Goals for the Day

• Explore the ideological conflict with the Islamic State
• Gain further perspective on US foreign policy

Welcome, Mike!  Thanks for sharing your experiences and perspectives!  Kids, ask smart questions:)

Film:  The Islamic State

Questions for Discussion and Edmodo Discussion:

• What was most surprising to you about IS?
• How is this an ideological conflict? 
• How did watching this video impact your perspective on Obama’s current air strikes?
• What foreign policy recommendations would you make to the current leaders?

Be sure to get on EDMODO and synthesize your learning!  Answer the discussion questions!

You have until tonight to respond to your peers' posts from Why We Fight.

Goal for the Day

• Commune with Walt Whitman across space and time.  Talk to him about America?

      Who was Walt Whitman?

      My experience and that of other poets:  What is it about Whitman that makes us feel his ghostly presence so strongly?

      Some examples:  Ginsberg and Alexie

·      

      Find 3-5 quotes that speak to you and/or seem to reflect something about Whitman’s philosophy or his ideology or his America.  Respond to Walt.  T-chart or free form on sketch paper with doodles as responses. 

Walt’s Words	Your Response

GROUP FUSION 

1.  Share the quotes you identified.

2.  Make a poster with your groups.

3.   Each of you will contribute one of your quoted passages.  Each person should write in a different color. 

4.  Make the poster beautiful in other ways you see fit.  (Grass?)

Closure:  Why the title Leaves of Grass?

Exit ticket:  Tell me about your experience with Whitman today.

TURN IN ALL PAPERWORK!!

Film:  Why We Fight (2005)

Rhetorical Analysis:  Why We Fight

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

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:  Refer to the four A’s of rhetoric , logos/pathos/ethos, and/or any concepts from the Herrick article. Is the movie guilty of any logical fallacies or doublespeak?) 

4.  What counterpoints could be made against this film’s rhetoric? 

5.  Is the film’s rhetoric effective for you?  Why or why not? 

6. EDMODO mini-seminar: 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!).  Post this answer to Edmodo.  Respond to 3-5 of your peers’ posts by Sunday night.

Goals for the Day

• Examine the roots of the arguments for and against the expansion of an American Empire at the turn of the 20th Century
• Identify ideological foundations of two conflicting historical primary sources

Starter 9.24:  Interpret the rhetoric of the political cartoons.  For each:  What perspective is it advancing?  What ideology does the cartoon seem to be reflecting?

Background Knowledge

John Green on American Imperialism

Teddy Roosevelt and the Spanish American War

Overview of the Imperialism Debate

Define:  yellow journalism




Mark Twain's rhetoric and proposed flag:

In a February 1901 article titled, "To the Person Sitting in Darkness," he criticized the U.S. policy in the Philippines:

There must be two Americas: one that sets the captive free, and one that takes a once-captive's new freedom away from him, and picks a quarrel with him with nothing to found it on; then kills him to get his land. . .

True, we have crushed a deceived and confiding people; we have turned against the weak and the friendless who trusted us; we have stamped out a just and intelligent and well-ordered republic; we have stabbed an ally in the back and slapped the face of a guest; we have bought a Shadow from an enemy that hadn't it to sell; we have robbed a trusting friend of his land and his liberty; we have invited clean young men to shoulder a discredited musket and do bandit's work under a flag which bandits have been accustomed to fear, not to follow; we have debauched America's honor and blackened her face before the world. . .

And as for a flag for the Philippine Province, it is easily managed. We can have a special one--our States do it: we can have just our usual flag, with the white stripes painted black and the stars replaced by the skull and cross-bones.

Primary Source Analysis: 
Senator Beveridge and the Anti-Imperialists



Feedback for Jessica

Check-in:  How are we doing?  Where are we going?  

Starter 9.23:  Check in with the news....

Read this article in the Washington Post and look at the polling statistics.  Answer the following questions.

• Why do you think Americans fluctuate so much in their opinions on U.S. military action?  What do you think influences these changes?

USA:  Democracy or Empire?

Goals

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

Group brainstorm:  Democracies and Empires

Share on Board.  (Take notes!)

