Arguing Through the Common Core: Summer 2014

ARGUING THROUGH THE COMMON CORE:

EVERYTHING CAN BE AN ARGUMENT

SUMMER 2014

BOARD OF EDUCATION

JoAnn DeLauter, President George Haile, Vice President Marion Blane Dr. Nancy Kaplan Wendy Gargiulo Nina Lanci Janet Goller Susan Schwartz

CENTRAL ADMINISTRATION

John DeTommmaso Superintendent of Schools

Cynthia Strait Régal Deputy Superintendent, Business Mara Bollettieri, Psy.D. Assistant Superintendent, Personnel & Administration David Seinfelld Assistant Superintendent, Curriculum, Instruction, & Assessment

ARGUING THROUGH THE COMMON CORE:

EVERYTHING CAN BE AN ARGUMENT

Written by:

Adeline Atkins (Mepham High School)

Audrey Drakos (Merrick Avenue Middle School)

Edward Grosskreuz (Mepham High School)

Rebecca Levy (Grand Avenue Middle School)

Vivian Lopez (Kennedy High School)

Christy Rochford (Kennedy High School)

Project Administrators: Marie A. Netto Kim Serpe District Chairpersons - English

TABLE OF CONTENTS

UNIT PAGE NUMBERS

INTRODUCTION 5 7 – 12 SCOPE & SEQUENCE OF AIMS 6 – 8

GRADE 7 UNIT 9 – 53

GRADE 8 UNIT 54 – 104

GRADE 9 UNITS 105 – 151

GRADE 10 UNITS 152 – 228

GRADE 11 UNITS 229 – 293

GRADE 12 UNITS 294 – 357

INTRODUCTION

Arguing Through the Common Core: Everything Can Be an Argument was created in response to the Common Core Learning Standards which requires all students to be college and career ready in the following areas: Reading for Literature, Reading for Informational Texts, Writing, Speaking and Listening, and Language. Teachers from every grade level in the Bellmore- Merrick Central High School District, 7 – 12, collaborated to write lessons highlighting argumentation skills required for each grade level, with an emphasis on the first writing standard.

The curriculum guide will help teachers teach the tools of argument analysis through a variety of mediums such as: Print Ads, Commercials, Infomercials, Documentaries, Speeches, Columns/Editorials, Nonfiction Essays, Literature as Argument, Synthesis and Research. Contained in the guide teachers will find informational texts, suggested lesson plans, activities and materials to help teachers meet the Common Core Learning Standards. Students in all Bellmore-Merrick Central High School District English courses will have the opportunity to develop and build upon skills learned in previous years. All of the lessons will identify the grade level specific Common Core Learning Standards that are addressed.

7-12 Scope and Sequence of Aims

Grade 7:

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 (One Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 (One Class (One Class (One Class (One Class Class Period) (One Class (One Class (One Class (One Class (One Class Period) Period) Period) Period) Period) Period) Period) Period) Period)

Aim: How is Aim: Why is Aim: How Aim: How Aim: How do Aim: How Aim: How Aim: How Aim: How Aim: How a commercial it important does the can an diction and do determine do we can we do we prove do we an argument? to know the SOAPSTone author syntax affect a our own embed structure our our strengthen different strategy help persuade a reader’s stance? quotes position positions? our writing? methods of us analyze a reader with understanding within our papers persuasion? piece of logical of a work? writing? effectively? writing? appeals?

Writing From Sources Topic: Should immigrants be required to learn English?

Grade 8:

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 (One Class (One Class (One Class (One Class (One Class (One Class (One Class (One Class (One Class (One Class Period) Period) Period) Period) Period) Period) Period) Period) Period) Period)

Aim: How Aim: How Aim: How Aim: How Aim: What Aim: How Aim: How Aim: How Aim: How Aim: How can we can we can we can effects can a can we can we can we can we can we analyze a determine evaluate and appealing to writer’s understand understand organize our organize our develop and piece of the claim, distinguish logos, ethos, stylistic an argument an argument positions position write an writing by evidence, among and pathos choices have by by effectively? papers effective and considering and rationale different strengthen an on an identifying identifying effectively? compelling the context in of an types of argument? audience? and and argument? which it was argument? evidence? analyzing analyzing created? key elements key elements of rhetoric? of rhetoric?

Writing From Sources Topic: Does technology connect us or make us more alone? Grade 9:

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 (One Lesson 8 Lesson 9 Lesson 10 (One Class (One Class (One Class (One Class (One Class (One Class Class Period) (One Class (One Class (One Class Period) Period) Period) Period) Period) Period) Period) Period) Period)

Aim: What is Aim: How do Aim: How do Aim: What Aim: How Aim: How Aim: How is Aim: How Aim: How Aim: an argument? we analyze appeals to are logical do a writer’s can we synthesizing can we can we Writing arguments? ethos, pathos, fallacies? stylistic effectively different from analyze our outline a from and logos choices analyze non- paraphrasing? peers’ writing Writing Sources strengthen impact a fiction by from sources from arguments? text? examining organizers? Sources logical essay? appeals, logical fallacies, diction, and syntax?

Writing From Sources Topic: Have humans sent the Earth into an unnatural trend, or are natural forces still in control?

Grade 10:

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 (One Class (One Class (One Class (One Class (One Class (Four Class (One Class (One Class (One Class (One Class (One Class (One Class Period) Period) Period) Period) Period) Periods) Period) Period) Period) Period) Period) Period)

Aim: How Aim: How Aim: How Aim: How Aim: What Aim: How Aim: Why is Aim: How do Aim: Why Aim: How Aim: How Aim: How can we can do we does a are fallacies, can I develop organization I determine is research a do I use all does do I embed apply rhetorical analyze the writer or and how do a deep the key to a what vital first of my adding first quotations reading devices details an speaker use I recognize understanding successful evidence to step in research to person into my skills to bring style author uses persuasive one? of logical argumentative use and what preparing to formulate an point of argument “read” an to our in a piece of appeals to fallacies and paper, and evidence to argue your argumentati view shape to use as image? writing and writing? get others how they how do we discard when perspective? ve thesis? and move evidence to strengthen to agree to impact the organize this supporting our support my our his/her core message genre of my argument? claims? arguments? argument? of an writing? argument? argument? Writing From Sources Topic: Is standardized testing, such as Common Core exams, ELA and Math Assessments, and the SAT exam, beneficial to students’ educational growth, or does standardized testing adversely affect students?

Grade 11:

Lesson 1 Lesson 2 Lesson 3 (1- Lesson 4 (1- Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 (One Class (One Class 2 Class 2 Class (One Class (One Class (Two Class (One Class (Two Class (Two Class (One Class Period) Period) Periods) Periods) Period) Period) Periods) Period) Periods) Periods) Period)

Aim: What Aim: What Aim: Aim: What Aim: How Aim: How Aim: How Aim: Why Aim: How Aim: How Aim: How techniques are the basic How can types of can we can we can we is it can we can make can we do speakers elements of supporting appeals identify analyze how apply our important to formulate concessions organize our or writers a well- evidence make an common rhetorical knowledge understand and support and counter position use as they structured help to argument patterns of devices of rhetoric to divergent a position arguments? papers attempt to argument? bolster an persuasive? illogical convey the perspectives about a effectively? persuade argument? reasoning? meaning in documentary on key controversial others? the article, , issues? topic? “Invading “Generation Our Own Like”? Privacy”? Writing From Sources Topic: Are social networking sites good for our society?

Grade 12:

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 (One Class (One Class (Three Class (Three (Three Class (One Class (Four Class (Four Class (Four Class (Four Class (One Class Period Period) Periods, Day Class Periods, Day 3) Period) Periods, Day Periods, Day Periods, Day Periods, Day Period) 1) Periods, 1) 2) 3) 4) Day 2) Aim: How Aim: How Aim: What Aim: What Aim: How can Aim: How Aim: Why Aim: How Aim: How Aim: How Aim: Why can we can we learn makes a makes a comparing and do logical is it can we can we can we is it better to make good good contrasting fallacies important to properly properly compose an important to understand evidence- argument? argument? arguments help impact consider all include include effective edit our an author’s based claims us to better arguments? sides of an counter- quotations/in conclusion? papers and intent through a understand argument arguments text citations how can we through a close what makes a when into our into our learn to edit close reading of a good argument? constructing essay? essay? a peer’s “reading”? speech? a written essay? argument? Writing From Sources Topic: The use of standardized tests in the college admission process.

GRADE LEVEL: 7 PART I: Analyzing Arguments

Lesson 1 One Class Period

Aim:  How is a commercial an argument?

Common Core Learning Standards: Standard Grade Standard Number RI 7 2 W 7 1, 2, 11 SL 7 1, 2 L 7 1, 2

Motivation:  Complete the Anticipation Guide (Attachment 1).

Instructional Materials:  Anticipation Guide (Attachment 1)  Coca-Cola Commercial  WHAT? WHY? HOW? (Attachment 2)

Procedures and Pivotal Questions:  Students will complete the Anticipation Guide as a pre-reading activity to spark thoughts about their upcoming reading/writing topic. Once they are finished writing, students will share responses with partners and a few will share with the class.  Transition: All of those statements will be addressed as we proceed through our new unit and today we’re going to take a look at a recent advertisement that some of you may be familiar with since it was played during last year’s Super Bowl.  Students will watch the Coca-Cola commercial entitled “America is Beautiful.” It can be found at http://www.youtube.com/watch?v=443Vy3I0gJs or by searching YouTube using the keywords “Coca-Cola America is Beautiful.”  After watching the clip, students will receive a WHAT? WHY? HOW? Handout (Attachment 2). Students will be asked to discuss some of the things they noticed in the commercial. They will be asked to explain what Coca-Cola is selling in their commercial. Immediately, students will respond, “soda.” After some thought and focus on the most prevalent images in the commercial, we will discuss that they are also selling the idea of diversity as being as American quality.

Summary:  Exit response that will be collected: 1) What is the commercial arguing? How do you know? 2) Is the commercial effective? Why or why not?

Extension Activity:  Students will write an informal journal response explaining their opinions on the commercial. Attachment 1 Anticipation Guide

Directions: Read each statement below, decide whether you agree or disagree, and explain your answer.

STATEMENT AGREE/DISAGREE EXPLAIN YOUR ANSWER

THE UNITED STATES NEEDS TO HAVE A NATIONAL LANGUAGE.

LEARNING A SECOND LANGUAGE MAKES A PERSON MORE WELL-ROUNDED.

ENGLISH SHOULD BE THE NATIONAL LANGUAGE OF THIS COUNTRY. THOSE WISHING TO IMMIGRATE TO THIS COUNTRY MUST FULFILL CERTAIN REQUIREMENTS BEFORE THEY ARE ELIGIBLE.

ALL CITIZENS OF THIS COUNTRY SHOULD BE REQUIRED TO LEARN ENGLISH.

DEFINE: CLAIM – EVIDENCE – RATIONALE –

Attachment 2

WHAT? HOW? WHY?

Directions: Based on your understanding of the commercial you just viewed, answer the questions below.

WHAT is the commercial about? (Claim)

HOW do the advertisers sell their product? (Evidence)

WHY do advertisers sell their product this way? (Rationaale)

GRADE LEVEL: 7 PART I: Analyzing Arguments

Lesson 2 One Class Period

Aim:  Why is it important to know the different methods of persuasion?

Common Core Learning Standards: Standard Grade Standard Number RI 7 1, 2, 4, 7, 8, 10 W 7 1, 11 SL 7 1, 2, 3 L 7 1, 2

Motivation:  Read the cartoon and answer the questions that follow (Attachment 3).

Instructional Materials:  Coca-Cola Commerical  Coca-Cola Commercial Cartoon (Attachment 3)  Methods of Persuasion Handout (Attachment 4)  Fact vs. Opinion Statements (Attachment 5)

Procedures and Pivotal Questions:  Students will answer questions about the cartoon, which relate to the commercial they viewed previously. Go over the questions as a class.  Transition: Last night you discussed your own feelings about the commercial. The character on the left in the cartoon may feel differently about it than you. We can each have a different reaction to the commercial and that is our opinion.  Give out the Methods of Persuasion handout and read through it as a class.  Discussion Questions: How are they trying to convince you to purchase their product? Does the commercial make you want to purchase Coca-Cola? Why or why not?  Transition: Advertisers of Coca-Cola are trying to sell a product to consumers; they are convincing commercial viewers that Coke is the product they want. When trying to persuade, just like the Coca-Cola Company, there are similar tactics that we employ.  Give out the Methods of Persuasion handout (Attachment 4); read the handout together as a class.  Students will receive an index card with FACT written on one side and OPINION written on the other side (these can also be made by the students) (Attachment 5). They will see a list of statements about the commercial on the SmartBoard. They will determine whether each statement is a fact or an opinion and hold up the index card to face the teacher with the appropriate choice. After the class has collectively answered, individual students who answered correctly will explain how they knew whether it was a fact or an opinion.

Summary:  Whole Class Discussion: 1) Why would people’s opinions on the commercial differ? 2) Why is it important to understand that opinions differ? 3) Why is it important to be able to distinguish between fact and opinion? 4) Why is it important to be able to pick out the different methods of persuasion that someone might employ?

Extension Activity:  When trying to convince your parents to do something, which of the four methods of persuasion discussed today do you find most effective? Explain.

Attachment 3

1. How does the character on the left feel about the Coca-Cola Company? How do you know?

2. How does the character on the left feel about immigrants? How do you know?

3. How does the character on the left feel about the character on the right? How do yoou know?

4. What is the purpose of the character on the right?

5. What is the cartoonist’s argument?

Attachment 4

Methods of Persuasion

1. Facts: Facts are simply statements of what is. They should appeal to the reader’s mind, not to the reader’s emotions. They can be proven with evidence and support from books, magazines, and other resources.

Ex. There were 152 concussions reported by the NFL during the 2013-2014 season.

2. Opinions: Opinions are views or judgments formed about a topic based on a person’s own beliefs and viewpoint.

Ex. When making a statement like, “Many professional sports are too violent,” there may be people who would disagree. Therefore, this is an opinion.

3. Authority Figure: An authority is an expert, someone who can be relied on to give unbiased facts and information. You must consider a person’s background when determining whether or not they are a reliable source.

Ex. A person’s fame does not mean he or she is an authority. Kim Kardashian may have dated athletes, but that does not make her an authority on sports. The head doctor for the NFL may be a better person to ask for information about concussions in sports based on his experience and background.

4. Examples: An example is support for your argument from your own experience and research. It should clearly relate to the argument and should be typical enough to support it.

Ex. Avoid generalizations like saying that since your friend was injured during a football game, all sports are dangerous. Find support that is more typical (not just a one-time occurrence).

Attachment 5

Different races are represented in the commercial.

It is wonderful of Coca-Cola to show the diversity that exists in America.

It is inappropriate to sing “God Bless America” in a language other than English.

“God Bless America” is sung in different languages.

“God Bless America” is a meaningful song.

GRADE LEVEL: 7 PART I: Analyzing Arguments

Lesson 3 One Class Period

Aim:  How does the SOAPSTone strategy help us analyze a piece of writing?

Common Core Learning Standards: Standard Grade Standard Number RI 7 1, 2, 3, 6, 10 W 7 4, 9, 11 SL 7 1, 2, 3, 4 L 7 1, 2, 6

Motivation:  Complete the texts that are started on the SmartBoard (Attachment 6).

Instructional Materials:  Texting our Audience (Attachment 6)  “Coca-Cola ‘It’s Beautiful’ Super Bowl Ad Brings Out Some Ugly Americans” Article (Attachment 7)  SOAPSTone Handout (Attachment 8)

Procedures and Pivotal Questions:  Students will share Motivation responses with their partner.  Transition: Writing to your grandmother is very different from writing to your best friend. Even their texts to you are very different. There are reasons for that. Why would you write differently to you grandma than to you best friend?  Students each receive a copy of “Coca-Cola ‘It’s Beautiful’ Super Bowl Ad Brings Out Some Ugly Americans” article (Attachment 7). One student will read the article to the class.  Students are split into groups of four. Each group will be assigned to analyze a specific section of SOAPSTone (speaker, occasion, audience, purpose, subject, and tone) (Attachment 8). They will be given a specific question on an index card to answer based on their section. o Who is the author? What do we know about this person (speaker)? o What has caused the author to write (occasion)? o To whom is author speaking (audience)? o Why is the author writing? What does the author want reader’s to think or do after reading the article (purpose)? o What or who is the focus of the article (subject)? o What is the author’s attitude towards the topic? Look at the author’s word choice to help you figure this out (tone).  Groups will share their responses to their questions. After each group shares, the class will be asked why it is important to consider this aspect in a piece of writing?

Summary:  What is the author’s argument?  Who is the audience?  Why would the author want to express this argument to this audience?  How does SOAPSTone assist you in analyzing an argument?

Extension Activity:  Students choose from a list of different types of speakers (student, teacher, principal, community member, etc.) and audiences (same as the other list). Based on whatever they’ve chosen, they will write an article reporting the events of a recent school event.

Attachment 6

Explain to each person that your teacher, Ms. Smith, thought you were cheating during the test even though you were actually answering a classmate’s question. You received a zero.

Grandma Best Friend

I heard you didn’t Heard about the do so well on the test. What test today. What happened??? happened?

Attachment 7

Coca-Cola’s “It’s Beautiful” Super Bowl Ad Brings Out Some Ugly Americans by James Poniewozik Feb. 2, 2014 It took a commercial for a global soda company to prove the "speak English!" crowd wrong about what makes America strong.

There are few brands more global, and more American, than Coca-Cola. Its red-and-white label and glass curves are a universal symbol, an American beachhead on every inhabited inch of the Earth. Like the sugary stuff or hate it, its advertising has long been about a certain ideal–the idea that people are many and one, united by simple things like a smile, a song, and a Coke. It was 5 Coke, after all, that brought us “I’d like to teach the world to sing”–not “I’d like to teach the contiguous 48 states plus Alaska and Hawaii to sing.”

Coca Cola’s entry into the Super Bowl ad campaign had a message that was, as it were, Coke Classic: it celebrated the many kinds, colors, lifestyles and origins of Americans who are nonetheless one. Over a scene of these many Americans, it played a patriotic song: not the 10 National Anthem, but the more accessible, singable “America the Beautiful.” It showed us a panoply of American faces, young, old, brown, white, straight, gay (it included what are said to be the first gay parents depicted in a Super Bowl ad), in cowboy hats and hijabs, playing, eating, and exploring all-American vistas.

It was maybe a little sappy, but it was also, well, beautiful, as was the music, sung in a 15 succession of single voices and languages.

It was that last aspect that unfortunately, brought out America the Ugly, at least on some parts of the Internet. “WTF?” asked one post on Twitter. “@CocaCola has America the Beautiful being sung in different languages in a #SuperBowl commercial? We speak ENGLISH here, IDIOTS.” Some of the vitriol may have been satire for all I know, but there was much too much for that to 20 explain all of the “English or GTFO” sentiment–not all of it in impeccable English itself. To wit: “Dear @CocaCola : America the beautiful is sang in English. Piss off. #Dont***WithUs.” (To be fair, not every Tweet brought up by a search on “Coca Cola English” agreed: “Coca Cola brings the commercial of the night: America the Beautiful sung in Spanish, English, Arabic, and other languages. Beautiful.”)

25 The xenophobic protesters had one thing right: we do speak English in America. We speak it on official business and in Super Bowl broadcasts; we use it in publications like this one.

But that’s not all we do. People like my immigrant mother and her immigrant sisters learn English as adults and raise their kids to speak it, and also speak French and Arabic at family get- togethers and on phone calls. We speak English in school and Spanish with grandparents and 30 Spanglish with friends. We speak Creole and Chinese and Tagalog sitting down to family dinners–maybe with a bottle or two of Coke around the table, which is why Coke is smart to recognize this.

We come to America, in other words, and we become American–but we don’t erase everything else that we were before, we don’t forget our cultures and languages as if they never existed, and 35 we don’t hide them as if they’re shameful or less than patriotic. We bring them out and share them, and they make this country better and stronger. America isn’t weakened because people don’t submit to a monoculture; it’s strong because it can absorb the peoples and aspirations and talents of the rest of the world without erasing their cultures.

Which is the message this ad shared (besides “Buy Coke”)–it was not a rejection of English, but 40 a celebration of it, and series of tongues, representing all corners of the Earth, resolving in a final line sung in the country’s lingua franca of English and the tag: “America Is Beautiful.”

And it is, even if some people can listen to that chorus and hear nothing but noise.

Attachment 8 SOAPSTone Reading Strategy

In non-fiction consider who created the piece you are reading / watching / Speaker analyzing / etc. Who are they? What are their ultimate goals? What do they want from you? What do they make or sell? Etc.

The time and place of the piece; the context that encouraged the writing Occasion to happen. There is the larger occasion: what is happening in the world, in society, what event or situation caught the writer’s attention and triggered the creation of the piece.

The target group that the piece is directed toward. The audience may Audience be one person, a small group, or a large group; it may be a certain person or a certain people. What do they want you to understand, think, and do as a result of being Purpose exposed to this piece? The reason behind the text. Consider the purpose of the text in order to examine the argument and its logic.

The general topic, content, and ideas contained in the text. You should be Subject able to state the subject in a few words or a phrase.

The attitude of the speaker. Tone can be determined by examining the Tone author’s diction (choice of words), and imagery (vivid descriptions that appeal to the senses).

GRADE LEVEL: 7 PART I: Analyzing Arguments

Lesson 4 One Class Period

Aim:  How can an author persuade a reader with logical appeals?

Common Core Learning Standards: Standard Grade Standard Number RI 7 1, 2, 5, 6, 8, 9, 11 W 7 4 SL 7 1, 2, 3, 4 L 7 1, 2, 4, 5

Motivation:  Watch the commercial. How do you feel after watching?

Instructional Materials:  Jeep Super Bowl Military Ad – “America Will Be Whole Again” at http://www.nfl.com/videos/nfl-super-bowl-commercials/0ap2000000134679/America-will- be-whole-again  Ethos, Logos, and Pathos Handout (Attachment 9)  “Leaning English Can Help Immigrants Survive” article (Attachment 10)

Procedures and Pivotal Questions:  Students will watch the Jeep commercial containing a melancholy song being played as images of military members return home to family. After they watch, students will explain how the commercial makes them feel.  Transition: The commercial attempted to make you feel. It wanted to move you enough that you would feel a sense of pride in our military and the company that supports them. It was trying to appeal to you pathos, which is one of the three ways that the famous philosopher Aristotle said people try to persuade.  Give out Ethos, Logos, and Pathos handout(Attachment 9). Read though the definitions with students before they attempt to explain how the advertisements on the handout appeal to the other two methods of persuasion. Go over the handout once students have had some time to respond.  All students will receive a copy of “Leaning English Can Help Immigrants Survive.” (Attachment 10) The teacher will conduct an interrupted reading with the article so students may dissect what the author is saying. o After reading the first four paragraphs, students will be asked: . who the speaker is . what caused the writer to consider this topic . what the proposed addition is to immigration requirements . to examine how the author appeals to logos o After reading the next four paragraphs, students will be asked:

. why the author believes it is important for immigrants to lean English . to examine how the author appeals to our ethos

o After reading the next four paragraphs, students will be asked: . why the author believes it is important for immigrants to maintain their native tongue . in what way the author’s opinions are contradictory (opposing, don’t match) . what evidence the author uses to support his position o After reading the last paragraphs, students will be asked: . why the author thinks it’s beneficial to speak multiple languages . to examine how the author appeals to our pathos

Summary:  Students will write three statements appealing to each of Aristotle’s methods to convince the teacher not to give homework. They will share their statements at the end of the period.

Extension Activity:  Students turn their sentences from the summary activity into a speech written to persuade the teacher not to give homework.

Attachment 9

Name: ______Date: ______Period: ______

Ethos – sounds like ethical (someone with good values) Establishes someone as an authority that can be believed Pathos – sounds like pathetic (a feeling) Appeals to your heart Logos – sounds like logical Appeals to your head

How is this advertisement an appeal to ethos?

______

How

How is this advertisement an appeal to out logos?

______

Attachment 10

Learning English Can Help Immigrants Survive

By Abraham Morales 03/11/2013

My 3-year old daughter found a playmate at the library. They were talking to each other in English, but to their parents in Spanish and Korean, respectively. The other girl's mom and I chatted in English, with our corresponding accents.

This interaction came to my mind after the recent push on immigration reform because of a 5 proposed requirement: New lawful residents will need to learn English.

Right now, this is only a prerequisite for legal residents who want to apply for naturalization. Besides the test on American civics, the immigration officer assesses the person's level of English proficiency; if it's not sufficient, the person fails the naturalization test.

If immigration reform takes place and includes this provision, about 11 million people will need 10 to learn or improve their English and show some proof of that.

I believe all new immigrants should learn English. I am one of the 40 million immigrants living in this country and, after more than a dozen years here, I am still learning new vocabulary and idiomatic expressions every day.

Learning how to speak and write English helps us not only to survive, but to advance as well. I 15 know of talented new citizens whose level of English limits their ability to pursue career opportunities, to be more engaged in their children's education, or to better understand complex U.S. systems such as health care.

And I recognize that is this a problem affecting particularly Latino immigrants. For many reasons, including our own apathy, we have fallen behind.

20 That is why I try to urge Spanish-speaking Latinos to learn English for their own good.

At the same time, I also believe in maintaining my mother tongue. Spanish is my connection to my roots, to all my family south of the border, and to my culture. At home we speak both languages, and my two daughters are growing up fully bilingual and bicultural.

My two positions could be perceived as contradictory to some. But actually they align with what 25 most U.S. Hispanics think.

According to a recent Pew Research Center study, 87 percent of Latinos think it is important for adult immigrants to learn English to succeed. But 95 percent of respondents said it is important for future generations of Hispanics to be able to speak Spanish.

Learning a new language adds on to a person's life, while opening minds and doors to culture, 30 experiences and opportunities.

A dichotomous interaction is taking place already. The U.S. Census reports that other languages than English are already spoken in one of every five homes in America. While Spanish is dominant, a total of more than 38 different languages are spoken.

The bottom line is that bilingualism will continue to grow. Most of it will be English-Spanish. 35 The projection is that America will have more Spanish speakers by 2050 than any other country in the world. (Already, the U.S. is No. 2, behind Mexico.)

This doesn't mean that there will be a massive influx of new immigrants from Latin America, or that U.S. Latinos won't learn English. It means more people will speak both languages, Spanish and English. We will have more bilingual people. And that's a good thing for all.

40 We, as a country, now have the chance to catch up with the rest of the world, where it is common to speak more than one language.

Regardless of the outcome of immigration reform, this is a call to open our minds — all of us — to the fact that bilingualism is here to stay and it will only keep growing.

And that, I believe, will enrich us as a society.

GRADE LEVEL: 7 PART I: Analyzing Arguments

Lesson 5 One Class Period

Aim:  How do a writer’s diction and syntax affect a reader’s understanding of a work?

Common Core Learning Standards: Standard Grade Standard Number RI 7 1, 2, 4, 5, 6, 8, 9, 10, 11 W 7 2, 4, 11 SL 7 1, 2, 3, 4 L 7 1, 2, 3, 4, 5, 6

Motivation:  Which compliment would you prefer and why?  “You were great!” or “You were outstanding!”

Instructional Materials:  “Moving to the US and Amassing a Fortune, No English Needed” (Attachment 11)  Diction/Syntax Handout (Attachment 12)  Esperanza Rising excerpt (Attachment 13)

Procedures and Pivotal Questions:  Students will explain which compliment they prefer. After sharing, students will realize that their choice was a matter of preference and authors make these choices whenever they put a word down on the page.  Give out copies of “Moving to the US and Amassing a Fortune, No English Needed.” (Attachment 11) Teacher will model a think-aloud for the first four paragraphs of the article. o Point out various important pieces of information. Be sure to point out examples of diction (Why would the smile be described as an apologetic smile? How does the connotation of prosperous differ from wealthy? Why would the author choose insulate over isolate?) and syntax (How would your understanding of the first sentence change if it read, “Felix Sanchez de la Vega Guzman still cannot speak English 40 years after arriving in the United States?” Why begin the sentence with “More than 40 years after arriving…”?).  The rest of the text will be broken up into sections of 3-4 paragraphs. Students will work in pre-selected groups of 3-4 to dissect a piece of text to which they’ve been assigned. They must summarize their section, choose a specific word that is meaningful or interesting, and note one punctuation or sentence arrangement that is significant(Attachment 12).

Summary:  Students independently read an excerpt from Esperanza Rising that discusses an immigrant’s experience as a non-English speaker in America(Attachment 13). They must explain how the passage is similar to the Morales or Perry article from the last few days. They must

provide one quote from each piece to support their choice and explain how those quotes supports their opinion.

Extension Activity:  Watch the PBS debate on the same topic at http://www.pbs.org/newshour/bb/politics-jan- june13-immigration_06-21/. The clip starts at 2:00 and goes until 9:38. Using the clip and the transcript found on the same page, choose what you believe is the most significant word used in the debate. Explain why that word is significant.

Attachment 11

Moving to U.S. and Amassing a Fortune, No English Needed Richard Perry/The New York Times Published: November 8, 2011

More than 40 years after arriving in New York from Mexico uneducated and broke, Felix Sanchez de la Vega Guzman still can barely speak English. Ask him a question, and he will respond with a few halting phrases and an apologetic smile before shifting back to the comfort of English.

5 Yet Mr. Sanchez has lived the great American success story. He turned a business selling tortillas on the street into a $19 million food manufacturing empire that threaded together the Mexican diaspora from coast to coast and reached back into Mexico itself.

Mr. Sanchez is part of a small class of immigrants who arrived in the United States with nothing and, despite speaking little or no English, became remarkably prosperous. And while 10 generations of immigrants have thrived despite language barriers, technology, these days, has made it easier for such entrepreneurs to attain considerable affluence.

Many have rooted their businesses in big cities with immigrant populations large enough to insulate them from everyday situations that demand English. After gaining traction in their own communities, they have used the tools of modern communication, transportation and commerce 15 to tap far-flung resources and exploit markets in similar enclaves around the country and the world.

“The entire market is Hispanic,” Mr. Sanchez said of his business. “You don’t need English.” A deal, he said, is only a cheap long-distance phone call or a few key strokes on the computer away. “All in Spanish,” he added.

Mr. Sanchez, 66, said he always wanted to learn English but had not had time for lessons. 20 “I couldn’t concentrate,” he said in a recent interview, in Spanish. “In addition, all the people around me were speaking in Spanish, too.”

In New York City, successful non-English-speaking entrepreneurs like Mr. Sanchez have emerged from the largest immigrant populations, including those from China, South Korea and Spanish-speaking countries.

25 Among them is Zhang Yulong, 39, who emigrated from China in 1994 and now presides over a $30-million-a-year cellphone accessories empire in New York with 45 employees.

Kim Ki Chol, 59, who arrived in the United States from South Korea in 1981, opened a clothing accessories store in Brooklyn and went on to become a successful retailer, real estate investor and civic leader in the region’s Korean diaspora.

30 In the United States in 2010, 4.5 million income-earning adults who were heads of households

spoke English “not well” or “not at all,” according to the Census Bureau; of those, about 35,500 had household incomes of more than $200,000 a year.

Nancy Foner, a sociology professor at the City University of New York who has written widely on immigration, said it was clear that modern technology had made a big difference in the ability 35 of immigrant entrepreneurs with poor or no English skills to expand their companies nationally and globally.

“It wasn’t impossible — but much, much harder — for immigrants to operate businesses around the globe a hundred years ago, when there were no jet planes, to say nothing of cellphones and computers,” Ms. Foner said.

40 Advocates for the movement sometimes known as Official English have long pressed for legislation mandating English as the official language of government, arguing that a common language is essential for the country’s cohesion and for immigrant assimilation and success.

But stories like Mr. Sanchez’s, though certainly unusual, seem to suggest that an entrepreneur can do just fine without English — especially with the aid of modern technology, not to mention 45 determination and ingenuity.

For Mr. Sanchez, who became an American citizen in 1985, one anxious moment came when he had to pass his naturalization test. The law requires that applicants be able to read, write and speak basic English.

But Mr. Sanchez and other entrepreneurs said that the test, at least at the time they took it, had 50 been rudimentary and that they had muddled through it.

Mr. Sanchez immigrated to the United States in 1970 from the Mexican state of Puebla with only a fifth-grade education. He held a series of low-paying jobs in New York, including washing dishes in a Midtown restaurant. The Mexican population in the New York region was small back then, but it soon began growing, as did the demand for authentic Mexican products.

55 In 1978, Mr. Sanchez and his wife, Carmen, took $12,000 in savings, bought a tortilla press and an industrial dough mixer in Los Angeles, hauled the machinery back to the East Coast and installed it in a warehouse in Passaic, N.J. Mr. Sanchez spent his days driving a forklift at an electrical-equipment factory and spent his evenings and nights making tortillas and selling them door-to-door in Latino neighborhoods around New York City.

60 His company, Puebla Foods, grew with the Mexican population, and he was soon distributing his tortillas and other Mexican products, like dried chilies, to bodegas and restaurants throughout the Northeast. At its peak, his enterprise had factories in cities all across North America, including Los Angeles, Miami, Pittsburgh, Toronto and Washington. It has since been buffeted by competition and by the economy, and he has scaled back.

65 He has relied heavily on a bilingual staff, which at times has included his three children, born and raised in New Jersey.

Mr. Zhang, the cellphone accessories entrepreneur, said his lack of English had not been a handicap. “The only obstacle I have is if I get too tired,” said Mr. Zhang, who also owns a property development company and an online retail firm.

70 In 2001, Mr. Zhang set up a wholesale business in cellphone accessories in Manhattan. He then raised money from relatives and investors in China to open a manufacturing plant there to make leather cellphone cases for export to the United States, Canada and Latin America.

His business boomed, and he opened warehouses in Los Angeles, New York City and Washington, controlling his international manufacturing, supply and retail chain from his base in 75 New York.

Mr. Zhang now lives in a big house in Little Neck, Queens, with his wife, three daughters and parents, and drives a Lexus S.U.V. He has not applied for citizenship, preferring to remain a legal permanent resident and maintain his Chinese citizenship, which spares him the bother of securing a Chinese visa when he goes to China for business.

80 While he can speak rudimentary English — he rates his comprehension at 30 percent — he conducts nearly his entire life in Chinese. His employees speak the languages of trading partners: English, Spanish, Creole, Korean and French, not to mention multiple Chinese dialects.

Over the course of a lengthy interview, he gamely tried on several occasions to converse in English, but each time he ran into roadblocks and, with a shrug of resignation, resumed speaking 85 through a translator in Mandarin.

Mr. Kim, the Korean retailer, recalled that when he opened his first store in Brooklyn, nearly his entire clientele was Afro-Caribbean and African-American, and his customers spoke no Korean. “You don’t have to have a big conversation,” he recalled. “You can make gestures.”

While his holdings have grown, he has also formed or led associations and organizations that 90 focus on empowering the Korean population in the United States. As in business, modern communication has made it much easier for him to raise his profile throughout the Korean diaspora well beyond New York.

“The success of my life is not only that I make a lot of money,” he said, “but that I make a lot of Korean people’s lives better.”

95 Yet he admitted that he was embarrassed by his inability to speak English. He has gone so far as to buy some English-tutorial computer programs, but for years, they have gone mostly unused. Jeffrey E. Singer contributed reporting.

Attachment 12

Name: ______Date: ______Period: ______

Diction and Syntax

Directions: Use your portion of the text to complete the tasks below.

Summarize Your Portion of the Text: Meaningful/Interesting Diction:

Why is it meaningful/interesting?

Meaningful/Interesting Syntax: What is the author’s purpose in writing this article?

Why is it meaningful/interesting? How does he use diction/syntax to achieve that purpose?

Attachment 13

Esperanza Rising Excerpt

Clean and dressed, with still-wet hair, Esperanza and Isabel went outside to the wooden table under the tees. Josefina had given them a burlap bag of almonds that she wanted shelled. Isabel bent over and brushed he hair in the dry air. Esperanza didn’t answer at first. She had not left the cabin since she had made a food of herself yesterday. “I don’t know. Maybe.” “My mama said it is best to get it over with and face people. And if they tease you, you should just laugh,” said Isabel. “I know,” said Esperanza, fluffing her own hair that was already almost dry. She dumped the nuts onto the table and picked up an almond still in its flattened pod. The soft and fuzzy outside hull looked like two hands pressed together, protecting something inside. Esperanza popped it open and found the almond shell. She snapped the edge of the shell and pried it apart, then pulled the meat from its defenses and ate it. “I suppose Marta will be there tonight?” “Probably,” said Isabel. “And all of her friends, too.” “How does she know English?” “She was born here and her mother too. They are citizens,” said Isabel, helping shell the almonds. “Her father came from Sonora during the revolution. They have never even been to Mexico. There are a lot of kids who live in our camp who have never been to Mexico…”

GRADE LEVEL: 7 PART II: Crafting Arguments

Lesson 6 One Class Period

Aim:  How do determine our own stance?

Common Core Learning Standards: Standard Grade Standard Number RI 7 2, 7, 9 W 7 1, 4, 7, 11 SL 7 1, 2, 3, 4 L 7 1, 2, 6

Motivation:  Robert Foster Bennett said, “Your life is the sum result of all the choices you make, both consciously and unconsciously. If you can control the process of choosing, you can take control of all aspects of your life. You can find the freedom that comes from being in charge of yourself.” Explain this quote.

Instructional Materials:  Evaluating an Issue (Attachment 14)  Position Paper Task (Attachment 15)

Procedures and Pivotal Questions:  Review responses to the motivation.  Distribute the Evaluating an Issue Handout (Attachment 14). Review with students.  As students work to complete the chart, the teacher circulates and silently assesses student responses. Four students (two different responses for each side of the argument) will be chosen to write their responses for the chart on the SmartBoard while the rest of the class continues to work.  Each student who wrote a response on the board, will be asked to read it aloud. Students will be directed to add to or alter their own list.  Discussion Questions: Why is it important to consider both sides of an argument? How does today’s activity relate to Bennett’s quote?  As the period comes to an end, teacher will notify students that they will be writing a position paper arguing their side of the issue and today was used as a brainstorming session (Attachment 15).

Summary:  Students will share their responses to the last two questions on the handout with their seat partner. Teacher will circulate as students discuss.

Extension Activity:  Students will use today’s brainstorming to begin planning their position papers, which will be written during the week.

Attachment 14 Evaluating an Issue

Directions: Over the past week, you have read a lot of information on this issue. Use that information to inform your chart and choices below.

Topic: Should immigrants be required to learn English?

Why They Should Why They Should Not

1) 1)

2) 2)

Looking at the reasons you collected, which side do you favor?

______

Why do you favor this side of the issue over the other side? ______

Attachment 15

WRITING FROM SOURCES

Directions: Closely read each of the three texts provided, and write an evidence-based argument on the topic below. You may use the margins to take notes as you read and scrap paper to plan your response. Write your Writing From Sources response in the essay booklet provided.

Topic: Should immigrants be required to learn English?

Your Task: Carefully read each of the three texts provided. Then, using evidence from at least two of the texts, write a well-developed argument explaining whether or not immigrants to the United States should be required to learn English. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific and relevant evidence from at least two of the texts to develop your argument.

Do not simply summarize each text.

Guidelines: Be sure to:  Establish your claim regarding whether or not immigrants should be required to learn English  Distinguish your claim from alternate or opposing claims  Use specific, relevant, and sufficient evidence from at least two of the texts to develop your argument  Identify the source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic)  Organize your ideas in a cohesive and coherent manner  Maintain a formal style of writing  Follow the conventions of standard written English

Texts:

Text 1 – PBS Debate Text 2 – “Amassing a Fortune, No English Needed” Text 3 – “Learning English Can Help Immigrants Survive”

GRADE LEVEL: 7 PART II: Crafting Arguments

Lesson 7 One Class Period

Aim:  How do we embed quotations within our writing?

Common Core Learning Standards: Standard Grade Standard Number RI 7 1, 2, 10 W 7 1, 4, 5 SL 7 3, 4 L 7 1, 2, 6

Motivation:

 The image above is a still from an episode of The Simpsons. In the episode, Bart Simpson is at his locker, and this is what he sees. What are some things that you notice about his locker? What do they reveal about the character?

Instructional Materials:  “Losing Is Good for You” (Attachment 16)  Guidelines for Embedding Quotes (Attachment 17)

Procedures and Pivotal Questions:  Discuss motivation – What accolades has Bart received? What does that reveal about his character? Based on what it reveals about his characcter, is he deserving of those accolades?

