Tuesday, May 22, 2012

TPOL prep

1.  Resumes with Rachael!

2.  Letters of Recommendation

Samples letters by Becca Katz, college recommendation guru!!
"Allie"
"Ben"
"Chris"
"Samantha"

Friday, May 18, 2012

Weekend Homework

1.  DP update/Project Reflection

  • Take a picture of your project or upload jpg of poster.
  • Post artist statement along with image.
  • Write a reflection to accompany your project.  Describe the project and discuss your takeaways and /or personal connection to our rhetorical study of food.
  • Email me a copy of your reflection (I am grading this!).

2. Monday Potluck

  • Bring a food to share that is special or significant to you in some way.  On Monday, we will have a celebration, remembering that food is a wonderful, important part of our experience as humans!
3. BRING BACK ANY BOOKS YOU STILL HAVE:  the novels, Zinn, The Omnivore's Dilemma, and any books you have borrowed from me.

Wednesday, May 16, 2012

Exhibition Prep

1.  Send me your poster for printing! (.jpg or .psd)
2.  Send me your artist statement or print it yourself.  Back it with black construction paper!
3.  Listen to Leah and Hannah for set-up instructions!

Tuesday, May 15, 2012

Project Week Surveyhttps://sites.google.com/site/ospreyweek/

Edmodo Seminar Self-assess


Monday, May 14, 2012

Critique

Project Critique
1.  As a whole group, discuss each project verbally.

  • Articulate the message you are receiving as an audience member. 
  • Is the message clear? 
  • Is it rhetorically impactful?  
  • What is the tone?  
  • What improvements/refinements could the artist make?

2.  When you have finished the discussion of each visual piece, do a "read-around" critique of the artist statements (everyone should read/critique 2 statements).  For each, PROOFREAD the piece for errors AND annotate for the following:

  • Is the perspective articulated clearly and thoroughly?
  • Is the background info sufficient and appropriately related to the project?  What else would you want to know as an audience member?
  • Does the statement illuminate the visual piece, adding meaning and clarity to the message?
  • What could the artist add/subtract/refine/improve?


Edmodo Seminar Self-Assess
At some point today, send me an email that answers the questions:  Based on the rubric, what grade do you deserve on the Edmodo seminar and why?





WORKY WORKY!!!

Friday, May 11, 2012

Worky Worky...

Artist Statement Guidelines


DRAFT OF ARTIST STATEMENT DUE MONDAY, MAY 14 WITH A ROUGH VERSION OF YOUR PROJECT!!    

Monday, May 7, 2012

TO DO:

1.  Finish The Omnivore's Dilemma (by Wednesday)
2.  Pro-industrial readings:  Read and Annotate
"Myths and Facts About Meat Production"
"Food Miles and Packaging:  A Contrarian View"
3.  Edmodo Seminar (See: rubric)
4.  Project Work
5. Conference w/Me


Compiled Food Brainstorm

Friday, May 4, 2012

Local Sustainable: Fresh

Starter 30:   How has reading about the distinct food systems in Parts 1-3 (or 1 and 2 for Honors) affected you as an eater?  Does learning about this topic in depth make you want to change anything about your eating habits?






Homework:  Read Part 4 (Part 3 for Honors) of The Omnivore's Dilemma.  Due Tuesday.

Thursday, May 3, 2012

Visual Rhetoric

Lesson

Group project brainstorm:

Food Perspective
How could you represent it symbolically?





Tuesday, May 1, 2012

The Rhetoric of Industrial Organic

Starter 29a:  Discuss your relationship with "organic" and "natural" foods (or your perception/attitude).

The Rhetoric of Industrial Organic

29b:   Is it worth the extra cost and effort to eat organic? Why?/Why not?


Reading:
Honors 10-14
YR  12-17 (Part 2)
By Friday!

Monday, April 30, 2012

The Omnivore's Dilemma PDF

Examencito: The Omnivore's Dilemma Part 1


Mad Cow?!?!

Homework:  Continue reading The Omnivore's Dilemma
                    Honors:  Chapters 8-9
                    Young Readers: Chapters 10-11

Friday, April 27, 2012

Turn in your coffee forms!

