• OCTOBER 3

    BELL RINGER: Define and discuss the term 'class' as it pertains to society as a whole.  What is it?  How does it affect people?  How does it affect society?

    CLASS ACTIVITIES: Class and Resources ppt: introduce the Article Summary checklist, Video 100 People, brainstorm resources for assignment

    CLASS WORK: Research assigned resources 

    HOMEWORK: Download, read and annotate The Principle of Population by Thomas Malthus. write an article summary following the guidelines in the checklist

     

    OCTOBER 1

    BELL RINGER: NONE

    CLASS ACTIVITIES: Art and society presentations. 

    CLASS WORK: 

    HOMEWORK: 

     

    SEPTEMBER 27

    BELL RINGER: NONE

    CLASS ACTIVITIES: Art and society presentations. Public Funding of the Arts arguments were handed back.

    CLASS WORK: 

    HOMEWORK: 

     

    SEPTEMBER 19, 21, 25

    BELL RINGER: NONE

    CLASS ACTIVITIES: working on Presentations and arguments

    CLASS WORK: 

    HOMEWORK: continue working on presentations and arguments due Thursday, September 27th.

     

    SEPTEMBER 17

    BELL RINGER: NONE

    CLASS ACTIVITIES: Read and analyze article, watch two videos and answer discussion questions

         Article:  The Role and Responsibility of the Arts  

         Video 1: Goodbye, Earl

         Video 2: Why Theater is Essential to Democracy

    CLASS WORK: Individual reflection paragraph:  what insights into the role of art in society do you gain from today's selections?

    HOMEWORK: Informal argument due Wednesday 9/19

     

    SEPTEMBER 13

    BELL RINGER: NONE

    CLASS ACTIVITIES: JIGSAW: Ten Reasons to Eliminate Funding for the NEA.

    CLASS WORK: group reflection paragraph:  Why should we eliminate public funding of the NEA?

    HOMEWORK: Informal argument:

    • Should the arts be publicly funded? Why/Why not?
    • 4 paragraphs – use evidence from the three articles we’ve read.
    • Include a counterclaim
    • Conclusion should have a solution or resolution stated.
    • Email essay by Wednesday, September 19th.

     

    SEPTEMBER 11

    BELL RINGER: What are some of the roles that art may play in our society?

    CLASS ACTIVITIES: article/argument analysis "Build Trust in Democracy - Support the Arts"

    CLASS WORK: Argument Activity - write up three pieces of evidence to support each of your claims for your informal argument we've been working on in class.

    HOMEWORK: none

    SEPTEMBER 7

    BELL RINGER: Aside from the music you listen to, what affect do the arts have on your life?

    CLASS ACTIVITIES:  Review Peterson vid, discuss questions, Discussion – Why should we fund the arts? Argument analysis

    CLASS WORK: Argument Activity - continuing with the claims and reasons we wrote last class.

     

    SEPTEMBER 5

    BELL WORK: Why do you think art - in all its forms - is necessary for society to thrive?

    CLASS ACTIVITIES:Unit 2 Overview The Role of Art in Society, chalk Talk and discussion, Argument Activity, Jordan Peterson video

    CLASS WORK: Chalk Talk (Answer the following questions on the butcher paper on the side board:  Who are some of your favorite Artists?, What qualities does art possess?, When do you most often consume art?, Where can you most often find art?, Why do you think art is so powerful?, How do you determine what is artistry?) Argument activity: brainstorm 5 simple statements about the role of art in society. Rework those statements into arguable claims.  Choose one of those claims and come up with three reasons that would support your claim.

    HOMEWORK: 

    1. Rewatch the Jordan Peterson video.  Then choose 4 of the following questions to answer:  

    • Why does art become ‘priceless’?
    • What is the role of art and artists?
    • What is the role of creative people in society?
    • What role do you think beauty plays in economic/social development?
    • What is one form of art that is accessible to everyone?
    • Why is the loss of beauty on university campuses so detrimental?
    • Why do we study art and humanities?

    2.  Read and annotate "Why Should We Fund the Arts?" Complete the argument analysis worksheet.

     

    AUGUST 31st

    BELL WORK: What are some AP prescribed methods you've learned in the past for evaluating arguments and sources?

    CLASS ACTIVITIES: Evaluating an Argument , RAVEN, Logical Fallacies

    CLASS WORK: Quiz 

    HOMEWORK: none

     

    AUGUST 29TH

    BELL WORK: 3-2-1: 3 things you learned about how protests work, 2 things you learned about writing arguments, 1 question or concern you may have.

    CLASS ACTIVITIES: Review Argument writing ppt, Discuss the "Do Protests Work?" article, go over response rubrics

    CLASS WORK: revise photo responses and turn in. 

    HOMEWORK: study notes for argument writing quiz on Friday

     

    AUGUST 27TH

    BELL WORK: What are two ways in which protest can be effective in creating lasting social change?

    CLASS ACTIVITIES: Review argument structure: Conclusions and counterclaims ppt

    CLASS WORK: practice writing claims, counterclaims and rebuttals, including evidence

    HOMEWORK: Read "Do Protests Work?", annotate for argument, evidence, counterclaim and rebuttal.

     

    AUGUST 23rd

    BELL WORK: 3,2,1: Identify three things you know about writing arguments, two aspects of argument writing at which you are proficient, and one skill you think could use improvement.

    CLASS ACTIVITIES: Powerpoint Review argument structure, Discuss unit 1 overarching question, watch "Do Protests Actually Work" vid, Read "The Perilous Fight"

    CLASS WORK: Gallery Walk, annotate and discuss article

    HOMEWORK: Respond:  Why do you think there has been little to no change in public policy despite the size and strength of the NFL player's protests?

     

     

    AUGUST 21ST

    BELL WORK: NONE

    CLASS ACTIVITIES: Review Lenses and perspectives (ppt), review "Protest is Democracy at Work," practice creating research questions about images using lenses and perspectives, Read "Organize and Occupy

    CLASS WORK: Respond: 

    • Write a paragraph that explains several ways in which this photograph supports the arguments made in the two articles you’ve read. (see Lenses and Perspectives  powerpoint)

    HOMEWORK: None

     

    AUGUST 17TH

    TECHNICAL DIFFICULTIES. :(

     

    AUGUST 15th

    BELL WORK: None

    CLASS ACTIVITIES: read "Protest is Democracy at Work", analyze and annotate for perspectives and lenses.

    CLASS WORK: notes

    HOMEWORK: none

     

    AUGUST 13 and 14

    Intro to class, student information sheet, questions and answers