Social Justice (Period 23456) Assignments
- Instructors
- Term
- Spring 2011 Semester
- Department
- Religion Department
- Location
- G-2
- Code
- 154
- Description
-
Based on Scripture and an overview of the Catholic Church documents which support and explain the role and responsibilities of the Christian in the 21st Century world, this Senior level Social Justice class challenges and invites the student to actively incorporate these principles and values into her/his own life experience. Students will be expected to 1) know the basic documents, principles, values, and directions of Catholic Social Justice Teaching; 2) analyze, explain and defend these principles; 3) evaluate the application or denial of these principles in real-world situations (both current and historical events); 4) engage himself/herself in actions which carry out these principles and to reflect on and evaluate these actions.
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Social Justice Spring Semester 2001
Final Exam Review Topics Part I
ESSAY TOPICS
JUSTICE and CHARITY (note how related, how different, basis of each, how relate to the service projects you completed)
7 Catholic Social Justice principles (name, explain, affirmed in our society, violated in our times, related to justice, how you were impacted, how relate to the service projects you completed)
Using Gospels, what does Jesus expect of us in terms of working for Social Justice?
Social Justice
Spring Semester 2001
Final Exam Review Topics
Being a person of Social Justice implies being a disciple of Jesus.
Discipleship is learning/living the life style of Jesus.
Our actions and choices are about doing justice, since it is JUSTICE that reveals the heart of God.
Being a person of justice is an essential aspect to being a disciple of Jesus. This justice impels us to give God and other people what is rightfully due them.
Distinguish the actions of charity from the experience of justice (textbook p. 9).
Distinguish volunteer from disciple (textbook p. 27).
Distinguish Western from Biblical Justice (textbook p. 21).
Identify definition and examples of social sin (textbook p. 28.
Identify the foundational sources of Catholic Social Justice teaching.
Scripture, Tradition of the Church (Corp.l Works of Mercy), Teachings of Popes (encyclicals) and US Bishops (USCCB pastoral letters), Vatican II documents,
Encyclicals—meaning, definition, who writes?)
Rerum Novarum, 1891, Leo XIII, rights of workers—foundational document
Caritas in Veritate, 2009, Benedict XVI—most recent, justice and charity and principles
Gospel of Life, 1995, John Paul II, to protect and promote life in a culture of death
USCCB--US Conference of Catholic Bishops’ documents
Sharing Catholic Social Teaching—SJ principles (7)
Economic justice for All—economy, poverty
Brothers and Sisters to US All—racial discrimination
Welcoming the Strange—Immigration
Strangers No Longer—Immigration
Renewing the Earth—Stewardship, Care of God’s Creation
SJ leader from/in California (agricultural workers) Chavez
Identify the foundational aspects (documents) of Catholic Social Justice teaching.
Rerum Novarum, 1891, Leo XIII, rights of workers—foundational document
Sharing Catholic Social Teaching—SJ principles (7)
7 social justice principles—THESE are KEY.
If you do nothing else, at minimum, review these on pages 31-32.
UN Universal Declaration of Human Rights, 1948 (textbook, p. 74-75)
Relate UN Universal Declaration of Human Rights to both SJ principles and to Maslow’s needs
Definitions and applications of definitions of
Material poverty—(Beatitudes) Poverty of Spirit—Poverty of Soul
Poverty in our world: one-half of the people of our work live on less than $2 a day
20% of the world’s people (this includes us) use 80% of the world’s resources
California, 2011, minimum wage is $8 an hour or fill-time employment $16,640 a year
Poverty Threshold (program eligibility) vs Poverty Guideline (Census Bureau, statistics)
· SNAP—Federal “supplemental nutrition assistance program”
· WIC—Federal “women, infants, children” assistance for low- income families
· CalFRESH—CA version of SNAP
· Applying the Poverty Threshold eligibility standards to situations
Consumerism—the practice of acquiring more and more goods (stuff!)
Universal destination of goods—the good of the earth are meant to be shared by all people
Economic decisions ARE moral decisions.
· All who are part of the economy must be considered, included, but the standard for measuring the economy is how the poor and vulnerable are faring.
· Everyone has the right and duty to participate in the economy, to the extend of skills and abilities.
· The impact of economic decisions on the family is an essential consideration
· Good economic decisions must consider the impact on the environment.
· The rights of workers take precedence over ever increasing profits.
· USCCB—Economic Justice for All
Current immigration to the US
· from Asia and Latin America
· less than 1% of world’s migration
· key factor—re-uniting with family
· primarily a human dignity issue
· current laws/practices favor wealthy and well-educated with exceptional talents
· needs reform
· reform must be concerned about international causes for immigration
· right to immigrate supported by USCCB, popes, UN
“If you want peace, work for justice.” Pope Paul VI
“Blessed are the peacemakers, for they shall be called the children of God.” Jesus
Peace—harmony with God, others, creation and self
Conflict—natural part of human living
Conflict resolution—
· identify the issue,
· brainstorm effective solutions,
· choose one,
· enact and re-evaluate
Violence—only invites more violence in an ever increasing cycle of violence,
excessive, unjustified, unrestrained use of force
Non-violence—a creative approach/response to violence that seeks to solve the issue by building community, friendship, understanding, without harming another (physically or otherwise). Non-violence is active, it accepts that one’s own suffering by be part of the resolution, but hold to the view that the universe is on the side of justice (“all will be well”)
Great leaders in applying/living non-violence
· Martin Luther King, JR, US Civil Rights
· Archbishop Oscar Romero, El Salvador, decried violence
· Bishop Desman Tutu, South Africa
· Cesar Chavez, US agricultural workers leader used non-violent methods to improve living conditions and pay
· Ghandi, India, non-violence and non-compliance effected independence from England
Discussions of validity of war relate to 5th Commandment
Qualities of Just War Theory (Augustine, Aquinas) on p. 148-149,
just cause, legitimate authority, last resort, right intention, civilian safety, probability of success, good to be achieved great than harm
Only legitimate outcome of war must be PEACE
Landmines:
Low cost to produce and place
High cost (!$1000) to remove or dismantle
90% of injuries/deaths are inflicted on civilians
Ottawa Treaty or the Anti-Personnel Mine Ban Convention, not signed by US
Violate Just War principle of not involving non-combatants
Active mines from wars since WWII still in place
Peacemaking
No longer optional in our WMD (weapons of mass destruction) and multi-armed world
Call of each disciple
Requirement of Catholic and Christian faiths
Reasons for US ending the death penalty
Breaks the cycle of violence
Death penalty is more expensive that life in prison
Over 10% of those executed or on “death row” are innocent of crime convicted of
God, only, is author of life—both its beginning and its ending
Affirms the ability of each person to change, to repent, to become better by God’s grace
Affirms the great value of each human person, based on creation by God not on personal deeds
Upholds, follows, the example of Jesus
It is the poor, economically deprived, and black Americans who most often are executed
Methods of execution currently used are challenged as unconstitutionally “cruel and unusual”
Tattoos on the Heart Author: Fr. Greg Boyle
Los Angeles, gang issues, Homeboys Industries, “Nothing Stops a Bullet Like a Job”
Perspective—God’s great love for each person
Affirmation of incredible human dignity of each person
In the mutuality of loving communities where we share with others God’ endless acceptance
and infinite love we are indeed in God’s jurisdiction.
