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AHS * HUMANITIES 12
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Justice Monologues #2: Refinement and Delivery

10/31/2019

 
Starter
  1. Review the Justice Monologue  Do’s/Don’ts and Rubric and circle the bullet point items that you think you need to focus on in writing/refining your monologue.
  2. Come up with one guiding question for your peer critique group based on the area of improvement you identified in #1. (Example: How can I enhance the beauty and rhetorical appeal of my speech?)
  3. Any questions on the requirements?
 ​
NOTE: You will be self-assessing with the rubric as your ticket out the door. 

NEW Portfolio Guidelines and November/December Conference Calendar (on the docs page too)
What feedback or further revisions would you make?
  • Point values for each assignment/conference?
  • Assessment criteria for the conferences?
  • Way I'm asking you to prep/reflect?
  • Do we want to have occasional starters to get you to jot down a few thoughts about the portfolio categories?
  • Do we want to change how much I weight "Apply your knowledge" vs "Portfolio" in infinite campus? Right now it is is 20/80. Is that really representative of amount of work you do? Should it be 50/50? Should there not be two categories and I just assign points to each thing based on how big of an assignment that is? Final Justice project might be 100 points, for example.

Rehearsal and Critiques (20 minutes)
Form a group of 3-4 and find a space either in the corner of this room, or the hallway or an empty classroom
Take turns delivering your Justice Monologue and giving each other feedback based on the rubric.  Be sure to help each other with your starter guiding questions.

Refinement (30 minutes)
Refine your Justice Monologue!

FUN ICE-BREAKER- we're going to play a movement game that is fun, funny and gets the jitters out before delivering monologues!

Deliver (11:30, 2:00)
We'll begin delivering monologues with 45 minutes left in class

Ticket Out the Door: Reflect and Self-Assess!
  1. At the bottom of the rubric, reflect on your classmates' monologues: What ideas stood out to you? What new questions did the monologues spark? Which ideas were challenged? etc..
  2. Without giving yourself a grade, give yourself feedback on your monologue in the blank boxes to the right of each category description on the rubric.

Portfolio Update # and Senior Project Phase 2 Research

10/30/2019

 
STARTER: STAR POWER SURVEY
  • Please take the survey on Mark's presentation. I will send him the results, so please be kind but specific and constructive.  (Here are notes I took on your debrief)
  • The last survey question is about potential Justice Monologue extensions but only for students with Nov. 1st deadlines OR who weren't in class Monday. I'd prefer most people present tomorrow-- work time will be provided both Thur and Friday. 

Class Biz
  • Absent Monday? Turn in Chaco readings and meet with me about Justice Monologue guidelines.
  • Test corrections due Monday. Study session at lunch on Friday. 

​Week 4 Portfolio Update 
  1. Go to the Documents page
  2. Open the "Conference Prep and Portfolio Update Guidelines" document
  3. Scroll down to "Week 4" guidelines and complete your 4th update.

Senior Project Phase 2 Research
You should be completing research in time for your senior project teacher conference!
  • Go to the Documents page
  • Find "Senior Project Brainstorm Discussion and Next Steps"
  • Review the requirements for Phase 2 research
  • Schedule your conference if you haven't yet (email your chosen teacher)
  • If you're stuck on who to contact for your potential Curiously Connect with Community, write your name on the whiteboard with your topic next to your name!

MARK MASTALSKI- Director of FLC's Leadership Center

10/29/2019

 
Picture
 Mark's Bio:
Mark (far left in the photo) moved to Durango from Madison, WI and has been the Director of the Leadership Center since August 2007. He is an alumnus of the University of Wisconsin-Madison, where he earned a Bachelor's of Science in Mechanical Engineering and a certificate in Technical Communication. A passionate leadership educator, Mark serves as a Co-Lead Facilitator for "LeaderShape", where he has facilitated week-long programs for students all over the country. One of Mark's favorite quotes is "Live life on the edge and it will redefine your center" and he believes this is one of the best attributes of higher education - pushing yourself to learn, think differently, and use those new skills to change communities. He is an avid mountain biker, whitewater kayaker, and enjoys spending his time with his wife, dog, and family and friends. His Strengths are: Adaptability, Arranger, WOO, Strategic, and Self-Assurance.

