We are using the ongoing situation in Ferguson Missouri as a vignette in which to analyze the difference between subjectivity (opinions, emotions) and objectivity (facts) it is important to break down the major aspects of this situation: Alleged Crime ---> Police Response ---> Police Encounter ---> Shooting Incident ---> Public Response to Shooting / Protest ---> Police Response to Public Response / Riot ---> Post Incident Investigation (Local / State / Federal) ---> Public Response to Grand Jury ---> Discussion Considerations:
OBJECTIVE OPINION VERSUS FACT ANALYSIS RACE ROLE OF POLICE PROTEST MEDIA / PRESS PERCEPTION VERSUS REALITY RACISM ABUSE OF POWER RIOTING FAIR and BALANCED REPORTING LEADERSHIP SUBJECTIVE Definitions:
Subjective: placing excessive emphasis on one's mood, attitudes, and opinions.
Objective: not influenced by personal feelings, interpretations, or prejudice, based on facts, unbiased.
Task: Discuss the meaning of the words and concepts above. Food for Thought: This is foundational to start our journey on developing an aptitude for looking at each situation objectively and developing the ability to simultaneously maintain a balance between intellect and emotions.
CASE STUDY:
MICHAEL BROWN
FERGUSON, MISSOURI
DARREL WILSON
Task: Take out your notebook and think about these three words and write what you know about them.
Today is about perspective. It is easy to talk about the Ebola virus as an academic topic, but watching these short videos help you get more familiar with the challenge of it. In your groups you hypothetically discussed preventing the spread of EBOLA by containing the virus by isolating those who may have the virus and quarantining them away from people who have not been exposed from the virus. Think of how this would be done in our city if the virus spread here. First Video: WATCH: EBOLA THE HOT ZONE (15 minutes)
Then Watch, Second Video: WATCH: 21 Days in Quarantine for Lora Logan (7 minutes) Post Video Task from the Class Leader: Lead a short discussion on how watching this may have changed your recommended policies your groups developed now that these videos put a face on the virus. Discussion Class Leaders: Period 2: Cadet Sienna Period 4: Cadet Brendan Period 6: Cadet Nicole Period 7: Cadet Mercy Thursday in class (shortened day) we will finish any of the Ebola presentations of Question & Answer periods during the shortened day. PS: REMINDER: All of the sophomore and junior male cadets (list below) selected for the Center For Youth Leadership Workshop in Greenwich on Thursday remember it is early release day, so you will need to come back to BMHS and be in front of the school by 3:30 pm for a 3:45 depart for the workshop (5 pm to 7 pm with pizza). We will talk tomorrow in class. This is merely a heads up. List of committed cadets:Shane K, Tom M, Mechal V, Elias B-C, Robert C, James G, Rene B, Jamerikah G-Y, Kevin M, Helmuth I, Josue A, Louis C, Kevin Marin, Ahmad Y.
The Ebola Virus has become an issue internationally and within the United States. (This is a simulated scenario for this class) The Mayor is determining what his City's policy on Ebola prevention should be. More specifically, what should the city's concept of prevention and quarantine be? What other preventative measures should the city take? More specifically, if someone comes to Norwalk from one of the countries affected by Ebola how should Norwalk handle that? What should its policy on quarantine and Ebola prevention be? (Below are three short videos to give you some background on the Ebola virus, symptoms, and prevention to get you started on your knowledge build. Note: clicking on the hyperlink on the word quarantine will give you a basic understanding of that concept.)
Classroom Task: We will form into three groups and develop Ebola prevention policy recommendations for the Mayor. Everyone takes notes on the group work and discussion. Group Leaders: Period 2: Rene, Tom. Sienna, and citizen Rep: Angelique. Period 4: Brendan, Johanna, Christian, and citizen Rep: Jen and Josue. Period 6: Nicole, Christian, Elias, and citizen Rep: Brian. Period 7: Allan, Steven, Anthony, and citizen Rep: Tatiana. Group Task A (Thursday):
Step 1:Determine what are the key questions your group needs to answer before you can determine what policy recommendations to make?
Step 2: Find the answers to your own questions and then prepare a rough draft press statement. Below your Team Leaders are given a link to a Google Doc on which to put your statement.
Step 3: Everyone in your group review the scanned articles on Ebola as it relates to public reaction and the guidelines some states are taking.
Group Task B (Nov 3. Monday - Thursday): The Group Leader's will be tasked with placing input on a class Google document for this module. Team Leaders Click on the below hyperlinks to put your City Press statement on the document. Period 2 Link to Google Doc: Period 4 Link to Google Doc: Period 6 Link to Google Doc: Period 7 Link to Google Doc: Group Task C: (Nov 7, Friday):As per the directions on the scanned document (for group statement) coupled with all of the group collaboration (discussion, videos. scanned articles, self research) you have done has prepared each group to present their simulated Mayor's press statement and participate in the community Town Hall meeting on Friday. Sequence: A Group presents their statement and the other groups ask questions in response to the simulated mayoral statement. Then the next group presents and we follow this sequence Group 1 Presentation: Groups 2 & 3 role play as citizens and designated citizen Rep will takes notes and prepare to ask questions during the Q&A period. Group 2 Presentation: Groups 1 & 3 role play as citizens and designated citizen Rep. Group 3 Presentation: Groups 2 & 1 role play as citizens and designated citizen Rep. Assessment: Individual Assessments of Group and Group Members.
