| Parables: Week at a Glance Week 16: 5/5-9 Monday: 5/5 Finish presentation on 7 ways to kill the tapeworm; Introduce distinction between students' perceptions of food when they go to St. Leo's v. Windrush, etc. Homework: Bring printed copy of thesis sentence (or paragraph depending how far you are) to class on Thursday and post it to your blog. Tuesday/Wednesday: 5/6-7 Take group assessment on Knock at Midnight and its relationship to the Food Tapeworm. Homework: See above for Thursday homework. Thursday: 5/8 Introduce thesis writing; revise thesis based on research. No Homework. Friday, 5/9 Introduce 4C's and write draft. See example of Unforgiving Servant notes on how to do this if you are apbsent. Homework: Post precis on your academic journal article. Week 15: 4/28-5/2 Tuesday/Wednesday: 4/28-29 QDR in library on 7 ways to kill the tapeworm. Each group is to conduct independent research and draft a short (4-5) slide powerpoint to be presented back to class on Thursday. Homework: Read each of your three book sources carefully. Enter a spearate precis for each source on your blog site. Your precis should be a four-five sentence summary of the entire section of the book that you read. Please indicate the book and author at the top of the precis. The precis should begin with the main point or thesis of the exposition, followed by the two -three points the author uses to justify the thesis. Finish with a conclusion sentence that ties the whole expositon together. Thursday: 5/1 Group presentationns on how to kill the tapeworm and return the food supply to something that resembles the cooperative relationships in the nucleated village in first century Palestine. Homework: See description above. Friday: 5/2 Complete Parabresearch, post book precis to blog in library. (seniors away at Great America). Homework: See description above. Week 13: 4/14-18 Monday: 4/14 Library research on journal articles for parables project. Homework: Is the hospitatlity, egalitarianism, and communalism found in the Parable of the Knock at Midnight feasible in your life and in the 21st century America. Make an argument either way using the precis form. Tuesday/Wednesday: 4/15-16 Take assessment on Unforgiving servant; assess first journal article and provide instructions for book research. Homework: see Monday description of precis question. Thursday: 4/17 Introduce parable of Knock at Midnight; discuss intent and purpose of Gospel, what is salvation? and how is what Rev. Wright doing that is similar to what Jesus did? Homework: see Monday description of precis quesiton. Friday 4/18 Lesson/notes on parable of Knock at midnight. Homework: see Monday description of precis question Week 11: 3/31-4/4 Monday: 3/31 Read /skim all Parables, use sheet to choose and justifiy selection of Parable for analytic research paper that will be due at the end of the semester. Homework: Using the precis form, answer the following quesiton: Using the parable, your own common sense, and any additional research, explain why systems usually fail to save/support the poor, the powerlees, and the outsider. Tuesday/Wednesday: 4/1-2 Interpret parable of Unforgiving Servant; use movie, Last King of Socotland, to illustrate how we can't expect systems to embody the values of the Kingdom of God. Homework: See Monday for description of precis assignment. Thursday: 4/3 Watch documentary, "When the Levees Broke," as example of how complex systems are unable to support the needs of the poor, the powerless, and the outsider. Homework: See Monday for description of precis assignment. Friday: 4/4 Continue watching "When the Levees Broke." Homework: See Monday for description of precis assignment. Week 10: 3/17-19 Monday: 3/17 Student led presentation on Palestine/Israel conflict: Max Bayer and Jeremy Kotin. Howework: read parable of Unforgiving Servant Matthew 18:23-35 carefully. Using the cues in the text and your own imagination, explain in precis form why the servant refused to follow the master's lead and forgive the smaller debt. Tuesday 3/18 Group assessment: find parallels betwen parable of tenants and Palestine/Israel conflict. Homework: See Monday in black Wendesday 3/19 Student survey on religious practices and background; review rubric for previous day's assessment; student's evaluate and assess own work using rubric. Homework: See Monday in black. Week 9: 3/10-14 Monday: 3/10 Handout notes on parable of tenants, quietly review; listen to section 3 of BBC overview of Israel/Palestinian conflict. Homework: In precis form, explain what Jesus would do to solve the conflict between Israel and Palestine. Your thesis should be one constructive, practical solution, and the two supporting sentences must demonstrate an understanding of the parable of the Tenants. You might also try to link your answer to the parable of the Good Samartan. Tuesday/Wednesday: 3/11-12 Listend to section 4 of BBC overview; guest presentation by Randy Khalil. Homework: see Monday in black. Thursday: 3/13 Discuss bias of textbook and how history doesn't allow us to ask questions of morality and root causes; listen to section 5 of BBC overview. Homework: see Monday in black. Week 8: 2/25-3/1 Thursday 2/29 Do not talk. Finish in 20 minutes. In class assignments: using precis form on your blog, answer the following based on your knoweldege of the Parable of the Tenants: Who is the cornerstone and what is Jesus telling "them" what they must do?" Week 7: 2/19-22 Tuesday/Wednesday 2/19-20 Review precis theses on Mustard Seed; discuss fund rasier for Emily; Discuss four major themes that Mustard Seed metapohor reveales about Kingdom of God (se notes if you're absent). Discuss Loving v. Virginia as example of Mustard Seed. Homework: carefully read the parable of The Wicked Tenants, Mark 12:1 -12, and make an argument in precis form whether the tenant or landowner is the protagaonist. Thursday: 2/21 Short quiz on mustard seed and personal narrative on mustard seed experience; hand