DEVOTION
For our devotion today, we looked at Hebrews 11:
"Faith is being confident of what you hope for and sure of what you do not see…." Hebrews 11:1
“All these people were still living by faith when they died. They did not receive the things promised; they only saw them and welcomed them from a distance, admitting that they were foreigners and strangers on earth.“ Hebrews 11:13
“These were all commended for their faith, yet none of them received what had been promised….” Hebrews 11:39
We discussed waiting, and its relationship with faith (they go hand in hand - waiting is the embodiment of faith!). Several students shared something they have waited a long time for, and we talked about how difficult that can be, especially in our culture of instant gratification. Advent is about faith and waiting! I challenged students to think about something they were/are waiting on God for this year.
At the close of the Old Testament, God's people waited for the Messiah for 400 years! God's timing can be very different from ours, but the story of Jesus' birth gives us assurance and joy: even though the waiting lingered for centuries, God broke through at just the right time!
Are we willing to be faithful and wait upon God? When nothing seems to be appearing on the horizon, can you be still and trust? God *always* keeps His promises!
We defined terms, including federal and wages. We discussed comparing the experiences in states that have already increased their minimum wage with states who have not, and what factors might make an increase more or less successful. Students also brainstormed about the relationship between wages and creating jobs and attracting businesses.
We will handle next week's discussion a little differently. Students will be paired up to debate both sides. Everyone will need to be on their "A" game! You should prepare your proofs and arguments IN ADVANCE. Really think through each of the required elements so that you are ready to present your arguments on Monday (we will not be spending time preparing outlines in class). Each person will present their proofs individually, instead of sharing the presentation of one outline.
ASSIGNMENT:
Find one affirmative and one negative article.
Find a Bible verse to support your argument.
PREPARE A NOTECARD FOR EACH ARTICLE:
- On one side: exordium, 3 proofs/subproofs, amplification
- On the back side, your refutation, notes on your counter-thesis, two strong counter-proofs, and any sub-proofs needed to adequately explain the counter-proofs, statement about what is wrong with each counter-proof, and a conclusion as to why the counter-thesis is not persuasive.
Do this for each article!
Bring notecards and articles, and be prepared to present!
BLUEBOOK TIPS:
Part of your bluebook exam will be you elevator speech on religious displays during class on Week 15. This is to be a 1-2 min. MEMORIZED speech using the Essay #6 form from Lost Tools of Writing.
You should also be prepared to write persuasively about your favorite current event.
This week you are researching our final astronomer, the English astrophysicist Stephen Hawking (1942-March 14, 2018). You will write a five-paragraph essay, including:
- Introduction
- His background (including his faith - you might be interested to compare quotes by him over time)
- His achievements, including research on black holes
- The influence of his research on us today (e.g., Big Bang Theory of Origins)
Students also have their SHOEBOX ASSIGNMENTS, which they will complete and bring to class on Week 15.
BLUEBOOK TIPS:
Practice building a timeline for astronomy; write about how our astronomers have influenced and affected you.
- Our next All Challenge Social is our Christmas Potluck on Friday, Dec. 14! Details are forthcoming, but mark your calendars - it's going to be A LOT OF FUN!!!
- I reserved a room at the Lone Tree library for next Tuesday, Dec. 4, from 9:00-12:00 if you would like to review together or ask any questions in preparation for the exam. Please let me know by Sunday if you plan to attend. No pressure at all! But if there is not interest, I need to cancel the reservation.
- Don't forget our MOCK TRIAL DATES: April 24 (9:00-1:00) and May 1 (8:30-12:00).
- Great job on the craft fair! We have such a talented group - I loved seeing all you did!
