Update Jan. 30

Writing Portfolio
Students learned about how to write transition sentences to connect paragraphs. We compared transition sentences to bridges that must include three elements: the main idea of the previous paragraph, the main idea of the new paragraph, and the relationship between the two. If you are having trouble figuring out the relationship, then you may need to reorganize the paragraphs so that there is a logical relationship between each successive set of paragraphs.

Core
No Bellwrite.

We finished watching the French Revolution documentary today. Students need to turn in their notes from the video.

Homework:

• Read through page 229 of Pride and Prejudice.
• Final draft of letters to the editor are due on Tuesday.
• First Vision memorization is due Monday.

Update Jan. 29

Bellwrite #8: Why do you think the French Revolution broke out into such unbridled violence?
By today, students should have read up through p.217 of Pride and Prejudice. With each reading, students should be learning at least 3 new vocabulary words (including them in their reading annotations).
Over the past couple days, we have been working on our note-taking skills while watching the French Revolution documentary. Today we spent some time studying together the Declaration of the Rights of Man and of the Citizen (French Revolution Topic 3). We compared this document to the American founding documents, noting similarities to the Declaration of Independence and to the Constitution, particularly the Bill of Rights. We also discussed the subtle but significant differences. Whereas John Locke and the U.S. documents are based on the assumption that natural law is independent of society and government, the Declaration of the Rights of Man says that government officials must define boundaries, leaving the latter document open to moral relativity.  The question of sovereignty is also open to interpretation. Whereas the U.S. Constitution starts with "We the people", the Declaration of the Rights of Man starts with "We the representatives." This seems to vest, perhaps unintentionally, undue power in government officials.

Homework:

• First Vision memorization due date is postponed until Monday.
• Continue working on the Family Present project (You should have 2 character paragraphs done by tomorrow.).
• Answer the following question in a well-developed paragraph. How does the Declaration of the Rights of Man relate to the violence of the French Revolution?

Update Jan. 27

Bellwrite: Please record your most important recent learning in your Commonplace book.

Students took a reading on Pride and Prejudice. The quiz consisted of the following questions:
1. Compare and contrast Mr. Darcy's proposal to Elizabeth with Mr. Collins'.
2. Give one example of how Elizabeth's conversation with Colonel Fitzwilliam (when they are walking together outdoors) reveal her prejudice about Mr. Darcy.
3. Reading check pp.105-185. 

We discussed question 1 and noted that Jane Austen juxtaposes characters and situations to highlight differences.

We reviewed the answers for the history tests. Then we started our study of the French Revolution. During this unit, we will focus on the study skill of taking notes and using them to study for exams. We began watching a documentary on the subject and taking notes.

Homework:

• Read through page 200 in Pride and Prejudice. Remember to learn vocabulary words from your reading.
• Work on the First Vision memorization.
• Finish revising to make your letter to the editor concise and clear.

Update Jan. 23

Writing Portfolio
We worked on revising our letter to the editor. We learned when to use a comma between two consecutive adjectives. We also learned when to capitalize the word "constitution." I also introduced the concept of parallelism.

We learned the three rules of revision:
1) Be concise.
2) Be clear.
3) If you can't be both, be clear.

In the spirit of being both concise and clear, the word limit for the assignment has been raised to 400 words.

Core
Bellwrite #7: Select a passage for your reading in Pride and Prejudice to comment on.

We held a student-driven discussion on Pride and Prejudice. We also prepared for the history test tomorrow. Finally, we watched "Beware of Pride" (Benson) to help us understand the different faces of pride that we may be seeing in the novel.

Homework
Study for the history test.
Work on the First Vision memorization.
By next Tuesday, finish your revisions for conciseness on your letter to the editor.

Update Jan. 22

Bellwrite #6: Why should we study the Restoration of the Gospel of Jesus Christ in a class on world history? Why study it if most students at AHS already know about it?

We discussed the bellwrite, noting that the Restoration serves as a climax for the world history we have studied up to this point as well as a directing influence on the world history that occurred since the early 1800s.

