Wednesday, October 1st

Today's Goals
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.

Announcements

• HONORS MEETING at lunch today
  
• Check in with me if you were absent Friday, Monday or Tuesday during work time at the end of class

Starter
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?

Agenda

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

• What do you remember about the American Revolution?  What have you learned about it in your schooling? 
  
• Why was the Declaration of Independence written?  Upon what ideologies was the Revolution based?
  

3. 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?
  

4. Journal #3-Complete Packet:  The Ideology of the Declaration of Independence

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

*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:

• Completed yesterday's edmodo response
• Completed the survey from yesterday's dp blog
• Shared your appreciations from last Friday with the person whom you were appreciating
• Check in with me if you were absent on Friday, Monday or Tuesday!