Starter: Read this Washington Post and answer these questions:
**Reveal the Extra Credit results from the exam**
Definition of sustainability: Meeting needs of the present without compromising needs of future generations
The 3 spheres of Sustainable Development (super briefly)
Watch Human Element (First two chapters- 35:30 and then from 1:10 to the end)
Take notes on either “Water” or “Air” on this note-taking form
Introduction to Human Element
Renowned photographer James Balog (CHASING ICE) uses his camera to reveal how environmental change is affecting the lives of everyday Americans. Following the four classical elements— air, earth, fire and water— to frame his journey, Balog explores wildfires, hurricanes, sea level rise, coal mining, and the changes in the air we breathe. With compassion and heart, THE HUMAN ELEMENT tells an urgent story while giving inspiration for a more balanced relationship between humanity and nature.
Discussion: Get into a group with a people who took notes on the same Element and share out notes, fill in the gaps.
Turn in your notes to Ashley
Work Time: Senior Project Next Steps + Assign “Rediscovery of North America” By Barry Lopez and the Chief Seattle Speech Due Monday, 10/21
Transition: A brief dance party!
Senior Project Phase One Peer Discussions Protocol + Guidelines for Next Steps
Reflection + Portfolio Conferences with Ashley
Once you completed your discussions, please complete the reflection on the same document as where your brainstorm was (the one you should have shared with me at the beginning of class)
Next Steps (PHASE 2) Work Time
Starter: Matching Game!
Can you match the terms with the following definitions? see page 7
Rationale for why were doing today's activities on "isms" and bias:
We have been talking a lot about what is fair and not, what justice means, who deserves what, who needs what, etc… Starting on Thursday, will be turning our focus to environmental ethics and the intersection between environmentalism and social justice. To apply new concepts on that topic, we'll examine a couple different case studies where there is clearly an issue of justice at the heart of some controversies on how we should DISTRIBUTE land-- who should have access to what lands, how should certain lands be used, do we prioritize economic interests and energy needs over human and environmental health and cultural beliefs, etc?
Often, the way these controversies are resolved comes down to who has the power and who doesn’t. So, before we dive into those, let’s just make sure we have some common definitions under our belts and some awareness of the levels of oppression and the different ways our own biases might show up.
Trust me, these definitions will come up a lot more when you all leave the fairly homogeneous Osprey Nest and enter more diverse college campuses and work environments, so y'all might as well grapple with them now.
Today's Learning Objectives
As always, these ground rules for discussion apply:
Crash Course “Race and Ethnicity” (10 minutes)
Table Talks (groups of 3-4)
These characteristics place people into certain categories of society within the realms of privilege and oppression. Each component of the Diversity Wheel determines how you are viewed and treated by those around you. The inner circle is filled with characteristics that are inherent and cannot be altered, while the outer wheel are acquired characteristics. As explained by Allan Johnson, these categories do not express the true identity of a person, their thoughts, feelings, and aspirations. It is a surface view of how society is constructed.
TABLE TALKS (continued)
Watch a clip from “A Class Divided” ( end at 14:53 or 17:00)
One day in 1968, Jane Elliott, a teacher in a small, all-white Iowa town, divided her third-grade class into blue-eyed and brown-eyed groups and gave them a daring lesson in discrimination. This is the story of that lesson, its lasting impact on the children, and its enduring power 30 years later.
Examining Implicit Bias
Ted Talk: "How to Overcome Bias"
Verna Myer's Ted Talk goes over a bit more on implicit bias and ways to overcome it.
Exit Ticket: Reflect on today's learning objectives
Review the learning objectives for today and then pick one or two that you think were most interesting, impactful, or relevant and explain what you learned and how it applies to you.
Today's Learning Objectives
Today is devoted entirely to WORK TIME on the following items:
Wrap up Lecture on Aristotle (last two slides)
We will work as a whole class on the first part of this test prep document, and then in small groups, you'll have time to help each other with the rest.
If time: Study for the exam!
Starter: Turn and talk with a partner
What does moral arbitrariness mean and how does it apply to Rawls' philosophy?
Ashley's Wrap-up of Rawls- we'll read and discuss pages 160-166
Study Group Time
Answer the questions on John Rawls. Make sure you all can provide answers in your own words for these questions
Lecture on Aristotle
Starter: Review your notes on John Rawls
1. What is the Veil of Ignorance?
2. What is one Rawlsian concept that you still don't quite understand clearly or wouldn't be able to apply it to a real-life scenario?
Kahoot! (Morning pod only)
Get ready to test your knowledge on the philosophies!
Finish John Rawls Lecture
CATCH Up Work Time
Your options include:
STARTER: What is one idea you have for senior project?
Work Time (45 minutes)
Senior Project Brainstorm Phase 1 (see documents page)
This is due October 16th!
LECTURE: John Rawls' Justice as Fairness
Study group time for chapter 6
I will read the notes from the filmmakers so we have some more context on why they made this film.
Afterwards, please answer one of the following questions:
True Justice Discussion: Groups of 4
We're going to be trying a new discussion format today to ensure a) we can cover a breadth of discussion topics and b) you can hear from a variety of your classmates and c) everyone has a chance to speak and be heard. As always, the ground rule of KINDNESS applies!
Post Film Survey
Please take this 2 minute survey to help the filmmakers get feedback on the film!
October Conferences are starting this week!
How am I grading them?
If you are a) prepared, b) sincere and engaged in the process and c) doing the work to update and reflect on your portfolio and try to improve your areas of growth then you'll get a 10/10.
How should you prepare?
FIRST STEP: Read through Part 4 on pages 4-7 of the ABCDEG portfolio document (located on the top of the Documents page) and decide which categories seem most relevant for you this week.
SECOND STEP: Reflect and document on at least two things. You should be striving to think about ways you're excelling and ways you can still grow. These two things could be in one category or in two different ones.
Here are suggestions for things to consider writing about:
1. College Essay: If you are going to refine your college essay, you could choose to reflect in the "GROWTH" category for how you plan to refine it, what you DID to refine it, and what specific writing skills you're improving. Then DOCUMENT your refinements somehow that makes sense to you and that I can understand as well.
2. Think about the philosophies and readings we've been doing this week and then reflect on how you're doing with the various assignments and activities in class. Questions to consider:
3. Be of Service
If you've done your Be of Service, you can reflect on and document (with photos). See the Be of Service guidelines on the ABCDEG portfolio system document located on my Documents page!
Humanities teacher at Animas High School