back Good Samaritan assessment. Homework: carefully read the parable of the WIcked Tenants, Mark 12:1-12, and make an argument in precis form whether the tenants or landowner is the protagonist. Week 6: 2/11-14 Monday 2/11 Watch short clip from Lord of War; discuss elements of extreme povety and its relationship to Parable of Good Samaritan. Homework: Given the fact that the mustard seed is a dnagerous, pungent weed that has take over porperties, threatening the livelihood and sustainability of the peasant farmer, what does the metaphor tell us about the Kingdom of God. Use precis form; due Saturday night. Tuesday/Wednesday 2/12-13 Presentation by EAT on consumption of water bottles at STMCHS. Panel discussion on key causes of extreme poverty in Sub Sahara Africa. Homework: Given the fact that the mustard seed is a dangerious, pungent weed that has tako over porperties, threatening the livelihood and sustainability of the peasant farmer, what does the metaphor tell us about the Kindgom of God. Use precis form; due Saturday night. Thursday 2/14 Short overview of mustard seed as metaphor for the Kingdom of God. Assessment on Extreme Poverty in Africa. Homework: Given the fact that the mustard seed is a dangerous, pungent weed that has take over properties, threatening the livelihood and sustainability of the peasant farmer, what does the metaphor tell us about the Kingdom of God. Use precis form; due Satruday night. Week 5 2/5-9 Monday 2/5 Review writing from previous week; summarize three main points of Parable of Good Samaritan; attempt to rewrite parable in modern language. Homework for Saturday night: In precis form answer the following: Why does extreme poverty exist in Sub Sahara Africa. There obviously is no one single answer to this question, but you can attempt to formulate the single most important factor that contributes to this problem. You willneed to conduct some additional Quick and Dirty Research. Tuesday/Wednesday 2/6-7 Student lead panel discussion on the problem of US contribution levels to development aid to Africa. Period 5 is still reviewing data on US contribution levels. Homework for Saturday night: In precis form answer the following: Why does extreme poverty exist in Sub Sahara Africa. There obviously is no one single answer to this question, but you can attempt to formulate the single most important factor that contributes to this problem. You willneed to conduct some additional Quick and Dirty Research. Thursday 2/8 Student presentaitons on Africa (Emily, Lauren, Mignon). Homework for Saturday night: In precis form answer the following: Why does extreme poverty exist in Sub Sahara Africa. There obviously is no one single answer to this question, but you can attempt to formulate the single most important factor that contributes to this problem. You willneed to conduct some additional Quick and Dirty Research. Friday 2/9 Week 4: 1/28-2/2 Monday 1/28 Discussion about how we read and the importance of not becomming disconnected from the world; Begin deconstructing Parable of The Good Samaritan. If you missed this day and its continuation on Thursday, click on this link to access the notes. Homework for Saturday night: In precis form address the following: According to Jesus in this parable, to be human is to respond to the sufferings of others with compassion. The US response to extreme poverty in Africa has been to give development aid, but less than other countries as measured as a percentage of its GDP. Using the parable, the documents covered in class, your own common sense, any additional research you access, explain why the US doesn't meet its stated aid goals and fails to provide aid that is comensurate with other first world countries. If you think the US is acting appropriately and is giving at levels that meet an ethical standard, you may argue this side as well. Lastly, if you think the U.S. is not beholden to worldly standards as described by the U.N., you may argues this as well. Tuesday/ Wednesday 1/29-30 Sutphin in Denver; student directed research on extreme poverty in Africa. Prepare short (five minute) presentation of material for Friday. Homework for Saturday night: In precis form address the following: According to Jesus in this parable, to be human is to respond to the sufferings of others with compassion. The US response to extreme poverty in Africa has been to give development aid, but less than other countries as measured as a percentage of its GDP. Using the parable, the documents covered in class, your own common sense, any additional research you access, explain why the US doesn't meet its stated aid goals and fails to provide aid that is comensurate with other first world countries. If you think the US is acting appropriately and is giving at levels that meet an ethical standard, you may argue this side as well. Lastly, if you think the U.S. is not beholden to worldly standards as described by the U.N., you may argues this as well. Thursday 2/1 Review previous week's writing/precis; finish talking about the Parable of the Good Samaritan. Homework for Saturday night: In precis form address the following: According to Jesus in this parable, to be human is to respond to the sufferings of others with compassion. The US response to extreme poverty in Africa has been to give development aid, but less than other countries as measured as a percentage of its GDP. Using the parable, the documents covered in class, your own common sense, any additional research you access, explain why the US doesn't meet its stated aid goals and fails to provide aid that is comensurate with other first world countries. If you think the US is acting appropriately and is giving at levels that meet an ethical standard, you may argue this side as well. Lastly, if you think the U.S. is not beholden to worldly standards as described by the U.N., you may argues this as well. Friday 2/2 Student presentations on development aid; MDG; extreme poverty in Africa. Homework