ENDSTATE of this EBOLA MODULE:
Learn more about the Ebola virus (causes, prevention, and intervention)
Consider the role of government in maintaining the collective health at the local, state, and federal level.
Consider the issues associated with enforcement of a quarantine if the government deems it necessary.
What are some of the considerations of the government in determining to isolate or quarantine its citizens.
Current Affairs Update: We have talked about the Affordable Healthcare Act...the Debt Crisis...the Housing Crisis...the Debt Ceiling...considerable discussion in the media about what is wrong with our country and unfortunately depending upon the political slant of the particular news channel you will often hear the media blame one particular party or another. Word / Concept Bank: ApoliticalNews MediaFreedom of SpeechFourth EstatePress Bias Media Bias Let's watch a video (with some biases of its own) that talks about the cost of Media Bias on our Elections:
Classroom Activity / Associated Homework:
1. Form into three separate groups.
2. Watch the first video which is of a MSNBC media reporter getting emotional but voicing what appears to be a balanced perspective of blame towards both parties and the demand for the POTUS to step up and lead the country to start to fix this crisis.
3. Review & Discuss the Word / Concept Bank as a class.
4. Watch the second video on Media Bias which gives a look at how a CNN Reporter (typically viewed as a liberal reports about the Tea Party (grassroots ultra Conservative Republican party group).
5. Discuss your impressions as a group and your HOMEWORK is to make an individual blog entry (minimum of a paragraph) of your opinion whether or not you think their is bias in our news media? and why?
Public Speaking Activity: Take 10 minutes and think about one of the worst leaders, managers, or bosses you ever experienced. You will be giving an impromptu speech in class following your ten minute prep period. What is the best way to use your time to prepare such a short speech? The speech should be 2 minutes long.
What is a Personal Learning Network and why are we talking about it...?
Let us start with a definition from Wikipedia of Personal Learning Network as a start: A personal learning networkis aninformal learningnetwork that consists of the people a learner interacts with and derives knowledge from in apersonal learning environment (PLE). In a PLN, a person makes a connection with another person with the specific intent that some type of learning will occur because of that connection. Learners create connections and develop a network that contributes to their professional development and knowledge.The learner does not have to know these people personally or ever meet them in person.
One aspect is that the learner contribute and derive knowledge in a PLEthrough various nodes.In this way, the learner chooses which mediums (digital, F2F, P2P,) and social media to build a PLN. Specifically, the learner chooses whom to interact with in these media and how much to participate. Learners enters thePLEwith certain goals, needs, interests, motivations and problems that are often presented to the people they include in their PLN.Moreover, the learner will collaborate and connect differently with various members. The learner will establish stronger relationships with some members and have a low level of connection with others. Not all nodes will be equal.Some of the member roles include searcher, assembler designer of data, innovator of subject matter, and researcher.
PLNs are becoming an important part of professional development in several fields with some businesses creating their own e-learning content and PLEs for their employees. In addition, PLNs have become prevalent in the field of education and are rapidly becoming adopted as centers for the diaspora of field related information (in this regard, they are also often referred to as PROFESSIONAL Learning Networks).
WHY DEVELOP A PERSONAL LEARNING NETWORK?
This is one of the best ways of using all available resources to improve and manage your own learning. Any network is about PEOPLE, PROCESS, and SYSTEMS (TECHNOLOGY).
PEOPLE: Anyone you can interact with to help you learn. Friends, fellow students, family, teachers, mentors and coaches, and subject matter experts (SMEs).
PROCESS: HOW, WHEN, and WHERE do YOU LEARN and COLLABORATE. Is it digital, Face to Face (F2F), or Person to Person (P2P)? Do you learn during school (07:30 am to 2:15pm), at home during homework time, at work, or throughout the day? It isn't all about technology, sometimes you meet people to talk with them about things you want to learn.
SYSTEMS (What Web 2.0 types of technology do you use?): Internet, Blogs, wikis, social media, etc. How do you use information technology to gain access to info about things you want to learn, to learn faster and more in depth? Besides texting, Google search, twitter, and Facebook what Web 2.0 technologies do you know?
Developing a PLN will help you now as a student and in your future life as a professional, so lets get started!! This will also help you in your Cadet Innovation Project....
Background. Communications skills are critical to just about every activity in life in both your personal and professional endeavors. In this picture, you see a sailor from the Submarine School talking to cadets during a visit to Groton Naval Base. In this situation the sailor has limited time to orient high school students to a multi-million dollar submarine simulator so they can generally understand what it is and how to basically operate the simulator in the short time they have. Sometimes we not only have to communicate, but have to do so effectively in a short amount of time or within a time limit.