"Starter" 28:  For each video, note rhetorical observations (genre, appeals, ideological bias, fallacies, etc.)
A. The Meatrix (2 videos)
B. Where does McDonald's meat come from?



Work Time
Study for Quiz
Read
Edmodo

Thursday, April 26, 2012

The Botany of Desire

Starter 27:  React to Film Clips
a) What do think about Michael Pollan's perspective about the human relationship to plants?
b)  The film discusses how man's desire to control his natural environment has led to "biotech" crops and the genetic engineering of food.  Do you see this as beneficial or detrimental to our species?  Why?

If you were absent from class, read this material to make up the starter:  http://www.pbs.org/thebotanyofdesire/potato-control.php.


Work Time:
Read The Omnivore's Dilemma
Edmodo time!


Wednesday, April 25, 2012

Bonanza!

Bienvenidos, Profesores!

Project Launch:  The Rhetoric of Food

Surveys:  Eric Setka's survey (change the second strongly agree to strongly disagree)
Project Week Survey: https://sites.google.com/site/ospreyweek/

Read: The Omnivore's Dilemma

Tuesday, April 24, 2012

Monday, April 23, 2012

City Market!

Begin reading The Omnivore's Dilemma.  Quiz: Monday, April 30 on Part 1.


Study Guides
Honors
Young Reader's

City Market Field Trip!

Friday, April 20, 2012

Seminar: The Human Relationship with Food

Seminar Post-write due Monday!



Post-seminar writing:

1.  Reflection/Self-Assess

·         Reflect on the outcome of the seminar.  Consider your own performance and the seminar overall.  How did you do personally and how did the group do collectively?   Based on the rubric, what grade do you deserve on the seminar? 
·         React to your peers’ ideas (be specific) and the meaning you all constructed together.  Was there anything that enlightened you?  Something you particularly disagree with?  How did your thinking about the text change as a result of this seminar? 

2.  Synthesis

·         Make a claim about an idea from today's seminar and support it with evidence.  Your claim may be something you develop further from your seminar prep, or it may be a new idea that you acquired during the seminar.  


For this seminar, you will receive only one grade, which will be a fusion of your reflection and your seminar performance.  I still would like you to write a synthesis, but instead of sending it to me, you should post it on Edmodo.


Honors:  Don't forget to get a copy of The Omnivore's Dilemma by Monday!

Thursday, April 19, 2012

The Worst Mistake in the History of the Human Race

Crash Course:  The Agricultural Revolution

Group Work:  "The Worst Mistake in the History of the Human Race"


Seminar Prep: The Human Relationship with Food
Answer the following questions referencing evidence from Hatchet, Supersize Me, and “The Worst Mistake in the History of the Human Race.”
1.  Compare and contrast Brian’s relationship with food in Hatchet and that of a “heavy user” of McDonald’s food.  Which way would you rather live?
2.  Compare and contrast the life of a hunter/gatherer with your own.  Who lives better?  Explain.
3.  Was the agricultural revolution the worst mistake in the history of the human race?  Why or why not?



If you finish your seminar prep, spend some time on Edmodo in a rhetorical exchange about food!

Wednesday, April 18, 2012

Super Size Me




Homework:  Read and Annotate: "The Worst Mistake in the History of the Human Race"

Questions 
1.  What is the thesis of this article?
2.  What evidence does the article give to support its thesis?
3.  Do you agree with the article?  Why or why not?
4.  What arguments can be made against the article’s thesis? 

Tuesday, April 17, 2012

Questions for Hatchet
1.  Write a paragraph that discusses your thoughts and observations regarding the evolution of Brian's relationship with food.
2.  Compare/contrast Brian's relationship with food (while in the wilderness) with your own.



Monday, April 16, 2012

Welcome Back!

FOOD!


Starter 25How do you characterize your relationship with food?
Freewrite for 20 minutes on as many of the following questions as you feel.  Please feel free to go in another direction if you choose.
  • What does the experience of eating mean to you?
  • What do you eat?
  • What are the influences that shape what you eat?
  • What sorts of food have you grown up on? 
  • What is the food culture like in your family? 
  • What are your favorite foods and why?
  • What kind of eater are you?
  • What do you know about where your food comes from, and how does this affect what you eat?