Justice Monologue #2 PREP Time

10/28/2019

 
STARTER
  • How was your experience in Chaco? What stood out to you? What was most memorable or interesting?
  • If you didn’t go, what was one new thing you learned from your own research?

CLASS BIZ
  1. Have your Chaco prep assignment out and ready for me to check today or share it with me if you did it electronically (and the make-up assignment if you didn't attend the trip)
  2. Homework for the week? Let's take a look! (Justice Monologue prep)
  3. Test corrections are due MONDAY, Nov. 4th.  We’ll have a study session this Friday  during lunch for those interested in attending!
  4. Have you emailed your senior project conference teacher yet to schedule the meeting? Please do that TODAY!!!  See the documents page for all resources.
  5. Students who missed class on Wednesday morning, last 30 minutes of class today, please go watch "The Mystery of Chaco Canyon" video from 18 minutes to 45 minutes: Josh, Jade, Susan, Kealey, Kaylee, Hannah, Robbie, Payton, Nate, Saige, Sierra, WHO ELSE?

SHARE OUT Starter responses
​

JUSTICE MONOLOGUE PREP DOCUMENT and Work Time
  1. We'll go over guidelines for the Justice Monologue
  2. We'll do Steps 1 and 2 in class today
  3. Don't forget to schedule your conference with your senior teacher for Senior Project Phase 2​

Chaco Prep and Departure day

10/23/2019

 
Reminders
  • Advisory group gear should go to your advisor's room
  • Label it all during advisory and then load gear
  • Check the email I sent out for driving groups

Starter
Let's scope out the 
map of our route to chaco and talk about our pitstop at near the northern-most point of the Great North Road. What is so cool about the blog I’m about to read you is the concept of living history-- there is this element of mystery involved here-- where did the Great North Road go? How did the Ancestral Puebloans get through this one spot on their way to down into Kutz Canyon to Salmon Ruins in Farmington today? How wild is it that now this place is a pit stop and an oil well is right smack dab at the bottom of the stairway??
  • Read aloud starting at the paragraph “But hey…” to the end 
  • Then let’s check out this guy’s work to try to find the stairway  (mostly let’s look at the photo at the bottom of this page)
  • It is important to understand the scope of the “Greater Chaco Region” to understand the controversy over oil and gas. While we are just going to Chaco Canyon itself, the Chacoans’ territory extended far far far beyond that and what is considered “sacred lands” by many today thus extends far beyond the park.  I want us to stop at this modern-day pitstop so you all have a sense of that scale. But also know that many archaelogists theorize that the southern-most point of Chacoan domain was along the 108th meridian of longitude 400 miles due south in Mexico at Paquimé, a 14th-century ruin in the Mexican state of Chihuahua. Southern most point is 60 miles north of Chaco in Aztec. https://images.app.goo.gl/S4sqbUPhyeSsv8v66 
  • More info on this 108th meridian theory can be found in this New York Times article

Continue Complexity assignment

Building Content Knowledge on Chaco

10/22/2019

 
Today and tomorrow in class, you'll have time to build your knowledge base on the cultural significance of Chaco and the oil and gas controversy in the greater Chaco region.    

Class Biz
  1. We need firewood! Can anyone bring some?
  2. Let's go over the agenda for Chaco. I'll share driving groups with you later today. Review those before tomorrow.
  3. Make-up assignment for Chaco 
  4. Test Corrections for Justice Exam
  5. Please pay your IC balance for the Chaco trip-- $25 (You'll be liable before graduation as it is).
  6. Shoppers are meeting Kurt 1st period on Wed. morning. 

Learning Goals
  1. Understand multiple perspectives on the Chaco oil and gas controversy
  2. Understand multiple perspectives on the ethics and legalities of archaeological excavation of ancestral sites.
  3. Understand the cultural-historical significance of Chaco and the Great North Road

FINISH Beyond Standing Rock ​Film

The Complexity of  Oil and Gas in the Greater Chaco Region
  1. Make a copy of the above document
  2. We'll watch a film entitled The Mystery of Chaco Canyon
  3. Class tomorrow will be for your work time to complete the rest of the readings/discussion questions due by the end of class on Wednesday for 20 Portfolio Engagement points. 
  4. Should you finish early, you can work on Senior Project research and conference with me as needed.

