Today's Goals

• Identify examples of ethos, pathos and logos in the media
• Explain where your beliefs on your chosen topic came from!

Agenda
Rhetoric Lecture Part 2: Ethos, Pathos, Logos (slides 29-51) (25 minutes)

• 1st we will review rhetoric, ideology and the rhetorical triangle
• Take notes as there will be a short quiz tomorrow on this stuff!

 
Example of I-Controversy writings (30 minutes)
1. Read  student example of Parts 1 and highlight where you see AUTHENTICITY and THOUGHTFULNESS.

2. Now, with a partner decide who will read Part 2 and who will read Part 3.

• As you read, highlight an example of in-text citations (where the student cites the source within the actual essay!!)
• Highlight where you see strong critical thinking about the issue in parts 2 and/or 3
• Once done reading, each of you summarize the main arguments the author made in the part you read. Overall, do you think this student represented the BEST and most logically-sound arguments for both sides of the issue? Why or why not?  

Share out your topic ideas
In small groups, share out the topics you are interested in and why.  If any of you are really torn between your three choices, help each other decide which topic each of you should pursue for this project. Some questions to ask each other include:

• Which one of these do you want to learn more about?
• Which of these do you think will most impact our nation?  your personal life?
• Why is this topic a potential source of injustice? 

If you haven't decided on a topic yet, keep searching!  
 Go to EACH of the following websites and orient yourself to their format and resources

• http://www.intelligencesquaredus.org/ (click on "Debates" on the top menu)
• https://www.isidewith.com/polls 
• http://www.procon.org/

​
If  you've chosen your topic, begin drafting Part 1 of  I-Controversy (all of 4th period)

• See the topic choice and part 1 guidelines below! All project docs and resources are linked on the "Project Documents" page of my DP.
• Honors: Zinn reading discussion

Part 1 Guidelines
Topic: Choose one of the yes/no controversial questions from procon.org,  isidewith.com or from Intelligence Squared to focus your paper on.  You may choose your own yes/no question not from the website with my approval.  For this paper to work, your main issue must be framed as a yes/no statement or question and involve a conflict between at least two of the following values: Security, Liberty, Equality.

Writing Part 1 – Your connection to the controversy. (500-750 Words Min., First Person) 25 points

• Thesis Generator: What people have you known or life experiences have you had that have shaped your perspective on your topic?
  • You do not need outside sources for this section unless you have already been personally shaped by one.  Your evidence in this section should come from your personal experience.

Class Biz
1. If you missed class last Friday, let's meet during lunch for a few minutes
2. HONORS READING-- due Wednesday, 10/12

• Read "Or Does it Explode" by Howard Zinn from People's History of the United States
• Read this New York Times op-ed  about recent protests over police brutality in Charlotte, NC

3. See homework tab and bottom of this DP.  We'll go over the reading homework at the end of class.
4. Ashley will pass back tests and go over the Test Corrections guidelines-- Due NEXT Monday, end of day via EMAIL!

Starter 19- 10 minutes
Reflect on yesterday's field trip.  What stood out to you? Do you think it was important for us to go?  What were your impressions, etc....

If you weren't there yesterday, write about this instead: 
Now that you have some clarity on your political and philosophical leanings, take some time to reflect on WHY you may hold these beliefs.  What early experiences have shaped your beliefs? Think about influential people, sources, readings, specific childhood experiences, your lifestyle, etc...

Today's Goals
Understand the guidelines for this project and choose your topic!

Agenda
1. Pair share your starter
2. Read "Willing to be disturbed" and select 2-3 lines that stand out to you for a "Spirit Read"!
3. Class spirit read
4. Discussion:

• Why would I ask you to read this?
• Do you "buy" this author's message? 
• How does it apply to our project? To living in a democratic society in general?
• Were you willing to be disturbed by out guest panelists last week or by the presidential debate? 

