Showing posts with label Master. Show all posts
Showing posts with label Master. Show all posts

Monday, November 28, 2016

January Master Class

January Master Class

Study/Learn

Do all of the following:

1 - Read "The 5,000 Year Leap" Principle 4: The Role of Religion

2 - From the "Dictionary of Cultural Literacy" write the following on your cards:
            - Alexis de Tocqueville

3 - Spend at least 20 minutes exploring the lds.org page on religious freedom, found here

4 - Click on the link "talks from leaders" and watch or read one of the talks listed

Know/Understand

1 - Come prepared to creatively teach the class what you learned from the article you read or watched (#4)

2 - Look in the newspaper or online at the news and find an article dealing with religious freedom.  Read it, print it and bring it to class for a discussion

Become/Serve

If it has been demonstrated that I have been willing to die for a "Mormon," I am bold to declare before Heaven that I am just as ready to die in defending the rights of a Presbyterian, a Baptist, or a good man of any denomination; for the same principle which would trample upon the rights of the Latter-day Saints would trample upon the rights of the Roman Catholics, or of any other denomination who may be unpopular and too weak to defend themselves. It is a love of liberty which inspires my soul — civil and religious liberty to the whole of the human race.
—Joseph Smith, 1843

Ponder on the above quote and then journal about why religious freedom is important to you and make a commitment to uphold it.


Tuesday, October 11, 2016

November Master

November Master Class

Study/Learn

Do all of the following:

1 - Read "The 5,000 Year Leap" Principle 3: Electing Virtuous Leaders

2 - From the "Dictionary of Cultural Literacy" write the following on your cards:
            - George Washington

3 - Watch this lecture in the Hillsdale College course "Constitution 101" about the separation of powers that we find in the Constitution.  (38 min.)  Take good notes so that we can have a discussion.

Know/Understand



George Washington was one of the best examples of a virtuous and moral leader in the history of our country.  We will celebrate him in class.  Make a food item representing George Washington in some way and bring it to class to share.  Be prepared to tell us how your food item represents him.

Become/Serve

Ponder on this quote:

"When the righteous are in authority, the people rejoice; but when the wicked beareth rule, the people mourn"

Do we have any scriptures that tell us the same thing?  Find one and bring it to class to share.  Journal on your committment to only vote to elect righteous, moral and virtuous leaders in all levels of government.




Tuesday, September 27, 2016

Oct Master

October Master Class

Study/Learn

Do all of the following:

1 - Read "The 5,000 Year Leap" Principle 2: A Virtuous People

2 - From the "Dictionary of Cultural Literacy" write the following on your cards:
            - chimera
            - James Madison

Know/Understand

Do a word study on either Virtuous or Moral. (Find out how to do a word study here.)

Become/Serve

Shortly after King Solomon of the Old Testament built a temple in Israel that was dedicated and accepted by God,  God made the following promise to the Israelite's:

"If my people, which are called by my name, shall humble themselves, and pray, and seek my face, and turn from their wicked ways; then will I hear from heaven, and will forgive their sin, and will heal their land."
--- 2 Chronicles 7:14

In our day, more than ever, our land needs healing.  What are the requirements in the scripture that we must do to obtain this promise from God?  In your journal, list the things that we promise to do and then list the things that God promises us.  Set three goals you can do to better live up to your end of the covenant and start working on one of them this week.


Friday, September 2, 2016

Sept Master

September Master Class

1 - Read the Preface, Introduction and Chapter 1: Two Gods at War in the book "7 Tipping Points that Saved the World" by Chris & Ted Stewart

2 - Read a Biblical account of this same story.  You can find it in the following places.  Read one:  2 Kings 18-19, 2 Chronicles 32 and Isaiah 36-37

3 - Read this part of an article about Hezekiah

Know/Understand

Use your commonplace book and journal on your feelings about this story and answer the
following questions.  Do you think it was Divine intervention that saved the Israelites or a freak illness?    Write down King Hezekiah's character traits that we learn in the article.  How did these traits help him have faith in God to withstand certain destruction?  What did the people need to do to be saved by God?

Become/Serve

Set a goal this week to become more like King Hezekiah and journal in your common place book how you've done.

