4/12: We worked with Job today. Here's the's the reading we used for our study of Job.
4/11: HOMEWORK: I will accept the portfolios until Friday without penalty. I will not accept after Friday. PLEASE reread the tips from the Genesis portfolios
In class, we worked with wisdom again - reading the beginning of the Job story. On the back of the notecard: react to the setup of the Job story: What do you think about this setup? How does this place God in the story? What do you think about this God? About the discussion and the decision? What questions does it leave you with? What sort of impression does it give you? What is it doing in this book? We also looked at "Sorrow is Not My Name" and "Eccles 9:7"
4/10: HOMEWORK: I will accept the portfolios until Friday without penalty. I will not accept after Friday.
In class: mannas and odes.
4/9: HOMEWORK: Portfolios are due on Wednesday. I will accept them until Friday without penalty. Manna and odes (if applicable) are due on Wednesday.
In class: we started with some writing about wisdom (on the front of a notecard): What is wisdom, how would you define it? Where do you see it in our world today? Is it in great or short supply? Whom do you think of as wise and why? We used this as a jumping off place to start looking at what wisdom means in the biblical text, starting with a revisiting of Ecclesiastes.
4/8: HOMEWORK Portfolios are due on Wednesday. I will accept them until Friday without penalty. Manna and odes (if applicable) are due on Wednesday.
In class: we worked with Jonah and Daniel and asked these questions: where is kindness in the stories and why does it matter? Where is kindness missing from these stories and why does that matter? Maya Angelou said that courage is the most important virtue, because without it, you cannot act on any of the virtues. Does that prove true in these stories? Where and why? How is God developing in these stories? How are people developing? How are the stories showing a developing understanding of the world around us?
4/4: HOMEWORK: Read Jonah and Daniel 1-6 for Monday. Portfolios are due on Wednesday (I will accept until Friday without penalty).
Portfolio work day.
4/3: HOMEWORK: Keep working on your portfolios.
We read in class to get through tomorrow's reading today and created character sketches as part of an assessment.
4/2: HOMEWORK: Finish the notecards if you did not.
On the front of the notecard: react to (choose) David’s end, his final confusion, Solomon and his actions, etc. What do you make of the stories of these kings, of the intrigue around them, of the role of king in general? In what ways is it working out for the Israelites? In what ways does it seem like trouble? Does Solomon seem like a king in David’s mold, or does he seem different? Do you think that bodes well for the future of kings or not? Fill the front of the card.
These ideas fueled our discussion about kings and wisdom, about changes in God and his relationship with humanity, etc.
On the back (of the notecard): Choose a line or two from the Ecclesiastes reading to wrestle with. Copy down the line and then reflect on it. Wrestle with the line, with its words and meaning. Write about how you understand it, what you don’t understand, how it might (or might not) fit into wisdom thinking, etc.
4/1: Work today on your portfolios. Keep in mind the tips from Genesis. Remember that teh final portfolio requires modern day references and art, so make sure you've done these options in at least one of these portfolios(best if you can do in both).
3/29: HOMEWORK: Here's the April reading schedule. Continue to work on your portfolios.
We talked about Saul and David, about rises and falls, about the proof that breaking the commandments leads to disaster, etc.
3/28: HOMEWORK: Please add 1 Sam 28 and read 2 Sam 11-14, 18 for tomorrow, so we can talk about Saul and his life and character and start our discussion about David. Here's the April reading schedule.
In class, we finished the smackdown and voted.
3/26: HOMEWORK: Continue to read (1 Sam 11-20 for Tuesday) and work on the portfolio.
We went headlong into the smackdown (through 2 rounds with both paintings).
3/25: HOMEWORK: Continue to read (1 Sam 11-20 for Tuesday) and work on the portfolio.
In class: We went over the portfolios for Genesis and worked some on the Heroes and Kings portfolio. Then, we started work in groups on the Smackdown: Smackdown rules - here's the art:A. Judith Beheading Holofernes by, Artemisia Gentileschi (1620), B. Judith Beheading Holofernes by, Caravaggio (1599), C. Judith and Holofernes (2012) by Kehinde Wiley, D. Ruth and Naomi William Blake (1795) E. Ruth and Naomi (2013) by, He Qi F. Whither Thou Goest (2016), Sandy Freckleton Gagon
3/22: HOMEWORK: Continue to read and to work on the portfolio.
