FEB: Master

MASTER CLASS:

Do whatever is listed in each of the following sections.  We will be going on a field trip to a legislative session to see the bills being discussed and possibly passed.

FOCUS: Sacrifice

Read or watch the movie of one of the following.  You need to have done it within a week or two of this class:

“The Lost Prince” by Burnett, “Ender’s Game,” "The Hobbit," or “Dragon Doom” and we will discuss how the characters in them do and don’t sacrifice and how that affects their quality of leadership. (Please feel free to ask me about any other book that you might want to do instead that demonstrates sacrifice: like Kel is reading the first part of Les Miserables about the Bishop (watching "Les Mis" will not qualify for this one, as it doesn't go into enough detail about the sacrificing nature of the Bishop).

Leadership Skills: FALLACIES

Just look through chapter 4 enough so that you understand each of the new fallacies; don’t worry about reading every word if you don’t need to in order to understand them.  However, I do want you to read the “Dialogue on Presumption” (pg 132-135). Bring one (or more, if you really want to) example of one fallacy (total) for us to guess which fallacy it is.  I will do a quick review of the fallacies in class to make sure we all understand them even if you haven't done them before.

Leadership Skills: CIVILITY IN 60 SECONDS OR LESS

Pick a civility topic from "Choosing Civility" and come prepared to teach us about it in some way in 60 seconds or less (please call Sister Biesinger if you have any questions about this one!) Have fun, be creative, and don't be afraid to bring treats, especially chocolate ones :).

Leadership Skills: WHATEVER HAPPENED TO JUSTICE?

KNOWLEDGE:  Do all of these

• Read Chapters 16-20 in Whatever Happened to Justice and watch the Schoolhouse Rock video about passing bills: http://www.youtube.com/watch?v=tyeJ55o3El0

• Read Matt. 18: 15-17. Write down in your own words what you think we can learn from this scripture about resolving conflict.

• Dig Deeper: You don’t have to read this but if you want to go deeper you might want to read “Jonathan Mayhew’s Sermon http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1044&context=etas and/or The Law by Frederic Bastiat

UNDERSTAND: Choose at least 2 from the following or come up with one of your own.

• Learn more about one of the following examples of mob rule: Reign of Terror, Salem Witch Trials, slaughter of the Native Americans. Prepare a graphic summary, write a report or prepare a presentation on the example you choose. Share in class. Can you think of other examples of mob rule? Share your ideas.

• America’s Founders believed that the principles of common law were superior to political law and they created documents such as the Constitution and Bill of Rights to make the superiority of the common law principles permanent. Read the Bill of Rights word for word. Highlight instances in which the authors were trying to preserve the principles of common law (higher law).

• In an election, what motivates a voter to vote for one candidate over another, or “for” or “against” a ballot issue? Ask voters (friends, family and neighbors) this question and record their answers. What conclusions can you draw?

• Play a game with your friends and family. Every two minutes someone can choose to change the rules. How did the game go? Were you successful at playing the game? How is this like living in a society where the rules are constantly changing? Share with us your experience and what you learned.

• Read the children’s book The Drinking Gourd by F.N.Monjo. (It is a simple book but serves as a brilliant example of a choice between higher Law versus political law.) Identify the passage in the book where this choice is made. Do a graphic summary or book report and share in class or in Family Home Evening.

• Read chapter 8 in Little Town on The Prairie by Lara Ingalls Wilder. Laura explains what it means to be free. After reading this chapter and thinking about what Laura thinks it means to be free write your own definition of what it means to be free and share in class. Where else could you share your definition of freedom? Maybe you could write a poem and submit it to the New Era or post it on your face book account if you have one. We have been encouraged to stand for truth. Letting others know what we believe in a kind and civil way is one way to make a difference.

• Brainstorm with your family laws that have been changed in their lifetime and yours. Are the laws based upon higher law? Why were they changed? Does it have to do with political law? Write down the laws you can think of and share in

class.

• How do you resolve conflict? For 3 days try really hard to resolve conflict by taking self-responsibility and by working out the conflict with the person you have the conflict with rather than going to someone else to have them resolve the

conflict. Try to seek for a resolution by using common law (higher law).Report to us how it went and what you learned.

• Research other scriptures that give us instructions about resolving conflict. What do you think about the advice they give? Do you think that we could scientifically prove that they would be good laws to follow?

INTELLIGENCE:

We will be playing a game in class, possibly, and then going on the field trip to the Legislature on another date.