We then read the version of Malachi 4 quoted by the Angel Moroni and compared it with the version in the Old Testament. We found that Moroni's version clarified some key points. The earth would be wasted if not for Elijah's visit to Joseph Smith because without the sealing keys of the priesthood, the family of God would be separate and single and not sealed back to Him (without root nor branch). The purpose of world history is for God to help His children progress and be sealed up in His own great family tree.

We then studied the angelic visitors who came to Joseph Smith on April 3, 1836. We discussed the keys (or dispensations) each brought to Joseph and how they outline the purposes of the latter-days of the world. (We elaborated on the Abrahamic covenant and the gathering of Israel). We noted the dual works of missionary work and temple work (gathering and sealing), which must take place in this dispensation of the fullness of times. We examined some examples of how world political, economic, and social history furthered God's work for latter days. For example, we examined how the history of New Imperialism in China, specifically in Hong Kong, made it possible for there to be a temple in China today. We also considered how the Industrial Revolution gathered the working class of England to cities where they could hear the preached word from the first LDS missionaries outside the U.S.

Test Question: What did the angelic visitors in D&C 110 bring to Joseph Smith and what was the significance of these keys/dispensations?

Reason and Relate Question: How does D&C 110 influence the way we understand world history since then?

We also watched a bit of the Pride and Prejudice film.

Homework:

• Read through page 165 of Pride and Prejudice.
• Continue working on the First Vision memorization.
• Write your response to the Reason and Relate question.

Update Jan. 21

Writing Portfolio
We worked on revising sentences and paragraphs taken from students' letters to the editor. We focused on removing redundancy and wordiness. The paragraphs we worked on are at the bottom of this post.

Core
Bellwrite: At AHS we 4R to learn. What does it mean to you to REASON? What does it mean to RELATE?

We discussed the bellwrite, researching the definitions of REASON and RELATE in the 1828 Webster's dictionary. We then considered how we might change our approach to studying our history readings so that we can reason and relate more meaningfully.

For the next few history readings, we are going to take a different approach. Rather than answer the printed questions from your reading packet, we will read and discuss together. Afterwards, we will together decide upon two questions: one that will be on the history test and another that students will respond to in writing to extend their thinking about the topic.  The history test question is not required, but answering it will help students prepare for the test.

We tried out this new approach by revisiting Montesquieu (American Founding Topic 4).

Test Question: According to Montesquieu, what are the weaknesses of democracy and how does a republican government compensate for them?
Reason Question: If the majority of the people are not virtuous, what form of government will work for them?

Homework

• First Vision Memorization
• Pride and Prejudice p. 149
• Finish revising paragraphs 1-4 from the letters to the editor.

Revision Exercises

1. It may be true the amendment process is difficult to complete; however the Founders deliberately wanted much thought and energy going into changes instead of swift careless adjustments.
2. Is the U.S. Constitution exceptional? The U.S. Constitution was written in 1787. When it was written, it was exceptional, but it is no longer exceptional today. When the U.S. Constitution was written it was the only document of its kind in the world. It is also the first document of its kind. The U.S. Constitution has a unique history, making it exceptional, but all constitutions have a different history making them all exceptional, making none of them exceptional.
3. Another argument is that the amendment process takes too much time, however it safeguards the Constitution’s fundamental principles from hasty and unnecessary change. People today have many different opinions and points of view and not all of them wholly agree with the principles that were fundamental at the time that the Constitution was written.
4. The amendment process “updates” the constitution. It is unusually difficult to amend, but possible. The process to amend the constitution benefits all; a consensus has to be reached by 2/3 of the people to change the foundation of the United States. This process is beneficiary because the United States constitution can be updated to fit modern times, but not amended easily for the purpose of protecting the people’s rights.
5. The slow amendment process makes it so only very serious topics are subject to amending. For example, the Egyptian Constitution was rewritten in 2011, 2012, and is currently suspended because of instability in the government and nation. This stability in our government brings the U.S. government much success and shows that our Constitution is indeed exceptional.
6. If one were to constantly destroy and rebuild the foundation of a house, the building would become unsteady and one would risk a collapse. Stability of a country depends on steadfastness; it cannot accommodate frequent changes to the base of the structure. If the government were given more power to amend the Constitution, our foundation, they could transform it in ways that could prove disastrous to the welfare of our nation’s rights and liberty.

