Today's Agenda

​Starter: Take the classmid-semester feedback survey for me! (linked here and embedded below)

Work Time Options:

1. Due Beginning of Class Monday: Complete the Part 4 Project proposal survey (linked here and embedded below) 
2. Due Beginning of Class Monday: Make necessary refinements to Parts 2 and 3 and RESHARE them with me when you feel you've incorporated the feedback you received from peer critique.  (Here is the  link to theproject description in case you need to review it and have lost your copy)
3. Work on Part 4

Reminder:
Refine parts 2 and 3 by Monday and re-share BOTH of them with me by the beginning of class on Monday so I can conference with you next week on your writings.

STARTER #25​: Read through the Part 4 Guidelines and Student Examples document and jot down any questions you have about this project piece.  **I would recommend making a copy and saving this document for your own reference!  We'll go over your questions after the starter.

Agenda
Today's Goals:

• Evaluate a few political campaign visual piece examples

• Understand how to use visual rhetoric in a provocative and persuasive way
• Brainstorm ideas for PART 4 of your Morality and Politics of Justice project

Mini-lesson on political campaign visual pieces
1. Look at the student example political campaign posters (below) and answer these questions for each one:

• What is their issue?
• What is the artist's perspective on the issue?
• Which 2 of the 3 Aristotelian appeals did they integrate in their poster? (ethos, pathos, logos)

2.  Watch the video example and read artist statement: http://hannajuniordp.weebly.com/humanities.html 

Take notes on the Visual Rhetoric Powerpoint (slides 54-end)

PART 4  Project Brainstorm
Guiding question: What are possible ways you (or your classmates) could contribute to a more just democratic society for this project?

•  5 minutes: Get into your peer critique groups and choose 3 of the student examples to evaluate 
• 10 minutes: Read/watch each one and then discuss what strengths/weaknesses/reactions to each example
• 5 minutes: Then, discuss what you each think your own strengths are and the best way for you to raise awareness about your issue.  If you are a strong speaker, perhaps you should write a speech to perform at exhibition. If you like to write poetry, perhaps write a series of poem and read one of them at the exhibition. If you are an artist, do a piece of art.  If you want to use the political process, write a petition, get people to sign it, send it to one of our state representatives with a letter (look up who represents our district!)  If you like to make things, consider building a sculpture or making some sort of product that reflects your perspective.
• 5 minutes (Individually): Now brainstorm as many different wacky project ideas for yourself and each other.  Get as MANY as you can down.  1 idea per sticky note. 
• 10 minutes (Group): Group/Categorize:
  • Look through the sticky notes and figure out some sort of categorization system (Visual pieces, written, buildy, action, etc…)
  • Sort the sticky notes into those categories.
  • Try to add new ideas or build on existing ideas  as you categorize. 
  • Put them onto the white board in rows/columns with the category labels
• 5 minutes (Individually): Read other people’s sticky notes and try to build off of them—add more ideas, etc…

​
Now, start honing YOUR own project idea
Option A: If you are going to do the political campaign visual piece:

• Write your thesis on the top of the paper
• For the next 10 minutes, draw or write as many ideas as possible to best capture your perspective and ask yourself the following questions:

1. Does my idea capture my main perspective?
2. Does my visual piece idea express ethos, pathos and/or logos (must express TWO)
3. Do I have a plan for integrating a philosopher's quote?
4. Do the images or parts of my visual piece seem to be arranged strategically and artistically?
5. Will it be professional in appearance?

• Swap papers with a classmate-- read their thesis statement and give feedback to 2 of the ideas that stand out the most to you. What suggestions can you make? What other ideas would you add

Option B: If you are going to do something else:

• Write your thesis on the top of the paper
• Take one of the ideas from our brainstorm and flesh it out! 
• Get feedback from a classmate!  How can you ramp it up?

Work Time Options

• Submit PART 4 project proposal (by the end of class tomorrow)
• Conference with Ashley  
• Make a list of the supplies that you would need to work on your project and bring them in!
• Do more research on your political issue!

Starter:
Read the handout on passive voice, and correct the two sentences on the backside using active verbs!
See below for the handout if you're absent today.