For our devotion today, we looked at Hebrews 11:
"Faith is being confident of what you hope for and sure of what you do not see…." Hebrews 11:1
“All these people were still living by faith when they died. They did not receive the things promised; they only saw them and welcomed them from a distance, admitting that they were foreigners and strangers on earth.“ Hebrews 11:13
“These were all commended for their faith, yet none of them received what had been promised….” Hebrews 11:39
We discussed waiting, and its relationship with faith (they go hand in hand - waiting is the embodiment of faith!). Several students shared something they have waited a long time for, and we talked about how difficult that can be, especially in our culture of instant gratification. Advent is about faith and waiting! I challenged students to think about something they were/are waiting on God for this year.
At the close of the Old Testament, God's people waited for the Messiah for 400 years! God's timing can be very different from ours, but the story of Jesus' birth gives us assurance and joy: even though the waiting lingered for centuries, God broke through at just the right time!
Are we willing to be faithful and wait upon God? When nothing seems to be appearing on the horizon, can you be still and trust? God *always* keeps His promises!
LATIN
Students quizzed themselves on Verb Chart 1 and the Pronoun Chart. Now you know where your weaknesses remain - let's get those charts memorized! After this coming week, you should be able to fill in EVERYTHING on these two charts!
This week you are completing Lessons 13 and 14. Lesson 13 is the 4th Conjugation, with the model verb audiō, audīre, audīvī, audītus (to hear - rule p. 43). Everything you need for the 4th conjugation on Chart 1 can be found in rules 167, 170, and 173.
We also discussed intransitive verbs like veniō that cannot take a direct object. The 4th principal part of these intransitive verbs ends in -um, not -us (e.g., ventum).
Lesson 14 covers the imperfect and future indicative tenses of SUM (to be). This is found in rules 347 and 348, and with it you will be able to fill in the rest of Chart 1.
I gave students a summary of verbs and we went through it together, including how to build verbs:
1. Find the stem
2. Add the indicator vowel
3. Add the tense indicator
4. Add the personal ending
For example: We do seize the gate.
seize: occupō, occupāre, occupāvī, occupātus
2nd principal part = occupāre; -āre verbs are 1st conjugation
1. Stem = occup-
2. Add indicator vowel : ā = occupā
3. (No tense indicator needed for present tense)
4. Add personal ending (1st plural; we): -mus = occupāmus
Then gates = porta, portae
Singular direct object = accusative singular ending (portam)
Portam occupāmus.
This week you are completing Lessons 13 and 14. Lesson 13 is the 4th Conjugation, with the model verb audiō, audīre, audīvī, audītus (to hear - rule p. 43). Everything you need for the 4th conjugation on Chart 1 can be found in rules 167, 170, and 173.
We also discussed intransitive verbs like veniō that cannot take a direct object. The 4th principal part of these intransitive verbs ends in -um, not -us (e.g., ventum).
Lesson 14 covers the imperfect and future indicative tenses of SUM (to be). This is found in rules 347 and 348, and with it you will be able to fill in the rest of Chart 1.
I gave students a summary of verbs and we went through it together, including how to build verbs:
1. Find the stem
2. Add the indicator vowel
3. Add the tense indicator
4. Add the personal ending
For example: We do seize the gate.
seize: occupō, occupāre, occupāvī, occupātus
2nd principal part = occupāre; -āre verbs are 1st conjugation
1. Stem = occup-
2. Add indicator vowel : ā = occupā
3. (No tense indicator needed for present tense)
4. Add personal ending (1st plural; we): -mus = occupāmus
Then gates = porta, portae
Singular direct object = accusative singular ending (portam)
Portam occupāmus.
BLUEBOOK TIPS:
- Study vocabulary so that you might be able to identify Latin words depicted in a drawing.
- Fill in Verb Chart 1, the pronouns chart, and the noun declensions chart.
- Translate from Latin to English and vice versa.
CURRENT EVENTS
Students did a great job this week of speaking extemporaneously on our topic: Should curfews be imposed on minors? I was also impressed with the various Bible verses they brought in.
The topic to research this week is: Should the federal government raise the federal minimum wage?