Uganda
DVD War Dances and the importance of music and dance in the Ugandan culture
Kidnappings and experiences of child soldier (Dominic)
On a map of Africa,
be able to locate Uganda, Egypt, the country headed by Qaddafi, the country plagued by on-going genocide of people of Darfur region (Sudan), and by name 7 other countries
ESSAY TOPICS
JUSTICE and CHARITY
(note how related, how different, basis of each, how relate to the service projects you completed)
7 Catholic Social Justice principles
(name, explain, affirmed in our society, violated in our times, related to justice, how you were impacted, how relate to the service projects you completed)
Using Gospels, what does Jesus expect of us in terms of working for Social Justice?
Due:
Assignment
ESSAY TOPICS
JUSTICE and CHARITY (note how related, how different, basis of each, how relate to the service projects you completed)
7 Catholic Social Justice principles (name, explain, affirmed in our society, violated in our times, related to justice, how you were impacted, how relate to the service projects you completed)
Using Gospels, what does Jesus expect of us in terms of working for Social Justice?
Social Justice--Spring Semester 2001--Final Exam Review Topics
Being a person of Social Justice implies being a disciple of Jesus.
Discipleship is learning/living the life style of Jesus.
Our actions and choices are about doing justice, since it is JUSTICE that reveals the heart of God.
Being a person of justice is an essential aspect to being a disciple of Jesus. This justice impels us to give God and other people what is rightfully due them.
Distinguish the actions of charity from the experience of justice (textbook p. 9).
Distinguish volunteer from disciple (textbook p. 27).
Distinguish Western from Biblical Justice (textbook p. 21).
Identify definition and examples of social sin (textbook p. 28.
Identify the foundational sources of Catholic Social Justice teaching.
Scripture, Tradition of the Church (Corp.l Works of Mercy), Teachings of Popes (encyclicals) and US Bishops (USCCB pastoral letters), Vatican II documents,
Encyclicals—meaning, definition, who writes?)
Rerum Novarum, 1891, Leo XIII, rights of workers—foundational document
Caritas in Veritate, 2009, Benedict XVI—most recent, justice and charity and principles
Gospel of Life, 1995, John Paul II, to protect and promote life in a culture of death
USCCB--US Conference of Catholic Bishops’ documents
Sharing Catholic Social Teaching—SJ principles (7)
Economic justice for All—economy, poverty
Brothers and Sisters to US All—racial discrimination
Welcoming the Strange—Immigration
Strangers No Longer—Immigration
Renewing the Earth—Stewardship, Care of God’s Creation
SJ leader from/in California (agricultural workers) Chavez
Identify the foundational aspects (documents) of Catholic Social Justice teaching.
Rerum Novarum, 1891, Leo XIII, rights of workers—foundational document
Sharing Catholic Social Teaching—SJ principles (7)
7 social justice principles—THESE are KEY.
If you do nothing else, at minimum, review these on pages 31-32.
UN Universal Declaration of Human Rights, 1948 (textbook, p. 74-75)
Relate UN Universal Declaration of Human Rights to both SJ principles and to Maslow’s needs
Definitions and applications of definitions of
Material poverty—(Beatitudes) Poverty of Spirit—Poverty of Soul
Poverty in our world: one-half of the people of our work live on less than $2 a day
20% of the world’s people (this includes us) use 80% of the world’s resources
California, 2011, minimum wage is $8 an hour or fill-time employment $16,640 a year
Poverty Threshold (program eligibility) vs Poverty Guideline (Census Bureau, statistics)
· SNAP—Federal “supplemental nutrition assistance program”
· WIC—Federal “women, infants, children” assistance for low- income families
· CalFRESH—CA version of SNAP
· Applying the Poverty Threshold eligibility standards to situations
Consumerism—the practice of acquiring more and more goods (stuff!)
Universal destination of goods—the good of the earth are meant to be shared by all people
Economic decisions ARE moral decisions.
· All who are part of the economy must be considered, included, but the standard for measuring the economy is how the poor and vulnerable are faring.
· Everyone has the right and duty to participate in the economy, to the extend of skills and abilities.
· The impact of economic decisions on the family is an essential consideration
· Good economic decisions must consider the impact on the environment.
· The rights of workers take precedence over ever increasing profits.
· USCCB—Economic Justice for All
Current immigration to the US
· from Asia and Latin America
· less than 1% of world’s migration
· key factor—re-uniting with family
· primarily a human dignity issue
· current laws/practices favor wealthy and well-educated with exceptional talents
· needs reform
· reform must be concerned about international causes for immigration
· right to immigrate supported by USCCB, popes, UN
“If you want peace, work for justice.” Pope Paul VI
“Blessed are the peacemakers, for they shall be called the children of God.” Jesus
Peace—harmony with God, others, creation and self
Conflict—natural part of human living
Conflict resolution—
· identify the issue,
· brainstorm effective solutions,
· choose one,
· enact and re-evaluate
Violence—only invites more violence in an ever increasing cycle of violence,
excessive, unjustified, unrestrained use of force
Non-violence—a creative approach/response to violence that seeks to solve the issue by building community, friendship, understanding, without harming another (physically or otherwise). Non-violence is active, it accepts that one’s own suffering by be part of the resolution, but hold to the view that the universe is on the side of justice (“all will be well”)
Great leaders in applying/living non-violence
· Martin Luther King, JR, US Civil Rights
· Archbishop Oscar Romero, El Salvador, decried violence
· Bishop Desman Tutu, South Africa
· Cesar Chavez, US agricultural workers leader used non-violent methods to improve living conditions and pay
· Ghandi, India, non-violence and non-compliance effected independence from England
Discussions of validity of war relate to 5th Commandment
Qualities of Just War Theory (Augustine, Aquinas) on p. 148-149,
just cause, legitimate authority, last resort, right intention, civilian safety, probability of success, good to be achieved great than harm
Only legitimate outcome of war must be PEACE
Landmines:
Low cost to produce and place
High cost (!$1000) to remove or dismantle
90% of injuries/deaths are inflicted on civilians
Ottawa Treaty or the Anti-Personnel Mine Ban Convention, not signed by US
Violate Just War principle of not involving non-combatants
Active mines from wars since WWII still in place
Peacemaking
No longer optional in our WMD (weapons of mass destruction) and multi-armed world
Call of each disciple
Requirement of Catholic and Christian faiths
Reasons for US ending the death penalty
Breaks the cycle of violence
Death penalty is more expensive that life in prison
Over 10% of those executed or on “death row” are innocent of crime convicted of
God, only, is author of life—both its beginning and its ending
Affirms the ability of each person to change, to repent, to become better by God’s grace
Affirms the great value of each human person, based on creation by God not on personal deeds
Upholds, follows, the example of Jesus
It is the poor, economically deprived, and black Americans who most often are executed
Methods of execution currently used are challenged as unconstitutionally “cruel and unusual”
Tattoos on the Heart Author: Fr. Greg Boyle
Los Angeles, gang issues, Homeboys Industries, “Nothing Stops a Bullet Like a Job”
Perspective—God’s great love for each person
Affirmation of incredible human dignity of each person
In the mutuality of loving communities where we share with others God’ endless acceptance
and infinite love we are indeed in God’s jurisdiction.