 Transition: The question of whether or not Bart deserves those accolades is what we’ll be discussing today.  Distribute “Losing Is Good for You” (Attachment 16). Students will silently read the article, annotating as they read. They will be told to pay attention to the author’s opinion of whether or not it is beneficial to give trophies to all kids.  Now that students are familiar with the topic and the article, they will be asked to use it as they discover how to embed quotes within their own writing (Attachment 17).  A student will read aloud the steps used when embedding quotes. Why must we include quotes in our position paper?  Students will embed their own quote as practice after we have read though the steps. They will turn this in as an exit ticket on their way out of the room.

Summary:  Embedded quote exit ticket

Extension Activity:  Students will put today’s lesson to use when they embed the quotes that support their claim for their position paper.

Attachment 16

Losing Is Good for You By ASHLEY MERRYMAN Published: September 224, 2013

LOS ANGELES — AS children return to school this fall and sign up for a new year’s worth of extracurricular activities, parents should keep one question in mind. Whether your kid loves Little League or gymnastics, ask the program organizerss this: “Which kids get awards?” If the answer is, “Everybody gets a trophy,” find another program.

Jennifer Heuer, Photogrraphs courtesy of CSA Images/Geetty Images

5 Trophies were once rare things — sterling silver lloving cups bought from jewelry stores for truly special occasiions. But in the 1960s, they began to be mass-produced, marketed in catalogs to teachers and coaches, and sold in sporting-goods stores.

Today, participation trophies and prizes are almost a given, as children are 10 constantly assured that they are winners. One Maryland summer program gives awards every day — and the “day” is one hour long. In Southern California, a regional branch of the American Youth Soccer Organization hands out roughly 3,500 awards each season — each player gets one, while around a third get two. Nationally, A.Y.S.O. local branches tyypically spend as much as 12 percent of their yearly budgets on trophies.

15 It adds up: trophy and award sales are now an estimated $3 billion-aa-year industry in the United States and Canada.

Po Bronson and I have spent years reporting on the effects of praise and rewards on kids. The science is clear. Awards can be powerful motivators, but nonstop recognition does not inspire children to succeed. Instead, it can cause them to underaachieve.

20 Carol Dweck, a psychology professor at Stanford University, found that kids respond positively to praise; they enjoy hearing that they’re talented, smart and so on. But after such praise of their innate abilities, they collapse at the first experience of difficulty. Demoralized by their failure, they say they’d rather cheat than risk failing again.

In recent eye-tracking experiments by the researchers Bradley Morris and Shannon Zentall, kids 25 were asked to draw pictures. Those who heard praise suggesting they had an innate talent were then twice as fixated on mistakes they’d made in their pictures.

By age 4 or 5, children aren’t fooled by all the trophies. TThey are surprisingly accurate in identifying who excels and who struggles. Those who are outperformed know it and give up, while those who do well feel cheated when they aren’t recognized for their accomplishments. 30 They, too, may give up.

It turns out that, once kids have some proficiency in a task, the excitement and uncertainty of real competition may become the activity’s very appeal.

If children know they will automatically get an award, what is the impetus for improvement? Why bother learning problem-solving skills, when there are never obstacles to begin with?

35 If I were a baseball coach, I would announce at the first meeting that there would be only three awards: Best Overall, Most Improved and Best Sportsmanship. Then I’d hand the kids a list of things they’d have to do to earn one of those trophies. They would know from the get-go that excellence, improvement, character and persistence were valued.

It’s accepted that, before punishing children, we must consider their individual levels of 40 cognitive and emotional development. Then we monitor them, changing our approach if there’s a negative outcome. However, when it comes to rewards, people argue that kids must be treated identically: everyone must always win. That is misguided. And there are negative outcomes. Not just for specific children, but for society as a whole.

In June, an Oklahoma Little League canceled participation trophies because of a budget shortfall. 45 A furious parent complained to a local reporter, “My children look forward to their trophy as much as playing the game.” That’s exactly the problem, says Jean Twenge, author of “Generation Me.”

Having studied recent increases in narcissism and entitlement among college students, she warns that when living rooms are filled with participation trophies, it’s part of a larger cultural 50 message: to succeed, you just have to show up. In college, those who’ve grown up receiving endless awards do the requisite work, but don’t see the need to do it well. In the office, they still believe that attendance is all it takes to get a promotion.

In life, “you’re going to lose more often than you win, even if you’re good at something,” Ms. Twenge told me. “You’ve got to get used to that to keep going.”

55 When children make mistakes, our job should not be to spin those losses into decorated victories. Instead, our job is to help kids overcome setbacks, to help them see that progress over time is more important than a particular win or loss, and to help them graciously congratulate the child who succeeded when they failed. To do that, we need to refuse all the meaningless plastic and tin destined for landfills. We have to stop letting the Trophy-Industrial Complex run our children’s 60 lives.

This school year, let’s fight for a kid’s right to lose.

Attachment 17

Embedding Quotes

Directions: “Embedding” a quote means that you are placing the quote inside you own writing. Below are the steps you’ll need to take when doing so.

Step 1: Introduce a quote by attributing it to the person who said it. Ex. According to Queen Elsa, it is important to “let it go.” Ex. Learning to “let it go” is an important lesson that Queen Elsa teaches viewers.

Step 2: What about punctuation? Ex. If you change the wording of a quote to make it grammatically correct in your sentence, you must put brackets ([ ]) around the change. Ex. If you are omitting a potion of the quote from your paper, you must use ellipses (…) to signify this.

Step 3: Cite the source by placing the author’s name and the line or page number(s) where the quote is found in in-text citations. Ex. According to Sharon Lamb, “Today’s superhero is too much like an action hero who participates in non-stop violence; he’s aggressive, sarcastic and rarely speaks to the virtue of doing good for humanity” (Alleyne, 2).

------

Practice

Directions: Embed a quotation that supports the claim that it is harmful to give all students trophies, using the article that you just read.

Giving trophies to all students is harmful. ______( ).

GRADE LEVEL: 7 PART II: Crafting Arguments

Lesson 8 One Class Period

Aim:  How can we structure our position papers effectively?

Common Core Learning Standards: Standard Grade Standard Number RI 7 5, 7, 8, 9 W 7 1, 4, 5, 8, 9, 10 L 7 1, 2, 3, 6

Motivation:  What do you like on your veggie/hamburger?

Instructional Materials:  Structuring Your Position Paper (Attachment 18)  Collecting our Evidence (Attachment 19)

Procedures and Pivotal Questions:  Share responses to the motivation. Transition: The stuff that you put inside your hamburger bun (patty, cheese, pickle, etc.) is what makes it so delicious. The “stuff” that you put inside your essay is what makes strong.  Distribute Structuring Your Position Paper (Attachment 18). Review with students. Teacher will emphasize the importance of evidence from sources to support their argument.  Distribute Collecting our Evidence (Attachment 19). Remind students that, just like a hamburger, what goes inside is incredibly important, so they need to begin collecting their meat and cheese (evidence). Students will work independently.  Students will be given the remainder of the period to begin organizing the information that they will use for their body paragraphs.  Which part of the structure seems to be the most difficult? Why? How does each piece of evidence collected support your argument?

Summary:  Students will write one of their quotes on a post-it and stick it to the board on their way out of the classroom.

Extension Activity:  Students will evaluate the counterclaim and find evidence that is used to support that argument. They will use this information when writing their position papers.

Attachment 18 Structuring Your Position Paper

The purpose of a position paper is to create support on an issue and explain the reasons for that support. The position paper is based on facts that provide a solid foundation for your argument.

How to Structure Your Paper:

I. Introduction a. Identify the issue with background information (grabber) b. Statement of the claim or position (thesis) II. Body #1 – Your Claim a. Restate your claim using other words b. Provide supporting evidence or facts for that rreason (concrete details) c. Explain the evidence (commentary) d. Provide supporting evidence or facts for that rreason (concrete details) e. Explain the evidence (commentary) f. Concluding sentence III. Body #2 - Counterclaim a. State the opposing counterclaim b. Provide evidence for the counterclaim c. Refute the evidence for the counterclaim d. Summarize the weaknesses of this counterclaim IV. Conclusion a. Restate the main points discussed b. Summarize the issue by restating your thesis iin other words

The introduction should clearly identify the issue and state the authhor’s position. It should be written in a way that catches the reader’s attention.

The first body paragraph should present a claim (an idea or main concept) that explains the position and is supported by evidence or facts. Evidence can be primary source quotations, statistical data, interviews with experts, and indisputablee dates or events, etc. (Facts, opinions, authority figure, examples)

The counterargument should present and disprove the other side of the issue.

The conclusion should summarize the main ideas and reinforce, without repeating, the introduction or body of the paper. It could include suggestions and possible soluttions.

Attachment 19 Collecting our Evidence

Directions: Using three of the articles we’ve discussed as a class, compile the evidence that you would use to argue that immigrants should or should not be required to learn English.

1. Your claim (circle one): For immigrants being required to learn English/Against immigrants being required to learn English

a. Quote to back up your claim:

i. Explain the quote:

b. Quote to back up you claim:

i. Explain the quote:

GRADE LEVEL: 7 PART II: Crafting Arguments

Lesson 9 One Class Period

Aim:  How do we support our positions?

Common Core Learning Standards: Standard Grade Standard Number W 7 1, 4, 5, 7, 9, 10 L 7 1, 2, 3, 6

Motivation:  Make a list of the items you’d pack, if you were going to Alaska for a weekend in July.

Instructional Materials:  Sentence Starters (Attachment 20)

Procedures and Pivotal Questions:  Discuss motivation – Students may have created a list of cold-weather items based on their understanding of Alaska. Some may have created a list of summer items based on their understanding of summer. Others may have questions about the weather in Alaska during the summer months. It will lead to a discussion highlighting the importance of planning. Students cannot just pack for July in Alaska. They must first do their research, then make a list of what they want to bring, and lastly they can pack. A parallel to writing will be made, so students can understand that before writing, they must do the research and planning. Yesterday they researched the literature to find their evidence, and today they will do the planning.  Why is it so difficult to get started writing? Review the Sentence Starters handout (Attachment 20). Students may use this to assist them in the writing process.  The rest of the period will be given to students, so they may begin their rough drafts. They will be advised to keep the Position Paper Structure handout (given out the day before) next to them to be used as a checklist. This will ensue that all required pieces of the paper are included.

Summary:  Students will use the Position Paper Structure handout that was given out the day before as a checklist to assess the work that they accomplished and the work that remains.

Extension Activity:  Students will complete a rough draft of their paper.

Attachment 20 Organizing Your Paper

Thesis Starters Claim Paragraph Starters o It is often thought…however… o For starters… o Many believe…in reality… o It is also important to consider… o In society, many think…but… o It is key that… o While people may think…in o Another reason why…is important is… actuality…

Counterclaim Starters Conclusion Starters o The other widely viewed opinion is… o There are obviously many reasons o There are other people who believe… why… o Some may think… o The evidence shows that… o Others may be under the impression… o Clearly… o It is undeniable that…

Outline

Thesis a. Provide an interesting statement related to your topic. ______b. State your claim (thesis) ______

Body #1 – Your Argument a. State your claim ______b. Provide supporting evidence or facts for that reason ______

c. Explain the evidence ______d. Provide supporting evidence or facts for that claim ______e. Explain the evidence ______f. Summarize your argument ______

Body #2 - Counterargument a. State the other side of the argument ______b. Provide supporting evidence for the counterclaim ______c. Explain why this is a weak argument ______d. Summarize this side of the argument and its weaknesses. ______

Conclusion a. Restate the main points discussed ______b. Summarize the issue by restating your thesis in other words ______

GRADE LEVEL: 7 PART II: Crafting Arguments

Lesson 10 One Class Period

Aim:  How do we strengthen our writing?

Common Core Learning Standards: Standard Grade Standard Number RI 7 4, 5, 7 W 7 1, 4, 5, 10 SL 7 1, 2, 3, 4 L 7 1, 2, 3, 5, 6

Motivation:  Watch the Avengers clip. What is the difference between Bruce Banner and the Hulk?

Instructional Materials:  Hulk Sentences (Attachment 21)  Avengers Hulk Clip at http://www.youtube.com/watch?v=lwvAMPTWu6A  Revision Checklist (Attachment 22)  Peer-Editing Checklist (Attachment 23)

Procedures and Pivotal Questions:  Discuss motivation – What is the difference between Bruce Banner and the Hulk? Why would Bruce Banner want to become the Hulk? Why does he seem hesitant?  Transition: As writers, we must consider our audience. Sometimes we may want to sound relatable, like Bruce Banner. But sometimes we need to be strong like the Hulk. When arguing, we want to be Hulk-like.  Distribute Hulk Sentences (Attachment 21). Students will work with partners to eliminate the “I” from their writing to create stronger statements. Review as a class. Why should we eliminate “I” from our writing? Why does a position paper require strong sentences while other pieces of writing, like journaling, can accept simple sentences?  Students will then go through their own writing by answering questions in a checklist (Attachment 22). The questions will help them find areas that need improvement.  Students will then switch papers will their partner. Students will be given a peer-editing checklist (Attachment 23), which will be used to evaluate their partner’s writing.  After students have had sufficient time to read and evaluate their partner’s writing, they will switch back providing their partner with the essay and the checklist that has been filled out for that essay.

Summary:  Students will receive the feedback from their classmates

Extension Activity:  Students will use the checklists to write a finalized version of their paper.

Attachment 21 HULK SENTENCES

Directions: Below is a series of weak (Bruce Banner) sentences that would appear in an introduction paragraph and the counterclaim body paragraph for a position paper written by a student tying to prove that superhero movies are not too violent for children. It is your job to turn those weak sentences into strong (Hulk) sentences.

Bruce Banner Sentences Hulk Sentences

Thesis:

Parents may think superhero movies ______are too violent, but I do not. ______

Counterclaim Body Paragraph:

I read an article and in it Dr. Sharon Lamb ______said, “Today’s superhero is too much like ______an action hero who participates in non-stop ______violence; he’s aggressive, sarcastic and ______rarely speaks to the virtue of doing good ______for humanity.” ______

I think Dr. Lamb is saying that if I watch a ______superhero movie, I’m not going to be a good ______person and I won’t do good things for the ______world. ______

Dr. Lamb is crazy because I’ve seen a lot of ______superhero movies, but I’m still a good person. ______.

Attachment 22 Revision Checklist

Questions to Ask Yourself Yes No 1) Have I included all four necessary body paragraphs?

2) Is there a clearly stated thesis in the introduction?

3) Do I have clear transitions to move from one idea to the next?

4) Do I have at least two pieces of solid evidence to support my argument (claim)?

5) Have I explained each piece of evidence, so readers will understand how that evidence supports my claim?

6) Have I mentioned the other side of the argument (counterclaim)?

7) Have I clearly explained why that argument is weaker than my argument?

8) Have I bought the position paper full-circle in my conclusion by summarizing what was discussed and restating my thesis in other words?

9) Are there any other parts of my position paper that need to be improved? Which part(s)? ______

Attachment 23

Peer-Editing Checklist

Questions About Your Partner’s Paper Yes No 1) Does the word “I” appear anywhere in the paper?

2) Does the paper have a clear introduction with all necessary components?

3) It is clear on which side of the argument you partner sides?

4) Does your partner provide at least two quotes that support his/her argument?

5) Does your partner address the other side of the issue?

6) Does the paper have a clear conclusion?

7) Does the paper contain many spelling errors?

8) Does your partner’s paper sound sophisticated? What is the most sophisticated word in your partner’s paper?

______

GRADE LEVEL: 8 PART I: Analyzing Arguments

Lesson 1 One Class Period

Aim:  How can we analyze a piece of writing by considering the context in which it was created?

Common Core Learning Standards: Standard Grade Standard Number RI 8 1, 6 SL 8 1, 2 L 8 2, 3, 6

Motivation:  Show the Anti-Redskins commercial produced by the National Congress of American Indians http://www.buzzfeed.com/lindseyadler/heres-the-anti-redskins-commercial-that- will-air-during-tues

Instructional Materials:  Access to Anti-Redskins commercial  Access to Liberty Mutual commercial  SOAPSTone Strategy Explanation (Attachment 1)  Identifying the SOAPSTone (Attachment 2)  Copies of Nike and Hyundai Coupe print ads (Attachment 3)

Procedures and Pivotal Questions:  After showing the Anti-Redskins commercial to students, review the SOAPSTone stategy. Distribute handout (Attachment 1).  Show the commercial again.  Distribute Identifying the SOAPSTone Worksheet (Attachment 2). Students must now identify the Speaker, Occasion, Audience, Purpose, Subject, and Tone of the advertisement.  Class will review responses.  Students will be divided into groups of three to analyze a Liberty Mutual commercial https://www.youtube.com/watch?v=L5ya8J-jyK4&list=PLISej- 9Pl5EZlgXgsfDqvTIUsyfdsMZlo , a Nike print ad, and a Hyundai Coupe print ad using SOAPSTone. (Print ads can be found on Attachment 3)

Summary:  Whole class discussion: Review responses to SOAPSTone worksheet. Were each of these advertisements effective? Why or why not?

Extension Activity:  Students will be asked to find their own advertisement and use SOAPSTone to analyze it. If on television, write a brief summary first. If it is in print, bring in the original ad.

Attachment 1

SOAPSTone Reading Strategy

In non-fiction consider who created the piece you are reading / watching / analyzing / etc. Who are they? What are their ultimate Speaker goals? What do they want from you? What do they make or sell? Etc.

The time and place of the piece; the context that encouraged the writing to happen. There is the larger occasion: what is Occasion happening in the world, in society, what event or situation caught the writer’s attention and triggered the creation of the piece.

The target group that the piece is directed toward. The audience may be one person, a small group, or a large group; it Audience may be a certain person or a certain people.

What do they want you to understand, think, and do as a result of being exposed to this piece? The reason behind the text. Purpose Consider the purpose of the text in order to examine the argument and its logic.

The general topic, content, and ideas contained in the text. Subject You should be able to state the subject in a few words or a phrase.

The attitude of the speaker. Tone can be determined by examining the author’s diction (choice of words), and imagery Tone (vivid descriptions that appeal to the senses).

Attachment 2

Analysis using SOAPSTone

Anti-Redskins Commercial Speaker

Occasion

Audience

Purpose

Subject

Tone

Liberty Mutual Commercial Speaker

Occasion

Audience

Purpose

Subject

Tone

Nike Print Advertisement Speaker

Occasion

Audience

Purpose

Subject

Tone

Hyundai Coupe Print Advertisement Speaker

Occasion

Audience

Purpose

Subject

Tone

Attachment 3

GRADE LEVEL: 8 PART I: Analyzing Arguments

Lesson 2 One Class Period

Aim:  How can we determine the claim, evidence, and rationale of an argument?

Common Core Learning Standards: Standard Grade Standard Number RI 8 2, 6, 8, 9 W 8 1 SL 8 1, 2, 3 L 8 2, 3, 6

Motivation:  Class will watch movie clip from Billy Madison https://www.youtube.com/watch?v=S6EYqHP710Q Ask students: What argument is Billy making? How is he making it? Why is he making it?

Instructional Materials:  Access to Billy Madison movie clip  Political cartoons (Attachment 4)  Editorials (Attachment 5)

Procedures and Pivotal Questions:  Review responses to the motivation. Then, discuss the terms claim, evidence, and rationale.  Students work with a partner to identify the claim, evidence, and rationale of two political cartoons (Attachment 4).  Whole class will discuss responses.  Students will read two articles, Bring Back the Soda Ban and A Ban Too Far (Attachment 5) and identify the claim, evidence, and rationale of each.

Summary:  Whole class discussion: What was the subject of each article? What were the claims, evidence, and rationale of each? (Students should note that the subject is the same.)

Extension Activity:  With which writer do you agree? Why do you agree with the writer’s argument (claim)? What was the most convincing piece of evidence? Explain why.

Attachment 4

Claim: ______Evidence: ______Rationale: ______

Attachment 5 Bring Back the Soda Ban

A new study makes clear the dangn er of sugaary drinks NEW YORK DAILY NEWS Published: Friday, April 26, 2013

MARIO TAMA/GETTY IMAGESS Mayor Bloomberg was right on in wanting to restrict soda size, and the research supports him.

Those who cheered when an overreaching judge blocked Mayor Bloomberg’s attempt to curb consumption of sugary sodas take notice: The largest study of its kind has proven beyond a 5 doubt that sweetened drinks are hazardous to your health.

Researchers from the Imperial College of London pored over 15 years’ worth of data on 28,000 people from nine European countries, including Britain, Germany and France, to examine whether there is a link between drinking sugary sodas and contracting type 2 diabetes.

Of the people in the study, 40% developed the disease — and those who consumed even a single 10 sweetenede drink every day were at a 22% higher risk of bbecoming diabetic than those who didn’t.

The risk remained regardless of weight or how much, or how little, sugary soda patients drank. That’s one of the reasons why more than 10% of adult New Yorkers are now diabetic. It’s also why an appeals court must reinstate Bloomberg’s attempt to limit sales of large sugary drinks.

A Ban Too Far New York Times Published: May 31, 2012

Mayor Michael Bloomberg has done a lot to help improve the health of New York City residents. Smoking is outlawed in workplaces, restaurants and bars. Trans fat is banned in restaurants. Chain restaurants are required to post calorie counts, allowing customers to make informed choices.

5 Mr. Bloomberg, however, is overreaching with his new plan to ban the sale of sugary drinks larger than 16 ounces. He argues that prohibiting big drinks at restaurants, movie theaters, stadiums and other food sellers can help combat obesity. But as he admits, customers can get around the ban by purchasing two drinks.

The administration should be focusing its energies on programs that educate and encourage 10 people to make sound choices. For example, obesity rates have declined slightly among students in elementary and middle schools, with the city’s initiatives to make lunches healthier with salad bars, lower-calorie drinks and water fountains in cafeterias. Requiring students to get more exercise has also helped.

The city should keep up its tough anti-obesity advertising campaigns — one ad shows that it 15 takes walking from Union Square to Brooklyn to burn off the calories from a 20-ounce soda. The mayor has also started adult exercise programs and expanded the program for more fresh produce vendors around the city.

Promoting healthy lifestyles is important. In the case of sugary drinks, a regular reminder that a 64-ounce cola has 780 calories should help. But too much nannying with a ban might well cause 20 people to tune out.

GRADE LEVEL: 8 PART I: Analyzing Arguments

Lesson 3 One Class Period

Aim:  How can we evaluate and distinguish among different types of evidence?

Common Core Learning Standards: Standard Grade Standard Number RI 8 1, 6 W 8 9 SL 8 1, 3 L 8 2, 3, 6

Motivation:  Reread the two editorials you examined previously (Bring Back the Soda Ban and A Ban Too Far). Note which statements in the editorials are facts and which are opinions.

Instructional Materials:  Editorials (Bring Back the Soda Ban and A Ban Too Far)  VEO SAFE CATS Handout (Attachment 6)  Identify the Evidence (Attachment 7)  VEO SAFE CATS Graphic Organizer (Attachment 8)

Procedures and Pivotal Questions:  After students have time to complete the motivation, the teacher should review the different types of evidence using the mnemonic device VEO SAFE CATS. Handout will be distributed (Attachment 6).  Students will revisit the two editorials again, this time looking for other types of evidence as well.  The whole class will review the different types of evidence found in the editorials.  Distribute Identify the Evidence Handouts (Attachment 7). Students will complete these worksheets.  Whole class will discuss responses.  Articles from recent newspapers will be distributed. In pairs, students will read the articles and identify different types of evidence. They will write this on the VEO SAFE CATS graphic organizer (Attachment 8). Teachers may choose to use several different articles to allow for more differentiated learning here.

Summary:  Whole class discussion: Teacher will go through the different types of evidence in order of the mnemonic device, and students will share some of the examples they found in their articles.

Attachment 6

TYPES OF EVIDENCE VEO SAFE CATS (“veo” is Spanish for “I see”)

V values, beliefs, & morals E expert O opinion (expert opinion)

S statistics A analogies F facts E examples

C cause & effect A anecdotes & stories T traditions & customs S special rules

Attachment 7 Identify the Evidence

Directions: Identify what type of evidence is used in each of the following quotations. Some quotations may contain more than one type of evidence.

1. "At the time I didn't know that Harvey was epileptic. His seizure came as a complete shock to me, as it did to the other guests at the house. When he fell on the ground, frothing at the mouth, we kind of panicked, I guess. We should have immediately called 911 and have gotten the medics over here right away, but instead we tried to handle the problem on our own. Larry got behind his head and tried to hold it steady, since it was violently thrashing from side to side. I, meanwhile, got close to Harvey's legs in order to stop them from kicking all around. Little did we know that our efforts would not only make matters worse, they would also lead to Harvey's untimely death."

David Stemple, personal interview, 12 March 1947. ______

2. "Harold McConnel, who has been working with and designing railroad tracks for the past three decades, after examining the scene of the accident at Geneva train station, came to the conclusion that someone had tampered with the track and had bent it out of shape. This, in turn, led to the collision of the two passenger trains on Wednesday."

Staton, Greg H. "Tragedy at the Train Station." Chicago Tribune, 22 April 1989: A5.

______

3. "Howard's Department Stores declared bankruptcy yesterday after assessing the loss they made last year. The company had just opened five new outlets in the San Diego area, when it learned that its customer turnout in the Los Angeles and San Francisco area dropped to a record low. In its vain attempt to support the new outlets in the south while increasing its advertisement in the north, the company floundered."

Hodges, Carol S. "Ho-boy, Howard!" Los Angeles Times, 4 July 1973: B7.

______

4. "I think that from the evidence presented to us—the results of the doctor's tests, the testimony of people who have used the drug, and the opinion of expert pharmacists—we can carefully conclude that the affects of marijuana smoking are much more negative than positive. This will come as a shock to thousands of groups who hold to the contrary."

James, Fred T. "The Myth About Marijuana." Time Magazine, 12 October 1976: 53.

______

5. "The scene was entirely out of control. I was standing only ten feet away from the President, who was walking through the crowds on the sidewalk of Jefferson Ave., when the incident occurred. Before I knew what was happening, a tall man, wearing a ski mask and a dark leather jacket, ran up beside the President, took out what seemed to be an Uzi, and fired three rounds into his skull. Immediately all hell broke loose; people were scurrying everywhere, looking for shelter. The President's bodyguards took off after the assassin, and, since he would not stop at their orders, killed him as well."

Broberg, Greg. Interview with Tom Yarrow, head of the FBI. New York Times, 14 March 2005: A2.

Wheaton College Writing Center, 2009

Attachment 8 VEO SAFE CATS ~ Graphic Organizer

In a complete sentence, write the position on this topic. ______

V Values & beliefs

E O Expert opinion

S Statistics

A Analogies

F Facts

E Examples

C Cause & effect

A Anecdotes

T Traditions & customs

S Special rules

GRADE LEVEL: 8 PART I: Analyzing Arguments

Lesson 4 One Class Period

Aim:  How can appealing to logos, ethos, and pathos strengthen an argument?

Common Core Learning Standards: Standard Grade Standard Number RI 8 1, 4, 6 W 8 9 SL 8 1, 2, 4, 6 L 8 2, 5, 6

Motivation:  Class will watch the ASPCA commercial featuring Sarah McLachlan http://www.youtube.com/watch?v=Iu_JqNdp2As. Students will write down the claim, evidence, and rationale of the advertisement, as well as anything else they noticed about it.

Instructional Materials:  Access to ASPCA commercial featuring Sarah McLachlan  Logos, Ethos, or Pathos Handout (Attachment 9)  Copies of “Choice: A Tribute to Martin Luther King, Jr.” by Alice Walker (in textbook)

Procedures and Pivotal Questions:  Review responses to the motivation. Students should mention the emotional appeal of the commercial as well as the celebrity endorsement. (Teacher may prompt if necessary.)  The terms logos, ethos, and pathos will be defined and explained.  Logos, Ethos, or Pathos Handout (Attachment 9) will be distributed, and students will determine which each is an example of.  Class will review responses.  Students will read “Choice: A Tribute to Martin Luther King, Jr.” by Alice Walker. (Teachers may choose to use only an excerpt from this work). Teachers may choose to check for understanding by having students answer some questions found in the textbook.  In pairs, students will analyze the text of the speech. Students will write down examples of logos, ethos, and pathos  Class discussion: What examples of each did you find?

Summary:  Whole class discussion: Did this speech have more of an impact on you than it would have if the argument relied solely on the types of evidence we discussed previously with VEO SAFE CATS? How/ Why? Which is the most effective appeal: logos, ethos, pathos? Explain why.

Extension Activity:  Students will be asked to write about a time they were influenced or persuaded because of someone’s appeal to logos, ethos, or pathos.

Attachment 9 Logos, Ethos, or Pathos?

1. ______“As a doctor, I am qualified to tell you that this course of treatment will likely generate the best results."

2. ______"The data is perfectly clear: this investment has consistently turned a profit year-over-year, even in spite of market declines in other areas."

3. ______"They’ve worked against everything we’ve worked so hard to build, and they don’t care who gets hurt in the process. Make no mistake, they’re the enemy, and they won’t stop until we’re all destroyed."

4. ______"Don’t be the last person on the block to have their lawn treated – you don’t want to be the laughing stock of your community!"

5. ______"Research compiled by analysts from NASA, as well as organizations from five other nations with space programs, suggests that a moon colony is viable with international support."

6. ______"Doctors all over the world recommend this type of treatment."

7. ______"You know me – I’ve taught Sunday School at your church for years, babysat your children, and served as a playground director for many summers."

8. ______"There’s no price that can be placed on peace of mind. Our advanced security systems will protect the well-being of your family so that you can sleep soundly at night."

9. ______"You’ll make the right decision because you have something that not many people do: you have heart."

10. ______"He has a track record of success with this company, culminating in some of our most acclaimed architecture to date and earning us Firm of the Year nine times in a row."

11. ______"Where would we be without this tradition? Ever since our forefathers landed at Plymouth Rock, we’ve celebrated Thanksgiving without fail, making more than cherished recipes. We’ve made memories."

12. ______"You will never be satisfied in life if you don’t seize this opportunity. Do you want to live the rest of your years yearning to know what would have happened if you just jumped when you had the chance?"

13. ______"Private demand for the product has tapered off for the past three years, and this year’s sales figures are at an all-time low. It’s time to research other options."

14. ______"If we don’t move soon, we’re all going to die! Can’t you see how dangerous it would be to stay?"

15. ______"My three decades of experience in public service, my tireless commitment to the people of this community, and my willingness to reach across the aisle and cooperate with the opposition, make me the ideal candidate for your mayor."

16. ______"Based on the dozens of archaeological expeditions I’ve made all over the world, I am confident that those potsherds are Mesopotamian in origin."

17. ______"Better men than us have fought and died to preserve this great nation. Now is our turn to return the favor. For God and country, gentlemen!"

18. ______"Our expertise in roofing contracting is evidenced not only by our 100 years in the business and our staff of qualified technicians, but in the decades of satisfied customers who have come to expect nothing but the best."

19. ______"You don’t need to jump off a bridge to know that it’s a bad idea. Why then would you need to try drugs to know if they’re damaging? That’s plain nonsense."

20. ______"If my age doesn’t convince you that my opinion matters, at least consider that I am your grandfather and I love you dearly."

21. ______"He is a forensics and ballistics expert for the federal government – if anyone’s qualified to determine the murder weapon, it’s him."

22. ______"More than one hundred peer-reviewed studies have been conducted over the past decade, and none of them suggests that this is an effective treatment for hair loss."

YourDictionary.com http://examples.yourdictionary.com/examples-of-ethos-logos-and-pathos.html#

GRADE LEVEL: 8 PART I: Analyzing Arguments

Lesson 5 One Class Period

Aim:  What effects can a writer’s stylistic choices have on an audience?

Common Core Learning Standards: Standard Grade Standard Number RL 8 1 W 8 3 SL 8 1, 4 L 8 2, 3, 5, 6

Motivation:  Class will read the following three sentences: 1. I had a nice day. 2. What an amazing day I had! 3. WOW!!! Best Day Ever!! What is the writer trying to say in each? What are the differences among the statements? How do these differences create a particular meaning?

Instructional Materials:  Understanding Language (Attachment 10)  The Tell-Tale Heart – Excerpt and Questions (Attachment 11)

Procedures and Pivotal Questions:  Review responses to the motivation. Students should notice the difference in the writer’s stylistic choices.  Teacher should point out stylistic choices most students use regularly: writing lol or omg, writing in all capital letters, using a several exclamation points to conclude a statement, etc.  Rhetorical language (diction, connotation/denotation, tone, syntax, and details) will be defined and explained.  Examples of each will be given. (Teacher may choose to use examples given in Attachment 10).  An excerpt from Edgar Allan Poe’s “The Tell-Tale Heart’ will be distributed with questions for analysis (Attachment 11). Students may complete these worksheets in pairs.  Class will review responses.

Summary:  How can the stylistic choices a writer makes help strengthen his/her argument?

Extension Activity: Write two paragraphs about a boy walking home in the rain, one in which he is enjoying the experience and one in which he is bothered by it. Be sure that your diction and syntax assist in creating your meaning.

Attachment 10 Understanding Language

Consider:

An old man, Don Tomasito, the baker, played the tuba. When he blew into the huge mouthpiece, his face would turn purple and his thousand wrinkles would disappear as his skin filled out. — Alberto Alvaro Rios, "The Iguana Killer"

Discuss:

1. The first sentence is a general statement. How does the second sentence enrich and intensify the first?

2. Contrast the second sentence with the following: When he blew the tuba, his face turned purple and his cheeks puffed out. Which sentence more effectively expresses an attitude toward Tomasito? What is that attitude and how is it communicated?

Apply:

Describe someone jumping over a puddle. Your first sentence should be general, stating the action simply. Your second sentence should clarify and intensify the action through detail. Share your sentence with a partner.

Consider:

The truck lurched down the goat path, over the bridge and swung south toward El Puerto. I watched carefully all that we left behind. We passed Rosie's house and at the clothesline right at the edge of the cliff there was a young girl hanging out brightly colored garments. She was soon lost in the furrow of dust the truck raised. — Rudolfo Anaya, Bless Me, Ultima

Discuss:

1. List the words that provide specific detail which contribute to the power of the passage.

2. Contrast the third sentence with: We passed Rosie's house and saw a girl hanging out the clothes. Explain the difference in impact.

Consider:

Brother, continue to listen. You say that you are sent to instruct us how to worship the Great Spirit agreeably to his mind; and, if we do not take hold of the religion which you white people teach, we shall be unhappy hereafter. You say that you are right and we are lost. How do we know this to be true? — Chief Red Jacket, "Chief Red Jacket Rejects a Change of Religion"

Discuss: 1. The words you say are repeated several times in the sentence. What is the repetition's function?

2. The question at the end of the passage is a rhetorical question. What attitude toward the audience is expressed by the use of a rhetorical question?

Consider:

It's true. If you want to buy a spring suit, the choice selection occurs in February: a bathing suit, March: back-to-school clothes, July: a fur coat, August. Did I tell you about the week I gave in to a mad-Mitty desire to buy a bathing suit in August? The clerk, swathed in a long-sleeved woolen dress which made her look for the world like Teddy Snowcrop, was aghast. "Surely, you are putting me on," she said. "A bathing suit! In August!" "That's right," I said firmly, "and I am not leaving this store until you show me one." She shrugged helplessly. "But surely you are aware of the fact that we haven't had a bathing suit in stock since the first of June. Our - no offense - White Elephant sale was June third and we unload - rather, disposed of all of our suits at that time." — Erma Bombeck, At Wit's End

Discuss:

1. What is the attitude of the writer toward the subject matter (tone)? (HINT: First figure out what the subject matter is. It is not just shopping. Be more specific and it is easier to figure out tone)

2. What diction and details does Bombeck use to express this attitude? In other words, what diction and details create the tone of the passage?

Adapted from Nancy Dean's Voice Lessons

Attachment 11

The Tell-Tale Heart Directions: Read the following excerpt from Edgar Allan Poe’s short story “The Tell-Tale Heart.” Then, analyze the passage by answering the questions that follow.

______I had my head in, and was about to open the lantern, when my thumb slipped upon the tin fastening, and the old man sprang up in bed, crying out --"Who's there?"

I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down. He was still sitting up in the bed listening; --just as I have 5 done, night after night, hearkening to the death watches in the wall.

Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan of pain or of grief --oh, no! --it was the low stifled sound that arises from the bottom of the soul when overcharged with awe. I knew the sound well. Many a night, just at midnight, when all the world slept, it has welled up from my own bosom, deepening, with its dreadful echo, the 10 terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied him, although I chuckled at heart. I knew that he had been lying awake ever since the first slight noise, when he had turned in the bed. His fears had been ever since growing upon him. He had been trying to fancy them causeless, but could not. He had been saying to himself --"It is nothing but the wind in the chimney --it is only a mouse crossing the floor," or "It is merely a cricket 15 which has made a single chirp." Yes, he had been trying to comfort himself with these suppositions: but he had found all in vain. All in vain; because Death, in approaching him had stalked with his black shadow before him, and enveloped the victim. And it was the mournful influence of the unperceived shadow that caused him to feel --although he neither saw nor heard --to feel the presence of my head within the room.

1. Summarize what is happening in this passage.

2. Are the narrator’s intentions good or bad? What evidence in the text supports your answer?

3. One word to describe the tone of this passage is menacing. Something menacing is a possible source of danger or has a threatening quality. Complete the graphic organizer below to show how the text conveys this tone.

Example from Text How it contributes to the menacing tone 1. Diction

1. Imagery

1. Syntax

1. Details

GRADE LEVEL: 8 PART II: Crafting Arguments

Lesson 6 One Class Period

Aim:  How can we better understand an argument by identifying and analyzing key elements of rhetoric?

Common Core Learning Standards: Standard Grade Standard Number RI 8 1, 2, 4, 6, 10 W 8 9 SL 8 1, 2, 4, 6 L 8 1, 2, 5, 6

Motivation:  Students will be asked to complete graphic organizers by first explaining how they use technology, then listing what they consider to be the positive and negative aspects of technology (Attachment 12).  Define/Review the word rhetoric.

Instructional Materials:  How do you feel about technology? Graphic Organizers (Attachment 12)  Copies of Editorial: “Disruptions: More Connected, Yet More Alone” (Attachment 13)  Understanding the editorial (Attachment 14)  Exit Slips (Attachment 15)

Procedures and Pivotal Questions:  Review responses to the motivation. Ask students: Is anything gained by having all this technology? Is anything lost?  Distribute copies of the editorial, “Disruptions: More Connected, Yet More Alone” to students (Attachment 13).  Students will read the editorial, highlighting, underlining, and writing in the margins as necessary. They should be reminded to pay careful attention to the key elements of rhetoric. (Teacher may want to review these elements briefly first, and perhaps write them on the board.)  After reading the editorials individually, students will work in small groups to complete questions based upon the reading by completing the worksheet: Understanding the Editorial (Attachment 14).

Summary:  Exit Slip: What was the most convincing element of the argument being made? (Attachment 15)

Attachment 12

How do you feel about technology? As we are living in an increasingly technological world, most of us use technology several times a day. What forms of technology do you use regularly, and for what do you use them? ______Now, complete the graphic organizer below by writing down how using technology affects you both positively and negatively. + -

Attachment 13 Disruptions: More Connected, Yet More Alone

By NICK BILTON September 1, 2013

SAN FRANCISCO — Last weekend, I was watching television with a few friends, browsing the week’s most popular YouTube videos, when a piece in the comedy section called “I Forgot My Phone” caught my eye. As I was about to click play, however, a friend warned, “Oh, don’t watch that. I saw it yesterday, and it’s really sad.”

5 The two-minute video, which has been viewed more than 15 million times, begins with a couple in bed. The woman, played by the comedian and actress Charlene deGuzman, stares silently while her boyfriend pays no mind and checks his smartphone.

The subsequent scenes follow Ms. deGuzman through a day that is downright dystopian: people ignore her as they stare at their phones during lunch, at a concert, while bowling and at a 10 birthday party. (Even the birthday boy is recording the party on his phone.) The clip ends with Ms. deGuzman back in bed with her boyfriend at the end of the day; he is still using his phone. Ms. deGuzman’s video makes for some discomfiting viewing. It’s a direct hit on our smartphone-obsessed culture, needling us about our addiction to that little screen and suggesting that maybe life is just better led when it is lived rather than viewed. While the clip has funny 15 scenes — a man proposing on a beach while trying to record the special moment on his phone — it is mostly … sad.

