Goal 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.  Response to Leading to War:  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?

PM class only:)


1. Bin Laden Analysis Review and T-chart

2. 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.
5.  The AM class is your audience!  Help them understand fallacies even better!

Political Language: Doublespeak, Talking Points, Fallacies

Today:
How is language sometimes used to confuse and manipulate?


Starter 10.27:
Lutz says, "Language is power; those who control language control the world.  Power may come out of the barrel of a gun, but without the control of language there can be no real control of society."  Do you see this as true?  How so?  What might be some real world examples of how this plays out?


Extra credit opportunity!
Watch Republican Debate tomorrow night (CNBC).
Identify logical fallacies and examples of doublespeak.  (Quote the candidate. Name the fallacy.  Explain.)
1 point per fallacy.  (If you watch it with a partner, split the points.)

Doublespeak

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

• jargon
• euphemism
• gobbledygook
• inflated language

What are "talking points"?  How can they be turned into doublespeak?
Example:  Governor of Florida
What are some of the talking points we have see in the Republicans and Democrats?

Lecture:  Logical Fallacies

Handout:  Some Logical Fallacies

Additional Resources
Awesome You Tube series of fallacies videos
For an exhaustive list of fallacies

Goals for the Day

• Compare and contrast the rhetoric of conflicting ideologies
• Continue to explore perspectives on foreign policy

Starter 10.26: 
What was interesting, surprising, or disturbing about the experience of reading Bin Laden's letter?



Pair share: What do you already know (or think) about the politics and military conflicts in the Middle East?  About Israel/Palestine?  About US foreign policy and/or military involvement?

Crash Course:  Israel and Palestine Explained


Another possible project medium:  Spoken Word Poetry
Rafeef Ziadah: We teach life, sir.
Response Protocol:  ("Rhetoric is a response and invites a response.")
1. Get out a piece of paper.
2. Listen to the poem.
3. MOMENT OF SILENCE.  On your paper: #response.  Respond with a sentence, a verse, or a hashtagged phrase.
4. Pass the paper.  (Keep up that silence. Breathe deep.)
5. Respond. (Silently.)
6. Repeat. (Breathe.  Reflect.  Shhh.)

Discuss:
How does this video expand your understanding of what is happening in Israel and Palestine?
Why is Rafeef' Ziadah's perspective important?


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?

Exit ticket (2 sided):
1.  How does today's work help you understand the concept of ideology and the idea that "rhetoric transmits ideology"?

2.  What questions do you have? (Write down at least one question; it can be about rhetoric, US foreign policy, the ideological conflicts in Middle Eastern foreign affairs, or anything else you may be wondering about at this point.)

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)

Starter 10.23:  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?

Rhetorical Analysis of President Bush's Response
President Bush's Speech:  September 20, 2001

Full text of the speech

Rhetorical Analysis Questions:  Please submit through Google classroom!  You may work together with your peers, but each person should do and submit their own assignment.  Due ten minutes before the end of the hour.

"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?
What drawbacks are there to this strategy?

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.  

The Pathos of Patriotism

Starter 10.21:  Watch this video.

How does this video make you feel?  

Discuss reading:

• What is the message?
• How do the authors establish credibility? If you trust this source, why? (ethos)
• Where do you see logos in this reading?  How do they build their argument? (logos)
• How do the authors appeal to your emotions, values, beliefs?  If the argument is effective for you, what might that say about you? (pathos)

Remembering 9-11
Is the film itself rhetorical?
Do we see pathos, ethos, and logos?



Debrief video


Optional Homework:
Talk to the adults in your life about 9-11 and the months afterward.  What do your parents and loved ones remember about the event and the days that followed?  The wars that followed?  The messages from the media and politicians?

Pair share:  React to Dr. Grossman's article

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 you personally as an American?

Aristotelian Appeals

Work Time/Homework:

• Find the ethos, logos, and pathos in "Commit for the Long Run” by Kagan and Asmus. Answer the following questions:
• What is the message?
• How do the authors establish credibility? If you trust this source, why? (ethos)
• Where do you see logos in this reading?  How do they build their argument? (logos)
• How do the authors appeal to your emotions, values, beliefs?  If the argument is effective for you, what might that say about you? (pathos)

Announcements

• EC opportunity tonight
• If you are not in chem, check in with Steve about your SLC schedule
• Honors proposals!
• My advisees:  POTLUCK TOMORROW!