We defined terms, including federal and wages. We discussed comparing the experiences in states that have already increased their minimum wage with states who have not, and what factors might make an increase more or less successful. Students also brainstormed about the relationship between wages and creating jobs and attracting businesses.
We will handle next week's discussion a little differently. Students will be paired up to debate both sides. Everyone will need to be on their "A" game! You should prepare your proofs and arguments IN ADVANCE. Really think through each of the required elements so that you are ready to present your arguments on Monday (we will not be spending time preparing outlines in class). Each person will present their proofs individually, instead of sharing the presentation of one outline.
ASSIGNMENT:
Find one affirmative and one negative article.
Find a Bible verse to support your argument.
PREPARE A NOTECARD FOR EACH ARTICLE:
- On one side: exordium, 3 proofs/subproofs, amplification
- On the back side, your refutation, notes on your counter-thesis, two strong counter-proofs, and any sub-proofs needed to adequately explain the counter-proofs, statement about what is wrong with each counter-proof, and a conclusion as to why the counter-thesis is not persuasive.
Do this for each article!
Bring notecards and articles, and be prepared to present!
BLUEBOOK TIPS:
Part of your bluebook exam will be you elevator speech on religious displays during class on Week 15. This is to be a 1-2 min. MEMORIZED speech using the Essay #6 form from Lost Tools of Writing.
You should also be prepared to write persuasively about your favorite current event.
ASTRONOMY
Students presented their posters and research on the different classes of galaxies and Edwin Hubble.
This week you are researching our final astronomer, the English astrophysicist Stephen Hawking (1942-March 14, 2018). You will write a five-paragraph essay, including:
- Introduction
- His background (including his faith - you might be interested to compare quotes by him over time)
- His achievements, including research on black holes
- The influence of his research on us today (e.g., Big Bang Theory of Origins)
Students also have their SHOEBOX ASSIGNMENTS, which they will complete and bring to class on Week 15.
BLUEBOOK TIPS:
Practice building a timeline for astronomy; write about how our astronomers have influenced and affected you.
MATH
Thank you, Emily and Greta, for sharing a math problem. Everyone please remember that part of your assignment each week is to prepare a math problem using the 5 Common Topics discussion chart and bring it to class.
BLUEBOOK TIPS:
- Multiplication drills
- Basic Math Facts
- Solving equations from your math curriculum
BLUEBOOK TIPS:
- Multiplication drills
- Basic Math Facts
- Solving equations from your math curriculum
LOGIC
We discussed "problem exercises" in lessons 30-32. Students have one more week to finish these lessons and exercises. We then discussed in a bit more detail enthymemes (lesson 30), hypothetical syllogisms (lesson 31), and establishing conclusions (lesson 32).
LESSON 30 Enthymeme:
- an argument in which a statement is unstated and assumed;
“You aren’t my friend, because all of my friends own sports cars.”
Conclusion: No you are my friends.
Premise: All my friends are owners of sports cars.
What terms must the missing premise contain? You; owners of sports cars
Missing statement: You are not owners of sports cars.
LESSON 31: HYPOTHETICAL SYLLOGISMS
Hypothetical: statement affirms an outcome based on a condition; has the form: “If P then Q.”
Translate hypothetical statements as UNIVERSALS (A, E).
Can be examined differently than categorical syllogisms.
Pure Hypothetical Syllogisms: only employs hypotheticals.
If P then Q. P > Q
If Q then R. Q > R
Therefore, if P then R. . : P > R
If I eat my vegetables, then I will grow.
If I grow, then I will be a giant.
Therefore, if I eat my vegetables, then I will be a giant.
If… = antecedent (P) Then… = consequent (Q)
But it can be INVALID:
If you are human, then you have a nose.
If you are an elephant, then you have a nose.
Therefore, if you are human, then you are an elephant.
If P then Q. P > Q
If R then Q. R > Q
Therefore, if P then R. . : P > R
INVALID ARGUMENT: AAA-2
2. Mixed Hypothetical Syllogisms: combo of hypothetical & categorical statements.
If P, then Q.
