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).

Logical Fallacies

Welcome, Libby!!


Reading:  Bryn



Goal for the Day

• Recognize and generate examples of some common logical fallacies.

Lecture:  Logical Fallacies
Handout:  Some Logical Fallacies


Fallacy Poster Project
1.  Each group will add an example of the fallacy to the corresponding poster.
2.  Along with the example, each group should create a small drawing or symbol that corresponds to the example.
3.  You may use whatever resources you have available to generate your example (go-go-gadget fallacy generator!)
4.  You cannot repeat an example that is from the Powerpoint, handout, or that is already present on the poster.  Be original.

Reading:  Marisa


Starter #16:  What was most interesting, surprising, or disturbing about the experience of reading Bin Laden's letter?


Goals for the Day

• Compare and contrast the rhetoric and ideology of seemingly conflicting primary sources
• Evaluate multiple perspectives on US Foreign Policy and develop our own

Group Work

• Each group should make a T-chart.  Create a list comparing and contrasting the rhetorical discourse of George Bush with that of Osama bin Laden.  What do they have in common and how do they differ?

Similarities	Differences

Compile whole class list.

Discuss

• Whose rhetoric is more effective?  Why?
• How does our own ideology influence each rhetorical transaction?

FOUR CORNERS:  US Foreign Policy

Homework (due Wednesday)

• Read and annotate "Commit for the Long Run" by Robert Kagan and Ronald D. Asmus
• Read and do post-it note annotations for Chapter 24 and 25 of A Young People's History of the United States (sign out book on sign-up sheet)
• Answer the following questions
• 1.  What ideological bias on foreign policy do Kagan and Asmus represent?  
• 2.  What recommendations do they make?
• 3.  What ideological bias on foreign policy does Howard Zinn represent?
• 4.  What recommendations does Zinn make?
• 5.  With whom do you agree more?  Why?

Reading:  Tatum


Review/Discuss rhetorical analyis of George W. Bush's speech


Who was Osama bin Laden?


Rhetorical Analysis of Osama bin Laden's open letter to America.

As you read, annotate the letter with attention to the elements of rhetoric that we have studied.   On a separate sheet of paper (electronic recommended), answer the following questions.  You may work together with a partner, but each person should do and submit their own assignment.  Due Monday, September 16.

1. What is Bin Laden’s message?

2. Who is his audience?

3. What is his purpose?  What does he want his audience to accept?

4.  Do you see any logos?  Give examples.

5.  Evaluate his use of pathos.  What beliefs/convictions/emotions does he appeal to?

6.  Where do you see ethos?  How does he attempt to establish credibility and moral character?

7. What ideology does this rhetoric transmit?

8. How does this rhetoric impact you as an audience member?

9. Compare and contrast bin Laden’s rhetorical discourse to George Bush’s.  

a. How are they similar?

b. How are they different?

10. Is Osama bin Laden’s letter rhetorically effective?  Why or why not?

School pictures!!!


Homework

• Finish rhetorical analysis.
• Edmodo:  Using your rhetorical analysis as a basis, discuss Bin Laden's letter with each other.   Post the most insightful ideas from your analysis to Edmodo and respond to your peers' insights.   (Continue your conversation thread on Bush's rhetoric.)

Reading:  Justin
Please remember to give Justin feedback!



Starter #15:  How should the United States have responded to the terrorists attacks of 9-11?  Had you been a member of Bush's administration, how would you have advised him?


President Bush's Speech:  September 20, 2001
Full text of the speech



Rhetorical Analysis:  Bush's speech

1.  What is President Bush’s message?

2.  What is his purpose?  What ideas does he want his audience to accept?

3.  What are his motives, both revealed and hidden?

4.  Evaluate his use of appeals in this speech. 

To what emotions/beliefs/convictions does he appeal?

5.  What ideology does this rhetoric seek to transmit?

6.  How does he use the concept of freedom rhetorically?

7.  How does he use the concept of national security rhetorically? 

8.  What other ideological concepts does he use effectively in his speech?

9.  How does this rhetoric impact you as an audience member?

10.  Is George Bush’s speech rhetorically effective?  Why or why not?



Effective Rhetoric!  Look at the effect...