Speech Word Bank: Popcorn Ice Baseball Van Light Fear Integrity Banking Lint Goals Classroom Activity: (Monday) 1. Pick a Partner, you will not be assigned one...choose wisely. There will be 2 person speech teams. 2. Choose 2 words from the speech word bank with each of the team members responsible for the speech content and speaking related to that word. 3. Collaborate the development (planning, preparation, etc.) of your speech which is required to be 2 minutes and 30 seconds long. Use your creativity to determine how you will use those words from your speech word bank to include the theme (persuasive, informative, etc.) or focus of your speech. Ensure you have a written speech script timeline which encompasses:.
Introduction, (Student A) Time estimate: _________________
Discussion Points about Word #1, (Student A) Time Estimate: _____________________
Discussion Points about Word # 2, (Student B) Time Estimate: _____________________
Conclusion (Student B) Time Estimate: _________________________
Endstate of Monday's Class:
A. Have a Speech Script timeline complete where each one of you knows what content (with associated time estimate) you are responsible for in the 2:30 minute speech.
B. Finalize your portion of the speech, as will your partner, to include self timing your portion of the speech as you rehearse it at home. Rehearse & time your portion numerous times to ensure it is of high quality as you can make it and it meets the time limit.
C. Anything you don't finish in class is your homework, which will be assessed during your speech tomorrow. You will not have any time to work on your speech Tuesday in class, you will only be given a short amount of time to rehearse it one time with your partner for timing and transition.
(Tuesday)
Orientation for Tuesday's Class:
We will start right away. Come to class with your refined and rehearsed (timed) portion of the speech ready to go.
You will Rehearse your speech within the first 10 minutes of class with your partner.
Then we will start the speeches and the peer assessment of the speeches.
When you are not giving your speech you will be assessing (grading) your fellow students performance. Write the speech partner's names on a piece of paper and grade them for Body Language, Speech Content, and Presentation Effectiveness.
You will assign a grade of 1 (acceptable),2 (very good),or 3 (outstanding) for each one of those three areas: Body Language, Speech Content, and Presentation Effectiveness.
Also give any specific feedback on anything you think they need to improve upon.
You will hand in your Peer Assessment sheet in at the end of class. Ensure you write your name & class period.
Effective Communication is a Lifelong Skill and you won't generally have unlimited time in which to communicate your points.
Background: We have talked about the concept of a House Party, the recent court case in Steubenville, Ohio, and the impact of social media. Here is your situation, you are a parent and your spouse is travelling overseas and you are unable to reach them. You have a set of twins (boy & girl) that are 18 year old high school seniors, have good grades, and have not given you any discipline problems. They both were accepted into the college of their choice and received a partial scholarship due to their academic records. They both approached you about attending a party at a friend's house this Friday night, and it is Monday. What is your decision and what are you going to say to them?
Your in-class assignment and Homework: 1. Take 10 minutes and put together your talking points and be prepared to give them your decision in detail. 2. Be prepared to give your response to your twins verbally in front of the class. 3. (Homework) Make a blog entry with your complete response to your twins on whether they can go to the party or not. Ensure to include any questions or information requirement.
Remember...it is just a "House Party" what is the harm in that...?
Two Steubenville Ohio H.S. Football Players sentenced for Rape
The following synopsis was taken from Wikipedia:
Steubenville, Ohio: In 2012, two 16-year-old members of the Steubenville High School football team were arrested and charged with raping a 16-year-old girl at a series of parties on August 11, 2012. Charges were brought on August 22, 2012. Other members of the team were allegedly present and participated, though no further charges have been brought. The incident revolves around a party where the victim allegedly passed out drunk. The defendants violated her while she was unconscious, took pictures / videos, and shared those pictures / videos on social media websites and through text messages. The case drew international attention as speculation grew that police allegedly covered up the incident to protect the football players. Text messages revealed that the football coach, Reno Saccoccia, may have been covering for Mays and Richmond. The prosecution revealed texts from Mays that stated that the football coach "was joking about it so I'm really not worried", and that he had gotten Saccoccia to, "take care of it".] A text Mays sent to the victim claims, “I’m going to get in trouble for something I should be getting thanked for taking care of you.”
The trial began March 13, 2013. Visiting Judge Thomas Lipp opened the trial to the media. On March 17, 2013, Mays and Richmond were found delinquent, the juvenile equivalent of guilty, of rape. Mays was found guilty of dissemination of child pornography, as he took nude photos of a minor on his phone and then texted the photos to his friends. This charge earned him a minimum sentence of two years. Richmond, who was found guilty of rape only, was given a minimum sentence of one year. The defendants could be released after serving the minimum sentence.
Here are some video links that add additional information to the story and were used in the class discussion:
Final Comment: Remember this incident started with a simple illegal "house party" and ended in a national scandal where two students are in juvenile detention for sexual assault of a minor with other crimes being investigated for "bystanders" and adults who knew something wrong happened but did not do the morally right & ethical things in response to this abuse of a minor.
Social Media magnified the incident and was used as a platform for others to bully the girl who was victimized at the party, only to be continually re-victimized via social media.
