The Daily

AHS * HUMANITIES 12
  • Lessons
  • Homework
  • Senior Project
    • Resources for Current Students
    • Class of 2021 Senior Project Website
    • Class of 2020 Senior Project Website
    • 2019 Award Finalists
    • Class of 2018 Senior Project Website
  • Documents
  • Course Overview
    • Zoom Dial-in Info
    • Meet the Teach'
    • Philosophy, Values, Goals
  • Syllabus
  • Honors
  • The BadAshes
  • New Page
  • Ashley's Senior Project Resources

Utilitarianism

9/30/2019

 
Class Biz
  1. Check-in on who is doing their Be of Service this week?
  2. Justice Monologue Make-ups!  Let's do them today
  3. Film day on Wednesday-- you don't want to miss it, but if you are absent, the link will be on my DP for you to watch on your own time. 
  4. Homework for this week-- let's go over it! 
  • Tuesday 10/1: Ch. 3 [Entire chapter] (17 pages total)
  • Friday, 10/4 Ch. 6 [pages 140-142, 151-159] (12 pages total)
  • Monday, 10/​7: Ch. 8 (Aristotle)
  • HONORS ONLY: Tuesday 10/8 Ch. 5 [pages 103-124] (21 pages total)
    Final Exam: 10/10
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”
​
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?
  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. 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?
  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?

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

Powerpoint Lecture time!  
  • Topics: Utilitarianism and Intro to Libertarianism-- to help you have some context for Ch. 3!! 

​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!

Last 10 minutes: Class Closing Announcements and Exit Ticket
  1. Read Ch 3 by Thursday and Ch. 6 by Friday.
  2. College Essays! Grades are final for "Apply your knowledge" categories BUT you could refine and reflect and document in "Growth" for your portfolio grade.  SAVE these drafts and my feedback for Thursday's portfolio update time.

Exit Ticket

  • Read through my feedback and let me know: a) was my feedback clear and helpful?  b) what questions do you have, if any?  c) do you want to conference with me again before your applications are due? (if so, email me to set up a conference time and LET ME KNOW when your application deadlines are)
  • What are the differences and similarities between Mill and Bentham's philosophies? 
  • What else did you learn today?
  •  What connections are you making with Utilitarianism and the real world or in your own life? 

Ch 1 of Justice: What's the Right Thing to Do?

9/27/2019

 
Starter: Trolley Car Dilemma (see slides 27-30)

Lecture (all the slides UP TO "Utilitarianism")
  • Begin filling out the note-taking guide (available electronically on my Documents page, or grab a hard copy from me!)

Understanding Ch. 1 of Justice by Michael Sandel: Justice Philosophy Study Group Discussion Guide (See Documents page on my DP)
  • Study groups: Form groups of 4-5 students of your choice, but again, I'd encourage you to MIX THINGS UP a bit so you get different perspectives on these philosophies and also can stay focused and on track.
  • Decide on group roles:  scribe, reporter, facilitator
  • All members: Open the Justice Philosophy study guide google document
  • Facilitator: Go over the instructions for TODAY only
  • Scribe: Make a copy of the document and share it with all group members AND Ashley
  • Complete today's activities on Ch. 1 to deconstruct Sandel's framework (Virtue, Welfare, Freedom)
  • Begin reading ch. 2 if you finish early
​
Context on Utilitarianism (powerpoint slides #31-35)

If time: Begin to read ch 2

Assign: Ch. 2  [pages 31-35, 37-44, 48-51] (16 pages total) due MONDAY

The US Constitution and introduction to Justice: What's the Right Thing to Do?

9/26/2019

 
Be of Service Coordination
  1. Go to the link to the "Be of Service" spreadsheet on my "documents" page.
  2.  Get into your groups (see the second tab on the bottom of the spreadsheet)
  3. Meet with your group and coordinate your schedules with the time slots for your assigned service opportunity (Pick a day and time! See the 1st tab on the bottom of the spreadsheet for info on the organizations)
  4. Tell Ashley when your group plans to go.
  5. Pick a group "coordinator"- this person's role will be to contact the organization and schedule the date. They'll be the liaison between your group and the organization. This includes sending a THANK YOU email after the service opportunity from the group!
  6. Contact the organization (preferably by phone first, then follow-up immediately with an email)
  7. Come up with 5-7 interview questions for when your group is there! Send those to Ashley for review. These should be fairly open-ended and enable you to understand the PURPOSE of the organization's work, how they might see it related to JUSTICE, and what the experience is of those whom the organization serves/helps/works with.