“I came up with the idea for the video when I started to realize how ridiculous we are all being, myself included, when I was at a concert and people around me were recording the show with their phones, not actually watching the concert,” Ms. deGuzman said in an interview.

20 “It makes me sad that there are moments in our lives where we’re not present because we’re looking at a phone,” said Ms. deGuzman, who also wrote the piece, which was directed by Miles Crawford. She mused that, like it or not, experiencing life through a four-inch screen could be the new norm.

Or not. Ms. deGuzman’s video may have landed at one of those cultural moments when people 25 start questioning if something has gone too far and start doing something about it.

Last week, the Unsound music festival in Poland banned fans from recording the event, saying it did not want “instant documentation” and distractions that might take away from the performances. In April, during a show in New York City, Karen O, the lead singer of the rock band the Yeah Yeah Yeahs, told audience members to put away their phones (using an expletive 30 to emphasize her point).

A number of New York restaurants, including Momofuku Ko and Chef’s Table at Brooklyn Fare, have prohibited people from photographing their food. (Note to foodies: Your quinoa does

not need to be artfully posted with an old-timey look on Instagram.) And, of course, many mothers and fathers who fought to keep the television out of the kitchen may see smartphones as 35 the next threat to dinnertime civility. Photo: A group of friends were on their phones during a birthday party at the Gowanus Yacht Club bar in Brooklyn. Credit Michael Nagle for The New York Times

40 In the late 1950s, televisions startted to move into the kitchen from the living room, often wheeled up to the dinner table to join the family for supper. And then, TV at the dinner table suddenly became bad manners. Back to the living room the 45 TV went.

“It never really caught on in most U.S. homes,” said Lynn Spigel, a professor at the Northwestern University School of Communication and author of the book, “Make Room for TV.” “At one point, a company even tried to invent a contraption callled the TV Stove, which was both a TV and a stove,” she said.

50 So are smartphones having their TV-in-the-kitchen moment?

“Every experience is being mediated and conceived around how it can be captured and augmented by our devices,” said Mathias Crawford, a researcher in human-computer interactions and communications at Stanford University. “No place is this more apparent than our meals, where every portion leading up to, during and after a dining experience is being 55 carved out by particular apps.”

People make dinner reservations on OpenTable; check in on Foursquare when they arrive at the restaurant; take a picture of their food to share on Instagram; post on Twitter a joke they hear during the meal; review the restaurant on Yelp; then, finnally, coordinate a ride home using Uber. “If you’re wondering when people are going to reject the phone, that will mean they need to 60 reject Silicon Valley’s entire concept of how you ought to be dining,” Mr. Crawford said. But, he added, it was possible. “Yes, society is changing, but the iPhone is only really six years old, and those changes aren’t set in place.” Given the overwhelming response to Ms. deGuzman’s video, people are at least thinking about those changes.

“It wasn’t until this year that I’ve had these revelations about living in the moment without my 65 phone,” Ms. deGuzman said. “I still have my phone with me, but I try to leave it in my purse. Now I find myself just taking in a moment, and I don’t have to post a picture about it.”

http://bits.blogs.nytimes.com/2013/09/01/disruptions-more-connectteed-yet-more- alone/?_php=true&_type=blogs&_r=0 A version of this article appears in print on 09/02/2013, on page B1 of the NewYork edition with the headline: Fraying At Tethers Of Our Phones.

Attachment 14

Understanding the Editorial

Title: What is the title of this editorial? Can you infer anything from this title?

Speaker: Who is the speaker? What do we know about him/her?

Occasion: Is there a specific occasion (holiday, event, time, etc.) for which this is written?

Audience: Who is the target audience? How do you know this?

Purpose: What does the editorial argue or claim?

Subject: What is the subject of the editorial? What is it about?

Tone: What is the tone of this editorial? Use evidence from the text to support your answer.

Types of Evidence: What types of evidence does the speaker use to support the argument or claim (VEO SAFE CATS)? Be specific.

Logos: How does the speaker use facts, statistics, or logical reasoning to persuade the reader?

Ethos: How does the speaker establish trust, show goodwill, or gain respect of the reader?

Pathos: How does the speaker appeal to the reader’s emotions? How did the editorial make you feel?

Rhetorical Devices: What are some stylistic choices (diction/syntax) the author made? What effects did they have? Choose 3.

Attachment 15

Exit Slip

What was the most convincing part of the argument? Explain why.

______

Completed by: ______

Exit Slip

What was the most convincing part of the argument? Explain why.

______

Completed by: ______

GRADE LEVEL: 8 PART II: Crafting Arguments

Lesson 7 One Class Period

Aim:  How can we understand an argument by identifying and analyzing key elements of rhetoric?

Common Core Learning Standards: Standard Grade Standard Number RI 8 1, 2, 4, 6, 7, 10 W 8 9 SL 8 1, 2, 4, 6 L 8 1, 2, 5, 6

Motivation:  Students will be asked to analyze a comic (Attachment 16).

Instructional Materials:  Comic with accompanying questions (Attachment 16)  Copies of Editorial: “Social Networking Benefits Validated” (Attachment 17)  Understanding the editorial (Attachment 14)

Procedures and Pivotal Questions:  Review responses to the motivation. Ask students: Was the writer effective in making his argument? Can an argument in a short comic be as effective as an argument in a formal speech or long editorial like we previously read? Why or why not? (Answers may vary; however, students should note that the same key elements of rhetoric can be used in a variety of genres.)  Distribute copies of the editorial, “Social Networking Benefits Validated” to students (Attachment 17).  Students will read the editorial, highlighting, underlining, and writing in the margins as necessary. They should be reminded to pay careful attention to the key elements of rhetoric.  After reading the editorials individually, students will work in small groups to complete questions based upon the reading by completing the worksheet: Understanding the Editorial.

Summary:  Whole class discussion: What was the most convincing element of the argument being made in the editorial?

Attachment 16

What argument is the writer making? (Claim)

How is he making it? (Evidence? Rhetorical device?)

Why did he write this? (Purpose/Rationale)

Attachment 17 Social Networking Benefits Validated By Karen Goldberg Goff The Washington Times Wednesday, January 28, 2009 Texting, blogs, Facebook, gaming and instant messages might seem, to some, to be just more reasons to stare at a computer screen.

Thinking like that is so 2008, any middle schooler will tell you. Now a study that looked at the online habits of 800 teenagers backs them up.

5 Researchers in the study, titled the Digital Youth Project and conducted primarily at the University of Southern California and the University of California at Berkeley, found that in our increasingly technological world, the constant communication that social networking provides is encouraging useful skills. The study looked at more than 5,000 hours of online observation and found that the digital world is creating new opportunities for young people to grapple with social 10 norms, explore interests, develop technical skills and work on new forms of self-expression.

“There are myths about kids spending time online — that it is dangerous or making them lazy,” says Mizuko Ito, lead author of the study, which will be the basis of a forthcoming book, “Hanging Out, Messing Around, Geeking Out: Living and Learning With New Media.” “But we found that spending time online is essential for young people to pick up the social and technical 15 skills they need to be competent citizens in the digital age.”

Co-author Lisa Tripp, now an assistant professor at Florida State University, says technology, including YouTube, iPods and podcasting, creates avenues for extending one’s circle of friends, boosts self-directed learning and fosters independence.

“Certain technical skills in the coming years are not going to be just about consuming media,” 20 she says. “It is also going to be about producing media. It is not just about writing a blog, but also how to leave comments that say something. Learning to communicate like this is contributing to the general circulation of culture.”

That means anything from a video clip to a profile page is going to reflect the self-expression skills one has, so teens might as well practice what will say who they are.

25 Social networking also contributes greatly to teens’ extended friendships and interests, Ms. Tripp says. While the majority of teens use sites such as MySpace and Facebook to “hang out” with people they already know in real life, a smaller portion uses them to find like-minded people. Before social networking, the one kid in school who was, say, a fan of Godzilla or progressive politics might find himself isolated. These days, that youngster has peers everywhere.

30 “This kind of communication has let teens expand their social circle by common interests,” Ms. Tripp says. “They can publicize and distribute their work to online audiences and become sort of

a microexpert in that area.” The study found that young people’s learning with digital media often is more self-directed, with a freedom and autonomy that is less apparent than in a classroom. The researchers said youths usually respect one another’s authority online, and they 35 often are more motivated to learn from one another than from adults.

Parents, however, still have an important role to play when it comes to tweens, teens and social networking, the researchers say. They need to accept that technology is a necessary and important part of the culture for young people and, other experts say, be aware of with whom the teens are communicating.

40 Monica Vila, founder of theonlinemom.com, an online resource for digital-age parenting, says parents need to set parameters just as they would “at any other playground.” “This kind of study puts a lot of facts behind the value of social networking,” Ms. Vila says.

It is up to parents to monitor what is being expressed, she says. She recommends that parents “have a presence” in their child’s online social network. That doesn’t necessarily mean 45 “friending,” communicating and commenting, but it does mean having a password or knowing who your child’s online friends are. One Fairfax County mother of a middle schooler, who asked that her name not be used to protect her daughter’s privacy, says she was skeptical at first when her daughter wanted a Facebook page.

“I was hesitant for all the reasons we hear about, such as how it could bring in unwelcome 50 visitors,” the woman says, “but eventually I realized that this is the main medium for kids keeping in touch. It has gone from e-mail to IM to texting to Facebook in such a quick progression. [Social networking] is like the modern-day equivalent of the lunch table. If you are not on Facebook, then you are not in the loop.”

The woman says she stays in the loop because she knows her daughter’s password, and her 55 daughter knows her mom can access her page whenever she wants — and can see who is there and what they are posting.

A few rules: no putting your exact whereabouts on your status update, and be aware of who is tagging you in a photo because if that photo contains unflattering behavior, it could come back to haunt you. Also, the mom has a Facebook page of her own, although she is not yet among her 60 daughter’s 100-plus friends.

“I have become accepting that there are more positives than negatives from social networking,” the woman says, noting that she is pleased to see the connection of her daughter’s network through various circles such as school and sports. “It is allowing a lot of dialogue among people who may not otherwise have a chance for a lot of dialogue.” Those are all good rules and 65 observations, Ms. Vila says.

“I like to catch parents before this whole process starts,” she says. “That way you can set the ground rules early and [not] be trying to catch up. If your kids know that you have a presence in their online community, you are acting like a chaperone. If they won’t friend you, you should at least have their password.

70 “It is not that kids are untrustworthy,” Ms. Vila says. “It is that they often lack processing skills. Parents need to explain that images may be damaging. They may not be able to think past the next day, let alone what will happen when they are looking for a job six years later.” Studies such as the Digital Youth Project and the report “Enhancing Child Safety and Online Technologies,” issued recently by Harvard University’s Berkman Center for Internet and 75 Society, show that social networking has earned a place in American culture from which there is no turning back, Ms. Vila says.

“A few years ago, parents were saying, ‘I don’t want any of that stuff coming into my house,’ even about video games,” she says. “Then they realized, ‘I have no choice, it is all around me.’ Now studies are saying technology is going to encourage skills for jobs we didn’t know existed. 80 At the very least, social networking is encouraging technology skills, and that is going to be essential to the digital economy.” To read the full report from the Digital Youth Project, visit http://digitalyouth.ischool.berkeley.edu/report

Read more: http://www.washingtontimes.com/news/2009/jan/28/social-networking-benefits- validated/#ixzz35l5e7ud2

GRADE LEVEL: 8 PART II: Crafting Arguments

Lesson 8 One Class Period

Aim:  How can we organize our positions effectively?

Common Core Learning Standards: Standard Grade Standard Number RI 8 6 W 8 1, 4, 5, SL 8 1, 3, 4 L 8 1, 2, 3, 6

Motivation:  Ask students to think of something they really want, but their parents may not be eager to give to them (such as an iPhone, a puppy, a new video game, or permission to go somewhere). Now ask students to write down what their parents’ argument against them having that thing would be.

Instructional Materials:  Outlining Your Position (Attachment 18)  Position Paper Basics (Attachment 19)

Procedures and Pivotal Questions:  Review responses to the motivation. Then tell students they will prepare as though they were going to ask for whatever it is they want.  Review necessary terms with students: issue, position, claim, evidence, counterclaim.  Students will be asked to complete “Outlining Your Position” handout (Attachment 18).  Upon completion of their individual outlines, students will work in groups of three to review them. Students will read each other’s outlines, specifically evaluating the reasoning, relevance, and sufficiency of all parts of their arguments. Teacher will circulate, answering questions and clearing up any misunderstandings.  Distribute “Position Paper Basics” handout (Attachment 19). Teacher will review the outline.

Summary:  Whole class discussion: Who feels their parent(s) would have been convinced by their argument? Why or why not? Would preparing your argument in advance (as you did) help you be more convincing? Explain.

Extension Activity:  If students believe their arguments are reasonable, they will be encouraged to continue strengthening them and presenting them to their parent(s). They may report back to the class as to the outcome.

Attachment 18

Outlining Your Position

1. Identify the issue (with background information if necessary).

2. State your position.

3. State your claim. A. Reason 1:

B. Reason 2:

4. State what you think the counterargument would be.

5. Refute the counterclaim.

6. Suggest a course of action or possible solution.

Attachment 19

POSITION PAPER BASICS The purpose of a position paper is to create support on an issue. It describes a position on an issue and the reasons for that position. The position paper is based on facts that provide a solid foundation for your argument. In the position paper you should:  Use evidence to support your position, such as statistical evidence or dates and events.  Validate your position with authoritative references or primary source quotations.  Examine the strengths and weaknesses of your position.  Evaluate possible solutions and suggest courses of action (if appropriate).

The topic at hand: ISSUE Author’s belief about it: POSITION Author’s reasons for position: CLAIMS Support for the claims: EVIDENCE

How to Write a Position Paper: 1. Choose an issue where there is a clear division of opinion and which is arguable with facts and reasoning. 2. Research your issue thoroughly, consulting experts and obtaining primary documents. 3. Use the following structure to organize your position paper:

II. Introduction c. Identification of the issue with background information d. Statement of the position III. Body (2-3 paragraphs; repeat a & b for each paragraph) g. State your claim h. Provide supporting evidence or facts for that claim IV. Counterargument e. A discussion of the other side of the issue f. Disprove the counterclaims g. Give evidence for your argument V. Conclusion c. Restate main ideas d. Suggested courses of action /possible solutions

The introduction should clearly identify the issue and state the author’s position. It should be written in a way that catches the reader’s attention.

The body of the position paper may contain several paragraphs. Each paragraph should present a claim (an idea or main concept) that explains the position and is supported by evidence or facts. Evidence can be primary source quotations, statistical data, interviews with experts, and indisputable dates or events, etc.

The counterargument should present and disprove the other side of the issue.

The conclusion should summarize the main ideas and reinforce, without repeating, the introduction or body of the paper. It could include suggestions and possible solutions.

GRADE LEVEL: 8 PART II: Crafting Arguments

Lesson 9 One Class Period

Aim:  How can we organize our position papers effectively?

Common Core Learning Standards: Standard Grade Standard Number RI 8 1, 5, 6, 8, 9 W 8 9 SL 8 1, 3, 4 L 8 1, 2, 3, 6

Motivation:  Students will each be given a copy of a student essay entitled The Fight for Education (Attachment 20). They will be asked to identify different parts of the student’s argument. Students should refer back to Position Paper Basics handout (from previous class) and should write directly on the essay.

Instructional Materials:  Position Paper Basics  The Fight for Education (Attachment 20)  The Fight for Education- annotated (Attachment 21)

Procedures and Pivotal Questions:  After students have completed the motivation, they will be shown an annotated version of the same essay (Attachment 21) on the SmartBoard. Students will be asked to comment on what elements they were and were not able to identify.  Students will work in pairs to review the essay again. During this reading, they will be identifying different types of evidence used (VEO SAFE CATS), any rhetorical devices, and any rhetorical appeals used in the student’s argument.  Whole class discussion: What was found? What effect did using these elements have?  Students will read two more brief arguments, revisiting the topic of technology and loneliness. They will read, Is Facebook making us lonely? Some say social media keeps us connected. Others argue that it breeds loneliness. (http://www.thefreelibrary.com/Is+Facebook+making+us+lonely%3F+Some+say+social+m edia+keeps+us...-a0361711282 ) This article will be displayed on the SmartBoard.  Students should take notes on the validity and strength of the claims and evidence given by authors Sherry Turkle, Professor at Massachusetts Institute of Technology, and Sree Sreenivasan, Chief Digital Officer at the Metropolitan Museum of Art.

Summary:  Write a response: In your opinion, does technology connect us or make us more alone? Explain your position using evidence from something that you have read.

Attachment 20 The Fight for Education I ran as fast as I could. I could see my destination just ahead of me. Just a little further, I kept saying to myself, just a little further and I will have made it to the land of the free and the home of the brave, the land of opportunity.

Diego finally got to his destination. He had gotten to America without getting caught. Now he could get the education to become a mechanic.

Like Diego, many illegal immigrants come to America every day for a better life and a better education. Whether these illegal immigrants should get the education they came for is very controversial in today’s economy. Some Americans think that illegal immigrants shouldn’t be eligible for instate tuition, but other Americans think that these illegal immigrants should be eligible for instate tuition. I am one who thinks that illegal immigrants should be eligible for instate tuition. One of the most important arguments is that illegal immigrants pay taxes. By buying goods in America they are paying sales taxes, and in April most files and pay their [income] taxes. In fact, illegals pay about nine billion dollars in [Social Security] taxes every year. Where do these taxes go? They go to lowering the cost of instate tuition, making it so affordable today. So why shouldn’t the illegal immigrants be eligible for instate tuition when they are helping to lower the price of the tuition? Another important argument is one that our forefathers set forth to make a better nation. “We hold these truths to be self-evident, that all men are created equal…and hold unalienable rights, among these are life, liberty, and the pursuit of happiness.” If we are truly equal, then illegal immigrants deserve the same rights as we do for instate tuition. However, some Americans say that illegal immigrants don’t deserve instate tuition because they are sending money back to their home country and families. But we do not know how much money they are actually sending back, and besides, this helps spread the money around. It may even help a foreign country to get out of poverty. This could actually stop more illegal immigrants from coming to America because they would be stable enough from the money that is being sent to them so that they don’t need to look to the land of opportunity for a job. In conclusion, illegal immigrants should be eligible for instate tuition so, like Diego, they can follow their dreams. If you ever have to take a side on this issue, I hope you will consider mine.

In Common: Effective Writing for All Students Collection of All Argument/Opinion Samples, K--‐12 by The Vermont Writing Collaborative, with Student Achievement Partners, and CCSSO http://achievethecore.org/content/upload/ArgumentOpinion_K-12WS.pdf

Attachment 21 The Fight for Education

I ran as fast as I could. I could see my destination just ahead of me. Just a little further, I kept saying to myself, just a little further and I will have Narrative lead engages made it to the land of the free and the home of the brave, the land of reader, gives context about opportunity. issue of illegal immigrants.

Diego finally got to his destination. He had gotten to America without getting caught. Now he could get the education to become a mechanic. Introduces claim: Like Diego, man introduction gives context Like Diego, many illegal immigrants come to America every day for a better about issue of whether or life and a better education. Whether these illegal immigrants should not illegal immigrants should receive in-state get the education they came for is very controversial in today’s economy. college tuition.

Some Americans think that illegal immigrants shouldn’t be eligible for instate States focus / claim tuition, but other Americans think that these illegal immigrants should be eligible for instate tuition. I am one who thinks that illegal immigrants should Organizes the reasons be eligible for instate tuition. and evidence logically One of the most

One of the most important arguments is that illegal immigrants pay taxes. By buying Acknowledges goods in America they are paying sales taxes, and in April most files competing claims and pay their [income] taxes. In fact, illegals pay about nine billion dollars in Uses words, phrases, [Social Security] taxes every year. Where do these taxes go? They go to and clauses to create lowering the cost of instate tuition, making it so affordable today. So why cohesion and clarify relationships among shouldn’t the illegal immigrants be eligible for instate tuition when they are claim and reasons helping to lower the price of the tuition? Another importa Supports the claim with Another important argument is one that our forefathers set forth to make a clear reasons and better nation. “We hold these truths to be self-evident, that all men are relevant evidence, and demonstrates an created equal…and hold unalienable rights, among these are life, liberty, understanding of the and the pursuit of happiness.” If we are truly equal, then illegal immigrants topic deserve the same rights as we do for instate tuition. However, some

However, some Americans say that illegal immigrants don’t deserve instate Acknowledges tuition because they are sending money back to their home country and counterclaims, then rebuts with reasons and relevant, accurate, credible evidence and reasoning

families. But we do not know how much money they are actually sending back, and besides, this helps spread the money around. It may even help a foreign country to get out of poverty. This could actually stop more illegal Uses words, phrases, and immigrants from coming to America because they would be stable enough clauses to create cohesion from the money that is being sent to them so that they don’t need to look and clarify relationships among claim and reasons to the land of opportunity for a job.

In conclusion, illegal immigrants should be eligible for instate tuition so, Provides a concluding like Diego, they can follow their dreams. If you ever have to take a side on this section that follows issue, I hope you will consider mine. from and supports argument presented

In this assignment from a social studies class, at the end of a unit on immigration, the student was asked to take a position on whether or not illegal immigrants should be eligible for in‐ state tuition. She gives an introduction of some background / context on the issue and makes a claim that in her view illegal immigrants should be eligible for in‐state tuition.

The writer supports her claim with several reasons, which she develops with some relevant, accurate, credible evidence. She supports her claim with logical reasoning, and organizes the reasons logically. In addition, she acknowledges the counterclaims. She then refutes the counterclaim with support for her own position, even though use of counterclaim is not stated in the Standards at this grade level. The writer uses words, phrases, and clauses as transitions to clarify the relationships among claim, reasons, and evidence and to create cohesion.

The writer maintains a formal style throughout the piece. The conclusion ties back to the

GRADE LEVEL: 8 PART II: Crafting Arguments

Lesson 10 One Class Period

Aim:  How can we develop and write an effective and compelling argument?

Common Core Learning Standards: Standard Grade Standard Number RI 8 1, 6, 8, 9 W 8 1, 2, 4, 5, 8, 9 SL 8 1, 2, 3, 4 L 8 1, 2, 3, 6

Motivation:  Students will be asked to analyze a cartoon on the SmartBoard (Attachment 22). What is the writer’s claim? What evidence supports that?

Instructional Materials:  Cartoon by Ouellette (Attachment 22)  “How does technology connect us and make us more alone?” graphic organizer (Attachment 23)  Outlining Your Position Paper Handout (Attachment 24)  Writing From Sources (Attachment 25)

Procedures and Pivotal Questions:  Review responses to the motivation.  Students will be asked to complete a graphic organizer examining how technology connects us and makes us more alone (Attachment 23). They will be instructed to use specific examples from the three editorials discussed in class and should refer back to them as necessary.  Tell students that they will be writing a position paper, either arguing that technology connects us or makes us more alone.  Distribute the Outlining Your Position Paper Handout (Attachment 24). Review with students.  Students will be given the remainder of the period to begin organizing an effective position paper using this outline, their completed graphic organizers, and the articles.

Summary:  Whole class discussion: Why is it important to write an outline? Did you find writing an outline easy or difficult? How will completing this outline benefit you in the writing of your position paper?

Extension Activity: Students will write their position papers. (Attachment 25 + corresponding texts, Attachments

Attachment 22

Attachment 23

How does technology connect us and make us more alone?

Directions: List three ways in which technology connects us and three ways technology makes us more alone. You must use specific examples from the following editorials that were previously read in class: Disruptions: More Connected, Yet More Alone Social Networking Benefits Validated Is Facebook making us lonely? Some say social media keeps us connected. Others argue that it breeds loneliness.

How does technology How does technology connect us? make us more alone? 1. 1.

2. 2.

3. 3.

Attachment 24

Outlining Your Position Paper I. Introduction a. Identification of the issue with background information

b. Statement of the position

II. Body a. State your claim

b. Provide supporting evidence or facts for that claim

III. Body a. State your claim

b. Provide supporting evidence or facts for that claim

IV. Body a. State your claim

b. Provide supporting evidence or facts for that claim

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V. Counterargument a. A discussion of the other side of the issue

b. Provide supporting information for counterclaims

c. Refute the counterclaims with evidence

VI. Conclusion a. Restate main ideas

b. Suggested courses of action /possible solutions

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Attachment 25 Writing From Sources

Directions: Based on the three texts that you have read (Attachments 13, 17, 26), write an evidence-based argument on the topic below. You may refer back to any or all of the three texts, your outline, or any other class notes that you find helpful.

Topic: Does technology connect us or make us more alone?

Your Task: Using evidence from at least two of the texts, write a well-developed argument regarding whether technology connects us or makes us more alone. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific and relevant evidence from at least two of the texts to develop your argument. Do not simply summarize each text.

Guidelines: Be sure to:  Establish your claim regarding whether technology connects us or makes us more alone  Distinguish your claim from alternate or opposing claims  Use specific, relevant, and sufficient evidence from at least two of the texts to develop your argument  Identify the source that you reference by text number (for example: Text 1)  Organize your ideas in a cohesive and coherent manner  Maintain a formal style of writing  Follow the conventions of standard written English

Texts: Text 1 – Disruptions: More Connected, Yet More Alone (Attachment 13) Text 2 – Social Networking Benefits Validated (Attachment 17) Text 3 – Is Facebook making us lonely? Some say social media keeps us connected. Others argue that it breeds loneliness (Attachment 26)

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Attachment 26

Is Facebook making us lonely? Some say social media keeps us connected. Others argue that it breeds loneliness.

YES The idea behind Facebook is to make us feel connected all the time. But in my research, interviewing hundreds of teens about what life with Facebook is like day-to-day, I've found that things are more complex.

Technology, it turns out, has made being alone seem like a problem that needs solving. When 5 young people are alone, even for a minute or two, they feel the need to connect, to get on Facebook or some other social network or text service and chat. But in connecting, they often end up feeling more isolated. Why? Because by being in constant connection, we lose the capacity to feel content in our own company.

If you don't learn how to be alone, you'll only know how to be lonely. If you can't be content by 10 yourself, without being compelled to constantly connect, you lose the ability to think your own thoughts and be ready to share them in conversation, in collaboration, and in a friendship.

The key to avoiding loneliness is the quality of our social interactions, not the quantity. Research shows that a lot of online communication with little substance can sometimes make us feel more alone.

15 Facebook can help us keep in touch with our friends, but we too often use it as a substitute for spending face-to-face time with them. And since we feel the need to keep up with them online, we don't find moments of solitude where we can gather our thoughts and learn to be alone. This is perhaps the greatest cost of constant connection.

--SHERRY TURKLE Professor, Massachusetts Institute of Technology

NO Facebook connects more of us to more of our friends and family in more places than we 20 have ever been connected before. Every "Like" we hit, every "Share" we press, every comment we post is a way for us to renew--on a tiny scale--our connections with our friends.

Yes, Facebook is a huge time sink--maybe the biggest ever. Many people post useless or inappropriate stuff. And seeing too much of your show-offy friends' lives can make you jealous, but it won't make you lonely.

25 Of course, for some people watching their friends jet-skiing and going on dates might make them more conscious of the gaps in their own lives. But anyone who feels bad about that is also likely to feel bad about watching happy couples in the street. Blaming Facebook is just a crutch.

A former student of mine, who is back in New York after living abroad for a decade, told me that Facebook eased her transition. The first time she moved back to New York from another 30 stint abroad, she felt disconnected from her family and friends. Now, because of the steady

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stream of photos and status updates, she knew what was happening with her friends all along.

It's become fashionable to blame all kinds of problems on technology. People have shorter attention spans? Blame the Internet. Kids' writing skills have weakened? Blame instant messaging. We're more lonely? Blame Facebook. That's ridiculous. In the end, social media only 35 amplifies who you are in real life. If you tend to be lonely in real life, you will be lonely online as well. Don't blame Facebook for that.

--SREE SREENIVASAN Chief Digital Officer, Metropolitan Museum of Art

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GRADE LEVEL: 9 PART I: Analyzing Arguments

Lesson 1 One Class Period

Aim:  What is an argument?

Common Core Learning Standards: Standard Grade Standard Number W 9-10 1 L 9-10 1, 2, 3, 4, 5 SL 9-10 1, 2

Motivation:  Solicit students’ answer to the question “What is an argument?” Display student responses on board.

Instructional Materials:  Argument/Persuasion T Chart/ Key Terms handout (Attachment 1)

Procedures and Pivotal Questions:  Review responses to the motivation. Ask students to copy the following definition of argument: An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English, students make claims about the worth or meaning of a literary work, defending their interpretation with evidence from the text.  Ask students to identify the difference between argument and persuasion.  Distribute the Argument/Persuasion T-Chart/Key Terms handout (Attachment 1).  Discuss the differences between argumentative and persuasive writing.  Introduce the key terms for argumentation.  Ask students to generate examples of all of the following and put them on the board for discussion and reflection. To start, ask a student to make a claim regarding the dumbest video on Youtube. Have others make counterclaims, rebuttals, offer support, refutation, qualifications, et cetera.  Emphasize the need for evidence – specific facts, not hypothetical situations, opinions, or generalities. Without solid evidence, an argument lacks merit.  Emphasize the ideas that an argument is made stronger by introducing a good, solid counterclaim. If necessary, demonstrate the value of the “preemptive strike,” framing the other person’s argument to one’s own advantage. Watch Monty Python’s Youtube “Argument Clinic” clip  Show students Monty Python’s “Argument Clinic” clilp on Youtube to reinforce argumentation. http://www.youtube.com/watch?v=kQFKtI6gn9Y

Summary:  Whole class review of crucial terms via rapid question-and-answer “class Jeopardy” format.

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Attachment 1

An argumentative essay A persuasive essay

Makes claims based on factual evidence May make claims based on opinion

Makes counterclaims. The author takes May not take opposing ideas into account opposing views into account.

Neutralizes or rebuts serious opposing ideas

Convinces audience through the merit and Persuades by appealing to the audience’s reasonableness of the claims and evidence emotion or by relying on the character or offered credentials of the writer- less on the merits of his or her reasons and evidence Often compares texts or ideas to establish a position Logic-based Emotion-based

Key Terms for Argumentation

Claim Your basic belief about a particular topic, issue, event, or idea. What you are trying to prove. Counterclaim A solid and reasonable argument that opposes or disagrees with your claim Rebuttal/Refutation A written or verbal response to a counterclaim. The object of the rebuttal/refutation is to take into account the ideas presented in the counterclaim and explain why they aren’t persuasive enough, valid enough, or important enough to outweigh your own claim. Evidence/Support Your specific facts or specific evidence used to support why your claim is true Refute Argue against a position or prove it to be wrong Qualify A “partly-agree” stance in which you agree (in part) with another person’s argument or position but also disagree with part of it.

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GRADE LEVEL: 9 PART I: Analyzing Arguments

Lesson 2 One Class Period

Aim:  How do we analyze arguments?

Common Core Learning Standards: Standard Grade Standard Number W 9-10 1 R 9-10 1, 2, 4, 5, 6 L 9-10 1, 2, 3, 4, 5 SL 9-10 1, 2, 5

Motivation:  Read “The History Teacher” by Billy Collins aloud to the class. Provide students with copies of their own to follow along with during the reading.

Instructional Materials:  “The History Teacher” Billy Collins (Attachment 2)  The Rhetorical Triangle Graphic Organizer (Attachment 3)

Procedures and Pivotal Questions:  Following the reading (Attachment 2), separate students into small groups to discover the following information: o What is the speaker’s claim? What does s/he want you to believe? o What reasons does s/he give for his claim? o What facts, quotations, evidence, or specific details does s/he give to support those reasons? o Is there a counterclaim? What is it?  Whole group discussion of findings. Groups will disagree, but the teacher’s focus should be to get students to use specific evidence from the text to support their points.  Teacher introduces the rhetorical triangle and defines the following key terms: o Speaker: the person or group who creates a text. Don’t think of the speaker solely as a name, but consider a description of who the speaker is in the context of the text. o Audience: the listener, viewer, or reader of a text or performance. There may be multiple audiences. o Subject: the topic. o Purpose: the goal the speaker wants to achieve. o Occasion: What is the time and place of the speech – the context that encouraged it to happen? o Tone: the speaker’s attitude toward his subject  Students copy definitions on Rhetorical Triangle handout (Attachment 3).  In pairs, students return to “History Teacher” and annotate according to the rhetorical triangle.

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 Whole group discussion of findings.

Summary: How does the rhetorical triangle aid in analyzing arguments?

Extension: Find examples of rhetoric in print media

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Attachment 2

The History Teacher Billy Collins

Trying to protect his students' innocence he told them the Ice Age was really just the Chilly Age, a period of a million years when everyone had to wear sweaters.

5 And the Stone Age became the Gravel Age, named after the long driveways of the time.

The Spanish Inquisition was nothing more than an outbreak of questions such as "How far is it from here to Madrid?" 10 "What do you call the matador's hat?"

The War of the Roses took place in a garden, and the Enola Gay dropped one tiny atom on Japan.

The children would leave his classroom for the playground to torment the weak 15 and the smart, mussing up their hair and breaking their glasses,

while he gathered up his notes and walked home past flower beds and white picket fences, wondering if they would believe that soldiers 20 in the Boer War told long, rambling stories designed to make the enemy nod off.

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Attachment 3 Rhetorical Triangle Graphic Organizer

Speaker ______Tone ______

Audience Subject ______Occasion Purpose ______

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GRADE LEVEL: 9 PART I: Analyzing Arguments

Lesson 3 One Class Period

Aim: How do appeals to ethos, pathos, and logos strengthen arguments?

Common Core Learning Standards: Standard Grade Standard Number W 9-10 1 R 9-10 1, 2, 3 SL 9-10 1, 2, 5 L 9-10 1, 2, 3, 4, 5

Motivation:  Display Got Milk: Model Behavior advertisement on board. Students should annotate according to rhetorical triangle. (Attachment 4)

Instructional Materials:  Got Milk: Model Behavior Advertisement (Attachment 4)  Rhetorical Appeals Graphic Organizer (Attachment 5)  Appeals Images (Attachment 6)

Procedures and Pivotal Questions:  Whole group discussion of findings.  Teacher asks students to consider the following questions: o What claim is the speaker/text arguing? (L) o Is the claim valid/relevant today? (L) o What points are offered as support? (L) o How does the speaker/text try to establish a common ground with the audience? (P/E) o Does the speaker/text appeal to your emotions (feelings of sadness, fear, pride, being young, anger, patriotism, love, justice)? (P) o What circumstances can the audience relate to? (E) o Does the speaker/text seem trustworthy? (E) o Does the speaker/text seem logical and reasonable? (E)  Whole group discussion of findings.  Teacher categorizes responses on board according to ethos, pathos, logos and introduces the rhetorical appeals.  Students copy the following definitions on their rhetorical appeals graphic organizer (Attachment 5): o Logos (Logic): The use of logic, rationality, and critical reasoning to persuade. Logos appeals to the mind. Logos seeks to persuade the reader intellectually. o Pathos (Emotion): The use of emotion to affect and persuade. Pathos appeals to the heart and to one’s emotions. Pathos seeks to persuade the reader emotionally. o Ethos (Ethics and Credibility): The ongoing establishment of a speaker’s authority, credibility, and believability as s/he speaks. Ethos appeals to ethics and character.

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Ethos seeks to persuade the reader that the speaker can be trusted and believed due to his/her noble character and ethical ways.  Teacher displays images of Cheerios, Firefighter, “I Have a Dream” poster (Attachment 6) for class discussion and identification of appeals.

Summary: Discuss how rhetorical appeals strengthen an argument. Which do you think is the most impactful appeal? Why?

Extension: Students should illustrate their graphic organizer as a follow-up

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Attachment 4

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Attachment 5

Rhetorical Appeals Graphic Orgaanizer

Ethos Attachment 3 ______

______

Pathos Logos ______

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Attachment 6

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GRADE LEVEL: 9 PART I: Analyzing Arguments

Lesson 4 One Class Period

Aim: What are the purposes of logical fallacies?

Common Core Learning Standards: Standard Grade Standard Number W 9-10 1 R 9-10 1, 2, 3, 7 SL 9-10 1, 2, 5 L 9-10 1, 2, 3, 4, 5

Motivation:  Show Jif Choosy Moms Commercial and ask students to identify claim(s) and appeals https://www.youtube.com/watch?v=lAdyyVnj4-A

Instructional Materials:  Logical Fallacies Chart (Attachment 7)  Logical Fallacies Activity (Attachment 8)

Procedures and Pivotal Questions:  Whole group discussion of findings.  Teacher focuses on Jif’s slogan: Choosy Moms Choose Jif. Students are asked to interpret the slogan and its implications.  Teacher introduces reasoning, both deductive (like the commercial) and inductive.  Logical reasoning is the process that uses arguments, statements, and premises to define whether a statement is true or false, resulting in a logical or illogical reasoning. o Deductive: A method for applying a general rule (major premise) in specific situations (minor premise) of which conclusions can be drawn. o Inductive: Moving from specific observations to broader generalizations and theories.  Teacher introduces the term fallacy and explains how writers sometimes purposefully, but often times mistakenly, employ what we call logical fallacies in their arguments.  Review logical fallacies chart with students (Attachment 7).  Put student in groups to work on the logical fallacies activity (Attachment 8).  Whole group discussion of findings.

Summary: How can logical fallacies both strengthen and weaken an argument? What do you think is the most effective fallacy? Why? Extension: Choose an advertisement and respond to the following:  Who is the intended audience of the ad?  What fallacy is used to persuade this audience to purchase a product or think or act in a certain way?  Do you think the ad is successful? Explain why or why not.

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Attachment 7

Logical Fallacy Definition

Fallacy The term fallacy comes from the Latin word for deceit. It is easy to deceive ourselves into believing that we are making a strong argument when we have unintentionally lost our way. Some fallacies are purposely employed by writers and speakers for whom "winning" is everything. Most, however, are used by intelligent people who are unaware that they are resorting to fallacies.

Ad hominem An attack on the person proposing an argument rather than the argument itself.

Appeals to pity The reader is told to agree to the proposition because of the pitiful state of the author. An appeal to pity attempts to persuade using emotion—specifically, sympathy—rather than evidence. Bandwagon Encourages an audience to agree with the writer because everyone else is doing so.

Either-or choices Reduces complex issues to black and white choices. These fallacies suggest that only two alternatives exist when in fact there are more; reduce complicated issues to only two possible courses of action. Scare tactics Tries to frighten people into agreeing with the arguer by threatening them or predicting unrealistically dire consequences. Sweeping generalization Overstatements that are made when thoughts are not thought through. These fallacies apply a general statement too broadly.

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Attachment 8

Instructions: Read through the examples of the logical fallacies presented in number 1. Then, read the examples in number 2, and in the space provided, explain why they are examples of the fallacy.

Either-or 1. Sabian: Lloyd and I both support teachers leading students in prayer in public schools. Lloyd: Hey, I never said that! Sabien: You're not an atheist are you, Lloyd? ______

2. Senator Leason: We'll have to cut education funding this year. Senator Sanders: Why? Senator Leason: Well, either we cut the social programs or we live with a huge deficit and we can't live with that kind of deficit. ______

Ad Hominem 1. Radulf: Americans should get four weeks of vacation a year like the citizens of other developed countries. Cleena: What do you know Radulf? You are only twelve and have never traveled outside of the United States!

Claim: Radulf is wrong in believing Americans should get four weeks of vacation a year Reason: Radulf is only twelve Explanation: Clenna attacks Radulf’s age rather than addressing the content of his statement. The correctness of Radulf’s statement is not dependent on his age or experience.

2. Sonja: I don’t think taxes should be raised to increase funding for education. Kay: Of course you would say that Sonja, none of your kids go to public school.

______

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Bandwagon Fallacy 1. Mark: I think it is immoral to drink alcohol! Brooklyn: How can you say that? At some point in their life, almost everyone has at least tried alcohol. They can’t all be immoral people.

Claim: It is not immoral to drink alcohol Reason: Almost everyone has at least tried alcohol Explanation: The morality of an action such as drinking alcohol is not dependent on how many people drink alcohol

2. Elias: I believe UFOs exist. Lauretta: What evidence do you have that UFOs exist? Elias: Since 88% of the people polled believed in UFOs, they must exist.

______

Appeal to Pity 1. Mr. Ramirez: I gave you a C- because the poor quality of your paper. Melita: But Mr. Ramirez, I spent so much time researching and writing the paper, I should at least get a B!

