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

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