This course studies the relations of affect to cognition and behavior, feeling to thinking and acting, and values to beliefs and practices. These connections will be considered at the psychological level of organization and in terms of their neurobiological and sociocultural counterparts.

To support effective practices that develop ownership in the school/district’s beliefs, mission, vision and values as underpinnings for continuous improvement.

Examines competing ethical concepts and the ethical implications of certain actions and commitments by close reading of literary works. Topics include: origins of morality, ideals of justice, the nature of the virtues, notions of responsibility, ethics and politics, and the ethics of extreme situations. Philosophic texts by Plato, Aristotle, Machiavelli, Hobbes, and Kant. Narrative and dramatic texts by Sophocles, Euripides, Shakespeare, Swift, Ibsen, Shaw, Dostoyevsky, and Conrad; plus some Biblical materials. The aim of this subject is to acquaint the student with some important works of systematic ethical philosophy and to bring to bear the viewpoint of those works on the study of classic works of literature. This subject will trace the history of ethical speculation in systematic philosophy by identifying four major positions: two from the ancient world and the two most important traditions of ethical philosophy since the renaissance. The two ancient positions will be represented by Plato and Aristotle, the two modern positions by Immanuel Kant and John Stuart Mill. We will try to understand these four positions as engaged in a rivalry with one another, and we will also engage with the philosophy of Thomas Hobbes, which offers a bridge between ancient and modern conceptions and provides a source for the rivalry between the viewpoints of Kant and Mill. Further, we will be mindful that the modern positions are subject to criticism today by new currents of philosophical speculation, some of which argue for a return to the positions of Plato and Aristotle.

Examines the ways in which people in ancient and contemporary societies have selected, evaluated, and used materials of nature, transforming them to objects of material culture. Some examples: glass in ancient Egypt and Rome; powerful metals in the Inka empire; rubber processing in ancient Mexico. Explores ideological and aesthetic criteria often influential in materials development. Laboratory/workshop sessions provide hands-on experience with materials discussed in class. Subject complements 3.091. Enrollment may be limited.

Much social controversy in the 1990s has been concerned with how society should respond to poverty, and the related issues of welfare, out of wedlock births, homelessness, crime, and drugs. This course investigates how particular societal responses are a function of the values, political and policy issues, as well as social science findings that are brought to these controversies. The course will examine both what we know about poverty and related behaviors from social science research and how this knowledge is incorporated into public discourse.

For the last century, precepts of scientific management and administrative rationality have concentrated power in the hands of technical specialists, which in recent decades has contributed to widespread disenfranchisement and discontent among stakeholders in natural resources cases. In this seminar we examine the limitations of scientific management as a model both for governance and for gathering and using information, and describe alternative methods for informing and organizing decision-making processes. We feature cases involving large carnivores in the West (mountain lions and grizzly bears), Northeast coastal fisheries, and adaptive management of the Colorado River. There will be nightly readings and a short written assignment.

This course examines joint fact-finding within the context of adaptive and ecosystem-based management. Challenges and obstacles to collaborative approaches for deciding environmental and natural resource policy and the institutional changes within federal agencies necessary to utilize joint fact-finding as a means to link science and societal decisions are discussed and reviewed with scientists and managers. Senior-level federal policymakers participate

Estimated Lesson Time: 45 minutes

Students will be able to:
-Understand how social media can influence spending habits
-Analyze marketing techniques from social media and advertising that encourage spending

ANSWER KEY LINKS: Create a Next Gen Personal Finance (NGPF) account to access answer keys. They will be listed under the Full Year Curriculum tab.

Picture book biographies can provide young readers with a great deal of information. Yet without a focus for reading, students often pay attention to interesting details and tidbits—what's been called the "terrific specifics"—rather than the big ideas in history. As they read and respond to picture book biographies, students will see fundamental differences between the past and the present and witness the impact some people had on the times in which they lived.

Students explore and articulate what they value, then examine how the value-based liberties and principles enshrined in the Declaration of Independence were moved into legal protections through the Bill of Rights. Using select current events, students learn how, and how well, our rights work to defend our wealth and wellbeing and to curb government abuse of power

Estimated Lesson Time: 45 minutes

Students will be able to:
-Understand how the context of various situations can affect the financial decisions they make
-Define economic terms about the paradox of value
-Assess which of their personal values most affect how they interact with money

ANSWER KEY LINKS: Create a Next Gen Personal Finance (NGPF) account to access answer keys. They will be listed under the Full Year Curriculum tab.

Estimated Lesson Time: 45 minutes

Students will be able to:
-Identify different ways that they relate to money
-Assess their own personal values that shape how they make financial decisions

ANSWER KEY LINKS: Create a Next Gen Personal Finance (NGPF) account to access answer keys. They will be listed under the Full Year Curriculum tab.