Claim: Melita should get at least a B Reason: Melita spent a lot of time researching and writing the paper Explanation: Melita is attempting to show she deserves a B on the paper by appealing to Mr. Ramirez for sympathy for how hard she worked rather than addressing the content of the paper

2. Son: Dad, I don’t think we should be eating this tofu you cooked for dinner. Dad: Sure, I haven’t been trained to cook tofu, but you distrust your own father so much you won’t eat a meal I cooked just for you?

______

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Sweeping Generalization 1. Diana: New York City is full of wealthy and glamorous people. Jose: Maggie lives in New York City, so she must be wealthy and glamorous, too.

Claim: Maggies is wealthy and glamorous. Reason: New York City is full of wealthy and glamorous people. Explanation: Since Maggie lives in New York City, she is wealthy and glamorous.

2. Sarah: That medication is known to cause weight gain, so I'm not taking it because it will surely cause me to gain weight.

______

Scare Tactics 1. David: My father owns the department store that gives your newspaper fifteen percent of all its advertising revenue, so I’m sure you won’t want to publish any story of my arrest for spray painting the college. Newspaper editor: Yes, David, I see your point. The story really isn’t newsworthy.

Claim: The story of David’s arrest is not worthy of publishing. Reason: David’s father contributes financially to the newspaper. Explanation: David has given the editor a financial reason not to publish, but he has not given a relevant reason why the story is not newsworthy.

2. Timmy: May I please have piece of candy? Mother: No Timmy: Why? Mother: If you eat too much candy your teeth will fall out.

______

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GRADE LEVEL: 9 PART I: Analyzing Arguments

Lesson 5 One Class Period

Aim: How does a writer’s stylistic choices impact a text?

Common Core Learning Standards: Standard Grade Standard Number W 9-10 1, 2, 4, 5, 6 R 9-10 1, 2, 3, 7 SL 9-10 1, 2 L 9-10 1, 2, 3, 4, 5

Motivation: Ask students to respond to the following question: What do our words say about us?

Instructional Materials:  Style Chart (Attachment 9)  Style Activity handout (Attachment 10)

Procedures and Pivotal Questions:  Whole group discussion of findings.  Introduce diction and explain the following: o Words are the writer’s basic tools o They create the color and texture of the written work o They both reflect and determine the level off formality  Distribute Style Chart (Attachment 9).  Have students respond to the following: How can words influence meaning? How do words dictate tone?  Discuss the following: o Diction depends on topic, purpose, and occasion o The topic often determines the sophistication of diction. o The writer’s purpose – whether to convince, entertain, inform, or plead- partly determines diction. o Words are chosen to impart a particular effect on the reader; they reflect and sustain the writer’s purpose. o Diction also depends on the occasion; level of formality influences appropriate choices.  Distribute and discuss Style Activity handout (Attachment 10).  In groups have students discuss Part I of the handout and then share out responses with the class.  Students should complete Part II independently and then discuss how a writer’s word choice impacts meaning and tone.  Introduce the following ideas for consideration:

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o A word’s power to produce a strong reaction in the reader lies mainly in its connotative meaning o Diction can impart freshness and originality to writing o Words used in surprising or unusual ways make us rethink what is known and reexamine meaning o Good writers often opt for complexity rather than simplicity, for multiple meanings rather than precision  Instruct students to complete Part III of the handout.  Discuss findings as a class.

Summary: How does diction influence meaning and tone?

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Attachment 9

Diction The author’s choice of words. Diction reflects the writer’s vision and steers the reader’s thoughts.

Connotation The meaning suggested by a word

Denotation A word’s literal meaning

Tone A speaker’s attitude toward his/her subject

Syntax The arrangement of words

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Attachment 10

Part I Directions: Consider the differences in connotation among the members of each of the following groups of words.

1. Plump, obese, pudgy, heavy-set, fleshy, fat, burly, overweight, bulky, portly, beefy

2. Mansion, abode, dwelling, domicile, residence, house, home, habitat

3. Hurl, throw, pitch, chuck, toss, fling, cast

4. Arrogant, stuck-up, conceited, cocky, vain, proud, self-satisfied, egotistical, overbearing

Often times, two words roughly “mean” the same thing except that one has an unfavorable connotation, and the other has a favorable connotation.

Part II Directions: For the following pairs of terms, write short explanations of why you might like to be described by one term but not by the other.

1. Slender/skinny

2. Trusting/gullible

3. Firm/stubborn

4. Reckless/adventurous

5. Assertive/pushy

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Part III Directions: Read each account of the Fynn’s family trip. Identify the tone of each account and underline the words that lead you to your conclusion.

A Trip to Costa Rica (Neutral Version)

The Fynn family took a two-week vacation trip to Costa Rica, which is known for its jungle wildlife refuges. While hiking through the rainforest, the parents, David and Carol, focused on birdwatching. Using binoculars, they viewed many birds, including the rare quetzal, high in the canopy. Nicola, who was 18, and Luke, who was 16, were more interested in the animals and insects, both of which were difficult to spot. However, under the direction of experienced naturalists who were hired to lead the hikes, the family caught glimpses of howler monkeys and sloths in the treetops. Iguanas, lizards and butterflies were ubiquitous. The weather was very hot, and generally a rainstorm occurred in the afternoons. Such conditions were damaging to the rocky dirt roads, so renting a four-wheel-drive jeep was a good decision. After days of hiking and driving, the Fynns stayed in country cabins. Local fauna continued to be a subject of interest even inside the cabins. In fact, one night David chased a bat out of the door, Carol nearly sat on a cricket, Luke found a stick insect on his bed, and Nicola found a scorpion in the bathroom. All in all, this was a trip to be remembered.

A Terrible Trip to Costa Rica

As a result of all the hype and propaganda about Costa Rica being such a swell destination for naturalists and tourists, the Fynn family were suckered into taking a two-week vacation there. The parents, David and Carol, who mistakenly anticipated great birdwatching, were sorely disappointed because the allegedly beautiful birds remained obscured in the remote and crowded treetops. In fact, the ridiculous “highlight” of their viewing was a supposed glimpse of the rare quetzal that flitted through their high-powered binoculars for a micro-second. Eighteen-year-old Nicola and 16-year-old Luke longed to see tropical animals and insects, but the chaotic foliage jammed into the jungle squashed that naïve pipe dream. In order to spot any animals at all, the family was forced, at exorbitant expense, to hire a series of know-it-all guides who never shut up during hikes. This reduced the days to droning lectures, and the end result of all this “expertise” was nothing more than a glance at some remote howler monkeys and a peek at a few moth-eaten balls of gray fur in the treetops, that, according to the guides, were “amazing sloths.” Cool-looking insects, except for butterflies, were impossible to find. The only other apparent wildlife were ordinary iguanas, like most pet stores carry, and a bunch of slimy little lizards that disappeared the moment they were spotted. The stinking hot weather caused the family to sweat until their clothes were saturated, so it hardly mattered when afternoon downpours further drenched them. The weather routinely alternated between these absurd extremes of blistering sun and miserable storms. Such conditions reduced the so-called roads to trails of broken rocks and mud wallows. So, ironically, in the land of environmental awareness, the Fynns were forced to rent a gas-guzzling four-wheel-drive jeep in order to reach the various country cabins where they spent restless nights. It was no wonder that insects were impossible to find in the jungle; they were all residing in the country cabins. One night the family was traumatized by a hideous bat that may well have been carrying some tropical disease. No sooner had David managed to chase that vermin out of the cabin, than Carol nearly sat on a creepy cricket. Luke was appalled to discover a stick insect crawling right across his bed. Last, but surely not least, Nicola shrieked in the bathroom when a venomous scorpion inched its way toward her. Sleep was difficult to find when visions of unnamed crawling things haunted them through the nights. All in all, this was a trip that gave the Fynns nightmares for years to come.

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A Terrific Time in Costa Rica

After months of anticipation and careful planning, the Fynn family took a two-week vacation of a lifetime to fabulous Costa Rica. Known for its pristine jungles and invaluable wildlife refuges, Costa Rica, an unspoiled tropical paradise, enthusiastically welcomes naturalists. The parents, David and Carol, focused on birdwatching; and through their binoculars they viewed some of the earth’s most spectacular birds, including the incomparable and rare quetzal. Exotic animals and insects particularly fascinated 18-year-old Nicola and 16-year-old Luke. These were challenging to locate amongst the flourishing, verdant foliage; however, the Fynns hired experienced naturalists to professionally guide their exploratory hikes through the rainforest. As a result, Nicola and Luke spotted amazing howler monkeys and shy sloths in the dense canopy of trees. Each turn of the path offered new surprises such as skittering lizards and pensive iguanas looking like miniature prehistoric dinosaurs. Furthermore, butterflies of every color flashed in and out of view like dazzling jewels. Until this trip, these visions of nature had only been National Geographic photographs or adventure movie scenes. Each morning the brilliant sunshine greeted the travelers and warmed the thriving jungle. By contrast, in the afternoons a cooling rain cleaned the air and created magical clouds that moved mysteriously through the trees before yielding to the persistent sun. This weather carved the rugged, rocky roads into the perfect opportunity for four-wheel-drive fun in the jeep that the Fynns rented. Action-packed days drew to a comfy close as the family settled into country cabins for the night. Even then, the adventure didn’t fade. One night, for example, an indigenous bat, impossible to see in the nocturnal rainforest, politely presented itself for inspection inside the cabin. Everybody got a good look at it before David showed it the door. Carol found a cricket, Luke discovered a fragile stick insect, and most exciting of all, Nicola found a genuine little scorpion--nobody had expected to see this exotic jungle dweller! They decided to shoo the scorpion out the door and to gently relocate the stick insect outside the window, but to allow the sweet-singing cricket to remain as an overnight guest. All in all, this terrific trip to Costa Rica was a memory that the Fynns treasured fondly for many years to come.

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GRADE LEVEL: 9 PART I: Analyzing Arguments

Lesson 6 One Class Period

Aim: How can we analyze non-fiction text effectively by examining logical appeals, logical fallacies, diction, and syntax?

Common Core Learning Standards: Standard Grade Standard Number W 9-10 1, 2, 4, 5, 6 R 9-10 1, 2, 3, 7 SL 9-10 1, 5 L 9-10 1, 2, 3, 4, 5

Motivation: Display political cartoon on board (Attachment 11). Ask students to analyze through SOAPStone and rhetorical appeals.

Instructional Materials:  Political Cartoon (Attachment 11)  Nelson Mandela’s Inaugural Address (Attachment 12) http://www.americanrhetoric.com/speeches/nelsonmandelaprisonrelease.htm  Guiding Questions for Speech Analysis handout (Attachment 13)

Procedures and Pivotal Questions:  Whole group discussion of findings.  Discuss the speaker’s/text’s claim and how effective the speaker/text is in achieving his/its purpose.  Teacher plays Nelson Mandela’s Inaugural address and distributes a copy of the transcript to students (Attachment 12).  Teacher distributes Guiding questions for Speech Analysis handout to students (Attachment 13).  Students work independently to complete a rhetorical analysis of the speech.  Students write a one-paragraph response to the following question: How does Nelson Mandela promote freedom through unity among his listeners?

Summary: Students share their paragraphs with the class

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Attachment 11

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Attachment 12 Nelson Mandela’s Inaugural Address Text as delivered by Nelson Mandela in Pretoria, South Africa on May 10, 1994: Your Majesties, Your Highnesses, Distinguished Guests, Comrades and Friends: Today, all of us do, by our presence here, and by our celebrations in other parts of our country and the world, confer glory and hope to newborn liberty.

Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all 5 humanity will be proud.

Our daily deeds as ordinary South Africans must produce an actual South African reality that will reinforce humanity's belief in justice, strengthen its confidence in the nobility of the human soul and sustain all our hopes for a glorious life for all.

All this we owe both to ourselves and to the peoples of the world who are so well represented here today.

10 To my compatriots, I have no hesitation in saying that each one of us is as intimately attached to the soil of this beautiful country as are the famous jacaranda trees of Pretoria and the mimosa trees of the bushveld.

Each time one of us touches the soil of this land, we feel a sense of personal renewal. The national mood changes as the seasons change.

We are moved by a sense of joy and exhilaration when the grass turns green and the flowers bloom.

15 That spiritual and physical oneness we all share with this common homeland explains the depth of the pain we all carried in our hearts as we saw our country tear itself apart in a terrible conflict, and as we saw it spurned, outlawed and isolated by the peoples of the world, precisely because it has become the universal base of the pernicious ideology and practice of racism and racial oppression.

We, the people of South Africa, feel fulfilled that humanity has taken us back into its bosom, that we, who were 20 outlaws not so long ago, have today been given the rare privilege to be host to the nations of the world on our own soil.

We thank all our distinguished international guests for having come to take possession with the people of our country of what is, after all, a common victory for justice, for peace, for human dignity.

We trust that you will continue to stand by us as we tackle the challenges of building peace, prosperity, non-sexism, 25 non-racialism and democracy.

We deeply appreciate the role that the masses of our people and their political mass democratic, religious, women, youth, business, traditional and other leaders have played to bring about this conclusion. Not least among them is my Second Deputy President, the Honourable F.W. de Klerk.

We would also like to pay tribute to our security forces, in all their ranks, for the distinguished role they have 30 played in securing our first democratic elections and the transition to democracy, from blood-thirsty forces which still refuse to see the light.

The time for the healing of the wounds has come.

The moment to bridge the chasms that divide us has come.

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The time to build is upon us.

35 We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination.

We succeeded to take our last steps to freedom in conditions of relative peace. We commit ourselves to the construction of a complete, just and lasting peace.

We have triumphed in the effort to implant hope in the breasts of the millions of our people. We enter into a 40 covenant that we shall build the society in which all South Africans, both black and white, will be able to walk tall, without any fear in their hearts, assured of their inalienable right to human dignity - a rainbow nation at peace with itself and the world.

As a token of its commitment to the renewal of our country,the new Interim Government of National Unity will, as a matter of urgency, address the issue of amnesty for various categories of our people who are currently serving 45 terms of imprisonment.

We dedicate this day to all the heroes and heroines in this country and the rest of the world who sacrificed in many ways and surrendered their lives so that we could be free.

Their dreams have become reality. Freedom is their reward.

We are both humbled and elevated by the honour and privilege that you, the people of South Africa, have bestowed 50 on us, as the first President of a united, democratic, non-racial and non-sexist South Africa, to lead our country out of the valley of darkness.

We understand it still that there is no easy road to freedom.

We know it well that none of us acting alone can achieve success.

We must therefore act together as a united people, for national reconciliation, for nation building, for the birth of a 55 new world.

Let there be justice for all. Let there be peace for all. Let there be work, bread, water and salt for all. Let each know that for each the body, the mind and the soul have been freed to fulfill themselves.

60 Never, never and never again shall it be that this beautiful land will again experience the oppression of one by another and suffer the indignity of being the skunk of the world.

Let freedom reign.

The sun shall never set on so glorious a human achievement!

God bless Africa! 65 Thank you.

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Attachment 13

Guiding Questions for Speech Analysis

Remember to…  Identify and explain the author’s use of rhetorical strategies  Carefully consider the author’s deliberate manipulation of language  Consider appeal to ethos, pathos, logos  Identify and explain the author’s use of logical fallacies  Stay focused on the speech as an argumentative text

Guiding Questions for Speech Analysis

 Who is the speaker?  What was the speaker up against?  What is the occasion for the speech?  What is the subject of the speech?  What did the author have to keep in mind when composing the text?  What were his or her goals?  What was his or her ultimate purpose?  What was his or her intent?  What is the tone of the speech?  What makes the speech so remarkable?  How did the author’s rhetoric evoke a response from the audience? Through appeals to ethos, pathos, logos?  Does the speaker use figurative language, analogies, imagery?  What type of language does the speaker use?  How do the speaker’s stylistic choices affect the reader?

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GRADE LEVEL: 9 PART II: Crafting Arguments

Lesson 7 One Class Period

Aim: How is synthesizing different from paraphrasing?

Common Core Learning Standards: Standard Grade Standard Number W 9-10 1, 2, 4, 5, 6 R 9-10 1, 2, 3, 7 SL 9-10 1, 2 L 9-10 1, 2, 3, 4, 5

Motivation: Create a list of reasons why school should begin later and explain your reasoning.

Instructional Materials:  Cell Phone Sources (Attachment 14)  Source Graphic Organizer (Attachment 15)

Procedures and Pivotal Questions:  Whole group discussion of findings.  Teacher asks students if their lists are comprised of facts/data, their own opinions, or a combination of both.  Teacher then discusses the importance of choosing relevant data/fact to support their opinions.  Distribute Cell Phone Sources policies (Attachment 14).  Students work independently on sources.  Students complete graphic organizers (one for each source) (Attachment 15).  Discuss how synthesis differs from paraphrase.

Summary: How is synthesizing different from paraphrasing? In what situation would synthesizing information be most appropriate? In what situation would paraphrasing information be most appropriate?

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Attachment 14 Cell Phone Sources

Topic: Imagine that your school is considering implementing a school-wide cell phone policy. Carefully read the following three sources. Then synthesize information from at least three of the sources and incorporate it into a coherent, well-developed essay that identifies the key practices associated with appropriate and effective cell phone use in your school.

Source A: “Text Messaging and Its Effects on Teens’ Grammar”

Carol and Chase are two students that attend the same high school and are in the same English class, but they would not consider themselves friends, as they hang out with other groups outside of school. Carol’s parents have a limited plan on their phone bill and currently cannot afford unlimited text messaging and therefore do not use it too often. Carol’s best friends also live in her neighborhood, and usually, she talks with them in person, not over text messaging. Occasionally, Carol may text one of her friends to see where they are, but as mentioned earlier, she cannot text very much due to her family’s phone/text plan. At school, Carol is a very good student and Science is her favorite subject but she enjoys English too. Chase’s family, on the other hand, has unlimited text messaging, and he uses it quite frequently. In fact, his phone bill states that he texts about 3500 messages a month. In their ninth grade English class, Carol, Chase, and their peers had to write a formal paper. After the paper was finished, Mrs. Diego, the English teacher, assigned the students into pairs for peer-reviewing. Carol was paired up with Chase. The two traded papers and Carol noticed some oddities in some of the sentences Chase wrote. However, she did not want to anger Chase so she kept quiet. When Mrs. Diego read Chase’s paper, she found something that she has seen in several of her students’ papers over the past few years. About two or three sentences in the paper had an instance of informal use of text language in them, such as “b/c” or “cuz” for because. However, the paper is fraught with short, choppy sentences that give no depth and explanation to the given topic. Carol’s paper was not perfect, for English is not her best subject and she is certainly not comfortable with writing. However, Carol tried her best, and when she mad e main idea statement in a paragraph, she supported that statement with supporting facts, details, and descriptions. While Carol may not be any smarter than Chase, her grade on her paper is certainly higher.

Source B: “The Top 5 Ways Students Use Technology to Cheat”

They can do it faster and more easily than ever before. But what’s most worrisome: Today’s students may not think cheating is wrong. Let’s start with the facts: according to a recent survey by Common Sense Media, 35% of teens use their cell phones to cheat. And if you’re wondering how they do it:  26% store info on their phone and look at it while taking a test  25% send text messages to friends, asking for answers  17% take pictures of a test- and then send it to their friends

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 20% use their phones to search for answers on the Internet  48% warn friends about a pop quiz with a phone call or text message

If cheating’s gone high-teach, so have morals: 25% of teens consider the above actions “helping” not cheating. When it comes to the internet, 52% say they’ve engaged in some type of cheating. But again, they don’t see much wrong with it: 36% don’t view downloading a paper as a serious offense, and 42% believe copying text from the Web is a minor offense at its worst. Educators are put in the difficult spot of trying to catch something that’s difficult to detect in addition to dealing with students who seem to have a loose definition of “collaboration.” At Canada’s Simon Fraser University, administrators have come up with a new failing grade for cheating students: FD. Given to repeat offenders, the mark stays on a student’s transcript for two years. Will a different kind of failing grade matter to students? Or do we need another solution?

Source C: “Teens and Mobile Phones Over the Past Five Years”

Demographics of Teen Cell Phone Users The percentage of teens in each demographic group who have a cell phone

% of teens All teens 71% Sex Male 70% Female 72% Age 12-14 59% 15-17 83% Race/ethnicity White (not Hispanic) 73% Black (not Hispanic) 64% Hispanic (English-speaking) 71% Internet user Yes 72% No 51% Household income Less than $30k 62% $30k-$50k 63% $50k-$75k 72% More than $75k 79%

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Attachment 15

Synthesizing Information

Topic:______

SOURCE information MY conclusions/inferences Cite accurately. Write your ideas about the evidence. Focus on the topic. Stay focused on the evidence. What are your thoughts?

Synthesize Write a paragraph that combines quotes from sources and your ideas about that information. Focus on one subtopic.

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GRADE LEVEL: 9 PART II: Crafting Arguments

Lesson 8 One Class Period

Aim: How can we analyze our peers’ Writing from Sources organizers?

Common Core Learning Standards: Standard Grade Standard Number W 9-10 1, 2, 4, 5, 6 R 9-10 1, 2, 3, 7 SL 9-10 1, 2 L 9-10 1, 2, 3, 4, 5

Motivation: Consider the following: How do puzzles work?

Instructional Materials:  Peer Editing Questionnaire (Attachment 15)

Procedures and Pivotal Questions:  Whole group discussion of findings.  Liken putting a puzzle together to writing an essay where each piece is connected  Distribute Peer Editing Questionnaire  Break students up into pairs for peer edit  Whole group discussion of general strengths and weaknesses (teacher generates master list)

Summary: How does editing help writers? Where do you think you will need the most help regarding editing?

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Attachment 15

Peer Editing Questionnaire

Directions: Read your partner’s synthesis graphic organizer and then answer the questions below. The information provided will help the writer check that his or her paper does what he or she intended.

1. What do you like best about your peer's synthesis? (Why? How might he or she do more of it?)

2. Is it clear what is being synthesized? (i.e.: Did your peer list the source(s), and cite it/them correctly?);

3. Is it always clear which source your peer is talking about at any given moment? (Mark any places where it is not clear)

4. Is the thesis of each original text clear in the synthesis? (Write out what you think each thesis is);

5. If you have read the same sources,

a. Did you identify the same theses as your peer? (If not, how do they differ?);

b. Did your peer miss any key points from his or her synthesis? (If so, what are they?);

c. Did your peer include any of his own opinions in his or her synthesis? (If so, what are they?);

6. Where there any points in the synthesis where you were lost because a transition was missing or material seems to have been omitted? (If so, where and how might it be fixed?)

7. Was there a mechanical, grammatical, or spelling error that annoyed you as you read the paper? (If so, how could the author fix it? Did you notice this error occurring more than once?) Do not comment on error you see.

8. What other advice do you have for the author of this paper?

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GRADE LEVEL: 9 PART II: Crafting Arguments

Lesson 9 One Class Period

Aim: How can we outline a Writing from Sources essay?

Common Core Learning Standards: Standard Grade Standard Number W 9-10 1, 2, 4, 5, 6 R 9-10 1, 2, 3, 7 SL 9-10 1, 2 L 9-10 1, 2, 3, 4, 5

Motivation: Consider the following question: Why do architects draw up plans before construction?

Instructional Materials:  Writing from Sources Outline (Attachment 16)

Procedures and Pivotal Questions:  Whole group discussion of motivation.  Whole group discussion to review the elements of a writing from sources essay.  Distribute Writing from Sources Outline (Attachment 16).  Students work in small groups to fill in outline using the practice writing from sources materials.  Students share out claims, counterclaims, and evidence.

Summary: How can we best prepare for a Writing from Sources essay?

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Attachment 16 POSITION PAPER BASICS

The purpose of a position paper is to create support on an issue. It describes a position on an issue and the reasons for that position. The position paper is based on facts that provide a solid foundation for your argument. In the position paper you should:  Use evidence to support your position, such as statistical evidence or dates and events.  Validate your position with authoritative references or primary source quotations.  Examine the strengths and weaknesses of your position.  Evaluate possible solutions and suggest courses of action (if appropriate).

The topic at hand: ISSUE Author’s belief about it: POSITION Author’s reasons for position: CLAIMS Support for the claims: EVIDENCE

III. Introduction a. Identification of the issue with background information b. Statement of the position IV. Body (2-3 paragraphs; repeat a & b for each paragraph) a. State your claim b. Provide supporting evidence or facts for that claim V. Counterargument a. A discussion of the other side of the issue b. Disprove the counterclaims c. Give evidence for your argument VI. Conclusion a. Restate main ideas b. Suggested courses of action /possible solutions

The introduction should clearly identify the issue and state the author’s position. It should be written in a way that catches the reader’s attention.

The counterargument should present and disprove the other side of the issue. The conclusion should summarize the main ideas and reinforce, without repeating, the introduction or body of the paper. It could include suggestions and possible solutions.

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Outlining Your Position Paper

II. Introduction a. Identification of the issue with background information

b. Statement of the position

VI. Body a. State your claim

b. Provide supporting evidence or facts for that claim

VII. Body a. State your claim

b. Provide supporting evidence or facts for that claim

VIII. Body a. State your claim

b. Provide supporting evidence or facts for that claim

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GRADE LEVEL: 9 PART II: Crafting Arguments

Lesson 10 One Class Period

Aim: Writing from Sources

Common Core Learning Standards: Standard Grade Standard Number W 9-10 1, 2, 4, 5, 6 R 9-10 1, 2, 3, 7

Instructional Materials:  Writing From Sources Assignment Sheet(Attachment 17) o Text 1 –“Is Human Activity a Substantial Cause of Global Climate Change? o Text 2 – “Are Human Activities Contributing to Climate Change?” o Text 3 – “Human Influence”

Procedures and Pivotal Questions:  Distribute Writing from Sources assignment to students.  Allow students time to read and annotate the sources.  Encourage students to begin outlining and writing their papers.

Extension Activity: Complete the Writing from Sources essay.

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Attachment 17 WRITING FROM SOURCES

Directions: Closely read each of the following three (3) texts provided and write an evidence- based argument on the topic below.

Topic: Have humans sent the Earth into an unnatural trend or are natural forces still in control?

Ask any scientist about climate changes on the earth and each would agree that the earth has gone through many, ranging from ice ages to warm periods. There have been many natural factors throughout history that have contributed to these changes in the climate including volcanic eruptions, changes in the Earth’s orbit, and changes in the sun’s energy. However, there is one controversial factor now being considered: man. Since the late 18th Century, with the onset of the Industrial Revolution, global temperatures have increased which would suggest to some that the Earth is experiencing a warming trend. It would also suggest that the trend is being caused by the advancement of technology and other human factors. However, others believe that the increase in temperature is yet another natural trend which would have occurred anyway as demonstrated throughout the Earth’s history. Is the idea of man’s influence on global warming a myth or does it have some weight? Have we truly influenced the warming of the Earth or is this trend just part of a bigger cycle? The answer to this question could have extensive effects on the lifestyle and economy of civilization. Your Task: Carefully read each of the three (3) texts provided. Then, using evidence from at least two (2) of the texts, write a well-developed argument regarding the influences of human activity on climate change. Have humans sent the Earth into an unnatural trend or are natural forces still in control? Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific and relevant evidence from at least two (2) of the texts to develop your argument.

Synthesize the sources for support. Do not simply summarize each text.

Guidelines: Be sure to:  Establish your claim regarding whether humans sent the Earth into an unnatural trend or if natural forces are still in control?  Distinguish your claim from alternate or opposing claims  Use specific, relevant, and sufficient evidence from at least two of the texts to develop  your argument  Identify the source that you reference by source letter (for example: Source A)  Organize your ideas in a cohesive and coherent manner  Maintain a formal style of writing  Follow the conventions of standard written English

Texts: Text 1 –“Is Human Activity a Substantial Cause of Global Climate Change? Text 2 – “Are Human Activities Contributing to Climate Change?” Text 3 – “Human Influence”

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Text A “Is Human Activity a Substantial Cause of Global Climate Change?

Pro & Con Arguments: "Is Human Activity a Substantial Cause of Global Climate Change?"

PRO Human Causation CON Human Causation 1. 75% of the 20th century increase in the atmospheric 1. The 20th century warming of 1-1.4°F is within the +/- 5°F greenhouse gas CO2 is directly caused by human actions range of the past 3,000 years. [19] A 2003 study by like burning fossil fuels. CO2 levels were 389ppm (parts researchers at the Harvard-Smithsonian Center for per million) as of Apr. 2010 - the highest they have been Astrophysics [44] shows temperatures from 1000-1100 AD in the past 650,000 years. [6] This increase in CO2 was a (before fossil fuel use) that are comparable to those from substantial contributor to the 1°F to 1.4°F warming over 1900-1990. [45] the 20th century. [1][43]

2. Human-produced CO2 is warming the earth, not natural 2. Rising CO2 levels are a result of global warming, not a CO2 released from the ocean and other "carbon sinks." cause of it. As temperatures increase, CO2 is released CO2 from fossil fuel combustion has a specific isotopic from "carbon sinks" such as the oceans or the Arctic ratio [48] that is different from CO2 released by natural tundra. [20] Measurements of ice core samples show that "carbon sinks." 20th century measurements of CO2 over the last four climactic cycles (past 240,000 years) isotope ratios in the atmosphere confirm that the rise periods of global warming preceded global increases in results from human activities, not natural processes. [3] CO2. [57]

3. Human produced greenhouse gases will continue to 3. Human releases of CO2 cannot cause climate change as accumulate in the atmosphere causing climate change any increases in CO2 are eventually balanced by nature. because the earth's forests, oceans, and other "carbon CO2 gets absorbed by oceans, forests, and other "carbon sinks" cannot adequately absorb them all. As of 2009, sinks" that increase their biological activity to absorb these carbon sinks were only absorbing about 50% of excess CO2 from the atmosphere. 50% of the CO2 human-produced CO2. The other 50% is accumulating in released by the burning of fossil fuels and other human the atmosphere. [3] activities, has already been absorbed. [21]

4. Human greenhouse gas emissions, not changes in the sun's 4. Global warming and cooling are caused by fluctuations in radiation, are causing global climate change. the sun's heat (solar forcing), not by the minor greenhouse Measurements in the upper atmosphere from 1979 - 2009, effect of human-produced gases such as CO2 and methane show the sun's energy has gone up and down in cycles, (CH4). [17] Between 1900 and 2000 solar irradiance with no net increase. While warming is occurring in the increased .19%. [19] This increase correlates with the rise troposphere (lower atmosphere), the stratosphere (upper in surface temperatures in the US. atmosphere) is cooling. If the sun was driving the temperature change there would be warming in the stratosphere also, not cooling. [7]

5. Computer models show that increased levels of human 5. Due to the inherent unpredictability of climate systems it produced greenhouse gases will cause global warming and is impossible to accurately use models to determine future other climate changes. Although these climate models are weather. Climate models have been unable to simulate uncertain [8] about how much future warming will occur major known features of past climate [58] such as the ice and how it will affect the climate, they all agree that, to ages or the very warm climates of the Miocene, Eocene, some degree, these changes will happen. The reality of and Cretaceous periods. If models cannot replicate past climate change is not contradicted by this uncertainty. climate changes they should not be trusted to predict future climate changes.

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6. Although the amount of human-produced greenhouse 6. Rising temperatures are caused primarily by water vapor, gases may seem small to some people, their warming the most abundant greenhouse gas in the atmosphere, not potential is amplified by the water vapor positive feedback by CO2. Water vapor concentrations in the atmosphere are loop [49], allowing them to cause significant warming and driven by natural storm systems and ocean currents. climate change. As greenhouse gases heat the planet, According to a Mar. 5, 2010 study by researchers at increased humidity (water vapor in the atmosphere) NOAA, water vapor in the stratosphere was responsible results. Since water vapor is itself a greenhouse gas, it can for increasing the rate of warming during the 1990s by double the warming effect of greenhouse gases such as 30%. [22] [23] CO2. [9]

7. Human greenhouse gas emissions are heating the planet, 7. The increased hurricane activity over the past decade and climate models [50] consistently show that this (1995-2005), including hurricane Katrina, is not the result warming causes an increase in the frequency and intensity of human-induced climate change; it is the result of of tropical cyclones. [10] The fact that 1975-1989 had 171 cyclical tropical cyclone patterns, driven primarily by category 4 and 5 hurricanes while 1990-2004 had 269 [51] natural ocean currents, according to the National Oceanic of them (a 57% increase) validates these climate models and Atmospheric Administration's (NOAA) testimony in and the reality of human-induced climate change. the US Senate on Sep. 20, 2005. [59]

8. Human-produced CO2 is changing the climate of the 8. Deep ocean currents cause climate warming and cooling world's oceans. As excess CO2 is absorbed, oceanic in long term cycles. The minor greenhouse effect of acidity levels increase. Oceans have absorbed 48% of the human produced CO2 pales in comparison. [18] Global total CO2 [52] released by human activities and acidity cooling from 1940 to the 1970s, and warming from the levels are 25-30% higher [53] than prior to human fossil 1970s to 2008, coincided with fluctuations in ocean fuel use. [11] currents and cloud cover driven by the Pacific Decadal Oscillation (PDO) - a naturally occuring rearrangement in atmospheric and oceanic circulation patterns. [39]

9. An 8" rise in the ocean level has occured (1961-2003) due 9. Ocean acidity levels have risen over the 20th century, but to human-induced global warming. Global sea levels rose they are not out of the ordinary considering the an average of 1.8 mm (.07 in) per year between 1961 and fluctuations of the past 7,000 years. [24] Average ocean 2003 and at an average rate of about 3.1 mm (.1 in) per surface water pH is 8.1 and has only decreased 0.1 [60] year from 1993 to 2003. [3] This sea level rise is the result since the beginning of the industrial revolution (neutral is of warming waters and the melting of glaciers, ice caps, pH 7, acid is below pH7). and polar ice sheets. From 1870-2004, a "significant acceleration" of sea-level rise occured, an important confirmation of climate change models. [12]

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Text 2 “Are Human Activities Contributing to Climate Change?”

Common Questions about Climate Change Published in 1997 by the United Nations Environment Programme - World Meteorological Organization Are Human Activities Contributing to Climate Change? A comprehensive assessment by the IPCC of the scientific evidence suggests that human activities are contributing to climate change, and that there has been a discernible human influence on global climate.

Climate changes caused by human activities, most importantly the burning of fossil fuels (coal, oil, 5 and natural gas) and deforestation, are superimposed on, and to some extent masked by, natural climate fluctuations. Natural changes in climate result from interactions such as those between the atmosphere and ocean, referred to as internal factors, and from external causes, such as variations in the sun's energy output and in the amount of material injected into the upper atmosphere by explosive volcanic eruptions.

10 Studies that aim to identify human influences on climate attempt to separate a human-caused climate-change factor (the signal) from the background noise of natural climate variability. Such investigations usually consist of two parts: detection of an unusual change, and attribution of all or part of that change to a particular cause or causes.

The concepts of detection and attribution may be understood in terms of a simple medical analogy. 15 Measurement of a body temperature of 40°C (104°F) detects the presence of some abnormal condition or symptom, but does not in itself give the cause of the symptom. To attribute the symptom to an underlying cause often requires additional and more complex tests, such as chemical analyses of blood and urine, or even x-rays and CAT scans. Early work on climate-change detection examined changes in the globally averaged surface temperature of the Earth over the last century. 20 Most studies of this type concluded that the observed increase of roughly 0.5°C (about 1°F) was larger than would be expected as a result of natural climate variability alone. Observed globally averaged temperature changes have also been analyzed away from the Earth's surface. The observations used come from conventional weather observing instruments (radiosondes) and from satellites. As expected, because of the different factors affecting the variability of and persistence of 25 temperatures at different altitudes, there are noticeable differences between short-term trends at the surface and those at higher altitudes. The record of temperatures away from the Earth's surface, which spans only the past 40 years compared with the much longer surface record, is too short for globally averaged values to provide any definitive information about the extent of human influences.

The further step of attributing some part of observed temperature changes to human influences 30 makes use of climate models, which have been employed to estimate the climatic effects of a range of human-induced and natural factors. The human factors include recent changes in the atmospheric concentrations of both greenhouse gases and sulfate particles (called "aerosols"). The natural factors considered include solar variability, the effects of volcanic eruptions, and internal variability of the climate system resulting from interactions among its individual components.

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35 The changes in globally averaged temperature that have occurred at the Earth's surface over the past century are similar in size and timing to those predicted by models tthat take into account the combined influences of human factors and solar variability. To probe the question of attribution requires the application of more powerful and complex methods, beyond the use of global averages alone. New studies have focused on comparing maps or patterns of temperature change in 40 observations and in models. Pattern analysis is the climmatological equivalent of the more comprehensive tests in the medical analogy mentioned ppreviously, and makes it possible to achieve more definitive attribution of observed climate changes to a particular cause or causes.

The expected influence of human activities is thought to be much more complex than uniform warming over the entire surface of the Earth and over the whole seasonal cycle. Patterns of change 45 over space and time therefore provide a more powerful analysis techhnique. The basic idea underlying pattern-based approaches is that different potential causees of climate change have different characteristic patterns of climate response or fifingerprints. Attribution studies seek to obtain a fingerprint match between the patterns of climate change predicted by models and those actually observed.

50 Comparisons between observed patterns of temperature change and those predicted by models have now been made at the Earth's surface and in vertical sections through the atmosphere (Figure 3.1). Model predictions show increasing agreement with changes observed over the past 30-50 years. The closest agreement occurs when the combined effects of greenhouse gases and sulfate aerosol particles are considered. Statistical analyses have shown that these correspondences are highly 55 unlikely to have occurred by chance.

Figure 3.1 Modelled and obseerved changes in atmospheric temperature, from close to the Earth's surface to the lower stratosphere. Model results are from two sets of experiments: with "present-day" levels of atmospheric CO2 (panel a), and with present-day CO2, sulfur emissions, and stratospheric ozone depletion (panel b). They are given as changes relative to a pre- industrial state of the atmosphere. Observed changes (panel c) are temperature trends over the period 1963 to 1988, as estimated from weather ballooons. All results are for annually averaged data and are in units of°C (panels a, b) and°C/25 years (panel c). The patterns of change in panels b and c are similar.

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The agreements between the patterns of change predicted by models and those actually observed are due to similarities at large spatial scales, such as contrasts between the temperature changes in the northern and southern hemispheres or between different levels of the atmosphere. It is at these large scales that we have most confidence in model performance. More importantly, many of the results 60 of these studies agree with our physical understanding of the climate system, and do not depend solely on numerical models or statistical techniques.

There are still uncertainties in these detection and attribution studies. These are due primarily to our imperfect knowledge of the true climate-change signal due to human activities, to our incomplete understanding of the background noise of natural climatic variability against which this signal must 65 be detected, and to inadequacies in the observational record. Such uncertainties make it difficult to determine the exact size of the human contribution to climate change. Nevertheless, the most recent assessment of the science suggests that human activities have led to a discernible influence on global climate and that these activities will have an increasing influence on future climate.

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Text 3 “Human Influence” The rapid increase in atmospheric concentrations of thee three main man-made greenhouse gases is clear from the data sets for these gases over the last 1000 years.

Since around the time of the industrial revolution in Western countries levels of carbon dioxide, methane and nitrous oxide of all risen dramatically. Fossil fuel combustion, increasingly 5 intensive agriculture and an expanding global human population have been the primary causes for this rapid increase.

Methane concentrations have seen the biggest relative inncrease in the last 200 years, concentrations more than doubling. The rate of methane increase appeared to be lessening 10 over the last decade, but rose again in 2007. It is concentrations of carbon dioxide, methane and nitrous oxide which are the human-made greenhouse gases which we are likely to see increase most in the next 100 years. 15 Sulphate aerosols, though not greenhouse gases, are nonetheless very important to global climate. Sulphate in our atmosphere has a net cooling effect (see below) and so goes some way to reduce the warming effect of the 20 greenhouse gases.

The same increases in fossil fuel burning which have led to elevated greenhouse gas concentrations in the last two hundred years have also led to an increase in sulphate 25 emissions. However sulphate particles have a much shorter ligetime in our atmosphere than greenhouse gases.

Cleaner fuel technologies are today leading to a reduction in sulphate emissions and their 30 incidental cooling effect on our climate. If greenhouse gas emissions continue to increase then their overall warming effect may therefore become even more intense.

Our impact on the global climate since the 35 industrial revolution has been complex. Though emissions of greenhouse gases, like carbon dioxide and methane have had a net warming effect, emissions of sulphate have

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had a net cooling effect.

40 The overall effect is one of net global warming, but the complex interaction of these positive and negative influences on global warming make predicting future warming difficult.

The problem is exacerbated by our poor level of undersstanding of exactly how some factors, like land-use albedo (the reflectance of the land), operate and interact.

