Blog Archives - AHS * HUMANITIES 11

AHS * HUMANITIES 11

Community Organization Panel

9/29/2017

HOMEWORK ANNOUNCEMENT

Honors: Pick your piece of rhetorical discourse and send me the author, title and the link (if possible) by Monday.

ALL Students: Talk to AT LEAST 2 more people about what they think the major issues of injustice facing Durango are. Think outside the box in terms of who you talk to.

AGENDA

3rd period: Go to Hannah Starbuck's class!
4th period:

20 minutes to finish yesterday's activity
30 minutes to begin Signs of Humanity

5th period: Come back for the panel!

Afternoon Class

5th period: Panel

6th period:

20 minutes: Debrief the panel!
What new ideas came to light?
What issues are you most passionate about and why? Let's get a list of the issues
4 corners debate- represent the issue you're most passionate about studying
30 minutes to begin Signs of Humanity

Justice Project Brainstorm Day 2

9/28/2017

Starter

After yesterday's class, how are you feeling about the goals and potential direction of our Justice project?
What did you learn about other issues of injustice in Durango from your conversations yesterday? If you didn't have a chance, PLEASE PLEASE talk to at least two other people outside of our class (and ideally school) about what they think are the most pressing issues facing Durango.

Class Biz

Honors lunch meeting today!
Janae is coming 4th and 6th periods today to go over LINK planning!
We have a panel of 4 community organizations coming to speak to us on injustices/issues in Durango tomorrow, 5th period. My 3rd period class will go to Hannah's math class 3rd period and then come to me 4th and 5th periods. My afternoon class, you'll be with my as usual. It'll be tight again in my room, so 3rd period please bring chairs with you from Jessica's classroom.
Tomorrow, we'll also start watching an award-winning documentary film: Signs of Humanity: Signs of Humanity

Agenda

Let's re-cap yesterday's seminar:

Here are the notes from Seminar
What other thoughts have you all had about this project, things we want to make sure we include in the planning process, goals we should try to reach, values/norms, etc...?

OK! Now, let's do a bit of research to help us start to understand other issues facing Durango:

Please make a copy of THIS DOCUMENT and then share it with Ashley.
Modified document (ignore this).

Durango Fire Department
Durango Fire Department challenges (3 minutes): This week's video featuring Fire Chief Hal Doughty discussing how Durango Fire's growth is outpacing revenue

Morality and Politics of Justice Project Brainstorm

9/27/2017

Today's Modified Schedule

8:25-9:10          1st period
9:13-9:58           2nd period
10:01-10:31   All School Meeting (Commons)
10:34-11:19        3rd period
11:21-12:06         4th period

Announcement: SAT/ACT Prep class opportunity!

Starter

What is more important to you about Animas's educational model? Hands-on projects or college-preparation? Why? Is this a FALSE dichotomy and if so, how can we do both well?

Agenda

Morality and Politics of Justice Project Brainstorm!

1. Why am I considering switching things up this year for this project?!

YOUR feedback
Desire to do real work that is meaningful to the community beyond the four walls of this classroom and to bring about justice in a legit way.
I really want to get you all to apply these philosophies to something real and to do the deep thinking necessary to be critical thinkers and engaged citizens who can not only take an informed/educated stand and articulate yourself beautifully but also feel like you have the ability to make change and solve real problems.
Concern that my usual project idea and the way class has been structured might not be ensuring justice? My inquiry: How do I ensure justice in my own classroom? How do I ensure that I am providing opportunities for all students to succeed both in my class AND in the world beyond?
As a driver, letting go of control is not easy for me! So respect, yo.

2. What was my original plan for this project from here on?

3. What is one other idea?-- Attempt to bring about more justice around one issue in Durango, specifically homelessness.

4. Let's go over the GOALS and ESSENTIAL questions I want this project to address:

Create a more student-driven, community-engaged, relevant, transformative project
Identify an injustice in our community and attempt to solve that problem
Incorporate multiple voices and perspectives
Engage in rigorous research and critical thinking
Apply the philosophies of justice in deciding what the just solution should be.
Work with community members/organizations outside this classroom.
Recognizes the diversity of learning styles and talents/strengths of students in this class and provides opportunities for all to thrive!
We have both SIZZLE and STEAK (engaging and cool, and challenging content-wise!)
We are collaborating as a class (and ideally with the other class) to solve one issue of injustice.

Essential Questions

What do I believe and why?
What is the individual’s role in creating a just society?
What is Justice?
How should the government balance security/welfare, liberty and equality in order to create a just society?

The Brainstorm Process

Today's driving question is: How do we create a more student-driven, community-engaged, relevant, transformative project that achieves all of the above goals and seeks to answer the project essential questions?