Environmental Justice

10/21/2019

 
​Starter
Read the following quote from the weekend's reading assignment by Barry Lopez and then write about a place that holds significance to you and that you find beautiful or find peace within. It could be ANYWHERE! Inside or outside! A corner in your bedroom, or a mountain range.  A city alleyway or a highway corridor. Describe it in as much detail as you can and explain why you find it beautiful or why it is significant to you. 
​"In Spanish, la querencia refers to a place on the ground where one feels secure, a place from which one's strength of character is drawn. It comes from the verb querer, to desire....In Spain, querencia is most often used to describe the spot in the bullring where a wounded bull goes to father himself, the place he returns to after his painful encounters with the picadors and the banderilleros.  It is unfortunate that the word is compromised in this way, for the idea itself is quite beautiful-- a place in which we know exactly who we are." (14).

Today's Goals/Questions
  • Understand the homework readings and contemplate the ways in which our connection to place drives us to want to protect land but then the bigger question about how do we, as a society, decided which lands are worthy of protection? How do we balance our need for energy with the health of people and places?

Class Biz
  1. Chaco forms!
  2. Homework for the week
  3. Honors- get copies of Windfall and see the email I sent with reading schedule, etc...
  4. Make-up assignment for Chaco and our agenda coming soon (tomorrow?)
  5. Advisory Chaco prep: Bring gear to your advisory on Wednesday, label all group gear and food items during advisory! Food shoppers? Who are you? Meet Kurt Wed. am (exact time TBD).
​
Discuss “Rediscovery of North America” and Chief Seattle’s Speech
  • What is Lopez's thesis? 
  • What are your answers to the other guiding questions?
  • ​What were YOUR questions? 
  • How does Chief Seattle's view of his ancestors affect his view of the land and treatment of it? How does this relate to sustainability? 
  • What assumptions does Lopez argue guided Columbus and still affect Western society's view of the land today? (p. 11) 
  • To what extent do you see these assumptions playing out TODAY? Do you see them as problematic as Lopez does?
  • What does Lopez mean when he says, "we imposed, we didn't propose?" on the bottom of page 11 and top of 12?
  • What does Lopez think "true wealth" is and how do we gain it? Do you agree? (page 12)
  • What does querencia mean AND how his concept of true wealth relate to Lopez's points about querencia and "sense of place"?  (Let's read page 12 right hand column, and page 13)
  • What ideology does Lopez challenge and what is his alternative proposal?? See bottom of page 15
  • Lastly, what is Lopez's challenge to us? How does this relate to our JUSTICE project? To environmental ethics? To the issues you care about today?? (last paragraph, page 16)
  • Think about these ideas as we go to Chaco. I challenge you all to try out Lopez's ways of looking at the land on our visit there. Try to cultivate a sense of place, to understand how the greater Chaco region could have been so sacred to the Ancestral Puebloans over 800 years ago, and why it remains sacred to this day.

Define Environmental Justice (see the slide on EJ for a basic definition)

Read and hashtag for Principles of EJ movement
  1. With a partner, read through the principles and then choose 3 to summarize as succinctly as possible with a #hashtag.
  2. Example:  #16) Environmental Justice calls for the education of present and future generations which emphasizes social and environmental issues, based on our experience and an appreciation of our diverse cultural perspectives.#EducateWithDiversePerspectives, #PresentandFuture #TeachtheYouth #AppreciateALLVoices
​
Define Tribal Sovereignty
Tribal sovereignty in the United States is the concept of the inherent authority of indigenous tribes to govern themselves within the borders of the United States.


Watch Beyond Standing Rock (1 hour and 11 minutes)
  1. Ashley to give brief context on the film
  2. Jot down notes on the following questions:
  • ESSENTIAL QUESTION: *How do we balance energy needs with the rights of people to their health and homes and with the health of the environment???
  • What are the  various arguments for and against the Dakota Access Pipeline?
  • How do economic, social and environmental considerations come into play with the three issues presented in this film?
  • ​What questions does this film raise for you?

After the film:
  1. 5 minutes to capture ideas from the questions above
  2. Whole Class Discussion 

Homework
All students: Begin the Chaco assignment by reading the summary of "The Players" on page 2 and at least 2 of the  three short articles on page 3. We'll have work time in class on Tuesday after the 50 minute film and all of Wednesday, too. 