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GRADE LEVEL: 10 PART I: ANALYZING ARGUMENTS

Lesson 1 One Class Period

Aim:  How can we apply reading skills to “read” an image?

Common Core Learning Standards: Standard Grade Standard Number RI 10 1, 2, 3, 5, 6 W 10 1, 4, 5, 9 SL 10 1, 2, 3, 4, 5, 6 L 10 1, 5, 6

Motivation:  What is meant by the quotation “A picture is worth a thousand words?”

Instructional Materials:  “Is Technology Producing a Decline in Critical Thinking and Analysis?” scholarly paper excerpt (Attachment 1)  “Applying SOAPSTone to Print Ads” worksheet (Attachment 2)  SOAPSTone chart (Attachment 3)

Procedures and Pivotal Questions:  Review responses to the motivation activity. Ask students: o Why does a person take a picture? o What is the viewer supposed to do with a picture? o Which is more appreciated in modern society – pictures or print? Why?  Transition: As technology has become more prominent in our lives, we’ve moved to becoming more of a visual society rather than a literal society. We often don’t equate the observation of images, still or moving, with the activity of reading. However, whether you’re conscious of it or not, you are always reading, to some degree, into the images you see. When we watch or look, we’re passively engaging with what’s before our eyes, and we miss a lot of information. By reading, however, we think about what we’re seeing and interpret a hidden message that’s right in front of your eyes.  Distribute the handout “Is Technology Producing a Decline in Critical Thinking and Analysis?” (Attachment 1). Allow the students 5-7 minutes to read the article and apply the basic reading skills of SOAPSTone to review the piece.  Transition: You just applied critical thinking reading skills that you know very well to interpret this written article. You identified the intended audience, subject, author’s purpose, and tone. By using these skills, you can interpret anything you read, see, or hear. So let’s try to “read” print advertisement images using SOAPSTone.  Break the class into small groups. Distribute “Applying SOAPSTone to Print Ads” (Attachment 2) to each group, along with a copy of the SOAPSTone chart (Attachment 3)

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to each student. Allow students 5-7 minutes to complete this activity. Each group will then present their ad and their analysis to the class.

Summary:  Whole class discussion: Predict how society will be affected as its dependence on technology and visual images increases and its media literacy decreases.

Extension Activity:  Students will find a print advertisement from a newspaper or magazine, printed or digital, and apply and attach SOAPSTone to their found ad.

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Attachment 1 Is Technologyg Producing a Decline in Criitical Thinking and Analysis? University of California – Los Angeles via ScienceDaily.com

As technology has played a bigger role in our lives, our skills in critical thinking and analysis have declined, while our visual skills have improved, according to research by Patricia Greenfield, UCLA distinguished professor of psychology and director of the Children's Digital Media Center, Los Angeles. 5 Learners have changed as a result of their exposure to technology, says Greenfield, who analyzed more than 50 studies on learning and technology, including research on multi-tasking and the use of computers, the Internet and video gamess. Her research was published this month in the journal Science. Reading for pleasure, which has declined among young people in recent decades, 10 enhances thinking and engages the imagination in a way that visual media such as video games and television do not, Greenfield said. How much should schools use new media, verssus older techniques such as reading and classroom discussion? "No one medium is good for everything," Greenfield said. "If we want to develop a 15 variety of skills, we need a balanced media diet. Each medium has costs and benefits in terms of what skills each develops." Schools should make more effort to test students using visual media, she said, by asking them to 20 prepare PowerPoint presentations, for example. "As students spend more time with visual media and less time with print, evaluation methods that include 25 visual media will give a better picture of what they actually know," said Greenfield, who has been using films in her classes since the 1970s. "By using more visual media, students will process information better," she said. 30 "However, most visual media are real-time media that do not allow time for reflection, analysis or imagination — those do not get developed by real-time media such as television or video games. Technology is not a panacea in education, because of the skills that are being lost. "Studies show that reading develops imagination, inducction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing 35 these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."

Respond to the following prompts on the back.

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Category Your Response Speaker Who is the author of this piece?

Occasion When was this written?

Audience Who is supposed to read this?

Purpose Why did the author write this article? Subject What is the topic/focus of this piece? Tone What is the author’s attitude about this topic?

Overall, what is the message that you take away from having read this article?

______

If you take the first letter of each category in the chart above (and all of “tone”), you spell SOAPSTone, which is a basic reading activity that you can apply to any medium, be it literature, television, film, music, art, dance, or live theatre. SOAPSTone helps you determine the purpose and message communicated by a medium.

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Attachment 2 Applyl ing SOAPSTone to Print Ads Directions: Scrutinize the three print ads contained in this packet. Analyze each ad using SOAPSTone. ______PRINT AD #1: World Wildlife Foundation – “Fishmen Campaiign”

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PRINT AD #2: Milk – “Got Milk?: David Beckham"

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PRINT AD #3: Moms Demand Action – “Gun Sense”

SOAPSTone Chart

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PRINT AD #4: Lego – “Rebuild It”

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PRINT AD #5: Microsoft – “Windows vs. Walls”

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PRINT AD #6: Starbucks – “You and Starbucks: It’s Bigger than Coffee”

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Attachment 3 SOAPSTone Chart

Category Your Response

Speaker

Occasion

Audience

Purpose

Subject

Tone

Is the overall message of your group’s advertisement effective? Explain how it is or is not an effective ad.

Is the message of your group’s advertisement appropriate? Explain why it is or is not appropriate.

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GRADE LEVEL: 10 PART I: ANALYZING ARGUMENTS

Lesson 2 One Class Period

Aim:  How can rhetorical devices bring style to our writing and strengthen our arguments?

Common Core Learning Standards: Standard Grade Standard Number RI 10 1, 2, 3, 4, 5, 6, 8 W 10 1, 4, 5 SL 10 1, 3, 4 L 10 1, 3, 4

Motivation:  Read and copy the following sentence, which is fairly vague, basic, and boring. Rewrite the sentence, enhancing it to make it a strong, attention-grabbing, powerful argument that someone would have to agree with. Students have too much homework.

Instructional Materials:  “Rhetorical Devices – A Review” worksheet (Attachment 4)  “Identifying Rhetorical Devices in Argumentative Writing” blog post (Attachment 5)  highlighters

Procedures and Pivotal Questions:  Review responses to the motivation activity. Ask student volunteers to share their responses by having them write their responses on the chalkboard, or give the students transparencies and transparency markers to post on the overhead. As the class examines each response, ask: o What strategy did this student use to make the original weak argument sentence into a strong argument sentence? o How did this strategy make the argument better? As each strategy is discussed, the teacher will add it to a list of rhetorical devices on the board.  Transition: There are so many ways in which we can enhance our writing and strengthen the argument we make. If you want to win support for your argument, you must work hard to get your points across and interest the reader or listener.  Distribute the worksheet “Rhetorical Devices – A Review” (Attachment 4) and allow the students five minutes to complete the activity in pairs. Then quickly review to ensure that students have made the correct matches. You many, also match these devices to the sentences students provided from the do now.  Transition: Now we’ll closely read a short argumentative piece. As we read, we will identify the rhetorical devices that the author uses.  Distribute the worksheet “Identifying Rhetorical Devices in Argumentative Writing” (Attachment 5) and highlighters to each student. Have the students individually read the

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blog post “Pointless Projects…” on the worksheet. As they read, they will highlight any words, phrases, or clauses that are examples of rhetorical devices. They will also write the name of the device in the margin next to the highlighted portion.  Post the post on the SMART Board or display it on the overhead. As students share their findings, the teacher will highlight and annotate the projection for the class to observe and copy. With each device found and shared, ask: o How does this rhetorical device enhance Lisa Morguess’ argument?

Summary:  Exit card: Overall, based on her used of rhetorical devices to establish style, argue whether Lisa Morguess does or does not present a solid argument.

Extension Activity:  Have the students write about a school project or assignment from their past that they did not like. They must type a one-page, double-spaced paper in which they argue for the abolishment of the project, alternatives to the project, or improvement ideas for the project. They must incorporate at least three rhetorical devices into their piece.

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Attachment 4 Rhetorical Devices – A Review

Directions: Match each rhetorical device provided in the word box to its definition below.

Rhetorical Devices detail diction figurative language imagery irony point of view structure syntax tone

Device Definition The overall emotion or attitude of an author toward the characters, subject, and audience (anger, sarcastic, loving, regretful…).

The perspective from which a story is presented (first person, second person, third person objective, limited, or omniscient).

Language that contains figures of speech (alliteration, hyperbole, metaphor, onomatopoeia, personification, simile) in order to create associations that are imaginative rather than literal. The order in which a writer arranges or presents the information in his or her writing.

A situation (dramatic or situational) or verbal statement characterized by a significant difference between what is expected or understood and what actually happens or is meant. It is frequently humorous.

Specific word choice that creates tone and enhances the meaning.

The grammatical structure of a sentence; the arrangement of words in a sentence. This includes length of sentences and types of sentences (declarative, interrogative, exclamatory, simple, compound, complex). Words or phrases that use a collection of images to appeal to one or more of the five senses (sight, smell, sound, taste, touch, movement) in order to create a mental picture .

A strong and well-explained example or piece of evidence.

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Attachment 5 Identifying Rhetorical Devices in Argumentative Writing Directions: Read the blog post below, in which a parent presents an argument about a project one of her children was assigned in school. As you read, highlight any words, phrases, or clauses that are rhetorical devices, and label the rhetorical device in the margin.

“Pointless Projects: The Dreaded Pig Project” Written by Lisa Morguess for her blog Hometown Homework Chronicles March 13, 2014 The Pig Project has been a staple of second grade at my kids’ school for Rhetorical Devices several years, and like the Turkey Project, it is one I have come to despise and dread. The Pig Project centers around a foam rubber pig, roughly the size of a baseball, which 5 the second graders aare instructed to dress as a notable historical person, place in a diorama of their own creation using a shoebox, and research/write a report about that notable historical person. 10 Who came up with this project, and why? Well, all I know is that it came about because, somehow or other, the school acquired hundreds of pig-shaped stress baalls from a bank that closed its doors. I kid you not. I have no 15 idea why the school would want hundreds of pig- shaped stress balls, but in so acquiring them, somebody came up with this project as something to do with all those damn pigs. What is it with my kids’ school and their propenssity for making the kids dress up fake animals as people? 20 And of course this is a take-home project, not one that is done in class. Do you have any idea how difficult it is to dress a spherical object as a person? I have no beef with learning about notable historical people. What I do have a beef with is the dressing an animal figure as a person (what is the educational value 25 of that?), the diorama that is to be created at home (the timme and expense involved, as well as the age-inappropriateness), and the fact that here we have once again a research project when no research skills have been taughhtt. I would be perfectly comfortable raising my concerns with the teacher and bowing out of this project like we did the Turkey Project, but my second grader is 30 more concerned about fitting in, doing what her classmates are doiing, and pleasing her teacher (that’s a whole other beef I have – when didd it happen that kids see their teachers as higher authorities than their parents?). So, she’s doing the project, with a great deal of help from her older sister (because I refuse to get involved on principle, beyond buying the materials needed for her to make her diorama based on Jane 35 Goodall). I know very well from past years that the vast, vast majority of these projects, which will be on display in the classroom for Open House will have been very obviously completed by parents. What is the point of that?

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GRADE LEVEL: 10 PART I: ANALYZING ARGUMENTS

Lesson 3 One Class Period

Aim:  How do we analyze the details an author uses in a piece of writing?

Common Core Learning Standards: Standard Grade Standard Number RI 10 1, 2, 3, 4, 5, 6, 7 W 10 1, 4, 5, 9 SL 10 1, 2, 3, 4 L 10 1, 2, 3, 5

Motivation:  You and a friend are writing about school lunches for the school newspaper to express your disgust with the quality of the food. With a partner, write a short paragraph (6-8 sentences) arguing your feelings about your school’s food. Use at least one rhetorical device in your writing. (Have one member from each pair grab a transparency and transparency marker.)

Instructional Materials:  overhead projector  transparencies  transparency markers  ““The ‘What? How? Why?’ Strategy of Detail Analysis” handout (Attachment 6)  “Boss Hog – Part 2” essay excerpt from The Rolling Stone (Attachment 7)

Procedures and Pivotal Questions:  Review responses to the motivation activity. Student volunteers will present their argument. After they read their piece to the class, ask the rest of the class: o What is a detail that the writers used? o How did they apply a rhetorical device to it? o Why did they use this device? As the class offers responses, the student presenters will respond to the class’ answers, explaining their rationale for making the choice they made.  Transition: Your argument is only as strong as the detail you put in. o When deciding upon what details to use, what should you consider? As students answer this question, the teacher will list the responses on the board for the students to copy into their notebooks. The class should come to the conclusion that there should be a balance of details – preferably a minimum of three – so as not to overwhelm the reader or lose the reader’s attention. The details, though, should be stylistically enhanced with rhetorical devices.  Distribute the handout “The ‘What? How? Why?’ Strategy of Detail Analysis” (Attachment 6). Ask for a student to read the blurb at the top of the worksheet aloud to clarify. Have the

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students apply the What? How? Why? method to the image at the bottom of the sheet. After 2-3 minutes, review students’ responses as a group.  Tell the students that you’re going to show them a commercial, relating to the same topic, for Perdue chicken. As they view the commercial, they should find a strong detail that uses a rhetorical device and apply the What? How? Why? method to the commercial. Commercial link: https://www.youtube.com/watch?v=kBnXQXvA-p0  Distribute the essay “Boss Hog – Part 2” (Attachment 7). Give the students 5-7 minutes to locate a rhetorical device and apply the What? Why? How? method to the essay. After two paragraphs, allow the students to finish on their own.

Summary:  How has examining details in different, but related pieces helped you take a stance on the argument of raising animals for mass-produced food? Which piece was most effective in its argument? Why? Did the pieces use the same approach? If yes, how so? If no, why not?

Extension Activity:  Students will return to their do now to reassess their paragraph. They will rework the paragraph to eliminate excess detail to improve upon the most important detail. They will use What? How? Why? to determine how to improve their paragraph.  Students will choose three mediums from the following list to apply the What? How? Why? strategy of detail analysis. o Mediums: art, photography, political cartoon, commercial, advertisement, article, blog, essay

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Attachment 6 The “What? How? Why?” Strateegy of Detail Analyssis

When you are presented with a medium, be it literature, aart, speech, photography, music, dance, or theatre, the creator of the medium carefully chooses specific details to include in his or her piece for a purpose. To understand why a person uses a specific detail, you can always analyze the detail with three simple questions: What? How? Why?

What? What does the author write? What does the artist depict?

How? How does the author write it? How does the artist depict it? (What rhetorical device is used?)

Why?? (What is the effect/purpose of the rhetorical device?)

Apply What? How? Why? to this photo.

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Attachment 7 “Boss Hog – Part 2” Jeff Tietz for Rolling Stone on December 14, 2006

Smithfield’s feces holding ponds – the company calls them lagoons – cover as much as 120,000 square feet. The area around a single slaughterhouse can contain hundreds of lagoons, some of which run thirty feet deep. The liquid in them is not brown. The interactions between the bacteria and blood and urine and excrement and chemicals and drugs turns the lagoon pink. 5 The lagoons themselves are so viscous and venomous that if someone falls in it is foolish to try and save him. A few years ago, a truck driver in Oklahoma was transferring pig feces to a lagoon when he and his truck went over the side. It took almost three weeks to recover his body. In 1992, when a worker making repairs to a lagoon in Minnesota began to choke to death on the fumes, another worker dived after him, and they died the same death. In another instance, a 10 worker who was repairing a lagoon in Michigan was overcome by the fumes and fell in. His fifteen-year-old nephew dived in to save him but was overcome, the worker’s cousin went in to save the teenager but was overcome, the worker’s older brother dived in to save them but was overcome, and then the worker’s father dived in. They all died in pig feces. Studies have shown that lagoons emit hundreds of different volatile gases into the 15 atmosphere, including ammonia, methane, carbon dioxide, and hydrogen sulfide. A single lagoon releases many millions of bacteria into the air per day, some resistant to human antibiotics. Hog farms in North Carolina also emit some 300 tons of nitrogen into the air every day as ammonia gas, much of which falls back to earth and deprives lakes and streams of oxygen, stimulating algal blooms and killing fish. 20 Looking down from a plane, we watch as several of Smithfield’s farmers spray their hog feces straight up into the air as a fine mist: It looks like a public fountain. Lofted and atomized, the feces is blown clear of the company’s property. People who breathe the feces-infused air suffer from bronchitis, asthma, heart palpitations, headaches, diarrhea, nosebleeds and brain damage.

What? What does the author write? What does the artist depict?

How? How does the author write it? How does the artist depict it? (What rhetorical device is used?)

Why? (What is the effect/purpose of the rhetorical device?)

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GRADE LEVEL: 10 PART I: ANALYZING ARGUMENTS

Lesson 4 One Class Period

Aim:  How does a writer or speaker use persuasive appeals to get others to agree to his/her argument?

Common Core Learning Standards: Standard Grade Standard Number RI 10 1, 2, 3, 4, 5, 6, 8, 9 W 10 1, 4, 5, 9 SL 10 1, 3, 4 L 10 1, 2, 3, 6

Motivation:  If a speaker or writer wants to convince the listener or reader to agree with his/her argument, what does the speaker or writer need to establish in his/her speech or essay and why?

Instructional Materials:  “Modes of Persuasion” handout (Attachment 8)  “A Whisper of AIDS” speech (Attachment 9)  highlighters  “Sylvanus Thayer Award Acceptance Address” (Attachment 10)

Procedures and Pivotal Questions:  Review responses to the motivation activity.  Distribute the handout “Modes of Persuasion” (Attachment 8)  Transition: The three main things that every speaker should aim to establish in his or her speech are ethos, logos, and pathos, more commonly known as persuasive appeals. If you look closely at each word, you should be able to derive its meaning and purpose. (As the class examines each word, they will add the definitions and meaning of each to their handouts.) o What is ethos? . What word is similar to ethos? (ethics) . How would one establish his/her character in an argument?  (trustworthiness, similarity, authority, reputation, sincerity, standard English) o What is logos? . What word is similar to logos? (logic) . How would one support his/her argument?  (facts, research, shared wisdom, diagrams/charts, examples, definitions) o What is pathos? . What word is similar to pathos? (sympathy/empathy)

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. How would one add emotion/feeling to his/her argument?  (themes, visuals, figurative language, anecdotes, humor, delivery technique) A speaker does not have to hit all three of the modes of persuasion in his/her speech, but one must touch upon two at the least in order to support the argument well.  Distribute highlighters and copies of the speech “A Whisper of AIDS” (Attachment 9) to the class. To ensure the flow and meaning of the speech is smooth for the purposes of hearing the ethos, logos, and pathos, the teacher should read the speech aloud in portions. As students listen, they will highlight instances of ethos, logos, and pathos. o What mode of persuasion is present here? o What evidence is given to establish this mode of persuasion? o What is the purpose of using this mode of persuasion here?  After reading and annotating, post the following questions on the board for students to answer individually in their notebooks. o Choose one detail that you feel is Fisher’s strongest use of ethos. Do the same for logos and pathos. o How would her speech be effected had she not included these? o Which of the three modes of persuasion do you feel Fisher utilizes best and why?

Summary:  Exit card: Decide what you believe is the best of the three modes of persuasion. Defend why you feel the way you do.

Extension Activity:  For homework, students will read and annotate General Douglas MacArthur’s speech to the cadets at West Point (Attachment 10) for ethos, logos, and pathos. They will then type a one-page, double-spaced paper explaining how MacArthur uses ethos, logos, and pathos to effectively develop her speech and communicate his argument.  Students may also return to literature or essays that we’ve previously read and studied in class to search for ethos, logos, and pathos in text. They will then type a one-page, double- spaced paper explaining how the character or author uses ethos, logos, and pathos to effectively develop his/her speech and communicate his/her argument.

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Attachment 8 Modes of Persuasion

Definition of ethos: Ethos Means of establishing ethos:

Aristotle’s Triangle

Definition

Definition of pathos: of logos:

Logos Pathos

Means of establishing logos: Means of establishing pathos:

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Attachment 9 “A Whisper of AIDS” Mary Fisher Delivered at the 1992 Republican National Convention Address on August 19 in Houston, Texas

Less than three months ago at platform hearings in Salt Lake City, I asked the Republican Party to lift the shroud of silence which has been draped over the issue of HIV and AIDS. I have come tonight to bring our silence to an end. I bear a message of challenge, not self- congratulation. I want your attention, not your applause. 5 I would never have asked to be HIV positive, but I believe that in all things there is a purpose; and I stand before you and before the nation gladly. The reality of AIDS is brutally clear. Two hundred thousand Americans are dead or dying. A million more are infected. Worldwide, forty million, sixty million, or a hundred million infections will be counted in the coming few years. But despite science and research, White House meetings, and congressional 10 hearings, despite good intentions and bold initiatives, campaign slogans, and hopeful promises, it is -- despite it all -- the epidemic which is winning tonight. In the context of an election year, I ask you, here in this great hall, or listening in the quiet of your home, to recognize that AIDS virus is not a political creature. It does not care whether you are Democrat or Republican; it does not ask whether you are black or white, male 15 or female, gay or straight, young or old. Tonight, I represent an AIDS community whose members have been reluctantly drafted from every segment of American society. Though I am white and a mother, I am one with a black infant struggling with tubes in a Philadelphia hospital. Though I am female and contracted this disease in marriage and enjoy the warm support of my family, I am one with the lonely gay 20 man sheltering a flickering candle from the cold wind of his family’s rejection. This is not a distant threat. It is a present danger. The rate of infection is increasing fastest among women and children. Largely unknown a decade ago, AIDS is the third leading killer of young adult Americans today. But it won’t be third for long, because unlike other diseases, this one travels. Adolescents don’t give each other cancer or heart disease because they 25 believe they are in love, but HIV is different; and we have helped it along. We have killed each other with our ignorance, our prejudice, and our silence. We may take refuge in our stereotypes, but we cannot hide there long, because HIV asks only one thing of those it attacks. Are you human? And this is the right question. Are you human? Because people with HIV have not entered some alien state of being. They are human. 30 They have not earned cruelty, and they do not deserve meanness. They don’t benefit from being isolated or treated as outcasts. Each of them is exactly what God made: a person; not evil, deserving of our judgment; not victims, longing for our pity -- people, ready for support and worthy of compassion. My call to you, my Party, is to take a public stand, no less compassionate than that of the 35 President and Mrs. Bush. They have embraced me and my family in memorable ways. In the place of judgment, they have shown affection. In difficult moments, they have raised our spirits. In the darkest hours, I have seen them reaching not only to me, but also to my parents, armed with that stunning grief and special grace that comes only to parents who have themselves leaned too long over the bedside of a dying child. 40 With the President’s leadership, much good has been done. Much of the good has gone unheralded, and as the President has insisted, much remains to be done. But we do the

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President’s cause no good if we praise the American family but ignore a virus that destroys it. We must be consistent if we are to be believed. We cannot love justice and ignore prejudice, love our children and fear to teach them. Whatever our role as parent or policymaker, 45 we must act as eloquently as we speak -- else we have no integrity. My call to the nation is a plea for awareness. If you believe you are safe, you are in danger. Because I was not hemophiliac, I was not at risk. Because I was not gay, I was not at risk. Because I did not inject drugs, I was not at risk. My father has devoted much of his lifetime guarding against another holocaust. He is 50 part of the generation who heard Pastor Nemoellor come out of the Nazi death camps to say:

“They came after the Jews, and I was not a Jew, so, I did not protest. They came after the trade unionists, and I was not a trade unionist, so, I did not protest. Then they came after the Roman Catholics, and I was not a Roman Catholic, so, I did not protest. 55 Then they came after me, and there was no one left to protest.”

The -- The lesson history teaches is this: If you believe you are safe, you are at risk. If you do not see this killer stalking your children, look again. There is no family or community, no race or religion, no place left in America that is safe. Until we genuinely embrace this message, we are a nation at risk. 60 Tonight, HIV marches resolutely toward AIDS in more than a million American homes, littering its pathway with the bodies of the young -- young men, young women, young parents, and young children. One of the families is mine. If it is true that HIV inevitably turns to AIDS, then my children will inevitably turn to orphans. My family has been a rock of support. My 84-year-old father, who has pursued the healing of the nations, will not accept the 65 premise that he cannot heal his daughter. My mother refuses to be broken. She still calls at midnight to tell wonderful jokes that make me laugh. Sisters and friends, and my brother Phillip, whose birthday is today, all have helped carry me over the hardest places. I am blessed, richly and deeply blessed, to have such a family. But not all of you -- But not all of you have been so blessed. You are HIV positive, but 70 dare not say it. You have lost loved ones, but you dare not whisper the word AIDS. You weep silently. You grieve alone. I have a message for you. It is not you who should feel shame. It is we -- we who tolerate ignorance and practice prejudice, we who have taught you to fear. We must lift our shroud of silence, making it safe for you to reach out for compassion. It is our task to seek safety for our children, not in quiet denial, but in effective action. 75 Someday our children will be grown. My son Max, now four, will take the measure of his mother. My son Zachary, now two, will sort through his memories. I may not be here to hear their judgments, but I know already what I hope they are. I want my children to know that their mother was not a victim. She was a messenger. I do not want them to think, as I once did, that courage is the absence of fear. I want them to know that courage is the strength to act wisely 80 when most we are afraid. I want them to have the courage to step forward when called by their nation or their Party and give leadership, no matter what the personal cost. I ask no more of you than I ask of myself or of my children. To the millions of you who are grieving, who are frightened, who have suffered the ravages of AIDS firsthand: Have courage, and you will find support. To the millions who are strong, I issue the plea: Set aside 85 prejudice and politics to make room for compassion and sound policy.

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To my children, I make this pledge: I will not give in, Zachary, because I draw my courage from you. Your silly giggle gives me hope; your gentle prayers give me strength; and you, my child, give me the reason to say to America, "You are at risk." And I will not rest, Max, until I have done all I can to make your world safe. I will seek a place where intimacy is not the 90 prelude to suffering. I will not hurry to leave you, my children, but when I go, I pray that you will not suffer shame on my account. To all within the sound of my voice, I appeal: Learn with me the lessons of history and of grace, so my children will not be afraid to say the word "AIDS" when I am gone. Then, their children and yours may not need to whisper it at all. 95 God bless the children, and God bless us all. Good night.

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Attachment 10 “Sylvanus Thayer Award Acceptance Address” General Douglas MacArthur Delivered May 12, 1962 at West Point, New York

General Westmoreland, General Grove, distinguished guests, and gentlemen of the Corps! As I was leaving the hotel this morning, a doorman asked me, "Where are you bound for, General?" And when I replied, "West Point," he remarked, "Beautiful place. Have you ever 5 been there before?" No human being could fail to be deeply moved by such a tribute as this [Thayer Award]. Coming from a profession I have served so long, and a people I have loved so well, it fills me with an emotion I cannot express. But this award is not intended primarily to honor a personality, but to symbolize a great moral code -- the code of conduct and chivalry of those 10 who guard this beloved land of culture and ancient descent. That is the animation of this medallion. For all eyes and for all time, it is an expression of the ethics of the American soldier. That I should be integrated in this way with so noble an ideal arouses a sense of pride and yet of humility which will be with me always Duty, Honor, Country: Those three hallowed words reverently dictate what you ought to 15 be, what you can be, what you will be. They are your rallying points: to build courage when courage seems to fail; to regain faith when there seems to be little cause for faith; to create hope when hope becomes forlorn. Unhappily, I possess neither that eloquence of diction, that poetry of imagination, nor that brilliance of metaphor to tell you all that they mean. 20 The unbelievers will say they are but words, but a slogan, but a flamboyant phrase. Every pedant, every demagogue, every cynic, every hypocrite, every troublemaker, and I am sorry to say, some others of an entirely different character, will try to downgrade them even to the extent of mockery and ridicule. But these are some of the things they do: They build your basic character. They mold 25 you for your future roles as the custodians of the nation's defense. They make you strong enough to know when you are weak, and brave enough to face yourself when you are afraid. They teach you to be proud and unbending in honest failure, but humble and gentle in success; not to substitute words for actions, not to seek the path of comfort, but to face the stress and spur of difficulty and challenge; to learn to stand up in the storm but to have compassion on 30 those who fall; to master yourself before you seek to master others; to have a heart that is clean, a goal that is high; to learn to laugh, yet never forget how to weep; to reach into the future yet never neglect the past; to be serious yet never to take yourself too seriously; to be modest so that you will remember the simplicity of true greatness, the open mind of true wisdom, the meekness of true strength. They give you a temper of the will, a quality of the imagination, a 35 vigor of the emotions, a freshness of the deep springs of life, a temperamental predominance of courage over timidity, of an appetite for adventure over love of ease. They create in your heart the sense of wonder, the unfailing hope of what next, and the joy and inspiration of life. They teach you in this way to be an officer and a gentleman. And what sort of soldiers are those you are to lead? Are they reliable? Are they brave? 40 Are they capable of victory? Their story is known to all of you. It is the story of the American man-at-arms. My estimate of him was formed on the battlefield many, many years ago, and has

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never changed. I regarded him then as I regard him now -- as one of the world's noblest figures, not only as one of the finest military characters, but also as one of the most stainless. His name and fame are the birthright of every American citizen. In his youth and strength, his love and 45 loyalty, he gave all that mortality can give. He needs no eulogy from me or from any other man. He has written his own history and written it in red on his enemy's breast. But when I think of his patience under adversity, of his courage under fire, and of his modesty in victory, I am filled with an emotion of admiration I cannot put into words. He belongs to history as furnishing one of the greatest examples of 50 successful patriotism. He belongs to posterity as the instructor of future generations in the principles of liberty and freedom. He belongs to the present, to us, by his virtues and by his achievements. In 20 campaigns, on a hundred battlefields, around a thousand campfires, I have witnessed that enduring fortitude, that patriotic self-abnegation, and that invincible determination which have carved his statue in the hearts of his people. From one end of the 55 world to the other he has drained deep the chalice of courage. As I listened to those songs [of the glee club], in memory's eye I could see those staggering columns of the First World War, bending under soggy packs, on many a weary march from dripping dusk to drizzling dawn, slogging ankle-deep through the mire of shell- shocked roads, to form grimly for the attack, blue-lipped, covered with sludge and mud, chilled 60 by the wind and rain, driving home to their objective, and for many, to the judgment seat of God. I do not know the dignity of their birth, but I do know the glory of their death. They died unquestioning, uncomplaining, with faith in their hearts, and on their lips the hope that we would go on to victory. Always, for them: Duty, Honor, Country; always their blood and sweat 65 and tears, as we sought the way and the light and the truth. And 20 years after, on the other side of the globe, again the filth of murky foxholes, the stench of ghostly trenches, the slime of dripping dugouts; those boiling suns of relentless heat, those torrential rains of devastating storms; the loneliness and utter desolation of jungle trails; the bitterness of long separation from those they loved and cherished; the deadly pestilence of 70 tropical disease; the horror of stricken areas of war; their resolute and determined defense, their swift and sure attack, their indomitable purpose, their complete and decisive victory -- always victory. Always through the bloody haze of their last reverberating shot, the vision of gaunt, ghastly men reverently following your password of: Duty, Honor, Country. The code which those words perpetuate embraces the highest moral laws and will stand 75 the test of any ethics or philosophies ever promulgated for the uplift of mankind. Its requirements are for the things that are right, and its restraints are from the things that are wrong. The soldier, above all other men, is required to practice the greatest act of religious training -- sacrifice. 80 In battle and in the face of danger and death, he discloses those divine attributes which his Maker gave when he created man in his own image. No physical courage and no brute instinct can take the place of the Divine help which alone can sustain him. However horrible the incidents of war may be, the soldier who is called upon to offer and to give his life for his country is the noblest development of mankind. 85 You now face a new world -- a world of change. The thrust into outer space of the satellite, spheres, and missiles mark the beginning of another epoch in the long story of mankind. In the five or more billions of years the scientists tell us it has taken to form the earth,

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in the three or more billion years of development of the human race, there has never been a more abrupt or staggering evolution. We deal now not with things of this world alone, but with 90 the illimitable distances and as yet unfathomed mysteries of the universe. We are reaching out for a new and boundless frontier. We speak in strange terms: of harnessing the cosmic energy; of making winds and tides work for us; of creating unheard synthetic materials to supplement or even replace our old standard basics; to purify sea water for our drink; of mining ocean floors for new fields of 95 wealth and food; of disease preventatives to expand life into the hundreds of years; of controlling the weather for a more equitable distribution of heat and cold, of rain and shine; of space ships to the moon; of the primary target in war, no longer limited to the armed forces of an enemy, but instead to include his civil populations; of ultimate conflict between a united human race and the sinister forces of some other planetary galaxy; of such dreams and fantasies 100 as to make life the most exciting of all time. And through all this welter of change and development, your mission remains fixed, determined, inviolable: it is to win our wars. Everything else in your professional career is but corollary to this vital dedication. All other public purposes, all other public projects, all other public needs, great or small, will find 105 others for their accomplishment. But you are the ones who are trained to fight. Yours is the profession of arms, the will to win, the sure knowledge that in war there is no substitute for victory; that if you lose, the nation will be destroyed; that the very obsession of your public service must be: Duty, Honor, Country. Others will debate the controversial issues, national and international, which divide 110 men's minds; but serene, calm, aloof, you stand as the Nation's war-guardian, as its lifeguard from the raging tides of international conflict, as its gladiator in the arena of battle. For a century and a half you have defended, guarded, and protected its hallowed traditions of liberty and freedom, of right and justice. Let civilian voices argue the merits or demerits of our processes of government; 115 whether our strength is being sapped by deficit financing, indulged in too long, by federal paternalism grown too mighty, by power groups grown too arrogant, by politics grown too corrupt, by crime grown too rampant, by morals grown too low, by taxes grown too high, by extremists grown too violent; whether our personal liberties are as thorough and complete as they should be. These great national problems are not for your professional participation or 120 military solution. Your guidepost stands out like a ten-fold beacon in the night: Duty, Honor, Country. You are the leaven which binds together the entire fabric of our national system of defense. From your ranks come the great captains who hold the nation's destiny in their hands the moment the war tocsin sounds. The Long Gray Line has never failed us. Were you to do so, 125 a million ghosts in olive drab, in brown khaki, in blue and gray, would rise from their white crosses thundering those magic words: Duty, Honor, Country. This does not mean that you are war-mongers. On the contrary, the soldier, above all other people, prays for peace, for he must suffer and bear the deepest wounds and scars of war. 130 But always in our ears ring the ominous words of Plato, that wisest of all philosophers: "Only the dead have seen the end of war." The shadows are lengthening for me. The twilight is here. My days of old have vanished, tone and tint. They have gone glimmering through the dreams of things that were.

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Their memory is one of wondrous beauty, watered by tears, and coaxed and caressed by the 135 smiles of yesterday. I listen vainly, but with thirsty ears, for the witching melody of faint bugles blowing reveille, of far drums beating the long roll. In my dreams I hear again the crash of guns, the rattle of musketry, the strange, mournful mutter of the battlefield. But in the evening of my memory, always I come back to West Point. Always there echoes and re-echoes: Duty, Honor, Country. 140 Today marks my final roll call with you, but I want you to know that when I cross the river my last conscious thoughts will be of The Corps, and The Corps, and The Corps. I bid you farewell.

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GRADE LEVEL: 10 PART I: ANALYZING ARGUMENTS

Lesson 5 Four Class Periods

Aim:  What are fallacies, and how do I recognize one?

Common Core Learning Standards: Standard Grade Standard Number RI 10 1, 2, 6, 8 W 10 1, 4, 8 SL 10 1, 3, 4, 5 L 10 1, 2, 6

Motivation:  Take the worksheet “Mean Girls, Bad Logic” (Attachment 11). Read each quotation on the worksheet and explain the problem in the logic of each quotation.

Instructional Materials:  “Mean Girls, Bad Logic” worksheet (Attachment 11)  “Logical Fallacies” handout (Attachment 12)  Various advertisements – five per student (previous night’s homework assignment)  Post-Its

Procedures and Pivotal Questions:  Review responses to the motivation activity. Ask students: o What is wrong with this character’s statement? . With each response, ask students if they know the name of the logical fallacy being used in that statement. If not, tell the students so they may add it to their sheet. The fallacies are as follows: non sequitur, traditional wisdom, hasty generalization, equivocation, sweeping generalization, bandwagon, scare tactics. o (After all quotations have been reviewed) What is a fallacy?  Transition: (Clarify the definition) A logical fallacy is an error in reasoning that renders one’s argument invalid. Logical fallacies are commonly found in advertisements, and advertisements are everywhere, so logical fallacies must be everywhere. The statement I just made is an example of a fallacy called a faulty causality. (Repeat the statement.) o What is wrong with the logic of my statement? Logical fallacies frequently make their way into arguments. Many people fall for these fallacies, failing to question their lack of logic. If you pay attention and read closely, you’ll be able to avoid falling into logical fallacy traps.  Distribute the list “Logical Fallacies” (Attachment 12) and briefly review them with the class.  Break the students into groups of four and have them take out their homework assignment of five advertisements that you asked them to bring in for today’s lesson. Distribute Post-Its to

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each group as the students are arranging their groups. As a group, the students will decide which logical fallacy each advertisement uses. They will place a Post-It on each ad, listing on it the logical fallacy represented by the ad and what was the designer’s purpose for using that fallacy. After 7 minutes, each group will present 1-2 of their ads to the class.

Summary:  How can identifying logical fallacies help us to prepare better arguments?

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Attachment 11 Mean Girls, Bad Logic Directions: Read each quotation from the film Mean Girls. Underneath each quotation, explain what is wrong with the logic (reasoning) of that statement.

1. “That’s why her hair is so big. It’s full of secrets.” –Damian

2. “I wish we could all get along like we used to in middle school. I wish I could bake a cake filled with rainbows and smiles and everyone would eat and be happy.” –The Girl “Who Doesn’t Even Go Here”

3. “Regina George is not sweet! She’s a scum-sucking road whore; she ruined my life!” –Janis Ian

4. “I can’t go to Taco Bell. I’m on an all-carb diet. God, Karen, you are so stupid!” –Regina George

5. “Everyone in Africa can read Swedish.” –Cady Heron

6. “One time I saw Cady Heron wearing army pants and flip flops, so I bought army pants and flip flops.” –Bethany Byrd

7. “Don’t have sex. You will get pregnant and die.” –Coach Carr (Scare Tactics)

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Attachment 12 Logical Fallacies

1. Ad hominem: attacking the person instead of the issue at hand

2. Appeals to false authority: asks the audience to agree with the writer or speaker based on his/her character and not his/her qualifications

3. Appeals to the people: uses the views of the majority to persuade others

4. Appeals to pity: manipulates people’s emotions in order to get their attention away from the main issue

5. Bandwagon: everyone else is doing it, so you should too

6. Equivocation: the same word is used with two different meanings or a half-truth

7. False dilemma: reduces a complex issue to black and white choices, limiting the choices a person could make

8. Faulty casualty: (Post hoc ergo propter hoc = After this, therefore because of this) assuming that because one event caused another, the first is the cause of the second (first A happened, then B happened, so A caused B)

9. Hasty generalization: a generalization based on insufficient evidence or irrelevant evidence

10. Non sequitur: a conclusion that does not logically follow from the previous statement

11. Red herring: an argument that focuses on an irrelevant issue to distract attention from the real issue

12. Scare tactics: try to frighten people into agreeing by threatening them or predicting unrealistically dire consequences

13. Slippery slope: one thing will lead to another, oftentimes with disastrous results

14. Straw man: portray one’s opponent as a wimp and tries to score points by knocking him down

15. Sweeping generalization: overstatements that are made when a thought is not thought through

16. Traditional wisdom: the logic that things were much better in the past than they are now while ignoring the problems of the past

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GRADE LEVEL: 10 PART I: ANALYZING ARGUMENTS

Lesson 6 One Class Period

Aim:  How can I develop a deep understanding of logical fallacies and how they impact the core message of an argument?

Common Core Learning Standards: Standard Grade Standard Number RI 10 1, 2, 3, 4, 5, 6, 8 W 10 1, 4, 5, 6, 7, 8, 9 SL 10 1, 2, 3, 4, 5 L 10 1, 2, 3, 5, 6

Motivation:  Find your group and take a copy of the handout “Logical Fallacies in Advertising” (Attachment 13).

