Turn in Montana 1948!!

Today's Goal:
Provide quality feedback to your peers in critiquing their POL drafts and then refine your POL!

Starter:
When is your POL and for which two students are you paneling? 

PEER CRITIQUE
1. Get into groups of 3 to critique POL
2. Use the rubric to evaluate the presenter in each category.
3. After the presentation, use the question bank on  this document to ask a few questions.  Use the rubric to evaluate the presenter on his/her responses to your questions. 
4. Provide positive, specific and helpful feedback!

Refine your own POL!

Starter:  TED Talk "Hackschooling Makes Me Happy" by Logan LaPonte

Tasks for Today:
1. Go over the list of POL questions and determine how you may answer each.  Remember that you will have to present evidence for the questions in the form of anecdotes and/or digital or physical artifacts.
2. Prepare your presentation for critique tomorrow.



Announcements:
1. PSAT scores are in!  You will go over the results in Junior Seminar.  You can go see Rachel with questions or if you want your results immediately.
2.  Check out this essay contest that some of you may be interested in!

HOMEWORK (Due tomorrow):
Prepare an entire draft of your presentation for peer critique.  We will run through it with Q&A and the whole shebang!

Starter #6:  Use the rubric to critique Hank's POL.  Does he satisfy all the criteria?

TURN IN YOUR ESSAY:

Turn in literary analysis by email.  In the body of the email, answer the following questions.

1.  According to the rubric, what grade do you deserve for this assignment?  Download a copy of the rubric and resubmit it, highlighting where you think you fall in each category.

2.  Comment on the grade you gave yourself.  Why do you think you deserve that grade?  What have you done well?  If you had more time, what would you revise?

WORK TIME:

Draft your POL presentation.

Work through the list of Q and determine your A.

Meet with Libby?

Meet with me?

Office Space:  "The Bobs"

Starter 5:  Brainstorm the POL prompt.  Look at the guiding questions for the Performance Categories if you need to.

• In tough economic times, why should we keep you? Why are you a valuable asset to this institution? How is your performance ensuring that you will continue to have a job?

Instructions for Peer Critique (lit analysis)
1.  Using the Literary Analysis Peer Critique protocol in your packet, exchange papers with your group (3 or 4 way rotate) and give each other thoughtful critiques.  You only have to give/receive one, but please feel free to get more critiques if you need/want to.  You can choose partners for any subsequent critiques.
2.  Revise tonight as homework.


Welcome, Libby!  An Overview of LINK Project Proposals


TO DO Today:
1. Peer critique of Literary Analysis
2. Conference with Libby about project proposals.
3. Read every word of the POL description and rubric.  If you have questions about POL's, please ask them here.
4. Brainstorm POL "pitch" content.  What claims will you make about your strengths and how you will improve?
5. Conference with Jessica about POL? (today or tomorrow)

HOMEWORK:
1.  Revise Literary Analysis.  Due tomorrow at the beginning of the hour.
2.  Begin to outline your POL presentation.  What claims will you make about your strengths and how you will improve?  If you have questions, put them on the Google Doc.

In-Class Literary Analysis Writing:   Montana 1948
*When you finish, do the self-check in the packet.
*Optional: exchange papers with a peer and give each other feedback based on the peer critique protocol in the packet.
*If you finish the essay and the self-check, work on brainstorming your POL content.

HOMEWORK:  Refine your essay!

Ashley's Announcements for Skiers and Boarders:
1.  Lunch meeting about backcountry fun times and AV1 course in Ashley's room.
2.  Ski tune with Heerschap after school tomorrow. (Wednesday)

Starter #4:  Write your claim out.  Below it, free-write on your interpretation.  Why did you arrive at the claim?  What evidence in the text could support your claim?

Model Literary Analysis Activity
Read through the essay with critical attention to the structure, content, and conventions of literary analysis.
1.  Identify the thesis and mark in with TS in the margin.
2.  Underline each topic sentence.
3.  Mark places where the author uses textual evidence in the margins with E.  Circle parenthetical citations, noting how they are set up.
4.  Using the Literary Analysis Rubric in the packet, ask the questions of the essay.  Does the essay meet all of the criteria for this type of essay?
5.  At the bottom of the essay, write one paragraph explaining how this activity has helped give you direction for your own literary analysis.

Plan your literary analysis!
1.  Using the Writing a Literary Analysis Essay guidelines and the outline in the Literary Analysis Planning Guide (or another template), outline the content of your essay.  It will be difficult to fit your ideas and evidence into the space allowed, so feel free to type it or write it out on a separate sheet.  Just be sure to follow the guidelines.  It's okay to add more evidence and analysis than the outline gives space for!
2. Be sure that you find textual evidence to support your claim.  You will want to use some direct quotes from the book, but paraphrased events and information count as evidence too.  Be sure that you understand how to set them up with parenthetical citations.  If you aren't clear, get clarification from me today.  There is an example on the back side of the Writing a Literary Analysis handout.
3. If you are confused about this assignment in any way, have a conference with me today.
4.  Bring your outline tomorrow to write your essay during class.  You will be able to use this entire packet and the book during the writing of your essay.

