Algebra 1 and Ahimsa (lesson one)
by Johnny D. Reyes
Title: Slopes. The Rise over the Run in North Carolina.
Class: Algebra 1
High School 9th-12th grade
30-35 Students
1-2 day(s) lesson
Subject: Algebra 1
Goals and Outcomes: Students will master the required standards in Algebra 1. This mastery of the standards will be supplemented with a positive critical-thinking process incorporating the Ahimsa mission on Nonviolence and Social Change. Peaceful sit-ins of the civil rights movements will be highlighted. Its correlation with a positive line represented by a slope in a graph will be discussed. The lesson will follow the curriculum map, which focuses on events, and quotes in order for students to better understand the personal thought process. Students will develop the ability to make the right choices in life that will affect themselves and others in a positive way.
Objective: Students will be able to define and graph a slope in a coordinate plane and recognize real-life situations presented in a graph. This information will be used to make peaceful decisions and predict an outcome beneficial for themselves and their entire community.
CaliforniaState Standards:
Algebra
1.3 Apply algebraic order of operations and the commutative, associative, and distributive properties to evaluate expressions.
1.4Solve problems manually by using the correct order of operations or by using a scientific calculator.
18.0Determine whether a relation defined by a graph (slope), a set of ordered pairs or a symbolic expression is a function and justify the conclusions.
Language Arts – Reading
1.0Word analysis, fluency, and systematic vocabulary development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Summary of Ahimsa lesson: Students will enhance their critical thinking skills by incorporating a nonviolent decision-making process with mathematical order of operations related with the California Content Standards for Algebra 1. Current and historical events resulting in positive social changes along with thoughtful insights will compliment each topic. The Ahimsa and Quality of Life undertaking will be the theme throughout the year and students will respond each month to a quote. See attached
Questions to Consider:
- What does the monthly quote mean to you?
- Can you provide an example of a physical slope?
- What types of information can be represented by a graph of a slope?
- Is it possible to predict an outcome based on a graph?
- How is Ahimsa related to a slope?
Materials needed:
Textbook, paper and pencil, graph paper, calculator, whiteboard, computer (laptop) and overhead capability.
Note taking (vocabulary development): Cornell notes will be utilized in support of the school wide writing requirement. This will include an early lesson on how to take Cornell notes and websites to help improve student note taking. Students with acceptable note taking skills will be considered in lieu of Cornell notes.
Interdisciplinary approach: Current and historical events will be discussed along with numerical values related to the events of the 60’s. These values will be substituted as variables in equations, graphs and formulas. Student response to the monthly ahimsa quote will prepare students to recognize how nonviolent actions can indeed change the mindset of a community and its citizens.
Assessments: A letter grade will be assigned for a project. Students will be asked to use the slope formula to determine the slope of a line given coordinates in a plane. They will provide a modern scenario similar to the nonviolent sit-ins with the goal of influencing an organization or government to change an unjust policy or activity. The total possible points that the students can earn is 20. The following is the break down:
20 – lesson notes, sample problems, assigned problems, Ahimsa scenario on using a slope and presentation.
10 – lesson notes, sample problems, and assigned problems.
10 – Ahimsa scenario on using a slope and presentation.
Instructional Agenda:
Teacher Instruction
/Student response
- Warm up: one student will respond to the monthly Ahimsa quote on the board. Example “Not everything that can be counted counts and not everything that can’t be counted counts.” A. Einstein
- Lesson Guide: Introduce Standard 18.0, topic of Slope and the daily bjective. Discuss Ahimsa and the sit-ins of the Civil Rights Movement.
- Activity: Define slope, view video clip, practice problems on board, sample unjust global activity. Relate slopes to the Sit-Ins as a timeline. Discuss Ahimsa and Quality of Life.
- Assign a project worth 20 points.
2. Take cornell notes on board information and lecture.
3. Watch video on defining slope. Complete guided three guided practice problems and three independent practice problems. Provide sample situations on the use of slopes represented in a graph.
4. Begin project by asking questions for ideas or research the internet via classroom computers or library.
Reflection: The relation between Math and Ahimsa at first glance may seem as an overwhelming lesson to develop. The commonality is the thought process that takes place. The process is the critical-thinking (deductive reasoning). When variables are substituted with information on Nonviolence, ideas for this type of lesson will begin to open other avenues in math and ahimsa
Geometry and Ahimsa (lesson two)
by Johnny D. Reyes
Title: Irregular Shapes. The Gathering of Shapes and People.