Instructional Materials:  “Logical Fallacies in Advertising” project guidelines (Attachment 13)  “Logical Fallacies in Advertising – Grading Rubric” (Attachment 14)  Google Chromebooks

Procedures and Pivotal Questions:  Introduce the “Logical Fallacies in Advertising” project. The students will form groups of four. (Depending on the class, you may wish to form the groups yourself.) They will be finding advertisements and analyzing them using SOAPSTone and logical fallacies. Before beginning, the students must first decide upon a target audience so their advertisements are cohesive.  The students will have three class periods to work on this project. They may organize their time as they wish, but the suggested breakdown is recommended: o Day 1: Identify target audience, begin research and analyses o Day 2: Complete research and analyses, begin designing presentation o Day 3: Finalize presentation, prepare order and individual speakers  Student groups will present their presentations on the fourth day. If a group member is absent, the group must still present. The absentee will have to complete an individual assignment to make up for not presenting. o Presentations can take on any form the group wishes (PowerPoint, movie, printed images on posterboard, portfolio, etc.)  Direct students to examine the “Logical Fallacies in Advertising – Grading Rubric” (Attachment 14) so that they are aware of their responsibilities.  To facilitate the project, it is recommended that students work on the Chromebooks while in school so that they may openly share documents online in school and from their home computers.

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Summary:  (After all presentations have concluded) Exit card: What does the casual acceptance of surrounding ourselves with logical fallacies say about our society?

Extension Activity:  Return to literature or essays that we’ve previously read and studied in class to illustrate logical fallacies in text. Type a one-page, double-spaced paper identifying and analyzing the use of these fallacies, and explain how they impact the reader’s understanding of the message of the literature.

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Attachment 13 Logical Fallacies in Advertising Group Project Directions: You have three class days to work on this project. It is recommended that you use your first day to research and analyze, your second day to complete your analyses and begin forming your presentation, and your third day finalizing your presentation and preparing to present it. Your group will present on the fourth day.

You will sample from different mediums to find logical fallacies in advertising, and you will use what you find to create a presentation that you will present to the class. You may use multiple ads from the same medium. Mediums to choose from: commercial blog editorials film music newspaper article photography print ad political cartoon testimonial television show

1. Decide upon a specific audience for which you will find advertisements that target this audience. (All ads must appeal to the same group/type of people.) 2. Select 10 advertisements that are directed at your target audience 3. Apply SOAPSTone and logical fallacy to each advertisement. 4. Summarize the overall message of each advertisement. SOAPSTone Analysis

Speaker Who is the advertiser?

Occasion When was this ad created?

Audience Whom is the ad intended for?

Purpose What is this ad supposed to achieve?

Subject What is this an ad for?

Tone What is the advertiser’s attitude toward the subject?

Analysis of the Logical Fallacy  How is this meant to persuade the audience? ______ Explain how the fallacy is or is not effective in persuading the audience. (Fallacy)

Message: ______

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Attachment 14 Logical Fallacies in Advertising – Grading Rubric

Task Points Examined the required number of ads 10 9 8 7 6 5 4 3 2 1

Clearly identified the target audience 10 7 5 2

Accurately identified the logical fallacies in each ad 10 9 8 7 6 5 4 3 2 1

Demonstrated an understanding and analysis of the ad through 20 18 16 14 12 10 8 6 4 2 SOAPSTone Provided examples of evidence to support conclusions 10 9 8 7 6 5 4 3 2 1

Explains how the message of each ad impacts the audience 10 9 8 7 6 5 4 3 2 1

Created a visually appealing and organized presentation 10 7 5 2

Spoke clearly, audibly, and at a calm pace 10 7 5 2

Actively contributed to the group project 10 7 5 2

TOTAL ______/100

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GRADE LEVEL: 10 PART II: CRAFTING ARGUMENTS

Lesson 7 One Class Period

Aim:  Why is organization the key to a successful argumentative paper, and how do we organize this genre of writing?

Common Core Learning Standards: Standard Grade Standard Number RI 10 1, 2, 3, 4, 5, 6, 8 W 10 1, 4 SL 10 1, 4 L 10 1, 3

Motivation:  Watch the following clip from the Miss Teen USA Pageant 2007. Observe how the contestant, in making an argument, goes about arguing her position.

Instructional Materials:  “Miss Teen South Carolina” 1:38 YouTube clip (https://www.youtube.com/watch?v=1Ig3-B63Uq8)  “Argument Fragments” text fragments (Attachment 15)  “Argument Fragments – Non-fragmented Essay” for teacher-use (Attachment 16)  “How to Structure Argumentative Writing” handout (Attachment 17)

Procedures and Pivotal Questions:  Review responses to the motivation activity. Ask students: o What happened to the contestant? o Why did this happen? o What was her argument? Did she even have an argument? o What evidence did she try to offer? o How did her argument impact you, the audience?  Transition: Granted that this was an on-the-spot event and the contestant had little time to articulate her position, this is a prime example of what happens when organization is not taken seriously or is altogether ignored. Today we’ll review the structure of argumentative writing. Before we do this together, though, let’s see what you can do on your own.  Break the students into groups. Distribute a package of argument fragments (Attachment 15) to each student group. The groups must work as a team to organize the fragments in the correct order to produce a cohesive argumentative essay. They will need to closely examine each fragment of the text to determine where each piece fits. (The numbers next to each fragment make communication and the subsequent review easier when identifying individual fragments.)  Reconvene and allow student groups to present their solutions. As the pieces fall into place, ask:

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o What helped you to determine that this fragment belongs here? o How does switching this fragment with this other fragment affect the flow of ideas? o How do you know that this is an introduction paragraph fragment? o How do you know that this is a body paragraph fragment? o (After all has been assembled and established to be in the right order) What is missing from this argumentative essay? o How does the absence of the counterargument affect the potency of the essay?  Transition: Based on the essay we just pieced back together, how do we structure this genre of writing? As students offer their responses, you may wish to pose the following questions: o What (other) strategies can we use to begin our writing and draw the audience in? o Why do we save the statement of position for the end of the intro paragraph? o What must we do with the evidence we use to support our claims? . Why do we need to cite our evidence? How do we cite our evidence? o How many pieces of evidence should we use per claim? Why? o Is the counterclaim paragraph really necessary? Explain. o What is the goal of the conclusion paragraph?  Distribute copies of the handout “How to Structure Argumentative Writing” (Attachment 17) so students have clear guidelines and specifications to use to govern their future argumentative writing assignments.

Summary:  Think-pair-share: Look back at our fragmented argumentative essay, now in the correct order. Argue whether or not this essay is strong in its organization and information. Write a response of a minimum of five sentences.

Extension Activity:  Students will select a topic and assume a position regarding that topic. They will then create an outline of the potential argumentative essay that they would write to affirm their position.

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Attachment 15

Argument Fragments

On September 3, 1995 a fatal automobile accident occurred on Highway 26; a small red 7 car lost control when it hit a patch of wet pavement and headed straight towards a white Chevy Suburban. The impact of the collision ripped the small red car into two pieces, resulting in a large fireball and instantly killing the two 20-year-old female occupants. No fatalities occurred within the Suburban (Smith). Had the Suburban been a smaller, more conventional car, the outcome may have been 9 much different; no deaths may have occurred at all. SUVs are becoming a huge risk on the roads today. Unfortunately, SUVs are ever growing in popularity. This increase in popularity is cause for several annoyances, all of which seem to be directly related to their large size. There are many reasons why SUVs should be illegal or, at least, somehow regulated; 14 they waste gas, they are too large, and they are more dangerous than conventional cars. SUVs are not exactly environmental friendly. For starters, they have horrible gas 3 mileage. FuelEconomy.gov, a website dedicated to educating the public on the benefits of better fuel economy, has tables of the current fuel economy that 2004 automobiles are actually achieving. SUVs have a considerable lower fuel economy than more conventional cars; SUVs tend to average about 16 miles per gallon in the city and 20 miles per gallon on the highway, whereas conventional cars get around 20 and 26 miles per gallon respectively. Due to SUVs’ excessive use of gas, they have a higher rate of emissions when 16 compared to other cars. The rise in SUV popularity factored with the greater emissions from SUVs means that more and more gases such as carbon dioxide and nitrous oxide will be released into the atmosphere as time progresses. These gases have an adverse effect on Earth’s climate; they are contributing factors to the greenhouse effect and therefore may play a large role in global warming (Environmental Protection Agency). There are current efforts to try and reduce these emissions, but they either won’t be out 8 any time soon or are rejected altogether. For instance, many car manufacturers will be coming out with hybrid (vehicles that are powered by both gas and electricity) SUVs, which will significantly increase gas mileage and, thus, reduce emissions. Unfortunately, these hybrid SUVs will not be seen until 2006 or later. Even when they are commercially available, it is uncertain as to how well they will be received by consumers. The Kyoto Protocol is another effort put forth by many nations to try and reduce the 13 emission of pollutants into Earth’s atmosphere. Unfortunately not all nations have agreed to comply with the Kyoto Protocol. In fact, U.S. President George W. Bush “rejected” the Kyoto Protocol in March of 2001 (Burnett). The large size of SUVs is of great concern when dealing with safety. While more than 4 just a great annoyance, the large size of SUVs can impair visibility of other drivers trying to see around it. While it is easy to see over the top of more traditional vehicles, SUVs block the line of sight for not only drivers of smaller cars, but also bicyclists or pedestrians trying to cross a road or enter traffic.

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SUVs’ overall wider body makes them more likely to clip other cars or objects than 10 sedans and smaller cars. Some might make the observation that semi-trucks also block the line of sight for smaller vehicles. However, there is a key difference between SUVs and semi-trucks. Semi-trucks actually have a good reason and purpose for being so large – to transport products and materials in an efficient and costly manner. While some people do buy SUVs for their true purpose (recreation or hauling large 1 objects and equipment), many people will use them for things that many other cars are capable of doing; a station wagon suffices for getting groceries, taking kids to sporting events, and carrying large loads – all at a fraction of the cost for gas. SUVs are, overall, a huge safety problem on today’s roads. The National Highway 11 Traffic Safety Administration (NHTSA) is an organization that deals with the safety of all vehicles. They are the organization that gives cars safety ratings between one and five stars that so many people are familiar with. According to the NHTSA, standard passenger cars have an average of a 12 percent 5 chance of rolling over when involved with single-vehicle accidents. However, SUVs have more than twice the chance of rolling over with a 28 percent average chance when involved in single-vehicle accidents (NHTSA). This increased chance of rollover is of great concern, considering that rollovers have a higher rate of fatalities than any other type of automobile accident (NHTSA). The only person at an advantage when driving is the one in the SUV; everyone else 15 must be inconvenienced while the SUV driver rides high. This unfair advantage is especially present when an SUV is involved in an accident with a normal-sized car. Being bigger, SUVs have a much greater mass than smaller cars; the average SUV weighs about 900 more pounds than the average car (Graham). Simple physics show that this increase mass means that the SUV would beat the smaller 12 car to a pulp. The fact that SUVs are traditionally higher off the ground does not help either. This increased height means that their bumpers actually ride higher than bumpers on regular cars. Bumpers act as a sort of buffer, but in the case of an SUV they act more as a battering ram when hitting a smaller vehicle, since they ride right over the smaller car’s bumper. Something needs to be done about SUVs. If they continue to be left unchecked, we will 2 see a rapid rise in environmental deterioration as well as more fatal automobile accidents. John D. Graham, founder of the Harvard Center for Risk Analysis, believes that SUVs need to be “civilized” somehow. Efforts need to be put forth by such organizations as the NHTSA to help make SUVs safer and more environmentally safe (Graham). If SUVs are to stay legal, then they will have to undergo some serious changes before 6 they will be fit for everyday driving. One of those changes is already underway: the hybrid SUV. But other current factors, such as the increased chance of rollover and dangerously high bumpers have still not been completely addressed. Perhaps somehow lowering both the center of gravity (as has been done with Hummer SUVs) as well as the bumpers will help make the SUV a more acceptable driving machine.

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Attachment 16 Argument Fragments – Non-fragmented Essay

Should SUVs be Illegal?

On September 3, 1995 a fatal automobile accident occurred on Highway 26; a small red car lost control when it hit a patch of wet pavement and headed straight towards a white Chevy

Suburban. The impact of the collision ripped the small red car into two pieces, resulting in a large fireball and instantly killing the two 20-year-old female occupants. No fatalities occurred within the Suburban (Smith). Had the Suburban been a smaller, more conventional car, the outcome may have been much different; no deaths may have occurred at all. SUVs are becoming a huge risk on the roads today. Unfortunately, SUVs are ever growing in popularity.

This increase in popularity is cause for several annoyances, all of which seem to be directly related to their large size. There are many reasons why SUVs should be illegal or, at least, somehow regulated; they waste gas, they are too large, and they are more dangerous than conventional cars.

SUVs are not exactly environmental friendly. For starters, they have horrible gas mileage. FuelEconomy.gov, a website dedicated to educating the public on the benefits of better fuel economy, has tables of the current fuel economy that 2004 automobiles are actually achieving. SUVs have a considerable lower fuel economy than more conventional cars; SUVs tend to average about 16 miles per gallon in the city and 20 miles per gallon on the highway, whereas conventional cars get around 20 and 26 miles per gallon respectively. Due to SUVs’ excessive use of gas, they have a higher rate of emissions when compared to other cars. The rise in SUV popularity factored with the greater emissions from SUVs means that more and more gases such as carbon dioxide and nitrous oxide will be released into the atmosphere as time progresses. These gases have an adverse effect on Earth’s climate; they are contributing factors

193

to the greenhouse effect and therefore may play a large role in global warming (Environmental

Protection Agency). There are current efforts to try and reduce these emissions, but they either

won’t be out any time soon or are rejected altogether. For instance, many car manufacturers will

be coming out with hybrid (vehicles that are powered by both gas and electricity) SUVs, which

will significantly increase gas mileage and, thus, reduce emissions. Unfortunately, these hybrid

SUVs will not be seen until 2006 or later. Even when they are commercially available, it is

uncertain as to how well they will be received by consumers. The Kyoto Protocol is another

effort put forth by many nations to try and reduce the emission of pollutants into Earth’s

atmosphere. Unfortunately not all nations have agreed to comply with the Kyoto Protocol. In fact, U.S. President George W. Bush “rejected” the Kyoto Protocol in March of 2001 (Burnett).

The large size of SUVs is of great concern when dealing with safety. While more than just a great annoyance, the large size of SUVs can impair visibility of other drivers trying to see

around it. While it is easy to see over the top of more traditional vehicles, SUVs block the line

of sight for not only drivers of smaller cars, but also bicyclists or pedestrians trying to cross a

road or enter traffic. SUVs’ overall wider body makes them more likely to clip other cars or

objects than sedans and smaller cars. Some might make the observation that semi-trucks also block the line of sight for smaller vehicles. However, there is a key difference between SUVs

and semi-trucks. Semi-trucks actually have a good reason and purpose for being so large – to

transport products and materials in an efficient and costly manner. While some people do buy

SUVs for their true purpose (recreation or hauling large objects and equipment), many people will use them for things that many other cars are capable of doing; a station wagon suffices for getting groceries, taking kids to sporting events, and carrying large loads – all at a fraction of the cost for gas.

194

SUVs are, overall, a huge safety problem on today’s roads. The National Highway

Traffic Safety Administration (NHTSA) is an organization that deals with the safety of all vehicles. They are the organization that gives cars safety ratings between one and five stars that so many people are familiar with. According to the NHTSA, standard passenger cars have an average of a 12 percent chance of rolling over when involved with single-vehicle accidents.

However, SUVs have more than twice the chance of rolling over with a 28 percent average chance when involved in single-vehicle accidents (NHTSA). This increased chance of rollover is of great concern, considering that rollovers have a higher rate of fatalities than any other type of automobile accident (NHTSA). The only person at an advantage when driving is the one in the SUV; everyone else must be inconvenienced while the SUV driver rides high. This unfair advantage is especially present when an SUV is involved in an accident with a normal-sized car.

Being bigger, SUVs have a much greater mass than smaller cars; the average SUV weighs about

900 more pounds than the average car (Graham). Simple physics show that this increase mass means that the SUV would beat the smaller car to a pulp. The fact that SUVs are traditionally higher off the ground does not help either. This increased height means that their bumpers actually ride higher than bumpers on regular cars. Bumpers act as a sort of buffer, but in the case of an SUV they act more as a battering ram when hitting a smaller vehicle, since they ride right over the smaller car’s bumper.

Something needs to be done about SUVs. If they continue to be left unchecked, we will see a rapid rise in environmental deterioration as well as more fatal automobile accidents. John

D. Graham, founder of the Harvard Center for Risk Analysis, believes that SUVs need to be

“civilized” somehow. Efforts need to be put forth by such organizations as the NHTSA to help make SUVs safer and more environmentally safe (Graham). If SUVs are to stay legal, then they

195 will have to undergo some serious changes before they will be fit for everyday driving. One of those changes is already underway: the hybrid SUV. But other current factors, such as the increased chance of rollover and dangerously high bumpers have still not been completely addressed. Perhaps somehow lowering both the center of gravity (as has been done with

Hummer SUVs) as well as the bumpers will help make the SUV a more acceptable driving machine.

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Attachment 17 How to Structure Argumentative Writing

Research  Choose an issue where there is a clear division of opinion and which is arguable with facts and reasoning.  Decide where you stand. Are you for the issue or agaainst it?  Research your issue thoroughly, consulting experts aand obtaining primary documents.  Think about your audience. For whom are you writing this?

Writing your Argument

 Introduction – An introduction should answer the question “Why do we care about the topic?” 1. Choose one of the following opening strategies to begin: . Share an anecdote or scenario (a brief story to engage the reader). . Provide historical background. . Use an attention-grabber, such as a startling statistic or an unusual quote relating to the topic. 2. Close by clearly stating your position on the argument. If you wish, you may also follow your position statement with the two-three claims that you will make in support of your argument.

 Body Paragraphs – The body paragraphs provide your claims and supporting evidence for your position. Each paragraph will focus on one claim. The evidence used to support the claim may vary from primary source quotations, statistical data, expert interviews, indisputable dates/events, details from photographs, etc. You should provide two- three body paragraphs to solidly support your argument. 1. State your claim. 2. Provide evidence to support your claim. 3. Analyze the evidence. Ask yourself “What does it mean?” “How does this support my argument?” 4. Repeat steps 2 and 3 for each successive piece of evidence.

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 Counterargument Paragrraph – The counterargument paragraph allows you to address the opposing side of the issue, and then methodically refute the claims of the counterargument. This will make your argument appear stronger and more agreeable to your audience. 1. Briefly discuss the opposing argument. 2. State a counterclaim. 3. Provide evidence refuting the counterclaim. 4. Repeat steps 2 and 3 for each successive counterclaim.

 Conclusion Paragraph – Remind your audience of the argument and your position regarding it. Reflect on your claims and evidence to offer positive solutions to inspire your audience into taking action. 1. Restate your position and your claims. 2. Discuss the future outlook for your topic or argument and what possible directions it could take. 3. Suggest a reasonable course(s) of action and/or offer possible solutions.

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GRADE LEVEL: 10 PART II: CRAFTING ARGUMENTS

Lesson 8 One Class Period

Aim:  How do I determine what evidence to use and what evidence to discard when supporting my argument?

Common Core Learning Standards: Standard Grade Standard Number RI 10 2, 3, 5, 6, 8 W 10 1, 5, 7 SL 10 1, 3, 4 L 10 3

Motivation:  You are a newspaper reporter, and your partner and you have just been assigned to compose an exposé on the growing problem of shopping addiction. Brainstorm what kinds of evidence you and your partner would need to gather to write a comprehensive and accurate report on this topic.

Instructional Materials:  “VEO-SAFE-CATS – Balancing My Evidence” handout (Attachment 18)  “VICE on HBO Season 1: Addiction (Episode 7)” (1:08-15:16) https://www.youtube.com/watch?v=mkkMhKEfOqw

Procedures and Pivotal Questions:  Review responses to the motivation activity. As student pairs offer up their ideas, the teacher will keep a running list on the board. After a few minutes, ask the students: o This list is pretty long and confusing. What could we do to make this easier to understand? o What should we label (how can we characterize) this type of information? o Look at the differently sized category lists we now have. What contrasts do you notice? o How does this process help us?  Transition: Gathering evidence is easy; you can find it anywhere you go, especially with the Internet at your fingertips. Many writers, therefore, fill up their papers with tons of evidence. o How might this be problematic for the writer? For the audience? o How would a writer avoid this dilemma? Today we’re going to look at a simple strategy to use to help you determine which evidence you should use, and which evidence you should disregard. By doing this, you’ll balance your writing with a breadth of relevant information.  Distribute the handout “VEO-SAFE-CATS: Balancing My Evidence” (Attachment 18). Have students read each type of information aloud, along with the attached example.

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 Transition: Now you’ll apply VEO-SAFE-CATS to the information that you’ll hear in a documentary about cigarette smoking addiction in Indonesia. As you listen, jot down the different information and evidence that you hear and see into the blank chart on the back of your VEO-SAFE-CATS sheet.  Play the documentary clip (link above in materials section). The clip runs from 1:08-15:15 minutes. You do not have to play the entire clip. Half will more than suffice for the purposes of this lesson.  After stopping the clip, allow students to work in groups of three to compare notes and add to their charts additional evidence or evidence that they are lacking for a certain category. 3-5 minutes, ask: o In your opinion, was this documentary well-balanced regarding the content of the evidence presented? o Was there too much of a certain type of information? If so, which? Why do you feel this way? o Looking at the evidence, what was the argument that this documentary made? o As an audience, do you feel that this documentary’s content was well organized, easy to follow, and educational?

Summary:  Do you need to supply evidence for each VEO-SAFE-CATS category in order to have a well-organized and solidly supported paper? Explain in a minimum of five sentences.

Extension Activity:  Students will type a one-page mini-argument paper in which they create their own argument about what they observed in the documentary. They will write one brief intro, one body, and one brief conclusion paragraph, carefully selecting evidence to use as support from their VEO-SAFE-CATS sheet.

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Attachment 18 VEO-SAFE-CATS Balancing My Information

VEOSAFECATS is an acronym that represents the different types of evidence or data one may use when supporting an argument or position. By sorting your data into categories, you can better balance your paper by providing varied information instead of the same type of information over and over.

Type of evidence Example of each evidence type Economic growth cannot happen if our fellow citizens cannot V values and beliefs afford to feed, clothe, and house themselves.

E expert opinions Ohio has the fourth highest breast cancer mortality rate in the O United States, according to the American Cancer Society.

S statistics Nine students were dismissed and another 37 given lesser punishments for cheating.

A analogies Electrical conduction is like water flowing in a stream.

That same thinking was found at Philadelphia when the U.S. F facts Constitution was created and sanctioned the Atlantic slave trade for more than 20 years.

E examples Using a more efficient lamp, such as a compact fluorescent lamp, would save even more energy.

Without school funding for field trips, students are no longer C cause and effect able to learn about history first-hand.

While driving yesterday, I noticed an abundance of trash on A anecdotes the side of the road.

The New York Marathon is held in November every year, T traditions/customs bringing a flood of tourism to start the holiday season.

Everyone deserves a chance at achieving the “American S special rules Dream.”

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VEO-SAFE-CATS Sort out the information that you gather from the media and research that you are presented with. Try to find at least one type of information/evidence for each category.

Type of evidence Example of each evidence type

values and beliefs V

E expert opinions

statistics S

analogies A

facts F

examples E

cause and effect C

anecdotes A

traditions/customs T

special rules S

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GRADE LEVEL: 10 PART II: CRAFTING ARGUMENTS

Lesson 9 One Class Period

Aim:  Why is research a vital first step in preparing to argue your perspective?

Common Core Learning Standards: Standard Grade Standard Number RI 10 1, 2, 3, 4, 5, 6, 8 W 10 1, 5, 7 SL 10 1, 2, 3, 4 L 10 3, 5, 6

Motivation:  Very soon, you’ll be preparing to go to college. You’ll have to research the schools that you think have potential, so what aspects of these colleges do you think you will need to research?

Instructional Materials:  “Argumentative Essay Assessment” test packet (Attachment 19)  Highlighters

Procedures and Pivotal Questions:  Review responses to the motivation activity. Ask students: o What things might you need to consider before researching? o Why would you need to research housing, meal plans, etc.? o How does the research help you? How does the research fail to help you?  Transition: While research is not a popular activity for many, it’s impressive to consider how often the act of research pops up in our daily lives. For instance, if you have strange symptoms and feel unwell, you can research them online or by visiting a doctor. If you want to buy new deodorant, you research the different scents and brands to see which one best suits you. You may like visiting Ralph’s Ices and are determined to find the best flavor of all out of 150; you research by trying each flavor. Before we make up our mind and take a position, we research.  Distribute copies of the argumentative essay assessment (Attachment 19). Read the cover page aloud to the students. Then flip through the interior pages with the students so that they may get a first impression of their new assignment. Explain that this will be a long-term writing assignment, so they should not stress. o Being that the first step is to research, what methods are at your disposal to read, interpret, and review each source? o What are the best strategies to use when analyzing sources?  Distribute highlighters to the students. As they read/examine each source, they may highlight any important information they see. The students will also apply SOAPSTone and/or What? How? Why? to each source. They should refer to their notes for the chart

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formats, and then make their own charts in their notebooks. Students should also make a quick reference guide for themselves about the position of each source (ex. +/-)  The teacher will circulate the room to answer any questions the students may have and to ensure that the students are on task.

Summary:  Exit card: What position do you think you’re learning toward? Explain how your research has changed or strengthened your position. Five sentences minimum.

Extension Activity:  Students will take their research and organize it using VEO-SAFE-CATS. Students will take the categories that have too much evidence and sift out the weaker or repetitive details to leave 1-2 strong, specific pieces of evidence instead.

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Attachment 19 Name: ______Date: ______Per. ______

Writing from Sources

Directions: Closely read each of the five texts provided on the following pages and write an evidence-based argument on the topic below. You may use the margins to take notes as you read and scrap paper to plan your response. Write your Writing From Sources response in the essay booklet provided.

Topic: Is standardized testing, such as Common Core exams, ELA and Math Assessments, and the SAT exam, beneficial to students’ educational growth, or does standardized testing adversely affect students?

Your task: Carefully read each of the five texts provided. Then, using evidence from at least three of the texts, write a well-developed argument regarding whether standardized testing is helpful or hurtful to students. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific and relevant evidence from at least three of the texts to develop your argument.

Guidelines: Be sure to:  Establish your claim regarding the positive or negative impact standardized testing has on students  Distinguish your claim from alternate or opposing claims  Use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument  Identify the source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic)  Organize your ideas in a cohesive and coherent manner  Maintain a formal style of writing  Follow the conventions of standard written English

Texts:  Text 1 – “A disturbing look at Common Core tests in New York”  Text 2 – “Dismal Learning Is Not the Path to Success”  Text 3 – “Students Should Be Tested More, Not Less”  Text 4 – “Here's the New Ranking of Top Countries in Reading, Science, and Math”  Text 5 – “To Really Learn, Quit Studying and Take a Test”

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Text 1

Burris, Carole, and John Murphy. "A disturbing look at Common Core tests in New York." The Washington Post. Ed. Valerie Strauss. The Washington Post, 27 June 2014. Print.

Congratulations to the New York State Education Department. Officials there have solved the college remediation problem. Their Common Core graduation tests are so “rigorous” and have a new passing score (for students graduating in 2022) set so high that only about 1 in 4 students will graduate high school. And the elite 25 percent who make it won’t be going to community 5 college, so the colleges with highest remediation rates can close.

On what basis do we make such a claim? As Brooklyn principal, Liz Phillips, said in The New York Times, “We need to talk about the tests.”

First, let’s talk about the Common Core Algebra Regents which was given primarily to 8th or 9th graders in early June. Passing the test is a graduation requirement for these students. In concepts 10 tested, the exam was similar to the old Algebra Regents, with some traditional Algebra 2 topics making their way onto the exam. But in order to make the test ‘Common Core’, the questions became wordy and confusing.

Here is one example. Question 12 asks students to identify an equation, written as a function, given two roots. In the past, the question would have been phrased: “Given the roots -6 and 5, 15 which of the following would be the correct equation?” Students are then given four choices.

Here is the Common Core phrasing: “Keith determines the zeros of the function f(x) to be -6 and 5. What could be Keith’s function?”

This is but one example of a question that was made unnecessarily complicated and wordy in order to give the illusion of a ‘real world’ problem that requires deep thinking. And then there are 20 the questions designed to give a window into the student’s problem solving skills, such as question 34, which includes, “Describe how your equation models the situation.” The “situation” refers to dimensions of a garden. How does an English language learner, with good math skills, begin to understand what that question is asking?

Of equal importance is where the Common Core Algebra cut scores were set.

25 It was predetermined by the State Education Department that for now, the passing rate on the Common Core test would be the same as the traditional passing rate on the old exam. In order to keep the passing rate the same (about 74 percent), students only needed to earn 30 of a possible 84 points on the Common Core exam in order to pass. What would the passing rate be if the new “College Readiness” passing score were in place? That cut score was also determined. Ninth- 30 graders, four years from now, would have needed 66 of 86 points; only 22 percent of the sampled test takers would have passed.

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As a result, large numbers of students will take the Common Core Algebra course and the test over and over again, rather than move on to Geometry and Advanced Algebra, which would better prepare them for college– all because of a glass ceiling created by overly complicated 35 problems in the name of the Common Core.

The Common Core English Regents was even worse.

The number of questions on the Common Core English Language Arts Regents exam is almost identical to that of its predecessor, which was based on the former state standards. But the reading requirement on the new exam has almost tripled; the January 2014 ELA Regents exam contained 40 readings that totaled 2,200 words, compared to the Common Core’s 6,200. What’s more, the readings themselves are more difficult in terms of vocabulary, main idea or theme, and syntax–so students have less time to spend on each question, and significantly less time to spend on the writing. It was clearly modeled after the Advanced Placement Language exam. This year’s Common Core ELA exam readings begin with a long selection from a Sherlock Holmes novel by 45 Arthur Conan Doyle, which describes the importance of careful attention to detail in discerning evidence. This is followed by 10 questions, all of which require students to go back and examine lines from the text. One can only imagine the time it would take for a special education student with a reading disability to complete this task. And he would still have another 16 pages of the exam to complete.

50 To even get to the first writing task, the reader then has another four texts to slog through. After writing a response to those texts, it is on to a speech written in 1915 by a suffragette that requires students to write a “text based response.” Students are expected to accomplish all of the above in no more than three hours. Children who have readers and extended time will never be able to complete even with their testing modifications in place.

55 And therein lies the problem that the New York State Education Department will face. If they raise the passing bar on the two exams as promised for the Class of 2022, the graduation rate will plummet. Even given modest growth, we predict graduation rates would be about 25 percent. If they keep the passing cut score where it is, then kids will do little more than guess and they will pass, but we will have no idea what they know.

60 Can New York’s students meet more challenging standards? Of course they can. But you must have reasonable standards, take the time to build capacity, and then create assessments that allow students to show what they know, not make tests so difficult few can demonstrate their learning. New York is the canary in the Common Core mine. New York parents, as well as parents in other states, should take the time to look at these tests and decide for themselves if they 65 are reasonable assessments on which to base all students’ diplomas. Is the Common Core and its tests the path to college readiness? We think not.

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Text 2

Horsey, David. "Dismal learning is not the path to successs." Hearst Newspapers 29 Feb. 2004: n. pag. Print.

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Text 3

Lahey, Jessica. "Students Should Be Tested More, Not Less." The Atlantic 21 Jan. 2014: n. pag. Print.

One researcher believes we are throwing a very effective learning tool out with our educational bathwater, and asserts that we should be testing students more, not less.

Henry L. Roediger III, a cognitive psychologist at Washington University, studies how the brain stores, and later retrieves, memories. He compared the test results of students who used common 5 study methods—such as re-reading material, highlighting, reviewing and writing notes, outlining material and attending study groups—with the results from students who were repeatedly tested on the same material. When he compared the results, Roediger found, “Taking a test on material can have a greater positive effect on future retention of that material than spending an equivalent amount of time restudying the material.” Remarkably, this remains true “even when performance 10 on the test is far from perfect and no feedback is given on missed information.”

Researchers have long known about the “testing effect,” the phenomenon of improved performance through testing. William James, psychology professor at Harvard and author of The Principles of Psychology wrote in 1890,

A curious peculiarity of our memory is that things are impressed better by active 15 than by passive repetition. I mean that in learning (by heart, for example), when we almost know the piece, it pays better to wait and recollect by an effort from within, than to look at the book again. If we recover the words in the former way, we shall probably know them the next time; if in the latter way, we shall very likely need the book once more.

20 In other words, students who want to memorize information should attempt to retrieve that information from their own memories, rather than review the material over and over from notes or a text.

This is, at their essence, what tests are intended to do. Tests ask students to look into their wells of knowledge, locate information, and express that knowledge on the page.

25 Not all tests, however, are created equal. Some tests are more effective in eliciting this positive effect than others. Many tests, including standardized tests, SATs and IQ tests, are designed to measure developed knowledge or abilities. They are “static,” and “summative,” in that they measure students’ sum total knowledge or ability at a fixed point in time. Summative tests do not allow for instructor input during the test and are not intended to shape future teaching. Therefore, 30 no learning takes place during or as a result of the test. Complaints that excessive testing detracts from learning tend to be aimed at summative testing. As summative tests do not teach, and classroom hours spent engaged in summative assessments detract from hours a teacher has to educate her students, those complaints are probably well-founded.

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“Formative assessments,” on the other hand, are designed to discover what students do and do not 35 know in order to shape teaching during and after the test. Formative assessments are not meant to simply measure knowledge, but to expose gaps in knowledge at the time of the assessment so teachers may adjust future instruction accordingly. At the same time, students are alerted to these gaps, which allows them to shape their own efforts to learn the information they missed.

Roediger asserts that educators should be using formative assessments early and often in the 40 classroom to strengthen learning during the unit rather than waiting until the end and giving a summative assessment. These repeated assessments curb the most ineffective type of learning, in which students wait until just before the test and then attempt to cram the material in over a short period of time. Research shows that cramming works in the short term, allowing students to regurgitate the information for an exam the next day, but it is a terrible strategy for ensuring long- 45 term storage. Knowledge learned through cramming is less durable over time.

Formative testing at its best is low-stakes and high-frequency. When students are used to the practice of being tested (or “quizzed,” if that term carries less baggage) it loses its emotional teeth and its utility as an educational tool begins to emerge. When teachers expose students to frequent low-stakes tests in order to reveal gaps and foster active, continuous engagement in the material, 50 students are given more ownership and power over their education. In Roediger’s words, “Continuous testing requires students to continuously engage themselves in a course; they cannot coast until near a midterm exam and a final exam and begin studying only then.”

Continuous formative testing promotes the cognitive processes that have been shown to maximize long-term retention and retrieval. Frequent testing “not only measures knowledge, but changes it, 55 often greatly improving retention of the tested knowledge,” says Roediger. Information that is tested repeatedly is learned more fully, and remains encoded in memory for a longer period of time. Students with better memory retention will have more ready access to that information as they learn new information and mature as thinkers, making connections over time and across subjects. Students who cram for short-term regurgitation on a summative exam, however, will 60 have long since forgotten their hard-earned knowledge, and lose out on the opportunity to draw analogies and connections across disciplines.

In the end, tests may just hold the key to our educational success—as long as educators are willing to commit the time and effort required to design tests that foster learning rather than impede it. It’s time to stop teaching to the test, because if done properly, teaching is the test.

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Text 4

Weisenthal, Joe. "Here's the New Ranking of Top Countries in Reading, Science, and Math." Business Insider 3 Dec. 2013: n. pag. Print.

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Text 5

Belluck, Pam. "To Really Learn, Quit Studying and Take a Test." The New York Times [New York] 20 Jan. 2011: n. pag. Print.

Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.

The research, published online Thursday in the journal Science, found that students who read a 5 passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.

One of those methods — repeatedly studying the material — is familiar to legions of students who cram before exams. The other — having students draw detailed diagrams documenting what they are learning — is prized by many teachers because it forces students to make connections 10 among facts.

In the experiments, the students were asked to predict how much they would remember a week after using one of the methods to learn the material. Those who took the test after reading the passage predicted they would remember less than the other students predicted — but the results were just the opposite.

15 “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”

The researchers engaged 200 college students in two experiments, assigning them to read several 20 paragraphs about a scientific subject — how the digestive system works, for example, or the different types of vertebrate muscle tissue.

In the first experiment, the students were divided into four groups. One did nothing more than read the text for five minutes. Another studied the passage in four consecutive five-minute sessions.

25 A third group engaged in “concept mapping,” in which, with the passage in front of them, they arranged information from the passage into a kind of diagram, writing details and ideas in hand- drawn bubbles and linking the bubbles in an organized way.

The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and 30 took another retrieval practice test.

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A week later all four groups were given a short-answer test that assessed their ability to recall facts and draw logical conclusions based on the facts.

The second experiment focused only on concept mapping and retrieval practice testing, with each student doing an exercise using each method. In this initial phase, researchers reported, students 35 who made diagrams while consulting the passage included more detail than students asked to recall what they had just read in an essay.

But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.

40 Why retrieval testing helps is still unknown. Perhaps it is because by remembering information we are organizing it and creating cues and connections that our brains later recognize.

“When you’re retrieving something out of a computer’s memory, you don’t change anything — it’s simple playback,” said Robert Bjork, a psychologist at the University of California, Los Angeles, who was not involved with the study.

45 But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”

“The struggle helps you learn, but it makes you feel like you’re not learning,” said Nate Kornell, a psychologist at Williams College. “You feel like: ‘I don’t know it that well. This is hard and 50 I’m having trouble coming up with this information.’ ”

By contrast, he said, when rereading texts and possibly even drawing diagrams, “you say: ‘Oh, this is easier. I read this already.’ ”

The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong. But by comparing testing with 55 other methods, the study goes further.

“It really bumps it up a level of importance by contrasting it with concept mapping, which many educators think of as sort of the gold standard,” said Daniel Willingham, a psychology professor at the University of Virginia. Although “it’s not totally obvious that this is shovel-ready — put it in the classroom and it’s good to go — for educators this ought to be a big deal.”

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GRADE LEVEL: 10 PART II: CRAFTING ARGUMENTS

Lesson 10 One Class Period

Aim:  How do I use all of my research to formulate an argumentative thesis?

Common Core Learning Standards: Standard Grade Standard Number RI 10 1, 2, 6, 8 W 10 1, 4, 5, 9 SL 10 1, 2, 4 L 10 1, 2

Motivation:  Think of an argument that you had recently or consider an argument that you have had repeatedly for an extended period of time. What were you arguing? How do you word your stance or position on the argument?

Procedures and Pivotal Questions:  Review responses to the motivation activity. The teacher will post three responses on the board as they are given by student volunteers. o What is the argument? o How would we, outsiders, judge/view this argument? o How can we improve this argument?  Transition: In order to get your point across and to get others to agree with it, you must first establish a strong case for your argument in the form of an argumentative thesis, more commonly known as a position statement. Argumentative theses are not like the regular theses you’re used to whipping up. Argumentative theses require that you consider four certain qualities.  Distribute the worksheet “Forming an Argumentative Thesis” (Attachment 20). Read the sheet aloud and check to see whether or not the students understand the meaning of each quality. (This activity can also be done in a quick carousel where students post their definitions of these terms on large Post-Its for the whole class to see in a concept-map style format) Ask: o What does it mean to be logical or reasonable? Controversial? Provable? An opinion? Complete the two example sentences for #1 (logical/reasonable) with the whole class. Then allow the students to work in pairs to complete the remainder of the worksheet. After 5 minutes, reconvene and review.

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 Transition: Now it’s time for you to try to craft your own argumentative thesis for your argumentative essay. Take out your research and your source packet. Take into consideration your research, opinion, and the four qualities of an argumentative thesis. Then write down your own original thesis.  After giving the students a few minutes to consider their theses and write it down, each student will then pass his/her thesis to the person behind him/her. (The students in the rear will pass to the person in the front of the row.) The students will then silently read their classmates’ theses and offer comments for improvement. This process will continue until the papers have cycled through their respective rows. o Look at the comments next to your argumentative thesis. How can you use these to improve upon your original statement?  Students may rework their theses. All students must begin drafting a full outline of their argumentative paper, using their argumentative theses and evidence to determine their claims and narrow down the evidence they’ll use.

Summary:  Now that you have your thesis and your evidence, what do you think will be the next step in creating your essay? Distribute “Outlining the Argumentative Essay” (Attachment 21) for future use.

