Justice Class 19 | Tuesday/Friday, October 25 & 28, 2016

Justice Class 19 | Tuesday/Friday, October 25 & 28, 2016

• What? Continue with the Spiral of Violence by review written work completed & finish off Google Presentations on the Propositions for the upcoming elections.
• Why? To help our community understand the number of Proposition put before the voters of CA and to understand why they are proposed. 

____________________________________________________________
Always check HAIKU for work & grades, this BLOG for what we do in class. Contact me if you need help.
Always keep all work in your shared Theology folder. 

DUE TODAY:

• Google Presentation on the Propositions...
• EDpuzzle Part 3, Spiral of Violence. 
• Is/Was due Thursday 10/27 before class for Periods G 

DUE NEXT CLASS: 

• EDPuzzle for Part 3 of Spiral of Violence will be due next class (Friday 10/28 Periods C & D; Thursday 10/27 Period G).
• Expect a quiz on all thee parts of the Spiral of Violence (Friday 10/28 Periods C & D; Monday 10/31 Period G.
• Envisioning Justice Essay next step due on Monday 10/31 & Tuesday 11/1.

____________________________________________________________

ARTICLE OF INTEREST:

• See Previous Blog Posts
• Articles may be done as a Justice In The News work. See Haiku for information about how to do this...

ESPACIO: Living life from the inside-out.

• The Assembly about Sexual Assult
• Bryan Stevenson, Just Mercy, page 246-247.

CBS This Morning | July 2016

________________________________________________________________________

CLASS ACTIVITY [15 minutes]

• This is an IN CLASS Journal Writing Exercise. Do not begin this work until we do so in class. 
• Open your Internship Journal document in your Google Shared Theology Folder. Copy these directions into that document under the title: Journal 2 7-Minute Write [Date]
• This journal is a 7 minute write where you reflect on how YOU are engaging your internship and describe ways in which you have become comfortable so as to avoid doing something different or more challenging.
• This is a self-critiquing journal examining  that is meant to reveal not judge. It allows us to uncover a pattern of behavior that we may use as a defense against being more involved or doing something of greater significance. 
• You will have seven minutes for this reflection. Think carefully about how you are at your internship. You WILL NEED TO PROVIDE a specific example to support your observations. 

___________________________________________________________________
FINISH: Proposition Presentation In Class Work [Second Quarter Grade]

• Create a Google Presentation in your Shared Theology Folder.
• Name the Presentation: [Last Name] Propositions 2016
• TEMPLATE PRESENTATION
• CA PROPOSITIONS & CITY PROPOSITIONS
• You will create FOUR slides with the following information:
• SLIDE 1: PROPOSITION # & TITLE
• OFFER A BRIEF AND VERY GOOD SUMMARY OF THE PROPOSITION.
• HOW DID THE PROPOSITION GET ON THE BALLOT?
• INCLUDE KEY WORDS USED & RELEVANT IMAGES ON ALL SLIDES TO ATTRACT THE VIEWER’S ATTENTION. 
• SLIDE 2: THE QUOTE
• OFFER ONE OR TWO RELEVANT QUOTES FROM THE TEXT OF THE PROPOSITION.
• SLIDE 3: THE PRO ARGUMENT
• WHAT IS THE MAIN POINT OF THOSE WHO SUPPORT THIS PROPOSITION?WHO OR WHAT IS THE MAJOR SUPPORTER?
• SLIDE 4: THE CON ARGUMENT
• WHAT IS THE MAIN POINT OF THOSE WHO OPPOSE THIS PROPOSITION?WHO OR WHAT IS THE MAJOR OPPOSITION?
• You will have two classes and the time in-between to create an excellent presentation that will be displayed in the LC for those to learn about the Propositions you chose. 
• Some students in different periods are doing the same proposition. The student with the better presentation will be shown. See the LIST.

_____________________________________________________________________
ENVISIONING JUSTICE PROJECT | LINK | LINK TO ART MEETING

1. What's Next with this Project? 
2. MONDAY 10/31/16 & TUESDAY 11/1/16: DUE DATE for Justice Definition and supporting quotes/citations. This is a graded assignment. Here’s what will make this stage of the assignment successful: 
1. It is completed on time. 
2. Your justice definition is focused and clear and is not more than five sentences. It will act as the thesis to your essay. 
3. You list and write out the supporting quotes and citations you will use to support your definition. These will be the quotes you actually use in your final justice essay. 
4. These quotes are relevant, well-chosen, and convey a supporting idea from the text. 
1. They will be listed out in bullet form. 
2. They will be quotes & citations from at least FIVE different sources covered in the class readings/materials. 
3. The Goals & Criteria and any other sources dealing with the Propositions/Ballot Measures are NOT class readings and MUST be quoted/cited as well. 
1. You will include a connection to your service internships and how that experience influences your definition of justice. 
4. Finally include Works Cited entries for all your direct quotes. These should already be in NoodleTools. Once pasted into your document, they will be properly formatted to your document. 
1. Do not just cut and paste the entries from NoodleTools. This will not work. 
2. You need to re-work the entries to match the text font/style of your paper as well as the margins. 
3. Often the correct italicization, indentation, margins do not carry over when copied and pasted. 
4. These is the option in NoodleTools to export your entries to your Google Drive. These will be properly formatted to most documents.
5. BEFORE Friday 11/4/16: Email Ms. Hellstrom for a meeting to plan out your needs and approach, to gather supplies, get ideas, etc. 
1. Ms. Hellstrom will let me know who meets with her and when and if she thinks your plan is well thought out. 
2. Be sure that I know you met with Ms. Hellstrom. This, too, is a grade for the project. 
3. FROM 11/4 TO 11/29: Schedule time to use the Art Studio to work on your project. Mr. Hellstrom will assist where she is able. 
4. FROM MS. HELLSTROM: Here's what I can offer....Seniors can book studio time in E, H or COLAB based on my availability. Additionally, students could meet with me during F in LC. I can not invite students to be in the studio during B / C / D or G because my VA2 and IB have priority.

