Apply your understanding of ethos/pathos/logos to media
Evaluate to what extent freedom of speech should be restricted, if at all.
The B.O.R and Dec. of Ind activities are Journals-- keep them until I collect ALL journals next week
Answer these three questions after watching the video:
1. Jeremy Bentham would support the Court’s ruling that the First Amendment does not protect the individual’s right to freedom of speech because we need to protect the greater good. How does the Court’s ruling protect the greater good?
2. J.S. Mills would say the Court’s ruling was morally wrong, because protecting individual liberty actually does benefit the greater good in the long run. How does protecting FREE SPEECH benefit the greater good in the long run?
3. The court ruled in favor of the school on this issue, thus using Bentham’s line of reasoning. How does this change the way you understand our protections under the First Amendment especially in the context of schools?
1. Ethos, Pathos and Logos powerpoint slides 23-End
2. EDMODO Practice: Find an example of either ethos, pathos or logos in the media and post it on edmodo with a summary of why it is either ethos/pathos/logos
3. Journal #5: Response to "When Rights Encourage Wrongs: A student chat site triggers a class discussion of free speech issues" Hard copy only available in class [30 minutes]
LINK TO LIST OF JOURNALS
Friday Funny Video!
Essential Questions (related to our overall project)
What are the three components of the rhetorical triangle and what must be true for a message to be effective?
1. 20 minutes to finish Dec. of Ind. packet
2. Discuss Declaration Packet: What are the ideologies upon which our country is founded?
3. Preamble to the Bill of Rights
You'll be given the full text of the Bill of Rights, which includes the preamble of the Constitution plus the first 10 amendments to the Constitution.
Annotation Exercise – Using only the preamble, annotate with an eye to answering the following questions.
2. Now, lets get started looking at the Bill of Rights
A. With the Bill of Rights, Full Text: With a partner, put each amendment into “real” English. What does each individual amendment really mean? Can you put it all into one or two easily understandable sentences?
B. With the Bill of Rights in Plain English: When you are finished with the full text exercise above, come pick up a copy of the Bill of Rights in Plain English. How did you do? Cross-reference your 'plain English' definitions with mine, and adjust yours if you need to.
C. Journal #4-- With the Bill of Rights Worksheet: Now, write your “final” interpretation of each Amendment next to its number. In addition, you'll have to pick/draw an animal (or other symbol, but c'mon, get creative!) that best represents that amendment. Good luck!
1. Be able to define rhetoric and give examples of rhetorical discourse.
2. Understand and apply the three main "vertices" of the Rhetorical Triangle.
3. Identify they ways in which the 3 ideologies of justice we’ve studied so far (security, liberty and equality) appear in the founding documents of the United States include the Declaration of Independence and the U.S. Constitution.
Respond to this rhetoric in at least 100 words.
Questions to spur your thinking: What ideologies do you hear articulated in this video? What is your reaction to the main speaker’s rhetoric? What elements of his speech are persuasive? What pieces of evidence does he use? What PATHOS- emotional appeals—does he make? Overall, are you moved by his speech?
1. (Slides 1-20 only): Powerpoint--Rhetoric: "The Art of Persuasion" (Taking notes is strongly encouraged. You'll need to apply these ideas to your op-ed article and visual projects)
2. Pair share
3. Video: Crash Course US History and It's Too Late to Apologize
4. Journal #3-Complete Packet: The Ideology of the Declaration of Independence
*Audience Adaptation: Adapting (changing) your phrasing, tone, word choice and even overall message in order to more effectively persuade your intended audience. For instance, a politician would speak very differently to a group of teenagers about freedom of speech in schools than he/she would a group of conservative school board members.
5. If done early, make sure you have done the following:
Humanities 11 Teacher at Animas High School