for Saturday night: In precis form address the following: According to Jesus in this parable, to be human is to respond to the sufferings of others with compassion. The US response to extreme poverty in Africa has been to give development aid, but less than other countries as measured as a percentage of its GDP. Using the parable, the documents covered in class, your own common sense, any additional research you access, explain why the US doesn't meet its stated aid goals and fails to provide aid that is comensurate with other first world countries. If you think the US is acting appropriately and is giving at levels that meet an ethical standard, you may argue this side as well. Lastly, if you think the U.S. is not beholden to worldly standards as described by the U.N., you may argues this as well. Week 3: 1/22-25 Tuesday/Wednesday 1/22-23 Review DP#3, hand out precis writing rubric and look closely at three writing samples; Look at Mary as more than dismebodied, asexual, spritual being: she's also someone who has definite opinions about social political environment of her times (look at Canticle); also look at Zechariah Canticle for John the Baptist. Review fallacies of retrojection and kitcken sink. Homework for Saturday Night: Using the precis form, answer the following: The two Canticles in Luke, Jesus' refugee experience, and the context of 1st century Palestine are important clues in helping us to understand Jesus' teaching. Based on these clues, what can we expect the content of Jesus' teachings to address. Thursday 1/24 Examine political/economic context of first century Palestine. See handout for details and notes (if you don't have the handout, refer to the following link, specifically the bolded section entitled, "Mary, Zechariah, Context, Refugee". Homework for Saturday night: Using the precis form, answer the following: The two Canticles in Luke, Jesus' refugee experience, and the context of 1st century Palestine are important clues in helping us to understand Jesus' teaching. Based on these clues, what can we expect the content of Jesus' teachings to address. Thursday 1/25 Examine Refugee status of Jesus and what this might mean for Jesus' consciousness and teaching.. See handout for details and notes (if you don't have the handout, refer to the following link, specifically the bolded section entitled, "Mary, Zechariah, Context, Refugee". Homework for Saturday night: Using the precis form, answer the following: The two Canticles in Luke, Jesus' refugee experience, and the context of 1st century Palestine are important clues in helping us to understand Jesus' teaching. Based on these clues, what can we expect the content of Jesus' teachings to address. Week 2: 1/14-18 Monday 1/14: Review three examples of precis writing; Introduce concept that where you come and who you come from from shapes who you are. Homework: Using the precis form, answer the following: "What does the inclusion of the four women in Jesus' geneaology tell us about his mission and teaching?" In other words, based on the women in his lineage, what can we expect from Jesus? Tuesday/Wednesday 1/15-16: Inclass research and interpretation of Tamar, Ruth, Rahab and Bathsheeba. Each student must have overview of story and brief sketch of their character. Homework: Using the precis form, answer the following: "What does the inclusion of the four women in Jesus' geneaology tell us about his mission and teaching?" In other words, based on the women in his lineage, what can we expect from Jesus? Thursday 1/17: Continue overview of four women in Matthean genealogy; brief presentation by each group. Homework: Using the precis form, answer the following: "What does the inclusion of the four women in Jesus' geneaology tell us about his mission and teaching?" In other words, based on the women in his lineage, what can we expect from Jesus? Friday 1/18: Group quiz finding five themes/characteristics shared by all five women; Homework: Using the precis form, answer the following: "What does the inclusion of the four women in Jesus' geneaology tell us about his mission and teaching?" In other words, based on the women in his lineage, what can we expect from Jesus? Week 1: 1/8-1/11 Tuesday 1/8: Pass out course syllabus, quiz rubric; review course expectations, essential question of course, daily quiz rubric. Story about "D" Wednesday/Thursday 1/9-10: Build definition of Parables and purpose of class; Create blogger account according to instructions found on Parables Home/Digital Portfolio Instructions. Review quiz strategy. Discuss story about "O." Friday 1/11: Discussion of grading policies; introduce precis writing, in-class exercise on how to answer blog question. Homework: By Satruday night at 11:59 pm, new entry in blog entitled, "DP #2: Why Human Tell Stories?" Use the precis method (four-five sentences). You should also have DP #1 in your blog, which is a story people tell about you and the reason why you think people tell this story. Week 15: 11/26-30 Monday: Complete the following three things: 1) print a copy of draft #1 and hand it to me in library. 