The Questions:  
What do we mean by United States foreign policy?
What are the ideological roots of US foreign policy?
What are some critiques of US FP?

AGENDA
1. Starter 10.20

• Is American exceptionalism a good thing?  Is it appropriate for us to find ourselves exceptional?  Is it appropriate for other countries to find themselves exceptional?  Russia?  China?  European powers?

2.  Discuss/React to Putin reading

3. SNOWBALL:  US Foreign Policy
a.  Write (on paper) on the following two prompts:  Agree or Disagree?

• Citizens in a democracy should have a say in whether or not their country goes to war.
• It is the U.S. military's duty to "police" the world.

b. Pair share
c. Pairs pair up
d. And so on....

4. In groups of 3-4: 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 current conflicts and/or what you know about our foreign policy and/or military interventions in the Middle East in recent history or in a broader sense.  

5. What is going on in Syria?

What is behind the conflict?

The Refugee Crisis


6. Review (if time):  Where do the parties stand on the issues?

• How do we see the moral frameworks (harm/care, fairness/reciprocity, in-group/loyalty, authority/respect, purity/sanctity) manifest on both sides of the issues?

7.  WORK TIME/HOMEWORK

1. Read "A Briefing on the History of Military Interventions" (This was written just after 9-11)

(Use Dr. Grossman's Powerpoint to help you understand.)

2.  In your comp book, answer the following questions

• What is Dr. Grossman's bias on US Foreign Policy?
• How does his rhetoric impact you as an audience member?  Do you find yourself agreeing or disagreeing with his bias?  What new information does it bring to light for you?  What do you want to know more about?

3.  Optional:  additional research!

Monday October 19

Announcements
Grading details: Everyone needs to self-assess with the rubric and be sure you sent me your DP link.
Honors proposals due!!!
Extra credit opportunity:  Half the Sky today and tomorrow at 6pm at the Durango Public Library

Agenda
1. Starter 10.19:  React to this TED Talk
The Moral Roots of Liberals and Conservatives
How does this resonate with you personally?  How can this knowledge help you better understand people who are ideologically different than you?


2. Review:  Where do the parties stand on the issues?

• How do we see the moral frameworks (harm/care, fairness/reciprocity, in-group/loyalty, authority/respect, purity/sanctity) manifest on both sides of the issues?

3. FOUR CORNERS:  US Foreign Policy

4. What do we mean by "foreign policy"?

5. What is going on in Syria?
What is behind the conflict?
The Refugee Crisis

HOMEWORK

1. Read Vladimir Putin's "A Plea for Caution" (New York Times, Sept 11, 2013)

• What is American exceptionalism?

2. Highly recommended:  Research background on US foreign policy in the Middle East, the Syria conflict, and our

Wikipedia articles of note

US Foreign Policy

US Foreign Policy in the Middle East

Criticism of U.S. Foreign Policy

Check out:
Dr. Grossman's website:  History of Military Interventions

Starter/Pair share:  What was your reaction to Monday's reading?  (Zinn, Chapter 1)

Agenda
1. Review Zinn Chapter 1 Reading

• Questions
• What do you think about his claim that "Nations are not communities and never have been."?  Can we see this in the current political climate in the US?
• How do different groups define progress differently?

2. Republican Debates
Same drill:  Twenty Questions and A Page of Annotations

3. Discuss the handout:  Where do the parties stand on the issues?

4. Homework:  Ray Raphael "Re-examining the Revolution" (due Monday)

The Questions
What do liberals believe/value?
What do conservatives believe/value?
What are the ideologies underlying each?


Agenda
1. Starter:   Please take Ashley's survey on school culture!

2. Questions from yesterday??  Rapid fire!  Let's answer some and bike rack some.

3. Political Compass Quiz:  Where do you stand ideologically?

4.  Where do the parties stand on the issues?
Make a copy of this document, or ask for a hard copy.  Try to fill out the T-chart to the best of your ability.  Work in groups if you like, but keep your own notes.