Small Group Discussion:  
Why study food in Humanities?  Make a list of the potential connections that you see between food and Humanities class.  
What do you hope to learn more about it through this unit?

First reading:  Hatchet
1.  As you read, annotate regarding Brian's changing relationship with his food.  When you finish, write a paragraph that synthesizes your thoughts and observations.
2.  Compare/contrast Brian's relationship with food (while in the wilderness) with your own.

Monday, April 2, 2012

Welcome Back, Juniors!

LINK reflection/self-assess and debrief

Friday, March 9, 2012

Project Wrap

Project Reflection:  due to me electronically by midnight Sunday (3-11)

After studying your intervention in-depth and learning about others from your peers, what is your overall take-away from this project?  Write a reflection that explores how studying US military interventions has affected your own ideology and perception of America's position in the world.  This reflection is pretty open-ended.  You may relate it to the concepts we have studied in US History and/or current global politics.  Please feel free to get very rhetorical in this reflection!  Use the appropriate appeals to describe your ideological opinions.  

Sign out a copy of Cat's Cradle.  Your assignment over the period of your internships is to read the novel and prepare for a seminar when you return.  When you finish the book, please get on Edmodo and post your ideas and interpretations of the novel's many ideological layers.  Engage with the ideas and interpretations of your peers.  Be prepared to be assessed on the novel on Monday, April 2 when you return from internships.  The seminar will be Wednesday, April 4.

Me van a hacer demasiado falta!  Que les vaya super bien en las practicas!  Pura vida!

Friday, March 2, 2012

Starter 24:  Edmodo Self-assess and Feedback
In addition to giving yourself a grade, write a paragraph about your relationship with Edmodo.  Be honest and reflective.  Write an additional paragraph to include feedback about the use of Edmodo as a classroom institution.
A:
I log on to Edmodo all the time to read and engage with my peers’ ideas.
I carry on intellectual conversations on Edmodo.  I regularly comment on my fellow classmates’ posts, and I have been doing so all semester.
I frequently post original ideas, food for thought, interesting links, etc. without being reminded to do so.  I have been doing so all semester.
B:
I log on to Edmodo sometimes, especially when Jessica or a fellow student reminds me it exists.
I sometimes comment on my fellow classmates’ posts.
I sometimes post original ideas, food for thought, interesting links, etc, but not as frequently and consistently as some.
C:
I have been posting on Edmodo lately since I was reminded that we had to self-assess.
D:
I rarely post to Edmodo. 
F:
How do I log on to Edmodo?

Thursday, March 1, 2012

Starter 22:  Brainstorm the contents of your Powerpoint.
Make a bulleted list of main points  --OR--  "Outline" your slides

As you search for images for your presentation, save images to a folder and keep track of where you found them!

Reminders:
Iraq War revisions due tomorrow!
Sign up for Presentation date!
Powerpoint critique due Monday

PROJECT WORK TIME

Wednesday, February 29, 2012

SLC's tonight!

Starter 21:  SLC Check-In

1.) The second semester of junior year is the most academically significant semester for the college
admission process. How are you making this semester count? Speak to your academic successes and
challenges.  Review grades and ACT/SAT scores and share anecdotal evidence.
2.) What support do you need this semester to reach your academic and L.I.N.K. goals?


What makes a good Powerpoint?

Powerpoint handout

Sign up for presentation date!!

PROJECT WORK TIME

Tuesday, February 28, 2012

Project Work Time

Brainstorm:  What makes for a good Powerpoint presentation?

PROJECT WORK TIME:
Revise Essay
-more research?
-keep writing?
-Commas and friends
-in-text citations/bibliography
-commas and friends
-What is the title of your essay?

Conference with Me?

Begin work on Powerpoint
-image search
-sign up for presentation (draft due Friday)

SLC Prep?





Monday Feb 27

In-text Citations


Powerpoint:  Commas

Thursday, February 23, 2012

REVISION!