Wednesday, March 16, 2016

April Journeyman & Master

For our April afternoon class we will be having a guest speaker.  Samuel Fisher from Riverton, UT.  He teaches a class called "A Liberty Course for the Serious Patriot".  I've asked him to come and share part of that class with us.  He will be speaking on how to get leadership from history, how to drive your own leadership education, how to engage in current battlegrounds of virtue and morality in the public arena and how to be a messenger and stand up for a cause.

Everyone is invited to attend the afternoon class and hear Mr. Fisher that day.  Please do all (or at least make an attempt at part) of the following introduction items.  The more you do, the better of a foundation you will have.

1 - Read Ether chapters 2-4

2 - Read this article: "Why Study History?"

3 - Read the excerpt of the article "True Americanism" by Carl Schurz found here

4 - Reread or review The 5000 Year Leap principle 1 "The Role of Natural Law"



True Americanism by Carl Schurz

excerpt of the article "True Americanism" from the book Speeches, Correspondence and Political Papers of Carl Schurz, Volume I  

TRUE AMERICANISM

SPEECH DELIVERED IN FANEUIL-HALL, BOSTON, ON
THE 18TH OF APRIL, 1859.



The speaker had been invited to Boston to participate in a public dinner on the anniversary of Jefferson's birth-day. Several prominent gentlemen of Massachusetts arranged for him a public reception in Faneuil Hall, which took place a few days after the Jefferson dinner, Hon. Henry Wilson, United States Senator, presiding. The speech was made in response to the introduction by Senator Wilson. The line of argument pursued in the speech was not without a special object. The Legislature of Massachusetts had adopted an amendment to the constitution of the State, by which foreigners should not be permitted to vote until two years after they had become citizens of the United States. This amendment, generally known as the "two-years' amendment," was soon to be voted upon by the people. It was one of the measures brought forth by the so-called "Know-Nothing" or "American" movement, which had met with surprising successes in many parts of the United States. It was against this spirit of proscription on account of birth, creed, or opinion, styling itself "Americanism," that the speaker directed his arguments.


"Thus, I say, was founded the colony of free humanity on virgin soil. The youthful elements which constitute people of the new world cannot submit to rules which are not of their own making; they must throw off the fetters which bind them to an old decrepit order of things. They resolve to enter the great family of nations as an independent member. And in the colony of free humanity, whose mother-country is the world, they establish the Republic of equal rights, where the title of manhood is the title to citizenship. My friends, if I had a thousand tongues, and a voice strong as the thunder of heaven, they would not be sufficient to impress upon your minds forcibly enough the greatness of this idea, the overshadowing glory of this result. This was the dream of the truest friends of man from the beginning; for this the noblest blood of martyrs has been shed; for this has mankind waded through seas of blood and tears. There it is now; there it stands, the noble fabric in all the splendor of reality.

They speak of the greatness of the Roman Republic! Oh, sir, if I could call the proudest of Romans from his grave, I would take him by the hand and say to him, Look at this picture, and at this! The greatness of thy Roman Republic consisted in its despotic rule over the world; the greatness of the American Republic consists in the secured right of man to govern himself. The dignity of the Roman citizen consisted in his exclusive privileges; the dignity of the American citizen consists in his holding the natural rights of his neighbor just as sacred as his own. The Roman Republic recognized and protected the rights of the citizen, at the same time disregarding and leaving unprotected the rights of man; Roman citizenship was founded upon monopoly, not upon the claims of human nature. What the citizen of Rome claimed for himself, he did not respect in others; his own greatness was his only object; his own liberty, as he regarded it, gave him the privilege to oppress his fellow-beings. His democracy, instead of elevating man kind to his own level, trampled the rights of man into the dust. The security of the Roman Republic, therefore, consisted in the power of the sword; the security of the American Republic rests in the equality of human rights! The Roman Republic perished by the sword; the American Republic will stand as long as the equality of human rights remains inviolate. Which of the two Republics is the greater — the Republic of the Roman, or the Republic of man?