___________________________________________________________________

SPRIAL OF VIOLENCE REVIEW: EDpuzzle, Part III, The Devil

Question #6: Given what you heard in these presentations, explain this statement: "There is a crack in everything, that's how the light gets in." [Be sure to use the language offered by Rohr in your answer.]

• Through the systemic evils in the world, the personal sins of the flesh, and the insidious evil of the devil, Rohr believes that all people are caught in the spiral of violence in some way. Rohr defends his claim through his explanations of the spiral of violence by naming the systems and issues that plague each level. Brands and companies like McDonalds and Coca-Cola are part of the fabric of society and form part of a societies culture. These companies create a system where their marketing and advertisement influences everyone in the system as the system masquerades as good. As individuals, we face sins of the flesh like arrogance and pride which can inflate egos and damage relationships between one another and with God. Finally, Rohr points out systems like the government and religion that might have started out good, but now engage in evil activities. The statement, "There is a crack in everything, that's how the light gets in," references our ability to self-critique the systems we live in. Although McDonalds, Coca-Cola, government, and religion are all interwoven into our daily lives, all these systems are not perfect and are thus open to critique. Although they fight hard to maintain the status quo, we have the power and obligation to see the systems for what they do and act on this knowledge to purge evil from our lives to let in the light.
• ....We cannot deny or reject our cracks. This will only perpetuate our corrupt and maligned systems, furthering and growing our own gaps. Instead, we must accept our own challenges and imperfections. We must be able to self-critique ourselves and look at our operations in totality. We cannot just see things as black and white, but we must see all the connections, all the colors, to fully comprehend the consequences, both good and bad, of our actions. Being able to self-critique and see the problems within the devil, flesh, and world will allow us to become free, to see the light or freedom. But, to be able to see this light, we must first embrace our own cracks.
• Rohr has taught us that systems that started out as good are eventually going to turn bad if not critiqued. Rohr refers to these once good and just systems as Fallen Angels. Thus, a once good and justice system can become broken and will strive to gain power rather than being just. The problem with this is because we trust these systems, society is unable to see [or unwilling] the fatals in them when they become corrupted and broken. Furthermore, when someone tries to expose the broken system, that individual becomes hated and ridiculed by society because no one wants to accept that the systems we trust so dearly are flawed. However, when something becomes broken it shines a light through its cracks. This light depicts the brokenness of a system. This light shows the brokenness of a system. Once the light is found then one is able to critique a system, but, as said before, if one shows this light to others, then that person may become hated. This light and brokenness can also apply people. We all broken, riddled with flaws, but if we accept our flaws and try to learn from them, then we might have a chance to grow and live some sort of happy life.
• Everything has a crack in it. No matter who you are, where you come from, or what you have there is a broken piece with in you. Even systems like corporations or government bodies and branches have cracks in them. This crack or broken piece, though, is nothing to be feared. Quite the opposite, actually, this incomplete and fractured segment allows the light to flow in to us. It is only with this light that me improve and progress. The divinity of the light is unparalleled to any other force, it allows to grow and mature. It prompts change and critique. The light illuminates all that is wrong, therefore allowing a wholistic critique. Making the possibility of a better world all the more realistic. For it only when we live and accept the darkness, that we doom ourselves to repeat the same mistakes.

____________________________________________________________________
OPPORTUNITY for PREIOD G

SF Film society is screening the Senegalese film Black Girl on Friday 11/4 at 11am. Including travel time, students would miss part of F period, Advisory, and lunch, returning during G period. I'd love to offer this to as many students as possible across grade levels and schools. Do you see any potential conflicts?

Interested in collaborating? Themes that the film raises include immigration, racism, classism, colonialism. Students are also able to view related art at the museum. Read on for the plot of the film.

Ms. Heather Wells
------------------------------------------
This year's presentation will take place in collaboration with SFMOMA as part of the Modern Cinema Series. We will be screening Black Girl, by Ousmane Sembène. Along with providing an opportunity for students to practice their listening and comprehension skills, we also felt it would be a perfect film to help your students explore the current immigration climate of France. After the screening, school groups will be able to explore the museum exhibits. We will have some specific pieces from French artists to seek out as well as study guide materials.