2) Create new DP called, "Essential Q&A" In the form of a story, each parable addreses a specific problem/issue, and then offers a solution to the problem. Meet as a group and articulate what the problem/issue is that Jesus is addressing in the form of a question. Now describe what Jesus' answer is to the question (example: since everyone is my neigbor I need to see with the eyes of compassion, and one's inaibility to act with compassion is often socially constructed, i/e., one power and privilege in society often determines ones' ability to act humanely). Enter both Q&A in your DP. 3) Now that you know what the core of the parable is, conduct premiminary research to find a contemporary moral problem that paralells or is illuminated by the parable. See librarian or instructor instructor for help on research. Once you have a topic see instructor forapproval. Week 14: 11/19-20 Monday: In library, begin working on first draft of parable interpretation. Use the following homework guidelines to begin working on this project, which will be due upon return from break. Homework: New DP entitled, Parable Draft #1. In 500-750 words, explain/interpret the deeper meaning of the parable you were assigned. Pay attention to context, purpose, audience, meaning, and what the parable demands of the audience and of us. Make sure to use footnotes. It is advisable to type in Microsoft Word first, and then paste into DP. Tuesday: In library, begin working on first draft of parable interpretation. Use the following homework guidelines to begin working on this project, which will be due upon return from break. Homework: New DP entitled, Parable Draft #1. In 500-750 words, explain/interpret the deeper meaning of the parable you were assigned. Pay attention to context, purpose, audience, meaning, and what the parable demands of the audience and of us. Make sure to use footnotes. It is advisable to type in Microsoft Word first, and then paste into DP. Week 13: 11/13-16 Tuesday/Wednesday: In library, complete the following assignment in preparation for Parable Interpetation Assignment: 1) Copy final interpretation methodology from your DP into new entry entitled, "Parable Documentation." 2) Using your notes from Herzog, your own reading of the parable, and conversations with poeple in your group, answer each of your steps of your reading methodology in your new DP, "Parable Documention." You should read the insttructors notes on one of the parables to see what your DP should look like and how detailed your repsonses should be. As a guideline, this DP should be between 500-1000 words. Spelling and grammer are not important; content is the only thing that matters. You will finish be the end of the period. 3) If you finish early, see me for a password and directions on how to find the full text of the article you were supposed to find this weekend. Thursday: Hand out new research for Parable Project; Discuss how to find core of article/main point; Discuss how to use footnotes; Review quiz on Unforgiving Servant (to make up quiz, read notes on Unforgiving Servant on Web Site and make new entry in DP entitled Quiz Makeup: In less than 250 words, describe 1) why the values of the Kingdom of God cannot be contained within wordly systems of power; 2) Where the values of the Kingdom of God must reside and what this means in terms of our responsibility--bring me a hardcopy when finished). Homework: Using your notes from the articles provided in class, update your Herzog/Interpretation DP that you started in class on Tuesday/Wednesday. Use a different colored font in this DP so I can see that you've added to and edited your work. Friday: Take article from table at front of room. Read artilce, summarize main points and take notes on anything else that you feel will be relevant to understanding your parable. Share the info on your article with people at your table however you see fit (email, photocopy, etc). Put article back on talbe when finished. Homework: Using your notes from the articles provided in class, update your Herzog/Interpretation DP that you started in class on Tuesday/Wednesday. Use a different colored font in this DP so I can see that you've added to and edited your work. Week 12: 11/5-9 Monday: Discuss NY Times article and learning; Develop interpretation methodology as a group with teacher feedback each step of the way. Tuesday/Wednesday: Once you have completed the interpretation methodology in class, we will go to the library to create a new DP entry entitled, "Final Reading Strategy." Enter your reading strategy with supporting details. Once you have completed this project, ask Mr. Sutphin for the parable you have been assigned. You will now re-read the parable and begin your research. Step 1: Using Gale Group only, find one peer-reviewed, published article that provideds in-depth interpretation on your parable. Once you find this (w/ Mr Thomas' help), show Mr. Sutphin to move to the nex step. Make copies for everyone in your group. Step 2: Locate all terms, people, characters, and social groups that you don't know or understand. Look them up in Bliblical Dictionaries or Encyclopedias. Once you find them, make copies for everyone in your group. Step 3: Find Anchor Bible Commentaries and photocopy the section that applies to your parable. Make copies for eveyone in your group Step 4: Get copy from Sutphin on Parables as Subversive Speech. Place all four pieces of research in your folder/binder. Thursday: Discuss research skills and finding credible, peer reviewed, previously published. Homework: 1) Find one credible piece of academic research on the parable you have been assigned. Create a DP entry entitled, "Research Article," and enter the citation of the article you found according to MLA standards. You do not need to print article out, but you shold have read at least a portion of the article to determine whether it is credible and relevant. We will find the articles when you get back to school next week The article should meet the basic criteria we discussed in class: a) published by credible, academic oriented source, usually including terms like journal or studies. b) the article will typically (though not always) begin with an abstract or summary. c) Length is typically substantial, often times as long as 20 pages. d) Extensive footnotes, citations, and bibliography. e) Use the Herzog chapter you've been given as an example of what academic writing looks like and sounds like. Use the following link to find a list of possible articles: www.scholar.google.com. 2) Read the Herzog chapter handed out in class. Create a new DP called "Herzog." Outline/summarize the entire chapter with accurate detailing. You should master the document and understand the key issues and terms raised by the author. 