Write about a time when someone said something that offended you or angered you or frustrated you. What did they say and why did that upset you? How did you respond?
1. Read "Willing to be Disturbed" by Margaret Wheatley and select 2-3 lines that stand out to you for a "Spirit Read"!
2. Class spirit read of "Willing to be Disturbed"
4. Required Research Note-Taking form guidelines and Class Calendar leading to Exhibition
5. Interview Subject Selection time!
6. Introduction to "Doublespeak"
7. Work Time
Class Biz Reminders
1. Reading and Discussion on "When Rights Encourage Wrongs: A student chat site triggers a class discussion of free speech issues" Hard copy only available in class
2. Brainstorm topics for the Morality and Politics of Justice project and choose yours!
From the Ted Talk linked below: "When our great grandchildren look back at us, will they be as appalled by some of our practices as we are by our slave-owning, witch-burning, wife-beating, gay-bashing ancestors?"~ Rebecca Newberger Goldstein, Philosopher and Professor
A. Watch the Ted Talk linked below then discuss: What are some current issues that our great grandchildren may look back at and be appalled by? Write them on the white board!
B. Silently read page 2, "Exhibition Project Tasks" of this document: requirements for our project and write down any questions you have about the project (from grading, to content, to timeline, to the exhibition, etc...)
C. Time to select your topic and find an article to which you think you could respond and complete this survey as your ticket out the door: OP-ED PROJECT PROPOSAL SURVEY
D. If you're ahead of the game- Conference with Ashley and then read through the required research form and begin Part 1
Watch the CNN report on Morse v. Frederick (2002) aka “Bong Hits For Jesus”
Answer these three questions after watching the video:
1. 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?
2. J.S. Mill 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?
3. 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?
1. Ethos, Pathos and Logos powerpoint slides 23-52
2. Ethos, Pathos, Logos practice on Google.classroom : Find an example of either ethos, pathos or logos in the media and post it in response to my prompt on google classroom with a summary of why it is either ethos/pathos/logos
3. WORK TIME
Time to add your article to google classroom OR complete test corrections (Due end of day)
Today's Goals: Understand what the Bill of Rights is and what freedoms Amendments #1-10 protect
Essential Questions (related to our overall project)
1.Discuss Declaration Packet: What are the ideologies upon which our country is founded?
2. Turn in Dec. Packet
3. Google classroom time: (30 minutes)
4. List of grievances (complaints) to the King of England in the Dec. of Ind + Preamble to the Bill of Rights
You'll be given the full text of the Bill of Rights, which includes the preamble of the Constitution plus the first 10 amendments to the Constitution.
Annotation Exercise – Using only the preamble, annotate with an eye to answering the following questions.
5. Now, lets get started looking at the Bill of Rights:
A. With the Bill of Rights, Full Text: With a partner, read the Bill of Rights and try to put each amendment into “real” English. What does each individual amendment really mean? Can you put it all into one or two easily understandable sentences?
B. With the Bill of Rights in Plain English: When you are finished with the full text exercise above, come pick up a copy of the Bill of Rights in Plain English. How did you do? Cross-reference your 'plain English' definitions with mine, and adjust yours if you need to.
C. With the Bill of Rights Worksheet: Now, write your “final” interpretation of each Amendment next to its number. In addition, you'll have to pick/draw an animal (or other symbol, but c'mon, get creative!) that best represents that amendment. Good luck!
Humanities 11 Teacher at Animas High School