Sir, I wish the words of the Declaration of Independence "that all men are created free and equal, and are endowed with certain inalienable rights," were inscribed upon every gate-post within the limits of this Republic. From this principle the Revolutionary Fathers derived their claim to independence; upon this they founded the institutions of this country, and the whole structure was to be the living incarnation of this idea. This principle contains the programme of our political existence. It is the most progressive, and at the same time the most conservative one; the most progressive, for it takes even the lowliest members of the human family out of their degradation, and inspires them with the elevating consciousness of equal human dignity; the most conservative, for it makes a common cause of individual rights. From the equality of rights springs identity of our highest interests; you cannot subvert your neighbor's rights without striking a dangerous blow at your own. And when the rights of one cannot be infringed without finding a ready defense in all others who defend their own rights in defending his, then, and only then, are the rights of all safe against the usurpations of governmental authority.

This general identity of interests is the only thing that can guarantee the stability of democratic institutions. Equality of rights, embodied in general self-government, is the great moral element of true democracy; it is the only reliable safety-valve in the machinery of modern society. There is the solid foundation of our system of government; there is our mission; there is our greatness; there is our safety; there, and nowhere else!"

Friday, December 4, 2015

January Master



Study/Learn

1 - Spend at least 30 minutes on the website exploring and reading about LDS Charities.  Since 1985, LDS Charities has provided assistance to millions of people in 185 countries.  (There are 196 countries total in the world.) You will be amazed at what the church is doing.  I was!

2 - Research one of the other top humanitarian groups in the world.  You can research any one you would like.  Here are some if you don't know of any:
  • Action Against Hunger (AAH)
  • CARE
  • Caritas Internationalis
  • Catholic Relief Services (CRS - USCC)
  • Doctors Without Borders 
  • Emergency Nutrition Network (ENN)
  • Food For The Hungry International (FHI)
  • Hunger Plus, Inc.
  • Interaction
  • International Committee of the Red Cross (ICRC)
  • International Federation of Red Cross and Red Crescent Societies (IFRC)
  • International Organization for Migration (IOM)
  • International Rescue Committee (IRC)
  • Lutheran World Federation
  • Mennonite Central Committee (MCC)
  • Mercy Corps (MC)
  • Overseas Development Institute (ODI)
  • Oxfam
  • Refugees International
  • Relief International
  • Save the Children
  • The Office of U.S. Foreign Disaster Assistance (OFDA)
  • United Nations Children's Fund (UNICEF)
  • United Nations High Commissioner for Refugees (UNHCR) 
  • United Nations Office for the Coordination of Humanitarian Affairs (OCHA)
  • US Committee for Refugees (USCR)
  • World Vision International
Know/Understand

Write a one page paper on the charity that you researched.  Please remember to include the following:

  • What do they do?
  • Who do they serve?
  • How they get their funding?
  • Would you donate to this charity?  Why or why not?
Email it to Sis. Cloward and I will put it on the blog since we won't have time in class to share.  


Become/Serve

Ponder on the following scripture and journal what it  means to you.


Thursday, October 1, 2015

November Master

Study/Learn & Know/Understand

1 - Research Horace Mann; Robert Hutchins; Mortimer Adler and John Dewey
2 - Journal in your commonplace book the following on each one:
          - What each of these men about education and which of the educational
                   principles (from journeyman) they honored.
          - At least 5 things that each of these men did to influence American public education.
          - Were their ideas good or bad for education?
          - Are their ideas still being used today?  Is that good or bad?

You may use the following links in your research:

Horace Mann
Horace Mann
 From Biography.com, Horace Mann’s 6 educational principles which can be compared to the educational principles list.
 This is extracts from the Common School Journal by Mann published 1891.
Thoughts, a collection of ideas on education by Horace Mann published 1917.

John Dewey
John Dewey
 “My Pedagogic Creed” by John Dewey.   This is pretty short and is one of his most important writings.
 “Moral Principles in Education” by Dewey.

Robert Hutchins
Robert Hutchins
 Highly recommended for learning about Robert Hutchins: The Higher Learning in America published by Transaction Publishers has an introduction by Harry S. Ashmore which discusses the Hutchins-Dewey debates on education in the early 1930’s. You could purchase it or get it from the library. Read the Introduction and the last chapter “The Higher Learning.” You’ll find many great ideas there pertaining to principles and morality in education.
 Listen to this Mike Wallace interview of Hutchins.
 An article on the Hutchins-Dewey debates, compare this author’s conclusions to what you have learned about these two men.