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Attachment 20 Forming an Argumentative Thesis

Your goal is to persuade your audience that your position is the right position. Nothing helps persuade an audience more than a solid, clear position statement (argumentative thesis). This statement is the reason for your writing and guides all of the claims you make and evidence you use throughout your writing. With this statement, you not only tell readers what you think about an issue, but you also let them know what you intend to prove in your paper.

There are four qualities that a position statement needs to achieve the desired effect. They are:

1. Your position statement must be logical/reasonable.

a. Example of a logical/reasonable position statement:

b. Example of an illogical/unreasonable position statement:

2. Your position statement must be controversial.

a. Example of a controversial position statement:

b. Example of an agreeable/undisputable position statement:

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3. Your position statement must be provable.

a. Example of a provable position statement:

b. Example of an disprovable position statement:

4. Your position statement must be an opinion.

a. Example of an opinion position statement:

b. Example of a factual position statement:

Now try forming your own argumentative thesis – an opinion that is logical, controversial, and provable.

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Attachment 21 Outlining the Argumentative Essay

I. Introduction 1. Begin with an anecdote, historical information, quotation, or statistic. ______2. Close with your argumentative thesis. ______

II. Body Paragraph #1 3. State your claim. ______4. Provide supporting evidence. Explain how each proves your claim/argument. ______

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III. Body Paragraph #2 5. State your claim. ______6. Provide supporting evidence. Explain how each proves your claim/argument. ______

IV. Counterargument Paragraph 7. Briefly discuss the opposing side of the issue. ______8. Present a counterclaim. ______

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9. Refute the counterclaim with evidence. Explain how the evidence disproves the counterclaim. ______

V. Conclusion Paragraph 10. Restate your thesis and your claims. ______

11. Offer suggestions/solutions for the future or ways to solve the problem. ______

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GRADE LEVEL: 10 PART II: CRAFTING ARGUMENTS

Lesson 11 One Class Period

Aim:  How does adding first person point of view shape and move our argument?

Common Core Learning Standards: Standard Grade Standard Number RI 10 6, 8 W 10 1, 4, 5 SL 10 3, 4 L 10 1, 2, 6

Motivation:  When you do an activity that you’re disinterested in, describe how you do the activity and/or what you look and sound like while doing this activity.

Instructional Materials:  “Argumentative Essay Assessment” source packet (Attachment 19)  “Forming an Argumentative Thesis” worksheet (Attachment 20)  “Outlining the Argumentative Essay” (Attachment 21)  “Adding Flair to an Argument with Ethos, Logos, Pathos and the First Person” (Attachment 22)

Procedures and Pivotal Questions:  Review the motivation activity. Ask the students: o How does this differ from doing an activity for which you have great interest?  Transition: Something that you’ve all struggled with in your regular writing is the suspension of the first person and adaptation of the third person. In argumentative writing, you have the option of writing in the first person. o Why is writing in the first person acceptable for argumentative writing? o How will communicating in the first person affect your writing? o How will communicating in the first person affect the audience’s reaction to your speech? o What strategy can we use to eloquently and effectively speak from the first person?  Have the students take out their prior worksheets and materials for their argumentative essay. Distribute copies of “Adding Flair to an Argument…” (Attachment 22). Review logos, ethos, and pathos with the class. Then, give the students time to brainstorm ideas as they apply LEP to the first person. o Who has an example of logos he/she wishes to share? Ethos? Pathos? o Now that you have your initial ideas for including yourself into your argument, what must you be careful of when moving forward from this point?

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 Transition: The key is to not get carried away and make your argument all about yourself. You must balance between your personal contributions to your argument and your researched evidence.  Students will return to their outlines and amend them with their ideas for first person/LEP. They will then begin drafting their first version of their essay.

Summary:  How has the use of first person and LEP affected you and/or your writing for this assignment?

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Attachment 22 Adding Flair to an Arguument with Ethos, Pathos, Logos, and the First Person

Ethos – Why I am qualified to argue this topic:

Ethos

Logos – These facts support My thesis: that I am right:

Logos Pathos

Pathos – You (the audience) will empathize with me because…

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GRADE LEVEL: 10 PART II: CRAFTING ARGUMENTS

Lesson 12 One Class Period

Aim:  How do I embed quotations into my argument to use as evidence to support my claims

Common Core Learning Standards: Standard Grade Standard Number RI 10 9 W 10 1, 4, 5, 8 SL 10 2, 3, 4, 5 L 10 1, 2, 3

Motivation:  Besides to avoid plagiarism, what is the purpose of citing the sources of your evidence in your argumentative writing?

Instructional Materials:  “Argumentative Essay Assessment” source packet (Attachment 19)  “Outlining the Argumentative Essay” worksheet (Attachment 21)  “Reviewing Parenthetical Citations” worksheet (Attachment 23)

Procedures and Pivotal Questions:  Review the motivation activity. Ask the students: o Hypothetically, how would your writing be affected if you use no citations because you didn’t do any research? o Hypothetically, how would your writing be affected if you do not properly cite your evidence?  Transition: Not only does citing your evidence show that you’re thoroughly researched your topic, it also shows that there are experts with the same view as you, giving your argument stronger legs to stand on. Also, by citing your evidence correctly, your audience will be able to look into your sources further to gain more knowledge about the topic you are arguing. Today you’re going to see how much you remember about properly citing sources in your writing.  Distribute copies of the worksheet “Reviewing Parenthetical Citations” (Attachment 23). Allow students to work individually or in pairs for 5-7 minutes to complete the worksheet. Reconvene and review the students’ reasoning or clarify their questions or confusion. You may want to ask: o Why does the period follow the citation? o When does the period come before the citation? o Why would you not need to cite in a paragraph after multiple quotations from the same page? o What circumstance would require you to cite from the same source multiple times within a paragraph?

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o What information goes in the parenthetical citation? o What do you cite if there is no author? o What do you cite if there is no title? o Why do we cite only the author’s last name or the first word of the title?  Students will return to their “Outlining the Argumentative Essay” (Attachment 21) worksheet to reexamine their evidence and add citations to each piece of evidence being used.

Summary:  How can citing each of your sources help you in determining which sources you should use and which you should ignore?

Extension Activity:  Students should rework their outline or write one of their body paragraphs, fully embedding quotations and/or paraphrases into their own original sentences with citations.

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Attachment 23 Reviewing Parenthetical Citations Exercise A: Examine each of the following pairs of cited statements carefully. Indicate the passage that handles MLA in-text citations correctly and briefly explain what is wrong with the citation in the other passage.

A. In “Death and Justice,” Edward Koch, former mayor of New York City argues that “life is precious, and . . . the death penalty helps to affirm this fact (857).” 1. ______B. In “Death and Justice,” Edward Koch, former mayor of New York City, argues that “life is precious, and . . . the death penalty helps to affirm this fact” (857).

A. “Arguing about whether nontraditional families deserve pity or tolerance is a little like the medieval debate about left-handedness as a mark of the devil” (Kingsolver 168). 2. ______B. Kingsolver points out that “arguing about whether nontraditional families deserve pity or tolerance is a little like the medieval debate about left- handedness as a mark of the devil” (168).

A. “There is a Chinese word for the female, which is slave,” writes Maxine Hong Kingston (191). “Break the women with their own tongues!” (191). She means that since women had no other word to use to refer to themselves than one meaning slave, they eventually lost any sense of dignity and independence they might once have had. 3. ______B. “There is a Chinese word for the female, which is slave,” writes Maxine Hong Kingston. “Break the women with their own tongues!” She means that since women had no other word to use to refer to themselves than one meaning slave, they eventually lost any sense of dignity and independence they might once have had (191).

A. One study revealed that “by 1991 two-thirds (66.7%) of all mothers with children under eighteen were in the labor force” (107). 4. ______B. One study revealed that “by 1991 two-thirds (66.7%) of all mothers with children under eighteen were in the labor force” (Etzioni 107).

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Exercise B: Using the information set below, write correct parenthetical citations for each example. Note: remember where the punctuation goes!!

Pretend this is your Works Cited page:

Donaldson, Sam. Bantering on Watergate. New York: Penguin Books, 1985. Print. Jennings, Peter. Pushing the Limits of Political Journalism. Washington: Greater Politics Press, 1994. Print. Joyce, James. Ulysses. New York: Vantage International, 1934. Somewhere in the Political Realm. New York: Ballantine, 2002. Print.

1. Following the fight, “he spoke to us in German and then left us behind” (______). –from Donaldson's Bantering on Watergate, page 45

2. “I never thought of myself as proud,” says Jennings in his book Pushing the Limits of Political Journalism (______). –This source was located on page 107.

3. He was angry; in fact, “enraged is how he felt after the episode” (______). –From Somewhere in the Political Realm, page 233.

4. This thought brings forth the Victorian tradition previously mentioned of the lovers’ coded floral communiqué. With this in mind, Bloom read the letter again, murmuring here and there a word. Angry tulips with you darling manflower punish your cactus if you don’t please poor forget-me-nots how I long violets to dear roses when we soon anemone meet all naughty nightstalk wife Martha’s perfume. (______) –From Joyce’s Ulysses, page 87

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Exercise C: Sentences below incorrectly embed quotations into the sentences. Rewrite the sentences correctly below.

1. The atrocity of Hurricane Katrina was that no one stepped in to help. “People are living out of their cars and there is water everywhere.” (Dudek 4).

2. People cannot get the help they need. Without others stepping in to lend a helping hand. President Bush said “New Orleans is under water” (Jones 2)

3. The biggest problem, after the water left, was dealing with the lawlessness and general criminality of New Orleans (Smith 1)

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GRADE LEVEL: 11 PART I: ANALYZING ARGUMENTS

Lesson 1 One Class Period

Aim:  What techniques do speakers or writers use as they attempt to persuade others?

Common Core Learning Standards: Standard Grade Standard Number RI 11 2, 3, 4, 5, 6, 7 W 11 7 SL 11 1, 2, 3,4 L 11 1, 2, 3, 4, 5, 6

Motivation: If you want to do something or get something that one or both of your parents or guardians may be opposed to, which parent or guardian would you approach? What would you say? How (tone) would you say it? When and where would you address your request? Why?

Instructional Materials:  Rhetoric Handout (Attachment 1)  Guiding Questions (Attachment 2)  Political Cartoons (Attachment 3)

Procedures and Pivotal Questions:  Review responses to the motivation. Ask students: Why is it important to consider the time, the place, and the manner of your request? How might a change in audience, time, or location influence your objective? Explain.  Review or introduce students to the terms: Rhetoric and Context. Ask: What is rhetoric? Rhetoric is the art of persuasion. It is the effort on the part of the speaker or writer to take full advantage of the communication process in order to bring about a change of thinking or acting on the part of the listener or reader.  "Context" is the situation that surrounds any event. The rhetorical context is the situation that surrounds the act of writing.  Ask: Why is the study of rhetoric important?  What do politicians, public figures, and writers try to accomplish through their rhetoric?  What are some things that a writer must keep in mind when trying to persuade or influence an audience? SOAPS- speaker (who is the speaker?), occasion (why discuss now?), audience (to whom am I sending the message?), purpose (why am I sending--what do I hope others will do, feel, say, etc), subject (what is the subject/situation?).  Explain to students that awareness of the rhetorical context of an argument is essential to successful persuasion.  Introduce/Review SOAPSTone  Distribute the Rhetoric/SOAPSTone Handout (Attachment 1). Review with students.  Distribute Cartoons (Attachment 2). Teacher will model SOAPSTone with the first cartoon.

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 Students will divide into their pre-assigned groups. Each group will apply SOAPSTone to an assigned cartoon.  Students will share their findings with the entire class, while other groups take notes.

Summary: What must a speaker or writer be mindful of if they hope to persuade others? Why is the rhetorical context essential to persuasive argumentation?

Extension Activity:  For homework, students will apply SOAPSTone to a self-selected cartoon.

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Attachment 1 Rhetorical Context

What is Rhetoric? Rhetoric is the art of persuasion. It is the effort on the part of the speaker or writer to take full advantage of the communication process in order to bring about a change of thinking or acting on the part of the listener or reader.

What must a speaker/writer be mindful of if they hope to persuade? SOAPSTone S: peaker— is the person who addresses an audience. Is the speaker’s image appropriate? Positive? Is the speaker trying to appear well-educated? Sincere? Patriotic? Humorous? Altruistic?

O: ccasion— is the time and place of the piece; the context that prompted the writing. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that encompass a broad issue. Then there is the immediate occasion: an event or situation that catches the writer’s attention and triggers a response. Why discuss this topic now? Is it ceremonial (encouraging others to celebrate)? Judicial (attempting to defend)? Forensic (using proof to often bring about change)?

A: udience— is the group of readers or listeners to whom the piece is directed. Who is the target audience? Is the speaker’s topic and level of language appropriate for the target audience?

P: urpose— is the specific reason or reasons for the writing. It conveys what the audience has to gain by reading an essay or listening to a speech. Purpose is the objective or the goal that the writer/speaker wishes to establish. A writer’s purpose might be to: - entertain - refute a theory - express oneself - stimulate interest - explain something - win agreement - support a cause - arouse sympathy - promote a change - provoke anger How does the speaker want to influence the attitudes, outlooks, and actions of others?

S: ubject— is the topic that is explored. Is the subject appropriate? Timely? Worthy of discussion?

T: one— is the attitude of the author. The spoken or written words convey the speaker’s attitude toward the subject. Tone is imparted through an author’s choice of rhetoric. Tone can be broadly categorized into positive, negative, or neutral categories.

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Attachment 2

Directions: Refer to your assigned cartoon and then respond to the following questions.

1. Describe what you see in the image.

2. Who is the speaker?

3. What is the occasion?

4. Who is the audience?

5. What is the purpose?

6. What is the subject?

7. What is the overall tone of the cartoon?

8. Evaluate: Do you think the cartoon is persuasive? Explain.

9. Do you agree with the cartoonist’s position? Explain.

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Attachment 3

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GRADE LEVEL: 11 PART I: ANALYZING ARGUMENTS

Lesson 2 One Class Period

Aim:  What are the basic elements of a well-structured argument?

Common Core Learning Standards: Standard Grade Standard Number RI 11 1, 2, 3, 4, 5, 6, 7, 10 W 11 1, 2, 4, 5, 7, 10 SL 11 1, 2, 6 L 11 1, 2, 3, 4, 6

Motivation:  Write down three compelling reasons for why I should not assign homework tonight.

Instructional Materials:  Structure of an Argument (Attachment 4)  Guiding Questions (Attachment 5)  Graphic Images (Attachment 6)  What, How, Why Grid (Attachment 7)  Articles: “Parents, Forget the Online Bogeyman” from the Boston Globe by Danah Boyd and “Docs to Parents: Limit Kids' Texts, Tweets, Online” from the Star-Banner. (Attachments 8 and 9)

Procedures and Pivotal Questions:  Review responses to the motivation. Ask students: why is it important to consider the structure of an argument?  Introduce students to the basic structure of an argument. Distribute the Structure of an Argument Handout (Attachment 4). Review with students.  Be sure students REMEMBER: The topic at hand: ISSUE Author’s belief about it: POSITION Author’s reasons for position: CLAIMS Support for the claims: EVIDENCE Exceptions: CONCESSION Opposition’s position COUNTER ARGUMENT  Distribute (Attachment 5 & 6) Guiding Questions & Social Media Graphics. Teacher will instruct students to identify the: Issue, Position, Claim(s), Evidence, Qualification (if applicable), and Concession (if applicable) for each image.  Students will work with a partner to identify the basic structure of an argument using two images about the same issue but which differ in position and claim. Partners will debrief.  Students will respond once again to the motivation question by incorporating a qualification and a concession.

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 Students will share their modified do now responses.

Summary: What are the basic elements of a well-structured an argument? How does the inclusion of a qualification and concession enhance an argument? Why?

Extension Activity: Read “Parents, Forget the Online Bogeyman” from the Boston Globe by Danah Boyd and “Docs to Parents: Limit Kids' Texts, Tweets, Online” from the Star-Banner. (Attachments 8 & 9)  Complete the WHAT, HOW, WHY Grid (Attachment 7) for each text and then:  Respond in one paragraph— evaluate the argument made in each article. Which writer presented a stronger argument? Why? With whom do you agree? Why?

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Attachment 4 STRUCTURE OF AN ARGUMENT How is an argument structured? The three main elements of argument are claim, evidence and rationale.

The claim: is the basic argument or point beginning with a statement or hypothesis; it takes a position on a certain point and answers a central question. When constructing an argument, you must consider your opinion and beliefs about a subject and the claim you want to make. This claim will later be developed into your thesis. You will also want to consider your purpose for writing an argument and the audience for whom you are writing.

Evidence: the relevant facts or data (the proof); there are five methods of persuasion: providing facts, providing examples, referring to an authority, predicting the consequences, and answering the opposition.

Concession: when an author admits some legitimacy to counterarguments or counterevidence. Novices often mistakenly believe that including counterarguments or concessions weakens their arguments, thinking that readers will be more inclined to agree with them if they don’t reveal these “weaknesses.” But in scholarly writing, these elements generally make your argument more compelling. Why? First, they enhance your ethos—how your readers feel about you as an author; when you seriously address a counterargument, when you discuss a study or other evidence that runs counter to your claim, when you explain how your claim doesn’t hold for certain situations, and so on, your readers get the sense that you’re knowledgeable about your subject and that you’re being straightforward. Second, scholarly audiences often know something (maybe a good deal) about the subject; as they read, they think of objections—reasons why your claim might not hold. Since you won’t be there to answer their objections, the best you can do is try to anticipate objections and respond to them in your paper.

Rationale (the “therefore”): a general principle or assumption that establishes a connection between the data (evidence or support) and the claim. It is the logical conclusion.

Example of a basic argument structure: Issue: School Hours—begin earlier or later?

Position: School should begin one hour later.

Claim(s): Adjusting school start time would allow teens to get ample sleep, have more time to focus on homework, and ease the transition into the school day.

Evidence (data): Research shows that teenagers’ circadian rhythm changes during the teen years, resulting in a disruption in their sleep cycle. Teenagers tend to stay up later and sleep longer.

Concession: Although students would have to stay in school one hour later and would lose an hour of daylight, the benefits of a good night’s rest far outweigh the drawbacks of a later dismissal time.

Rationale: Because teenagers’ sleep cycles change when they reach high school, a slight change in the school’s schedule will yield positive results; therefore, the school district should delay the school’s start time by one hour.

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Attachment 5 GUIDING QUESTIONS Directions: Look at the two images provided for you. Then respond to the following questions. Remember that an argument may be implied.

Image 1 Image 2 1. What is the issue? 1. What is the issue?

2. What is the artist’s position about the 2. What is the artist’s position about the issue? issue?

3. What is the artist’s claim(s) about the 3. What is the artist’s claim(s) about the issue? issue?

4. What evidence does the artist provide? 4. What evidence does the artist provide?

5. Does the artist make a concession in his or 5. Does the artist make a concession in his or her argument? Explain. her argument? Explain.

Summary: Evaluate the argument presented in each graphic image. How persuasive is each image? Which is most effective? Explain.

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Attachment 6 GRAPHIC IMAGES Image 1

Image 2

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Attachment 7 WHAT? HOW? WHY? What? What claims are How? How are the writer’s Why? What is the writer trying made? claims supported? to accomplish? (Claim) (Evidence) (Rationale) Text 1:

Text 2:

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Attachment 8 Parents, Forget the Online Bogeyman

The Internet Isn't Nearly As Damaging to Teenagers As Mom and Dad Think By Danah Boyd

We are both afraid of and afraid for teenagers. We fear the trouble that they'll get into and the people who will hurt them. This fear shapes our parenting, our educational structures, and our public policy. Old anxieties about public parks and malls have become modernized as the mere mention of teens' engagement with technology prompts heart palpitations. Yet where does this 5 fear get us? For the last decade, I've studied how and why teenagers use social media. I've driven around the country talking to youth and observing their online activities, listening to them as they struggle to understand what keeps their parents up at night. Meanwhile, I've watched as news organizations have breathlessly promoted fearful messages about the dangers of the Internet, 10 often ignoring data that show otherwise. It is only natural -- and also crucial to our societal well- being -- for parents to want to protect their children. And yet that protective instinct can go too far. Maturation is a process. Teens do not wake up on their 18th birthday and suddenly understand how the world works, even if legally they are adults. They can't acquire empathetic 15 sensibilities by sitting in a bubble. They must interact with others and take part in public life to develop an appreciation for society and their role in it. As parents, it is our responsibility to be there for them, to serve as role models and guides, to pick them up when they fall down, and to encourage them to take some risks while discouraging others. No matter how much we miss the snuggling days, we need to encourage our children to become independent, thoughtful, curious 20 people. Social media and the Internet have become an important part of that process. Perhaps the most widespread fear about the Internet concerns the fear of strangers. In the mid-2000s, this manifested as a moral panic about online sexual predators. Parents imagined that their children would be arbitrarily abducted because of their online activities. The data painted an entirely different portrait. 25 The researcher David Finkelhor and his team at the Crimes Against Children Research Center produced a powerful report discussing online sexual solicitations. They found that 1 in 7 young people were sexually solicited online, a number misinterpreted by the media and activists to suggest that predators are lurking everywhere. Few read the report, which noted that nearly all of the sexual solicitations were by teens' peers and other young adults. Contradicting popular 30 assumptions, most teens didn't even find these encounters upsetting. When Finkelhor's team looked more narrowly at sexual crimes involving the Internet, they saw that problems occurred when teens portrayed themselves as older, talked about sex to strangers online, and repeatedly met up with those individuals knowing sex was the intended outcome. 35 These teens -- many of whom were from abusive households, struggling with mental health issues, or battling addiction -- were indeed victimized, but the interventions needed to help them weren't about the Internet. To the contrary, the Internet made visible the countless number of at- risk youth who are deeply vulnerable. Rather than being helped by our societal obsession with sexual predation, these teens -- and their cries for help -- were ignored. 40 As parents, educators, and the media fret about the lurking online sexual predator, they brush over the acts of violence that youth regularly experience in other settings. Our society doesn't

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help youth develop strategies to deal with peer violence, even though teens are more likely to be raped by classmates than by strangers. Rather than increasing available social services, we keep defunding programs that can help youth who are abused by relatives. 45 Furthermore, policy makers keep proposing laws to block teens from accessing the Internet because of the potential risks associated with strangers. Yet, I cannot imagine our country implementing laws that would ban teens from school or religious institutions, even though sexual victimization is far more likely to occur in these places. Parents have every right to be afraid of horrifying outcomes, even those that are quite rare. I 50 can't blame them for wanting to do whatever it takes to protect their child from sexual victimization. But when we go to extremes to protect youth, we rarely consider the unintended consequences of isolating teens from all strangers. Across this country, I met teens who refused to interact with strangers online because they might be harmful. Over and over again, they referenced parental concerns and TV shows like 55 "To Catch a Predator." These teens didn't have a personal experience with such horrors, but they were convinced that they were at-risk. At times, these fears boiled over into other contexts, with teens not wanting to interact with any adults -- and, notably, adult males -- for fear that they might hurt them. This included teachers, counselors, coaches, grocery store clerks, and police officers. 60 Interacting with strangers is extraordinarily valuable. Through encounters with new people, we expand our scope of the world around us. We learn to respect differences and develop empathy. Strangers teach us new ideas and skills. And, most importantly, building new connections allows us to knit together the fabric of our society, a crucial practice for addressing global issues. 65 Today's teenagers have learned to be afraid of strangers. Many of those who go off to college don't want to have roommates who come from different cultural backgrounds. Youth who are battling mental health issues are often not willing to reach out to strangers, even when they're in a crisis. Young people are often uncomfortable even making small talk with people they don't know. Is this really what we want for our children? 70 In America today, it's often easier to go to extremes than to find balance. Wanting to protect youth is commendable, but we must also offer them freedom to explore and take risks. As parents, we need to focus on preventing the broken bones and not get caught up trying to stop every bump and scratch along the way. This starts by actively and conscientiously not allowing fear to get the best of us.

Danah Boyd, a principal researcher at Microsoft Research, is the author of "It's Complicated: The Social Lives of Networked Teens."

Citation: Boyd, Danah. "Parents, Forget the Online Bogeyman." Boston Globe. 09 Mar. 2014: K.10.

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Attachment 9

Docs to Parents: Limit Kids' Texts, Tweets, Online

CHICAGO—Doctors 2 parents: Limit kids' tweeting, texting & keep smartphones, laptops out of bedrooms. #goodluckwiththat.

The recommendations are bound to prompt eye-rolling and LOLs from many teens but an influential pediatricians group says parents need to know that unrestricted media use can have 5 serious consequences.

It's been linked with violence, cyberbullying, school woes, obesity, lack of sleep and a host of other problems. It's not a major cause of these troubles, but "many parents are clueless" about the profound impact media exposure can have on their children, said Dr. Victor Strasburger, lead author of the new American Academy of Pediatrics policy.

10 "This is the 21st century and they need to get with it," said Strasburger, a University of New Mexico adolescent medicine specialist.

The policy is aimed at all kids, including those who use smartphones, computers and other Internet-connected devices. It expands the academy's long-standing recommendations on banning televisions from children's and teens' bedrooms and limiting entertainment screen time 15 to no more than two hours daily.

Under the new policy, those two hours include using the Internet for entertainment, including Facebook, Twitter, TV and movies; online homework is an exception.

The policy statement cites a 2010 report that found U.S. children aged 8 to 18 spend an average of more than seven hours daily using some kind of entertainment media. Many kids now watch 20 TV online and many send text messages from their bedrooms after "lights out," including sexually explicit images by cellphone or Internet, yet few parents set rules about media use, the policy says.

"I guarantee you that if you have a 14-year-old boy and he has an Internet connection in his bedroom, he is looking at pornography," Strasburger said.

25 The policy notes that three-quarters of kids aged 12 to 17 own cellphones; nearly all teens send text messages, and many younger kids have phones giving them online access.

"Young people now spend more time with media than they do in school -- it is the leading activity for children and teenagers other than sleeping" the policy says.

Mark Risinger, 16, of Glenview, Ill., is allowed to use his smartphone and laptop in his room, 30 and says he spends about four hours daily on the Internet doing homework, using Facebook and YouTube and watching movies.

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He said a two-hour Internet time limit "would be catastrophic" and that kids won't follow the advice, "they'll just find a way to get around it."

Strasburger said he realizes many kids will scoff at advice from pediatricians -- or any adults. 35 "After all, they're the experts! We're media-Neanderthals to them," he said. But he said he hopes it will lead to more limits from parents and schools, and more government research on the effects of media.

The policy was published online Monday in the journal Pediatrics. It comes two weeks after police arrested two Florida girls accused of bullying a classmate who committed suicide. Police 40 say one of the girls recently boasted online about the bullying and the local sheriff questioned why the suspects' parents hadn't restricted their Internet use.

Mark's mom, Amy Risinger, said she agrees with restricting kids' time on social media but that deciding on other media limits should be up to parents.

"I think some children have a greater maturity level and you don't need to be quite as strict with 45 them," said Risinger, who runs a communications consulting firm.

Her 12-year-old has sneaked a laptop into bed a few times and ended up groggy in the morning, "so that's why the rules are now in place, that that device needs to be in mom and dad's room before he goes to bed."

Sara Gorr, a San Francisco sales director and mother of girls, ages 13 and 15, said she welcomes 50 the academy's recommendations.

Her girls weren't allowed to watch the family's lone TV until a few years ago. The younger one has a tablet, and the older one has a computer and smartphone, and they're told not to use them after 9 p.m.

"There needs to be more awareness," Gorr said. "Kids are getting way too much computer time. 55 It's bad for their socialization, it's overstimulating, it's numbing them."

Citation: "Docs to Parents: Limit Kids' Texts, Tweets, Online." Ocala Star-Banner. 28 Oct. 2013: n.p

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GRADE LEVEL: 11 PART I: ANALYZING ARGUMENTS

Lesson 3 One-Two Class Periods

Aim: How can supporting evidence help to bolster an argument?

Common Core Learning Standards: Standard Grade Standard Number RI 11 1, 2, 3, 4, 5, 6, 7, 10 W 11 1, 2, 4, 5, 7, 8, 10 SL 11 1, 2, 6 L 11 1, 2, 3, 4, 6

Motivation: Respond to three (3) of the following six (6) Hot Topic questions: 1. Should junk food be banned in public schools? 2. Should the age for a driver’s license be raised from 16 to 18? 3. Should juveniles accused of serious crimes be treated as adults? 4. Should students be required to wear uniforms at school? 5. Should school hours be changed from 9:00 am to 3:00 pm? 6. Should the drinking age be lowered to 18?

Instructional Materials:  VEO SAFE CATS Handout (Attachment 10)  “Parents, Forget the Online Bogeyman” from the Boston Globe by Danah Boyd and “Docs to Parents: Limit Kids' Texts, Tweets, Online” from the Star-Banner ( from Lesson 2)  Index Cards

Procedures and Pivotal Questions:  Teacher will ask students to write the words “yes” and “no” on two separate sheets of paper.  Explain to students that they will have time later in the period to discuss each of the hot topics. Teacher will ask students to respond to each of the do now questions by silently raising the appropriate word (yes or no) to each of the do now questions as asked aloud by the teacher.  Teacher will then review the word, controversial. Ask: What makes these topics controversial? What do the terms proponent and refute mean?"  Teacher will review acceptable forms of evidence before students work on their topics.  Divide students into groups of four. Inform students that each group will be given a controversial topic. Have one student from each group select an index card from your hands. Fan the cards out and turn them upside down so that students can't see the topics on the cards.  Once students receive their issue, have the entire group list the pros and cons of the issue.  Then, students will need to sub-divide or partner with one other person from the group (two partners per group, 4 students in total, per issue). The first pair, pair AB will argue

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the “yes” or “pro” side of the issue. The second pair, pair CD will argue the “no” or “con” side of the issue. Each pair should order their most compelling to least compelling pieces of evidences in support of their position.  After students compile all of their evidence, they will then transpose each piece of evidence onto the VEO SAFE CATS handout. Students should write the topic on the top line of the sheet. Give each pair about 10 minutes to discuss the issue and to list the evidence for their position. Explain to students that they should consider the counter argument and be ready to defend their position.  Introduce students to the academic controversy method. The first pair, partners AB will be given two minutes to present their evidence in support of their position about their assigned issue. Pair CD will take notes as Pair AB speaks; Pair CD may not speak until AB has indicated that they are finished defending their position. Then, Pair CD will present their evidence while pair AB listens and takes notes. Once Pair CD indicates that they are finished, open discussion amongst the four group members will ensue. Teacher will decide when it is appropriate to invite the rest of the class to the conversation.  Ask students in the audience to evaluate the presentations based on how well each side: addressed the issue, supported with evidence, persuaded the audience, organized the argument, and answered the opposition.

Summary:  Whole class discussion: Why is it important to take the time to structure your argument? Why is it important to tier your evidence? Why is it important to know the opposition’s position and talking points?  Extension Activity: Re-Read “Parents, Forget the Online Bogeyman”; Boston Globe, Boyd, Danah and “Docs to Parents: Limit Kids' Texts, Tweets, Online”; Ocala Star-Banner  Then, jot down one conclusion per text, that these texts lead you to make. Next, locate at least two pieces of evidence to support your conclusion(s) from each article. Then complete the VEO SAFE CATS Grid for each article. Lastly, evaluate the effectiveness of the evidence presented in each article (one paragraph each). With whom do you most agree? Why?

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Attachment 10 VEO SAFE CATS Graphic Organizer

In a complete sentence, write your position on this topic: ______

Types of Evidence V Values and Beliefs

EO Expert Opinion

S Statistics

A Analogies

F Facts

E Examples

C Cause & Effect

A Anecdotes

T Traditions & Customs

S Special Rules

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GRADE LEVEL: 11 PART I: ANALYZING ARGUMENTS

Lesson 4 One- Two Class Periods

Aim:  What types of appeals make an argument persuasive?

Common Core Learning Standards: Standard Grade Standard Number RI 11 1-6 W 11 1, 4, 5, 7, 8, 9, 10 SL 11 1, 3, 4, 5 L 11 1, 2, 6

Motivation: Review: 1. What is the basic structure of an argument? 2. Why does a writer or speaker need to keep SOAPS in mind when trying to influence the thoughts or actions of their target audience? 3. What are acceptable forms of evidence?

Instructional Materials:  Appealing to Your Audience Handout (Attachment 11)  Visual Rhetoric Grid (Attachment 12)  Top Ten 2014 Super Bowl Commercials (links in lesson plan)

Procedures and Pivotal Questions:  Review responses to the motivation.  Introduce/Review the three Rhetorical Appeals employed in argumentation.  Distribute the Rhetorical Appeals Handout (Attachment 11). Review with students. Teacher will play one of the Top Ten 2014 Super Bowl Commercials at a time: https://www.youtube.com/watch?v=nZV8ciujyT0  As students watch each commercial, they will fill in the following information on the Visual Image Handout—SOAPS, CER, Appeals (Attachment 12).  Teacher will model how to complete the Visual Image Handout.  Students will share their findings after each commercial is viewed.

Summary:  Whole class discussion: Why do you suppose these commercials have become popular? What makes them appealing? Why are appeals important when constructing an argument?

Extension Activity:  Students will locate a commercial or print advertisement and complete a Visual Rhetoric Grid for their self-selected commercial or advertisement for homework.

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Attachment 11 Appealing To Your Audience

Rhetorical Appeals are the approaches that writers and speakers use to influence an audience.

Pathos: The Emotional Appeal Arguments from the heart are designed to appeal to audience’s emotions and feelings. Emotions can direct people in powerful ways to think more carefully about what they do. In hearing or reading an argument that is heavy on emotional appeals, ask yourself these questions: How is the speaker or author appealing to the audience’s emotions? Why? Always try to name the emotions being appealed to (love, sympathy, anger, fear, hate, patriotism, compassion) and figure out how the emotion is created in the audience.

Emotional appeals are often just examples—ones chosen to awaken specific feelings in an audience. Although frequently abused, the emotional appeal is a legitimate aspect of argument, for speakers and authors who want their audience to care about the issues they address. Here are some, but not all, techniques that are used in this type of appeal:

 Moving stories or anecdotes  Using emotional language or diction to appeal to people’s values or guilt  Slanting— omitting or not using information that may conflict with or weaken the author’s opinion  Predicting extreme outcomes or making a dire prediction in order to create a sense of urgency  Specific examples

Logos: The Logical Appeal Logos refers to the use of logic, reasons, facts, statistics, data, and numbers. Logical appeals are aimed at the mind or reason of the audience. Very often, logos seems tangible and touchable. When a speaker or writer uses logical appeals, he or she will avoid inflammatory language, and the writer will carefully connect its reasons to supporting evidence. Here are some, but not all techniques that are used in this type of appeal:

 Logical reasons why your audience should believe you (keep in mind that not all reasons are equally persuasive for all audiences)  Evidence that proves or explains your reasons  Facts—using information that can be checked by testing, observing firsthand, or reading materials to support an opinion  Statistics— percentages, numbers, and charts to highlight significant data  Expert Opinion—statements by people who are recognized as authorities on the subject  Examples—providing examples that support each reason  Use of cause and effect, compare and contrast, and analogy

Ethos: The Ethical Appeal Ethical appeals depend on the credibility or training of the author. Audiences tend to believe writers who seem honest, wise, and trustworthy. An author or speaker exerts ethical appeal when the language itself impresses the audience that the speaker is a person of intelligence, high moral character, and good will.

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Attachment 12

Visual Rhetoric Analysis Grid

Text ______

SOAPS Structure Appeals How EFFECTIVE is this S: Claim: Logos: commercial or advertisement?

Evidence Ethos:

P: Rationale Pathos:

TONE:

List of Commercials: Top Ten Super Bowl commercials of 2014 https://www.youtube.com/watch?v=nZV8ciujyT0

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GRADE LEVEL: 11 PART I: ANALYZING ARGUMENTS

Lesson 5 One Class Period

Aim:  How can we identify common patterns of illogical reasoning?

Common Core Learning Standards: Standard Grade Standard Number RI 11 1, 2, 3, 4, 5, 6, 10 W 11 10 SL 11 1, 2, 6 L 11 1, 2, 6

Motivation:  Play “De do do, do” from the Police. Provide students with a section of the lyrics to focus on. (Attachment 13)  Ask: What is the subject?  Who is the audience?  What is the author’s attitude or tone toward the subject?  How does the writer make his point about the subject?  What is the song’s message or purpose? (to caution against false logic/propaganda/abuse of logic)  What can go wrong in the communication process (static and filters) between sender and receiver? (language barriers, interference, misinterpretations, biases, false assumptions/perceptions, insecurities, omission of facts, distortions and half truths).

Instructional Materials:  Police song lyrics (Attachment 13)  Common Logical Fallacies Handout (Attachment 14)  Identifying Logical Fallacies Activity (Attachment 15)

Procedures and Pivotal Questions:  Review responses to the motivation. Ask students: What is a fallacy? Define for students. A fallacy is an error in reasoning; a misconception resulting from incorrect reasoning; an error in reasoning that renders an argument invalid.  Remind students that logic is a process of drawing a conclusion from one or more premises. Sometimes an argument can be illogical by mistake; however, propagandists deliberately manipulate logic in order to promote their cause. Either way, it is imperative that students are equipped to detect a breakdown in logic or identify fallacies so that they can draw their own conclusions and avoid them in their own arguments.  Introduce, analyze, and discuss the following fallacies: circular reasoning, equivocation, faulty analogy, slippery slope, straw man. Distribute Common Logical Fallacies Handout. (Attachment 14). Review with students.

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 In-groups, students will complete the Identifying Common Logical Fallacies activity. (Attachment 15). Teacher will model the identification of the fallacy for question #1.  As a whole class, the students will explain and defend their answers to the rest of the class.

Summary:  Whole class discussion: Why is it important to be knowledgeable about logical fallacies?

Extension Activity:  Students will make fallacy vocabulary flashcards. On the blank side of an index card, students will write the name of the fallacy. On the lined side of the index card, students will: a) Write a definition they understand. b) Write an example of the fallacy (they may visit websites to locate examples). c) Briefly explain why the example provided is indeed illogical.

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Attachment 13

Police “De do do do”

Don't think me unkind Words are hard to find They're only cheques I've left unsigned From the banks of chaos in my mind And when their eloquence escapes me Their logic ties me up and rapes me

De do do do de da da da Is all I want to say to you De do do do de da da da Their innocence will pull me through De do do do de da da da Is all I want to say to you De do do do de da da da They're meaningless and all that's true

Poets priests and politicians Have words to thank for their positions Words that scream for your submission And no-one's jamming their transmission 'Cos when their eloquence escapes you Their logic ties you up and rapes you

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Attachment 14 Common Logical Fallacies

1. Circular Reasoning (aka Begging the Question) - An argument in which the writer, instead of supplying evidence, simply restates the point in other language. Ex. “Students should not be allowed to park in lots now reserved for faculty because those lots should be for faculty only.”

2. Dogmatism - shuts down discussion by asserting that the writer’s beliefs are the only acceptable ones. The unwillingness to even consider the opponent’s argument. The assumption that even when many, perhaps millions, of other people believe otherwise, only you can be correct. This is closely related to the Either/Or fallacy as it’s based on the usually false assumption that competing theories or perspectives cannot co-exist within single systems. The assumption that those who disagree with you are “biased”, while you are “objective”. Ex: I’m sorry, but I think penguins are sea creatures and that’s that.

3. Equivocation - The same word is used with two different meanings. These can be seen as half-truths, or statements that are partially correct but that purposefully obscure the entire truth. Ex: “I did not have sexual relations with that woman.” – President Bill Clinton Define sexual relations

4. Faulty Analogy (aka False Analogy/Weak Comparison) - The assumption that because two things are alike in some aspects that they are alike in others. Ex. “If we put humans on the moon, we should be able to find a cure for the common cold.”

5. Slippery Slope - arguments suggest that one thing will lead to another, oftentimes with disastrous results. Ex: If you get a B in high school, you won’t get into the college of your choice, and therefore will never have a meaningful career.

6. The Straw Man - the arguer sets up a wimpy version of the opponent's position and tries to score points by knocking it down. The writer does not attack the argument that the opposition sets forth. The arguer may attack one of the opposition's points as if it were the whole argument, distort what the opposition is attempting to express, or exaggerate the opposition's argument to the point of satirizing it. Ex. Al Gore's support of the discussion of sexual orientation issues on Ellen is dangerous: he advocates the exposure of children to sexually explicit materials, which is wrong. These fallacies are often used because writers find it easier to refute an oversimplified opposition. Writers may also pick only the opposition’s weakest or most insignificant point to refute. Doing so diverts attention from the real issues and rarely, if ever, leads to resolution or truth. Ex: The debate over drink machines centers around cost and choice. Opponents of the new drink machines bring up their location as an important issue. This insignificant point has little relevance to the actual issues.