5. (PM CLASS) Project Overview
Tatum 
Chris

Donuts, Popcorn, and Politics:  Debate Viewing Party!

Notes page:  Annotate on one side/20 Questions on the other

Structured Academic Controversy: Gun Control

SAC:  The Basics

1. Team Arguments!

2. I assign you the positions.

3. Use your research to prepare the arguments. 

4. The point is to find the best arguments for each side and to debate yourselves into the middle ground. 

Check here for your assigned position and teams.

Starter 10.13

What do you think is the strongest piece of evidence you have for your assigned position right now?  Explain why you think that piece of evidence will be convincing.
Does your assigned position match your real position?  Why/why not?

Evidence Organization with your Positional Teammate (40 minutes)

1.  Fill out the worksheet to prepare yourselves.  Each person should have at least 4 different pieces of evidence to bring into the debate.

2.  Prepare an opening statement of about 3 minutes.  This can be delivered by one or both of you.

The SAC (after break, sit with your partner and your "opponents")

The structure we will follow is below.  I will be providing exact times.  Please do not move on to the next step until I have called time!

1.      Yes: Opening argument (3 min)

2.      No: Repeat back main points of argument (2 min)

3.      No: Opening argument (3 min)

4.      Yes: Repeat back main points of argument (2)

5.      Open Debate (10 min)

6.      Consensus Building:  During this phase, it's okay to (15 min)

7.      Debrief (10 min)

• How did this process go for your group?
• Did your group reach consensus?  Why or why not?  
• Did you notice yourself or your group using appeals at any point?  Which ones?  Were they effective?
• How did this activity help you understand the rhetorical exchange about gun control going on in your society?  What new understandings do you have now?

EXIT TICKET:  Individually, on a blank piece of paper, answer the following (10 minutes):

1.  Write a concessive thesis statement about the gun control issue.

2.  Answer the final debrief question in writing:  How did this activity help you understand the rhetorical exchange about gun control going on in your society?  What new understandings do you have now?

Monday, October 12

Dear students:
Today marks the 523rd anniversary of the landing of Christopher Columbus (and a whole new set of ideological perspectives) in the Americas, paving the way for a series of events--some wonderful, others disturbing and tragic--that have come to be known as "American History."    SO...Happy Indigenous People's Day and/or Columbus Day, depending on your perspective.

Please use your class time to do beautiful work today.  Below is a list of the assignments you should be working on.  It is quite robust, so hopefully those of you who used their class time effectively last week will be able to reap the rewards.  The new reading assignment (Zinn, Chapter 1, "Columbus, the Indians, and Human Progress") is not small, so I would definitely recommend getting a big chunk of it done.  You won't have time in class tomorrow to read it and answer the questions.

I appreciate all of you!


Your To-Do List for Today...
Due at midnight:  Rhetorical Discourse Case Study on Gun Control/Gun Rights

Due at midnight:  Project Reflection and DP update
*When you submit, please self-assess on the rubric!

Due Wednesday:  Read Chapter 1 of Howard Zinn's A People's History of the United States: "Columbus, the Indians, and Human Progress"
Answer the following questions in your digital comp books.

1.  How does Zinn challenge your previous notions about the “discovery” of America by Christopher Columbus?  How does this version complicate the dominant ideological tradition of Columbus as our forefather?

2.  What is Zinn’s perspective about the writing of history?

3.  Zinn argues that most history texts pretend that there is such a thing as “The United States”—a community of people with common interests.  What are the “communities” that Zinn identifies?  What “interests” do they share?  What “interests” of one group might be in opposition to an “interest” of another group?  

4.  If communities share common interests, did Columbus and Las Casas belong to the same community?  If so, what are their common interests?  (What was Columbus in the Caribbean for?  Las Casas?)  If not, what interests separate them into different communities?  Did Las Casas have more in common ideologically with the Arawaks than he did with Columbus?

5.  From what you have read so far, how would you characterize Howard Zinn’s ideological bias?

Let's take a minute to critique together...
What can we do to improve this archive?
As an "audience member," what impression does the archive make?
Is there anything we can do right now?

MY THOUGHT:  Change the order of the names in the title, so that your interviewee is listed first.  Give them a title when appropriate.  Make who you are interviewing obvious to the audience.