In Black Girl, Sembène transforms a deceptively simple plot-about a young Senegalese woman who moves to France to work for a wealthy white couple and finds that life in their small apartment becomes a figurative and literal prison-into a complex, layered critique on the lingering colonialist mindset of a supposedly postcolonial world. Featuring a moving central performance by Mbissine Thérèse Diop, Black Girl is a harrowing human drama as well as a radical political statement-and one of the essential films of the 1960s.

Program Runtime: 65 min for film + any additional time spent in the galleries
Program Note: very brief nudity and brief scene of suicide attempt
Recommended Grades: 8th - 12th
Suggested Subjects: African Studies, Arts/Media, French

Senior Internships Week 5 | Wednesday/Thursday, October 19 & 20, 2016

Senior Internships Week 5 | Wednesday/Thursday, October 19 & 20, 2016

• What? Fourth week of Service Internships. What's going on...
• Why? What is growing familiar/comfortable for you? How can that be keeping you from serving more fully?

____________________________________________________________

 ACKNOWLEDGEMENTS:

• Reminder: If I don't drive you, you need to TEXT me when you arrive at your site.
• LINK TO PICUTRES!
• Ms. Anderson will no longer driver after Wednesday 10/26.

PERIOD G: Wednesday 10/19/2016 - NO INTERNSHIP | PSAT TESTING

• Mitchell & Jack: 
• Max & Andrew:
• Ed: 
• Monte & Eli: 
• Calvin: 
• Jacob: 
• Emilio: 
• Robert:
• Dylan & Sam:
• Lachlan:

PERIOD C: Thursday 10/20/2016

• Sasha & Harry: Nice visiting you. Please do try to be with the elders more. Don't hang around each other!
• Jordon: Easy drive to TCS. Nice when traffic cooperates. Hope all went well.
• Jake & Jack: Jake nice visiting with you and Amy. Jack be sure to make up the missed time.
• Mike, Alex, & Jeremiah: Remember to text! You guys are fairly good at this. 
• Carlos & Daniel: I'll get the drop off location down at some point...
• Daniel B. Thanks for going to the Lima Center on Tuesday and working out the details.
• Giggy & Justin: We need to make sure you're working with the elders and not doing decorations! Please ask about this. Nicolas was able to work with the elders later in the day.

PERIOD D: Thursday 10/20/2016

• Alex: Hope all went well at CPMC. Sorry I couldn't visit. 
• GC: Good pick up on Pine and Fillmore. We got a pattern going.
• Robert & Jack: Thanks for the text. Jack you need to work on that!
• Hunter & Owen: Good visiting with you guys and signing and coloring in a mandala.
• Leon: Nice visiting you at The Holocaust Center and meeting, Nina or was that Morgan?
• Achilles & Kris: Remember that Thursdays are at Kokoro!!!!!
• Nicolas: Nice texting! Glad you got to work directly with the elders.
• Ryan: Nice job going early to CPMC - 11:45-3:15. Wow!
• Sean: Get the FLU Shot. Get you phone fixed. Texting is important. If you can't text, call!
• Julien: Thanks for the text when you got there. 
• Darna: Thanks for the text!
• Patrick: Thank you for making arrangements around Cross Country!
• Jaden & Chris: Hope all went well at POH. Ms. Anderson got you there quickly but she won't be driving after next week.

Justice Class 18 | Friday/Monday, October 21 & 24, 2016

Justice Class 18 | Friday/Monday, October 21 & 24, 2016

• What? Continue with the Spiral of Violence by review written work completed, Write a timed journal on the Internships & Create Google Presentations on the Propositions for the upcoming elections.
• Why? To help our community understand the number of Proposition put before the voters of CA and to understand why they are proposed. 

____________________________________________________________
Always check HAIKU for work & grades, this BLOG for what we do in class. Contact me if you need help.
Always keep all work in your shared Theology folder. 

DUE TODAY:

•  EDpuzzle Part 2, Spiral of Violence. 
• Due Thursday 10/20 before class for Periods C/D and Friday 10/21 before class for Period G.

DUE NEXT CLASS: 

• Google Presentation on the Propositions...
• Check EDPuzzle for Part III of Spiral of Violence will be due next class along with quiz on all three parts (Friday Periods C & D; Thursday Period G).

____________________________________________________________

ARTICLE OF INTEREST:

• See Previous Blog Posts
• Articles may be done as a Justice In The News work. See Haiku for information about how to do this...

ESPACIO: Living life from the inside-out.

• The Assembly about Sexual Assult
• Bryan Stevenson, Just Mercy, page 246-247.

SPRIAL OF VIOLENCE REVIEW: EDpuzzle, Part II, The Flesh

• Question #8: According to Rohr, why is it that we tend to glorify war and criticize/punish gang violence? [Even if war is "justified" it is still violence used as a solution. Please offer a SOME thoughtful sentences (5-6) given what you heard in these presentations.]
• Rohr says that we reward things at the corporate level but condemn things at the personal level. For example glorifying war but criticizing gang violence. However I don't think you can compare these two types of violence. Yes, both groups of people are using violence as a solution; however, they're attempting to solve two very different issues. One group of people is attempting to defend a whole country, and the other is attempting to defend and provide for their family and fellow gang members. It's hard to compare two things that are on such different scales.

