A note from Jenn to the class...and a choice on dates?

I love coming to your class... it a high point of the year for me! It is so nice to see young people with empathy and a willingness to help!

I have tentatively booked you for the 1st Wednesday of the month. This would mean that the first date to cook would be Nov 5. I also have the 4th Wednesday available but it would mean cooking on Oct 26, which is much closer.

Let me know which will work for you and I will put you down on my schedule!
Thanks so much for the opportunity to some to your class and share our program!
Jenn

Jenn Mortimer
Beacon Community Services

Safe Injection Site ruling- we will study this in Feb.

http://www.cbc.ca/news/canada/british-columbia/story/2011/09/29/bc-insite-supreme-court-ruling-advancer.html?cmp=rss

Today's class: Why do we need Charters?

Our Agenda today:

Presentations:

-Matias on Pachacuti

-Mitchell on Mother Theresa

Opening clip: Palestine and the UN

http://www.bbc.co.uk/news/world-middle-east-15030708

1. On Wednesday, we learned about youth/young adults who are struggling: looking through your copy of the Declaration on the Rights of the Child, which of their rights have not been upheld? Why or why not?

http://www.un.org/cyberschoolbus/humanrights/resources/plainchild.asp

Q: are we going to take on the OTR group service project?

2. Your homework: review the larger UN Declaration of Human Rights. Look up any words you don't know- annotate the rights with your questions/examples/comments. (homework assessed out of 5 points Monday).

3. Film Study: One Peace at a Time

Guest today: Jennifer Mortimer, Out of the Rain Shelter- 1:15- be on time!

Arab Spring Interactive Timeline from the Guardian, UK

Civil Rights Movement/Heroes- Research/Presentations

SJ12: Civil Rights Introductory Unit

Power Point/Poster Project with Presentations

Purpose:

· To explore the difference that one person or one social movement can make in the world

· To aquaint ourselves with the GNS online research resources

· To use the APA style of referencing

· To introduce some of the people/civil rights movements we will be referencing this year.

· Poster/Power Point: 20 points

Criteria:

· Relevance- does your poster effectively introduce your civil rights hero or civil rights movement?

· Accuracy- What did they do? When/Why did they do it? How was it significant?

· Creativity- Does your project look good?

Reference List: 5 points

· attached to the back of the poster, or submitted to the teacher if you present a power point presentation.

· variety of credible sources

· following the APA format- DON'T FORGET IN TEXT CITATIONS!

Presentation: 10 points

· fluid, coherent, eye contact, interesting

Harvard's Social Justice class- ethical quandaries

Hello there- Sam and Elspeth- we just watched the first 3.5 minutes of this today- it is super engaging and interesting- please watch and see what you think. We will continue this each Friday we have class. Quiz Tuesday.

http://www.youtube.com/watch?v=kBdfcR-8hEY

Class follow-up for Friday & Expectations for next week

A reminder for tomorrow's class (and for those absent):

-please read the MLK article in the text and make notes on the questions

-review the terms (on today's agenda) and think of examples of injustices in the world connected to these ideas

Tomorrow's plan:

-MLK article, UN Declaration of Human Rights.

Next week: Jennifer Mortimer will come in on Thursday afternoon, and there will be a quiz early next week on the materials covered in the course intro. (charter/ratify/bystander/apathy/activist/ethics/world view/the readings).

Not really sure what's going on...

I think this is the full version of Loose Change, the video i've been boasting in class recently. If there's any problems with it, let me know and i'll get another version!

Thursday's class agenda

Today's plan: (Unit 1: Course introduction)

News: Guest tomorrow- Jennifer Mortimer, Out of the Rain Shelter program to see if we can help this year as a group action project.

1. Start-up discussion groups- based on the the readings/questions.

2. Defining our terms further. Much of this course will involve looking at issues of injustice based on the following characteristics. Do you know these terms? Can you think of examples?

-age

-ethics/values

-marital or family status

-mental or physical ability

-political belief

-race and ethnicity

-religion and faith

-sex

-sexual orientation

-socioeconomic status

3. The UN Declaration of Human Rights, 1948

Mental homework: Where do my beliefs come from? Do I believe that the beliefs I possess now will change? Have I had my beliefs tested?

Today's class notes for Jean

Social Justice 12: for Monday< Sept. 12/11

1. Our Class Charter

Charter/ratification of our charter

charter |ˈ ch ärtər|noun1 a written grant by a country’s legislative or sovereign power, by which aninstitution such as a company, college, or city is created and its rights and privileges defined.• a written constitution or description of an organization's functions.2 the reservation of an aircraft, boat, or bus for private use : a plane on charter to a multinational company.• an aircraft, boat, or bus that is reserved for private use.• a trip made by an aircraft, boat, or bus under charter : he liked to see the boat sparkling clean before each charter.
ratify |ˈratəˌfī|verb ( -fies, -fied) [ trans. ]sign or give formal consent to (a treaty, contract, or agreement), making itofficially valid. See note at approve .
2. Tying in a current event- the 10th anniversary of 9-11.Opening of the lesson- global pictures of remembrance-where we were when? Do you remember this time in history?-How does this event tie into social justice? What are the thematic links? -is increased discrimination an outcome?-local and global effects?
3. Your homework- readings- choose one. Due Thursday.

Class Charter

Social Justice 12, 2011: Class Charter

As a group, working to learn together about politically and emotionally charged subject matter; we agree to abide by the following guiding principles:

-We will work to accept different view points: we don’t need to take them as ours: we will practice respect

-We will try not take things personally: if we do feel offended we will seek support or clarification

-We will both use a moderator and not use one- members of the class can call for a moderator in the moment or in anticipation. This moderator can be a student or the instructor: We will keep an emergency 'talking ball' on hand that someone can request if they need to.

-We will leave a little silence for the quieter ones to voice their opinion

-We will encourage others to contribute

-We will share current events and news that tie into the course

-We will work to be active in our community around issues of social justice

-We will think and learn in different perspectives and we will think outside our comfort zones

By signing this charter, we ratify its terms and conditions.