Family Present—Pride and Prejudice Writing Assignment Part 1

Character Pride Analysis

The characters in Pride and Prejudice illustrate the many faces of pride. Mrs. Bennet often demonstrates the pride of those who are of lower social status looking up at those of high social status and criticizing them for being so prideful. Mr. Bennet shows the pride of those who believe themselves more intelligent than others and above the human weaknesses which they find so humorous in others. Mr. Collins demonstrates the pride of those who boast of their humility through superfluous, insincere compliments and apologies. And so on.

For Part 1 of your family assignment, you are to examine the faces of pride illustrated by each of the following characters. Identify the aspect of pride each demonstrates and use a four-part quotation analysis to provide support for your identification. You do NOT need to connect these paragraphs to one another in an essay format. You should simply include a paragraph for each character under a subheading with the name of the corresponding character.

1)      Mr. Bennet
2)      Mrs. Bennet
3)      Elizabeth
4)      Mr. Darcy
5)      Caroline Bingley
6)      Mr. Collins
7)      Lydia
8)      Mary

Personal Reflection

After examining the pride of each character. Write a personal reflection on which of the faces of pride you have noticed in yourself as you interact with your current family and friends. Which of the behaviors of the characters do you see in yourself? Give specific examples from your own life. (Please don’t be concerned that I will judge you for your honest self-examination. I recognize that we all struggle with pride, often on a daily basis. You have already proven to me what wonderful individuals you are and will not change my opinion of you by honestly reflecting on yourself!) What have you learned about pride from this exercise?  Your personal reflection should be 300 words in length.

Other Considerations

1)      Your intended audience is someone who is LDS and has read Pride and Prejudice.
2)      As with all assignments, MLA formatting and careful proofreading are expected. Failure to do either will lower your grade one full letter.
3)      Value: 150 points

Update Jan. 16

Thank you for your good work while I was gone yesterday. The substitute teacher said students were wonderful, and I had a good experience serving as a juror. By today, you should have read up through page 105 of Pride and Prejudice. You should also have begun working on your First Vision memorization.

Writing Portfolio

After turning in their letters to the editor, students received the new writing assignment (Family Present--Part 1, see separate post). Students began working on this assignment, selecting quotations that might help illustrate each character's type of pride.

Core
Bellwrite: Commonplace books

Students took a reading check for Pride and Prejudice, including vocabulary words learned from the reading. We watched the portions of the Pride and Prejudice movie which we have read (up through Mr. Collins' proposal).

For history, students began working on American Founding Topic 5: The Restoration of the Gospel of Jesus Christ. As students read the account of Angel Moroni's visit to Joseph Smith, they should look up each of the scriptural passages he quotes and study them. What do they reveal about Joseph Smith's mission? What do they reveal about the work of the Lord in the latter days? How does Moroni's version of the Malachi 4 passage differ from the one in our Bible? Why are those differences significant? We will continue working on this reading next Tuesday.

Homework:

• Work on the First Vision memorization.
• Read Pride and Prejudice through page 134. Continue to learn vocabulary.

First Vision Memorization

While I was laboring under the extreme difficulties caused by the contests of these parties of religionists, I was one day reading the Epistle of James, first chapter and fifth verse, which reads: If any of you lack wisdom, let him ask of God, that giveth to all men liberally, and upbraideth not; and it shall be given him. 

Never did any passage of scripture come with more power to the heart of man than this did at this time to mine. It seemed to enter with great force into every feeling of my heart.