• There is a tendency to turn a blind eye to sins and injustices committed at the institutional level. Because of dominant consciousness, the system will always perpetuate the notion that whatever the institution does is acceptable - as the system naturally acts in its own self-interest. The system further perpetuates such notions onto its constituents, largely blinding them with rhetoric that urges people to "turn away" from what's happening at the top, and focus on the little things that happen on the personal level. Such "personal level" focus has become the natural tendency for the system, with the ulterior motive of self-sustenance. As the system naturally avoids critiquing itself, it moves to blame the sins of the individual to cover up its own grievances.

• War is much more a systemic evil while gang violence stems from systemic evil but is somewhat of a personable crime that can be categorized as an evil of the flesh. War in our country is glorified because our nation and the people of our nation have economically benefited from the mass violence that war brings. As Rohr states it is very hard for a people and especially a system to be critical of something (war or supporting war) that the system or individuals of the system benefit from ... They can glorify war, but hate and castigate gang violence which is more a personal sin within the system. We criticize and punish gang violence because we are not the economic beneficiaries of gang violence, and gang violence is more vulnerable to castigation as it is not an evil that envelops all of society. It seems hypocritical and horribly ironic that American Society would punish gang violence and glorify war.

• In Rohr's thinking, the United States is a system with institutional ways of operating. Rohr's ideas would suggest that the country has a very hard time critiquing itself and tries to shift blame away from itself to maintain the status quo, the current state of affairs. An example of this flawed mentality is the issue of violence: guns are revered according to the 2nd Amendment and war is glorified as a symbol of American power, yet the excessive use of police force and the individual acts of gang violence are seen as deplorable. America tries to shift the blame away from its institutionally supported violence as shown in military exploits in the Middle East in order to perpetuate the status quo of the system. However, in order for real meaningful change to occur and for an atmosphere of peace to prevail, not only individual police officers and gang members need to be demonized for their unnecessary violence, but the larger government-sponsored violence in larger conflicts must be considered and reduced in order to fully reach a peaceful country.

• You talked a lot about society and individual sins. The reason why Rohr feels that we tend to glorify war and punish gang violence is because war is more of a society thing and gang violence is a individual sin since they're not serving their country or anything like that. Also they go to war for a reason unlike most gangs who are out here killing innocent people for no reason.

• Having the government fight for the citizens or whoever, believes that it's just because it is going to come as a positive thing for us. Though we tend to criticize gang violence, it is because we are fighting each other. Gang violence is a war for power and control over areas of where gangs live. People aren't thinking too much of how similar these two things are, rather it's bringing in evil and people are not fond of this act. I feel that violence is not needed to bring people away from peace, but rather they should have a conversation instead of having millions of people dying.

• The reason we do not Criticize war as much is because our media tells us to get behind it and it seems that it is for the good of the whole country, where as in gang violence it is one on one or smaller groups which we have a hard time understand as well as having the media tell us it is bad.

• We tend to glorify war due to our patriotism for our country. We are definitely isolated from all of the other countries so when war does occur some people get hyped others hide out and wait to see what is out next. The patriotism of our country is very strong which means we glorify, respect, and admire the ones risking their lives for our country. This is different from criticizing/punishing gang violence because they aren't risking their lives for our country. They are just horsing around not aware that there was a reason for it. The people participating in gang violence connects to our real world problems with terrorists and such.

• War has been used through the centuries to gain independence, to stop the injustice treatment of people, and to stop those people a nation finds to be a treat to their country. We glorify war because US citizen grow up being told that war is a means to an end, in which their will be no violence or hate in the world. We grow up believing that soldiers are courageous and heroes, which they are no doubt are. However, when we think of street violence we think of something completely difference. At least for me, street violence has made feel negativity toward those who enact it. Probably because all of the news outlets I watch on TV, depict people who enact street violence as drug dealers or criminals who just want to assert their dominance. What most people fail to realize is that most war heroes were driven by the same motives as those people who enact street violence. For example, Julius Caesar and Alexander the Great, two of the best generals in human history, fought wars just to expand their territory. These two men motives for war is the same cause that sparks street crime in most neighbors, both wanted to expand their territory. If you look at it most war fought through out history parallels the street crime that happens almost everyday.

• In a nutshell, people tend to reward and glorify war, while criticize gang and street violence because people are unaware of the bubble/system they are in. Large systems such as the government and society force the citizens within their society to overlook the corruption and sins within each society. At the same time, the systems also glorify themselves and their motives, regardless if they are benign or malignant. This is why war, an intentional fight made by the system, is glorified, while street and gang violence, a byproduct of the systemic tyranny within each system, is reprimanded. Also, systems tend to use violence as solutions to their problems because it is the easier thing to do. It is easier to blame and attack other people, rather than critique oneself and change from within.

• According to Rohr, people often praise armies and wars when they are a part of a country and institution. Gangs partake in violence on a more personal level, their damage is domestic and hurtful to people the apparent innocent people of the system. These citizens dislike gangs because they are afraid, the US army is an institution that is supposed to protect us, not harm us. The goal of the institution will impact it’s reception among citizens. Gangs have a stereotype that proclaims them as violent and harmful, while the dominant narrative of the US army is that they serve and protect our country. People do not question these narratives, they are simply accepted rather than critiqued.