500 words should be a guideline, though you may need to go deeper. Summarizing and posting is not the goal, but rather the means to mastering the content of this document. You should come to class as an expert on the chapter. Friday: Discuss research skills and finding credible, peer reviewed, previously published. Homework: 1) Find one credible piece of academic research on the parable you have been assigned. Create a DP entry entitled, "Research Article," and enter the citation of the article you found according to MLA standards. You do not need to print article out, but you shold have read at least a portion of the article to determine whether it is credible and relevant. We will find the articles when you get back to school next week The article should meet the basic criteria we discussed in class:: a) published by credible, academic oriented source, usually including terms like journal or studies. b) the article will typically (though not always) begin with an abstract or summary. c) Length is typically substantial, often times as long as 20 pages. d) Extensive footnotes, citations, and bibliography. e) Use the Herzog chapter you've been given as an example of what academic writing looks like and sounds like. Use the following link to find a list of possible articles: www.scholar.google.com. . 2) Read the Herzog chapter handed out in class. Create a new DP called "Herzog." Outline/summarize the entire chapter with accurate detailing. You should master the document and understand the key issues and terms raised by the author. 500 words should be a guideline, though you may need to go deeper. Summarizing and posting is not the goal, but rather the means to mastering the content of this document. You should come to class as an expert on the chapter. Week 11: 10/28-11/2 Monday: Finish Spike Lee documentary, "When the Levees Broke." Discuss five key failures of the system that caused the catastrophe. Tuesday/Wednesday: Follow directions for inclass assignment: 1) Read inclass notes on Unforgiving Servant by clicking here. 2) Print out your DP on why systems tend to be self-serving, conservative, and indifferent to the needs of the underclass/outsider. 3) Print and read the following essay. 4) Sit with your group/table and read each other's work. As a table, generate one original, insightful idea about systems that helps us understand how and why they often cause so much harm. Once you find this idea, each member should type it as an additional paragraph to their DP submitted this past Monday. This should be about a paragraph. After you post your group work, go back to your computer and complete the following thee tasks on your own. 5) Watch this news story about a system (Countrywide Home Loan) that failed to take care of a parkinson's patient. Create a new DP, entitled "System Examples," and explain why no one at Countrwide does anything to help and then explain what you think should be done, assuming you have no affiliation with the company. Why would we have different moral responses depending on whether we are part of the system or not? 6) Watch this youtube clip on the Stanford Prison Experiment. In the same DP as #5 above, explain what this experiment tells us about authority, confomity, and power. What is it about systems that makes normal people behave so badly? 7) Quickly read and listen to the video clips on one youth who won the Brower Youth Award. Summarize what the person did and then speculate as to how this young person is capable of standing outside the prevaling system of self-interest and ignorance and doing something for the common good? Homework: 1) Create new DP entitled, "Interpretation Methodology." 2) Go back through all and any notes on the parables we have looked at, paying attention to how we read the parables. In other words, what steps did we take to make sense of the story. You will also want to look at the parable interpretation sheet that on the front page of the Parables website. After looking at all these steps you need to create an interpretation strategy that makes sense to you and incorporates what you've learned so far. In the DP, list all the steps you will use to interpret the parable you will be looking at next week. Your steps need to be detailed and they should follow a logical and sequential order. I know this sounds vague and difficult, but try to figure out on your own how to develop a strategy to read. Thursday: Review Countrywide, Stanford Prison Experiment, and Browser Awards. Summarize Parable of Unforgiving Servant four ways (see notes). Homework: 1) Create new DP entitled, "Interpretation Methodology." 2) Go back through all and any notes on the parables we have looked at, paying attention to how we read the parables. In other words, what steps did we take to make sense of the story. You will also want to look at the parable interpretation sheet that on the front page of the Parables website. After looking at all these steps you need to create an interpretation strategy that makes sense to you and incorporates what you've learned so far. In the DP, list all the steps you will use to interpret the parable you will be looking at next week. Your steps need to be detailed and they should follow a logical and sequential order. I know this sounds vague and difficult, but try to figure out on your own how to develop a strategy to read. Friday: Choose one of six parables for Parables Interpretation Project. Homework: 1) Create new DP entitled, "Interpretation Methodology." 