*Portfolio Update time for my afternoon pod (see yesterday's blog for the guidelines)

TRANSITION!
"Crash Course in Justice" video review 
  • Quick check-in, how many definitions did you capture in the 20 minute time limit?

 Let's re-watch  Crash Course on  justice video (10 minutes)

Debrief/Share out (10 minutes)
  • I'll put you into 3 groups of 4
  • Share out the definitions you were able to capture. Make sure you all have same understanding of definitions. 
  • Feel free to have a short discussion about which philosophies resonated most and/or which ones you're still confused by.
  • Pick one of the definitions and come up with a NEW real life scenario that it applies to.  For example, where do you see "Justice as Merit" playing out in society? Do you agree that is justice/fairness?  (Example: positive rights include the right to public education through 12th grade in the United States. Tax payers pay for it. Should this right exist and should tax payers have to contribute?)
  • What questions do you still have? Feel free to cross reference your own notes with Ashley's!

Reporter: Report out on your group’s discussion (10 minutes)

LECTURE TIME!
  • See my Documents page for the link to the powerpoint!  (slides 1-19 for today only)

If time, begin reading Chapter 1

Portfolio Update and Justice Monologues AND Shanta Foundation

9/25/2019

 
Morning Pod Schedule for today:
  1. Go over the Shanta Foundation and why they are here
  2. Portfolio guidelines and update time (1st period)
  3. Justice Monologues! (2nd period)

Afternoon Pod Schedule for today
  1. 10:30-11:15: Shanta Foundation
  2. 11;25-12:05 Justice Monologues!

Justice Monologues Prep
  • Share your monologue with me electronically, please
  • Re-read your justice monologue speech (silently, or go outside and read it aloud)
  • Make any last minute changes you need
  • Tell yourself you're awesome!

Justice Monologues! (20-25 minutes)
  • Expectations for active and KIND listening
  • We'll just go clockwise around the room.
  • When it is your turn, stand up and deliver your speech proudly and boldly
  • As you're listening, take notes! What lines or ideas catch your attention? What lines or ideas challenge your own beliefs? 

Justice Monologues Reactions (10-15 minutes)
At the bottom of your written Justice Monologue, write "REACTION"  and take the next 10-15 minutes to just WRITE based on what you are thinking/feeling right now after listening to every one's monologues.  Think about how your own ideas have evolved, what ideas have been challenged, what ideas need more thought on your part to fully understand or be able to defend, or what ideas were further reinforced and why...


Portfolio Update-- Share out from last week!
  1. Open up your portfolio update from last week and choose an excerpt from it (or the whole thing) to read to your neighbor.
  2. Give each other feedback on whether you think that you've each written an in-depth, sincere, authentic reflection.  What could be added? Where are the holes?
  3. Remind each other what the homework is for tomorrow.

Portfolio Update Requirements for This Week
  • What questions do you have about the portfolio system?
  • See my example on the Documents page for clarification or just ask me in class today!
  • This week you should do the following:
  1. Check-in on the area of improvement you set for yourself last week.  How did you do? 
  2. Pick ONE category (A-D-E or G) for this week and go in-depth with that one. What are you doing well? What can you improve? Give examples!!​
 ​
Portfolio Update Time

The Justice Monologues Series #1 and Shanta Foundation context

9/24/2019

 
Picture
Starter: What notes did you take on the "1619" podcast yesterday?
  • What are the founding ideals of the United States as listed in this podcast?
  • How is this podcast both patriotic and critical of our nation? 
  • What premises does this podcast challenge?
  • How does cognitive dissonance factor in during this podcast?

Finish last 7 minutes of "1619" Podcast
​
CLASS BIZ

1. Update on homework (See bottom of today's blog or Homework page)
​2. Potential Field Trip Announcement:
  • Chaco Canyon/San Juan Citizens Alliance field trip opportunity. Who would be down? Camping or just a day trip? 
  • Who wants to make this happen? Planning committee meeting at lunch in my room on Wednesday.

Why Chaco? (From https://www.sanjuancitizens.org/chaco)
Chaco Canyon is a UNESCO World Heritage Site, National Historical Park, and Dark Sky Park in the heart of the San Juan Basin. From 850 to 1250 A.D. the Chacoan peoples constructed many great houses in Chaco Canyon. The center core of the Canyon receives the most attention, but “Greater Chaco” encompasses a vast treasure of over 230 outlier settlements. The massive structures, connected by a web of ancient roads, are internationally recognized architectural and engineering wonders, the purpose and use of which remain a mystery.