Let's review the rubric (see the document linked below)- with a special focus on Careful thinking and Evidence. Highlight any categories you are unsure about or think you need to work on so that you can focus on that in your writing and/or ask me for clarification during writing conferences!

Finish Part 3 for tomorrow's peer critique!

​

Starter #24- 5 minutes
What is the BEST argument you have encountered on the other side of this issue-- the side that you didn't initially agree with?

Discuss/Debrief- 5 minutes
With a partner, share your starter and then take turns trying to provide 2 more arguments for the opposing side for each other's issues.

Deadlines!

• Parts 2 and 3 should be done for Wednesday at the beginning of class
• Peer Critique will be ALL class period on Wednesday
• Thursday, we'll begin brainstorming project ideas for Part 4
• Next week, I'll conference with you all on Parts 2 and 3, give you feedback and allow you to make refinements before you submit your final drafts for grades.  Final drafts of Parts 1-4 are due the day of Exhibition, Nov. 10th.

Review Part 3 Requirements:
Look carefully at the con side. (750 Words Min., Third Person, 3 Sources Min.) 50 points

• Thesis Generator:  Overall, where is the con side coming from?  What is driving this side of the argument?
  • In this section, be sure to present the best arguments for the con side, and analyze those arguments using some criteria, framework, or classification system.  For example, you might look at the moral and factual arguments separately; or, you might focus your analysis on the quality or character of the sources; or you might demonstrate how each part of the argument boils down to some foundational principle.  TAKE YOURSELF OUT OF THIS! Just report on the BEST arguments out there.
• Min. Requirements: Proper in-text citation and use of quotes, use of 3rd person argumentative style of writing, works cited page, at least one reference to a moral philosophy you see connected to the arguments on this side.

Mini-lesson: Introducing and Formatting Quotes
Let's review the various ways to format a quote using this awesome resource from Purdue University's Writing Lab

Now, on the notecard provided to you, practice by picking a quote from your research and:

• Introduce the quote with the author's full name and the title of the article
• Write the quote
• If appropriate, include the page # in parenthesis after the quote
• For a challenge: Choose a BLOCK quote of 4+ more lines, or add/omit words from your quote

Work Time:
You all should be done with research today and be starting WRITING Part 3

​

Starter #23

1. Turn in Part 2 to Ashley
2. Read these sample Thesis Statements and then jot down  your observations about them: What do they have in common? What do you notice about them?

​

Quick Announcement:  Check the email from Libby about the opportunity to get a helicopter ride over Mesa Verde NEXT Friday, 10/28.   There is also a follow-up seminar at DHS. Topic is Natural Parks, Diversity in people in the outdoors, and how you can be an advocate for environmental conservation.  Deadline for the lottery is TOMORROW.  I'm chaperoning this trip and it's going to be SAWEEEET!
​
Honors Reading Assignment Due next Tuesday, 10/25
Read "As Long as the Grass Grows..." by Zinn and research the recent Dakota Pipeline protest movement. Find one news article on the pipeline to summarize to our group when we meet next week to discuss the readings. Challenge-- try to find an article that looks at BOTH sides of the issue! In your starter google doc please write:

1. 1 paragraph reacting to Zinn's chapter
2. A brief summary of the article on the Dakota Pipeline
3. A response to this question: To what extent do you think the past legacy of U.S. government-Native American relations is relevant when evaluating the Dakota Pipeline protests today?
4. 2-3 questions for our discussion

Agenda
1.  Share out your starter responses 
2. Thesis Peer Critique Workshop

• Write 2 possible thesis statements for your either Part 2 or Part 3.  These could be variations on a theme (i.e., similar ideas, but worded differently) or 2 different ideas.
• Switch with a partner
• Critique their thesis statements and hook(s) by answering these questions.  Provide any additional suggestions for improvement.

1. ______ Is this thesis statement something people could argue/debate?  (i.e., not a statement of fact)
2. ______ Does this thesis statement immediately catch the reader’s attention?
3. ______ Is this thesis statement clear and concise (not overly wordy or complicated)?
4. ______Does the thesis statement answer this question regarding the student's political issue: How should the government balance sec/lib/equality to create a just society?
5. ______Is the hook effective in engaging you as a reader? If not, how could it be improved?