2) Go back through all and any notes on the parables we have looked at, paying attention to how we read the parables. In other words, what steps did we take to make sense of the story. You will also want to look at the parable interpretation sheet that on the front page of the Parables website. After looking at all these steps you need to create an interpretation strategy that makes sense to you and incorporates what you've learned so far. In the DP, list all the steps you will use to interpret the parable you will be looking at next week. Your steps need to be detailed and they should follow a logical and sequential order. I know this sounds vague and difficult, but try to figure out on your own how to develop a strategy to read. Week 10: 10/22-26 Monday: Begin interpretation of Parable of Unforgiving Servant (see class notes under Unforgiving Servant part of website). Tuesday/Wednesday: Circle discussion regarding what students like to learn, what they don't like to learn: most said they like trying to understand human relations. Trying to get class to see that value of parables study is its ability to get us to try to understand these relationships and how to improve them so that we can flourish. Homework: In 250 words, explain why most systems (particularly those that claim to be benificent) tend to be self-serving, unethical, and conservative. Evaluation based on: a) a clearly articulated thesis statement; b) argument that uses examples and evicence to support the thesis and; c) creativity (there is no right answer, but some are more intelligently argued and thoughful than others). Thursday: Begin watching Spike Lee documentary "When the Levees Broke." Homework: In 250 words, explain why most systems (particularly those that claim to be benificent) tend to be self-serving, unethical, and conservative. Evaluation based on: a) a clearly articulated thesis statement; b) argument that uses examples and evidence to support the thesis and; c) creativity (there is no right answer, but some are more intelligently argued and thoughful than others). Friday: Wat ch Spike Lee documentary "When the Levees Broke." Homework: In 250 words, explain why most systems (particularly those that claim to be benificent) tend to be self-serving, unethical, and conservative. Evaluation based on: a) a clearly articulated thesis statement; b) argument that uses examples and evidence to support the thesis and; c) creativity (there is no right answer, but some are more intelligently argued and thoughful than others). Week 9: 10/15-19 Monday: Inclass executive summary on U.S. involvemnent in supporting/resovling Palestinian-Israeli conflict. To complete assignment follow these directions: 1) sit next to people in your group; 2) Create DP entitled, "U.S. Involvement;" 3) Type your questions into your DP first, but do not answer them. after you type questions, minimize the blog; 4) After everyone has typed the questions into the DP, you'll have 10 minutes to read/process/organize your notes in your mind. You may share notes and converse with people in your group; 5) When 10 minutes are over, I'll tell you to put your notes away and you'll have 20 minutes to answer the questions to the best of your ability. Tuesday/Thursday: Review how corner stone reference in vv. 10-12 connects with Parable of Tenants: Issues of power and resonsibility. Discuss U.S. Involvment in Palestinian-Israeli conflict. Homework: Read Parable of the Unmerciful Servant in Matthew 18:21-35. Answer the following four questions in prose format (each answer should be about 100 words). 1) Who is the story about? Who is the main character? The King or the high level servant? Why? 2) Why does the King decide to forgive the debt? 3) Why does the servant not follow the example of the king and forgive the debt? 4) If the Kingdom of God is like this parable, then what do we learn about the Kingdom of God? Wednesday: No school, testing day. Homework: Read Parable of the Unmerciful Servant in Matthew 18:21-35. Answer the following four questions in prose format (each answer should be about 100 words). 1) Who is the story about? Who is the main character? The King or the high level servant? Why? 2) Why does the King decide to forgive the debt? 3) Why does the servant not follow the example of the king and forgive the debt? 4) If the Kingdom of God is like this parable, then what do we learn about the Kingdom of God? Friday: Group assesment project, review answers to Palestinian/Israel conflict and Parable of Tenants. Watch three clips from Last King of Scotland as analogy for how King in ancient Palestine would have reacted to those who cross him: typically with extreme violence and arbrariness. Homework: Read Parable of the Unmerciful Servant in Matthew 18:21-35. Answer the following four questions in prose format (each answer should be about 100 words). 1) Who is the story about? Who is the main character? The King or the high level servant? Why? 2) Why does the King decide to forgive the debt? 3) Why does the servant not follow the example of the king and forgive the debt? 4) If the Kingdom of God is like this parable, then what do we learn about the Kingdom of God? Week 8: 10/9-12 Tuesday/Wednesday: Discuss Zionist Movement and Balfour Declaration; begin watching Blood and Tears documentary on Israel-Palestinian conflict. Homework for 10/15: Listen to or read sections 3-7 on NPR, which can be found in the Wicked Tenants section of the website under the links header. In your DP, write a brief (3-5 sentences) summary for each section. Thursday: Student presentation by Randy Khalil on the Palestinian-Israeli conflict. Pass back written work on Wicked Tenants. Homework for 10/15: Listen to or read sections 3-7 on NPR, which can be found in the Wicked Tenants section of the website under the links header. In your DP, write a brief (3-5 sentences) summary for each section. Friday: Read documents on U.S. involvement in the conflict with an eye on what we ought to do to help with the conflict. If you are absent because of homecoming preparation, then you must come and get the document from me in preparation for written assessment on Monday. Homework for 10/15: Listen to or read sections 3-7 on NPR, which can be found in the Wicked Tenants section of the website under the links header. In your DP, write a brief (3-5 sentences) summary for each section. Week 7: 10/1-5 Monday: Discuss classroom commitment to collecting money for Africa; turn in letters to Senators/Representatives; Begin discussing Parable