5. Morality and Politics of Justice I-Controversy Project overview

6. Project Brainstorm
​
Step 1: Go to EACH of the following websites and orient yourself to their format and resources

• http://www.intelligencesquaredus.org/ (click on "Debates" on the top menu)
• https://www.isidewith.com/polls 
• http://www.procon.org/

Step 2: Pick 3 topics that most interest you and jot down a few notes as to WHY you are drawn to each topic

Step 3: In small groups, share out the topics you are interested in and why.  If any of you are really torn between your three choices, help each other decide which topic each of you should pursue for this project. Some questions to ask each other include:

• Which one of these do you want to learn more about?
• Which of these do you think will most impact our nation?  your personal life?
• Why is this topic a potential source of injustice? 

7. HOMEWORK overview

• Youtube video of comedian, Kevin Kling: Exaggerated form of double speak
• How would you define "Doublespeak"?
• One more example in politics
• Ashley to pass out Friday's reading assignment
• By THURSDAY (BOC) 
  Read "Doublespeak" by William Lutz and do the following three things:
  1. Identify the thesis (main argument) of the article
  2. Define the key terms (euphemism, jargon, gobbledygook, inflated language).  
  3. Write a paragraph reacting to the article.  What are the key takeaways from this article for you? How will this inform your research, consumption of media, the way you listen to and respond to rhetoric, etc…?

HONORS READING-- due Wednesday, 10/12

• Read "Or Does it Explode" by Howard Zinn from People's History of the United States
• Read this New York Times op-ed  about recent protests over police brutality in Charlotte, NC
  

Today's Rhetoric Learning Goals:

• Be able to define rhetoric and identify the ideology behind one's rhetoric
• Explain the 3 parts of the Rhetorical Triangle that are needed for rhetoric to be effective!

Starter 18: NPR Fraud revelation
Remember the research study you discussed with Steve yesterday?  Well, here's the truth about it.
What is your reaction to this revelation? How does it change the way you think about evidence and credibility? 

AGENDA
1. Discuss starter
2. What HAS been found to be effective in getting people to reconsider their position on certain political topics? For real this time.

• Method: “analogic perspective taking.” "By inviting someone to discuss an experience in which that person was perceived as different and treated unfairly, a canvasser tries to generate sympathy for the suffering of another group—such as gay or transgender people."
• "For their version of the study, Broockman and Kalla sent 56 canvassers—some transgender, others not—to knock on the doors of 501 people living in Miami. As a control, some of the interviews focused not on transgender discrimination, but on recycling. In all cases, the 10-minute interview included a survey before and after to measure people’s attitudes regarding transgender people, as well as follow-ups ranging up to 3 months later.  The effect was as powerful as LaCour’s supposed results: The canvassing technique virtually erased the transgender prejudices of about one in 10 people, and the change lasted at least 3 months. However, Broockman and Kalla found that the interviews reduced prejudice regardless of the gender status of the canvasser, in contrast to the retracted study, which suggested that the interviewer had to be a representative of the victimized population for the change to stick"

​3. 1st Amendment Review

• What are the 5 freedoms secured by the First Amendment?
• Do you think that ALL types of speech should be protected by the First Amendment outside of school (in society at large)? Why or why not?

4. Reading and Discussion on "When Rights Encourage Wrongs: A student chat site triggers a class discussion of free speech issues" Hard copy only available in class 

• What are TWO different perspectives in the article about whether or not the post for rape instructions should be considered protected speech
• Explain your own perspective.  Should clearly hateful or offensive speech be protected under the First Amendment?  Why or why not?  USE Ethos, Pathos or Logos in your argument
• Article explaining more about the "rape post"

5. Intro to Rhetoric

• How does this video make you feel?
• Rhetoric demands a response: Critique of the creepy anti-obamacare ads
• DEFINITION OF RHETORIC: Rhetoric is symbolic expression (including, but not limited to, language) intended to modify (ideologically or emotionally) the perspective (the ideas and/or feelings) of its audience.  
• Lecture: The Rhetorical Triangle (SLIDES 1-19 for today!)

Ticket out the door:

• What is a definition of rhetoric in your own words?
• What are the three elements of the rhetorical triangle?  
• What is a definition of "ideology" in your own words?