• Rohr says that violence on a personal level like gang violence is criticized by society but violence on a larger scale like war is accepted. This goes back to evil disguising itself as something good. People believe wars are patriotic and justified ways to solve problems but in reality they mostly cause more harm than anything. Innocent people can die, soldiers on both sides die, and countries can be devastate for years during and after wars. Societies can accept this because they believe it is justified and right without realizing the evils that come with it. Society deems war better than local violence like gang violence, when they are not much different.

• Proposition Presentation In Class Work [Second Quarter Grade]
• Create a Google Presentation in your Shared Theology Folder.
• Name the Presentation: [Last Name] Propositions 2016
• TEMPLATE PRESENTATION
• CA PROPOSITIONS & CITY PROPOSITIONS
• You will create FOUR slides with the following information:
• SLIDE 1: PROPOSITION # & TITLE
• OFFER A BRIEF AND VERY GOOD SUMMARY OF THE PROPOSITION.
• HOW DID THE PROPOSITION GET ON THE BALLOT?
• INCLUDE KEY WORDS USED & RELEVANT IMAGES ON ALL SLIDES TO ATTRACT THE VIEWER’S ATTENTION. 
• SLIDE 2: THE QUOTE
• OFFER ONE OR TWO RELEVANT QUOTES FROM THE TEXT OF THE PROPOSITION.
• SLIDE 3: THE PRO ARGUMENT
• WHAT IS THE MAIN POINT OF THOSE WHO SUPPORT THIS PROPOSITION?WHO OR WHAT IS THE MAJOR SUPPORTER?
• SLIDE 4: THE CON ARGUMENT
• WHAT IS THE MAIN POINT OF THOSE WHO OPPOSE THIS PROPOSITION?WHO OR WHAT IS THE MAJOR OPPOSITION?
• You will have two classes and the time in-between to create an excellent presentation that will be displayed in the LC for those to learn about the Propositions you chose. 
• Some students in different periods are doing the same proposition. The student with the better presentation will be shown. See the LIST.

_____________________________________________________________________
ENVISIONING JUSTICE PROJECT | LINK

1. What's Next with this Project? 
2. MONDAY 10/31/16 & TUESDAY 11/1/16: DUE DATE for Justice Definition and supporting quotes/citations. This is a graded assignment. Here’s what will make this stage of the assignment successful: 
1. It is completed on time. 
2. Your justice definition is focused and clear and is not more than five sentences. It will act as the thesis to your essay. 
3. You list and write out the supporting quotes and citations you will use to support your definition. These will be the quotes you actually use in your final justice essay. 
4. These quotes are relevant, well-chosen, and convey a supporting idea from the text. 
1. They will be listed out in bullet form. 
2. They will be quotes & citations from at least FIVE different sources covered in the class readings/materials. 
3. The Goals & Criteria and any other sources dealing with the Propositions/Ballot Measures are NOT class readings and MUST be quoted/cited as well. 
1. You will include a connection to your service internships and how that experience influences your definition of justice. 
4. Finally include Works Cited entries for all your direct quotes. These should already be in NoodleTools. Once pasted into your document, they will be properly formatted to your document. 
1. Do not just cut and paste the entries from NoodleTools. This will not work. 
2. You need to re-work the entries to match the text font/style of your paper as well as the margins. 
3. Often the correct italicization, indentation, margins do not carry over when copied and pasted. 
4. These is the option in NoodleTools to export your entries to your Google Drive. These will be properly formatted to most documents.

____________________________________________________________________

OPPORTUNITY for PREIOD G

SF Film society is screening the Senegalese film Black Girl on Friday 11/4 at 11am. Including travel time, students would miss part of F period, Advisory, and lunch, returning during G period. I'd love to offer this to as many students as possible across grade levels and schools. Do you see any potential conflicts?

Interested in collaborating? Themes that the film raises include immigration, racism, classism, colonialism. Students are also able to view related art at the museum. Read on for the plot of the film.

Ms. Heather Wells
------------------------------------------
This year's presentation will take place in collaboration with SFMOMA as part of the Modern Cinema Series. We will be screening Black Girl, by Ousmane Sembène. Along with providing an opportunity for students to practice their listening and comprehension skills, we also felt it would be a perfect film to help your students explore the current immigration climate of France. After the screening, school groups will be able to explore the museum exhibits. We will have some specific pieces from French artists to seek out as well as study guide materials.

In Black Girl, Sembène transforms a deceptively simple plot-about a young Senegalese woman who moves to France to work for a wealthy white couple and finds that life in their small apartment becomes a figurative and literal prison-into a complex, layered critique on the lingering colonialist mindset of a supposedly postcolonial world. Featuring a moving central performance by Mbissine Thérèse Diop, Black Girl is a harrowing human drama as well as a radical political statement-and one of the essential films of the 1960s.