of the Tenants: Read story and list all facts of story; Answer two key questions: Who is the protagonist; where does conflict begin and why Tuesday/Wednesday: Classwide discussion on Parable of the Tenant. For class notes, see "Parables/Wicked Tenants." Homework: First, the parable explains that the peasant Jewish farmer is the rightful heir to the land given to them by Yahweh, though using violence to to obtain one's rights never succeeds. The underclass/outsider's demands on the land are denied. The parable, however, is not about land and non-violence, but rather it as story about land that illustrates something else. This something else is contained in vv. 10-12. Read these verses and try to explain in 200-250 words what the parable of the tenants illustrates or explains. In other words, if the parable is a metaphor, then what is the metaphor explaining? Second, go to Wicked Tenants section of web site and click on the link to the right. Open BBC overview on Israel-Palestinian conflict and listen to first two segments, take notes, and be prepared to explain key points of each section. Thusday: Oral quiz on Parable of tenants; begin discussing Arab/Palestinian Conflict. Homework: First, the parable explains that the peasant Jewish farmer is the rightful heir to the land given to them by Yahweh, though using violence to to obtain one's rights never succeeds. The underclass/outsider's demands on the land are denied. The parable, however, is not about land and non-violence, but rather it as story about land that illustrates something else. This something else is contained in vv. 10-12. Read these verses and try to explain in 200-250 words what the parable of the tenants illustrates or explains. In other words, if the parable is a metaphor, then what is the metaphor explaining? Second, go to Wicked Tenants section of web site and click on the link to the right. Open BBC overview on Israel-Palestinian conflict and listen to first two segments, take notes, and be prepared to explain key points of each section. Friday: Begin watching documentary, "Blood and Tears," collect money for Africa. Homework: First, the parable explains that the peasant Jewish farmer is the rightful heir to the land given to them by Yahweh, though using violence to to obtain one's rights never succeeds. The underclass/outsider's demands on the land are denied. The parable, however, is not about land and non-violence, but rather it as story about land that illustrates something else. This something else is contained in vv. 10-12. Read these verses and try to explain in 200-250 words what the parable of the tenants illustrates or explains. In other words, if the parable is a metaphor, then what is the metaphor explaining? Second, go to Wicked Tenants section of web site and click on the link to the right. Open BBC overview on Israel-Palestinian conflict and listen to first two segments, take notes, and be prepared to explain key points of each section. Week 6: 9/24-28 Monday: Read the grading rubric for this assignment. Then, iIn your DP, create document entitled, "Executive Summary on Africa." Follow these diretions: Using only our notes from last Friday, write an executive summary: a one page document for an executive who most likely does not have the time to read the original report. Your executive summary must: 1) take the form of a prose document; do not simply list information; 2) make a recommendation of what we should do as a class with our money and resources (if anything); 3) lead with a thesis statement that synthesizes the information you are about to present; 4) Use between 250 and 300 words. Grammar, style, and spelling are graded. You may work with people in your group, but you must write your own summary. Make sure you use the grading rubric to direct your writing. Tuesday/Wednesday: Class presentations on five documents on Africa economy/poverty. Students take notes on all presentations in preparation for writing letter to senator, due in Monday's DP. Homework: 1) Create entry in DP enttitled, "The Mustard Weed." In no more than 100 words, explain what the mustard seed's aggressive, take over, weed-like characteristics tell us about the Kingdom on God. 2) Create entry in DP entitled, "Letter to Senator." Using your notes from in-class presentations, write a formal letter to the senators and representatives in your area asking for them to support (or not support) the following bills: Education for All Act, Global Child Survival Act, Growth Act, Jubilee Act. You should list these bills and their respective numbers at the top of the letter. You only need to write one letter, but print three of them, one to Feinstein, one to Boxer, and one to your representative. Click here for info on the bills and who your representative is. You need to show up to class on Monday with three letters, one to each senator/representative. Thursday: Intepret Mustard Seed parable, particularly how the the seed would have been perceived by 1st century Palestinian farmers and its application to the Kingdom of God. Homework: 1) Create entry in DP enttitled, "The Mustard Weed." In no more than 100 words, explain what the mustard seed's aggressive, take over, weed-like characteristics tell us about the Kingdom on God. 2) Create entry in DP entitled, "Letter to Senator." Using your notes from in-class presentations, write a formal letter to the senators and representatives in your area asking for them to support (or not support) the following bills: Education for All Act, Global Child Survival Act, Growth Act, Jubilee Act. You should list these bills and their respective numbers at the top of the letter. You only need to write one letter, but print three of them, one to Feinstein, one to Boxer, and one to your representative. Click here for info on the bills and who your representative is. You need to show up to class on Monday with three letters, one to each senator/representative. Week 5: 9/17-21 Monday: Finish listening to MLK