Uganda
DVD War Dances and the importance of music and dance in the Ugandan culture
Kidnappings and experiences of child soldier (Dominic)
On a map of Africa,
be able to locate Uganda, Egypt, the country headed by Qaddafi, the country plagued by on-going genocide of people of Darfur region (Sudan), and by name 7 other countries.
Due:
Assignment
It’s time to sign-up for YOUR BIG SUNDAY service project.
Go to http://my.bigsunday.org/index.cfm?x_x_=1
Use the selections on the left (area, type of activity, age, etc.), enter these and some related activities will appear on the right side.
Select the activity that best matches your interests, ability and skills.
You will receive an email response confirming your sign-up.
Email this to me or print and print it to me.
ALL this is DUE before you leave for Easter Break—before 4 pm on Thursday, April 21.
THANK YOU!!
Due:
Assignment
H-24 10 points Assigned on Block, April 19/20
DUE Thursday, April 21 (Holy Thursday)
Period 3—Because of Paper Recycling, you are excused from this assignment at this time.
USCCB—Economic Justice for All
In class we read a section of the US Bishops’ guidelines on the principles of the economic structure which would provide economic justice for all Americans. Use the notes from the class reading to respond to the topic (Question #2, page 120).Your response, for full credit, needs to incorporate ideas from the readings and examples from the real world!
#2 How would your community (Northridge or or Panorama City or Mission Hills or Santa Clarita or Simi Valley, etc) be different if the ideas /principles of Economic Justice for All were to be applied and lived out? Be as specific as possible in your description.
Typed is great! Emailed is accepted.
Due:
Assignment
H-23 Applying Poverty Guidelines
Complete the attached worksheet problems applying the Poverty Guidelines standards.
Due:
Assignment
H-22 Poverty in the US
Go to http://www.usccb.org/cchd/povertyusa/index.htm.
On the left hand side are links to “Tour Poverty USA” and to Poverty Quiz. Study both of these presentations. You are responsible to know
Poverty line vs Poverty Threshold
Poverty for a family of 4
Tell what you would keep or eliminate?
Due:
Assignment
Please remember to bring textbooks to class on Friday, April 8.
Thank you to those who signed letters in support of AB - 6 Expanding CAlFRESH accessibility. Please remember to bring textbooks to class on Friday, April 8.
http://asmdc.org/members/a39/news-room/press-releases/item/2840-fuentes%E2%80%99-bill-which-would-help-feed-150000-hungry-families-passes-assembly-human-services-committee
Tuesday, April 05 2011
Fuentes’ Bill Which Would Help Feed 150,000 Hungry Families Passes Assembly Human Services Committee
California Currently 49th Out of 50 States in the Nation in Food Stamp Participation
SACRAMENTO – Continuing his efforts to provide for California’s neediest families, Assemblymember Felipe Fuentes’s bill to help reduce bureaucracy and expand eligibility for CalFresh and CalWORKs – AB 6 – passed the Assembly Human Services Committee today (Tuesday).
H-21 Food Distribution
Periods 2-3-5-6 please complete the work on textbook pages 98-99.
Period 4, you did complete this in class on Thursday.
Due:
Assignment
Completing the research for parts A-B-C of this assignment will assist you greatly (is necessary) in class discussion on Monday, April 4.
There are many website links to consider in order to complete the 15 questions. However, I think the information is clearly presented You do NOT need to print this sheet, I only need the answers to the 15 questions. However, you may download and print the 4 sheets if that is helpful for you. Because there are so many websites you will have to copy and paste as I could not put them all as links. OR if using this text, just click on the link! I did only the brochure information (see page 2) and the summary of the proposed legislation.
Helping All Californians Have Access to Nutritional Food
AB 6 (Assembly Bill #6 sponsored by Filipe Fuentes) seeks to adjust the CalFRESH program in order to increase participation by decreasing the reporting requirements and adding a supplemental utility allowance for cooking.
Goal: To examine this from the perspective of SOCIAL JUSICE to determine what (if any) action to take.
To take indicated action.
A—Background:
From the US Conference of Catholic Bishops’ “For I Was Hungry and You Gave Me Food” http://www.nccbuscc.org/bishops/agricultural.shtml
Criteria for Agricultural Policy and Advocacy
Beyond meeting pastoral needs, the Catholic community has a responsibility to raise the ethical dimensions of issues that shape rural life and agricultural policy. .....As bishops, we shall continue to share Catholic social teaching, to apply it to the ethical and human dimensions of agricultural issues, and to bring our values to agricultural decision making. We hope that Catholics throughout our country, in urban, suburban, and rural areas, will join in the effort to promote a food and agricultural system more focused on overcoming hunger, providing a decent living for farmers and farmworkers, and protecting the earth and its resources. Drawing on Catholic social teaching and the experience of the Church in rural communities, we offer criteria that should guide agricultural policy.
Overcoming Hunger and Poverty. The presence of so much hunger and poverty in our communities, nation, and around the world is a grave moral scandal. The primary goals of agricultural policies should be providing food for all people and reducing poverty among farmers and farmworkers in this country and abroad. A key measure of every agricultural program and legislative initiative is whether it helps the most vulnerable farmers, farmworkers, and their families and whether it contributes to a global food system that provides basic nutrition for all.
B—Consider L A County in terms of assisting that all people have access to healthy food.
Go to: http://www.ladpss.org/dpss/calfresh
1—What is the purpose of CalFRESH?
2—What is the federal name for this program?
Using the left hand column links find the following information:
USAGE AND BENEFITS
What are the two categories of benefits provided by CalFRESH?
http://dpss.lacounty.gov/dpss/calfresh/use.cfm
ELIGIBILITY
To determine the ANNUAL (multiply month by 12) INCOME
3——for a family of 3 to receive nutrition assistance
4——for a family of 5 to receive nutrition assistance
5——for YOUR family of _____ to receive nutrition assistance
6—According to this Eligibility section, may NON-Legal residence receive nutrition assistance:
http://dpss.lacounty.gov/dpss/calfresh/eligibility.cfm
In order to receive CalFRESH assistance, the Los Angeles County Quarterly Report-7 needs to be completed, a set of documents need to be provided and finger-prints of each adult in the household must be taken. Currently, the presentation of all is this necessary every 3 months.