P.
Therefore, Q.
If I eat that brownie, I will be full.
I eat that brownie.
Therefore, I will be full.
= Modus Ponens P > Q
P
Therefore, Q.
If P, then Q.
Not Q.
Therefore, not P.
If I eat that brownie, I will be full.
I am not full.
Therefore, I did not eat that brownie.
= Modus Tollens P > Q
~ Q
Therefore, ~ P.
3. Notice the NON-SEQUITUR:
If P, then Q. P > Q
Q. Q
Therefore, P. Therefore, P.
If I eat that brownie, I will be full.
I am full.
Therefore, I ate that brownie.
FALLACY = affirming the consequent
(Could be lots of reasons you are full!)
If P, then Q. P > Q
Not P. ~ P
Therefore, not Q. Therefore, ~ Q.
If I eat that brownie, I will be full.
I did not eat the brownie.
Therefore, I am not full.
FALLACY = denying the antecedent
(Could be full even without eating the brownie!)
LESSON 32: ESTABLISHING CONCLUSIONS
We’ve been analyzing syllogisms - determining the (in)validity of existing arguments. But we can build valid arguments, too!
There are 24 valid forms (see p. 237).
1. Take the statement you want to prove and make it the conclusion.
2. Then find a valid figure/mood and build the premises to prove the conclusion!
3. Place known terms (major & minor from the conclusion) into the syllogism.
4. Find a middle term that makes the conclusion true - affirming the conclusion.
BLUEBOOK TIPS:
- Square of Opposition
- Immediate Inferences
- Distributed Terms
- Syllogisms: Mood & Figure
The 3 rules for putting statements into Standard Categorical Form:
1. Statement must begin with all, no, or some.
2. Verb must be a state of being verb (is, are, was, were, will be, etc.).
3. Both subject and predicate must be a noun or noun phrase.
Translate an argument into a standard categorical syllogism and label/identify what you know (e.g., major term, minor term, middle term, premises, conclusion, mood, figure, validity, and/or any formal fallacies).
We compared the stories of The Minotaur, The Pygmies, Circe's Palace, Dragon's Teeth, The Pomegranate Seeds, and The Golden Fleece.
ASSIGNMENT:
Create your own issue from one or more of the stories
Complete assigned worksheets (on comparison, definition, circumstance, relation, alliteration)
We will use the Essay # 7 format this time: exordium, parallelism, simile, antithesis, refutation, amplification, and NARRATIO.
Next week, bring in your completed ANI chart with 30 items in each column!
BLUEBOOK TIPS:
You will write your Tanglewood Tales essay at home (before or after Week 15).
In class, be prepared to show your skills with LTW by writing in other strands.
LESSON 30 Enthymeme:
- an argument in which a statement is unstated and assumed;
- a syllogism with one assumed statement (could be premise or conclusion).
“You aren’t my friend, because all of my friends own sports cars.”
Conclusion: No you are my friends.
Premise: All my friends are owners of sports cars.
What terms must the missing premise contain? You; owners of sports cars
Missing statement: You are not owners of sports cars.
LESSON 31: HYPOTHETICAL SYLLOGISMS
Hypothetical: statement affirms an outcome based on a condition; has the form: “If P then Q.”
Translate hypothetical statements as UNIVERSALS (A, E).
Can be examined differently than categorical syllogisms.
Pure Hypothetical Syllogisms: only employs hypotheticals.
If P then Q. P > Q
If Q then R. Q > R
Therefore, if P then R. . : P > R
If I eat my vegetables, then I will grow.
If I grow, then I will be a giant.
Therefore, if I eat my vegetables, then I will be a giant.
If… = antecedent (P) Then… = consequent (Q)
But it can be INVALID:
If you are human, then you have a nose.
If you are an elephant, then you have a nose.
Therefore, if you are human, then you are an elephant.