Program Runtime: 65 min for film + any additional time spent in the galleries
Program Note: very brief nudity and brief scene of suicide attempt
Recommended Grades: 8th - 12th
Suggested Subjects: African Studies, Arts/Media, French

Justice Class 17 | Monday/Tuesday, October 17 & 18, 2016

Justice Class 17 | Monday/Tuesday, October 17 & 18, 2016

• What? 
• Continue with the Spiral of Violence
• Envisioning Justice  Work Review
• Why? A turn to systems, corporate evil, structure injustice, etc. How to identify and respond.

____________________________________________________________
Always check HAIKU for work & grades, this BLOG for what we do in class. Contact me if you need help.
Always keep all work in your shared Theology folder. 

DUE TODAY:

• Envisioning Justice Project 
• Create a Google Document. What do you title it? 
• START writing your definition of justice and include the 
• Direct quotes & Parenthetical Citations to class readings, 
• Service Internships, 
• Goals & Criteria, and 
• Your election year proposition/ballot initiative... 
• Progress will be graded on Monday 10/17 & Tuesday 10/18/16.

DUE NEXT CLASS: 

•  EDpuzzle Part 2, Spiral of Violence. 
• Due Thursday 10/20 before class for Periods C/D and Friday 10/21 before class for Period G.

____________________________________________________________

ARTICLE OF INTEREST:

• 2016-OCT-13 | NYT | Donald Trump’s Toxic Masculinity
• 2016-OCT-13 | NYT | How to Fix the Tax Code and Close Donald Trump’s Loopholes
• 2016-OCT-14 | NYT | Flush and Dominant, Australia’s Banks Come Under Pressure
• 2016-OCT-14 | NYT | Politics Trumps Gender in the Selection of a U.N. Leader
• 2016-OCT-14 | NYT | Is It a Risk for the 49ers to Start Colin Kaepernick? Not for Them.
• Articles may be done as a Justice In The News work. See Haiku for information about how to do this...

Espacio: Living life from the inside-out.

• "What's Said in the Dark Will Be Heard in the Light"
• 2016-OCT-14 | HARVAR DIVINITY | WHAT'S SAID IN THE DARK

SPRIAL OF VIOLENCE: EDpuzzle Examples

• Jack Merrigan, Edward Emery, Dylan Kelly

_____________________________________________________________________
ENVISIONING JUSTICE PROJECT | LINK

• What's Next with this Project?
• MONDAY 10/31/16 & TUESDAY 11/1/16: DUE DATE for Justice Definition and supporting quotes/citations. This is a graded assignment. Here’s what will make this stage of the assignment successful:
  1. It is completed on time.
  2. Your justice definition is focused and clear and is not more than five sentences. It will act as the thesis to your essay.
  3. You list and write out the supporting quotes and citations you will use to support your definition. These will be the quotes you actually use in your final justice essay.
     1. These quotes are relevant, well-chosen, and convey a supporting idea from the text.
     2. They will be listed out in bullet form.
     3. They will be quotes & citations from at least FIVE different sources covered in the class readings/materials.
        1. The Goals & Criteria and any other sources dealing with the Propositions/Ballot Measures are NOT class readings and MUST be quoted/cited as well.
     4. You will include a connection to your service internships and how that experience influences your definition of justice.
  4. Finally include Works Cited entries for all your direct quotes. These should already be in NoodleTools. Once pasted into your document, they will be properly formatted to your document.
     1. Do not just cut and paste the entries from NoodleTools. This will not work.
     2. You need to re-work the entries to match the text font/style of your paper as well as the margins.
     3. Often the correct italicization, indentation, margins do not carry over when copied and pasted.
     4. These is the option in NoodleTools to export your entries to your Google Drive. These will be properly formatted to most documents.

____________________________________________________________________

OPPORTUNITY for PREIOD G

SF Film society is screening the Senegalese film Black Girl on Friday 11/4 at 11am. Including travel time, students would miss part of F period, Advisory, and lunch, returning during G period. I'd love to offer this to as many students as possible across grade levels and schools. Do you see any potential conflicts?

Interested in collaborating? Themes that the film raises include immigration, racism, classism, colonialism. Students are also able to view related art at the museum. Read on for the plot of the film.

Ms. Heather Wells
------------------------------------------
This year's presentation will take place in collaboration with SFMOMA as part of the Modern Cinema Series. We will be screening Black Girl, by Ousmane Sembène. Along with providing an opportunity for students to practice their listening and comprehension skills, we also felt it would be a perfect film to help your students explore the current immigration climate of France. After the screening, school groups will be able to explore the museum exhibits. We will have some specific pieces from French artists to seek out as well as study guide materials.

In Black Girl, Sembène transforms a deceptively simple plot-about a young Senegalese woman who moves to France to work for a wealthy white couple and finds that life in their small apartment becomes a figurative and literal prison-into a complex, layered critique on the lingering colonialist mindset of a supposedly postcolonial world. Featuring a moving central performance by Mbissine Thérèse Diop, Black Girl is a harrowing human drama as well as a radical political statement-and one of the essential films of the 1960s.

Program Runtime: 65 min for film + any additional time spent in the galleries
Program Note: very brief nudity and brief scene of suicide attempt
Recommended Grades: 8th - 12th
Suggested Subjects: African Studies, Arts/Media, French

Senior Internships Week 4 | Wednesday/Thursday, October 12 & 13, 2016

Senior Internships Week 4 | Wednesday/Thursday, October 12 & 13, 2016

• What? Fourth week of Service Internships. What's going on...
• Why? What is growing familiar/comfortable for you? How can that be keeping you from serving more fully?