7—Use this link to find the 7 documents (under Food Stamps) that need to be provided? List the 7.
http://dpss.lacounty.gov/dpss/forms/mcrd/MCRD_EN_1.pdf
This link leads to a scanned copy of the Los Angeles County Quarterly Report-7 http://dpss.lacounty.gov/dpss/calworks/qr7_scanned.pdf
8—Consider Form GR-7 from this link. What is your assessment about the ease or difficulty of completing this form?
Score on this scale:
1—Very easy and Clear
2—Clear and most people can complete without assistance
3—Challenging but most people should be able to complete
4—Challenging and most people would require assistance
5—Too difficult, most people would give up
Consider this quick summary of CalFresh for LA County: http://www.ladpss.org/dpss/calfresh/pdf/CalFreshBenefitsHowtoGetThemBrochure%28English%29.pdf
Look on page 2 to find the name for the EBT/”debit” card used by the CalFRESH program?
9—What is the name given for this card?
10—While non-documented immigrants are not eligible, is there any benefit for CaFresh for their families:
http://www.ladpss.org/dpss/calfresh/pdf/CalFreshBenefitsImmigrantsBrochure%28English%29.pdf
Consider Green Card status? Deportation? Children?
C—AT ISSUE Increasing the participation in this program.
The Food Stamp Program, the first line of defense against hunger and undernutrition in the U.S.,
is a critically important but underutilized resource for urban America. In this report FRAC takes a
look at food stamps and hunger in 24 of America’s largest urban areas,1 situated in 20 states,
looking particularly at their food stamp participation measures and the number of unserved
people.
The report first shows that urban Americans are more likely to be poor, to suffer from hunger and
food insecurity than other Americans, and to have to pay more for food....
Underparticipation in the Food Stamp Program adversely affects not only low-income people who
are missing out on benefits but also communities that could be benefiting from more federal
dollars circulating in the local economy.
In total, more than $1.9 billion in federally-funded benefits were left unclaimed by the 24 cities
and urban counties. The places that were missing out on the most federal food stamp
benefits were Los Angeles County, California ($463 million); New York, New York ($430 million);
and Harris County (Houston), Texas ($168 million).
WHAT IS QUARTERLY REPORTING?
Quarterly Reporting means participants are required to submit a quarterly Report (QR 7) once every three months. Eligibility and benefits for the upcoming quarter (three month period) will be based on information provided on the QR 7.
Participants are asked to report information on the QR 7 such as income, property and changes to their household. The QR 7 asks participants to also report expected/anticipated changes in income or expenses over the next three months. Participants have limited reporting requirements during the quarter.
The federal government has moved all similar reporting to semi- or annual periods.
The thought is that one of the barriers to participation is the frequency of the required reposts. Greater participation in this nutritional assistance program benefits many and many more than just the involved families.
http://www.cfpa.net/foodstamps/6MonthCampaign/PDF%27s/2011CalFresh_Act_%20OnePager.pdf
11—What are/what is the amount of the economic benefit to recipients?
12—What are/what is the amount of the economic benefit to associated areas of the economy?
13—Will this money for the increased number of participants negatively impact the (challenging) state budget?
14—Will this be funded with state or federal money?
Semi-annual reporting
http://www.cfpa.net/foodstamps/6MonthCampaign/PDF%27s/SAR.FactSheet.2011.pdf
15—What percentage of eligible California house holds do not participate in nutritional assistance program
Heat and Eat
http://www.cfpa.net/foodstamps/6MonthCampaign/PDF%27s/HeatandEat.FactSheet.2011.pdf
SUA--Standard Utility Allowance Benefits low income households by reducing their energy/utiilities bill.
D—THE BILL———— AB 6 - CalWORKs and CalFresh Program
http://www.cfpa.net/foodstamps/6MonthCampaign/PDF%27s/2011CalFresh_Act_%20OnePager.pdf
http://www.aroundthecapitol.com/Bills/AB_6/20112012/
In summary, AB-6 would work to increase participation in CalFRESH by eligible families by decreasing the number of required reporting times. It would not change the incomve level for eligibility.
AB-6 would repeal the provisions in state law requiring that recipients, as a condition of eligibility, be fingerprinted as part of the statewide fingerprint imaging system.
AB-6 would require the State Department of Social Service to design, implement, and maintain a utility assistance initiative to grant recipients of CalFRESH programs a Low Income Home Energy Assistance benefit.
AB-6 would end the appropriations of moneys from the General Fund to counties to defray part of the costs of implementing this bill.
AB-6 would create additional local programs if needed because of additional participation. Thee would receive State Mandated funds as eligible.
Class Activity:
E—THE ACTION
Based on this information, (current lack of participation, economic impact, reporting as it now exists)
on the SJ values of human dignity,
the immeasurable value of each human life,
preferential option for the poor and vulnerable
can you take action to support the passage of AB-6?
Will you sign or write and sign a letter to the Honorable Jim Beall, the Chair of the California Assembly Human Services Committee urging passage of this bill?
If not, please share your ideas in writing as to why you can not support this proposed legistation?
Due:
Assignment
H-21 20 points
Assigned on Tues., Mar. 22 Due on Block, Mar. 30/31
TASK--Assignment: Write the new, perfect reformed IMMIGRATION LAW 2011 for the US. 20 points
PREPARATION: In class you discussed ideas about IMMIGRATION and what you think would be the best policy (-ies). The topics included:
A--The people Who should the US invited to immigrate/move to the US?
WHO. Ethnic groups? Occupations? Persons with certain educational backgrounds? Persons with certain skills/talents? Family units (parents and children? parents and minor children?) Only healthy people? Only people free from certain diseases? People experiencing personal or economic hardship? People being persecuted (e.g. because of religious beliefs and/or practices, because of political beliefs and/or practices, because of certain crimes, because of certain diseases or health or handicapping conditions)
NUMBER How many people should be invited to immigrate each year?
Current laws and regulations limit immigration to about 750,000 (3/4 of a million) people per year. There are specific quotas or limits on the various groups (employment, asylum, investment, family, diversity, etc.)
What language ability should immigrates to the US have? Know English? Be willing to learn English within a certain period of time after them come? How enforced? English classes provided to new immigrate?
What conditions for economic support would you require for immigrants? These could range from NONE, trusting that the immigrants will be able to be employed immediately or that "the system" will take care of their economic needs to sponsorship for a certain period of time (how long), to requiring that immigrants bring a certain amount of money with them (how much?)