In addition to vast cultural resources, Chaco Canyon is home to many living native communities. Over two dozen tribes still hold the region sacred and many people use the cultural sites for ceremonies and celebrations.

For decades the Bureau of Land Management (BLM) has prioritized oil and gas development in the area. This development has been reckless, badly planned, egged on by corrupt officials, and enabled by shady laws. Local communities, cultural resources, and the environment have been pushed aside in the interest of oil and gas. 

Time to work on Justice Monologues #1 
  • Gone yesterday? See me
  • Confused? See me
  • Need the document-- see the Homework page or Documents page
 
TRANSITION! Context on The Shanta Foundation
Tomorrow, from 10:30-11:15, we'll be in the Commons with the entire grade to hear from people from Myanmar who run the Shanta Foundation.  This is an awesome opportunity to learn about one type of approach to solving poverty, which many people believe is an issue of injustice on a global scale.  There are many different approaches to combating poverty, from government loans, to military interventions, to handing out donations. Think about whether you think the Shanta Foundation has an effective approach.


  • Mission/Vision: Shanta envisions a world where people work together to ensure all communities are healthy and safe, and individuals are free to flourish. We partner with underserved rural villages in Myanmar to develop healthy communities.  Through a collaborative process we empower local leadership to make effective, sustainable change focusing on education, quality health care and economic opportunities.
  • Video  about the organization 
  • Why Myanmar? ​

Shanta Foundation's GUIDING PRINCIPLES
Hop on to the above linked website, which describes Shanta Foundation's core values (or guiding principles).  Read each one, and then discuss with your neighbor how those principles reflect the organization's views of Justice.  How does each principle relate to justice or showcase how the organization thinks about justice?
*****************************************
Introduction to our next course book: Justice: What's the Right Thing to Do? by Harvard Professor, Michael Sandel and we'll start reading it aloud in class.

*Note: 1-5 means pages 1 THROUGH page 5 (including page 5) but start and end reading at obvious section titles
By FRIDAY, you're required to only read these pages, but I recommend reading the entire chapter! (22 pages total)
  • 1-10 (to "What Wounds Deserve the Purple Heart?")
  • 12-16 (starting at "Bailout Outrage")
  • 19-21 (ending at "Runaway Trolley")
  • 24-30 (starting at "The Afghan Goatherds")​

REVIEW HOMEWORK FOR THE WEEK (and pass out books)
  1. By Thursday's class, watch this crash course in justice  (10 minutes)  and capture as many of his ideas as you can on this  note-taking form (but don't spend more than 20 minutes total on this assignment)
  2. By FRIDAY's class: Read assigned pages of ch. 1 of Justice: What's the Right Thing to Do? by Michael Sandel
  3. Ch. 2 (due MONDAY)  [pages 31-35, 37-44, 48-51] (16 pages total)
  4. and Ch. 3 entire chapter (due THURSDAY, 10/3)
  5. Due NEXT Frday, 10/4: Ch. 6 [pages 140-142, 151-159] (12 pages total) 
  6. HONORS ONLY: Ch 5 Due Monday, 10/7[pages 103-124] (21 pages total)

Cognitive Dissonance, "1619" and Justice Monologues #1 Work Time

9/23/2019

 
Starter
Can you think of an example in your own life where there is a disconnection between something you believe and an action you do? Or a contradiction in two thoughts/behaviors? 
Example: I know that riding my bike to school is both better for the environment and my own mental and physical well-being, but I very rarely do it. 
Picture
Today's Goals
  1. Understand what "cognitive dissonance" means and how it might apply to your own life
  2. Determine how the podcast, "1619" views the U.S. in terms of its commitment to and embodiment of "justice"
  3. Synthesize your understanding of the Justice project course texts thus far and apply them to your own life.
​
What is Cognitive Dissonance?​
  1. Share out starter examples
  2. Watch the 6 minute youtube video
  3. Read-aloud  the last page or so of "Consider the Lobster” by David Foster Wallace

Moral of the story:  
How do we ignore certain things that make us uncomfortable, morally? What is the connection to the Justice project? Think about the ways in which your beliefs around justice line up with your actions in the world. As we study various philosophies, to what extent do you agree with them? To what extent do their ideas clash with your own actions? To what extent does that clash influence HOW you respond to the philosophies? Do you disregard them simply because it makes you uncomfortable or challenges your own ways of being???


Listen to "1619" Podcast  (Follow along with the transcript if you'd like)
Four hundred years ago, a ship carrying enslaved Africans arrived in the English colony of Virginia. A new audio series from The New York Times examines the long shadow of that fateful moment. This podcast is a great review of an important period of American history and helps lay the foundation for us to think about the founding ideals of our country and the ways in which people have fought to uphold those ideals. 