Honors: Read intro of Windfall by Monday and part 1 of
Windfall by next WED 10/30-- we’ll meet at lunch on Wed 10/30. See your email for the discussion questions/reading schedule/essay guidelines.  


Day 1 of the Environmental Ethics Unit

10/17/2019

 
​Starter: Read this Washington Post and answer these questions:
  1. What is the tragedy of the commons?
  2. What is a real life example aside from the extra credit challenge?
  3. What is one strategy/way we can apply research findings to reduce overconsumption of resources? 

**Reveal the Extra Credit results from the exam**

CLASS BIZ
  • Susan, Greg, Annabelle, Simon, Ori, Sara, Kammy, Noelle, Nate and Alli- plan for tomorrow!
  • REMINDERS ON FORMS FOR CHACO!
  • ​Test Correction Guidelines
​​
Definition of sustainability: Meeting needs of the present without compromising needs of future generations

The 3 spheres of Sustainable Development (super briefly)

Picture
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

Senior Project Brainstorm Phase 1 Discussions and Phase 2 Work Time

10/16/2019

 
Starter
  • What is one thing you remember from yesterday's class about bias?
  • Morning Class: We'll finish the TED Talk and talk about how her talk might apply to your own life.
  • Afternoon class: Test out your own implicit biases! Take one of Harvard’s implicit bias test

Announcements
  • WE NEED PARENT DRIVERS! We need spots for 11 more students and room for gear. Who has a big truck or trailer? Whose parents can come? 
  • Who is really legitimately not able to come? We need to know #s.
  • Missing Justice books? Turn 'em in. 
​
Transition: A brief dance party!

Senior Project Phase One Peer Discussions Protocol + Guidelines for Next Steps
  1. SHARE YOUR Brainstorm Phase 1 notes with me!
  2. Go to the "Documents" tab on my DP 
  3. Find item #2: "Brainstorm Discussion and Next Steps"- OPEN IT UP!
  4. Make note of the link to schedule a conference. You'll need that later!
  5. We'll read through the discussion protocol and guidelines for next steps
  6. Begin your small group discussions as outlined on the "Brainstorm discussion" doc
​
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)
  1. What feedback or ideas did you get from the group discussion on 10/16?
  2. What new directions is this taking you in?
  3. ​What is your leading idea at this point for your research and your project?  Describe it, and why you would like to head in this direction.


Next Steps (PHASE 2) Work Time
  • Sign up for a conference
  • Begin your research


Isms and Bias

10/15/2019

 
Starter: Matching Game!
Can you match the terms with the following definitions? see page 7 

Class Biz
  1. Chaco permission forms, payment and med forms due Friday (if you're doing the Bridge ropes course, please submit by Thursday)
  2. Justice books-- please turn them in!
  3. Next Month of Humanities (see calendar in classroom) and the Homework for the week (let's scope out the Homework page)
  4. Honors: Heads up that we'll begin Windfall next week.
  5. Justice exams: I'll return them on Thursday as well as the results of the extra credit mystery
  6. Be Of Service up this week:
  • Cloe, Serra, and Saige, Heleny and Alli and Deleny: Sunday 10/20 10-12 pm
  • Anika Shideler, Caleb Gates, Raimy:  Friday, 10/18 , 5-7 pm

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
  1. Be familiar with the "Diversity Wheel" and understand the complexities of way diversity manifests in the world
  2. Apply today's key terms and concepts to an exploration of  how your own biases affect your attitudes/behaviors
  3. Learn some strategies for overcoming bias

As always, these ground rules for discussion apply:
  • Share the air (Step up, Step back)
  • Be kind
  • Challenge yourself to be respectful of all each other's feelings, perspectives, abilities, and identities (and your own)
  • ​Challenge yourself to examine your own biases. WE ALL HAVE THEM!
  • Reserve the right to change your mind
  • Avoid generalizations and assumptions

Crash Course “Race and Ethnicity” (10 minutes)
  1. What is something new you learned?