sermon on The Good Samaritan; watch Jolie/Sachs video documentary on Extreme Poverty in Africa and the Millineum Project. Tuesday/Wednesday: Listen to presentation on Africa by Lauren Quick and Savanna Parker. Fishbowl conversations about Singer's approach to our obligation to this problem. Take quiz on Singer interview. Homework: Create new etnry in digital portfolio: "DP 2: What Should We Do?" Go to mustard seed/good samaritan part of web site and read/scan the following links: "The End of Poverty," "You + Village," "Four Easy Pieces," "MDG Youth Action Guide, " and "Rapid Victories." In 250 words or less, make an argument for what you think we ought to do as a class (100 students in four Parables classes) based on these documents and ideas. Make sure you explain WHY you think we ought to this. Thursday: Review John the Baptist assignment, handout grading rubric, discuss components of Luke 1 & 3 that were not highlighted in writing assignment; Introduce Mustard Seed; take in class oral quiz. Homework: Create new etnry in digital portfolio: "DP 2: What Should We Do?" Go to mustard seed/good samaritan part of web site and read/scan the following links: "The End of Poverty," "You + Village," "Four Easy Pieces," "MDG Youth Action Guide, " and "Rapid Victories." In 250 words or less, make an argument for what you think we ought to do as a class (100 students in four Parables classes) based on these documents and ideas. Make sure you explain WHY you think we ought to this. Friday: Begin two-part assessment on understanding problem and solution to extreme poverty in Africa: each table is to read substantial report on problem, summarize key points, and be prepared for written executive summary on Monday in library. Homework: Create new etnry in digital portfolio: "DP 2: What Should We Do?" Go to mustard seed/good samaritan part of web site and read/scan the following links: "The End of Poverty," "You + Village," "Four Easy Pieces," "MDG Youth Action Guide, " and "Rapid Victories." In 250 words or less, make an argument for what you think we ought to do as a class (100 students in four Parables classes) based on these documents and ideas. Make sure you explain WHY you think we ought to this. Week 4: 9/10-14 Monday: Parable Introductory Assessment: Read the story about John the Baptist in Luke, Chapters 1 and 3. In you DP, write a finished, polished, grammatically correct essay that addresses the following: "What does John the Baptist do and say, and what do otherothers say about him, that will foreshadow Jesus' teaching. What do you think the content of Jesus' teaching will be based on this part of the Bible story. Keep in mind that you should not commit any of the five fallacies, the essay should be no more than 250 words (but not much less either), and your answer should be consistent with what has been said in class about Jesus' genealogy, his mother, his refugee status, and the context of 1st century Palestine. Tuesday/Wednesday: Introduce first parable: The Good Samaritan, Luke 10:25-37. Read the parable, begin using Parable Interpretation Sheet, which is included on the Web Site under documents. Begin interpreting the parable in light of Inside/Outside distinction. Homework for Monday: Create new entry entitled, "Portfolio 2: Good Samaritan Interpretation," and answer the following in 100 words: This parable is a story that criticisez a socially constructed system and offers the beginning of a moral response. In your words words (but using the framework of class discussion) summarize Jesus'criticism and solution, lifting it out of the first century Palestine and making it timeless and concrete. Second, Create a new entry entitled, "Portfolio 2: Singer on Poverty." Then go to the section of the web site on the Good Samaritan/Mustard Seed, listen to the first link called, "Singer: Moral Obligation/Extreme Poverty." Make a list in your DP of the ten most important or pressing moral questions raised during the interview as they related to the Parable of the Good Samaritan. Thursday: Interprete parable using Interpretation Sheet as a guidline. Homework for Monday: Create new entry entitled, "Portfolio 2: Good Samaritan Interpretation," and answer the following in 100 words: This parable is a story that criticisez a socially constructed system and offers the beginning of a moral response. In your words words (but using the framework of class discussion) summarize Jesus'criticism and solution, lifting it out of the first century Palestine and making it timeless and concrete. Second, Create a new entry entitled, "Portfolio 2: Singer on Poverty." Then go to the section of the web site on the Good Samaritan/Mustard Seed, listen to the first link called, "Singer: Moral Obligation/Extreme Poverty." Make a list in your DP of the ten most important or pressing moral questions raised during the interview as they related to the Parable of the Good Samaritan. Friday: Finish interpreting the Good Samaritan and listen to MLK sermon (see website if you are absent). Homework for Monday: Create new entry entitled, "Portfolio 2: Good Samaritan Interpretation," and answer the following in 100 words: This parable is a story that criticisez a socially constructed system and offers the beginning of a moral response. In your words words (but using the framework of class discussion) summarize Jesus'criticism and solution, lifting it out of the first century Palestine and making it timeless and concrete. Second, Create a new entry entitled, "Portfolio 2: Singer on Poverty." Then go to the section of the web site on the Good Samaritan/Mustard Seed, listen to the first link called, "Singer: Moral Obligation/Extreme Poverty." Make a list in your DP of the ten most important or pressing moral questions raised during the interview as they related to the Parable of the Good Samaritan. |
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Sutphin Parables & Philosophy |
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