If P then Q. P > Q
If R then Q. R > Q
Therefore, if P then R. . : P > R
INVALID ARGUMENT: AAA-2
2. Mixed Hypothetical Syllogisms: combo of hypothetical & categorical statements.
If P, then Q.
P.
Therefore, Q.
If I eat that brownie, I will be full.
I eat that brownie.
Therefore, I will be full.
= Modus Ponens P > Q
P
Therefore, Q.
If P, then Q.
Not Q.
Therefore, not P.
If I eat that brownie, I will be full.
I am not full.
Therefore, I did not eat that brownie.
= Modus Tollens P > Q
~ Q
Therefore, ~ P.
3. Notice the NON-SEQUITUR:
If P, then Q. P > Q
Q. Q
Therefore, P. Therefore, P.
If I eat that brownie, I will be full.
I am full.
Therefore, I ate that brownie.
FALLACY = affirming the consequent
(Could be lots of reasons you are full!)
If P, then Q. P > Q
Not P. ~ P
Therefore, not Q. Therefore, ~ Q.
If I eat that brownie, I will be full.
I did not eat the brownie.
Therefore, I am not full.
FALLACY = denying the antecedent
(Could be full even without eating the brownie!)
LESSON 32: ESTABLISHING CONCLUSIONS
We’ve been analyzing syllogisms - determining the (in)validity of existing arguments. But we can build valid arguments, too!
There are 24 valid forms (see p. 237).
1. Take the statement you want to prove and make it the conclusion.
2. Then find a valid figure/mood and build the premises to prove the conclusion!
3. Place known terms (major & minor from the conclusion) into the syllogism.
4. Find a middle term that makes the conclusion true - affirming the conclusion.
BLUEBOOK TIPS:
- Square of Opposition
- Immediate Inferences
- Distributed Terms
- Syllogisms: Mood & Figure
The 3 rules for putting statements into Standard Categorical Form:
1. Statement must begin with all, no, or some.
2. Verb must be a state of being verb (is, are, was, were, will be, etc.).
3. Both subject and predicate must be a noun or noun phrase.
Translate an argument into a standard categorical syllogism and label/identify what you know (e.g., major term, minor term, middle term, premises, conclusion, mood, figure, validity, and/or any formal fallacies).
LTW
Students presented their essays on Corrie ten Boom and The Hiding Place. Very nice job! We then discussed Tanglewood Tales and why we should study mythology. We considered what makes a true hero and whether Hawthorne successfully presented a true hero in his book.We compared the stories of The Minotaur, The Pygmies, Circe's Palace, Dragon's Teeth, The Pomegranate Seeds, and The Golden Fleece.
ASSIGNMENT:
Create your own issue from one or more of the stories
Complete assigned worksheets (on comparison, definition, circumstance, relation, alliteration)
We will use the Essay # 7 format this time: exordium, parallelism, simile, antithesis, refutation, amplification, and NARRATIO.
Next week, bring in your completed ANI chart with 30 items in each column!
BLUEBOOK TIPS:
You will write your Tanglewood Tales essay at home (before or after Week 15).
In class, be prepared to show your skills with LTW by writing in other strands.
POSTREMO
- Our next All Challenge Social is our Christmas Potluck on Friday, Dec. 14! Details are forthcoming, but mark your calendars - it's going to be A LOT OF FUN!!!
- I reserved a room at the Lone Tree library for next Tuesday, Dec. 4, from 9:00-12:00 if you would like to review together or ask any questions in preparation for the exam. Please let me know by Sunday if you plan to attend. No pressure at all! But if there is not interest, I need to cancel the reservation.
- Don't forget our MOCK TRIAL DATES: April 24 (9:00-1:00) and May 1 (8:30-12:00).
- Great job on the craft fair! We have such a talented group - I loved seeing all you did!
- If you haven't checked out TeenPact yet, please do! February 18-22, 2019, at the Capitol downtown. https://teenpact.com/states/co/
~ Love, Mrs. D.