Step 1: Individual brainstorm time

Blue: What other goals should a project aspire to reach? Which goals DON'T matter to you of the list above?
Orange: What are injustices in the community (either at Animas or in Durango/local region?)
Pink: What are BAD project ideas? Projects that lack content, substance, challenge, meaning, etc....
Purple: What are GOOD project ideas that meet our goals and essential questions?
Yellow: When are you most inspired by your work at Animas? What conditions/types of projects/subjects/teaching styles have most inspired you to do great work?

Step 2: Seminar
Once we've had a chance to brainstorm, we'll do a fishbowl seminar to share out your ideas from the brainstorm and try to get to more specific ideas.

Inner circle: Discuss!

Outer circle: Take notes on themes that stand out and any rad project ideas the inner circle inspires for you!

Step 3: Outer circle share-out

Share out what you heard the inner circle say
What project ideas came from this? (someone record those notes on the board)

Step 4: Where do we go from here?

How should we decide what project to do? What process should we use to decide?

Test Day

9/26/2017

Starter

Test Inspiration! (See video below, 2:00-4:00)
"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!"

Test Prep Day!

9/25/2017

Starter

Which philosophy most resonates with your own values/beliefs/prior ideologies? Why?

Deontology
Libertarianism
Utilitarianism
John Rawls "Justice as Fairness"

CLASS BIZ

Exam is tomorrow!
Honors announcements: See hmwk/cal page and honors page for resources! We'll meet at lunch on Wednesday to go over the last Zinn reading and discuss the rhetorical analysis essay.

Agenda

Study Groups: "Practice Application" Activity: Discuss the various social/political dilemmas through the lens of each philosophy

Take notes if you feel it will be useful for your test prep.

2. Whole class discussion on the "practice application" activity as needed

3. Test Prep "Stations"

Station 1: Flashcards
Make flashcards or a quizlet that include:

Key terms on one side, definition/explanation on the other
Philosophy on one side, name of philosophers on the other
Big idea of philosophy on one side, name of philosophy on the other

Station 2: Review your notes
Review the powerpoint lecture, your notes, your study group's notes and/or key passages from Justice: What's the Right Thing to Do? As you do so, jot down questions you have. Try to get help from peers/Ashley in answering those questions.

Station 3: More application!
With a small group, come up with your own moral dilemmas. These can be hypothetical situations like the Trolley Car dilemma, or they can be real political issues like Hurricane Charlie and price gouging, etc... Work together to discuss how various philosophers would justify what they think the most just course of action or governmental policy would be. Be sure to use the key terms associated with each philosophy in your explanations.

Deontology

9/21/2017

Professor Roberts-Cady's notes from yesterday's lecture!

Starter

Read this checklist for test review.

Then, flip through your note-taking packet and highlight or mark sections you need the most help with.
Write down questions you have about the content on the board

Agenda

1. Go over your questions
2. Deontology lecture from yours truly! Take notes!
3. Ch. 5 Study Group Discussion
4. If time remains: Rawls' philosophy taken to the extreme: an Egalitarian Nightmare?! We'll check out slides 26-31 of the powerpoint and talk about a short story called "Harrison Bergeron"

SEMINAR QUESTIONS

What is your analysis of “Harrison Bergeron”? Is it rhetorical? How so? What ideology is it transmitting?
What are the similarities and differences between Rawls’ philosophy and Vonnegut’s dystopic view of equality as shown in “Harrison Bergeron”??
What do you value more: Liberty of equality?
Do you think your talents are your own doing? Do you deserve the rewards your talents produce? What about the rewards your hard work produce? What does Rawls think? (read pages 162-164)
Is the possession of a right to pursue happiness empty if we lack the ability or opportunity to exercise it? Do the sharp divisions between haves and have-nots—whether of wealth, opportunity, or natural talents—mean that equality is not achievable, without government intervention?
Why do Americans love equality? Should we? Can the desire for it ever be satisfied? Where did our value on equality come from (historically?)
What do we owe those of our fellow citizens who are worse off through no fault of their own?
Would you object if society sought equality not by handicapping the gifted but by lifting up the not-gifted, say through genetic engineering or biotechnological enhancement? Evaluate the pros and cons of “lifting up.”

Chapter 6 Study Groups + Professor Roberts-Cady's Lecture on Libertarianism v. Rawls

9/20/2017

Starter

Summarize some key takeaways from Professor Roberts-Cady's lecture: What were some new ideas or interesting things you learned? What Ah-has! did you have? Or what questions did she raise for you?

Agenda

Ch. 6 Study Group Discussion
9:40-10:45: Guest Speaker: Professor Roberts-Cady: Take notes on her lecture in your note-taking guides!
Time to read Ch 5

John Rawls and Justice as Fairness

9/19/2017

Learning Goals

Evaluate Libertarianism's main ideas and to what extent you align with the philosophy.
Understand the "Veil of Ignorance" and John Rawls' approach to justice as "fairness" and equality.