 As you listen, try to answer these questions (WRITE THEM DOWN)
  • What are the founding ideals of the United States as listed in this podcast?
  • How is this podcast both patriotic and critical of our nation? 
  • What premises does this podcast challenge?
  • How does cognitive dissonance factor in during this podcast?

HOMEWORK FOR THE WEEK!  Let's review it!
See the "Homework" tab!

​Justice Monologue Series #1 Overview and Work Time
The purpose of these monologue series is multi-fold:
  1. Hold you accountable to doing the readings, and thinking deeply about them
  2. Allow you to synthesize your understanding of them and review them so that they "stick" in your brain better
  3. Enable you to clarify your own perspective on the readings, and justice in general, by formulating your own stance, verbalizing it, hearing other students' perspectives, and then reflecting on your own. This will definitely help prepare you for the final essay AND help you get clearer on what you believe and why, which is, like, totally good for life, chah. 

Compassion as a Question of Justice

9/20/2019

 
Starter
Spirit Read: Skim back through last night's  reading and pick a line that stood out to you.
Also, use this time to jot down questions/confusions/lines you didn't quite understand


Mini-lesson: Structure of Logical Arguments
Picture
Structure of a logical argument
A logical argument is a claim defined with reasons composed of a group of premises supporting a conclusion.  It rests of the validity of each premise logically leading to a conclusion.
  • Premise: statement within an argument used to support the conclusion; it is an assumption that something is true
  • Reasons/Evidence/Anecdotes: These are simply certain types of premises that can lead to the conclusion
  • Conclusion: The final outcome of the argument, what is proven to be true,  often similar to the premise

Two Ways An Argument can Fail
  1. If one or more of the premises are false. If one of the assumptions or reasons are wrong, the conclusion can’t be right.
  2. All the claims/premises can be TRUE but they don’t add up to a correct conclusion. Example: So it is the first day of class, it is September, therefore you are a student.

Whole Class Discussion “Compassion as a Question of  Justice” 
Discussion Questions  linked here!
Make sure you’re tracking each premise and overall conclusion to help you with Tuesday’s Justice Monologues and today's final reaction.

NOTE: 
The goal of discussion should be to do our BEST and DEEPEST thinking. The point is that we are collectively creating an environment where we can determine if the authors' arguments are good. Are they based on logical reasoning? So, we're on a team.  This isn't about defending your own viewpoint and proving yourself to be right.  Debates like that do not work to challenge premises and think more deeply because all you are trying to do is win your debate.

So rather, the goal of the discussion is to better understand the best arguments on both sides. The goal is GREATER understanding NOT to be RIGHT.   The goal is DEEPER understanding and so when you’re disagreeing to someone, you don’t snap at them, you say, wow, that really doesn’t initially make sense to me, can you explain that more?  Or here is why it isn’t squaring with me….


Background info (page 60)
Liu Xiaobo

Liu Xiaobo was a Chinese writer, literary critic, human rights activist, philosopher and Nobel Peace Prize laureate who called for political reforms and was involved in campaigns to end communist one-party rule in China. Some referred to him as "China's Nelson Mandela." 

Aung San Suu Kyi
Aung San Suu Kyi is a Burmese politician, diplomat, author, and Nobel Peace Prize laureate. She is the leader of the National League for Democracy and the first and incumbent State Counsellor, a position akin to a prime minister.  Criticized recently for human rights violations.  Read more here

Portfolio Updates and Senior Project Brainstorming Phase 1

9/19/2019

 
Starter: Turn and talk
  1. What is the value in doing volunteer, community service?
  2. How might this service work relate to our Justice project? 

Be of Service roll-out and selection
  1. Let's go over the expectations and options
  2. On the 2nd tab of the spreadsheet (linked above) write down your name under the 1st choice and 2nd choice columns

Portfolio Update Time!!
Now is the time to start reflecting on the areas of the portfolio you feel are relevant to the work you've done in Humanities thus far this semester.

STEP 1: Get organized
  1. Go to the "DOCUMENTS" Page of my DP and see my Example Portfolio System
  2. Let's read a couple of my example updates (based on your feedback yesterday, I busted these out last night) 
In your Portfolio folder within your Humanities 12 folder, create a folder for each of the ABCDEG's.  Stuff like the seminar reflection, college essays, final essays, Justice Monologues, will go in the "Apply Yo' Knowledge" folder. Reflections will go in the other folders for BCDEG.
Are there any other ideas for better ways to organize the folder? What are you guys envisioning working for you??

