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. 

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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:

•  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).

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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.

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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.

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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
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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