Table Talks (groups of 3-4)
  1. What is the first word that pops into your head when you hear "diversity"?  
  2. Dig a little deeper, what does diversity mean to you?​
Picture
Diversity Wheel (5 minutes): 
The Diversity Wheel is a model created by Marilyn Loden and Judy Rosener to help others identity the social characteristics that define and shape them. There are two circles inside the wheel. The inner circle is divided into 6 sections: race, ethnicity, age, gender, physical abilities/qualities, and sexual orientation. The outer wheel contains these characteristics: work background, income, marital status, military experience, religious beliefs, geographic location, parental status, and education.
  
​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)
  1. After spending time looking at the wheel, write down 5 things that describe who you are—the top five things you  think of when you think to describe themselves.
  2. What are the categories on here that you might not typically think of when you think of “Diversity
  3. What categories do you tend to have bias toward or against?

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.

Discussion questions:
  • General reactions or questions?
  • What are the impacts of discrimination on external behavior, internal self-esteem and academic performance?
  • What are the implications of this film for society?

Examining Implicit Bias
  1. Definition of implicit bias (scroll down) and if time, we'll read this short article going into more depth from the journal, Scientific American
  2. Levels of “isms” (we'll read this aloud)​
​
Ted Talk: "How to Overcome Bias"
Verna Myer's Ted Talk goes over a bit more on implicit bias and ways to overcome it.
  1. What are the three things she recommends to help us overcome our own biases/prejudices?
  2. How might this relate to your own life? 
  3. Interested in testing out your own implicit biases? Take one of Harvard’s implicit bias test

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
  1. Be familiar with the "Diversity Wheel" and understand the complexities of way diversity manifests in the world
  2. Understand the different levels of oppression 
  3. Learn the definition of "implicit bias"
  4. Apply today's key terms and concepts to an exploration of  how your own biases affect your attitudes/behaviors
  5. Learn some strategies for overcoming bias


Senior Project Brainstorm and Portfolio Update

10/10/2019

 
Reminders
  • Who is doing their BE of Service today or tomorrow? Don't forget Mana or Good Food Collective forms. Bring them with you! And take photos!
  • Test is tomorrow. You are all brilliant gods and goddesses of philosophical reasoning!
​
Today is devoted entirely to WORK TIME on the following items:
  1. Cross-reference your own notes on yesterday's test prep guide with MY NOTES
  2. Senior Project Brainstorm Phase 1- guidelines are on the docs page!
  3. Portfolio Update #3-  This is from last week. Are you behind? CATCH UP. We won't have a new one this week. You are welcome :) P.S. See the guidelines on the document entitled, "Portfolio Conferences and Update Guidelines" on  documents page!
  4. Portfolio Conferences with Ashley (I'll go in alphabetical order by last name)
  5. Study for the exam: test prep check-list

TEST PREP

10/9/2019

 
Picture
STARTER
  • What does "telos" mean?
  • How would Aristotle decide what the most JUST way to distribute the world's best scooter would be?

Wrap up Lecture on Aristotle (last two slides)

TEST PREP
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!
  • test prep check-list
  • Print your study group notes

Aristotle's Philosophy of Justice

10/8/2019

 
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

John Rawls' continued.....and catch up time!

10/7/2019

 
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

Announcements
  • Chaco Field Trip Permission form (due October 18th)
  • Let's look at this week's homework
  • Let's go over the test prep check-list
  • NOTE: The exam is open note but NOT open laptop. If you want to use your study group notes, you'll need to print those BEFORE the exam. All note materials must be printed.
  • Who is doing their "Be of Service" this week? Reminders!
  • Study Group for Ch. 6:  We'll have time tomorrow to do those questions.

CATCH Up Work Time
Your options include:
  1. Finish last week's portfolio update
  2. Read the assigned pages for ch. 8 (see homework page)
  3. Work on Senior Project Brainstorm phase 1
  4. Meet with Ashley for extra help understanding the reading/philosophies





John Rawls, Hip Hip Hooray!

10/4/2019

 
Learning Goal
  • Understand the "Veil of Ignorance" and John Rawls' approach to justice as "fairness" and equality.

STARTER: What is one idea you have for senior project?

Homework Reminder
  • ​See the homework page for the assigned pages for Ch. 8 due TUESDAY. I'd encourage you to read more of chapter 8, but in class on Tuesday, we'll also be reading a short essay explaining a bit more of Aristotle's philosophy not covered in the book.

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
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    Ashley Carruth

    Humanities teacher at Animas High School

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