STEP 2: Reflect and Document
  1. Pick 1-2 categories to reflect on this week.
  2. Celebrate: Pick something specific to celebrate about your effort in one of ADEG categories! Explain. 
  3. Document: Prove it!
  4. Need for Improvement: Pick one category ADEG that you need to grow in (not B or C for now since we have time for those and haven't really started them). Explain the various ways you'd like to grow. 
  5. Strategy: Develop a strategy to help you succeed in the area of growth you've selected!

TRANSITION TO SENIOR PROJECT BRAINSTORMING
Share out: What is one idea you have for senior project?

Senior Project Research and Brainstorm Phase 1
  • I'll go over the guidelines
  • You'll have some time to begin it

ABCDEG Portfolio Update #1

9/18/2019

 
WRAP UP ZINN DISCUSSION!
  • Please get with the same group you were with yesterday.
  • Finish up the discussion questions.

Whole Class Discussion
  • Overall thesis? Main arguments to support his claim?
  • What questions did your group come up with?
  • Connections to Kohlberg's theory of moral development?
  • General reactions? 
  • Strategies for reading that WORK?
TRANSITION!
​
 
Mini-lesson on Metacognition called "How to get the most out of studying in college" (6 minute video from cognitive biologist and professor)

In the past, my students have expressed an interest in learning more study skills to be successful now and in the future in college/beyond. So, I'm delivering on that feedback and building on our work on metacognition. As you listen to the video, please jot down ideas to the following question:


  • Which of the 4 "Beliefs That Make You Stupid" do you fall victim to? What is something you can do about that?

Class Biz
  • Homework due Friday: Read and annotate  “Compassion as  a Question of Justice”-- (15 pages total) 
  • We’re reading this to get a different cultural perspective on Justice that is anchored in the Dalai Lama’s core value of Compassion. Think about your own values that you determined in class on Friday and how much they align with your definition of Justice.
  • Missed a conference with me? We need to meet either today or tomorrow during work time.

Project Tune the ABCDEG portfolio document 
There are the four parts of the above linked document on separate pieces of paper around the room.
Please take your time to write down on sticky notes questions you have, things you like, ideas/suggestions you have, concerns.


Portfolio Clarification time
  • What is your understanding of the ABCDEG portfolio system?
  • Why am I doing it?
  • What exactly is it? What will you need to do?
  • What questions do you have?
  • What suggestions for refinements do you have at this point?​

LAW AND JUSTICE!

9/17/2019

 
STARTER:  Silently read this Justice project overview document  
  1. ​Write down any questions you have about the project for Ashley to address as a whole class
  2. Write down at least two issues of injustice you're interested in on the Local, Global and National levels. When you're done, write your topics on the board.
​
Social Change Model of Leadership and Core Values
  • Review the 7 C's
  • How did the Core Values exercise relate to the first "C"- Conciousness of Self? Why is that important to leadership?

Silent reading time for "Law and Justice" (50 minutes)
As you're reading, I'll pass a poster board around. Please write your 5 core values on the board so we can have a class list!!
  • Done reading?  Please review it so it is fresh in your mind for discussion and so that you'll be better equipped for a later assignment.
  • Once you've reviewed it, you may work on college applications or other coursework.

Small Group Discussion: Discussion questions for Howard Zinn 
  1. Please use your leadership skills to put yourself into small groups (3-5 students). Ideally, you will select somewhat different peers than your besties with which to work so that you can hear new ideas and challenge your own biases!
  2. Make a copy of the discussion question document linked above and share it with your group members AND ASHLEY.
  3. Take notes on the document as you discuss-- DON'T DIVIDE AND CONQUER! I'd rather you have quality discussion!

Monday, 9/16: "Law and Justice" Discussion and Reaction

9/16/2019

 
Happy Monday my favorite students!  (Seriously, I love the class of 2020!)

I am out today, which is why you see, 
standing before you,  an adult man, perhaps with facial hair,  named Mike.  Please read the entirety of this DP carefully and then get to work. 

Materials Needed:
  1. Your Social Change Model of Leadership Development reading, which I handed out at the end of class on Friday
  2. Your Core Values exercise
  3. A copy of “Law and Justice”- the sub has hard copies for you
  4. Laptops and access to Ashley’s DP

SOCIAL CHANGE MODEL OF LEADERSHIP and CORE VALUES: Small Group Discussion
  1. Please put yourselves into small groups of 3-4 students. I'd encourage you to choose people with whom you don't normally work to get different perspectives and work on collaboration across friend groups.
  2. Elect a facilitator who will read the discussion questions and encourage all group members to share their ideas!

