March Journeyman Class

Think about while you read:

Look for the principles of love and leadership as you study this week. What do love and leadership have to do with each other?  What did Jesus say is the greatest commandment and why?  If you want to be a good leader, are manners, grooming, and people skills important?  Why or why not?  

Read:

• Moroni 7:45-48, and Mark 12:28-31. (Estimated time: 5 minutes)
• Hero study. Hand in your report to Sister Edwards or Sister Cloward.  It won't be graded; we just want to read it. If you'd like to become a better writer, you can write at the top "feedback please." Be sure to include the qualities you most admire about your hero, and your plan to become more of those qualities. Also look for principles or life lessons you learned as you studied this hero.  (Estimated time: 1 hour) 
• Promises of Constitution, pages 258-287. Write a summary at the end of each mini section. (Estimated time: 1 hour or more reading, 15 minutes or more writing) 
• "The Great Commandment"  by Joseph B. Worthlin (Estimated time: 15 minutes reading, plus marking) Mark your favorite parts. Circle your very favorite quotes. I'd prefer you watch it and read along at the same time, so you can mark it up, as well as see and feel Elder Worthlin and one of his fellow apostles living this message right during the talk. 
• "The American Heritage of Freedom -- A Plan of God"  by Ezra Taft Benson (Estimated time: 45 minutes). Mark your favorite parts. 

Watch:
Since showing love and respect for others includes using good manners, watch this video (10 minutes). This video is made by an Australian university and includes some things that don’t apply to us, like alcohol. But it also things that can apply to any person. What do these ideas have to do with love or leadership?  What did you find that you can improve in yourself?  What does this video have to do with personal leadership?

Research:
Spend 30 minutes or more researching something from today’s studies that you want to learn more in depth. It can be from any level – apprentice, journeyman, or master. Record what you learned and why it’s meaningful to you. (Estimated time: 30 minutes) 


Email:  
Class preparation sheet by Tuesday at noon to Sister Edwards and Sister Cloward.
(Estimated time: 10 minutes)

Create: (Estimated time: 30 minutes or more) 

• Write a hero report. Hand in your report to Sister Edwards or Sister Cloward.  It won't be graded; we just want to read it. If you'd like to become a better writer, you can write at the top "feedback please." Be sure to include the qualities you most admire about your hero, and your plan to become more of those qualities. Also look for principles or life lessons you learned as you studied this hero.  
• Write an essay about something you learned this week. Hand it in to Sister Edwards or Sister Cloward. 
• Answer the following questions from Promises of the Constitution: What is the Supreme Court supposed to do and not? How has the Supreme Court interpreted the general welfare clause and commerce clause in ways that have given the federal government more power than the founders intended? In one or more paragraphs, write about the things a person can do in the home and family to raise the level of morality and therefore promote freedom (see especially pages 268-277, and 286-289). 
• After reading the article by Ezra Taft Benson, find a quiet place to ponder and write or type. Spend 30 minutes or more writing the main points of the article, and what you should do. Bring your writing to class, or find another way to teach what you learned (see teaching ideas). 
• Find a way to teach the class what you did your 30 minutes of research about (see teaching ideas).