6. Brainstorm for your project topic!
Where do you stand on the issues? Which political party do you side with most? Take this quiz to see! https://www.isidewith.com/political-quiz  

• As you take the quiz, pay attention the issues the quiz asks you about. Are there any that you feel particularly strong about? Be sure to make a mental note of that as you may decide to pursue one of those for your project! 

Starter 17: Review "Bill of Rights" by Howard Zinn

• What prompted Zinn to write this essay/deliver the speech?
• What is Zinn's overall thesis in this essay?

Today's Goal

• Understand and think critically about Zinn's thesis regarding the existence  and protection of the Bill of Rights
• See where you stand on political issues and which political party you most align with. 

Class Biz

1. Hannah and Toree-- tests?
   
2. Honors weekend homework
   
3. Let's review the Bill of Rights worksheet from yesterday's class and then turn your copy in, please.

Agenda
1.  Quick debrief of yesterday's NEST speaker-- possible topic for your project?! Connections to our curriculum?

2. Ashley to explain the reason for the Zinn assigned reading: As you dive into project work next 3 weeks, the question before you will be to decide what justice means on the issue you choose and ultimately what the best way for you to make your voice heard—the best way to take a small (or big) step in advocating for or bringing about more justice with regard to your issue.  This reading is all about the ways in which individuals, even young children, have done just that.  Ta-da!​

3.  With partner, identify his thesis and come up with 3 questions for discussion.  Write them down.

4.  Small group discussion—In your Moral Philosophy study groups please discuss these questions. Elect one student to take notes and SHARE THE NOTES WITH ASHLEY (and all group members).

• What events/acts/examples did Zinn provide to support his overall thesis?  Share out your research
• What are some examples of Zinn’s rhetoric that conveys his ideology?  Quote the words/lines and include the p. #
• Do you agree that individuals have to protect the Bill of Rights from government abuse? Why or why not?
• Between the philosophies we studied the last couple weeks, which one best characterizes Zinn? (see page 450 in particular)
• What questions/confusions did this reading raise? Use each other and the internet to help answer your questions.

If we have time, we will get into RHETORIC.  Here's the plan for that. We may push this to tomorrow though.
Rhetoric Learning Goals:

• Be able to define rhetoric and identify the ideology behind one's rhetoric
• Explain the 3 parts of the Rhetorical Triangle that are needed for rhetoric to be effective!

Intro to Rhetoric

• How does this video make you feel?
• Rhetoric demands a response: Critique of the creepy anti-obamacare ads
• DEFINITION OF RHETORIC: Rhetoric is symbolic expression (including, but not limited to, language) intended to modify (ideologically or emotionally) the perspective (the ideas and/or feelings) of its audience.  
• Lecture: The Rhetorical Triangle (SLIDES 1-19 for today!)

Ticket out the door:

• What is a definition of rhetoric in your own words?
• What are the three elements of the rhetorical triangle?  
• What is a definition of "ideology" in your own words?

8:20-8:56  1st Period
8:59-9:35  2nd Period
9:38-10:14  3rd Period
10:17-10:53  4th period
10:56-12:12 NEST Meeting
Student Council Candidate Speeches and Nobel Peace Prize Nominee Kathy Kelly

Starter 16:  Watch the CNN report on Morse v. Frederick (2002) aka “Bong Hits For Jesus”
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. Mill 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?

​U.S. Constitution AGENDA
TODAY'S CORE QUESTIONS

• Where do we see the ideals of security, liberty and equality appear in our nation's founding documents?
• How do we balance these ideals when coming up with just policies for controversial political and social issues?

Video: Crash Course US History   and It's Too Late to Apologize
Discuss:

• What ideology is reflected in the way the story of the Revolution is usually told?
• What was the role of rhetoric in the American Revolution?
• What was the exigency (urgency/demand/need) of writing the Declaration of Independence?

Let's look at the Bill of Rights!
1. List of grievances (complaints) to the King of England in the Dec. of Ind 

2. Preamble to the Constitution + 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.

• Which words represent "security"?
• Which words represent "liberty"?
• Which words represent "equality"?