Discussion Questions-  Social Change Model of Leadership reading
  1. What are some of the assumptions this model operates on about leadership?
  2. What are the 7 C's?
  3. What is "consciousness of self" mean?
  4. What are the different "Sources" of beliefs and values according to the reading? 
  5. How could the 7 C’s relate to senior projects? 
  6. What questions do you have about this model?
  7. What do you like/dislike about it?
  8. Take turns sharing out your top values as  you determined by the core value exercises
  9. For ONE of your values, what you think the SOURCE of that value is? In other words, what influenced you to value that?

​Assign  and begin reading Howard Zinn's “Law and Justice”  (~27 pages total, REQUIRED pages include 397-414, 419-427, 434-435)
  1. Read the first page of Discussion questions for Howard Zinn  as a whole class to understand who Zinn was
  2. Read through all of the questions first so you know what to look for
  3. Read the bold titles for each section heading.  Read first sentence of each paragraph closely. Make sure you understand the main idea of each section!

Time to begin reading!
​
Feel free to go out in the hallway to read aloud to each other but just make sure you have it read before class tomorrow.

What IS Justice?

9/13/2019

 
 Starter: Get Meta! 
  • How engaged in class have you been the past two days of "Justice Project" content? What has contributed to that level of engagement?
  • What is a strategy you need to implement to be successful with learning the heady philosophical content we're diving into?

Let's Review Kohlberg and learn about Carol Gilligan 
  • Chat it up-- what do you remember about Kohlberg from yesterday?  Get out your reading, please!
  • I'll be using this powerpoint lecture, starting on slide 6

Justice Project Overview
Let's read about this project! Popcorn style!
​(fun fact: dog's paws smell like popcorn)


Introducing the Social Change Model of Leadership: Read pages 17-21 from Leadership for a Better World and be ready to answer the discussion questions below. 
Context: Throughout this semester, we will be developing leadership skills that will help you both with your senior project work, and future collaborative efforts.  As we’re asking you to think about your senior project in terms of impact, in some way, that means being an agent of social change. A model of leadership that fits best with both our Justice Project and these goals of senior project is called “The Social Change Model of Leadership” and was developed by a group of researchers and professors to assist college students with bringing about change at all sorts of levels.  We’re going to read a bit about this framework and then focus on ONE part of this framework: Consciousness of Self.

Discussion Questions
  1. What are some of the assumptions this model operates on about leadership?
  2. How could the 7 C’s relate to senior projects? 
  3. What questions do you have about this model? What do you like/dislike about it?

Consciousness of Self
  1. Read pages 44-49 from Leadership for a Better World
  2. Think about: What are the ways the various sources of beliefs/values have played out in your own development? (Culture, Faith, Family, Peers)

Core Values Exercise
Why?? Not only is knowing your values important to leadership as we’ve discussed so far today, but it will be important throughout our Justice project. As we explore various philosophies of Justice, it is critical that you understand what you value, what you believe, and how those beliefs translate to your views on what is justice, and how to bring about justice for specific issues. So, we’ll do an activity to identify your core values.  Next week, we’ll read one text that argues that Justice is rooted in the value of compassion. I wonder how your views of justice relate to your own values?

Instructions: Make a copy of the “Core Values Exercise” document linked above and go to town!

When you're done reading: Think/Write about where you  developed those values.  From whom? From what experiences? etc….

Share Out: In groups of 3-4
  • Share out your top values
  • For ONE of your values, what you think the SOURCE of that value is.​

Justice Project Official Launch, y'all!

9/12/2019

 
Starter: Review “Born Good? Babies Unlock the Origins of Morality” 
What do you remember learning about in the video we watched at the end of class yesterday about Yale's Baby Lab.


Discuss: What does the research in that 60 minutes video suggest about the formation of morality in humans? Specifically, these values: 
  • Altruism (the belief in or practice of disinterested and selfless concern for the well-being of others.)
  • Selfishness
  • Justice
  • Bigotry (intolerance toward those who hold different opinions from oneself.)
  • Kindness

WATCH: Short Youtube Video on Monkeys and Fairness (2 minutes)
  • What are your reactions to this video? What are you taking away from this?
 Heinz dilemma (press pause after one minute)
  1. Which of the three options do you think Heinz is morally obligated to choose? (See the video above). Why?
  2. Would it change anything if Heinz did not love his wife?
  3. What if the person dying was a stranger, would it make any difference?
  4. Should the police arrest the chemist for murder if the woman died?