Mortimer Adler
Mortimer Adler
 Since you’ve already read several articles by Adler, it might be a good idea to look over the Great Books of the Western World set either in your home if you own it or at a local library. Adler is responsible for all 102 articles in the Syntopicon on each of the “great ideas” discussed throughout the set.
 Here’s a funny video of Adler talking about what a bad idea it is to speed read.
 There are many interviews with Adler on YouTube that you can watch.





Become/Serve


  • What do the scriptures tell us about education.  Find 5 scriptures about education and copy them in your commonplace book.  Ponder on them and then journal your thoughts.

Thursday, September 3, 2015

October Master

Study/Learn

1 - Briefly research the life of John Winthrop.

2 - Read “On Liberty” by John Winthrop

3 - Think about the following questions and write your conclusions in your common place book:
- How is Winthrop’s definition of natural law different than
                the other author's you've read?
- Is Winthrop’s ‘civil law’ the same as natural law?


Know/Understand

Think about it for a while.  Write your conclusions in your commonplace book:

- Discus the characteristics of natural law. Discuss the relationship between natural law and Christian beliefs. What did Cicero warn against by passing laws that violate “the laws of nature”?









Thursday, July 16, 2015

September Master Class

Principles of Liberty - Introduction

Study/Learn

1 - Read the selection from "Invitation to the Pain of Learning" by Mortimer Adler.

2 - Research the life of Mortimer Adler and watch this short bio of him.

3 - Read "Classics and Why You Should Read Them" from the CD

Know/Understand

Think about the last 5 books and movies you have read or watched.  Make a list of them and decide, based on the definitions on page 4 of the article "Classics and why you should read them" what type of book or movie each was.  Are they bent, broken, whole or healing?  (If you're not sure, use the 3 elements in the article to decide).  Are you reading the types of books you would like to be reading or are you just reading for fun?  Even if you are just reading for fun, are you filling your mind with worthy classics?   Set a goal to evaluate what you are reading and watching and what you are spending your time on.  Set 2 goals to better use your time and be willing to take upon yourself the "pain of learning".

Become/Serve

Read the 13th Article of Faith.  This is another test of the things we can and should be putting into our minds.  Set a goal to read and watch only things that are "virtuous, lovely, of good report or praiseworthy" for one week and see how you feel.  Journal about this experience in your commonplace book.





Wednesday, March 18, 2015

April Master Class

MASTER:

For Master Class this week we will be studying a current issue - Religious Freedom.  

1 –  Go to this website.  It is the LDS church resource page on Religious Freedom.

Thoroughly read the information that you see on the page.  (When it says “read more” you do NOT have to click it, just read the first paragraph that you can see)

Watch all 3 videos.

Choose one of the topics to “read more” about.  (Email me which one you want and I'll update the blog).  Thoroughly study your section and prepare a lesson or way of teaching the rest of the class about your topic.


  • What religious-freedom means. - ADRIANNA & TARA
  • Why we need religious-freedom. - MEGAN & GRACE
  • Why Religious Freedom Matters to Mormons. - PATTY & MACK
  • How Religion Is Vital to Society. - HANNAH
  • What Religious Freedom Requires of Us. - SAM


2 – In our most recent State Legislative session 3 bills involving religious-freedom were presented.

They were:

  •  (1) Senate Bill 296 - a non-discrimination bill that the Church publicly supported and which carefully balances LGBT rights with religious liberty rights; 
  • (2) Senate Bill 297 - a bill that provides religious liberty protections on same-sex marriage issues; 
  • (3) House Bill 447 - a bill that gives parents the final say about what their children learn in school about human sexuality.


Go to this website (at lds.org) and read about what the problem is that the legislature is trying to solve.

All 3 bills passed and SB296 was signed into law by the governor on March 12, 2015

If you would like to read the bills in their entirety, you can find them by clicking on the bills above.