Homework

• Finish rhetorical analysis.
• Edmodo:  Using your rhetorical analysis as a basis, discuss Bush's speech with each other.   Post the most insightful ideas from your analysis to Edmodo and respond to your peers' insights. 

The Pathos of Patriotism

Reading:  Gordon


Starter 14:  Watch this video.
How does this video make you feel?  Can you relate the experience to Tony's "This I Believe" essay?


Remembering 9-11


HOMEWORK

• Edmodo (optional)
• Interview the adults in your life about their experience on September 11, 2001 and the days and weeks that followed.  

Reading:  Marley
Please remember to get on Edmodo and give Marley feedback, comments, questions, etc.



Goals for the Day

• Define "jingoism" and determine to what degree we see it in American ideology and rhetoric.
• Understand Aristotelian Appeals (logos, pathos, and ethos) and identify examples in rhetorical discourse. 

Starter #13  

• Ray Raphael says, "We continue to see ourselves as David to prove we are not Goliath..."  What does he mean by this?  How does he see this as a result of mythologizing the study of history?  Why should we care?

What is jingoism?
Pair share:

• Look up definitions.
• Do we see "jingoistic interests" in contemporary ideology and rhetoric?

EDMODO:  Do we agree with Ray Raphael's claim that "the historical self-portrait of America as the little guy, together with a myopic denial of international politics, fuels the quest for unbounded global power"?


Review/Discuss yesterday's assignment




Obama's Addresses the Nation Upon the Death of Bin Laden

• What is the exigency?
• What are Obama's motives, both hidden and revealed?
• How does it impact on you personally as an American?

Aristotelian Appeals


Homework:  Edmodo

Post, respond, drop rhetorical bombs!!

• Find examples of logos, pathos, and ethos in media sources. Post at least one of each to Edmodo!
• Respond to prompt about Ray Raphael's claim.
• Respond to this question:  Do you see "jingoistic interests" in U.S. foreign policy in the Middle East?   Why or why not?
• Give Marley feedback!

A letter from Libby


Starter #12:  What do you remember about the American Revolution?  What have you learned about it in your education?  Why was the Declaration of Independence written?  Upon what ideologies was the Revolution based?

Key Questions: 
How does ideology impact the telling of history?
What are the ideologies upon which the Declaration of Independence was based?
To what degree is the United States living up to the ideals set forth in the Declaration?

Crash Course US History

DISCUSS in Groups:  

1. What ideology is reflected in the way the story of the Revolution is usually told?

2. What was the role of rhetoric in the American Revolution?

3. What was the exigency of writing the Declaration of Independence?

Declaration of Independence video

1.  What ideology is underlying the Declaration?

1.  How does the language of the Declaration impact you as an American?

2.  How do you think this video is supposed to make you feel?  Is the video itself rhetorical?  How so?

Complete Packet

• Why did the Founding Fathers write the Declaration?
• A Significant Omission
• Declaration Preamble

Homework

Read and annotate “Re-examining the Revolution” by Ray Raphael

Be prepared to answer questions and discuss the reading!

Honors Reminders:
Howard Zinn, Chapter 4
Discussion Questions
Meeting Wednesday

What function does rhetoric play in a society?

Goals for the Day

• Explore the functions of rhetoric as an art 
• Internalize rhetorical concepts from this week

Reading:  Will

• Please don't forget to get on Edmodo and give Will feedback!

Starter #11:

• Oprah Winfrey Anniversary Speech
• Relate Oprah's rhetorical response to MLK to any of the rhetorical concepts from the Herrick article.

Review/Discuss:  Dr. King's rhetoric


Lesson:  RHETORIC AS AN ART

TURN IN:  Reverse Outline


Project Overview:  Deconstructing the Rhetoric:  Ideology and the American Experience


Rhetorical Exchange:  Rhetoric is a response and invites a response....