1.  Revise your draft based on feedback.
2.  Revise your draft for sentence focus.
3.  Revise your draft for correct use of quotations.
4.  Revise your draft for comma usage?  Conquering the comma

Wednesday, February 22, 2012

Peer Critique

If you were absent today, you should arrange an alternative critique.
Critique Protocol

Homework:
1. Revise your critiqued draft.
2. Evaluate the use of quotations in your draft.  Set the quotations up properly if you are not already doing so.
Setting Up Quotes

Friday, February 17, 2012

Claim/Outline due...

For each person’s thesis statement, discuss:
·    Does it make a debatable claim about the topic?
·    Does it state the obvious or something factual?
·    Is it specific or general?
·    Is it focused?
·    Is it stated clearly?
·    Is it stated eloquently?
·    Will there be sufficient evidence to make the argument?
·    Does it avoid the first person?  (“I think…” “I believe”)
·    Could it benefit from a concessive?
·    What can the author do to improve the thesis statement?

For each person’s outline:
·      Does each planned paragraph support the claim?
·      Is there sufficient evidence to support the topic sentence of each paragraph?
·      Will the essay crafted from this outline represent a bias on the intervention?
·      What is missing?  (What questions are you left with?)     
·      Will the essay concede counterpoints?
·      Is the outline working toward an essay that will take the shape of an Aristotelian argument?


Happy 4-day Weekend!  Complete draft due next Wednesday Feb 22 (printed out at the beginning of the hour).




Thursday, February 16, 2012

Sentence Focus (Welcome, Mr. Fisher!)



Work Time
Due tomorrow:  Claim, outline

Tuesday, February 14, 2012

Continue research...

Starter 20:  What is your working claim?  Articulate your developing opinions/conclusions about your conflict.

New Due Dates:
Friday, February 17:  Claim and Outline Due
Wednesday, February 22:  Draft 1 (peer).  Come to class with a printed copy.
Friday, February 24:  Draft 2 (me).  Due by 8am electronically.  If you do not meet this deadline, you will not get my feedback by Monday.

Monday, February 13, 2012

The Fog of War



Film Notes: T-chart

Homework:  Read the 10 additional lessons from Robert McNamara.  Keep researching your intervention.

Wednesday, February 8, 2012

Project Work Time

Research Tips
1. Real research is born of the need to answer questions.  Barrage your intervention with questions.  Follow the questions where they lead you.  (Refer to original handout for list)
2. Create your bibliography as you go.  Evaluate the credibility of your sources.
3. Take good research notes.  Electronic notes are handy because you can cut and paste direct quotes from your internet sources.  Keep track of where your quotes come from in order to easily cite them later.
4. Jot down your analysis, conclusions, idea, opinions, etc. as they occur to you.  Play with potential claims as you research.  Test your claims by barraging them with questions.  Consider opposing points.
5. Wikipedia:  Read overview to give yourself a foundation.  Use the bibliography links at the bottom of the page.  

Turn in your Iraq War writing.  Staple the rubric to it.

Tuesday, February 7, 2012

WRITE!

Would your argument benefit from a concessive?

At some point today or tonight, send me an email with feedback about yesterday's "fishbowl" seminar.
1.  What did you like about it?  2.  Recommendations

Monday, February 6, 2012

Seminar: Iraq War

Due Wednesday:  Seminar Writing

Rubric

Friday, February 3, 2012

Seminar Prep

Starter 19:  What position are you developing about the Iraq War?

Iraq War Seminar and Writing Task

Homework:  Seminar prewrite (outline or draft of writing task)

Thursday, February 2, 2012

Why We Fight

Shock and Awe!:  The initial bombing of Baghdad

Assign Interventions:  If you do not know what intervention you are studying, see me.

Key Terms: "military industrial complex"; collateral damage; "economic colonialism"


Why We Fight (2005)
1.     How does this film answer Essential Question #1?  (Why do we fight?)
2.      “Annotate” for Rhetoric:  fallacies, four A’s, logos, pathos, ethos
3.     Is the argument presented in this film convincing?  Why or why not? 
4.     What counterpoints can be made against the film’s rhetoric?