What other conditions would you have for new people/immigrants to the US?
B--The process What process should be used for immigrants? Currently, the process includes the forms, interview, fees. What would you do, change, standardize (like only 1 forms for everyone? forms in various languages?)?
C--The enforcement What would you do or establish to facilitate the right immigrants coming to the US? What would you do to enforce this immigration policy? What would you do to those who come without the documents, fees, or requirements you want? Would you imprison--how long? deport? separate families? charge fines--how much?
D--The welcome or initiation
What programs would you have available to assist new individuals or families as they move to and settle in the US?
TASK--Assignment: Write the new, perfect reformed IMMIGRATION LAW 2011 for the US. 20 points
It would be good to recall the values you read presented in USCCB's documents.
I--Reason and values
What are the guiding principles for this immigration law?
Domestic security?
Statue of Liberty welcome to the down trodden? "Give me your tired, your poor,
Your huddled masses yearning to breathe free, ..."
Common good?
Equality of people?
Right of each person to life and pursuit of happiness?
II--What peoples may immigrate
This should reflect ideas for A above.
III--What is the process for immigration?
This should reflect ideas for B above.
IV--How will this law be enforced?
By whom--remember FEDERAL responsibility to protect borders?
How--what are the penalties? fines, imprisonment, deportment?
This should reflect ideas for C above.
V--Summary--How does this reformed Immigration Law fulfill one of the goals of the US as expressed in the Constitution:
“We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”
Due:
Assignment
H-20 Immigration Project 40 point activity with minus 5 points if late
Goal: To assume the role of a person working to immigrate and enter the US with all appropriate documents
Ü You select your country of origin. I will give you your situation.
Ü Please, the situations are generally random. Do not be insulted, offended or overly gratified!
Ü From this you are to build an identity and a story. For example, your situation is a doctor. You choose the country to migrate from. Select your situation—your medical school, your medical specialty, your identity, the hospital or medical school in the US which wants you to come.
Ü Use either http://www.uscis.gov/portal/site/uscis/menuitem.
Select the Green Card, Permanent Resident link
Use either the left column links or the bottom of the sheet links to locate the information and documents you need. Print out all the required forms. Read the directions but you do not need to print them.
OR
Use http://shusterman.com and the drop-down menu “Permanent Residence” links to locate the information and documents you need. Print out all the required forms. Read the directions but you do not need to print them.
Ü Create your story
Ü Complete all the necessary immigration paper work. Research on the directions all the additional paperwork needed for your story. This will be on the information/directions sheet.
Ü Create all the background paper work needed.
Ü Find all the necessary fees; these will need to be included! Monopoly or other created money only! No real money, no real checks, no credit cards!
On Block Day this week, (Mar. 24, Wednesday—Per. 3 and 5; Mar. 25, Thursday—Per. 2, 4, 6), you will have your interview (presenting your story to your class) and will submit your immigration paperwork, supporting documents, and fees to the US Immigration Service---the teacher!
The scoring is 10 points for oral presentation and up to 30 points for correct paperwork for a total of 40 points.
These are important items:
• Fill out the forms correctly as directions request. Sloppy forms and incorrect ink color would not be accepted by the US Citizenship and Immigration services, so do not expect that they will be accepted for this project.
• Summit the documents clipped or stapled together in this order
1. Letter to US CIS with your story, who you are, why you wish to immigrate or wish another person to immigrate, what supporting documents you are including.
2. Immigration form (or forms) as required by your situation and story
3. Any and all supporting documents
4. Fake check or money order
• Be creative with your story. May it sound real!
• Some of you will have different situations that will not involve money, but all require a form and a story.
For some situations I indicated the type of entry—EB-1 (or 2-3-4) EB is Employment Based.
NOTE: If you have a real immigration situation (e.g. family) that you would like to substitute, please check with me on MONDAY, March 21.
Period 2
Helen Alvarado—Unskilled worked—Diversity Lottery
Kevin Baa—Political asylum (you will be jailed if return)--Refugee
Kaila Cao—Fashion designer—EB-2
Brigitte Clarck—Anti-terrorist expert, recruited for US National Security
Lilith Garcia—You want to adopt a child from the country you select.
Ricky Gonzalez—Exceptional manager of an international company who will work in US—EB-2
Anthony Guglielmi—Priest recruited by Archbishop Gomez—EB--Special
Nicole Krattiger—Victim of Human Trafficking—T-Visa
Ryan Lim--Mechanic (without college degree) for specialty, luxury cars—EB-2
Alyssa Lopez—Outstanding cancer researcher—EB-1
Tarren Munoz—You are an American citizen in love with a woman from the country you choose; you want to marry her and live in the US. Your task to get her with documents to the US—Family Based
Gaby Rodas—As a very successful business woman in the country of your choice, millionaire you wish to immigrate to the US. You will open a business here and employ many people—Investment
Carlos Rodriguez—You are an exceptional/outstanding artist who wishes to come to US—EB-1
Ruben Ruiz—You owned a coffee plantation/farm that was destroyed by fire; you have no insurance; you wish to immigrate to the US to do agricultural work. Your dream is to earn enough money to purchase your own orchard; you have no formal education--EB
Vincent Webster—Afghan translator willing to work in US national security—see USCIS Special Category Jobs
Period 3
Sabreen Al-shawwa—Victim of Human Trafficking—T-Visa
Brenda Barbosa—Multi-lingual expert hoping to work at the UN
Matthew Bishop—Outstanding cancer researcher—EB-1
Anthony Buenrostro—Doctor, graduate of an international medical school; wishes to practice in US and willing to do service—See shusterman.com left had column
Tomas Corza—You are an American citizen in love with a woman from the country you choose; you want to marry her and live in the US. Your task to get her with documents to the US—Family Based
Michael Cayao—Skilled carpenter with over two years experience—EB-Skilled worker
Corey Duran—Computer programmer being recruited by Microsoft—EB or left column on shusterman.com
Danny Estrada—Refugee from the Sudan; you were the high schoolteacher in the village before it was destroyed-- Sorry, I choose your country for your story.
Layla Fathi—As a very successful business woman in the country of your choice, millionaire you wish to immigrate to the US. You will open a business here and employ many people—Investment
Ryan Fonseca—Exceptional/outstanding artist who wishes to come to US—EB-1
Ernie Garcia—You owned a coffee plantation/farm that was destroyed by fire; you have no insurance; you wish to immigrate to the US to do agricultural work. Your dream is to earn enough money to purchase your own orchard; you have no formal education--EB
Yukiko Garrido—Iraqi translator willing to work in US national security—see USCIS Special Category Jobs
Melissa Henriquez—You have completed your training as a nurse and wish to work in the US—see left column at shusterman.com
Alexis Jackson—Your son immigrated to the US with documents and now serves in the US Air Force. He wishes for you to come to the US to live with him and his family.—See Family Based
Rachel Kier—Your husband was killed by Kaddafi loyalists; you fear for your safety and that of your two children; your husband had worked for a US based company in Libya—Sorry, I choose your country for your story.