HOMEWORK?
Come to class prepared to write your Literary Analysis tomorrow!

Socratic Seminar:  Montana 1948

Self-Assessment (due by tomorrow before class)
1.  Based on the rubric, what grade do you deserve on the seminar?  Write a paragraph explaining why you deserve the grade you gave yourself.
2.  What claim (thesis) do you plan to support in your literary analysis essay?

Read through the POL assignment  and POL rubric and add any questions you have to this Google Doc.

WORK TIME:
1.  Read Montana 1948.
2.  Work on seminar prep. (due Monday)
3.  If you finish both, read Montana 1948 again, this time employing your critical reading strategies and looking for evidence for your literary analysis claim.

SEMINAR Monday!

Have a wonderful weekend!

Starter #3:  Sarah Kay, Poetess and Storyteller

Make an interpretive claim (that is, write a thesis statement) about Sarah Kay’s TED Talk.  You can focus your claim on: 1) her poem; 2) her message about poems and/or stories; 3) how her delivery impacts meaning.

Today’s Question:  How do we make claims about literature?

Mini-lesson:  Making Claims

Following the guidelines in the Powerpoint, write or rewrite claims for 2 of these 3 creative works:  1) Guernica, 2) “Yours,” or 3) the Sarah Kay TED talk.  Get feedback from a peer.  Revise again?  Show me when you are finished.

WORK FOR THE NEXT FEW DAYS....

Seminar Prep and Literary Analysis Brainstorm

HERE IS A LINK TO A GOOGLE FOLDER WITH THE CONTENTS OF YOUR PACKET:  

Google Doc folder with Lit Analysis resources

Starter #2:  What critical reading strategies did you apply in your reading/interpretation of "Yours"?

Goals for the Day:
Apply literary terms to your critical reading of a text.
Dig in to literature with the goal of analyzing the "evidence" in the text.

In groups:  Analyze "Yours" (one person scribe group notes)
1.  What do we know about the characters?
2.  What is the central conflict?
3.  What does the dialogue reveal about their relationship?
4.  Do we see any foreshadowing?
5.  Does this story contain irony?
6.  What type of narrator does this story have?  How would it be different with a 1st person narrator?
7.  How does setting influence our interpretation?
8.  Are there any symbols?
9.  What universal themes does this story illuminate?

Whole class share:  Interpretations?


Montana 1948:  Socratic Seminar and Literary Analysis


WORK TIME

• TEA paragraph on "Yours" due by the end of the hour.  Please feel free to revise your paragraph if your group work expanded your thinking on the story.
• Read Montana 1948

Pop Quiz
1. In your own words, explain what a literary analysis is and describe some of its features.
2. Where does the meaning of a work of literature come from?
3. Why do schools emphasize the study of literature?
4.  Name a few strategies for the critical reading of a literary work.

What does it mean to interpret?
Interpretation Activity:  Guernika
Starter #1:  Record your first impressions of the painting.  What adjectives can you use to describe it?  What mood does it put you in?

In pairs/3s:  T-chart

Painting Detail (“evidence”)	Implications/Interpretations

Together:  Let's Interpret!  What could this painting mean?  Would it help to have the historical context?

AS INDIVIDUALS:  Write a paragraph that includes the following:

a.       T: an interpretive claim (what does the painting mean?)

b.       E: use of evidence (details of the painting) to support the claim

c.       A: analysis (commentary or explanation of how the details contribute to the meaning…what led you to your conclusions)

Debrief:
How did we arrive at our interpretations?  How can we apply these skills to literary texts?  Is it harder or easier with texts?

"When you write about literature, you participate actively in the construction of knowledge about that text."

WORK TIME:
1. Interpretive paragraph due by the end of the hour.
2. Reflection due by the end of the hour!  Send me a link to your updated DP.
3. Read the last page of the "Analyzing Literature" reading.  Answer the "Critical Inquiry" questions in the form of a TEA paragraph.  (due tomorrow)
You are responsible for knowing all of the literary terms from the handout.  (Pop Quiz?  hmmmm....)
4. Read Montana 1948.

Welcome back!!

How was break?  I am very thankful for all of you!
In pairs:  Tell each other a good (quick) story about your Thanksgiving break.


Odds and Ends from the Rhetoric Project...

1.  Feedback Survey

2.  DP Update

a. Project Reflection (5 paragraph essay format:  TEA ¶’s!!)

• ¶1. Describe the project and give it context.
• ¶2. What have you learned about rhetoric, ideology, and the American experience?
• ¶3. How did you connect to this project?  What did you like most about learning about these topics?
• ¶4. What was difficult/challenging about this project?  What would you do differently if you had it to do over again?
• ¶5. What have you discovered about your own emerging ideology as a young American?

b. A link to a digital copy of your Op-Ed

c. A link to the video of your exhibition of your oral project (or the project itself in the case of videos) 

3. Op-Ed Submission Guidelines
a.  Example: Riley Rifkin!
b.  Is yours ready for publication? (B+?)
c.  Take out parenthetical citations (you must still give credit to direct quotes by setting them up correctly)
d.  Don't include Works Cited page when you submit.