Homework:  Finish film questions.
Optional:  Do additional research on Iraq War.  Begin researching your intervention.

Wednesday, February 1, 2012

Leading to War

Reading Quiz:
1. Explain the ideological bias of the article and (Honors) The Project for the New American Century.
2. Explain the foreign policy advocated for in the reading(s)

Discuss quiz answers and:
3.  What are the advantages of this viewpoint?
4.  What good points are made?


The Bush Doctrine


Media Excerpts from the Bush administration (Leading to War)
1.  Analyze carefully the rhetoric of Bush and his defense staff.  Jot down observations about the rhetoric:  note effective use of the 4A’s, logical argument, Aristotelian appeals, fallacies.
2. How is their rhetoric convincing?
3. What points can be made against their rhetoric?




Homework:  
1.  5 Fallacies
2.  Finish Q's 2&3
3.  Honors:  adapted Zinn, Chapter 25




H

Tuesday, January 31, 2012

The Rhetoric of Aftermath

Starter 19:  Choose either bin Laden's letter or Howard Zinn's chapter.  React to either's rhetoric.


Fallacies


President Bush's Address to a Joint Session of Congress September 20, 2001
1.  What do you notice about Bush's rhetoric?  Jot down your observations as you watch his speech.
2.  How does this rhetoric affect you personally?


Homework:
1.  Read "Commit For the Long Run" by Robert Kagan and Ronald D. Asmus
2.  Find 5 examples of logical fallacies in any sources of rhetoric including the sources we are looking at in class. (ads are a good place to find certain types).  Write down the example and the source.  Due Thursday
3.  Honors (optional for everyone):  Check out Project For the New American Century.  Discover the ideological bias of the organization by exploring their website.  How is their rhetoric?

Monday, January 30, 2012

The Pathos of 9-11

Starter 17:  In your own words, what is the main claim of Dr. Grossman's article?  (Hint:  It occurs close to the end of the reading...)

Project:  The Rhetoric of 20th Century US Military Interventions

Video:  HBO 9-11 Memorium

Homework:  Howard Zinn, Chapter 25

Look at Osama bin Laden's open letter to America

Friday, January 27, 2012

The Atomic Cafe

Starter 16:  How does Howard Zinn describe the rhetorical climate of Cold War America?  (What kind of rhetoric was shaping the public's perception of The Cold War?)

Film:  The Atomic Cafe
1.  Based on these media excerpts, describe the rhetorical climate of Post War/Cold War America?  Use specifics to support your answer.  Does the film support Zinn's analysis?

2.  How have media messages changed since the 50's?  How have they stayed the same?

Write up your answer to Question 1 and turn it in to my box.  If you don't finish, you can turn it in Monday.

Weekend HomeworkDr. Zoltan Grossman website:  Read "A Briefing on the History of US Military Interventions" by next Monday.  Look over his powerpoint.  Do some preliminary research.  Choose the three interventions that you are most interested in studying.

Thursday, January 26, 2012

The Rhetoric of WWI

Starter 15:  What does patriotism mean to you?  Do you think it's important to be patriotic?  Is it patriotic or anti-American to criticize the US government during war time?

President Wilson's speeches

Key Terms
isolationism
neutrality
sedition
espionage



The Rhetoric of Protest:  Eugene V. Debs and Charles Schenck
Analyze with a partner or solo
1.       Discuss the rhetorical situation surrounding these speeches (context, exigence, audience)
2.       What is each speaker trying to convince their audience of?   Discuss the effectiveness of each’s rhetoric. 
3.       Are these speeches patriotic or unpatriotic?  Explain your answer.  

Write a paragraph that answers question three.  Turn in to my box.

Wednesday, January 25, 2012

WWI

Watch The Century, America's Time: Shell Shock (in three parts): 1, 2, 3

Questions for film:  

1.      1.  What is the ideological spin (bias) that the film seems to have about the war?  How does it differ from Howard Zinn’s ideological spin?  Explain your answer with specifics.
2.      2.  What do you notice about the film’s rhetoric?
3.      3.  What reasons does the film give for the United States getting involved in World War I?