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 ACKNOWLEDGEMENTS:

• Reminder: If I don't drive you, you need to TEXT me when you arrive at your site.
• LINK TO PICUTRES!
• Ms. Anderson will no longer drive after Wednesday 10/26/2016.

PERIOD G: Wednesday 10/12/2016

• Mitchell & Jack: Glad things are working out with lunch and the elders. 
• Max & Andrew: What can I say. Andrew's encounter was too funny!  
• Ed: That math class was challenging, wasn't it? We do the best we can. 
• Monte & Eli: Glad to visit you and get a great picture of Eli. Next time, Monte.
• Calvin: Nice job staying with NEJA and doing all the work they ask of you and at school.
• Jacob: Don't forget your phone! We need to be in contact with you and I need that text!
• Emilio: Nice work with the rocks. I had fun doing that, too.
• Robert: Nice job at serving on both Wednesday and Friday. Finally got a picture of you in the playground.
• Dylan & Sam: Sam, thanks for getting to Kindred early and for the text. Dylan, thanks for the text and picture, too.
• Lachlan: Nice job at getting to Spring Valley at F Period and doing so faithfully.

PERIOD C: Thursday 10/13/2016

• Sasha & Harry: Yea, bingo was interesting with that woman and her issue...
• Jordon: Hope all went well at TCS. Didn't get a chance to stop in.
• Jake & Jack: Did you get that emergency information completed for Amy?
• Mike, Alex, & Jeremiah: Thanks for the text getting there and when back at school.
• Carlos & Daniel: Great visiting you guys and watching the soccer play.
• Daniel B. Thanks for always letting me know when you're at the Lima Center.
• Giggy & Justin: Nice visit. You didn't seem that busy or engaged. Keep an eye on this. If it doesn't change, we'll need to discuss...

PERIOD D: Thursday 10/13/2016

• Alex: Thanks for being on time for the van!
• GC: Nice pick up on Fillmore... again!
• Robert & Jack: Remember to text when you get there! Cover for each other.
• Hunter & Owen: How are things at IOA/CEYA?
• Leon: Things okay at the Holocaust Center?
• Achilles & Kris: Nice to see you in action at Kokoro. Great activity!
• Nicolas: How are thing at Coventry?
• Ryan: Thanks for staying longer at CPMC - 12:45-3:30!
• Sean: Finally got your badges and training! Now we need the flu shot done!!
• Julien: Nice job at CC. Nice seeing you there ... again!
• Darna: Thanks for the text!
• Patrick: Good communication again about Cross Country. Thanks for going on Friday!
• Jaden & Chris: Thanks for getting to POH in a reasonable time frame without Ms. Anderson to drive you.

Justice Class 19 | Tuesday/Friday, October 11 & 14, 2016

Justice Class 19 | Tuesday/Friday, October 11 & 14, 2016

• What? 
• Introduce the Spiral of Violence
• Introduce Semester Project: Envisioning Justice
• Why? A turn to systems, corporate evil, structure injustice, etc. How to identify and respond.

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Always check HAIKU for work & grades, this BLOG for what we do in class. Contact me if you need help.
Always keep all work in your shared Theology folder. 

DUE TODAY: N/A

DUE NEXT CLASS: 

• EDPuzzle Part I, Spiral of Violence. Due for Periods C/D before class on Thursday 10/13/16; For Period G before class on Friday 10/14/16. 
• Answer all questions.
• Part II will be assigned before the weekend. 

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ARTICLE OF INTEREST:

• 2016-OCT-01 | NYT Kristof | When Whites Just Don’t Get It, Part 7
• 2016-OCT-05 | NYT | Can Women Be Trusted on Abortion?
• Articles may be done as a Justice In The News work. See Haiku for information about how to do this...

Espacio: Living life from the inside-out.

• Today, most of us try to find personal and individual freedom even as we remain inside of structural boxes and a system of consumption that we are then unable or unwilling to critique. Our mortgages, luxuries, and privileged lifestyles control our whole future. Whoever is paying our bills and giving us security and status determines what we can and cannot say or even think. Self-serving institutions that give us our security, status, or identity are considered “too big to fail” and are invariably beyond judgment from the vast majority of people. Evil can hide in systems much more readily than in individuals. [1]
• When Jesus and John’s Gospel used the term “the world,” they did not mean the earth, creation, or civilization, which Jesus clearly came to love and save (see John 12:47). They were referring to idolatrous systems and institutions that are invariably self-referential and “always passing away” (see 1 Corinthians 7:31). Francis and Clare showed us it is possible to change the system not by negative attacks (which tend to inflate the ego), but simply by quietly moving to the side and doing it better!
• References: [1] See Richard Rohr, Spiral of Violence: The World, the Flesh, and the Devil (CAC: 2008), CD and MP3 download.

RESPECT LIFE ESSAY CONTEST: See Handout from Mr. O'Connor

SENIOR FORMAL DIPLOMA NAMES: SEE LIST. Please update/add your name now!

