Thursday, October 31, 2013

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”).



Monday, October 28, 2013

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

Thursday, October 24, 2013

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?

Wednesday, October 23, 2013

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.

Tuesday, October 22, 2013

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?

Monday, October 21, 2013

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!)

Friday, October 18, 2013

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 19th 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


Thursday, October 17, 2013

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.






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?

Friday, October 11, 2013

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?)

Wednesday, October 9, 2013

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


Tuesday, October 8, 2013

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!)

Monday, October 7, 2013

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.

Friday, October 4, 2013

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

Thursday, October 3, 2013

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


Wednesday, October 2, 2013

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 20th century?  Relate your answer to ideology.
3.  In what ways might we feel the effects of the war still today living in the Southwest?

Tuesday, October 1, 2013

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?