Learning target:
· We can apply the four faces of power
· We can name individually and as a group the power we believe we have to effect change
We're going to spend today applying our discussion of power to several different issues. The four faces of power is a tool for analyzing what's going on. You can use this to build arguments for your term paper. We'll use it to strategize on our group project. You can use to reflect on your digital story. That's why I want everyone to get comfortable using it before we move forward.
I want to start today with the refugee crisis in Europe. I've been reading news articles and watching videos about what's going on and feel we have to talk about this, especially after yesterday's discussion because it perfectly illustrates how abstract ideas of power play out in the real world, in real time, with immediate consequences. We're not talking vending machines and sodas anymore.
I'll first show you this video clip (0:50 to 4:20). This from last Friday's PBS News Hour showing Syrian refugees marching toward the Austrian border. Where are these people coming from? Where are they going? And why are there so many? I'll show some maps to explain what's going on and give some pretty amazing facts about refugees worldwide. This is the tip of a very large iceberg.
We'll then apply the four faces of power to this situation and show how each one is at work in the debate over what to do.
What kind of power do you have as Animas students to change a policy or create change? Quite a bit, actually. We'll briefly discuss the following:
· Cultural power - to affect people's hearts and minds, especially other young people
· Social power - to spread information throughout AHS, other high schools, and your social networks
· Economic power - to raise money, purchase certain products, or organize boycotts of harmful products and companies
· Political power - most immediately at AHS, but also with the school district; you can expand this power by joining with other students (and adults) to form coalitions that demand something get done.
· Ethical power - this is the power of truth and morality to mobilize individual's to do what is right
Think about this when you finish your power map, which is what we're going to do next. Two more questions to consider:
· what is one of the faces of power that is operating prominently within your issue?
· what does this suggest about a way to influence the outcome?
After break, we'll do a gallery walk and refine our analysis of each issue area and profitable strategizing.
This will roll us into a discussion about criteria for the issue we chose to focus on.
Finally, we'll spend the last part of class reviewing the reading questions on The Declaration of Independence and Common Sense. This will give us some practice at "intertextuality" or comparison of two or more texts, which will be essential when it comes time to do your senior project.
Homework due Friday, September 11th
Read this document explaining different decision-making and rank your preferences on this survey.
· We can apply the four faces of power
· We can name individually and as a group the power we believe we have to effect change
We're going to spend today applying our discussion of power to several different issues. The four faces of power is a tool for analyzing what's going on. You can use this to build arguments for your term paper. We'll use it to strategize on our group project. You can use to reflect on your digital story. That's why I want everyone to get comfortable using it before we move forward.
I want to start today with the refugee crisis in Europe. I've been reading news articles and watching videos about what's going on and feel we have to talk about this, especially after yesterday's discussion because it perfectly illustrates how abstract ideas of power play out in the real world, in real time, with immediate consequences. We're not talking vending machines and sodas anymore.
I'll first show you this video clip (0:50 to 4:20). This from last Friday's PBS News Hour showing Syrian refugees marching toward the Austrian border. Where are these people coming from? Where are they going? And why are there so many? I'll show some maps to explain what's going on and give some pretty amazing facts about refugees worldwide. This is the tip of a very large iceberg.
We'll then apply the four faces of power to this situation and show how each one is at work in the debate over what to do.
What kind of power do you have as Animas students to change a policy or create change? Quite a bit, actually. We'll briefly discuss the following:
· Cultural power - to affect people's hearts and minds, especially other young people
· Social power - to spread information throughout AHS, other high schools, and your social networks
· Economic power - to raise money, purchase certain products, or organize boycotts of harmful products and companies
· Political power - most immediately at AHS, but also with the school district; you can expand this power by joining with other students (and adults) to form coalitions that demand something get done.
· Ethical power - this is the power of truth and morality to mobilize individual's to do what is right
Think about this when you finish your power map, which is what we're going to do next. Two more questions to consider:
· what is one of the faces of power that is operating prominently within your issue?
· what does this suggest about a way to influence the outcome?
After break, we'll do a gallery walk and refine our analysis of each issue area and profitable strategizing.
This will roll us into a discussion about criteria for the issue we chose to focus on.
Finally, we'll spend the last part of class reviewing the reading questions on The Declaration of Independence and Common Sense. This will give us some practice at "intertextuality" or comparison of two or more texts, which will be essential when it comes time to do your senior project.
Homework due Friday, September 11th
Read this document explaining different decision-making and rank your preferences on this survey.