 
Now, lets get started looking at the Bill of Rights:
A. With the Bill of Rights, Full Text: With a partner, read the Bill of Rights and try to 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, look at the 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.  With the Bill of Rights Worksheet: 

1. Now, write your “final” interpretation of each Amendment next to its number.
2. 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!  
3. Lastly, next to each Amendment, try to decide which moral philosophy that Amendment seems to speak to the most.  For example, the 1st Amendment seems to be related to Libertarianism as well as Mills' long-term view of Utilitarianism.   

Final Class Discussion
Where do you see the moral philosophies coming through in the Bill of Rights and/or the preamble to the Constitution?​

Starter 15

1. Reflect on yesterday’s panel.  What did you think of our guests’ ideologies? With whom and on what issues did you find yourself agreeing? With whom and on what issues did you find yourself disagreeing?
2. How do you think your reaction to the political beliefs relate to the moral philosophy you most align with and/or least align with?  (Deontology, Libertarianism, Utilitarianism, John Rawls' Justice as Fairness/Equality)

CLASS BIZ
Homework:  BY Thursday's Class-- Please read "The Bill of Rights" by Howard Zinn to understand his call to action for individuals to protect our Bill of Rights.  Do some research on at least ONE of the historical events/references Zinn makes in this essay and be prepared to share out this research on Wednesday.   You should have a minimum of 1 paragraph explaining the historical event ready to turn in at the beginning of class.  We'll be having an informal seminar on this essay.

Honors-- essays due Wednesday, end of the day.

Today's Goals

• Reflect on your own political ideology to perhaps gain more clarity on why you believe what you believe.
• Understand the basic ideas behind the U.S. Constitution and how the philosophical ideals of security, liberty and equality play out in the Constitution.

AGENDA
Discussion about student council campaign poster incident

Review Key Political Philosophy Terms

• Liberalism 
• Protectionism—protecting U.S. domestic products by taxing imports
• Conservativism

FROM WIKIPEDIA
Modern American liberalism is the dominant version of liberalism in the United States. It is characterized by social liberalism and combines ideas of civil liberty and equality with support for social justice and a mixed economy.  The term 'modern liberalism' in this article only refers to the United States. In a global context, this philosophy is usually referred to as social liberalism.
The American modern liberal philosophy strongly endorses public spending on programs such as education, health care, and welfare. Important social issues today include addressing inequality, voting rights for minorities, reproductive and other women's rights, support for same-sex marriage, and immigration reform.
Modern liberalism took shape during the twentieth century, with roots in Theodore Roosevelt's New Nationalism, Woodrow Wilson's New Freedom, Franklin D. Roosevelt's New Deal, Harry S. Truman's Fair Deal, John F. Kennedy's New Frontier, and Lyndon B. Johnson's Great Society. American liberals oppose conservatives on most issues, but not all. Modern liberalism is historically related to social liberalism and progressivism, though the current relationship between liberal and progressive viewpoints is debated.

John F. Kennedy defined a liberal as follows:
"...someone who looks ahead and not behind, someone who welcomes new ideas without rigid reactions, someone who cares about the welfare of the people—their health, their housing, their schools, their jobs, their civil rights, and their civil liberties—someone who believes we can break through the stalemate and suspicions that grip us in our policies abroad, if that is what they mean by a 'Liberal', then I'm proud to say I'm a 'Liberal'."

Franklin Delano Roosevelt in 1941 defined a liberal party as one,
"which believes that, as new conditions and problems arise beyond the power of men and women to meet as individuals, it becomes the duty of Government itself to find new remedies with which to meet them. The liberal party insists that the Government has the definite duty to use all its power and resources to meet new social problems with new social controls—to ensure to the average person the right to his own economic and political life, liberty, and the pursuit of happiness."
​
American Conservatism is a broad system of political beliefs in the United States that is characterized by respect for American traditions, support for Judeo-Christian values, economic liberalism, anti-communism, advocacy of American exceptionalism and a defense of Western culture from perceived threats posed by creeping socialism, moral relativism, multiculturalism, and liberal internationalism. Liberty is a core value, with a particular emphasis on strengthening the free market, limiting the size and scope of government, and opposition to high taxes and to government or labor union encroachment on the entrepreneur. American conservatives consider individual liberty, within the bounds of conformity to American values as the fundamental trait of democracy, which contrasts with modern American liberals, who generally place a greater value on equality and social justice.
 