• Write your refined thesis statement on the whiteboard when you're done!

3. Work Time/Conferences
Begin research for Part 3

Respond to the following quote.....
"Believe those who are seeking the truth. Doubt those who find it."
—André Gide

Possible response prompts:

• Why should you believe seekers and doubt those who find truth?  
• Do you agree?
• How do you decide what is "true"?
• How does this relate to your own perspective on your political issue? How might it influence your research and writing for your op-ed?  How might it influence your approach to our coffee house?

 (22 November 1869 – 19 February 1951)  Gide was a French author and winner of the Nobel Prize in Literature in 1947 "for his comprehensive and artistically significant writings, in which human problems and conditions have been presented with a fearless love of truth and keen psychological insight".
​
Today's Goals: 

• Know what my expectations are for accurate MLA formatting and where you can find resources to help you succeed in meeting these expectations!
• Wrap up your research on the YES side and start writing Part 2

Writing Resources Workshop
Ok! It's time to learn some skillz and to acquaint yourself with the myriad of resources I have available for you to be a stellar writer who is ready to blow any college professor or future employer's mind! (Chin up lad/lass! There's hope for all of us!  Just last week, I heard from two Animas Class of 2016 graduates who struggled immensely with writing their junior year and they both received A's on their first college essays and their papers were used as examples for the class!  Wahooooo!)

1. Step 1: Read over the list of resources below
2. Step 2:  Decide which skill you need to work on the most
3. Step 3: Open the link, read the resource, commit it to your memory or at least remember that you can come back to today's blog and find the link again.
4. Step 4: Get into groups of 3 (ideally) with people who read DIFFERENT resources.
5. Step 5: Take turns TEACHING each other the skill you just learned.
6. Step 6: Ask Ashley for any clarifications.

RESOURCES

• MLA Formatting:  complete guide!
• Parenthetical  (In-text) Documentation and Works Cited Page
• Setting up/Introducing quotes 
• Owl at Purdue's Writing Lab on Block Quotes (for quotes that are 4 lines or longer)
• Titles: Quotes or Italics?
• Owl at Purdue on MLA Bibliographies
• Passive Voice 
• How to write concisely (AKA: "Streamlining")
• Example Thesis Statements

​​

Work Time and Conferences!

Starter 21

1. Reflect on the strengths and weaknesses of your writing and/or thought process in Part 1.
2. Regarding the Morality and Politics of Justice project, what is a question you have for me,  an area of growth or simply a challenge you are facing with which I can help you when we conference this week?  
3. If you haven't yet shared Part 1 with me, share/email it to me asap.

​Class Biz

• SLC Guidelines
• Part 2: Due Thursday, Beginning of Class
• Part 3: Due next Wednesday Beginning of Class
• No class Wednesday (PSATs) or Friday (chem lab)
• Test corrections are due today
• Honors- essay refinements are due Wednesday.

Review Doublespeak

1. What were the four types the essay highlighted?
2. React to the Colbert Show satire of Doublespeak

• What type(s) of doublespeak appear in this video clip?
• What did you think about this video clip? 
• It is meant to be funny, but what potentially scary implications does this satire have regarding our society?

     3. More DoubleSpeak for your entertainment: Doublespeak on The Daily Show
Donald Henry Rumsfeld (born July 9, 1932) is an American politician and businessman. Rumsfeld served as the 13th Secretary of Defense from 1975 to 1977 under President Ford, and as the 21st Secretary of Defense from 2001 to 2006 under President Bush. He is the youngest and the second oldest (after Leon Panetta) person to have served as Secretary of Defense.

Abu Ghraib torture and prisoner abuseDuring the war in Iraq that began in March 2003, personnel of the US Army and CIA committed a series of human rights violations against detainees in the Abu Ghraib prison in Iraq. These violations included physical and sexual abuse, torture, rape, and murder.  The abuses came to light with reports published in late 2003 by Amnesty International and the Associated Press. The incidents received widespread condemnation both within the United States and abroad, with several media outlets calling for Donald Rumsfeld's resignation

MPJ Project Check-in

• Part 1 was due beginning of class on Friday, Part 2 is due Thursday, BOC.
• Please sign up for a conference with me to go over your Part 1 and to assess depth of your research and pro/con arguments
• Let's review the writing rubric and guidelines for Parts 2 and 3
• Research for Part 2 note-taking form
  --> I recommend using the above linked research note-taking form (you'll need to  download it and open it as a word doc to be able to edit it).  I left some hard copies with the sub on my desk!
  --> Be sure to save ALL of the links to your sources so you can write a works cited page later on.