• 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?  Could democracy be compatible with empire?

Discuss assigned article and Dr. Grossman's Powerpoint:  
A History of US Military Interventions
What is Dr. Grossman's ideological bias?  How does he support his arguments?
How does he inform our answers to the essential questions?


BIG QUESTION:  Why do we fight?  
In groups:  Why do you think the United States engages so frequently in military conflict?  What are the advantages and disadvantages of having the most powerful military in the world?

HOMEWORK:
Read Chapter 12 of Howard Zinn AND do some general background research on the Spanish American War.

Goals for the Day

• Analyze political discourse for the elements we have been studying.  (Specifically:  Aristotelian appeals, logical fallacies, and doublespeak)

Rhetorical Analysis:  Leading to War
Watch film:  Leading to War

1.  "Annotate" the film, noting rhetorical devices.

• Look for examples of logos, pathos, and ethos.
• Look for logical fallacies.
• Look for examples of doublespeak.
• Are the filmmakers guilty of any fallacies?

2.  In digital comp books, write 1-2 solid paragraphs analyzing the rhetoric that we see in this film, indicating examples of the rhetorical devices you annotated.

Further analysis of the information and rhetoric, can be found on the website: leadingtowar.com.

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

What does war mean in the age of mass media?




HOMEWORK:
Read and annotate "Briefing on the History of Military Interventions" by Professor Zoltan Grossman

Edmodo foreign policy discussion!  I will post some stuff.  You guys post some stuff.  You say smart stuff and show your smart thinking.  

Pay attention to the news!!

Goals for the Day

• Be able to define four types of doublespeak (jargon, euphemism, gobbledygook, inflated language).
• Generate original examples of fallacies and doublespeak.

Doublespeak

Exaggerated Example:  Kevin King
What is doublespeak?
Review each of the concepts.


What are "talking points"?  How can they be turned into doublespeak?
Example:  Governor of Florida


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.

Fallacy Poster Project

1.  Each group will add an example of the fallacy to the corresponding poster.

2.  Illustrate your example if you wishJ

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.

A LINK message:  Welcome, Zoe!

HOMEWORK?

FINISH ALL READINGS and make sure Comp Book is caught up.

EDMODO conversation:  Respond to Russell Brand's rhetoric on American foreign policy.  (Respond in the conversation stream where the video is linked.)

Starter 9.17:  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?  Could you use another day?

Did you turn in your quiz Pt. 2?

Goal for the Day

• Recognize and generate examples of some common logical fallacies.

Lecture:  Logical Fallacies

Handout:  Some Logical Fallacies

Homework

Read/annotate "Doublespeak" by William Lutz.  Be able to identify the thesis of the article and define the key terms.  (euphemism, jargon, gobbledygook, inflated language)

  

Goals for the Day

• Compare and contrast the rhetoric of conflicting ideologies
• Evaluate multiple perspectives on US foreign policy (and continue to develop our own)

Starter 9.16:  What was most interesting, surprising, or disturbing about the experience of reading Bin Laden's letter?

Discuss:  The Bush Doctrine

What are the advantages of the Bush Doctrine?
What are the disadvantages?

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

Whole Class:  T-chart

• What are the similarities and differences between Osama bin Laden's and George Bush's rhetoric?

 Discuss

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

What are some conflicting biases on foreign policy?

• Read and annotate "Commit for the Long Run" by Robert Kagan and Ronald D. Asmus
• Read and do post-it note or stand-alone 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 in your Digital Comp Books
• 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?

HOMEWORK?

Finish readings/comp book questions for Wednesday

Edmodo (optional)

Continue personal research into these topics (optional)

TURN IN Part 2 of Quiz!

The Big Questions:

What are the ideological foundations of U.S. foreign policy (in particular in the Middle East)? 

What are the criticisms of US foreign policy?

How is rhetoric used to address our foreign policy and our military interventions?

What is your emerging perspective on U.S. foreign policy?

What do we mean by "foreign policy"?