Class: Geometry
High School 9th-12th grade
30-35 Students
1 day lesson
Subject: High School Geometry
Goals and Outcomes: Students will master the required standards in Geometry. This mastery of the standards will be supplemented with a positive critical-thinking process incorporating the Ahimsa mission on Nonviolence and Social Change. This lesson will introduce irregular geometric shapes and at structures with meaning. The Inca doors of Machu Picchu symbolized peace in that the doors had no barriers just an entry way. Doors with barriers were introduced by the Spaniards which were “despised” by the Incas.
Objective: Students will be able to find the area of irregular polygons and shapes. They will recognize appropriate formulas in order to solve areas of several inclusive shapes. Ahimsa will be shared to help students shape their decision making skills through critical-thinking.
Standard:
Algebra
1.3 Apply algebraic order of operations and the commutative, associative, and distributive properties to evaluate expressions.
1.4Solve problems manually by using the correct order of operations or by using a scientific calculator.
18.0Determine whether a relation defined by a graph (slope), a set of ordered pairs or a symbolic expression is a function and justify the conclusions.
Language Arts – Reading
1.0Word analysis, fluency, and systematic vocabulary development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Geometry
10.0 Compute areas of polygons, including rectangles, scalene triangles, equilateral triangles, rhombi, parallelograms, trapezoids and irregular shapes.
Summary of Ahimsa lesson: Students will enhance their critical thinking skills by incorporating a nonviolent decision-making process with mathematical order of operations related with the California Content Standards for Geometry. In this lesson, students will compare the doors of the Inca and the Spaniards. A brief video will discuss the difference in use and the students will create their own door based on a symbolic use of a door.
Questions to Consider:
- Why do people have doors “in” their houses?
- Does a door say something about the people on the inside? The outside?
- Could Inca doors be used today? Explain.
- How would you design your Ahimsa door?
Materials needed:
Textbook, paper and pencil, graph paper, calculator, compass, protractor, ruler whiteboard, computer (laptop) and overhead capability.
Note taking (vocabulary development): Cornell notes will be utilized in support of the school wide writing requirement. This will include a lesson on how to take Cornell notes and websites provided to help students improve their note taking skills. Students with acceptable note taking skills will be considered in lieu of Cornell notes. Students will relate illustrations with terms, theorems and postulates along with the use of correct units of measure.
Interdisciplinary approach: Information from current and historical events will be discussed along with structural and geographical issues. A relation between these topics and Geometry will be complimented with Ahimsa and Quality of Life train of thought. Doors as symbols of peace or violence will compliment this lesson with visual examples from the environment of the students.
Assessments: A letter grade will be assigned for lecture notes, practice problems, assigned problems and the construction of a door with meaning. Students will provide accurate dimensions and creativeness into their doors. The doors must have a symbolic meaning for those inside and outside.
20 – lesson notes, sample problems, assigned problems, Ahimsa door and presentation.
10 – lesson notes, sample problems, and assigned problems.
10 – Ahimsa door and presentation.
Instructional Agenda:
Teacher Instruction
/Student Response
- Starter: One daily verbal response to the monthly warm-up quote. Example. “The way you see people is the way you treat them, and the way you treat them is the way they become.”
- Lesson Guide: Introduce Standard 10.0 finding Areas of irregular polygons and shapes. Do guided practice questions on three shapes.
- Activity: Define irregular polygons and shapes. Revisit formulas for areas of shapes. Show video and discuss Inca city of Machu Picchu and its overall structure and the concept of its doors. Compare and contrast these doors with the doors of the Spanish people. Students will construct their doors of “meaning”.
- Assign 6-10 homework problems.
2. Take notes on standard and complete sample problems. Ask questions for understanding.
3. Combine simple shapes to create irregular shapes and find calculate areas for these shapes. Respond to the video by discussing the Inca doors and if this concept can be used today. Explain.
4. Create an Ahimsa door with meaning. Be prepared to discuss its meaning relating to their own environment.
Reflection: Creating a lesson connecting Geometric shapes and Ahimsa may seem overwhelming. The commonality is the thought process that takes place. The process is the critical-thinking (deductive reasoning) coupled with symbolic meaning. Structures represent culture and provide symbolic meaning for its people. Comparing historical and existing structures can help in developing future structures based on the premise of creating harmony with the environment and society.
References:
- What is a Slope? www5.unitedstreaming.com/index.cfm
- Counter Sit-Ins www5.unitedstreaming.com/index.cfm
- Slope = rise/run
- Coordinate plane
- Martin Luther King, Jr.
- Algebra 1: Applications, Equations and Graphs. McDougal Littell Inc., 2001.