SPRIAL OF VIOLENCE: INTRODUCTION OF CONCEPT [10 minutes]

• PERSPECTIVE (More from Rohr)


• Jesus’ teachings seem to have been understood rather clearly during the first few hundred years after his death and resurrection. Values like non-participation in war, simple living, and love of enemies were common among his early followers. For example, the Didache, written around AD 90, calls readers to “share all things with your brother; and do not say that they are your own. For if you are sharers in what is imperishable, how much more in things which perish.” [1] At this time, Christianity was countercultural, untouched by empire, rationalization, and compromise.
• However, when the imperial edict of AD 313 elevated Christianity to a privileged position in the Roman Empire, the church increasingly accepted, and even defended, the dominant social order, especially concerning war, money, and class. Morality became individualized and largely sexual. Formal Christianity slowly lost its free and alternative vantage point, which is probably why what we now call “religious life” began, and flourished, after 313. People went to the edges of the church and took vows of poverty, living in satellites that became “little churches,” without ever formally leaving the big church.
• If you look at texts in the hundred years preceding 313, it was unthinkable that a Christian would fight in the army. The army was killing Christians; Christians were being persecuted. By the year 400, the entire army had become Christian, and Christians were killing the “pagans.” In a two-hundred-year period, we went from being complete outsiders to directing the inside! Once you are inside, you have to defend your power and your privilege.
• It is during this transition that people like St. Anthony of the Desert, John Cassian, Evagrius Ponticus, and the early monks went off to Egypt, Syria, and the deserts of Palestine. They critiqued the self-protective, privileged lifestyle of mainline Christianity by utterly leaving it! Soon they learned and taught a different way of seeing called “contemplation.” From that point through the modern period, most governments assumed that Christian monks and priests could not, or should not, wage war or kill others.
• Why this split between two brands of Christianity? Why were some expected to take the Sermon on the Mount seriously, while the rest were exempt?  Even as recently as the Vietnam War, laity could kill, while the clergy could not. As a Franciscan, I received an immediate draft deferment in the 1960s. When the Gospel is heard and understood at its deepest level, Christians cannot and will not kill or wage war
• References:
• [1] Didache: The Teaching of the Twelve Apostles, Chapter 4.8.
• Adapted from Richard Rohr, Dancing Standing Still: Healing the World from a Place of Prayer (Paulist Press: 2014), 47-51.

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CLASS ACTIVITY [15 minutes]

• FOR PERIODS C & D
• Google search the term, "Spiral of Violence"
• Find a unique image & statement. No duplicates. Work must be serious and contribute to understanding the theme.
• Take what you found and place it in your assigned Google Presentation Slide


• PERIOD C PRESENTATION
• PERIOD D PRESENTATION

• FOR PORIOD G
• Google search Bob Dylan's song lyrics.
• Find a song that examines some social issue. Each person should find a different song.
• Read the song lyrics and find those lines that best express the social issue he is addressing. Write those verses into your Google Presentation Slide
• Also note the year the song was written
• Include the links you used.

• PERIOD G PRESENTATION

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ENVISIONING JUSTICE PROJECT | LINK

• Introduce Project 
• TUESDAY 10/11/16 & FRIDAY 10/14/16: 
• Create a Google Document. What do you title it? 
• START writing your definition of justice and include the 
• Direct quotes & Parenthetical Citations to class readings, 
• Service Internships, 
• Goals & Criteria, and 
• Your election year proposition/ballot initiative... 
• Progress will be graded on Monday 10/17 & Tuesday 10/18/16.

____________________________________________________________________

OPPORTUNITY for PREIOD G

SF Film society is screening the Senegalese film Black Girl on Friday 11/4 at 11am. Including travel time, students would miss part of F period, Advisory, and lunch, returning during G period. I'd love to offer this to as many students as possible across grade levels and schools. Do you see any potential conflicts?

Interested in collaborating? Themes that the film raises include immigration, racism, classism, colonialism. Students are also able to view related art at the museum. Read on for the plot of the film.

Ms. Heather Wells
------------------------------------------
This year's presentation will take place in collaboration with SFMOMA as part of the Modern Cinema Series. We will be screening Black Girl, by Ousmane Sembène. Along with providing an opportunity for students to practice their listening and comprehension skills, we also felt it would be a perfect film to help your students explore the current immigration climate of France. After the screening, school groups will be able to explore the museum exhibits. We will have some specific pieces from French artists to seek out as well as study guide materials.

In Black Girl, Sembène transforms a deceptively simple plot-about a young Senegalese woman who moves to France to work for a wealthy white couple and finds that life in their small apartment becomes a figurative and literal prison-into a complex, layered critique on the lingering colonialist mindset of a supposedly postcolonial world. Featuring a moving central performance by Mbissine Thérèse Diop, Black Girl is a harrowing human drama as well as a radical political statement-and one of the essential films of the 1960s.

Program Runtime: 65 min for film + any additional time spent in the galleries
Program Note: very brief nudity and brief scene of suicide attempt
Recommended Grades: 8th - 12th
Suggested Subjects: African Studies, Arts/Media, French