We’re not actually going to share out our responses. However, you should definitely think about your choice and how it may or may not relate to what we learn about later in class regarding Kohlber’s Theory of Moral Development. 

Short Lecture: Intro to Moral Psychology (10 minutes)

Read about Kohlberg's Theory of Moral Development 

Small Groups- (6 in total): 
Discuss Kohlberg
  1. CLARIFY: What confusions or questions do you have about the reading? If you can't answer them as a group, write them on the board for Ashley
  2. ANSWER:  What, according to Kohlberg, is the essential feature of moral reasoning? I.E. The most important VALUE? 
  3. SUMMARIZE: What was Kohlberg trying to accomplish with his theory?
  4. DEFINE: Put each of the three LEVELS (pre-conventional, conventional, and post-conventional) into your own words
  5. SUMMARIZE: Where do various responses to the Heinz Dilemma fall on the 6 stages? 
  6. DISCUSS: What are the  criticisms of Kohlberg's theory? 

Apply Your Knowledge: If someone came up to you with answers to this year’s SAT or ACT exam, would you take a peek?
  • Each group represents one of the 6 stages of Kohlberg’s Moral Development.  
  • Your group needs to work together to come up with the appropriate response and justification based on that stage to the moral dilemma. 
  • When your group is done, fill out THIS DOCUMENT with your answer!

IF TIME.....(doubtful!) We'll do the rest of what we have up here!  Otherwise, this will be for tomorrow. 

Revisit “What is Justice?” Freewrite

What did you write about in Tuesday's starter? Share it out!

John Greene crash course in justice (10 minute video)
Which definition of justice resonates most with you?
  • Is it about fairness
  • Equality
  • getting what we deserve
  • getting what we need?
  • Is justice about harmony?
  • Is justice about maximizing quality of life for all citizens?
  • Or allowing citizens to be maximally free?

Take notes on:
  • Distributive justice
  • Justice as Equality
  • Need-based Justice
  • Merit-based Justice
  • Justice as Fairness
  • Robert Nozick
  • Negative Rights
  • Positive Rights
  • Retributive Justice
  • Welfare Maximization
  • Restorative Justice

Independent time to capture notes on John Greene’s video  (10 minutes)

Debrief/Share out (20 minutes)
  • Get in groups of 4-5 near you
  • Pick a reporter
  • Share out which definition of justice resonated with you
  • Share out the definitions you were able to capture
  • What questions do you have? Write them down!

Report out!
Reporter, report out on your group’s discussion  and go over questions as a class

Justice Project Overview
Let's read about this project!

Senior Project Orientation, Day 2: The Thesis

9/11/2019

 
Starter: Last minute college essay biz'ness: 20 minutes!
  1. Email me the 1st page of the display board so I can print in color!
  2. Complete the self-assessment, staple it to your essay and turn it into the box 'o fun
  3. Email me final essay draft
  4. Make your display board if you have already sent me the first page w/ your photo (Hang it up by end of day tomorrow, Thursday!)
  5. Take the College Essay Boot Camp Feedback Survey
  6. Skim back over the senior thesis you read last night!

Last Airbender Ninja!!!!!

Transition to Senior Theses!
Based on what you read last night, how prepared do you think you are as a writer to tackle your senior thesis?  What areas are you confident in? Where will you need to grow as a writer this semester to find success in the spring with your thesis?


If you need help check out my basic Writing Rubric for ideas of skills you’ll be assessed on this semester in your writing or think about what you struggled with while writing your college essay.. 

Senior Thesis Examples
Get into a group of 3-4 students.  Have the thesis you read yesterday pulled up in front of you.  Discuss the following:
  1. What stood out to you about the thesis you read?  
  2. How well prepared do you feel for this task right now?  What do we need to focus on this semester to make you feel more prepared?
  3. What did you learn from this example that you would like to apply to your own writing?
  4. What questions do you have about the senior thesis now that you have read an example?  Write them down and we’ll go over your questions as a class.
Debrief discussions, Ashley answers questions when possible.

TRANSITION TO JUSTICE PROJECT IF TIME!!!


Pair-Share:
  1. What is morality and where does it come from?
  2. Are humans born good or bad? 

60 Minutes: “Born Good? Babies Unlock the Origins of Morality”
Summary:  Are We Born good? Babies help unlock the origins of morality. Can infants tell right from wrong? And if so, how would you know? Come to Yale's baby lab. Lesley Stahl reports.

