Semester 1, Week 2 update 2014

                                                       

Albrecht Durer  1514     

 St. Jerome in His Study      

Metropolitan Museum of Art, New York

Engraving

 Sir Gawain and the Green Knight

Non scholae, sed vitae discimus- We learn not for school, but for life

Algebra 2- We reviewed Geometry and negative numbers from lessons 1 and 2. For Homework, complete lessons 3-5. Bring any questions to class for discussion.

Latin II- We reviewed adjectives from Henle 2 and Subjunctive verbs from the video (the verb mood that uses “let” or “should” to show possibility). Homework: chapter 3 with exercises and grammar. Parents still choose which exercises to complete (all exercises  - or evens or odds).

Logic- We went over the Chapter 1 in class and discussed the components of valid arguments. Students should read Chapter 2 and complete the questions. Bring any questions to class. We will thoroughly go over Chapter 2 in class.  Students should also bring the small textbook “Elements of Style” to class each week.

Western Cultural History-  

Debate - Debate will be week 5 (and 6 if needed.) Start filling in a debate outline this week.

Homework :

1) Look over page 118 of your guide for an outline to help with preparation.

2) What does scripture say about art? Look at the US Constitution to see if it supports tax-paid art.

    “The Congress shall have power To …To promote the Progress of Science and useful Arts, by securing

    for limited Times to Authors and Inventors the exclusive Right to their respective Writings and

    Discoveries;”    U.S. Constitution. Art. 1, Sec. 8, paragraph1 & 8

3) Be prepared to discuss the resolution “The National Endowment for the Arts should be abolished.” We talked about the merits of the NEA and the negative also. What type of grants do they give out? http://www.arts.gov/   There is information on this web site about the NEA. You can start to write your 1AC. Debates in Challenge 2 are done in less time than the Challenge 1 debates. Each speech is shortened to the following.

TIME SCHEDULE FOR CH. 2 TEAM DEBATE

(We will check off each speech after it has been completed.)

·        First Affirmative Constructive (1AC) 6 minutes

·        Cross-Examination (of 1A by 2N) 3 minutes

·        First Negative Constructive (1NC) 6 minute

·        Cross-Examination (of 1N by 1A) 3 minutes

·        Second Affirmative Constructive (2AC) 6 minute

·        Cross-Examination (of 2A by 1N) 3 minutes

·        Second Negative Constructive (2NC) 6minutes

·        Cross-Examination (of 2N by 2A)3 minutes

·        First Negative Rebuttal (1NR) 3 minutes

·        First Affirmative Rebuttal (1AR) 3 minutes

·        Second Negative Rebuttal (2NR) 3 minutes

·        Second Affirmative Rebuttal (2AR) 3 minutes

Prep time allowed 5 minutes

     AC preparation: State the Resolution. Define key terms and policy. Show the problem with the policy, Show the significant harms. List the advantages. Prove the plan will work if the resolution were to pass.

     NC preparation: Defend the policy.  Redefine terms where possible. Bring facts to counter AC.  Introduce an alternate plan. Show AC inconsistencies. Show greater harms if policy resolution passes. Prove plan will not work.

We discussed the legal conundrum of funding arts (or health/religion/social programs):

    If funding a program, the Constitution is limited in discrimination (options: support all, support none, or support some with parameters in place that do not violate citizen’s rights elsewhere in the articles)

We discussed current complaints: wasted taxes, limited benefits, offensive content and catering to special interests. We also discussed alternatives to protecting and promoting art. Since speech is linear while art is expressive it is harder to set parameters.

History – We talked about the middle ages. Outer persecution lessened a little while differences in theology started affecting Christianity internally. The Renaissance and Reformation periods that followed were reactions to the beliefs rooted in the middle ages. Read HSWTL -chapter 3 and SoA - Chapter 4.

http://thelordwillprovide.blogspot.com/2009_12_01_archive.html

They Are Abused And Give Blessing. They Are Insulted And Give Honor.