Starter 9.15:  What do you already know (or think) about US foreign policy and/or military strategy in the Middle East?  You may discuss what you know about the Obama administration's approach or what you have recently learned about Obama's planned military intervention. OR: If you prefer, you can discuss what you know about our foreign policy and/or military interventions in the Middle East in recent history or in a broader sense.  

FOUR CORNERS:  US Foreign Policy

When I call on you to express your opinion, use logos, pathos, or ethos to defend your position.

Groups:  Discuss the ideology in Bush's speech.

You don't have to turn anything in, but you may want to jot down how your group responded to the following questions.  Be prepared to share out.

1. What ideology does this rhetoric seek to transmit?

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

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

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

5.  How did this rhetoric impact you as an audience member?

6.  What foreign policy does he seem to be proposing/introducing in this speech?

"The Bush Doctrine"

In his book "Decision Points" (Crown Publishers, 2010), President Bush articulates his discrete concept of the Bush Doctrine. According to the President, his doctrine consisted of four "prongs," three of them practical, and one idealistic. They are the following: (In his words)

1.    "Make no distinction between terrorists and the nations that harbor them--and hold both to account."

2.    "Take the fight to the enemy overseas before they can attack us again here at home."

3.    "Confront threats before they fully materialize."

4.    "Advance liberty and hope as an alternative to the enemy's ideology of repression and fear."

Key Points:

Unilateralism

With us or with the terrorists

Discuss:

What are the advantages of this viewpoint?

What good points does the Bush doctrine have?

HOMEWORK
1. Who was Osama bin Laden?
2. Read and annotate Osama bin Laden's "Open Letter to America" (November, 2002)
3. Be prepared to analyze his both his rhetoric and his ideology!
4. Optional:  Research background on US foreign policy in the Middle East

Wikipedia articles of note

US Foreign Policy

US Foreign Policy in the Middle East

Criticism of U.S. Foreign Policy

Starter 9.12:  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

RHETORIC QUIZ 

Part 1:  In-class

Part 2:  Take home (You may do this part electronically if you wish.)


Homework:
Pay attention to the news around the current foreign policy decisions being made right now.  Watch Obama's speech from Thursday night.  Optional Edmodo.

The Pathos of Patriotism

Starter 9.11:  Watch this video.

How does this video make you feel?  

Remembering 9-11

Debrief

HOMEWORK

• Be ready for quiz tomorrow!
• Edmodo:  React.  Emote.  Verbalize your feelings.
• Interview the adults in your life about their experience on September 11, 2001 and the days and weeks that followed.  Ask them what they remember about the media coverage, the rhetoric of the politicians, the ideological climate.     
• Optional and HIGHLY encouraged (tonight OR this weekend):  Watch  President Obama's speech outlining the plan for defeating ISIL.  Respond to Max's post. 

Goal for the Day:

• Understand Aristotelian Appeals (logos, pathos, and ethos) and identify examples in rhetorical discourse.

Starter 9.10:  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 this question:  Do you see "jingoistic interests" in U.S. foreign policy in the Middle East?   Why or why not?  (Do you have evidence for you claims)?

Starter 9.9:  Discuss your take-aways from yesterday's work.  What did you learn about the Declaration that expanded or challenged your thinking about America's founding?  At this point, how would answer the question:  To what degree is the United States living up to the ideals set forth in the Declaration of Independence?


Discuss Declaration Packet. TURN IT IN!
What are the ideologies upon which our country is founded?

What is jingoism?

Pair share:

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

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


Respond in your digital comp books to these prompts:
1.  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?
2.  Do we agree with 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"?

Rhetorical Exchange!
1. Copy and paste the best of your response into an original note on Edmodo.
2.  Respond to 3-5 of your peers' posts.  BE RHETORICAL!!

Key Questions: 

How does ideology impact the telling of history?

What are the ideologies upon which America was founded?
To what degree is the United States living up to the ideals set forth in the Declaration?

AGENDA

Please get out your Reverse Outline so a can check it while you do your starter.
Honors:  Turn in Application Essay by midnight.

