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. 

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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:

• 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.

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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.

CBS This Morning | July 2016

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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. 

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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.

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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.

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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.

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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