AHS * HUMANITIES 11
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Daily Blog

Thursday, 11/5

11/5/2015

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Starter #38
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?

Class Biz
  • Honors lunch meeting today
  • Did you complete the google.classroom assignments for this week?
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AGENDA
Today's Goals: 
  • Evaluate the need to be open to other ideas when living in a democratic society
  • Understand the requirements for your op-ed research
  • Develop a beginner-level understanding of "Doublespeak"

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"

3. Discussion:
  • Why would I ask you to read this?
  • Do you "buy" this author's message? Are you down wit it?
  • How does it apply to our project? To living in a democratic society in general?
  • We have guest speakers coming next week to speak about their political ideologies-- are you willing to be disturbed?  What about at our exhibition? In your research? In class discussions? 

4. Required Research Note-Taking form guidelines and Class Calendar leading to Exhibition
  • Who needs a printed copy of either of the above? 

5. Interview Subject Selection time!
  • Ashley will go over the list of interview subjects
  • Write down your top 3 choices on a piece of small paper WITH YOUR NAME and turn that in 
  • Be sure you are choosing someone with a DIFFERENT political ideology than your own and be willing to be disturbed!

6. Introduction to "Doublespeak"
  • Youtube video of comedian, Kevin Kling: Exaggerated form of double speak
  • How would you define "Doublespeak"?
  • One more example in politics
  • Ashley to pass out Monday's reading assignment
  • By Monday (BOC) 
    Read "Doublespeak" by William Lutz and do the following three things:
    1. Identify the thesis (main argument) of the article
    2. Define the key terms (euphemism, jargon, gobbledygook, inflated language).  
    3. Write a paragraph reacting to the article.  What are the key takeaways from this article for you? How will this inform your research, consumption of media, the way you listen to and respond to rhetoric, etc…?

7. Work Time
  • Haven't chosen your topic? Conference with Ashley then complete yesterday's survey (at bottom of yesterday's dp post)
  • Begin reading  "Doublespeak" ​(due Monday)
  • Begin researching your political issue 
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Wednesday, 11/4

11/4/2015

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Starter #37
  • What are the 5 freedoms secured by the First Amendment?
  • Do you think that ALL types of speech should be protected by the First Amendment outside of school (in society at large)? Why or why not?

Class Biz Reminders
  • Honors Lunch meeting tomorrow
  • Google classroom post due tomorrow 

Agenda
Goals:
  •  Evaluate to what extent we should balance security v. liberty when it comes to today's example free speech case
  • Pick your topic for our Morality and Politics of Justice project

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 
  • What are TWO different perspectives in the article about whether or not the post for rape instructions should be considered protected speech
  • Explain your own perspective.  Should clearly hateful or offensive speech be protected under the First Amendment?  Why or why not?  USE Ethos, Pathos or Logos in your argument
  • Article explaining more about the "rape post"

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...)
  • Review guidelines briefly—must be an issue in which U.S. is or should be involved (in your opinion)
    • Must be something to which  you can propose a policy solution—what is the JUST course of action the U.S. government should take
    • Must have some sort of tension between sec/lib/equality (sec v.  lib, lib v. equal, etc…)
    • Must be in response to a current events issue. Examples: 
      • Article written recently
      • Something a presidential candidate recently said
      • Press release by Monsanto (if you are doing pro or con of GMOs for example)
      • Recent current events issue in general (In light of the Syrian refugee crisis, Western nations are left wondering what is the right thing to do.  How many refugees should these countries accept into their nation’s borders?
  • List of issues: http://uspolitics.about.com/od/electionissues/
  • Google doc of additional list of possible issues

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
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Tuesday, 11/3

11/3/2015

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Starter #36
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?

​
Agenda
Goals:
  • Evaluate to what extent freedom of speech should be restricted, if at all.
  • Apply your understanding of ethos/pathos/logos to media

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)

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Monday, 11/2

11/2/2015

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 Starter #35
  • What are the three components of the rhetorical triangle and what must be true for a message to be effective?
  • Have Dec. of Ind. packet out for me to check completion

Class Biz
  • Honors lunch meeting on Thursday
  • Assignments for the week and deadlines (Test Corrections are due E.O.C on Tuesday)
  • Test Correction office hours today, 7th period (please get a pass from ME if you plan on attending and check-in with your exploratory teacher first)
  • Chem Lab/Link Workshop on Friday

Today's Goals: Understand what the Bill of Rights is and what freedoms Amendments #1-10 protect

Essential Questions (related to our overall project)
  • Where do we see the ideals of security, liberty and equality appear in our nation's founding documents?
  • How do we balance these ideals when coming up with just policies for controversial political and social issues?

Agenda
1.Discuss Declaration Packet: What are the ideologies upon which our country is founded?

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2. Turn in Dec. Packet

3.  Google classroom time: (30 minutes)
  • Respond to 2 more peers (in-depth so I know you’ve actually read their article!!)
  • Post a new article, summary and reaction to a DIFFERENT issue not yet posted
 
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.
  • Which words represent "security"?
  • Which words represent "liberty"?
  • Which words represent "equality"?

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!  

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    Ashley Carruth

    Humanities 11 Teacher at Animas High School

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  • Daily Blog
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  • Honors
  • Writing Resources
    • Writing Growth Example Page
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