Sara Lavalley—You are an acclaimed dancer who wishes to continue and develop her career in the US—EB-1
Randy Montes--Mechanic (without college degree) for specialty, luxury cars—EB-2
Cameron Masrollahy—You wish to come to the US as a religious missionary. You chose the religion and your role as leader or teacher.—see shusterman.com Religious Worker
Karlo Paz—You are a high school science teacher who has had remarkable success with students—EB-2
Kim Quitzon—You have been working for an international non-for-profit humanitarian assistance organization (UNICEF, CRS, Red Cross, etc.) Now that you are thinking of changing your work and maybe marriage, you wish to immigrate to the US.
Nicholas Ringwood—You are an explosives detection expert. The US Department of Homeland Security is recruiting you to work for national security.—National Security
Tatiana Rivas—You are a trained beautician, hoping to pursue a career in the US as a famous hair stylist to the stars.—EB-3
Alejandro Rodriguez—You wish to adopt a child from Haiti—See Help Haiti Act 2010 (USCIS.gov)
Kennett Torres—You were born in the US but are a child of a diplomat from the country of your choice.—Special cases (left column, USCIS)
Eddie Trijo—You lived in a small town/village that was destroyed by a natural disaster (tsunami, earth quake, tornado, etc.) two months ago. There has been no assist (governmental or non-governmental to help rebuild. You wish to go to the US to find work to support your wife and two children.— Unskilled worker
Stassa Tsangaris—You are a Permanent Resident of the US (have Green Card) and wish to help your husband join you in the US. See http://shusterman.com/pdf/permanentresidenthowdoihelpmy.pdf
Jessica Vazquez—Your husband deserted you and your two children. Although you have not graduated from high school nor have you had job training, you have been working as a domenstic/maid and cook for a local family in your home country. You want to go to the US because you hear that the working conditions are better, the pay is better, and their will be better opportunities for you and your two children.
Nicolas Velazquez—As an exceptional soccer coach, the LA Galaxy organization is recruiting you to come work as assistant head coach. EB-1
Jung Woo—You are a student wish to come to the US to study.—Note 1-20
Period 4
Bryant—Multi-lingual expert hoping to work at the UN
Megan—Outstanding cancer researcher—EB-1
Jennifer—Doctor, graduate of an international medical school; wishes to practice in US and willing to do service—See shusterman.com left had column
Hyerin—You are a student wishing to come to the US to study—Note 1-20
Ariel—You are an American citizen in love with a woman from the country you choose; you want to marry her and live in the US. Your task to get her with documents to the US—Family Based
Ryan—Skilled carpenter with over two years experience—EB-Skilled worker
Andrew—Refugee from the Sudan; you were the high schoolteacher in the village before it was destroyed-- Sorry, I choose your country for your story.
Amanda—As a very successful business woman in the country of your choice, millionaire you wish to immigrate to the US. You will open a business here and employ many people—Investment
Matt Ferrer—Computer programmer being recruited by Microsoft—EB or left column on shusterman.com
Nikkole—You owned a coffee plantation/farm that was destroyed by fire; you have no insurance; you wish to immigrate to the US to do agricultural work. Your dream is to earn enough money to purchase your own orchard; you have no formal education--EB
Bree—Iraqi translator willing to work in US national security—see USCIS Special Category Jobs
Jared—You have completed your training as a doctor and wish to work in the US—see left column at shusterman.com
Glaylee—Your son immigrated to the US with documents and now serves in the US Air Force. He wishes for you to come to the US to live with him and his family.—See Family Based
Jesus--Mechanic (without college degree) for specialty, luxury cars—EB-2
Lee—You have been invited by Archbishop Gomez to work with young people in Youth Ministry in the US—see shusterman.com Religious Worker
Ji Min--you wish to come to the US as a student--I-20
Filip—You have been working for an international non-for-profit humanitarian assistance organization (UNICEF, CRS, Red Cross, etc.) Now that you are thinking of changing your work and maybe marriage, you wish to immigrate to the US. OR Use your own real story and appropriate paper work!
Timothy—You are an explosives detection expert. The US Department of Homeland Security is recruiting you to work for national security.—National Security
Ahmed—You were born in the US but are a child of a diplomat from the country of your choice.—Special cases (left column, USCIS)
Alisa—You lived in a small town/village. Your husband and most of you extended family were killed by a natural disaster (tsunami, earth quake, tornado, etc.) two months ago that also destroyed the village/small town. There has been no assist (governmental or non-governmental to help rebuild. You wish to go to the US to find work to support your two children.— Unskilled worker
Regina—You are a Permanent Resident of the US (have Green Card) and wish to help your husband join you in the US. See http://shusterman.com/pdf/permanentresidenthowdoihelpmy.pdf
Taylor—Your husband deserted you and your two children. Although you have not graduated from high school nor have you had job training, you have been working as a domestic/maid and cook for a local family in your home country. You want to go to the US because you hear that the working conditions are better, the pay is better, and their will be better opportunities for you and your two children.
CJ—Victim of Human Trafficking—T-Visa
Andrea—Your husband was killed by Kaddafi loyalists; you fear for your safety and that of your two children; your husband had worked for a US based company in Libya—Sorry, I choose your country for your story.
Carla—You have graduated from high school and see no future for yourself in your town because of the poor economy and the lack of respect for the dignity of women. You wish to move to the US, unskilled, but open for more education
Richard—You (and your wife) wish to adopt a child from Haiti—See Help Haiti Act 2010 (USCIS.gov)
Period 5
Calvin—Diversity Lottery (Check how many are accepted)
Justin—You owned a coffee plantation/farm that was destroyed by fire; you have no insurance; you wish to immigrate to the US to do agricultural work. Your dream is to earn enough money to purchase your own orchard; you have no formal education--EB
Katie—Iraqi translator willing to work in US national security—see USCIS Special Category Jobs
Sam—A religious missionary. You chose the religion and your role as leader or teacher.—see shusterman.com Religious Worker
Kelsey—You have completed your training as a nurse and wish to work in the US—see left column at shusterman.com
Shane Drozdowski--Mechanic (without college degree) for specialty, luxury cars—EB-2
Mark –Your lucky find of rare earth elements on your land as led to your being the 4th richest person in the world. You wish to immigrate to the US as start a business.
Vanessa Ferral—Your son immigrated to the US with documents and now serves in the US Air Force. He wishes for you to come to the US to live with him and his family.—See Family Based
Vanessa Freedman—Adopt a child from Haiti—See Help Haiti Act 2010 (USCIS.gov)
Lauren Gates —Your husband was killed by Kaddafi loyalists; you fear for your safety and that of your two children; your husband had worked for a US based company in Libya—Sorry, I choose your country for your story.
