Bellwrite #55: What is noise? What noise--literal or metaphorical--is there in your life? What kind of music is in your life? How does it make you feel?
We read together Screwtape Letter 22. We listened to a couple of music samples to note the differences in how they affected us.
We also began to watch a documentary, "Guns, Germs, and Steel: Episode 3." Because this is the third episode, I gave some background on the theory of the author, Jared Diamond. He set out to understand why there are such vast differences in lifestyle (technology and economics) in the world. He found that three forces gave Europeans a great advantage which allowed them to conquer and colonize much of the world: guns, germs, and steel.
How did Europeans gain these advantages? He gives three reasons:
1) Agriculture: Eurasia (Mesopotamia in particular) was blessed with the right crops and climate to produce plenty of food, allowing many people to engage in activities other than farming. This gave Europe a great head start in technology.
2) Domesticated animals: Of the 14 large animals that have ever successfully been domesticated, 13 came from Eurasia and only 1 came from the Americas (the llama). Animals could do much more agricultural work than human-powered machinery. Likewise, living with domesticated animals exposed Europeans to germs to which they built up an immunity over the years. These germs would then be passed from Europeans to those they conquered in the Americas and South Africa.
3) Continental orientation: Because trade is easier between civilizations from similar climates, the Eurasian continent, which is oriented west-to-east, fostered more trade. This trade encouraged an interchange of ideas and technologies, which in turn fostered rapid technological progress. In contrast, the Americas are oriented north-to-south, meaning that trade was less likely across such dramatic changes in climate, limiting the exchange of ideas.
With this background in mind, we watched the first 20 minutes of the documentary (link) and students took notes.
No new homework. Memorization due Tuesday.
Friday, February 27, 2015
Thursday, February 26, 2015
"Mine" Feb. 26
Written Portfolio
We learned about the commonly confused words effect (typically used as a noun) and affect (verb). We practiced diagramming sample sentences that use these words.
Core
Bellwrite #54: What is property? What is stewardship?
Students used the Webster's 1828 dictionary to help them with this bellwrite. A few ideas that were discussed include the following:
Each student selected a passage from Screwtape Letter 21 to memorize. Please select something that is personally valuable.
Class A took a quiz on the history of demographics.
I read the picture book, "The Story of Babar the Little Elephant," to the class. The author, Jean de Brunhoff, lived in France during the age of New Imperialism. We discussed how the book may be an allegory of imperialism.
Homework:
We learned about the commonly confused words effect (typically used as a noun) and affect (verb). We practiced diagramming sample sentences that use these words.
Core
Bellwrite #54: What is property? What is stewardship?
Students used the Webster's 1828 dictionary to help them with this bellwrite. A few ideas that were discussed include the following:
- Property means you have exclusive rights to possess, enjoy, and distribute/dispose of a thing.
- Property is exclusive with regards to other men, but not to God, for all things are truly His property.
- God may, and does, require us to use property to bless other men.
- Stewardship is the authorized possession, enjoyment, and distribution of God's property.
- Faithful stewardship is rewarded with expanded stewardship.
- The most sacred of all property is conscience, which is obeyed with our properties of time and bodies.
- If we understand that we are but stewards of time, we will not feel imposed on when God asks us to use time to serve Him and His children.
Each student selected a passage from Screwtape Letter 21 to memorize. Please select something that is personally valuable.
Class A took a quiz on the history of demographics.
I read the picture book, "The Story of Babar the Little Elephant," to the class. The author, Jean de Brunhoff, lived in France during the age of New Imperialism. We discussed how the book may be an allegory of imperialism.
Homework:
- Angel Letter #7 due tomorrow.
- Memorization from Screwtape #21 due Tuesday.
The Ebbing of the Human Tide Feb.25
Bellwrite #53: Draw a model that explains the causes of poverty.
We spent the first hour working on developing models. Each model includes assumptions about the nature of man (Are people naturally good and if they have the right resources and opportunities will work hard to excel? Or are people naturally lazy and look for the easiest way out?) and whether or not resources are scarce or abundant. A model is good if it is useful. We will test the usefulness of your models by asking you to use them to help you find a solution to poverty for your social entrepreneurship project.
During the second hour, I shared a presentation on the history of human population. We saw that human population, which grew dramatically following the Industrial Revolution, is now actually ebbing, particularly in developed countries.
Homework:
Finish reading Screwtape Letter 21.