4.  If you finish everything, you may begin to read "Analyzing Literature" handout and sign out Montana 1948.

Please take this yearbook survey!!!  

Homework: "Analyzing Literature" handout 

HONORS:  Source Analyses Due!
The 3rd source is due Friday, and the 4th on December 18.
Meeting this Wednesday at lunch.

My students are amazing!!  You guys blew some minds...

Brainstorm reflection  (Due December 3)
Reflection Questions:
1. Describe the project and give it context.
2. What have you learned about rhetoric, ideology, and the American experience?
3. How did you connect to this project?  What did you like most about learning about these topics?
4. What was difficult/challenging about this project?  What would you do differently if you had it to do over again?
5. What have you discovered about your own emerging ideology as a young American?

Odds and Ends
1. Student Survey:  Why Animas?
2. Student Survey:  Dress Code
3. I have learned....
4. Op-Ed due at midnight

Famous Rhetoric:  JFK's inaugural speech (Jan 1961)

Exhibition Week: Monday-Wednesday

"Students should not only be trained to live in a democracy when they grow up; they should have the chance to live in one today."--Alfie Kohn


Agenda for these three days:
1) Critique
2) Refinement
3) Get inspired!


THURSDAY:  GRADED REHEARSAL
OFFICE HOURS:  Tuesday AND Wednesday after school


Critique:  Whole Class
1)  Someone should time each presenter
2)  We will examine the same questions as last week's critique, so audience members should jot down notes on the following:

• Strengths
• Perspective (Is it clear and effectively transmitted?)
• Appeals and Rhetorical Devices
• Audience Impact
• Refinements and Suggestions

3)  Feedback Session:  Presenter should take notes!

Odds and Ends...
1.  Sign-up for Critique!
2.  Graded rehearsal Thursday
3.  Let's name this thing!
4.  Op-Ed due next Friday.
5.  Office hours next Tuesday after school if you need more help or practice.


Group Critique


WORK TIME!!  Let's get this done


Weekend Homework:  Project Beautification!  Your project should be complete and ready to practice in its (semi)final form on the day of your critique.

Starter:  Jot down and share with a partner the following:
1) your plans for your oral project
2) your struggles
3) which Aristotelian appeals you will use
4) which rhetorical devices you will use

Models
Music:  "Masters of War" by Bob Dylan
Oratory examples
Discuss:  What makes for good oratory?

Work time!
If you did not conference with me yesterday, you must today!!

DRAFT DUE TOMORROW!!

"If I had more time, I would have written a shorter letter."--Blaise Pascal

Draft Feedback Debrief
1. Read and reflect on my feedback.  
2. Pair share:  What are the greatest areas of refinement that you need to make on your Op-Ed?
3. Look over "Common Issues in your Op-Ed Articles."  Read over your draft and check the boxes that you think apply to you.
4.  Deadline pushed back:  due by midnight on Friday, November 22.


Rhetorical Discourse Performance Project
1.  Exhibition is scheduled!  November 21 (next Thursday) at iAM studio!  Where my coordinators at?
2.  Models of political discourse, done creatively:

• KRS-ONE:  "2nd Quarter Free Throws"
• Spoken word example:  "Swallow Pride, Spit Words"
• Laying down the political discourse with oratory:  Remember this one?

3.  Consume more models related to your topic and/or your medium?
4.  If you are struggling with turning your topic into a creative oral piece, talk to me about how you can craft a different piece of discourse that expresses ideology.
5.  EXIT TICKET:  Describe to me your plan for your oral discourse project IN DETAIL!!!

What are the expectations of the oral project?

Rubric Review

What are some handy devices for effective oral discourse?

Rhetorical Devices Handout

Rhetorical Devices Activity

1.  In groups (or solo if you choose), come up with original examples of each rhetorical device.  You may draw on the course concepts or make up silly examples.  I recommend that for at least some of them, you play with political ideas.  Think about how politicians and other rhetoricians can use the devices.

2.  Record your examples on this Google Doc.

3.  Review the examples of year peers.

4.  Consider how you might incorporate some of the devices into your own project.

HOMEWORK OVER YOUR FOUR DAY WEEKEND

Brainstorm and plan your oral project!  Once you have a plan, begin to draft and create it!

Peer Critique!

Critique Guidelines

Review Setting up Quotations!

Complete draft due to me by email by the beginning of class tomorrow!

Brainstorm in partners.
1.  What should we call our exhibition?
2.  Tell your partner what you are thinking about for your oral project.


Op-Ed Self Critique


Revise Draft for Peer Critique tomorrow!