Tuesday, January 24, 2012

Essential Questions
1.  Why do we fight?
2.  How does rhetoric shape the public perception of military conflicts?

Starter 14:  Answer one of the EQ's (to the best of your ability).

Four Corners

Dr. Zoltan Grossman website:  Read "A Briefing on the History of US Military Interventions" by next Monday.  Look over his powerpoint.  Do some preliminary research.  Choose the three interventions that you are most interested in studying.

Monday, January 23, 2012

Starter 13
In  your view, was the Spanish American War a justified military action?
Honors:  How did reading Twain and/or Roosevelt further illuminate the ideology/rhetoric of the times?



Read Around Response 
Respond in the margins and 2-5 sentences at the end.  Look at the person’s rhetoric.  Respond to their rhetoric with more rhetoric.  Comment on the rhetoric itself.    Do not just tell them that you like it.  Tell them what and why.  Correct mistakes if you want, as this speaks to aesthetics.  


Welcome, Rachel!  LINK work time.

This week's readings:
For Wednesday:  Zinn, Chapter 14
For Friday:  Zinn, Chapter 16

For each, answer the following...
1. What does Howard Zinn claim about US involvement in the war?
2. What does he say about the public rhetoric surrounding the war?

Friday, January 20, 2012

Beveridge v Anti-Imperialists

Starter 12:  Interpret the rhetoric.  What effect does this flag have on you personally?




TURN IN STARTERS 6-12!!!


Senator Beveridge's speech and The Anti-Imperialists.  Discuss the rhetoric of each document.
1.        What kinds of noteworthy words and phrases are used?
2.       What can we infer about the ideology of the rhetor?
3.       What value system must the rhetor and the audience share for this rhetoric to be effective? (Aristotle’s enthymeme)?
4.       How does this rhetoric affect you as an unintended “actual” audience member?  Why do you think it has the effect it has?



Homework:  Writing Assignment Due Monday!

Read Clara's letter from Buddha as a model of creative rhetorical response!

Thursday, January 19, 2012

The Rhetoric of Empire

The Crucible of Empire: PBS

Finish Film:  continue annotating with attention to 1) its rhetoric 2) the ideology contained in its rhetoric 3) important details about the war and the reasons for getting involved in it

Discussion:  Explore both sides of U.S. involvement in the Spanish-American War.

Essential question:  Is democracy compatible with imperialism?

Homework:  Assigned readings.  For each, annotate and answer the question:  What ideology is reflected by the rhetoric of the document?

"Senator Albert Beveridge Calls for an American Empire" (1900)
"Platform of the Anti-Imperialist League" (1899)


Honors: In addition to the other two readings, read one or both of the following, based on the angle you would like to take with your writing assignment.
Mark Twain, "To the Person Sitting in Darkness" (1901)
Theodore Roosevelt, Corollary to the Monroe Doctrine (1904)


Weekend Writing Assignment

Wednesday, January 18, 2012

The Spanish American War

Starter 11:  Interpret the rhetoric of the political cartoons.  For each:  What perspective is it advancing?  What ideology does the cartoon seem to be reflecting?







Group Work (Show me!):
1.        1.  Discuss Zinn’s version of events.  What claims does he make?  What is his bias?  How does his ideology influence his interpretation of this era of history?
2.       2.  Share with each other the findings from your research.  Did you find that other sources shared Zinn’s bias?  Did you find sources that seemed to reflect a different ideology about these military conflicts? 
3.       3.  What are interesting details that you found out about the Spanish-American War?




Tuesday, January 17, 2012

Independent Research

Starter #10:  Martin Luther King Jr's Speech at the March on Washington August, 1963.  Why is his rhetoric so effective?




Define:  bias, spin

Read Howard Zinn, Chapter 12
1.  What reasons does Zinn give for American involvement in the Spanish-American War? 
2.  Does Zinn present a biased view of America’s intervention in the Phillipines?  
3.  What is Howard Zinn's spin on these events?



Find other secondary sources about the Spanish-American War and/or the Philippine conflict. 
1.  Citation
2.  Compare/contrast your source to Howard Zinn’s version of the events.  Does the source have a similar spin or bias?  Note important similarities and/or differences.