We spent the first hour working on developing models. Each model includes assumptions about the nature of man (Are people naturally good and if they have the right resources and opportunities will work hard to excel? Or are people naturally lazy and look for the easiest way out?) and whether or not resources are scarce or abundant. A model is good if it is useful. We will test the usefulness of your models by asking you to use them to help you find a solution to poverty for your social entrepreneurship project.
During the second hour, I shared a presentation on the history of human population. We saw that human population, which grew dramatically following the Industrial Revolution, is now actually ebbing, particularly in developed countries.
Homework:
Finish reading Screwtape Letter 21.
Tuesday, February 24, 2015
Why poverty? Feb. 24
Bellwrite #52: Why is there poverty in the world? Why is there such economic inequality between countries?
We had a lengthy discussion of the causes of poverty. Students suggested the following possibilities:
There was some discussion over whether or not the world truly has limited resources or if, instead, the world has plenty of resources but poor distribution of those resources to when/where they are needed. In this sense, distribution is not meant to mean a handout, but the means by which resources get transported and accessed. This distribution question is connected to the question of overpopulation. The reasoning behind the overpopulation argument is that there is only so much cake and everyone wants a piece of it, but there are too many people to satisfy everyone's needs. Thus, the question of limited resources is an important one. Local scarcity may be better understood in terms of distribution since that suggests a solution other than jumping to overpopulation.
This discussion of poverty will continue as we work on our new unit on New Imperialism and the Industrial Revolution. We will look at some of the historical and economic arguments about the causes of poverty. Students will need to be able to give a well reasoned, principled argument about the causes of poverty. Furthermore, they will be developing a social entrepreneurship project proposal. More details to come.
Homework:
We had a lengthy discussion of the causes of poverty. Students suggested the following possibilities:
- limited resources
- lack of education/training
- laziness
- corruption in government and business
- greediness
- overpopulation
There was some discussion over whether or not the world truly has limited resources or if, instead, the world has plenty of resources but poor distribution of those resources to when/where they are needed. In this sense, distribution is not meant to mean a handout, but the means by which resources get transported and accessed. This distribution question is connected to the question of overpopulation. The reasoning behind the overpopulation argument is that there is only so much cake and everyone wants a piece of it, but there are too many people to satisfy everyone's needs. Thus, the question of limited resources is an important one. Local scarcity may be better understood in terms of distribution since that suggests a solution other than jumping to overpopulation.
This discussion of poverty will continue as we work on our new unit on New Imperialism and the Industrial Revolution. We will look at some of the historical and economic arguments about the causes of poverty. Students will need to be able to give a well reasoned, principled argument about the causes of poverty. Furthermore, they will be developing a social entrepreneurship project proposal. More details to come.
Homework:
- Students should discuss the causes of poverty with their parents tonight. They should return to class tomorrow prepared to draw a diagram/model representing the causes of poverty. What are the root causes? What are the symptoms?
- Media essay due tomorrow.
WWI Test Feb. 23
No Bellwrite
Today students took the WWI test. It is important to reflect on how you approached studying and how well your study strategies worked. Did you space out your studying? Did you study the right material? Did you organize the ideas you were studying (remember "chunking")? Did you practice explaining concepts out loud?
Homework:
Today students took the WWI test. It is important to reflect on how you approached studying and how well your study strategies worked. Did you space out your studying? Did you study the right material? Did you organize the ideas you were studying (remember "chunking")? Did you practice explaining concepts out loud?
Homework:
- If you haven't yet, please finish vocabulary.com "Screwtape Letters 19-21" by tomorrow.
- Finish reading Screwtape Letter #20.
- Media essay due Wednesday.
Friday, February 20, 2015
"Hot" vs. Beauty Feb. 20
Bellwrite #51: What do people mean when they call someone "hot"? What is beauty?