• Respond to this rhetoric in at least 250 words.  (Approx. 2 well-developed paragraphs)  
• Your response should have two parts: 1) Relate this clip to any of the ideas from the "RHETORIC AS AN ART" section of the Herrick article; 2) Respond to the message itself as an "audience member." What is your ideological reaction to this clip?  (Be rhetorical!)
• Email me your entire response.  Post the second part of your response to Edmodo.  Respond to the rhetoric of your peers.

Homework

• If you do not finish in class, continue the rhetorical exchange on Edmodo.
• Consume rhetoric.  Think more deeply about it than you would have before this week.  Relate it to the ideas in the Herrick article.  Let your learning sink in.  Rest and breathe deeply.  

(If you have not turned in your reflection/DP link, it is due no later than 11:59 tonight)

Rhetorical Discourse

Goals for the Day:

• Identify the features of rhetorical discourse
• Analyze a piece of rhetorical discourse for these features

Reading: Ande
Please remember to give Ande feedback on Edmodo:  comments, reactions, questions, etc...



Starter 10:  Freewrite on one of the following ethical questions surrounding rhetoric.
1.  Should persuasion only be used in the service of truth?
-OR-
2.  Is it ethical to use rhetoric to achieve power over people?
Post your answer to Edmodo.  Respond to your classmates' posts.


Lesson:  RHETORIC AS A TYPE OF DISCOURSE

"I Have a Dream" Dr. Martin Luther King, Jr.

• Listen intently and annotate for the characteristics of rhetorical discourse that Herrick outlines in his article. (review Powerpoint)

What are the components of the Rhetorical Triangle?
1.  What is the message?
2.  Who is MLK Jr.?
3.  Who is the audience?
4.  What is the purpose?
5.  What is the historical context?



Group Work:  Rhetorical Analysis



HOMEWORK
Complete Herrick article; Complete Reverse Outline.
DP update and reflection due tomorrow by 5 pm.

An Overview of Rhetoric

Goals for the day:
1.  Be able to define rhetoric and give examples of rhetorical discourse.
2.  Understand and apply the three main "vertices" of the Rhetorical Triangle.


Starter 9:  In your own words, define rhetoric and give 3-5 examples of rhetorical discourse.

Reading:  Izzy
Please remember to give Izzy feedback on Edmodo:  comments, reactions, questions, etc.



Share definitions of "rhetoric."
http://www.americanrhetoric.com/rhetoricdefinitions.htm



Mini-lesson:  An Overview of Rhetoric



The Rhetoric of animashighschool.com

Go to AHS website and determine the following components of the rhetorical triangle.

What is the message?

Read between the lines:  What message is being transmitted by AHS’ website?

Who is the communicator (AKA “rhetor”)?

Is the message credible?  What makes it credible?

Who is the audience?

What values, beliefs, and/or experiences  must the audience hold for the message to be effective?

HOMEWORK
Read Herrick article, through p 17, you may STOP at the header ; Complete the first three pages of the Reverse Outline, again you may STOP at RHETORIC AS AN ART.  Due tomorrow (Thurs)

TIB Reflection/DP update, due Friday.

Turn in "This I Believe" (if you have not done so already).  Submit electronically to jessicaahs11@gmail.com.


Reading:  Tony
***Everyone needs to sign up for a reading slot on the sheet located at the back of the room.


"This I Believe" Reflection and DP update

Starter #8

Think about the last time someone persuaded you to do something, buy something, or believe something.  What did that person do that was convincing? 

-OR-

Think of the last time you persuaded someone.  How did you convince your “audience”?

In pairs:  Brainstorm all of the ways that you interact with persuasion in your lives, both as persuader and persuaded.

What is rhetoric?  Look up definitions (solo or partners) and then paraphrase in your own words.

Which professions require great rhetorical skills?

HOMEWORK 

1. Begin reading "An Overview of Rhetoric" by James Herrick.  For tonight, read through (including) page 7, the section called "Defining Rhetoric."  Be prepared to define rhetoric and give some examples of rhetorical discourse.

2. Reflection/DP update (Due Friday; send DP link to me before class begins)