I reflected on it again and again, knowing that if any person needed wisdom from God, I did; for how to act I did not know, and unless I could get more wisdom than I then had, I would never know; for the teachers of religion of the different sects understood the same passages of scripture so differently as to destroy all confidence in settling the question by an appeal to the Bible.

 … I retired to the woods to make the attempt. It was on the morning of a beautiful, clear day, early in the spring of eighteen hundred and twenty. After I had retired to the place where I had previously designed to go, having looked around me, and finding myself alone, I kneeled down and began to offer up the desires of my heart to God.

…I saw a pillar of light exactly over my head, above the brightness of the sun, which descended gradually until it fell upon me.

…When the light rested upon me I saw two Personages, whose brightness and glory defy all description, standing above me in the air. One of them spake unto me, calling me by name and said, pointing to the other—This is My Beloved Son. Hear Him!

Update Jan. 14

Writing Portfolio
We had a writer's workshop to work on revising letters to the editors.

Core
Bellwrite #4: Which characters in Pride and Prejudice have demonstrated pride? When/how? What is pride?

We finished our study of the Constitution by considering federalism: the coexistence of national and state governments. We discussed reasons for a federal system:
1) This separation of powers, like the division of the national government into three branches, also provides checks on governmental power.
2) State governments can be more responsive and adaptive to local needs; whereas the national government can deal with issues that are best handled at a national level (e.g., wars, international treaties, interstate trade regulation).
3) Federalism keeps power and decision making as much in the hands of the people as possible.

We considered two case studies of Federalism by discussing the following video clips:

Legalizing marijuana
http://video.pbs.org/video/2334352787/
(Note: The purpose of looking at this issue is not to promote marijuana legalization but to examine the tensions between state and national governments.)

Gun rights
http://www.thirteen.org/programs/constitution-usa-with-peter-sagal/power-struggle-tug-of-war/ (Note: In class we skipped the first 20 seconds for a profanity.)


We discussed the bellwrite questions extensively, identifying specific passages from the book that illustrated various characters' pride. We noted that pride has many faces, and by examining the characters we can see different ways pride is manifest.

Homework:

• Read Pride and Prejudice through p.85.
• Next draft of letters to the editor are due on Thursday.

Update Jan. 13

Bellwrite #3: Is it better to do what will make your friends or family happy or to follow the course of action that you personally think is best? Why?

We started considering the following Pride and Prejudice discussion questions:

• Consider the bellwrite question in light of the discussion between Mr. Darcy and Elizabeth.
• In what ways does Miss Bingley attack Elizabeth?
• Who does Mrs. Bennet attack? Why? What method does she use for attack?
• How does Mr. Darcy define an "accomplished" lady?
• How is Mr. Bingley different from Mr. Darcy?
• Which characters have demonstrated pride so far in the novel? How?
• Which characters have either exhibited prejudice so far in the novel? How?

Students identified key vocabulary words from the novel, words which are used repeatedly by Jane Austen. They learned 3 of these words.

Students took a quiz on interpreting the Constitution. We then continued our discussion of this topic, looking at the two major camps of originalism and modernism (non-originalism). Students should expect to see a question on our unit test that will ask them which approach to interpretation they prefer and why.

Homework: Read through page 66 of Pride and Prejudice.

Update Jan. 10

By today, you should have completed all the questions for the Montesquieu reading (American Founding Topic 4).  You should have also read in Pride and Prejudice through page 32.

Bellwrite: How is Elizabeth different from Jane? Which of the two are you more like? How?

During the first hour, we discussed the reading from Pride and Prejudice.

During the second hour, we reviewed the Montesquieu assignment. We then began discussing theories of constitutional interpretation. We used some of the following clips to enhance our discussion.