After discussing the bellwrite, we read half of Screwtape Letter #20. Screwtape argues that in each age, the Lowerarchy of Hell decides what the prevailing concept of "hot" will be. In some eras it was the "aristocratic type" or in modern-day terms the "trophy wife" which feeds a man's ego and ambition. In other times the idealized female is weak and languishing, the kind of girl who intentionally acts dumb and helpless. Yet there is also the jazz age type of female who is barely distinguishable from the male. We examined some photos of teen celebrities who are showing what types of male and females are being promoted as "hot" today. Interestingly, females are masculine, independent, as if they do not "need" a man. Likewise, males work hard to appear casual, as if they don't take anything too seriously. This contributes to the societal weakening of the male today. Men are often portrayed as shlubs who can't be counted on to accomplish anything or be in touch with what matters. We discussed manifestations of this male stereotype in our culture: in meetings where assignments are given to the "young women" or the "Relief Society" because they "want it to get done right." We discussed how the way we act and talk to one another reinforces these stereotypes. For example, some immature young men feel the way to interact with other males is by using joking put downs in order to compete for social status. In contrast, we considered how mature men interact with one another. We also discussed how young men can treat young women in a way that will allow them to be equal partners, yet feminine--for example, holding doors and not treating girls as "just one of the guys."
Students also took some time to study for the history test.
Homework:
After discussing the bellwrite, we read half of Screwtape Letter #20. Screwtape argues that in each age, the Lowerarchy of Hell decides what the prevailing concept of "hot" will be. In some eras it was the "aristocratic type" or in modern-day terms the "trophy wife" which feeds a man's ego and ambition. In other times the idealized female is weak and languishing, the kind of girl who intentionally acts dumb and helpless. Yet there is also the jazz age type of female who is barely distinguishable from the male. We examined some photos of teen celebrities who are showing what types of male and females are being promoted as "hot" today. Interestingly, females are masculine, independent, as if they do not "need" a man. Likewise, males work hard to appear casual, as if they don't take anything too seriously. This contributes to the societal weakening of the male today. Men are often portrayed as shlubs who can't be counted on to accomplish anything or be in touch with what matters. We discussed manifestations of this male stereotype in our culture: in meetings where assignments are given to the "young women" or the "Relief Society" because they "want it to get done right." We discussed how the way we act and talk to one another reinforces these stereotypes. For example, some immature young men feel the way to interact with other males is by using joking put downs in order to compete for social status. In contrast, we considered how mature men interact with one another. We also discussed how young men can treat young women in a way that will allow them to be equal partners, yet feminine--for example, holding doors and not treating girls as "just one of the guys."
Students also took some time to study for the history test.
Homework:
- WWI history test on Monday.
- Vocabulary.com for "Screwtape Letters 19-21" due on Tuesday.
- Final draft of media essay (for LDS audience) is due on Wednesday. Please attach all previous drafts of the essay, outlines, and prewriting.
Bonds that Make Us Free Feb. 19
No Bellwrite. Instead, please calculate your total score for bellwrites #41-50 and write your total at the top of #50.
We discussed Gandhi's relationship with the British in terms of truth. I shared a diagram (from the book, The Bonds that Make Us Free) that demonstrates how people can get caught in a vicious cycle of bondage where their distorted perceptions of self and other keep them trapped. Each person in a conflict sees the other as the offender and themselves as the victim. Thus, anything the other does can only be interpreted as offensive. How do we get stuck in this way? It occurs when we fail to respond to conscience (which we do sometimes without even realizing we have done so). When we fail to follow conscience, we feel compelled to justify ourselves, and so mentally we begin the process of blaming the other party and vindicating ourselves.
We noted how the way out of this bondage is by following conscience. In the Gandhi movie we saw this played out when Gandhi's wife refused to clean the latrine. Gandhi got angry with her, arguing that the entire farm community was built on the agreement of all to be equal. On principle, Gandhi was completely right, but in his way of being he was completely wrong. When he was stuck in this false way of being, he nearly cast his wife out of the community. Just then, conscience pricked him again, and he responded truthfully. He asked himself, "What am I doing?" and asked for forgiveness. When he responded truthfully to conscience, he took down the wall that kept him from seeing his wife truthfully as a human worthy of love who was struggling to overcome her pride. His truthful way of being actually invited her to be truthful too, for she responds to his repentance by saying, "I must go and clean the latrine." Thus they entered into a new kind of bond, a bond of liberty. Please note that synonyms for "bond" include promise, covenant, ties, and love.
Gandhi chose to live truthfully in response to British oppression. This allowed the British to see the truth about the injustice of their own dominion in India. Unfortunately, when Gandhi offered a way out, the Hindus and Muslims of his land did not accept it. They chose to remain in their bonds of captivity, and to this day the conflict between India and Pakistan lingers.
We noted that this principle is immediately applicable to our day-to-day lives and interactions with other people, particularly our families.