Friday, January 13, 2012

Happy Friday!

TEST!


Weekend homework:
1.  Consume media critically
2.  Stay cool


Starter 9 ("Ender"):  Consume media.  Respond in writing.

Thursday, January 12, 2012

Test Tomorrow!!!!

Starter #8:  What do you think of the "Buffet Rule"?

Read Around Response
1.  Read each other's writing and respond.
2.  Marginal comments and 2-5 sentences at the end.
3.  Comment on ideas and use of rhetoric.
4.  Put your initials near your comments.

Study Guide for Test

Wednesday, January 11, 2012

Carnegie and the Populists

Starter 7:  Whose philosophy do you agree with more strongly, Carnegie's or the Populists'?  Why?

Assignment:  Carnegie's "Wealth" and the Populist Party Platform

Please type your response and bring a printed copy to class tomorrow!

Tuesday, January 10

Starter 6:  film excerpt The Rockefellers
Evaluate the rhetoric of the film.  (Bias?  Aristotelian appeals?  The 4 A's?)

The 4 Resources of Rhetoric
1.  Arguments
2.  Appeals
3.  Aesthetics
4.  Arrangement

Mary Elizabeth Lease speech (1890):  Analyze for her use of the 4 resources.

Homework:  Read and annotate Carnegie essay and Populist Party platform (questions, connections, rhetoric)

Monday, January 9, 2012

Starter 5:  Reading Quiz
1.  Why were certain men in the 19th century able to amass immense wealth?
2.  Who were the Populists?  What did they believe/want?

Turn in Starters 1-5!

Discuss in groups:
1.  First, discuss quiz questions.
2.  Discuss reading (Chs. 10-11) and homework.  How does Howard Zinn relate the history of the period?  Does his version seem accurate and fair?  Examine his rhetoric.  Can you make any connections to rhetoric you hear nowadays?

Brainstorm:  What do we know about the "Robber Barons" and "The Gilded Age"?


Welcome Guest Speaker!!!

Readings for Wednesday:
Andrew Carnegie "Wealth"
The Populist Party Platform (1892)
Close Reading!  Annotate!  Questions?  Connections from anything current?

Thursday, January 5, 2012

The Rhetorical Situation

Starter #4:  Hank's POL
Look over your notes/outline for the Herrick article and make 2-3 connections between the ideas about rhetoric and Hank's POL.

Group Work on "An Overview of Rhetoric"
Go over Herrick article and reverse outline.  Make sure everyone in your group understands the main ideas.  Share and brainstorm examples.  Ask me questions if you have them.

Lesson:  The Rhetorical Situation

Assignment:  Analyze the rhetorical situation of our reading of A People's History of the United States as a course text.

Homework(for Monday):  Read and annotate Howard Zinn, Chapters 10 and 11 and answer the following questions
1.  In 1-2 paragraphs, explain Zinn's fundamental message about the evolution of social class in the 19th century.
2.  Evaluate his use of Aristotelian appeals (logos, pathos, and ethos)

Wednesday, January 4, 2012

Aristotelian Appeals

President Obama addresses the nation upon the death of Osama bin Laden

Starter #3:  What effect does this speech have on you?

Lesson:  Aristotelian Appeals

Find examples of logos, pathos, and ethos in advertising

Homework:  Read Obama's address.  Annotate it for examples of logos, pathos, and ethos

Tuesday, January 3, 2012

What is rhetoric?

Starter 2:  In your own words, define rhetoric.  Give examples.

Lesson:  What is rhetoric?


Work Time:
*Finish Their Eyes Were Watching God assessment (if you did not finish yesterday)
*Finish Herrick "An Overview of Rhetoric"
            Complete Reverse Outline

Homework:  Herrick article and reverse outline if you did not finish it in class

Monday, January 2, 2012

Welcome Back!

Starter 1: What was the most intriguing/interesting item of media you consumed over X-Mas break? What did you take away from it?






Assessment:  Their Eyes Were Watching God



Homework:  Read Herrick, "An Overview of Rhetoric"  (through page 8 for tomorrow; whole article due Wednesday)