3 - Discuss this issue with your parents.  With their permission, do more research on the internet on this topic.  Come to class prepared to discuss what you learned and how you feel about it.




Saturday, January 24, 2015

February Master Class

MASTER:

Study/Learn

1 – Read “The Story of My Life” by Helen Keller



Know/Understand

CHOOSE ONE OF THE FOLLOWING:


  • Write a diary entry from the perspective of Helen, Anne, or Helen's parents that discusses their feelings about Anne's arrival as Helen's teacher. Write about how Anne's first day on the job went. Write from the perspective of your chosen character and to write how he or she felt about Anne's first day and how they may want things to change in the future.
  • Research services available for blind and/or deaf people. Find out about special technology, schools, libraries, and employment opportunities that were inspired by Anne Sullivan and Helen Keller. Prepare a brief report and share their findings with the class.
  • Write a letter to Helen Keller that's at least a page long. Tell her how important she is in today’s world.
  • Helen Keller is known for her inspiring quotes.  Find 10 quotes of hers that you like.  Turn your favorite quote into a work of art and display it in your room.  Bring it to class to show us first, though.  :)
  • Come to class prepared to act out a scene from Helen's life.  


Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

Helen Keller said:

“Be of good cheer. Do not think of today's failures, but of the success that may come tomorrow. You have set yourselves a difficult task, but you will succeed if you persevere; and you will find a joy in overcoming obstacles. Remember, no effort that we make to attain something beautiful is ever lost.” 

Ponder on this thought and then journal about how you can more fully live this principle in your life.


Wednesday, December 3, 2014

January Master Class

January Master Class

Study/Learn

1 - Watch this introduction to "To Kill a Mockingbird".

2 - Read: “To Kill a Mockingbird” by Harper Lee.



Know/Understand
(Choose 1 of the following)

- There are many characters throughout the book that show courage.  Choose one of them and write a letter to that character telling them what courage you noticed in them, how you feel about the courage they showed and what you are committing to do to live more courageous in our own life.

- Which character in the book do you relate to the most?  Why?  Write a paragraph about why you feel that you relate so well to them.  How are you alike?  How are you different?  If you were that character what would you do the same or different?

- Do you like the way the book ended?  If not, rewrite the ending of the book to your liking.

- Choose your favorite scene from the book and with some friends from class, act if out for us.  Be prepared to tell us why it is your favorite part.

- What, if any, prejudices do people face in today's world? Have the issues that Lee discusses in To Kill a Mockingbird been resolved or are they ongoing? What forms of prejudice can you identify in your own community? Have you ever been the victim of prejudice? Did the situation end justly? Explain.

- Watch the movie, "To Kill a Mockingbird" from 1962. What elements in the story are different? What limitations does the book have that film doesn't? What limitations doesfilm have that the book doesn't? Does the movie tell the same story that Harper Lee does? What events do the movie highlight as important? Why do you think they made those choices? Do you agree with the choices? Write a paragraph in agreement or disagreement.  Did you like the movie or book better?


Become/Serve

In Chapter 10 of "To Kill a Mockingbird", Atticus showed his children that he was a courageous man when he stepped into the street to face down a rabid dog. Although he didn't consider the act particularly courageous and was completely uninterested in proving anything to his children, Jem and Scout were proud of, and impressed by, his courage in such a precarious situation. But shooting something wasn't really Atticus' idea of courage. He viewed courage on a more intellectual level, as a moral thing, not as something that can be proved with a weapon.

Do you agree or disagree with Atticus' idea of courage?  Think about this and then record your feelings in your journal.



Wednesday, October 15, 2014

November Master Class

November Master Class

Study/Learn

1 - Read: “A Christmas Carol” by Charles Dickens.  You can find it free here.   It's in the public domain, so I'm sure it's other places, too.  Mark passages that you like and would like to remember.

Know/Understand

DO THE FOLLOWING:

As you are reading, make note of every time Ebeneezer Scrooge makes an excuse for himself or tries to justify his behavior.   Who does he blame?  Does he take personal responsibility for himself?

Become/Serve 

(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)

Which character in "A Christmas Carol" are you most like?  Is that good or bad?  Evaluate yourself and choose something you would like to improve upon in yourself and work on it this week.