After finishing our discussion of Gandhi, we began studying for the WWI test. I shared a few principles of test preparation:
1) Map out what it is you need to know. Sometimes teachers provide study guides, but it can actually be more effective for students to create their own. For this test, you must create your own.
2) The human brain can remember 5 plus-or-minus 2 things at a time. Group ideas into "chunks" to make them easier to remember. I asked students to create 5 to 7 categories to organize all the information about WWI.
3) Space out repeated practice of recalling the information. Review, take a break, review, etc. This helps information get stored in long-term memory.
4) If you can't explain a concept now, you certainly won't be able to explain it on the test. Avoid the experience of feeling like you know the material and then arriving to take the test and not knowing. Actually quiz yourself and practice explaining as you study.
Homework:
We discussed Gandhi's relationship with the British in terms of truth. I shared a diagram (from the book, The Bonds that Make Us Free) that demonstrates how people can get caught in a vicious cycle of bondage where their distorted perceptions of self and other keep them trapped. Each person in a conflict sees the other as the offender and themselves as the victim. Thus, anything the other does can only be interpreted as offensive. How do we get stuck in this way? It occurs when we fail to respond to conscience (which we do sometimes without even realizing we have done so). When we fail to follow conscience, we feel compelled to justify ourselves, and so mentally we begin the process of blaming the other party and vindicating ourselves.
We noted how the way out of this bondage is by following conscience. In the Gandhi movie we saw this played out when Gandhi's wife refused to clean the latrine. Gandhi got angry with her, arguing that the entire farm community was built on the agreement of all to be equal. On principle, Gandhi was completely right, but in his way of being he was completely wrong. When he was stuck in this false way of being, he nearly cast his wife out of the community. Just then, conscience pricked him again, and he responded truthfully. He asked himself, "What am I doing?" and asked for forgiveness. When he responded truthfully to conscience, he took down the wall that kept him from seeing his wife truthfully as a human worthy of love who was struggling to overcome her pride. His truthful way of being actually invited her to be truthful too, for she responds to his repentance by saying, "I must go and clean the latrine." Thus they entered into a new kind of bond, a bond of liberty. Please note that synonyms for "bond" include promise, covenant, ties, and love.
Gandhi chose to live truthfully in response to British oppression. This allowed the British to see the truth about the injustice of their own dominion in India. Unfortunately, when Gandhi offered a way out, the Hindus and Muslims of his land did not accept it. They chose to remain in their bonds of captivity, and to this day the conflict between India and Pakistan lingers.
We noted that this principle is immediately applicable to our day-to-day lives and interactions with other people, particularly our families.
After finishing our discussion of Gandhi, we began studying for the WWI test. I shared a few principles of test preparation:
1) Map out what it is you need to know. Sometimes teachers provide study guides, but it can actually be more effective for students to create their own. For this test, you must create your own.
2) The human brain can remember 5 plus-or-minus 2 things at a time. Group ideas into "chunks" to make them easier to remember. I asked students to create 5 to 7 categories to organize all the information about WWI.
3) Space out repeated practice of recalling the information. Review, take a break, review, etc. This helps information get stored in long-term memory.
4) If you can't explain a concept now, you certainly won't be able to explain it on the test. Avoid the experience of feeling like you know the material and then arriving to take the test and not knowing. Actually quiz yourself and practice explaining as you study.
Homework:
- Study for the WWI test.
- Continue working on the media essay.
Tuesday, February 17, 2015
Gandhi Experiments with Truth Feb. 17
Bellwrite #50: Help us write our class devotional by reflecting on the following. What have been the most important principles/stories from what you have learned in core this year? Please consider these unit topics:
We also discussed the following questions from the movie Gandhi. I have included some notes to help those students who were absent today.
1) What were the long-term consequences of British imperialism for India?We considered the economic, religious, political, psychological, educational, technological, and social consequences of imperialism. A few ideas:
- The Chosen
- Red Scarf Girl
- Man's Search for Meaning
- Screwtape Letters
- State of the World (current events)
- Middle East
- Cold War
- World Wars I & II
We also discussed the following questions from the movie Gandhi. I have included some notes to help those students who were absent today.
1) What were the long-term consequences of British imperialism for India?We considered the economic, religious, political, psychological, educational, technological, and social consequences of imperialism. A few ideas:
- Before the British, Indians were self-sufficient. However, when the British demanded Indian farmers grow cash crops (such as indigo), Indians lost their ability to feed themselves. When the demand for cash crops disappeared, the British still demanded payment of rents for the farmlands, driving rural India into poverty. (We noted that part of the explanation for economic disparity in the world can be traced to imperialism.)