Russel—An acclaimed high school math teacher who has had remarkable success with students—EB-2
Spencer—An acclaimed dancer who wishes to continue and develop her career in the US—EB-1
Jamie—You have been working for an international non-for-profit humanitarian assistance organization (UNICEF, CRS, Red Cross, etc.) Now that you are thinking of changing your work and maybe marriage, you wish to immigrate to the US.
Shane Kaczmarek—You are an explosives detection expert. The US Department of Homeland Security is recruiting you to work for national security.—National Security
Katie Lenik—Your husband deserted you and your two children. Although you have not graduated from high school nor have you had job training, you have been working as a domenstic/maid and cook for a local family in your home country. You want to go to the US because you hear that the working conditions are better, the pay is better, and their will be better opportunities for you and your two children.
Jouessa—You are a trained beautician, hoping to pursue a career in the US as a famous hair stylist to the stars.—EB-3
Blanca—You wish to adopt a child from Haiti—See Help Haiti Act 2010 (USCIS.gov)
Fabian—You lived in a small town/village that was destroyed by a natural disaster (tsunami, earth quake, tornado, etc.) two months ago. There has been no assist (governmental or non-governmental to help rebuild. You wish to go to the US to find work to support your wife and two children.— Unskilled worker
Edgar—Outstanding Alzheimer’s disease researcher—EB-1
Jebidiah—Refugee from the Sudan; you were the high schoolteacher in the village before it was destroyed-- Sorry, I choose your country for your story.
Arika—Multi-lingual expert hoping to work at the UN husband join you in the US.
See http://shusterman.com/pdf/permanentresidenthowdoihelpmy.pdf
Haeni—You are a student wishing to come to the US to study.—Note 1-20
Rachel—Nurse wishes to practice in US and willing to do service—See shusterman.com left had column
Stassa Tsangaris—You are a Permanent Resident of the US (have Green Card) and wish to help you
Alex Solis—You are an American citizen in love with a woman from the country you choose; you want to marry her and live in the US. Your task to get her with documents to the US—Family Based
Jose—Skilled carpenter (plumber or electrician) with over two years experience—EB-Skilled worker
Jennifer—Victim of Human Trafficking—T-Visa
Matt—As an exceptional volleyball coach, USC is recruiting you to come coach. EB-1
Period 6
Robert—Information technology/Computer programmer, graduated from a university outside the US. You want to come work for a Silicon Valley. EB-2 but without work experience or left column on shusterman.com
Michael—As a very successful businessman in the country of your choice, millionaire you wish to immigrate to the US. You will open a business here and employ many people—Investment
Stephan—You were born in the US but are a child of a diplomat from the country of your choice.—Special cases (left column, USCIS)
Kari—You wish to adopt a child from a country other than Haiti—See shusterman.com Adoption
Emmanuel—Exceptional/outstanding artist who wishes to come to US—EB-1
Brian—You owned a coffee plantation/farm that was destroyed by fire; you have no insurance; you wish to immigrate to the US to do agricultural work. Your dream is to earn enough money to purchase your own orchard; you have no formal education--EB
JC—Iraqi translator willing to work in US national security—see USCIS Special Category Jobs
Mariah—Your husband was killed by Kaddafi loyalists; you fear for your safety and that of your two children; your husband had worked for a US based company in Libya—Sorry, I choose your country for your story
Sergio—Your son immigrated to the US with documents and now serves in the US Air Force. He wishes for you to come to the US to live with him and his family.—See Family Based
Monica—You have completed your training as a nurse and wish to work in the US—see left column at shusterman.com
Celina—You are an acclaimed basketball who wishes to continue and develop her career in the US—EB-1
Nikki—As a Sister, you wish to come to the US as a religious missionary. You chose your role as social worker (like Mother Teresa), nurse, hospital worker or teacher.—see shusterman.com Religious Worker
Sabian--Mechanic (without college degree) for specialty, luxury cars—EB-2
Diamond—You are a high school science teacher who has had remarkable success with students—EB-2
Talia—Diversity Lottery (Check how many are accepted)
Matthew—You owned a coffee plantation/farm that was destroyed by fire; you have no insurance; you wish to immigrate to the US to do agricultural work. Your dream is to earn enough money to purchase your own orchard; you have no formal education--EB
Arman—Afganistan translator willing to work in US national security—see USCIS Special Category Jobs
Hayley—You wish to come to the US as a religious missionary. You chose the religion and your role as leader or teacher.—see shusterman.com Religious Worker
Miguel—Your son immigrated to the US with documents and now serves in the US Air Force. He wishes for you to come to the US to live with him and his family.—See Family Based
Jesse--Mechanic (without college degree) for specialty, luxury cars—EB-2
Cody –Your lucky find of rare earth elements on your land as led to your being the 4th richest person in the world. You wish to immigrate to the US as start a business.
Michelle—You wish to adopt a child from Haiti—See Help Haiti Act 2010 (USCIS.gov)
Kristin —Your husband was killed by Kaddafi loyalists; you fear for your safety and that of your two children; your husband had worked for a US based company in Libya—Sorry, I choose your country for your story.
Tanner—You are 18, since your father died you have been the only financial support for your mother and 3 siblings. You wish to come to the US to make money and sent it to your mother, you completed 8th Grade, are and unskilled worker. See shusterman.com
Due:
Assignment
Immigration: Dying to Life 15 points
Response to DVD
HOMEWORK: Students are to write a 3 paragraph reflection
1—What did you see, hear, experience?
2—How does this impact you?
3—in Justice, what needs to be done? How can this been done?
DO THIS TONIGHT—it is due on Block Day.
Due:
Assignment
Directions to
MARCH FOR LIFE
for Saturday, march 12 at St. Cyril of Jerusalem Church
Be sure to check in with Sr. Sara if you are using this for your required 3rd Quarter Justice Project. No write up necessary if you check in with Sr. Sara.
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Due:
Assignment
Service Opportunities Permission Form Attached
Tuesday, March 1, 2011.
Meet in the Alumni Hall KITCHEN
Cook/prepare meal until 5 or 5:30
B—Serve dinner at the SEWShelter
Meet in Alumni Hall KITCHEN at 5:30
Load food into van
Ride over to SEWShelter @ National Guard Armory on Arroyo St.
Serve food and visit with guests
Collect materials, load van and return to BAHS about 8 or 8:30.
Parent Permission Form required.
Students may with parent permission drive themselves but they need to first meet @ 5:30 in the Alumni Hall Kitchen.
Service Activity with reflection/write-up is 25 points.