Sunday, September 14, 2014

October Master

Study/Learn

1 - Read the article “Decide to Decide

2 - Read: “Stargirl” by Jerry Spinelli.  Mark passages that you like and would like to remember.

3 - Research the author, Jerry Spinelli.  (See “tools” on the blog).  How has your interpretation of the book changed by knowing about the author?  Did it change your understanding at all?  Be prepared to share what you learned with the class.

Know/Understand

CHOOSE ONE OF THE FOLLOWING:


  • In “Stargirl” we have many characters who who show having a decided heart and living true to themselves and many characters who do not.  Pick a character that is living a decided heart and one who is not and compare and contrast them.  Think about the following questions:  Is this person happy?  Would they be more or less happy if they we/weren't living a decided heart and being/not being true to themselves?  How would their life have been different if they did/didn't live a decided heart? Etc.  Journal about the differences in personality and what you have learned from analyzing these characters.  



  • Who do you think is the happiest person in this novel?  Why?  Journal for 20 minutes on what makes that person happy and how you can find more happiness in your own life by emulating some of that person's characteristics.  



Become/Serve 
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)


  • In 1987, President Gordon B. Hinckley said, “Each of us has a choice between right and wrong. But with that choice there inevitably will follow consequences. Those who choose to violate the commandments of God put themselves at great spiritual and physical jeopardy. … Each of us, with discipline and effort, has the capacity to control our thoughts and our actions. This is part of the process of developing spiritual, physical, and emotional maturity”  Be very prayerful and make a list of at least 8 things you have decided to decide in your own life.  Share you list with your parents and commit to live by this set of standards that you have set for yourself.


Wednesday, August 6, 2014

Sept. Master Class

Study/Learn

1 - Read: Jacob 6:12

2 - Read: “Uncle Tom's Cabin” by Harriet Beecher Stowe.  Mark passages that you like and would like to remember.  You can get this book free in the public domain and can listen to an audio recording here... Uncle Tom's Cabin

Know/Understand

CHOOSE ONE OF THE FOLLOWING:


  • Research the author, Harriet Beecher Stowe.  (See “Research the author” in the tool box on the main blog).  How has your interpretation of the book changed by knowing about the author?  Did it change your understanding at all?  Be prepared to share what you learned with the class.


  • Choose a character from the book and do a Character T chart using quotes from your reading on how that character did or did not show wisdom.  If the character you chose was wise, list 5 things that you appreciated about their wisdom and how having wisdom affected their life.  If your character did not have wisdom, list 5 things that he/she could have done differently to be more wise or learn more wisdom in their life.


Become/Serve
(If you are doing more than 1 level of class this week, just choose ONE Become/serve for the whole week.)


  • From a General Conference Address in April 1982 by Dwan J. Young who was then the General Primary President of the Church: "As we observe the process of natural growth, we become acutely aware of certain eternal principles upon which all growth is predicated. First, growth is the expected norm. It’s the divine challenge given to each soul as it enters mortality. Our Heavenly Father expects us to use the great gift of life to enjoy and to celebrate this central truth. Because we have life, we can grow and develop and do some things on earth we cannot do anywhere else...Only God’s children have the capacity to direct their own growth. This means that we can use this time on earth to bring optimum growth and development because we have the power to make choices. It’s not enough just to grow. Even the weeds and the biblical tares can do that. It is expected of us that we will shape our growth so that we will not be like Topsy (in Uncle Tom’s Cabin) who “just growed,” but rather we will successfully negotiate the bumps and curves by enlarging upon our talents, by disciplining ourselves, so that our mortal experience brings us toward greater and greater mastery of those characteristics which make us worthy of association with the Divine.  Intelligent observation tells us that growth comes one step at a time. The scriptures say precept upon precept, line upon line. (See D&C 98:12.)"
Think about your life.  Are you growing and progressing as a human being, or just growing?  In Luke 2:52 we learn that "...Jesus increased in wisdom and stature, and in favour with God and man."  Evaluate yourself on these 4 areas: learning/wisdom, physical health, spirituality and social skills. Set a goal in each of these areas that you would like to work on and commit to work on those things this week.