- Indians saw themselves as culturally inferior to westerners, as evidenced by the desire for young ambitious Indians to imitate the West in fashion and educational trends.
- Britain intentionally fostered divisions within India to make it easier to keep subservient; when the British withdrew it created a power vacuum that was filled by these competing factions. The creation of Pakistan is evidence of this pattern.
- Please note, not all consequences of imperialism were negative. For example, Britain left behind technological and educational infrastructure which blessed India. Likewise, the English language was a result of cultural borrowing which has allowed India to be a rising player in the world economy.
- As you think about this question, please consider the following:
- Why it was essential that Gandhi involved the media in his campaigns.
- How did his methods make injustice and brutality visible?
- Why were his methods NOT passive?
- Why did he want Britain to leave of their own will and to depart as friends?
- Why was he able to have such an influence? Why would an entire nation work to save him from starving to death during his fasts? How did he acquire moral authority?
- How did he ennoble Indians to overcome their long-held sense of cultural inferiority to the British?
- Did he work from the inside-out or the outside-in? Explain.
- How did Gandhi respect individuals? How did he create unity?
3) Why do you think Gandhi titled his autobiography, My
Experiments With Truth?
Homework:
Type responses to Gandhi questions (due tomorrow).
Spend at least 20 minutes on the online vocabulary list for Screwtape Letters 19-21.
Friday, February 6, 2015
Week of Feb. 9-12
WRITTEN PORTFOLIO
This week students should accomplish two things for their media essay:
1) Create a second draft outline.
Please ensure that your new outline does the following:
a. Begins with a thesis statement that actually answers the prompt questions.
b. Uses full-sentence claims at the higher levels of the hierarchy and supporting evidence at the lower levels of the hierarchy.
c. Organizes paragraphs in a logical sequence.
2) Complete the full essay for the LDS audience. Please ensure that a parent or trusted adult has reviewed and initialed the essay. Use the feedback they provide to ensure you are submitting the best essay you are capable of creating.
The media essay is due on Tuesday, February 17.
ENGLISH
Monday
Bellwrite #47: Reflect on the following quotation by Gandhi: “Power is of two kinds. One is obtained by the fear of punishment and the other by acts of love. Power based on love is a thousand times more effective and permanent than the one derived from fear of punishment.” How does this relate to your experiences? How does it relate to the gospel of Christ?
In class, write Angel Letter #5 (corresponds with Screwtape Letters 13-15).
HW: Complete at least half of the vocabulary list, "Screwtape Letters 16-18" on Vocabulary.com.
Tuesday
Bellwrite #48: Why do you think that Latter-day Saints are assigned a ward to attend instead of allowed to choose the one that they like the best? Has this ever been frustrating for you? Why?
Read in small groups Screwtape Letters 16&17 (Please note that parochial organization refers to a church group organized by geographical boundaries, like an LDS ward. On the other hand, a congregational church depends on attracting people to come to it, regardless of where they live.) As you read, use effective reading strategies:
1) Find out what the words you don't know mean.
2) Stop frequently to rephrase what you have just read.
3) If you don't understand a passage, re-read it.
4) Pay attention to pronoun antecedents! (What does it refer to? Who does He refer to?)
5) Relate what you are reading to examples from your own life.
6) Ask yourself why Screwtape would say what he just said. What is his reasoning?
HW: Finish the vocabulary list, "Screwtape Letters 16-18" on Vocabulary.com. (Do not spend more than 40 minutes on it.)
Wednesday
Bellwrite #49: Should someone get married even if they are not in love? (What if their potential spouse is a very good person: spiritually mature, intelligent, fun to be around, etc. but that "spark" is just not there?) What are the purposes of marriage?
Read together as a whole class Screwtape Letter #18.
HW: Write angel letter #6.
Thursday
No bellwrite
Students should read individually or in small groups Screwtape Letter #19.
HW: Complete the first half of the practice for the vocabulary list "Screwtape Letters 19-21" on vocabulary.com.
HISTORY
Students will be watching the film, Gandhi, in class this week. As they watch, they should take notes that will help them answer in-depth the following three questions:
1) What were the long-term consequences of British imperialism for India?
2) Explain Gandhi's methods of resistance. What were they are why were they effective?