Work time!

Homework:  Finish your research for Part 2 so that you can begin writing tomorrow.

Dearest students!
How do I love thee? Let me count just a few ways:

1. ​You are hardworking
2. You are insightful
3. You are witty
4. You use class time effectively even when Ashley is out and has a sub in her place!  Please read on for today's agenda and use every second of class time wisely.

STARTER 20:

1. Email Ashley Part 1!  This was due at the beginning of class today.  
2. What are some credible sources that you could use for your research  for Parts 2 and 3?

Begin your research for Part 2
I recommend using the above linked research note-taking form (you'll need to  download it and open it as a word doc to be able to edit it).  I left some hard copies with the sub on my desk!
Be sure to save ALL of the links to your sources so you can write a works cited page later on.

Part 2 Guidelines – Look carefully at the pro (YES) side. (750 Words Min., Third Person, 3 Sources Min.) 50  points

• Deadline: Thursday 10/20
• Thesis Generator:  Overall, where is the pro side coming from?  What is driving this side of the argument?
  • In this section, be sure to present the best arguments for the pro side, and analyze those arguments using some criteria, framework, or classification system.  For example, you might look at the moral and factual arguments separately; or, you might focus your analysis on the quality or character of the sources; or you might demonstrate how each part of the argument boils down to some foundational principle.  TAKE YOURSELF OUT OF THIS! Just report on the BEST arguments out there.
• Min. Requirements: Proper in-text citation and use of quotes, use of 3rd person argumentative style of writing, works cited page, at least one reference to a moral philosophy you see connected to the arguments on this side.

QUIZ/STARTER

1. Find an advertisement that relates to YOUR issue for the project that has at least two of the three: ethos, pathos, logos 
2. Send me an email with the image and a short summary of how it uses ethos, pathos and/or logos (at least 2 of the three must be present)

​
SLC Guidelines for next Wednesday's Student-Led Conferences with your parents

Doublespeak Discussion
1. Review time: Pick the most powerful or significant line from the "Doublespeak" (the reading assignment)- try to connect it to the author's thesis (main argument) or his most important point.

2. In Groups of 4-5

• Share your "most significant line" selections
• Discuss what you think the THESIS of "DoubleSpeak" is
• Share your definitions for the key terms  (euphemism, jargon, inflated language and gobbledygook) 
• What confusions, questions or insights did you have about this article?  Share those with each other too
• Be prepared to be called on to share out your ideas

3. React to the Colbert Show satire of Doublespeak

• What type(s) of doublespeak appear in this video clip?
• What did you think about this video clip? 
• It is meant to be funny, but what potentially scary implications does this satire have regarding our society?

4. More DoubleSpeak for your entertainment: Doublespeak on The Daily Show
Donald Henry Rumsfeld (born July 9, 1932) is an American politician and businessman. Rumsfeld served as the 13th Secretary of Defense from 1975 to 1977 under President Ford, and as the 21st Secretary of Defense from 2001 to 2006 under President Bush. He is the youngest and the second oldest (after Leon Panetta) person to have served as Secretary of Defense.

Abu Ghraib torture and prisoner abuseDuring the war in Iraq that began in March 2003, personnel of the US Army and CIA committed a series of human rights violations against detainees in the Abu Ghraib prison in Iraq. These violations included physical and sexual abuse, torture, rape, and murder.  The abuses came to light with reports published in late 2003 by Amnesty International and the Associated Press. The incidents received widespread condemnation both within the United States and abroad, with several media outlets calling for Donald Rumsfeld's resignation

Write Part 1 of the I-Controversy Assignment: DUE BEGINNING OF CLASS TOMORROW!

• **Ben and Hannah: Meet with me to go over what you missed yesterday!**
• Conference with Ashley if you're stuck on your topic or writing