1. Starter 9.8:  What do Americans believe?  Complete this sentence in as many ways you can think of (at least 5).  These do not necessarily need to be beliefs that you personally hold, but rather beliefs you have observed that are often held by some of your country people:  

·                     Americans believe....

2. Review definition of ideology

Discuss:  What ideologies did we see in the Google doc and video?

3. Project Overview

4. Pair share:  

1. What do you remember about the American Revolution?  What have you learned about it in your education? 

2. Why was the Declaration of Independence written?  Upon what ideologies was the Revolution based?

5. Crash Course US History  

Discuss:

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?

6. Declaration of Independence video
1.  What ideology is underlying the Declaration?

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

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

7. Complete Packet:  The Ideology of the Declaration of Independence***

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

***If you would like to finish this work at home in order to go visit with the representative from Colorado College at 10:30, you may.

Homework

1. Finish the Declaration packet if you did not do so in class.

2. Join my Edmodo group!!  Group code: mrw762  Copy and paste your response to today's starter into the prompt on Edmodo!

Yearbook survey!

Work through RHETORIC AS AN ART together

• Butcher paper:  Construct meaning around the different concepts (clarification, defining phrases, real world examples, quote Herrick?, other)

Discuss and clarify:  RHETORIC  AS AN ART

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

•  Respond to this rhetoric in at least 250 words in Digital Comp Book.  (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! That is to say: take an ideological perspective on this clip and try to be convincing.)
• Cut and paste the second part of your response in this Google Doc.  Respond to the rhetoric of your peers in the comments section.

No Homework!!!  (Honors essay due Monday)

What is the function of rhetoric in a democratic society?

Starter 9.4
How did Dr. King’s speech impact you as an audience member?
Reflect on the ideological progress we have or haven’t made as Americans since this speech was delivered.

IN GROUPS:  "I Have a Dream"  Rhetorical Analysis (GROUPS)



Rhetoric is a Response and Invites a Response....
Malcolm X

HOMEWORK

Bring completed reverse outline to class tomorrow for credit.

Optional:  Critically consume rhetoric.  Take your new knowledge to the consumption of media.

Rhetoric as a Type of Discourse

Today's Goals

• Understand the components of the rhetorical triangle
• Identify the characteristics of rhetorical discourse
• Analyze a piece of American  rhetoric for these characteristics (Grand Style!)

Starter 9.3

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?

• FOUR CORNERS

The Rhetoric of Animas High School

Using the AHS website (and the school report), determine the following components of the rhetorical triangle:

What is the "message"?

• Read between the lines:  What is the AHS website trying to communicate?

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 have for the message to be effective?

Powerpoint:  RHETORIC AS A TYPE of DISCOURSE

"I Have a Dream"  (full text of speech)

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?

HOMEWORK:

• Finish Herrick Article
• Reverse Outline

Introduction to Rhetoric

This week's Questions:

1.  How do we characterize rhetorical discourse?

2.  How do we interact with rhetoric in our lives?

Today's Goals:

Be able to define "rhetoric" and give examples of rhetorical discourse.



Starter 9.2

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.  



Examples of Persuasion:
Tyler Durden's Speech
1.  What is his  message?
2.  Is it convincing?  Why?
A Pep Talk from Kid President

1.  What is his  message?
2.  Is it convincing?  Why?

What is rhetoric?  
Look up definitions (solo or partners) and then paraphrase in your own words.
Definitions of "rhetoric":  http://www.americanrhetoric.com/rhetoricdefinitions.htm

Begin reading "An Overview of Rhetoric" by James Herrick.  Read through (including) page 7, the section called "Defining Rhetoric."  

Who wants a hard copy of the Reverse Outline?

Mini-lesson:  An Overview ofRhetoric

Discuss in Groups

 Is literature rhetoric?

How do we come into contact with rhetoric in our daily lives?

When are we practicing rhetoric in our daily lives?

What professions mandate great rhetorical skills?

HOMEWORK
Read Herrick article, an "An Overview of Rhetoric" through p 17, you may STOP at the header STOP at RHETORIC AS AN ART; 

Reverse Outline  

TURN IN SEMINAR REFLECTION ESSAY!!