In class: We worked with two recent articles using Esther as a reference. Questions to ask: How is the story of Esther being used? How does that conform with your understanding of teh story? How does the use of the story reshape, stretch, reinvision the story, et. WHY does the author use the story (what does s/he gain?)
3/21: HOMEWORK: Continue to read (Ruth for Thursday and Judith in the Apocrypha for Friday). I will take two pieces from the current portfolio for an extra assessment grade on T3 on Monday (I will grade these, so if you do poorly, the grade will count).
In class: Please work on the portfolio and/or read. Go to the Resources page under "Heroes and Kings" in the drop down menu.
3/20: HOMEWORK: Continue to read (Ruth for Thursday and Judith in the Apocrypha for Friday). I will take two pieces from the current portfolio for an extra assessment grade on T3 on Monday (I will grade these, so if you do poorly, the grade will count).
In class, we worked in small groups to find traits for the heroes from Joshua and Judges.
3/19: HOMEWORK: Continue to read (Judges for Wednesday) and to work on the portfolio.
We watched a clip from then-Senator Obama's Selma speech where he talks about the Moses and Joshua generations (start at about 1:12:40 and play for about 3 minutes). Then, in light of the terrorist attack in New Zealand, we looked at Birmingham in 1963 (start at 23:00 and watch until the end), the Children's March and the bombing of the 16th Street Baptist Church. Thinking about how language, how religion can be used as a weapon to dehumanize, about our own history (our "inheritance, a gift and a burden" that we "carry... everywhere" - Jill Lepore) and our responsibility.
3/15: HOMEWORK: Continue to read (Joshua for Tuesday) and to work on the portfolio.
Please meet in the lettered groups (on your homework slip) today - strive for four people per group and each person should have had a different character focus (so each group should have a foreign king, Esther, Mordechai, Haman). If everyone is here today, Kara should be in group F with Elliot, Ron and Jacob. Discuss the story (please share with me your ideas, insights, etc. in a google doc. Include all names and share with cathy_nicastro@wrsd.net). Do some thinking about how this story and especially the actions of Esther and Mordechai, connect them to the Israelites and the traits we talked about yesterday. This story is the basis for the Jewish holiday called Purim. You can read more about that here. Please keep your index cards. I'll collect on Tuesday.
If there is time left in the period, you can get started on the new portfolio. There are resources on the Resources page
3/14: HOMEWORK: Read and react to Esther - Elliot, please focus on Haman, Ron on Mordechai and Jacob on Esther.
In class, we explored some manna odes, looked at Dr. King's use of the promised land in his final speech and worked to come to some decisions about the character of God, of the Israelites and of Moses as we end this chapter.
3/13: HOMEWORK: Read Esther for Friday.
In class, I handed out the new portfolio, we looked at the Brick testament for Moses' end, we discussed his special place in the biblical story and Jewish history and talked through some portfolio options.
3/12: HOMEWORK: Continue to read. Bring questions, confusions and insights to class. Here's the new portfolio assignment sheet (H credit page 1, CPA credit starts on page 2)
In class, we started by writing about the commandments, their importance, their role in our lives and society, etc. then in discussion, talked about this and the Numbers chapters, including Moses' punishment.
3/11: HOMEWORK: Continue to read. Bring questions, confusions and insights to class.
In class, exploration of the commandments, of how they are understood and applied, and of their place in our culture (we'll keep talking...)
3/8: HOMEWORK: Continue to read and please read the commandments packet you received in class. (if you were out, read this packet). On the back of the notecard from Wednesday respond to the Commandments packet, write about what was important/interesting, what others need to know about, how this reshaped your thinking, etc. Fill the back of the card.
3/6: HOMEWORK: Continue to work on the Genesis portfolios (due on Friday - no coupons). Reading schedule for March
In class work is here
3/5: HOMEWORK: Continue to work on the Genesis portfolios (due on Friday - no coupons). Reading schedule for March
In class, we started by looking at Gen 50 and talking about (and thinking about where it left us - paying particular attention to Joseph and his bones). Then, spend a little time reviewing teh reading for today - write down questions, things you definitely want to talk about. Each student gets one of the 7 topics we will focus on for today. Do a little more work in journals and revisiting the text on that particular question, then meet in smll groups to discuss. Large group discussion about all 7 of the ideas.