Gallery Walk:  Ashley's Project

Model Critique:  Read and analyze one of the Op-Eds from "The Morality of Politics and Justice" project.
1.  What is the thesis of the piece?
2.  How does the Op-Ed effect you as an audience member?
3.  Using the list below, give three pieces of concrete feedback to the essay.

Common features of an Op-Ed

• Shorter paragraphs
• Concise writing
• Each paragraph has one idea or topic
• Punchy sentences that are engaging
• Logos, ethos, and pathos (pathos should not be overdone!)
• Reader is left with a suggested solution, resolution, or recommendation for action
• Evidence is used effectively throughout
• Every paragraph supports the thesis
• Refutes point(s) of the opposition
• Conclusion drives the point home

Model  Op-Ed:  Would we rather invest in preschools or prisons?  
By Nicholas Kristoff, The New York Times

Using the rubric, "grade" Kristoff's Op-Ed

Together, discuss to what degree Kristoff's article contains these common features of Op-Ed pieces:

1. Shorter paragraphs
2. Concise writing
3. Each paragraph has one idea or topic
4. Punchy sentences that are engaging
5. Logos, ethos, and pathos (pathos should not be overdone!)
6. Reader is left with a suggested solution, resolution, or recommendation for action
7. Evidence is used effectively throughout
8. Every paragraph supports the thesis
9. Refutes point(s) of the opposition
10. Conclusion drives the point home

WORK TIME!  Draft #1 Due Tomorrow

PROJECT WORK TIME

DUE TOMORROW:  2-3 potential thesis statements for your Op-Ed.  Research notes for 2 supporting sources and 2 opposing sources.  (Please turn in your op-ed analyses by tomorrow as well.)


Concessive Review:  Write a practice concessive thesis statement on any topic.

• Example:  Even though Effi is one of the strangest Jedi in the galaxy, her use of the force makes Animas a safe and happy place.

Good thesis statements...

• ...make a debatable claim about the topic.
• ...do not state the obvious or something factual.
• ...are specific and focused.
• ...are clearly and eloquently stated.
• ...can be backed up by solid evidence.
• ...avoid the first person (NO:  “I think…” “I believe”).

Project Launch

Starter #30:  Give me some feedback on the Edmodo "seminar" assignment.  Describe what you liked about it as well as what you might change.  Comment on your learning during the assignment:  was this an effective way to develop your perspective on the topic?

TURN IN COMP BOOKS!!


Project Launch
1.  Rhetoric and Ideology Project Guidelines
2.  Op-Ed Article Guidelines
3.  Op-Ed Rubric
4.  Oral Project Rubric
5.  Research Notes and Source Analysis



TOPIC BRAINSTORM
1.  Review the ideologies we have studied so far.
2.  In small groups, come up with a robust list of topics (political issues) that would make for good Op-Ed material.


Analysis of Op-Ed
1. Read two Op-Ed pieces from reputable news sources and answer the questions on the handout.
2. Suggested sources for Op-Ed examples

• Time
• The Economist
• The Durango Herald
• http://www.realclearpolitics.com/
• http://www.nytimes.com/pages/opinion/
• http://www.bostonglobe.com/opinion

Starter #29:  React to this quotation by Nobel Laureate economist Milton Friedman.  Do you agree or disagree with his statement?

• “The real problem with government is not the deficit. The real problem with government is the amount of our money that it spends..” ― Milton Friedman

What do we know about welfare?



Crash Course:  The New Deal

What do we mean by trickle-down economics?

Discuss the assigned documents with your group.

Populist Platform:

Make sure everyone in your group understands the document.  Answer the following:

1. We learn from Herrick that rhetoric “is a response and invites a response.”  What situation(s) are the Populists responding to?

2. Discuss the ideology contained in the Populist Platform.  What is the main message (thesis)?

3. What are the best points that the Populists make?  How do they use rhetoric effectively?

4. What connections can you make to the current political dialogue that you hear?

5. Have any of these Populist demands been met since this time period?

6. What questions does your group have? 

“Wealth”

Make sure everyone in your group understands the document.  Answer the following:

1.  What situation is Andrew Carnegie responding to?

2. Discuss the ideology contained in Carnegie’s rhetoric.  What is the main message?

3. What are the best points that he makes?  How does he use rhetoric effectively?

4. What connections can you make to the current political dialogue?

5. Who do you think is Carnegie’s “imagined audience”?

6. What questions does your group have?

Brainstorm Google search terms for this assignment.

Check out this cool resource on effective google searches.


Crash Course:  The Great Depression

Starter 28:  Do you think income equality is desirable?  Would our society be better off if no one were rich and no one were poor?  What are the advantages of living in a competitive society?


Crash Course:  The Progressive Era


WORK TIME
Readings and paragraph summaries are due tomorrow!
Edmodo
Conferences with me?

Pop Quiz!
1.  How were certain men able to amass large fortunes in the latter part of the 19th century?
2.  Why did resistance movements like Populism develop?  What changes did they want to see in society?