Interpreting the Constitution

Sandra Day O'Conner on the Supreme Court
http://video.pbs.org/video/2365005514/

Commerce clause
http://www.pbs.org/tpt/constitution-usa-peter-sagal/classroom/episode-1-federalism/

Separation of Powers
Separation of powers
http://video.pbs.org/video/2365005484/

Update Jan. 7

Writing Portfolio
I gave the students feedback on their Letters to the Editor assignment. Feedback focused on the following:

1) Using active, instead of passive, voice
2) Qualifying an argument
3) Evaluating the warrant (underlying assumption) of an argument

Homework: The next draft of the letters to the editor are due next Tuesday, Jan. 14.

Core
No bellwrite.

We discussed the organization of the seven articles in the Constitution.

• We discussed possible reasons why the legislative branch would be discussed first: 1. because there is a logical sequence to the enactment of law: make law (legislate), enforce law (execute), and evaluate law (judge) 2. because the legislative branch most directly represents the people, so its placement at the beginning emphasizes the sovereignty of the people.
• We read the background on the Constitution (from American Founding Topic 2) and considered ways in which Article 4 was an outgrowth of the history of the failure of the Articles of Confederation.
• We then considered how Articles 5-7 promote stability in the U.S. government.
• Finally, we recognized that the Constitution is "bookended" with articles that acknowledge the sovereignty of the people, a reiteration of the preamble's beginning "We the people...."

Students took a quiz on their understanding of the Constitution.

In preparation for reading Pride and Prejudice, we experimented with a few of the writing styles that students sometimes find challenging in the novel: the omission of dialogue tags, the reliance on the reader to draw inferences, and the use of verbal irony (similar to sarcasm).

Then we began reading Pride and Prejudice. We read a bit about the author, Jane Austen, and then noted the significance of the first sentence in the novel which establishes central ideas of the novel. As we are introduced to new characters and names of places, we are keeping track of them.

Homework:

• Answer the Relate and Record questions for American Founding Topic 2.
• Read the background for American Founding Topic 3 (The Bill of Rights).
• Study the Bill of Rights for a quiz.
• Show your parents the permission form for the movie of Pride and Prejudice.

Update Jan. 8

Bellwrite: What is sarcasm? Why do people use it? It is good or bad?

We discussed sarcasm and considered Mr. Bennett's use of it in his relationship with his wife.

We discussed Doctrine and Covenants 101:77-78. The following points were made:

• Why did the Lord suffer the Constitution to be established?
• Acting in doctrine and principles according to futurity may mean that we receive the fruits, good or bad, of our actions. In other words, we are able to act in faith and hope (the expectation of receiving rewards for our righteous choices).
• Moral agency (acknowledges there is a moral reality/law and that there are consequences, good or bad, for our choices) is different from free agency (license).
• In a government by the people, the government is an extension of ourselves, and as a means of extending our influence, it extends our agency. However, with the extension of power comes also additional accountability for our actions through that government. Perhaps people who live in restrictive governments cannot enjoy this type of agency in this life.

Students took a quiz on the Bill of Rights. Then we watched a little bit of the movie, Pride and Prejudice and read some more from the novel together.

Homework:

• Apply the three concepts from Written Portfolio class (qualifying arguments, active voice, and examining warrant) to your Letter to the Editor.

Update Jan. 6

Welcome Back and Happy New Year! I am looking forward to this new semester with you. We have some of my favorite curriculum to enjoy together this semester. We will be starting with Pride and Prejudice in Literature and the American Founding and Restoration in History. Can't wait!

Bellwrite: What goals do you have for your education this new semester? Consider goals in terms of 1) behaviors 2) thoughts and 3) relationships. What obstacles are you likely to face? What specifically can you do to meet or present these challenges?

Students received their graded assignments and filed them in their binders.

We discussed the proposition that the Declaration of Independence is a liberal document, and the Constitution is a conservative document. Students then worked with a graphic organizer to study the Constitution. They are responsible for knowing the main purpose of the preamble, each article, and the first ten amendments. Students also completed a graphic organizer helping them understand which powers are delegated to the national government, state governments, and self government.

Homework

• Complete the Graphic Organizers.
• Check your grades on Edline for inaccuracies.