- California State Standards
- Gandhi: The Traditional Roots of Charisma. The University of Chicago Press, 1967, 1983
- Passion for Peace. Stuart Rees, University of New South Wales Press, Ltd., 2003
- Notes, Handouts and Lectures: Nonviolence and Social Change Summer Institute with Dr. Tara Sethia, July 18-30, 2005
Ahimsa and Quality of Life
To act in a nonviolent manner is the choice of every individual. It is an individual responsibility that ultimately unites all. It is a maturation process that begins with the caring of an infant to toddler, elementary to secondary education and continues on through adulthood. It recognizes a diverse society and decisions are based on a thoughtful process. The understanding of basic needs of oneself and others results in nonviolence.
Math and Ahimsa Curriculum Map
Month / Theme / Quotes and SongSeptember / Nonviolence and Courage / Gandhi
October / Self-Restraint / Dalai Lama Tenzin Gyatso
November / Social Change / Albert Einstein
December / Love / Black Eye Peas – “Where is the Love”
January / Respect / Martin Luther King, Jr.
February / Caring and Compassion / Mother Teresa
March / Citizenship / Abraham Lincoln
April / Fairness / Scott Peck
May / Responsibility / Maya Angelou
June / Transformation / Johann Wolfgang von Goethe
List of sample quotes and song
“The needs of society determine its ethics” Maya Angelou
“Share our similarities, celebrate our differences” M. Scott Peck
“Am I not destroying my enemies when I make friends of them?” Abraham Lincoln
“I have found the paradox, that if you love until it hurts, there can be no more hurt, only more love” Mother Teresa
“At the center of non-violence stands the principle of love” Martin Luther King, Jr.
“A person who never made a mistake never tried anything new” Albert Einstein
“In the practice of tolerance, one's enemy is the best teacher” Dalai Lama
“Anger and intolerance are the enemies of correct understanding” Gandhi
“The way you see people is the way you treat them, and the way you treat them is what they become” Johann Wolfgang von Goethe
“Where is the love?” Song by the Black Eyed Peas
What's wrong with the world, mama
People livin' like they ain't got no mamas
I think the whole world addicted to the drama
Only attracted to things that'll bring you trauma
Overseas, yeah, we try to stop terrorism
But we still got terrorists here livin'
In the USA, the big CIA
The Bloods and The Crips and the KKK
But if you only have love for your own race
Then you only leave space to discriminate
And to discriminate only generates hate
And when you hate then you're bound to get irate, yeah
Madness is what you demonstrate
And that's exactly how anger works and operates
Man, you gotta have love just to set it straight
Take control of your mind and meditate
Let your soul gravitate to the love, y'all, y'all
People killin', people dyin'
Children hurt and you hear them cryin'
Can you practice what you preach
And would you turn the other cheek
Father, Father, Father help us
Send us some guidance from above
'Cause people got me, got me questionin'
Where is the love (Love)
Where is the love (The love)
Where is the love (The love)
Where is the love
The love, the love
It just ain't the same, always unchanged
New days are strange, is the world insane
If love and peace is so strong
Why are there pieces of love that don't belong
Nations droppin' bombs
Chemical gasses fillin' lungs of little ones
With ongoin' sufferin' as the youth die young
So ask yourself is the lovin' really gone
So I could ask myself really what is goin' wrong
In this world that we livin' in people keep on givin'
in
Makin' wrong decisions, only visions of them dividends
Not respectin' each other, deny thy brother
A war is goin' on but the reason's undercover
The truth is kept secret, it's swept under the rug
If you never know truth then you never know love
Where's the love, y'all, come on (I don't know)
Where's the truth, y'all, come on (I don't know)
Where's the love, y'all
People killin', people dyin'
Children hurt and you hear them cryin'
Can you practice what you preach
And would you turn the other cheek
Father, Father, Father help us
Send us some guidance from above
'Cause people got me, got me questionin'
Where is the love (Love)
Where is the love (The love)
Where is the love (The love)
Where is the love
The love, the love
I feel the weight of the world on my shoulder
As I'm gettin' older, y'all, people gets colder
Most of us only care about money makin'
Selfishness got us followin' our wrong direction
Wrong information always shown by the media
Negative images is the main criteria
Infecting the young minds faster than bacteria
Kids wanna act like what they see in the cinema
Yo', whatever happened to the values of humanity
Whatever happened to the fairness in equality
Instead in spreading love we spreading animosity
Lack of understanding, leading lives away from unity
That's the reason why sometimes I'm feelin' under
That's the reason why sometimes I'm feelin' down
There's no wonder why sometimes I'm feelin' under
Gotta keep my faith alive till love is found
People killin', people dyin'
Children hurt and you hear them cryin'
Can you practice what you preach
And would you turn the other cheek
Father, Father, Father help us
Send us some guidance from above
'Cause people got me, got me questionin'
Where is the love (Love)
Where is the love (The love)
Where is the love (The love)
Where is the love (The love)
Where is the love (The love)
Where is the love (The love)
Where is the love (The love)
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