EX:  Voices of the Animas:  County Commissioner Julie Westendorff and AHS student Garrett Hagen

Schedule for tonight

Look below for work time assignments.

Hashtags!!  #VoicesfromtheAnimas #AnimasRiverSpill  BOTH, not just one! 

Please take a look at your interview....is it beautiful work?  Ask for my feedback!  I am happy to help you improve it and make it richer!

Who can interview after school? I have some people coming:)

I finally found an article that exemplifies my own bias on this issue.  Thought I would share.  Please read this.


WORK TIME
1. Storycorps!!!

• Instructions for producing and uploading
• Attention to detail...beautiful work is an ethic.
• Listen to some of the interviews.  This is, in fact, the point of this project.  
• Music is optional, but if you use it, it MUST be "public domain" or "royalty-free" music. (Google these terms to look for databases of music.  Here is one that Keiran found: http://incompetech.com/music/.) If you have doubts about whether it is copyrighted, err on the side of caution. 
• Be sure to hashtag #VoicesfromtheAnimas and #AnimasRiverSpill or your work won't show up in the archive.

2.  A Case Study in Rhetorical Discourse:  Gun Control and Gun Rights.  Download the assignment from Google classroom or make a copy of this one.

3.  Voices from the Animas Project Reflection and Rubric*

Self-Assess on the rubric when you submit!

(*You won't be able to fully finish this until after exhibition, but you can certainly start.)

Starter:  Review the reading.  Prep for #spiritread.

Spirit Read: "Willing to be Disturbed"

WORK TIME
1. Storycorps!!!

• Instructions for producing and uploading
• Attention to detail...beautiful work is an ethic.
• Listen to some of the interviews.  This is, in fact, the point of this project.  
• Music is optional, but if you use it, it MUST be "public domain" or "royalty-free" music. (Google these terms to look for databases of music.  Here is one that Keiran found: http://incompetech.com/music/.) If you have doubts about whether it is copyrighted, err on the side of caution. 
• Be sure to hashtag #VoicesfromtheAnimas and #AnimasRiverSpill or your work won't show up in the archive.

2.  A Case Study in Rhetorical Discourse:  Gun Control and Gun Rights.  Download the assignment from Google classroom or make a copy of this one.

3.  Voices from the Animas Project Reflection and Rubric*

Self-Assess on the rubric when you submit!

(*You won't be able to fully finish this until after exhibition, but you can certainly start.)

EXIT TICKET

Starter 10.5:  

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?

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?

The American Revolution:  Crash Course US History

DISCUSS in Groups (one person scribe conversation and turn in with everyone's name):  

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?

4. What bias did you see in each of the historian excerpts?

5. Why was the "significant omission" cut?  Why is this an example of audience adaptation?  

Four corners:

America is living up to the ideals set forth is the preamble of the Declaration of Independence. 

PROJECT OVERVIEW

AM class:  Go back and watch the sample projects on Friday's post if you were not here (Tatum and Chris).  Read the project description and develop any questions you may have.

PM class:  Project launch


READ AND ANNOTATE for tomorrow's Spirit Read:  
Willing to Be Disturbed

Interviews due Wednesday!
Storycorps Interview Instructions
If you want to use intro/outro music, search for "public domain" or "royalty-free" music.  Don't have it playing in the background of your interview the whole time, as it may be distracting.
Link to existing archive

Announcements

• I appreciate you.
• NAC on Monday at 5:  Who is going?
• Interviews: due Wednesday

Starter 10.2:
Relate Obama's speech yesterday to something you have learned about rhetoric and/or ideology.




Rhetoric is a Response and Invites a Response:  Bill O'Reilly




Four Corners 
Gun control should be politicized.



Project Overview
Tatum 
Chris

Q&A?



WORK TIME
1. Storycorps Interview editing and uploading.
2. Continue on with Google Doc "silent seminar."  Read each other's.  Comment.  Comment on the comments.  Exchange rhetoric.
3. Finish Declaration assignment if you have not done so already.  We will work through this on Monday.  Ask me questions about it if you are confused.
4. Listen to interviews on the Storycorps archive.
5. Research more about the Oregon shooting and the gun control issue at large.  Try to make rhetorical and ideological observations.  What do you wonder about the issue?