Additional Dates:
Tuesday, March 1
Due:
Assignment
Q-3 Quiz on Countries in Africa Assigned on Tuesday, 2-22
Due on BLOCK DAY
On the way to memorizing all 53 countries in Africa—name and location on the map, you will have a quiz on the first set on
Wednesday (2-23) Per. 3 and 5—12 countries
Thursday (2-24) Per. 2, 4, and 6—25 countries
This site has almost too much information; however, it does give names and shows locations on map: http://en.wikipedia.org/wiki/List_of_sovereign_states_and_dependent_territories_in_Africa
Another “play with this and learn” site is http://www.ilike2learn.com/ilike2learn/Arfica.html
Once you open this site, go to the Africa Map Quiz. This gives you the opportunity to name the country—green says you are correct! Enjoy it!
Attached is an outline map of Africa.
Here are the names of the countries!
Due:
Assignment
H-19 20 points Assigned on Tues., Feb. 15 Due on Block, Feb. 16/17
There are 3 things to do to prepare for class on Block day.
1—Have the Parent Permission Form for the DVD War Dance signed and return it at Block. 5 pts. Form attached if you did not get it in class.
2—Read the information from Textbook p. 75-76 on Health Care and complete the questions on p. 76, 10 pts.
3—Look at p.77 on the American budget. Use the Internet to find, print and read an article on Obama’s proposed 2012 budget. Priorities. Bring this to class on Block Day. 5 pts.
Due:
Assignment
H-9 10 points Assigned on Friday, 1-21. Due on Monday, Jan. 24
Please research information about the current (January 2011) situation in Haiti. You may look at political issues, recovery from the earthquake issues, food, education, employment, housing—any of these issues.
Recent (on-line) magazine or newspaper articles will be you best information sources.
Bring the article with web address to class on Monday, Jan. 24.
Due:
Assignment
Extra Credit Opportunity
Attend the Parent Association sponsored Communion Breakfast on Sunday, January 23. Mass begins at 9:30 with breakfast following.
+5 points for your presence with an additional +2 points for each additional guest/person (e.g. family member) you bring.
Due:
Assignment
H-8 10 points Assigned on Block Day, Jan. 18/19. Due on Friday, Jan. 21
Using the class material on Jesus, Justice and the Kingdom, complete the exercises on p. 23-24-25.
Due:
Assignment
Dates for meal preparation and serving
@ the Sylmar Emergency Winter Shelter
Dinner and Lunches:
Tuesday, January 11 (Done! Thank you guys for helping cook! Thank you Arika and Alisa for helping serve! Awesome job!)
Tuesday, February 1
Tuesday, February 8
Thursday, February 17
Tuesday, March 1
Tuesday, March 8--Mardi Gras
Lunch only:
Thursday, January 20.
For meal preparation
Meet in the Alumni Hall Kitchen
Tuesdays at 3:00
Thursdays at 2:00
For meal serving
Meet in the Alumni Hall Kitchen
At 5:30 pm
Return to school about 8:30 pm
Parent Permission Form required.
Due:
Assignment
H-6 10 points Due on Block Day, Jan. 19/20.
Please research information about Our Lady of Perpetual Help icon.
Highlight or underline or copy and paste—in come way indicate 5 interesting pieces of information about Our Lady of Perpetual Help.
Be sure your name and the web address of the source of your information are both on the paper if you wish credit.
Due:
Assignment
H-7 10 points Assigned on Tuesday, 1/18 Due on Block Day: Jan. 18/19.
Using the class material on Justice in the Hebrew Scriptures, complete the activity on the Isaiah passage, p. 14-15-16.
Due:
Assignment
Extra Credit Opportunity
Attend the Alemany Hip-Hop Benefit Concert
Sunday, January 16, 2011
7 PM in the Bishop Alemany Gym
+5 extra credit points toward participation
Due:
Assignment
H-5 10 points Fri., Jan 14
Having completed reading/studying the differences between CHARITY and JUSTICE, on (textbook) p. 9, write responses to the topics on p. 10. Use ink, legible handwriting or type. Please skip a line between each topic #.
On p. 11, the question asks for the 7 Corporal Works of Mercy. List and know these—for a quiz!!
1—Feed the hungry.
2—Give drink to the thirst.
3—Cloth the naked.
4—Shelter the homeless
5—Visit the sick.
6—Visit the imprisoned.
7—Bury the dead.
All are based on Matthew 25.
Due:
Assignment
Q-1 15 points Fri., Jan 14
Quiz on
Love (action), Discipleship (lifestyle), 2 Dimensions of Christian morality, Doing justice as necessary to building God’s Kingdom, Justice vs Charity, Qualities of Discipleship, 7 Corporal Works of Mercy.
Due:
Assignment
H-4 10 points Due on Block Day: Jan. 12/13.
Having completed the Scripture references to DISCIPLESHIP (p. 5, completed on your participation paper), respond on a separate sheet of paper the to topics on p. 6.
Please do this thoughtfully. You may type the responses. You may write them out legibly, in ink, on lined paper. Please skip a line between each of the 6 topics.
Due:
Assignment
Service Opportunities
Tuesday, January 11th.
A—Prepare lunch/dinner for the guests at the Sylmar Emergency Winter (Homeless) Shelter
Meet in the Alumni Hall KITCHEN
Cook/prepare meal until 5 or 5:30
B—Serve dinner at the SEWShelter
Meet in Alumni Hall KITCHEN at 5:30
Load food into van
Ride over to SEWShelter @ National Guard Armory on Arroyo St.
Serve food and visit with guests
Collect materials, load van and return to BAHS about 8 or 8:30.
Parent Permission Form required.
Students may with parent permission drive themselves but they need to first meet @ 5:30 in the Alumni Hall Kitchen.
Service Activity with reflection/write-up is 25 points.
Note: 6 are required for the semester.
Due:
Assignment
H-1 Signed Syllabus agreement 10 points
Return the signed syllabus agreement. Parent and student signatures MUST be readable; if not, additionally print parent name. Student signatures that are not readable will not be accepted.
+2 point extra credit if received before Friday, January 7, 2011.
Due:
Assignment
H-3 10 points
Read textbook pages 3 and 4. Respond to the two questions on p. 4.
Responses need to be completed
--in ink,
--with complete sentences,
--in your own words.
#1 has specific ideas that are the correct response.
#2 asks for your personal ideas in response.
Due:
Assignment
Bring with you to class the following materials:
Textbook: Justice
This is the same textbook as used for first semester. There are many copies available from your senior friends who had this course first semester. Borrow, buy, trade, negotiate! But, be sure to have a copy!
Binder: +2 Extra Credit points if recycled (previously used)
With notebook paper
Pen and Pencil
Begin to work on getting a copy of the book: Tattoos on the Heart, by Fr. Greg Boyle.
YOUR copy of this book (not shared!) is due by Friday, January 14.
Copies are available at Barnes and Noble, at Borders, at Homeboys Industries and through Sr. Sara.