Homework Share
1. Share the paragraphs you wrote with a partner.
2. Each partner should write two sentences of response to the written paragraphs.  You may respond in any way you see fit:  ask questions, add omitted information, respond ideologically.
3. After you have read each other's paragraphs, discuss the biases in each secondary source as well as the answers to quiz questions.  What questions do you still have?


Crash Course:  John Green on Gilded Age Politics


Inquiry:  The Ideology of Wealth, Redistribution, and the Income Gap
Readings:  Carnegie's The Gospel of Wealth and The Populist Party Platform


HOMEWORK
See handout for due dates associated with this week's inquiry.  (Hint:  Carnegie and Populists due Wednesday!)

Starter #27:  Interpret this political cartoon.  What ideological position is the artist trying to represent?

Discuss the image.  What do we already know about Standard Oil and John D. Rockefeller?

Questions of the Day:

1.  Why were certain men in the 19^th century able to amass immense wealth?

2.  Who were the Populists?  What did they believe?  Why were they able to gain millions of supporters?

Film excerpts:  The Rockefellers
1.  Describe John D. Rockefeller's ideology concerning the acquisition of wealth.
2.  Do you see the film as biased?  Neutral?  Deconstructed?  Why?  Give evidence from the film to support your answer.


Who were the Populists?

Mary Elizabeth Lease:  Speech to the Temperance Union (1890)
Discussion:

• Why do you think speeches like this were appealing to certain audiences in the 1890s? 
• What images and rhetorical devices did she use to excite her audience? 
• What ideological economic position does she espouse?
• Does her rhetoric remind us of anything that we hear in political discourse?

Brief Mini-lesson on Populism


HOMEWORK:
See yesterday's post for weekend homework

Starter 26:  In America, one should have the right to become as wealthy as he or she wants without other people or the government interfering.  To what degree do you agree or disagree with this statement and why?

Goal for the Day

• Establish background knowledge on economic systems and ideologies that will help us understand better the ideologies of The Gilded Age.

Economic Systems:  What big questions do we have?

In pairs, discuss what confuses you about economic systems and the ideology surrounding economic issues.  Jot down some big questions to share with group.

John Green on Communism, Socialism, and Capitalism

Background Knowledge:  Economic Systems and Ideologies

You may work with others on this assignment, but each person should do his or her own work!

Here is a good source for definitions of the economic systems.

Background Knowledge:  The Robber Barons and the Industrial Age


Homework (Due next Monday)

1.  Read and annotate the selection from A Patriot's History.

2.  Read Zinn, Chapter 11.  Annotate on sticky notes or a separate piece of paper.

3.  Write 2 solid paragraphs comparing and contrasting the two assigned secondary source chapters.  What is the ideological bias of each source?   How can you tell?  How does each's rhetoric reveal his bias?

TO DO 

1. EDMODO SELF-ASSESS (2 paragraphs by email)

¶ 1. Give yourself a grade based on the rubric (+’s and –‘s are okay) and explain why you deserve that grade.  Discuss your personal relationship with Edmodo.  Be honest and reflective (remember: I have Edmodo omniscience). 

¶ 2. Write a paragraph of feedback about the use of Edmodo as a classroom institution.  What is successful about our Edmodo interaction?  How can it be improved in the future?  What can Jessica do to improve this experience for her students?

2.  SEMINAR POST-WRITE (due at the end of the hour by email)

3.  SLC PREP (due next Wednesday:  send me your outline or notes by email!)

4.  HONORS ONLY

Project Proposal due tonight by midnight

Zinn, Chapter 11 with Q's due next Friday

5.  Optional 4-day weekend investigation

Look into the history of Columbus Day, Columbus, and the controversy surrounding Columbus Day as a national holiday.  (Letter to the Editor?)

Seminar Prep

Starter 25:  According to Dr. King, what is the difference between a just law and an unjust law?  How are we as citizens supposed to know the difference between the two?

MLK's steps for a non-violent campaign for social change
1. collection of facts (to determine whether injustices exist)
2. negotiation
3. self-purification (when we acknowledge internally that personal sacrifices are needed for the sake of progress)
4. direct action

Discuss:  What are the similarities between Thoreau's and MLK's theories?  What differences do we see?

Seminar Rubric 

Seminar Prep

Answer the following questions thoughtfully and thoroughly (at least 1 well-developed ¶ per question) in preparation for tomorrow’s seminar.  Due tomorrow at the beginning of seminar.  (If you do not complete the prep, you cannot get an A on the seminar!)

1. Do you agree with Thoreau’s (and MLK's) view of government and the role of an individual in creating a just society?  Why or why not?  Explain your answer thoroughly.

2. Are “civil disobedience” and "non-violent direct action" sound methods for promoting social change?  In what ways are these methodologies effective?  What are the flaws?  Is there a better way?

3. Was the Occupy Wall Street movement a good example of civil disobedience and/or non-violent direct action?  What would Thoreau say to the OWS protesters?  What advice would you give to them?