3) Why do you think Gandhi titled his autobiography, My Experiments With Truth?
After viewing the film, please write a full response to the questions. (You will probably need at least one full page per question, but please do not fill it up with fluff.) There should be enough time to view the entire film and write these responses during class.
This week students should accomplish two things for their media essay:
1) Create a second draft outline.
Please ensure that your new outline does the following:
a. Begins with a thesis statement that actually answers the prompt questions.
b. Uses full-sentence claims at the higher levels of the hierarchy and supporting evidence at the lower levels of the hierarchy.
c. Organizes paragraphs in a logical sequence.
2) Complete the full essay for the LDS audience. Please ensure that a parent or trusted adult has reviewed and initialed the essay. Use the feedback they provide to ensure you are submitting the best essay you are capable of creating.
The media essay is due on Tuesday, February 17.
ENGLISH
Monday
Bellwrite #47: Reflect on the following quotation by Gandhi: “Power is of two kinds. One is obtained by the fear of punishment and the other by acts of love. Power based on love is a thousand times more effective and permanent than the one derived from fear of punishment.” How does this relate to your experiences? How does it relate to the gospel of Christ?
In class, write Angel Letter #5 (corresponds with Screwtape Letters 13-15).
HW: Complete at least half of the vocabulary list, "Screwtape Letters 16-18" on Vocabulary.com.
Tuesday
Bellwrite #48: Why do you think that Latter-day Saints are assigned a ward to attend instead of allowed to choose the one that they like the best? Has this ever been frustrating for you? Why?
Read in small groups Screwtape Letters 16&17 (Please note that parochial organization refers to a church group organized by geographical boundaries, like an LDS ward. On the other hand, a congregational church depends on attracting people to come to it, regardless of where they live.) As you read, use effective reading strategies:
1) Find out what the words you don't know mean.
2) Stop frequently to rephrase what you have just read.
3) If you don't understand a passage, re-read it.
4) Pay attention to pronoun antecedents! (What does it refer to? Who does He refer to?)
5) Relate what you are reading to examples from your own life.
6) Ask yourself why Screwtape would say what he just said. What is his reasoning?
HW: Finish the vocabulary list, "Screwtape Letters 16-18" on Vocabulary.com. (Do not spend more than 40 minutes on it.)
Wednesday
Bellwrite #49: Should someone get married even if they are not in love? (What if their potential spouse is a very good person: spiritually mature, intelligent, fun to be around, etc. but that "spark" is just not there?) What are the purposes of marriage?
Read together as a whole class Screwtape Letter #18.
HW: Write angel letter #6.
Thursday
No bellwrite
Students should read individually or in small groups Screwtape Letter #19.
HW: Complete the first half of the practice for the vocabulary list "Screwtape Letters 19-21" on vocabulary.com.
HISTORY
Students will be watching the film, Gandhi, in class this week. As they watch, they should take notes that will help them answer in-depth the following three questions:
1) What were the long-term consequences of British imperialism for India?
2) Explain Gandhi's methods of resistance. What were they are why were they effective?
3) Why do you think Gandhi titled his autobiography, My Experiments With Truth?
After viewing the film, please write a full response to the questions. (You will probably need at least one full page per question, but please do not fill it up with fluff.) There should be enough time to view the entire film and write these responses during class.
Feb. 6
With students coming and going to participate in the Patriotic Program, we have kept class and homework simple the past couple of days. By Monday, students should have finished reading through the end of Screwtape Letter #15. They should have also finished the practice for the vocabulary list for Screwtape Letters 13-15. In class I finished presenting on WWI. In one week, we will have a WWI test.
Tuesday, February 3, 2015
Feel Without Acting Feb. 3
WRITTEN PORTFOLIO
Today we saw that students still needed to work on idea development for their media essays. Thus, we will move the deadline for the essays to Friday of next week.
In class we worked on answering the first question from the essay prompt: "How does media threaten the liberty of today's youth?"
We considered some of the aspects of our lives that can be negatively impacted by spending too much time and attention on media: social, physical, spiritual, emotional, educational, etc. As we discussed, we differentiated between evidence and claims. Every paragraph is composed of a claim with supporting evidence. Evidence consists of examples, analogies, statistics, quotations, scientific findings, and so on. Claims tell what the evidence means and help to answer the essay prompt.