Starter

Let's take a moment to review the "Veil of Ignorance" concept that John Rawls uses to justify why equality is the most important principle in ensuring a just democratic society!

Think about your own life. What are your biases and prejudices you would have to be ignorant of in your OWN life in order to make the most fair plan for ensuring all students had an equal chance at getting into college?
FIRST, outline all the biases/prejudices/privileges/lack of privileges you personally hold.
NEXT, figure out a plan or some sort of policy that would give all students, regardless of their backgrounds/race/gender/socioeconomic status/access to quality teachers/etc... an equal opportunity to go to college.

Agenda

1. Starter share-out

2. Lecture: Finish the powerpoint slides on John Rawls and begin Deontology

3. Chapter 3 Study Group time!

4. Time to read chapters 6 and 5

Libertarianism

9/18/2017

Starter

Hey, you! Check out today's #RadLearningGoals:
Understand the basic principles of Libertarianism, Deontology and Rawls' Justice as Fairness

Starter Question:
Should the government legalize narcotics? After all, some adults want to use drugs privately. Shouldn't they be allowed to? Defend your response and try to incorporate a moral philosophy to support your reasoning? Utilitarianism or Libertarianism

Class Biz

Interested in more discussion/info on these philosophies: watch our author's class lectures! Here is his lecture on Libertarianism
Guest speaker coming Wednesday, 3rd period-- Professor Sarah Roberts-Cady from FLC to talk about the debate between libertarianism and Rawls.
Suggestions for Test Prep
Assigned Reading from Justice

For today- Ch. 3 [Entire chapter] (17 pages total)
Wednesday, 9/20 Ch. 6 [pages 140-142, 151-159] (12 pages total)
Thursday: 9/21: Ch. 5 [pages 103-124] (21 pages total)
Exam: TUESDAY, 9/26 (I extended it one day)

5. HONORS: Read Zinn ch. 7 for Wed. 9/27!!!!

Agenda

Lecture and note-taking time on Libertarianism and John Rawls' Justice as Fairness (see the powerpoint on the Documents page of my DP)
30 minutes: Time to read! Get caught up or get ahead!
Study group time-- ch. 3
Class debrief and clarifications

Utilitarianism Discussion + Intro to Libertarianism

9/15/2017

Today's learning goal

Understand the key differences and similarities between Jeremy Bentham and John Stuart Mill's philosophies!

Starter

One Philosophy, Two Different Moral Judgements
Step 1: Watch the CNN report on the Supreme Court case, Morse v. Frederick (2002) aka “Bong Hits For Jesus”
http://www.youtube.com/watch?v=6x5hLOd-vUU

Step 2: Answer the two following questions in order to determine the morally correct court ruling on this case from John Stuart Mill’s utilitarian perspective AND Jeremy Bentham’s utilitarian perspective?

Jeremy Bentham would support the Court’s ruling that the First Amendment does not protect the individual’s right to freedom of speech because we need to protect the greater good. How does the Court’s ruling protect the greater good?
J.S. Mills would say the Court’s ruling was morally wrong, because protecting individual liberty actually does benefit the greater good in the long run. How does protecting FREE SPEECH benefit the greater good in the long run?
The court ruled in favor of the school on this issue, thus using Bentham’s line of reasoning. How does this change the way you understand our protections under the First Amendment especially in the context of schools?

Agenda

Discuss the starter

Discussion of the "life boat scenario" from the beginning of Ch. 2
Remember the "lifeboat" scenario from last night's reading? Yeah, sure you do. It's the one about the English sailors adrift at sea, at the brink of starvation?

Why, according to a strict Utilitarian would killing Parker, the poor cabin boy, be morally justified?

What are two OBJECTIONS to killing Parker? One uses Utilitarian reasoning, the other does not (p. 33)
What is the MAIN idea of Utilitarianism?
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

Time to work on the study group discussion questions for Ch. 2

Work TOGETHER on the questions for today
We'll check-in at the end of class to make sure y'all are on same page about the differences between Bentham and Mill's philosophies. See pages 50-51 on Mill!

Powerpoint Lecture time!

Topic: Intro to Libertarianism-- to help you have some context for Ch. 3!! (See the slides on Libertarianism in the Moral and Political Philosophy of Justice Powerpoint on my Documents page)

Class Closing: Go over your understanding of today's learning goal with a partner.

REMINDER! Read Ch 3 by Monday.
What are the differences and similarities between Mill and Bentham's philosophies?
What else did you learn today?
What connections are you making with this philosophy and the real world? Your life?