4. Can individuals change the government?  Why or why not?  If so, how?  If not, is democracy possible?

5. Write an original probing seminar question.

TO DO LIST:

• Additional research on Occupy or any other element/evidence of Civil Disobedience you think may be handy in the seminar.
• Edmodo conversation
• Review google doc
• Seminar Prep Questions (HOMEWORK if you don't finish in class!)
• SLC Prep

Starter 24:  Step back and reflect
Freewrite:  How are your academic performance and community involvement this year impacting your personal journey?

SLC Prep and Sign-up

Documentary Film Screening:  The 99%: Occupy Everywhere
Take notes on the film that will help you prepare for the seminar.  Note specifics that you believe could become evidence in the seminar.
1. What are the elements of our government/society that the Occupy Wall Street movement is protesting and trying to change?
2.  Connect the Occupy Wall Street movement to specific elements of Thoreau's philosophy.
3.  Do you believe that the Occupy Wall Street movement can be an effective method to bring about change?  In what ways could it be successful?  What are its limitations?
 (due tomorrow)


TO DO
Film Annotations/Questions (due tomorrow)
Finish reading MLK's "Letter to a Birmingham Jail" (due tomorrow)
Give parents SLC letter/Work on your SLC prep!  (next Wednesday!)

Reading:  Lana

Starter #23:  Is Civil Disobedience an effective way for the people in a democracy to change their government/society?

Help a freshie with his socialization survey!

Civil Disobedience Jigsaw Seminar Coaching

Groups/Sections

1.  Part 1, ¶ 1-2

Tony

Natalie

Elliot

2.  Part 1, ¶ 3-5

Dakota

Bryn

Gordon

3.  Part 1, ¶ 6-7

Eric

Heidi

Ande

4.  Part 1, ¶ 8-9

Lana

Tatum

Ashton

5.  Part 2, ¶ 1-3

Cole

Justin

Nolan

6.  Part 2, ¶ 4-5

Tanner

Will

Izzy

7.  Part 2 ¶ 6,8/Part 3 ¶1

Marley

Conor

Marisa

1.  Summarize your assigned section.   Write a bulleted list of main points (paraphrased).

2.  Analyze Thoreau’s use of rhetoric using the concepts we have studied.  Find 3-5 examples of language that demonstrate the characteristics of rhetorical discourse.  (Look for appeals, arguments, fallacies, doublespeak, concession/refutation, etc.)

3.  Choose 2 quotes from your assigned section that you feel are important to his argument and explain their significance.

4.  Add your findings from 1-3 to the Google Doc.

5.  Present your analysis to your classmates.

6.  HOMEWORK:  As individuals, add 2-3 comments to the Google Doc.  You should “annotate” Thoreau’s ideas and quotes.

FOR WEDNESDAY:  Read and annotate Martin Luther King Jr's "Letter From a Birmingham Jail" for the seminar.

Verbal Starter:  As groups, discuss how you answered the writing prompt in last night's homework.  Please discuss the fundamental ideology of each reading and how you connected them to the ideology of the present.


TURN IN COMP BOOKS AND LAST NIGHT'S HOMEWORK!


Four Corners!


Powerpoint:  American Transcendentalism


HOMEWORK
Read and Annotate "Civil Disobedience" by Henry David Thoreau
This is a seminar text, so I expect you to annotate accordingly.

Ideas for annotations

• observations about what is being said or done
• summary of main points
• what you are reminded of (people, feelings, places, moods)
• questions you have
• ideas that occur to you
• things that you agree or disagree with
• any connections you are making
• vocabulary you need to look up (and the definitions after you look it up)
• identify themes being developed
• any literary devices being used (metaphor, irony, imagery, et. al.)
• things you find beautiful or striking or interesting or profound:  stuff you want to return to think about later

Reading:  Natalie


Starter #22:  What role does the press play in the transmission of ideology?


Discuss last night's reading
Pair share Q#3:  How might we still feel the effects of the Mexican-American War living in the Southwest?

Video:  Media and the War


A Whitman editorial


Rhetorical Analysis:  Primary (Media) Sources 
1.  John O'Sullivan on Manifest Destiny
2.  Frederick Douglas:  North Star Editorial

Written Response (2-3 paragraphs):  Compare and contrast the ideology transmitted by these two primary sources.   Discuss how these two documents represent the contrasting ideologies of the time period in which they were written.   Additionally, discuss how you still see manifestations of these ideologies in the present day.

HOMEWORK
Finish  Rhetorical Analysis

Seating Chart!

Starter #21:  Are we the "great nation of futurity" that John O'Sullivan predicted?

Goals for today

• Understand the ideology of manifest destiny.
• Analyze a historical text for its underlying ideology.

Watch yesterday's video  for a clarification of Manifest Destiny.