The history of American conservatism has been marked by tensions and competing ideologies. Fiscal conservatives and libertarians favor small government, low taxes, limited regulation, and free enterprise. Social conservatives see traditional social values as threatened by secularism; they tend to support voluntary school prayer and oppose abortion and same sex marriage. Some also want the teaching of intelligent design or creationism allowed, as the topics are currently judicially prohibited in public schools. The 21st century has seen an increasingly fervent conservative support for Second Amendment rights of private citizens to own firearms. Neoconservatives want to expand American ideals throughout the world. Paleoconservatives advocate restrictions on immigration, non-interventionist foreign policy, and stand in opposition to multiculturalism.  Nationwide most factions, except some libertarians, support a unilateral foreign policy, and a strong military. The conservative movement of the 1950s attempted to bring together these divergent strands, stressing the need for unity to prevent the spread of "godless communism."
 
William Buckley
“It is the job of centralized government (in peacetime) to protect its citizens' lives, liberty and property. All other activities of government tend to diminish freedom and hamper progress. The growth of government (the dominant social feature of this century) must be fought relentlessly. In this great social conflict of the era, we are, without reservations, on the libertarian side. The profound crisis of our era is, in essence, the conflict between the Social Engineers, who seek to adjust mankind to conform with scientific utopias, and the disciples of Truth, who defend the organic moral order.”
 
Joe Wurzelbacher
“Conservatism is about the basic rights of individuals. God created us. As far as the government goes, the Founding Fathers based the Constitution off of Christian values. It goes hand-in-hand. As far as the Republican Party? I felt connected to it because individual freedom should not be legislated by the federal government.”
 
Survey- Political Compass
Ashley will read about this survey, then y'all will take it

Debrief the results
Talk to a partner about your results.   Summarize your placement in the compass. Did anything suprise  you? 
​
TED Talk- Moral Roots of Conservatives and Liberals

1. This guy is speaking to an audience of liberals, so you’ll notice that his rhetoric is pitched to them.
2. HOWEVER…don’t let that fool you.  His underlying point is actually criticizing the group for being so monolithic.  Remember, he’s playing to an audience here.  That doesn’t mean his underlying points are invalid.
3.  This is the point of our project and the exhibition! To step outside our moral matrix in many ways.
4. Tasteless joke about Applebees.  Audience has money, is apparently a little snobby about where they eat (point out class issues)

Watch the TED Talk
Take notes on ‘Ah-has!, I wonder’s and Say What?

Small group discussion 

• Share reactions to the TED Talk and summarize the main points from the talk-- What are the 5 moral foundations? Where do liberals and conservatives overlap? Where do they differ?
• Discuss the ways you see each quadrant of the compass aligning with the moral foundations/roots. 
• Which of the moral foundations do you think you are high in? Low in?
• How do the values of Sec/Lib/Equality map onto the political compass? Onto the Moral Foundations?
• Which of those three values (Sec/Lib/Equality) do you now see yourself most cherishing? Why?

Homework:  BY Thursday's Class-- Please read "The Bill of Rights" by Howard Zinn to understand his call to action for individuals to protect our Bill of Rights.  Do some research on at least ONE of the historical events/references Zinn makes in this essay and be prepared to share out this research on Wednesday.   You should have a minimum of 1 paragraph explaining the historical event ready to turn in at the beginning of class.  We'll be having an informal seminar on this essay.

Honors-- essays due Wednesday, end of the day.

Thanks!

Today's Agenda:
We have two guest panels-- a liberal one and a conservative one-- to hear about their political beliefs and WHY they believe they have formed the ideologies that they have.  It's not only important to understand WHAT someone believes, but WHY.