chart by MONDAY at the beginning of class. I'd recommend annotating these articles as well as you will use these in our final seminar on TNTSJ next week.

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

Wednesday, 9/23

9/23/2015

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 # 15: Core Values Reflection
Context
This project (and a lot of junior year Humanities) is about defining who you are and what your core values are and how to take a stand on what you believe. As we go through this Morality and Politics of Justice project, I'll ask you to take a stand on a variety of political issues and explore which core American constitutional values of Security, Liberty and Equality are most important to you and how best to balance the three. In order to do that, you've got to know more generally what your core values are. So, this starter is designed to get you thinking about and defining those values

Instructions

Read this list of values on page 2
Write down the ten which you feel are most important to you. Feel free to add your own if you feel it is missing (5 minutes)
Now, cross off 5 of those values, leaving you with 3-5 that you feel are the most important to you and how you live your life (5 minutes)

CLASS BIZ

Once you've submitted your interview and final DP Reflection, please complete the self-assessment by grading yourself on the rubric (copies in class) and turn in to Ashley!
Permission form and info for Junior class retreat
No PEAK meeting this week
Emily-- honors conference at lunch!
Claire-- honors conference 7th period (check in with your advisor first)

Agenda
1. Pair-Share: With your partner, share your core values. Reflect with each other as to why you think those 3-5 are so important to you and how they show up in the way you live your life, treat other people, and expect to be treated.

2. 4 Corners: We should be required by the law to wear seat belts

3. 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

4. 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?

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

6. If time: Check out copies of The Night Thoreau Spent in Jail and begin reading!

Tuesday, September 22nd

9/22/2015

Source: New York Times Victim: Walter Gadsen Birmingham Campaign, 1963

December 1, 1955, Rosa Parks

Source: Jeff Widener of the Associated Press Tiananmen Square June 5th 1989

TODAY'S OBJECTIVES

Begin to understand how the ideals of security/liberty/equality play out in our legal system
(If we get to the Dr. King letter) Understand King’s distinction between just and unjust laws
Analyze and critique the assessment criteria for your final project

Starter #14

How do YOU define justice?
Pick one of the three images above. What do you know about this 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?)

Class Biz
Final DP Update and Reflection plus published StoryCorps.me interview are due by the end of today! Email me the link to your DP once finished.

Agenda
1. Review Starter prompt and key terms from yesterday

2. 4 Corners from yesterday's starter prompt

3. Final DP Reflection and Storycorps.me Interview Rubric Refinement session (groups of 5)

Silently read through the rubric
Do any categories seem fine as is? Everyone in the group must agree.
Which categories seem unfair (either in # of points allocated to it or expectations for quality work) unclear, too easy?
Suggest changes by commenting on the line-items you think need refinement. Please be specific in the changes you'd like to see.

4. Work Time: Wrap up DP Reflection and Storycorps interview publishing

Monday, September 21st

9/21/2015

Today’s Morality and Politics of Justice Driving Question:
What is the difference between a just and unjust law?

Today's Goals:

Begin to develop your perspective on whether a law is just or not
Reflect on our Voices from the Animas project
Produce and upload your Storycorps intervew

Starter #13
A. Respond to 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.

Abortion should be illegal
We should be required to wear our seat belts
We should have laws
We should obey the law

Class Biz

Seminar grades are in Powerschool and I gave you feedback on your self-assessment documents. Check those if you have any questions.
Homework for the week! (see hmwk/calendar tab on my DP)
Who needs extensions? Show of hands. Extensions granted to Friday.

AGENDA
1. 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?)

2. Review of guidelines for uploading StoryCorps interview and project reflection (see work time resources below)
(New students: Need help with your DP? Talk to me!)

3. Work Time

Produce and upload interview (see page 2 of this doc)
Complete final project reflection! (see pages 2-3 of this doc). Send me the link to your DP when you're done.

4. Exit Ticket: Work time quick check survey

Thursday, 9/17

9/17/2015

Starter
Review your seminar notes, add any last minute questions or thoughts (5 min)
(Ashley to check seminar prep)

AGENDA
1. Review Seminar Rubric and guidelines for today's seminar
A. When you are not active in the inside circle, you should be listening intently, jotting down notes, and processing your own thoughts and perspectives.
B. This seminar’s format: “Rotating Fish Bowl”:

Groups A-B (22 minutes)
Groups B-C (22 minutes)
Groups C-A (22 minutes)
Open Discussion (22 minutes)

2. Seminar

3. Individual Freewrite in starter comp book: Label “Seminar Freewrite” (20 minutes): What are your main takeaways from today’s seminar? How did the group’s discussion impact your perspective? Did you gain any new insights or understandings regarding your perspective on the #AnimasRiverSpill? What new questions do you have?

Homework
Seminar Self-Assessment (as homework, due Friday morning before class)

Self-Assess: Using the seminar rubric, please give yourself a grade according to the criteria. Write one paragraph explaining why you deserve that grade, using criteria from the rubric as evidence.
Self-critique: What did you do well in today’s seminar? What do you think you can work on in future seminars?
TURN THIS IN ON GOOGLE CLASSROOM!

Wednesday, 9/16

9/16/2015

Starter: Freewrite time!

Class Biz

If anyone needs extra seminar prep help before tomorrow's seminar, please conference with me in class OR schedule a time to meet with me outside of class!
Exporting Files on Windows: Download LAME mp3 encoder (in order to be able to export your files in audacity as mp3)
If you need to convert an audio file to mp3, use: http://online-audio-converter.com/

Seminar Group Assignments

Agenda
1. Collaborative Seminar Rubric Refinement Sesh (Groups of 5)

Share general impressions of seminars: why do we do them at Animas? What skills do they help you develop? Do you think this is something you'll use in college? real life? What seems to work in seminars? What doesn't?
Do the criteria for an A, B, C and NP seem fair? Discuss any changes you'd like to see. (Reminder: for an A you MUST bring in evidence-- direct quotes or detailed paraphrasing with mention of the source!)
Read through the seminar rubric and make a note of any specific criteria within each category that your group doesn't think is appropriate to be assessed on during seminar. Either rephrase them or delete them but be prepare to justify your choice.
Insert your changes into this document using the color font Ashley assigns your group

2. Work time + Audacity Mini-lesson with Ashley!
Same as yesterday! Don't forget to submit your seminar prep via google classroom before class begins tomorrow and print it out for your own reference

Seminar Prep and Final Project Reflection (sign up for a conference if you want help prepping for seminar!) (Seminar Group Assignments)
Schedule your interview (conference with me for help)
Produce your interview if you have already recorded it (see guidelines on page 2 of this document)
Conference with me about any and all of these things

Important Project Documents and Resources

AWESOME RESOURCES (compiled by you guys) to help answer our research questions
Your interview assignments
Storycorps.me podcast interview task statement
Seminar Prep and Final Project Reflection
Exporting Files on Windows: Download LAME mp3 encoder (in order to be able to export your files in audacity as mp3)
If you need to convert an audio file to mp3, use: http://online-audio-converter.com/