Crash Course US History:  War and Expansion

Review John L. O'Sullivan's article
1.  Share the answers to the reading questions with your group.
2.  Discuss:  What appeals does O'Sullivan use?  What does the audience need to accept as true for this rhetoric to be effective?
3.  As individuals, write 1-2 paragraphs and submit to me by email:  Which parts of this article do you agree with ideologically?  Which parts do you disagree with?  Explain your answer.

HOMEWORK
Read "Many Truths Constitute the Past:  The Legacy of the U.S.-Mexican War" and answer the following questions:

1.  What larger point does this article make about the study of history?

2.  Why do you think that contemporary historians take a different view on the Mexican War than those of the early 20^th century?  Relate your answer to ideology.

3.  In what ways might we feel the effects of the war still today living in the Southwest?

Starter #20:  How do you define the term "progress"?  Give 3-5 examples of ideas or concepts that can be considered to be progress.

Let's send our letters!

Do you need a final proofread before you send?

Please submit to me by email today.  In the body of the email, please paste the following reflection questions for this assignment.  (If you would like to add this assignment to your DP along with the reflection, you may.  This is optional, however.)
1.  How did you connect to this assignment?
2.  How was this difficult for you?
3.  If you had more time, what would you do to improve the letter?

Small Group Brainstorm:  What are positive examples of "progress"?

American Progress by John Gast

• In pairs:  Analyze the ideology of the painting.

The Melish Map

What is Manifest Destiny?


Ideology in Poetry:  Walt Whitman's America
Peruse Leaves of Grass.   You may focus on the prologue of the book or on the poems themselves, or read "By Blue Ontario's Shore."  Locate 5 quotes or passages that you believe to represent American ideology.
For each, 1) write out the quote or passage, 2) explain what you believe to be Whitman's meaning or purpose, 3) explain the connection you are making to to your experience or America's.  Why does the quote resonate with you (as an American)?



EDMODO:
1. What do we love/celebrate/appreciate about America and her ideology?  Let's appreciate!!
2. What did Whitman say to you today?

Homework
1. Edmodo
2. Read John O'Sullivan "The Great Nation of Futurity"

• Annotate and look up words that you don't know in the dictionary.
• Answer the following:

1.  What does John O'Sullivan think America stands for?
2.  What does he think is America's mission?
3.  What does he mean by "progress" in this essay?
3.  Do you still see elements of O'Sullivan's ideology in America today?

Critique

Reading:  Cole


PEER CRITIQUE PROTOCOL


Could The Quill be your audience?


WORK TIME
Refine letters
More research?
Conference with me?
Conference with each other?


HOMEWORK
Letters due Tuesday, October 1!!!

Reading:  Heidi


In writing:  What are your goals for work time today?


Pair share:  What difficulties are you having?  What can you do to overcome these difficulties?


Review planning questions together.


Reminder:  "This I Believe" is due to NPR tomorrow!  Submission instructions can be found here.  If you are not 18, you must submit your essay with your parent/guardian.  Please (have your parent) forward me the confirmation email.  


WORK TIME
Continue to draft and refine your letter?
Conference with me?


HOMEWORK
Draft due tomorrow for critique!

Drafting letters

Reading: Nolan

In writing:  Set goal(s) for work time.  (What will you get done today?  Will you need to research?)

Pair share:  Topic (Claim?), Audience, Goal


Sample Letter to Congress

Your letters to members of Congress or to the President may be addressed this way:

The President

The President of the United States
The White House
Washington, D.C. 20500
Dear Mr. President:

A Senator

The Honorable ________
Senate Office Building
Washington, D.C. 20510
Dear Senator _______:

A Representative

The Honorable ________
House Office Building
Washington, D.C. 20515
Dear Mr. _______:

Our elected representatives:

Representative Scott Tipton (R)

Senator Mark Udall (D)

Senator Michael Bennet (D)

Senate Armed Services Committee

What has the House Committee on Foreign Affairs been up to?

An Overview of the Obama-Biden Foreign Policy Plan

WORK TIME/CONFERENCES

HOMEWORK:  Project Work?

Reading:  Tanner

Starter #19:  Was Vladimir Putin's rhetoric effective for you as an audience member?  Why or why not?

Pair share:  What does Putin mean by American "exceptionalism"?  Why does he find it to be dangerous?

USA:  Democracy or Empire?

Share on board.  (Will somebody scribe as a Google doc?)

• Which characteristics of each do we see in the American experience?  (Highlight)
• Do we all agree about which we are?  What are our points of disagreement?
• Is this question a false dichotomy?

Mini-Project:  Time to Use Your Voice!

Obama reads letters from the American people:  Watch the video

Plan your rhetoric:  BRAINSTORM!!!

Brainstorm Tips
1)  Free-write from your own conviction.  What do you want to contribute to the conversation?
2)  Analyze your rhetorical situation.  (see handout)
3)  Review the source materials and re-read your own rhetorical responses to all of the assignments from the last two weeks.  What is your emerging perspective on foreign policy and/or defense?
4)  Research current news stories about national defense (http://www.realcleardefense.com/) to get ideas.