In the early church the lost world was deeply impacted by the lives of Christians, as evidenced by this letter written by Piagnetus, an early historian, in the year AD 180. Describing believers, he states:

"They are not distinguished from the rest of mankind by country, by speech, nor by customs. But although they live in both Greek and foreign cities and follow the local customs both in clothing and food and the rest of life, they exhibit the wonderful and strange nature of their own citizenshp--but as sojourners. They live in their own homelands. They share all things as citizens and suffer all things as aliens. Every foreign country is a homeland, and every homeland is a foreign country. They marry as all do. They bear children, but they do not discard their children as some do. They offer a common table, but not a common bed. They find themselves in the flesh, but they do not live according to the flesh. They pass their time upon the Earth, but are citizens of Heaven. They obey the established laws and supposit the laws in their own lives. They love all and are persecuted by all. They are put to death--and are made alive. They are poor--but make many rich. They lack all things, yet abound in all things. They are abused and give blessing. They are insulted and give honor. When they do good they are punished as evildoers. When they are punished, they rejoice as those receiving life."

British Literature- We discussed Canterbury Tale’s “Prologue” and “The Knights Tale. “Due next week is Sir Gawain and the Green Knight. This is also Middle English Epic Poetry. See the guide for reading instructions. It is not very long and there is an essay due with it. We went over the essay format in class. See page 131 of the guide for the essay format. This essay uses the topic of Definition (not Comparison) to write about “Heroes.” The paper should focus on defining character aspects of heroes and should use examples from the books to back up points and strengthen the paper. I will have portions of them read in class and collect them.  Also, read the Sir Gawain portion of Words Aptly Spoken Literature Guide as you read each book. The “Bob and wheel,” is a literary device used in Sir Gawain and the Green Knight.”  We will discuss it more in class, but you will see it throughout the book.

Bob-and-Wheel

All of the alliterative revival poets used this style in their poetry, but the author of Sir Gawain also incorporates a bob-and-wheel at the end of his stanzas. The "bob" is a short connecting line, sometimes only two syllables in length that connects a four-line ABAB rhyming section in iambic trimeter to the rest of the stanza. Here’s an example:

Gawain		Translation
(bob) ful clene (wheel) for wonder of his hwe men hade set in his semblaunt sene he ferde as freke were fade and oueral enker grene (SGGK lines 146–150)		(bob) full clean. (wheel) Great wonder of the knight Folk had in hall, I ween, Full fierce he was to sight, And over all bright green. (SGGK lines 146–150)

This is a great resource for MLA formatting, thesis statements, writing tips and grammar.

 http://owl.english.purdue.edu/owl/resource/747/01/

Note on Notebooks:

History – For the timeline, grab dates and facts from 3-4 places: HSWTL text, Artist’s Dates, Musician’s Dates, and British Author’s Dates. Keep a side folder for the history homework questions and handouts. The students that started a timeline in Challenge I can continue to add to the material.

Art – Include the Artist Information Page (dates from this page will be added to the history timeline). Also include the art history Period Timeline, Art Essays, and art notes along with any pictures.

Biology – 3-4 parts: a notebook for practice questions from the text, a folder (handouts, home exams, vocabulary page, lab reports, drawings and pictures), and a lab journal for all experiments (lab journal are needed at class while we start add experiment entries).

Biology- We had a successful Lab with our microscopes. Vint Hill students still need to finish the cheek cell observation. We worked through Lab 1.2 and had the chance to observe cells (and thread) on different magnifications. This is one of the 4 experiments which need to be written as a formal lab report for this semester. Follow the guidelines in The Student Lab Handbook. We will go over these in class next week.

Read chapter 2 in the Biology text up to page 52 and read chapers 4 and 8 in the student lab guidebook. All labs will get written into the lab journal, but we will neatly type up 4 lab reports this semester 1.2, 3.1, 5.2 and Strawberry DNA. All reports list: the experiment name, the supplies, the procedure steps, any errors during the procedure, and any conclusions if solving a hypothesis (or add drawings by hand if making observations).

Great Sample Apologia Biology Lab books can be downloaded on www.knowledgeboxcentral.com .

In the next few weeks, I will attach information about the upcoming “Pizza Days.” Continue to bring refillable water bottles while we have summer heat.

Mrs. Hoke