Students will be doing a second draft of their outlines. In their next draft, they should make sure that the highest levels of the outline are full-sentence claims and that the sublevels provide evidence in support of those claims. You should select the evidence that your audience will find most persuasive. (Remember, we are first writing for an LDS audience and later will be writing for a general audience.)
COREBellwrite #46: What is the difference between confidence and pride? What is humility?
Students turned in their Angel Letter #4. After discussing the bellwrite, we finished reading Screwtape Letter #13. We considered Screwtape's tactic of getting the patient to feel without acting. We each identified something we have felt repeatedly that we "should" do, but which we have failed to actually do. We individually made a specific action plan and told a classmate about the plan so we can hold ourselves accountable. Class B began reading Letter #14.
For history, I continued presenting on WWI. Today we finished discussing key battles from the Western Front, and then discussed important developments from the Middle East and on the Eastern Front.
Homework:
Today we saw that students still needed to work on idea development for their media essays. Thus, we will move the deadline for the essays to Friday of next week.
In class we worked on answering the first question from the essay prompt: "How does media threaten the liberty of today's youth?"
We considered some of the aspects of our lives that can be negatively impacted by spending too much time and attention on media: social, physical, spiritual, emotional, educational, etc. As we discussed, we differentiated between evidence and claims. Every paragraph is composed of a claim with supporting evidence. Evidence consists of examples, analogies, statistics, quotations, scientific findings, and so on. Claims tell what the evidence means and help to answer the essay prompt.
Students will be doing a second draft of their outlines. In their next draft, they should make sure that the highest levels of the outline are full-sentence claims and that the sublevels provide evidence in support of those claims. You should select the evidence that your audience will find most persuasive. (Remember, we are first writing for an LDS audience and later will be writing for a general audience.)
COREBellwrite #46: What is the difference between confidence and pride? What is humility?
Students turned in their Angel Letter #4. After discussing the bellwrite, we finished reading Screwtape Letter #13. We considered Screwtape's tactic of getting the patient to feel without acting. We each identified something we have felt repeatedly that we "should" do, but which we have failed to actually do. We individually made a specific action plan and told a classmate about the plan so we can hold ourselves accountable. Class B began reading Letter #14.
For history, I continued presenting on WWI. Today we finished discussing key battles from the Western Front, and then discussed important developments from the Middle East and on the Eastern Front.
Homework:
- Spend 30 minutes working on vocabulary.com. Use the list "Screwtape Letters 13-15.")
- Memorization from Screwtape Letters due Thursday.
- Update: Media essay will be due NEXT Friday.
Monday, February 2, 2015
More Themselves Than Ever Feb. 2
Bellwrite #45: What are the true pleasures of life for you? What are the time wasters in your life? How can you enjoy life more fully?
In light of the bellwrite, we discussed and read from Screwtape Letters 12 & 13. (Class A read Letter 12 on Friday and 13 today; Class B read Letter 12 today.)
Students should memorize the following passage from Letter 13:
For history, I am continuing to lecture on WWI. Today we finished discussing the causes of the war (MANIA = Militarism, Alliances, Nationalism, Imperialism, & Assassination); we raised and began to consider the question of why the war was a stalemate; and we considered some key battles of the Western Front (Marne, Verdun, Somme, Passchendale, Cambrai).
Note: Today students turned in their prewriting and outline for their essay on media and liberty.
Homework:
In light of the bellwrite, we discussed and read from Screwtape Letters 12 & 13. (Class A read Letter 12 on Friday and 13 today; Class B read Letter 12 today.)
Students should memorize the following passage from Letter 13:
"When He talks of their losing their selves, He only means abandoning the clamour of self-will; once they have done that, He really give them back all their personality, and boasts that when they are wholly His they will be more themselves than ever" (Lewis 65).
For history, I am continuing to lecture on WWI. Today we finished discussing the causes of the war (MANIA = Militarism, Alliances, Nationalism, Imperialism, & Assassination); we raised and began to consider the question of why the war was a stalemate; and we considered some key battles of the Western Front (Marne, Verdun, Somme, Passchendale, Cambrai).
Note: Today students turned in their prewriting and outline for their essay on media and liberty.
Homework:
- Angel Letter #4 (corresponds with Screwtape Letters 10-12) due tomorrow.
- If you haven't yet finished the vocabulary practice for Screwtape Letters 10-12, please do so.
- Memorization due Thursday.
- Media essay (for LDS audience) due Friday.
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