Reading:  Conor


TURN IN:
Bush/Obama Foreign Policy Comparison
Why We Fight Questions

Starter #18:  Is the USA a democracy or an empire?  Explain your answer.


Feedback for POW (Peers Owning Wellness):  Please take this survey!


Feedback for Jessica:  Please take this survey!


Discuss Friday's Film

• Edmodo?  Let's do this, guys!

USA:  Democracy or Empire?


Goals for the Day

• Identify the characteristics of democracies and empires. 
• Work together to begin to deconstruct the question:  Is the U.S.A. a democracy or an empire?

Group brainstorm:  Democracies and Empires

Share on Board.  (Will somebody scribe as a Google doc?)

• Which characteristics of each do we see in the American experience?  (Highlight)
• Do we all agree about which we are?  What are our points of disagreement?
• Is this question a false dichotomy?

Homework:  Read Vladimir Putin's "A Plea for Caution." (New York Times, September 11, 2013)

Answer the following questions:

1.  What is Putin's message to the American people?

2.  What is his position on U.S. Foreign Policy?

3.  What recommendations does he make?

4.  What does he mean by "American exceptionalism"?  Why does he call it "dangerous"?  

Friday, September 20

Film Screening:  Why We Fight (2005)

As you watch the film, takes notes that will help you answer the following questions.   Write complete, detailed answers to the questions (due Monday, electronically preferred).   This weekend, post your answer to question #6 on EDMODO and/or respond to your peers’ posts.

• 1. Explain the concept of the military industrial complex.  What was President Eisenhower warning us against?
• 2. Write a detailed paragraph summarizing the argument that this film is making.  How does the film seem to be answering the question: Why do we fight?
• 3. How is this film rhetorical?  Write a detailed paragraph discussing the film as a work of rhetoric.  Mention several of the rhetorical concepts that we have studied so far.  (CONSIDER:  the four A’s of rhetoric , logos/pathos/ethos,  any concepts from the Herrick article)
• 4.  Is the movie guilty of any logical fallacies or doublespeak?  What counterpoints could be made against this film’s rhetoric? 
• 5.  Is the film’s rhetoric effective?  Why or why not? 
• 6.  EDMODO:  React rhetorically to Why We Fight and the general content of the course these last few weeks.  As a thinking American, contribute your perspective to the conversation on foreign policy.  (Rhetoric is a response and invites a response!)

Reading:  Ashton


Finish Leading to War
In comp books, freewrite on your reaction to the rhetoric that you saw in the video.  Label the free-write "Leading to War Reaction."

Bombs Over Baghdad:  How is "Shock and Awe" rhetorical?


Review last night's reading questions.
Did we see any examples of doublespeak in the Bush administration's rhetoric?



President Obama previews military strike on Syria (August 31, 2013)
Look for examples of doublespeak.
Look for logical fallacies.


In groups: 
Compare Obama's discourse to that of the Bush administration.

• What is similar about it?  What is different?
• Does Obama use doublespeak and fallacies?

Jon Stewart's take on the latest news on Syria.

Discuss:  How is satire rhetorically effective?  What fallacies does it employ?

HOMEWORK

Watch last Tuesday's speech on the Syria situation.  Write at least 2 solid paragraphs analyzing the similarities and differences between the Bush doctrine and Obama's foreign policy.  Use specific examples from Obama's and Bush's discourse to support your claims.  Discuss your ideas on Edmodo.   (Email me your paragraphs by tomorrow morning!)

Reading:  Heidi (Happy Birthday!)


Goals for the Day

• Continue to develop our perspectives on foreign policy
• Apply our emerging rhetorical analysis skills to political discourse

Starter #17:  Where do you find your developing perspective on foreign policy after last night's readings?  Use example from the texts to support your answer.

Review main ideas from the readings.



Additional Rhetorical Concepts
Doublethink:  the power to hold two contradictory beliefs in one's mind simultaneously and accepting both of them.  -George Orwell, 1984

A few more fallacies...

False Analogy:  This fallacy compares two things which might share some similarities, but also differ in very important, often crucial ways.  Meaning is often twisted with this fallacy.

• Humans were born as free as the birds.  Why should we work?

Guilt by Association:  This fallacy claims someone is guilty because they may share some ideas or have a relationship with a criticized person or group.

• All communists are civil rights supporters. Martin Luther King, Jr. is a civil rights supporter. Therefore, Martin Luther King, Jr. is a communist.

Watch film:  Leading to War
1.  "Annotate" the film, noting rhetorical devices.
2.  Look for examples of logos, pathos, and ethos.
3.  Look for logical fallacies.
4.  Are the filmmakers guilty of any fallacies?
5.  In comp books, write a solid paragraph analyzing the rhetoric that we see in this movie.


Homework
Read "Doubts About Doublespeak" by William Lutz.  Answer questions 1-4.
Add this Question:  #5.  Are there examples of the four types of doublespeak in the video we watched?  (Re-watch clips from the video if you have to).