Discuss: What does the research in that 60 minutes video suggest about the formation of morality in humans? Specifically, these values: 
  • Altruism (the belief in or practice of disinterested and selfless concern for the well-being of others.)
  • Selfishness
  • Justice
  • Bigotry (intolerance toward those who hold different opinions from oneself.)
  • Kindness


Lecture: Intro to Moral Psychology and Kohlberg

Last Day of College Essay Work Time

9/10/2019

 
Starter: Justice!!!!
  1. What is your definition of "justice"? 
  2. What one of the biggest issues of injustice facing the world today?
  3. What is one thing "we", as a society, could do today to make the world more just?

Class Biz
  • Let's review college essay deadlines/agenda for today
  • Homework for tonight-- to prep for Senior Project Orientation, Day 2 (tomorrow!)

College Essay Final Touches and Conferences with Ashley

If you need more time to complete your final revisions, now is the time!  You can revise, refine, proofread, conference with me, or do whatever else you need to do to finish up your essay.

WHEN YOU  ARE FINISHED, do the following:
FIRST: Email me a colored photo of you for the display board so I can print them on the color printer.

SECOND: Complete this
College Essay Boot Camp Feedback Survey


THIRD: Exhibit Your Work (by no later than THURSDAY, start of class!)
  1. Create your COLLEGE ESSAY DISPLAY BOARD!  See the document linked here, and the example on my board.
  2. When your display board is put together, and give them to our student exhibition set-up volunteer(s). 
 
Begin tonight's homework
Read one of the example Senior Theses linked on my Senior Project page and found below:
  1. Tucker Leavitt- Water Arc Explosions (Physics)
  2. Bekah Kuster- Energy Strategies to Reduce Greenhouse Gases  (Energy)
  3. Lyle Bryson- Trends and Youth Culture  (Marketing/Psychology)
  4. Philip Wiley- What makes good science fiction?  (Literary Analysis)
  5. Allee McKown- Theories of Global Inequality (International Studies)​
  6. Oli Sakadinsky- Special Interest Groups in US Politics (Political Science)
  7. Izzy Bonecutter- Mindfulness and the Brain (Neuroscience)
  8. Isabel Krull- Culture of Ballet (Sociology)
  9. Claire Larson- Brain Trauma and EMDR Therapy (Neuroscience)
  10. Anne Chase- Social Media and Perceptions of Nature (Media Studies)
  11. Grace Frideger- Ecofeminism and the environmental movement. (Philosophy and Environmental Studies)
  12. Corry Arcomano- Dry needling vs. Acupuncture (Medicine)

These are two stand-outs from class of 2019
  1. Sarah Von Tersch: What is the most effective way to reduce drug cartel power and minimize their negative effects?
  2. Caeley McClain:  What are the most effective methods to get uninvolved people to take initial action on climate change in the United States?​
​
These are all the finalists from the class of 2018- the best thesis award went to Claire Leffler, but it was a close call!
  1. Lily Bisantz- To what extent does the sexualization of young girls and women in Western culture perpetuate sexual violence?  (Sociology)
  2. Dylan King- What in the past 50 years has led to the economic recession of Puerto Rico and how has hurricane Maria impacted the island?​​  (History and Economics)
  3. Quinn Luthy- How do confessional poets use form to create meaning?  (Literary Analysis)
  4. Ben Malone- What are the potential future roles of blockchain-based cryptocurrencies in the economy?  (Economics)
  5. Izzy Simpson- How can the fundamental structure of the stock market be utilized to predict market price fluctuations?  (Economics)
  6. Claire Leffler- How can recurring patterns and forms found in nature be explained mathematically and why are humans visually drawn to recreating these patterns?  (Art and Mathematics) ​​​​
<<Previous
    Humanities 12 Google Meet Link
    Flex and Sven Schedule

    Ashley Carruth

    Humanities teacher at Animas High School

    Archives

    May 2021
    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    September 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    December 2019
    November 2019
    October 2019
    September 2019
    August 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    August 2018
    May 2017
    April 2017
    March 2017
    February 2017
    January 2017
    December 2016
    November 2016
    October 2016
    September 2016
    August 2016
    March 2016
    February 2016
    January 2016

    Categories

    All

    RSS Feed

Powered by Create your own unique website with customizable templates.
  • Lessons
  • Homework
  • Senior Project
    • Resources for Current Students
    • Class of 2021 Senior Project Website
    • Class of 2020 Senior Project Website
    • 2019 Award Finalists
    • Class of 2018 Senior Project Website
  • Documents
  • Course Overview
    • Zoom Dial-in Info
    • Meet the Teach'
    • Philosophy, Values, Goals
  • Syllabus
  • Honors
  • The BadAshes
  • New Page
  • Ashley's Senior Project Resources