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Attachment 15

Identifying Logical Fallacies

Directions: Identify each fallacy below and explain why it fits the definition of the fallacy you have identified.

Circular Reasoning Dogmatism Equivocation Faulty Analogy

Slippery Slope Straw Man

1. ______“You should never gamble. Once you start gambling you find it hard to stop. Soon you are spending all your money on gambling, and eventually you will turn to crime to support your earnings.”

2. ______“You should exercise because exercise is good for you!”

3. ______The sign said "fine for parking here", and since it was fine, I parked there.

4. ______People who have to have a cup of coffee every morning before they can function have no less a problem than alcoholics who have to have their alcohol each day to sustain them.

5. ______After Will said that we should put more money into health and education, Warren responded by saying that he was surprised that Will hates our country so much that he wants to leave it defenseless by cutting military spending.

6. ______There’s no way that anyone can argue that abortion is anything other than murder.

Key: 1. Straw man 2. Circular Reasoning 3. Equivocation 4. Faulty Analogy 5. Straw Man 6. Dogmatism

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GRADE LEVEL: 11 PART I: ANALYZING ARGUMENTS

Lesson 6 One Class Period

Aim:  How can we analyze how rhetorical devices convey meaning in the article, “Invading Our Own Privacy”?

Common Core Learning Standards: Standard Grade Standard Number RI 11 1, 2, 3, 4, 5, 6, 7, 10 W 11 1, 2, 4, 5, 7, 10 SL 11 1, 2, 6 L 11 1, 2, 3, 4, 6

Motivation: 1. Write down any definitions, thoughts or associations with the words: apple and snake.

Elicit the following responses: snake—“snake in the grass,” the biblical serpent, the danger or poisonous snakes, our own fear of snakes, a malevolent person who might be called a snake. A plumber might think of a tool called a snake, a biologist might think of the rare Indigo Snake. ** Some words have shades of meaning that are commonly recognized. While a “serpent” is literally a snake, the word “serpent” is usually associated with evil (connotation and denotation).

2. Copy definitions. A word’s denotation is its literal definition. A word’s connotation is all the associations we have with the word.

Apple- apple of my eye; Eve in the Garden of Eden; candy-apple red; “a bad apple”; apple pie; teacher.

3. Look at your list and circle word associations that are connotations. Square denotative. Star concrete, and abstract words.

Instructional Materials:  Text-Codes on Large Post-It Paper  Common Rhetorical Devices Handout (Attachment 16)  Article “Invading Our Own Privacy ” by Michael Chertoff (Attachment 17)  Article, “They’re Studying You” by Sharon Jayson (Attachment 18)

Procedures and Pivotal Questions:  Review responses to the motivation.  Tell students that today they will read an article about technology and privacy. As we read we focus on “how” the author makes his argument. We can do so by paying attention to the language employed by the writer, specifically the use of diction, detail, syntax, and tone.  Introduce students to the text codes that they will use to annotate the article:

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 Text-Codes o Diction: Circle words with strong connotations (positive or negative) o Detail: Underline details that seem important o Tone: Box words which reveal the author’s attitude/tone toward the subject o Syntax: Star sentences that stand out in: form, content, or style.  Distribute Common Rhetorical Devices Handout (Attachment 16). Review with students.  Distribute the article, “Invading Our Own Privacy, ” by Michael Chertoff (Attachment 17).  Model first paragraph with class. Then students will annotate the text individually. When the entire class is finished, students will share with a partner and then with the rest of the class.

Summary:  Whole class discussion: How does the author’s use of diction, detail, syntax, and/or tone convey the author’s message?

Extension Activity: Read the article, “They’re Studying You” by Sharon Jayson (Attachment 18). Use the text codes used in class today to annotate the text. Then identify one effect intended by the author and analyze how the author’s use of ______(choose diction, detail, tone, or syntax) advances this effect.

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Attachment 16

Rhetorical/Stylistic Devices & Techniques

Below you will find a list of some common rhetorical devices. They include but are not limited to:

1. tone 2. attitude 3. diction 4. language 5. figurative language 6. figure of speech 7. detail 8. imagery 9. point of view 10. organization 11. structure 12. irony 13. sentence structure 14. syntax 15. phrasing

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Attachment 17

Invading Our Own Privacy By Michael Chertoff In the past few months, much has been written about whether the National Security Agency's authorized storage of anonymous telephone records should be curtailed on the grounds that it's too invasive of Americans' privacy. This controversy has raged even though the records are generated by commercial phone companies, they contain no information other than the 5 duration of calls (which numerous courts have treated as worthy of only minimal legal protection) and access to the records is strictly limited. So it is striking that two recent news stories illustrate a less-debated threat to privacy that we as a society are inflicting on ourselves. Last week, a passenger on an Acela train decided to tweet in real time his summary of an overheard phone conversation by Gen. Michael Hayden, a 10 former director of the National Security Agency (NSA) and the CIA (and my current business partner). The same day, a photo was published of Maryland Attorney General Douglas Gansler at a summer party where he was surrounded by underage youths who apparently were drinking. Of course, the delicious irony is obvious: In one case, the former NSA chief becomes a victim of eavesdropping. In the other, a politician critical of teen drinking fails to intervene when 15 he is surrounded by it. But both stories carry a more troubling implication. The ubiquitousness of recording devices - coupled with the ability everyone has to broadcast indiscriminately through Twitter, YouTube and other online platforms - means that virtually every act or utterance outside one's own home (or, in Gansler's case, inside a private home) is subject to being massively publicized. And because these outlets bypass any editorial review, there is no assurance that 20 what is disseminated has context or news value. Where does this lead us? If a well-known person has an argument with a spouse or child at a restaurant, should it be broadcast? If a business personality expresses a political opinion at a private party, should that opinion (or a distortion of it) be passed on to the rest of the world? If a politician buys a book or a magazine at an airport, should a passerby inform everyone? 25 There has been exaggerated talk about whether the government intelligence community could create a police state. But the true horror of the East German Stasi or the Maoist Red Guard was the encouragement of informants - private citizens reporting on other private citizens and even family members. No police agency could be omniscient. The oppressiveness of those police states came from the fear every citizen had that another citizen would disclose deviations 30 from the party line. The relevant question here is: Are we creating an informant society, in which every overheard conversation, cellphone photograph or other record of personal behavior is transmitted not to police but to the world at large? Do we want to chill behavior and speech with the fear that an unpopular comment or embarrassing slip will call forth vituperative criticism and perhaps 35 even adversely affect careers or reputations? Do we need to constantly monitor what we say or do in restaurants, at sporting events, on public sidewalks or even private parties? This is worth a national, and perhaps global, conversation at least as robust as the debate over government collection of telephone numbers. This debate needs to be as much about our culture as our law. 40 The writer was secretary of the Department of Homeland Security from 2005 to 2009. He is co-founder and chairman of the Chertoff Group, a global security and risk-management advisory firm.

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Attachment 18 They're Studying You If You're on Facebook, Twitter or Other Social Media, Your Data Could Be Used for Research By Sharon Jayson

Every time you search online for the best restaurant deal, share good news or bad with your Facebook friends, or tweet to your followers, your "audience" is bigger than you know.

That's because your every online move leaves cyberfootprints that are becoming fodder for research without you realizing it.

5 Using social media for academic research is accelerating and raising ethical concerns along the way, as vast amounts of information collected by private companies -- including Google, Microsoft, Facebook and Twitter -- are giving new insight into all aspects of everyday life.

Consider that mining online communication has already helped Microsoft identify women at risk of postpartum depression. It's also allowed Facebook to study how parents and kids interact. The 10 possibilities appear limited only by the imagination of the researchers, which is why such issues were in the spotlight recently at a meeting of social and personality psychologists.

They gathered to concentrate on what's ahead amid concerns that some users may not like having their behavior under the microscope. Even as this mining of huge digital data sets of behavior is on the rise, the word "caution" is coming from all sides.

15 "Be aware it is a space that is watched," says social psychologist Ilka Gleibs, an assistant professor at the London School of Economics, whose study about social networking sites for research has been drawing attention since it went online January's Analyses of Social Issues and Public Policy.

"Facebook is transformed from a public space to a behavioral laboratory," says the study. It cites 20 a Harvard-based project of 1,700 college-based Facebook users in which it became possible to "deanonymize parts of the data," or cross-reference anonymous data to make student identification possible.

"Sometimes it's easier than we think to identify this data," she says. "I'm not saying no one should ever do this research, but I'm saying we should be more cautious when we use this data." 25 Some of Facebook's research on user behavior found that 71% of people drafted at least one post that they never posted.

Another analyzed 400,000 posts and found children's communication with parents decreases in frequency from age 13 but rises when they move out.

Data scientist Adam Kramer, of the Menlo Park, Calif.-based Facebook, outlined what the 30 company is learning for the Society for Personality and Social Psychology meeting in Austin. Its president, social psychologist James Pennebaker, of the University of Texas-Austin, says privacy is a big issue. "Facebook especially, and Microsoft, is scared to death about privacy

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issues," he says.

"A bunch of researchers have access to everybody's posts and Facebook is built on what's yours 35 is private. They are struggling with the problem the same way as the scientific community."

Attorney and privacy expert Parry Aftab, of New York City -- a member of Facebook's Safety Advisory Board -- suggests that users shouldn't worry: Very large companies such as Twitter, Google, Microsoft and Facebook have privacy policies for users.

But Facebook aficionados might recall that the company has had to backtrack on its privacy 40 policies -- more than once.

Indeed, a University of Vienna study published in the journal Cyberpsychology, Behavior, and Social Networking, found almost half of Facebook users who left the site said it was over privacy concerns.

Citation: Jayson, Sharon. "They're Studying You." USA TODAY. 11 Mar. 2014: B.6.

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GRADE LEVEL: 11 PART I: ANALYZING ARGUMENTS

Lesson 7 Two Class Periods

Aim:  How can we apply our knowledge of rhetoric to the documentary, “Generation Like”?

Common Core Learning Standards: Standard Grade Standard Number RI 11 1, 2, 3, 4, 5, 6, 7, 10 W 11 1, 2, 4, 5, 7, 10 SL 11 1, 2, 6 L 11 1, 2, 3, 4, 6

Motivation: Do you use social media sites like: Twitter, You Tube, Snap Chat, and/or Instagram? Why or why not?

Instructional Materials:  Visual Rhetoric Grid (Lesson 4, Attachment 12)  PBS documentary “Generation Like”

Procedures and Pivotal Questions:  Review responses to the motivation. Ask students: what is so appealing or unappealing about these sites?  Distribute the Visual Rhetoric Grid and tell students that today they will watch a documentary entitled, “Generation Like.” As they watch the film, students will complete all sections on the Visual Rhetoric Grid.  After viewing the complete documentary (about 51 minutes) students will work with a partner to share their findings. Then, students will share their findings with the whole class.

Summary:  Whole class discussion: How is visual rhetoric similar to rhetoric in print?

Extension Activity:  Students will write a reaction paper to the ideas presented in the documentary, displaying their own understanding and use of sound rhetoric.

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GRADE LEVEL: 11 PART II: CRAFTING ARGUMENTS

Lesson 8 One Class Period

Aim:  Why is it important to understand divergent perspectives on key issues?

Common Core Learning Standards: Standard Grade Standard Number RI 11 1, 2, 3, 4, 6, 10 W 11 1, 2, 4, 5, 7, 8, 9, 10 SL 11 1, 2, 3, 4, 5, 6 L 11 1, 2, 3, 6

Motivation: 1. As you watch each of these three video clips about social media, categorize each clip into the appropriate corresponding category: You Tube Social Media Clips  https://www.youtube.com/watch?v=QfVVfB_UHeA  https://www.youtube.com/watch?v=qgf5QIpttRw  https://www.youtube.com/watch?v=DahW_hBQp_0

Positive (Pro): Negative (Con): Neutral (Both):

2. Explain why you categorized them as such.

Instructional Materials:  Social Media Clips  Verbs For Introducing Summaries And Quotations Handout (Attachment 19)  Argument Summary Sentence Starters (Attachment 20)  “The Agony of Instagram” by Alex Williams (Attachment 21)  “On Instagram, ‘Fitspo’ Is More Than an Eyeful” by Hilary Sheinbaum (Attachment 22)

Procedures and Pivotal Questions:  Review responses to the motivation. Ask students: Which of the video clips do you find most convincing? Which clip reflects your beliefs about social networks?  Tell students that before they present their verbal or written arguments about any controversial issue, they should summarize the controversy surrounding the issue prior to stating their own position. This way, the audience will have a better understanding about the controversy as well as the position that writer or speaker will argue.  Inform students that they will summarize each side of the issue presented in the two of the video clips. As they do so, they must use argumentative language and/or sentence starters in

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each summary. Distribute Verbs For Introducing Summaries And Quotations Handout. Review with students. (Attachment 19).  Teacher will write a model with the students about the neutral clip regarding social media. Students will help the teacher to compose a summary using argumentative language (Attachment 20).  In groups of four, students will write two different summaries about social media. The first paragraph will summarize the video in support of social media; the second paragraph will summarize the video in opposition to social media. Then, students will compare the two summaries and discuss the importance of being aware of both sides of an issue.  Teacher will call on students to share their summaries.

Summary:  Whole class discussion: Why is it important to educate our audience about a controversy before we present our own argument?

Extension Activity:  For homework, Students will read “The Agony of Instagram” by Alex Williams and “On Instagram, ‘Fitspo’ Is More Than an Eyeful” by Hilary Sheinbaum. Students will write a summary about each writer’s argument incorporating words from the argumentative language handout provided to them in class. (Attachments 21 & 22)

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Attachment 19

Verbs For Introducing Summaries and Quotations From They Say I Say By: Gerald Graff and Cathy Birkenstein

Verbs For Making A Claim Argue Verbs For Questioning Or Assert Disagreeing Believe Complain Claim Complicate Emphasize Contend Insist Deny Observe Deplore the tendency to Remind us Qualify Report Question Suggest Refute Reject Renounce Verbs For Expressing Agreement Repudiate Acknowledge Admire Agree Verbs For Making Endorse Recommendations Praise Advocate Call for Encourage Verbs For Expressing Agreement Exhort Celebrate the fact that Import Corroborate Plead Do not deny Recommend Reaffirm Urge Support Warn Verify

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Attachment 20

Summary Sentence Starters

 X acknowledges that ______ X agrees that ______ X argues that ______ X believes that ______ X denies/ does not deny ______ X claims that ______ X complains that ______ X demonstrates that ______ X celebrates the fact ______ X emphasizes that ______ X insists that ______ X observes that ______ X questions ______ X refuses to claim that ______ X reminds us that ______ X urges us to ______

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Attachment 21

The Agony of Instagram By Alex Williams

Erin Wurzel, 26, thought she had plenty to feel thankful about this Thanksgiving weekend: she is engaged to a great guy (and was spending the holiday with his family), working on her first novel and taking French with an eye to moving to Paris someday. Then she checked her Instagram feed. 5 One friend had posted a Martha Stewart-worthy photo of her "mashed potato bar" featuring 15 spud-filled martini glasses artfully arranged in a pyramid, alongside a matching pyramid of bowls of homemade condiments. Another friend had posted a close-up of a cranberry barrel, with a sieve scooping up a Technicolor explosion of the crimson fruit above the caption, "Last-minute grocery run." 10 A third posted her holiday table setting in Paris, complete with burning candles, rolled napkins with napkin rings, an open Champagne bottle, a huge centerpiece of fall flowers and the illuminated Eiffel Tower framed in a casement window. "I let out an 'Oh, my God!,' like a little kid who wants something they cannot have," said Ms. Wurzel, a program analyst in Philadelphia who uses the Instagram handle likewantneed. 15 "You're searching through your feed and a picture will hit you, like that Paris shot. It's just so perfect. You just think, 'I want that, I want that life.' " It's called Instagram envy, and Ms. Wurzel had it bad. For many urban creative professionals these days, it's not unusual to scroll through one's Instagram feed and feel suffocated by fabulousness: There's one friend paddling in the surf at 20 Positano under a fiery Italian sunset. Another is snapping away at a sweaty Thom Yorke from the third row at an Atoms for Peace concert in Austin. Yet another is sipping Champagne in Lufthansa business class en route to Frankfurt, while a fourth is huddling with friends over omakase at Masa. Members of the Facebook generation are no strangers to the sensation of feeling a little 25 left out when their friends post from that book party they weren't invited to, or from someone's latest transporting trip to the white sands of Tulum. Yet even for those familiar with the concept of social-media envy, Instagram -- the highest achievement yet in social-media voyeurism -- presents a new form of torture. On Instagram, there is none of the familiar messiness of Facebook (which bought 30 Instagram last year for about $1 billion) or Twitter, where the torrent of wish-you-were-here- but-not-really posts are lost in a clutter of birthday wishes to Aunt Candace, one-liners about airline food and links to the latest Onion headline or New Republic deconstruction of Obamacare. Instagram, rather, is about unadulterated voyeurism. It is almost entirely a photo site, 35 with a built-in ability (through the site's retro-style filters) to idealize every moment, encouraging users to create art-directed magazine layouts of their lives, as if everyone is suddenly Diana Vreeland. Mayoli Weidelich, 24, an Internet marketing manager and blogger in Toronto, said she once spent 10 minutes with a friend composing a picture of a margarita glass over a plate of 40 tacos at a Mexican restaurant. The intention was not to show off, Ms. Weidelich said. She was simply following an unspoken rule adopted by Instagram users to avoid populating feeds with

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unedited, mediocre images. "My Facebook feed is full of mostly opinionated rants and articles links, neither of which cause any jealousy," Ms. Weidelich said. "My Instagram feed, in comparison, is one amazing 45 photo after another." Viewers, meanwhile, are expected to let the sumptuous photos wash over them and chip in with comments ("Gorgeous sunset!") and heart-shape "likes," which function as a form of social currency, reinforcing the idea that every shot is a performance worthy of applause. The result is an online culture where the ethic is impress, rather than confess. 50 It is as if every last image is designed to call to mind Norman Mailer's book title, "Advertisements for Myself." Envy, of course, doesn't operate in a social vacuum. It needs an object of desire. And everyone, it seems, has that friend on Instagram: the one with the perfect clothes and the perfect hair and seemingly perfect life -- which seem all the more perfect when rendered in the rich 55 teals and vivid ambers of Instagram's filters. For Sara Benincasa, 33, a comedian and writer in Los Angeles, that friend is Heather Fink, whose work as a filmmaker and sound technician takes her to exotic locales, which she dutifully records on Instagram. Ms. Benincasa recalled being at a CVS drugstore, waiting to pick up her refills of Prozac 60 and Klonapin, when she began scrolling through Ms. Fink's feed, which is updated frequently, especially when Ms. Fink is jetting around the world. "She's in Cannes, she's in New Mexico. She's in Abu Dhabi for a film shoot. She's going to Holland. She was just at Jared Harris's wedding on a yacht in Miami," Ms. Benincasa said. "I'm standing there in my stained sweatpants, I was thinking, 'I really need to up my game in 65 life.' " Instagram, which this year alone grew to 150 million users from 80 million users worldwide, became a social phenomenon in part because it allowed people to transform snapshots into magazine-worthy images and share them easily with friends. Thanks to the built- in filters, many of which imbue the photos with a kind of digital nostalgia by mimicking the 70 look of old lenses and film stock, everyone looks a little younger, a bit prettier, more cover- worthy. The stage-managing impulse seems particularly strong among young parents, who appear to conjure the spirit of Norman Rockwell every time they whip out their iPhones to snap a shot of their adorable, smiling children. 75 Jessica Faryar, 32, an at-home mother in Seattle, remembers seeing one such photo featuring a family that had "leaves shipped in from out of state, just so the kids could jump in them," said Ms. Faryar, who follows about 100 people, mostly friends and bloggers she likes. "Meanwhile, we're drowning in leaves, and my son just talks about how messy the sidewalk looks." 80 Robyn Mermelstein, 35, an executive for a natural foods company who lives in Long Island, often finds herself looking at such shots from one particular friend while breast-feeding her infant daughter at 3 a.m. "I'll swear that a White House photographer follows them around," said Ms. Mermelstein, who follows 137 people on Instagram, mostly friends, and keeps her account 85 private to prevent others from seeing her photos. (On Thursday, Instagram announced a new feature that will let users share photos with selected friends.) "The full family of four is in every photo. Whether it's the first day of school, apple picking, summer camp, the playground or on

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vacation, all four super-happy family members fill each and every frame." Instagram envy may constitute the most first-world of problems, but it is starting to 90 attract the attention of some lab-coat types like Andrew Przybylski, a psychologist and research fellow at the University of Oxford, who are going so far as to try to quantify FOMO (fear of missing out) and finding that Instagram is the biggest culprit among social networks. That is hardly news to Anne Sage, 31, a freelance writer and blogger in Los Angeles, who follows 1,009 people on Instagram, and therefore has 1,009 opportunities to feel she's 95 missing out on the party on any given weekend. "It's incredibly hurtful to find out via social media that your friends or colleagues are gathering for something that you've been left out of," Ms. Sage said. "And of course these events always flood your feed simultaneously, with everyone sharing photos and hashtags at once, so it's like pouring salt on the wound." Unless 150 million users decide to go off Instagram cold turkey en masse, Instagram 100 envy may turn out to be an epidemic with no cure. But at least there may be a salve. It helps when our fabulous friends declare a moratorium on friend-torture. Indeed, many golden children of Instagram are already learning to rein it in, adopting their own form of Instagram etiquette. "I don't put in photos of myself, or even my shoes, for that matter," said David Coggins, 105 a dapper Manhattan writer; granted, he has posted Instagram shots from the beach at Santa Barbara, the paneled clubs of London and the temples of Kyoto on Instagram, all within the last two months. "My feeling is that you should avoid trophies: no fancy bottles of Bordeaux, no epic trout, no French hotel suites, nothing from business class," added Mr. Coggins, 38. "If it's 110 eccentric, then that's different. I'm for a private plane if it's a float plane that's going to drop you into a remote pond in northern Maine. That's a unique experience that's genuinely cool." And then there's Heather Fink, the filmmaker friend of Ms. Benincasa's, whose seemingly magical adventures echo all the way to the aisles of a CVS in Southern California. Ms. Fink, 32, said she is all too aware of the obnoxious people on Instagram, and she takes care 115 not to be one of them. "There are a lot of awful braggarts whose posts have a vibe of 'Hey, you're not invited to my awesome.' " She tries to leaven her dispatches from exotic places with offbeat humor, like posting shots of a man walking pigs at the Cannes International Film Festival, rather than just another shot of a movie star. 120 The overall intent, she said, is not to inspire envy, but simply, to inspire. "If I knew any of the posts made someone feel bad," Ms. Fink said, "I'd remind them that the world is their oyster, too, and they need to start shucking."

Citation: Williams, Alex. "The Agony of Instagram." New York Times. 15 Dec. 2013: ST.1.

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Attachment 22

On Instagram, 'Fitspo' Is More Than an Eyeful

By Hilary Sheinbaum Special for USA TODAY

• 'Fitspiration' posts put hyper-toned bodies on display

If New Year's resolutions are any indication, Americans yearn to be more physically fit. And many are finding fitness inspiration--also known as "fitspo"--right in the palm of their hands.

On the photo-sharing social-media app Instagram, "fitspo" and "fitspiration" have become synonymous with images of buff biceps, butts, bellies and breasts--sometimes all in one frame. 5 Many feature beautiful faces, too. Often, they're of amateur fitness fanatics, models, personal trainers and brand-endorsed spokespeople who provide workout tips, slogans intended to encourage the masses, and the hope that hard work in the gym will yield desired results.

With each upload, the community expands--and some fitspo personalities are becoming stars. Jen Selter, a 20-year-old New Yorker with more than 1.6 million followers, gets about 5,000 10 new ones each time she posts.

Despite varying personal aspirations--to write fitness books, star in fitness videos, etc.--their stated goal is to motivate others.

"I just want to show people you can stay fit your whole life," says Laura Gordon, 46, a former real-estate agent in Charlotte who posts as @cttchickentuna. "Anyone can do it if I can."

15 "I looked at fitspo every night before bed and every morning when I was getting in shape," says Bo Sellers, 28, an aspiring comedian in Los Angeles who says she lost 50 pounds over the summer. "It was a very big part of my regimen. It kept me going."

But not everyone thinks fitspo is helpful, or healthy.

"We have a world where everybody is so obese, but I don't know if this is going to help matters, 20 because it's so difficult to reach this level," says physician Coral Arvon of Pritikin Longevity Center and Spa in Miami. "It's almost anorexia with just a little bit of muscle over it," she says, referring to fitspo images she's seen online.

Comments on fitspo photos range from support and concern to verbal abuse. Gordon estimates that she's blocked 20,000 trash-talking commenters. "There's so much hate," she says. "I block 25 25 to 50 people every time I post."

Women aren't the only ones being clicked on. Joey Swoll, 29, director of sales for supplement company Shredz, posts bodybuilding shots (@joeyswoll) and says the male-to-female ratio of his 183,000-plus followers seems to be "pretty balanced."

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For some, posting pictures and giving "shout-outs" to people and products seeking more 30 followers can become a full-time job.

"When you post a fitness-related product to (hundreds of thousands) of fitness-interested people, it's perfect," says Sergio Rizzuto, 22, a student at Villanova (Pa.) University, who operates the @instafitsociety account, with 624,000 followers. "You can post an ad on TV for fitness, but maybe one out of 10 people will be interested in it. In this, 90% of the people are going to be 35 into it."

Massiel Arias, 25, a certified personal trainer in Jersey City, says Nike, Under Armour and New Balance supply her with athletic apparel, but she wears it without payment or direct mentions. Her @mankofit account on Instagram has more than 902,000 followers. She says companies have offered her $500 to $1,500 for promotional posts, which she declines because her account 40 is for documenting her way of coping with depression, not ad sales.

Instagram's terms of service do not explicitly ban advertising, but it does prohibit partially nude and sexually suggestive content.

Despite the rules, many photos feature provocative poses, and of course, posters choose their most flattering angles. Filters and other enhancements are common, and some fitspo posters 45 even use professional photographers.

"Whatever is driving all this--commerce, sexuality, comparing (one's body to others)--the reality is that none of that is new," says Robert Weiss, a licensed clinical social worker in Long Beach, Calif., who specializes in compulsive sexual behavior online. "It's just that the avenue to be able to do it on such a large scale and the ability to do it yourself, (rather) than having to be published 50 in a magazine or be on TV, is new."

But some fitspo posters say they do feel a responsibility to their followers. "They want to have what you have," Arias says. "When you have this type of following, you're responsible for everything you say."

Citation: Sheinbaum, Hilary. "On Instagram, 'Fitspo' Is More Than an Eyeful." USA TODAY. 09 Jan. 2014: D.3.

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GRADE LEVEL: 11 PART II: CRAFTING ARGUMENTS

Lesson 9 Two Class Periods

Aim:  How can we formulate and support a position about a controversial topic? Are social networking sites good for society?

Common Core Learning Standards: Standard Grade Standard Number RI 11 1, 2, 3, 4, 6, 10 W 11 1, 2, 4, 5, 7, 8, 9, 10 SL 11 1, 2, 3, 4, 5, 6 L 11 1, 2, 3, 6

Motivation: 1. Compile a list of benefits and drawbacks of social networking sites and apps. Pro Con 2. With which side do you agree with? Why? 3. Compose a thesis statement regarding your position about social networking sites.

Instructional Materials:  Computers, Internet, Online databases  My Position and Supporting Evidence (Attachment 23)  Graff Writing Template (Attachment 24)  Writing From Sources (Attachment 25)

Procedures and Pivotal Questions:  Review responses to the motivation.  Distribute My Position and Supporting Evidence (Attachment 23). Review with students.  Instruct students to locate at least three sources in support of their position. Once students have located appropriate sources they will work independently and read and annotate each article for evidence in support of their position.  Day 2: Introduce students to the Graff Writing Template (Attachment 24). Distribute template and review.  Instruct students to summarize each article and to state their position in regards to the author’s position using the template.  Students will be given the remainder of the period to complete the templates. They may finish for homework if they run out of time.

Summary:  Whole class discussion: How does the use of this template enhance the way you write about this subject?

Extension Activity: Locate additional sources for your topic; read and annotate each source.

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Attachment 23 My Position and Supporting Evidence

Directions: Use our online databases to locate appropriate evidence (VEOSAFECATS) in support of your position.

Topic: ______

Issue: ______

My Thesis: ______

Evidence In Support of My Thesis: Sources Cited:

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Attachment 24

Directions: For each article you locate, complete this template (for both your position and opposition).

The Graff Template

The general argument made by author X in her/his work ______(title) is that ______. More specifically, X argues that

______. She/he writes, “ ______.” In this passage, X is suggesting that ______. In conclusion, X’s belief is that

______. In my view, X is wrong/right, because ______. More

Specifically, I believe that ______. I maintain that

______. Therefore, I conclude that ______.

The general argument made by author X in her/his work ______(title) is that ______. More specifically, X argues that

______. She/he writes, “ ______.” In this passage, X is suggesting that ______. In conclusion, X’s belief is that

______. In my view, X is wrong/right, because ______. More

Specifically, I believe that ______. I maintain that

______. Therefore, I conclude that ______.

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TEMPLATES FOR COUNTERARGUMENT, CONCESSION AND RESPONSE Here are some common phrases used to introduce these moves. Use them freely in your own work, and add to the list as you find others.

Counterarguments Responses

[some person or group] claims/argues/suggests that… However, … ______’s argument implies that… Yet… ______interprets these results to mean that… But this interpretation is flawed/questionable… According to [someone], …[claim about science] Yet the bulk of studies on the subject suggest… Critics/supporters of ______argue that… But what they fail to acknowledge is…

Concession Response Of course, … But this does not mean… I concede that… Nevertheless, … It is true that… However, it is also true that… It may well be that… In spite of this … Have there been contrary findings? Yes,… But… While we acknowledge that … we should not overlook the fact that… Critics of ____ are right that… but what they fail to recognize is… There are in fact published studies that suggest… Yet these results are contradicted by… It is possible that… But it is more likely that… The results could be interpreted to mean… But a more compelling interpretation is…

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Attachment 25

WRITING FROM SOURCES

Directions: Closely read each of the four texts provided on pages 11 through 18 and write an evidence-based argument on the topic below. You may use the margins to take notes as you read and scrap paper to plan your response. Write your Writing from Sources response in the essay booklet provided.

Topic: Are Social Networking Sites Good for Our Society?

Your Task: Carefully read each of the four texts provided. Then, using evidence from at least three of the texts, write a well-developed argument regarding the benefits or drawbacks of social networking sites. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific and relevant evidence from at least three of the texts to develop your argument.

Do not simply summarize each text.

Guidelines: Be sure to:  Establish your claim regarding the importance of social networking sties  Distinguish your claim from alternate or opposing claims  Use specific, relevant, and sufficient evidence from at least two of the texts to develop your argument  Identify the source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic)  Organize your ideas in a cohesive and coherent manner  Maintain a formal style of writing  Follow the conventions of standard written English

Texts:

Text 1 – “World Map of Social Networks” Text 2 – “Are Social Network Sites Good for Our Society?” Text 3 – Big Data Knows What You’re Doing Right Now Text 4 – “See Me, Hear Me: Has Social Media Turned Us into Narcissists?”

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Text 1 World Map of Social Networks

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Text 2 Are Social Networking Sites Good for Our Society?

47% of American adults used social networking sites like Facebook, MySpace, Twitter, LinkedIn, and Classmates.com in 2011, up from 26% in 2008. On social media sites like these, users may develop biographical profiles, communicate with friends and strangers, do research, and share thoughts, photos, music, links, and more.

5 Proponents of social networking sites say that the online communities promote increased interaction with friends and family; offer teachers, librarians, and students valuable access to educational support and materials; facilitate social and political change; and disseminate useful information rapidly.

Opponents of social networking say that the sites prevent face-to-face communication; waste time 10 on frivolous activity; alter children’s brains and behavior making them more prone to ADHD; expose users to predators like pedophiles and burglars; and spread false and potentially dangerous information.

As the sites have become increasingly popular, the user base has expanded from teenagers and young adults to include more people over the age of 50. Although Facebook began in 2004 as a 15 site for college students with log-ins restricted to those with .edu e-mail addresses, as of June 16, 2011 33% of users were 23-35 years old, 25% were 36-49 years old, 25% were over 50, and only 16% were the traditional college-aged 18-22 years old. According to a Dec. 2012 Nielsen "Social Media Report," 20% of time spent on a home computer is on social media while 30% of mobile Internet time is spent on social networking sites. Total time spent on social media via mobile and 20 home devices totalled 121 billion minutes in July 2012 (compared to 88 billion minutes in July 2011). In July 2012 Americans spent 74.0 billion minutes on social media via a home computer, 40.8 billion minutes via apps, and 5.7 billion minutes via mobile web browser for a total of 121.1 billion minutes on social networking sites. In July 2011 Americans spent 59.5 billion minutes via home computer, 23.2 billion minutes via apps, and 4.4 billion minutes via mobile browsers for a 25 total of 88.4 billion minutes.

Social media's largest source of revenue is advertising. Twitter, YouTube, and Facebook profit from advertising while LinkedIn profits from ads, subscribers, and selling data to third parties. Social media ad revenue is expected to reach $8.8 billion in 2012, an increase of 43% from 2011. Gaming also accounts for a large portion of social networking revenue, with an expected $6.2 30 billion in 2012. Predictions place overall social media revenue at about $34 billion by 2016, an increase from $11.8 billion in 2011 and the projected $16.9 billion in 2012.

Social networking sites play a large role in shaping the political landscape. More than a quarter of US voters younger than 30 (including 37% of those 18-24 years old) reported that they obtained information about the 2008 Presidential campaign from social media. On Nov. 3, 2008, the day 35 before the US Presidential election, Democratic candidate Barack Obama had 2,379,102 Facebook supporters, 38% more than Republican candidate John McCain who had 620,359 supporters. On June 12, 2009, the White House announced, via the White House Blog, that it was joining Twitter, Facebook, MySpace, YouTube, and Flickr in order to "create… unprecedented

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opportunity to connect you to your government in order to obtain information and services and to 40 participate in policymaking.” Joining the social media sites was part of the administration’s efforts to meet President Obama’s call to "reform our government so that it is more efficient, more transparent, and more creative.” On Sep. 16, 2009, The Washington Times broke a story that the White House had begun collecting and storing comments and videos posted on social networking sites, bringing invasion of privacy criticism. Defenders stated that the White House was simply 45 complying with the Presidential Records Act, which requires the preservation of all presidential records.

Twitter CEO Dick Costolo dubbed the 2012 election the "Twitter election.” All of the main 2012 presidential candidates had Facebook and Twitter accounts. Barack Obama and Mitt Romney maintained MySpace accounts, and Obama also has a Pinterest account. As of Sep. 8, 2011, 35 50 global heads of state had Twitter accounts; every US federal Cabinet agency and 84% of state governors were active on Twitter; and more than 40% of global religious leaders like the Dalai Lama and the Pope were on Twitter. The 2012 presidential election set the record for most- tweeted event with more than 327,00 tweets per minute being sent when Barack Obama was announced the winner. The image of him and his wife that Obama posted upon his reelection with 55 "Four more years” became the most re-tweeted tweet with over 816,883 re-tweets as of Nov. 19, 2012 (breaking Justin Beiber’s record of over 200,000 re-tweets).

Social media site growth has sometimes outpaced the development of rules, laws, and etiquette regarding their use. For example, in Feb. 2009 Congressman Peter Hoekstra (R-MI) tweeted his whereabouts as he traversed war zones in Iraq, which gave rise to security concerns about the use 60 of social media to post real-time locations.

Illinois passed a law in Aug. 2009 banning registered sex offenders from using social networking sites. However, a Dec. 31, 2008 Internet Safety Technical Task Force report presented to the US State Attorneys General found that adults lying about their ages to initiate relationships with minors are a rare occurrence; 43% of online sexual predators were identified as minors, 30% were 65 adults between the ages of 18 and 21, and 9% were adults over the age of 21.

On May 2, 2012, Maryland became the first state to pass a law prohibiting employers from asking current or prospective employees for their user names or passwords for social networking sites. Governor Jerry Brown of California announced via Twitter on Sep. 27, 2012 that he signed two bills into law to prohibit employers and universities from demanding passwords. Other states have 70 followed suit and have passed social media protection laws or have laws pending.

Social media is now pervasive in our world with existing social networks expanding, niche social networking sites being created for educators, medical professionals, and other groups, and new social media sites popping up regularly, all accessible 24 hours a day via computer, tablet, smart phone, and Internet-enabled devices.

75 Proponents of social media cheer on the benefits and possible advances to society while dissenters worry the dangers and wasted time far outweigh any benefit. -http://socialnetworking.procon.org

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Text 3 Big Data Knows What You’re Doing Right Now

“Big Brother is watching you.” That’s a line from the dystopian classic 1984, but it’s also far closer to reality than most Americans realize. No, there’s not some totalitarian government spy in a trench coat following you, but you are being watched — not by a dictator, but by a handful of companies that make big bucks aggregating tiny scraps of information about you and putting the 5 puzzle pieces together to build your digital profile. Eight lawmakers are demanding that these companies crack open their vaults so Congress can see what they’re compiling about us and what they’re doing with it.

Right now, this multibillion-dollar industry is largely unregulated. A New York Times article earlier this year about a data-mining company prompted the two co-chairs of the 10 Bipartisan Congressional Privacy Caucus and six other Congress members to send a letter to nine companies that collect personal data. They’ve asked these corporations where they get their data, how they slice and dice it, and to whom they sell and share it.

“By combining data from numerous offline and online sources, data brokers have developed hidden dossiers on almost every U.S. consumer,” the letter says. “This large scale aggregation of 15 the personal information of hundreds of millions of American citizens raises a number of serious privacy concerns.”

Information is currency, but we tend to forget that. The way we blindly click “okay” on privacy policies, geolocate where we want to eat and play games with our friends on mobile apps to kill time, we’re basically putting it all on the table. The explosion of social media and the use 20 of Facebook as a log-in for everything from news sites to online retailers gives data companies a much deeper peek into your personal life and tells them much more about your likes, preferences and habits.

“It tends to be extraordinarily intrusive,” says Joel Reidenberg, director of the Center on Law and Information Policy at the Fordham University School of Law. “They’ll pick out seemingly 25 innocuous information. Most people wouldn’t think twice about each individual data point, but you can connect the dots,” he says. The result is profiling — by ethnicity, by age, by education and income level. The company profiled in the Times’ article has literally dozens of profiles of types of people.

And after we give our information away, we have no idea what companies do with it. Unlike credit 30 reporting agencies, which are required to let you see the composite picture of you they’ve created with the data they mine and organize, data companies keep their vast virtual warehouses under lock and key.

Most of the time, this information is used to sell you stuff. This has the potential to be sneaky — if it knows enough about you, a company can figure out what type of ad is most likely to sway you 35 — but a lot of it isn’t inherently bad and might be helpful. If I’m searching for a place to stay in New York City, for instance, and an ad for a hotel pops up on a news site I’m visiting two days later with a discount offer, this could be useful.

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But that’s not what concerns lawmakers and privacy experts. They worry that people’s virtual selves could get them written off as undesirable, whether the depiction is correct or not. There’s 40 also the question of accuracy in general. Some consumer groups estimate that up to 25% of credit reports have errors, and those errors can lead to difficulty getting a loan or other type of credit. Without any way to look at our consumer profiles, people have no idea what marketers and other interested parties see and how they’re judging us.

“Outside the United States, most foreign countries grant a legal right for people to access personal 45 info held by third parties,” says Reidenberg. He says this Congressional inquiry is a good start toward establishing some rules about data transparency and disclosure in this country. The letter sent by lawmakers gives the nine companies three weeks to respond. Depending on how forthcoming they are — and they might not be; this committee doesn’t have subpoena power — Americans could get a potentially eye-opening look at how corporate America views each of us.

-Martha C. White Time Magazine, July 31, 2012

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Text 4 See Me, Hear Me: Has Social Media Turned Us into Narcissists?

There may be people you haven't spoken to in ages, but you know when they've conquered a new level in Candy Crush Saga or how many miles they crushed in their last run. We live in an age of auto-sharing, after all.

But is something more sinister developing when all the world is a stage? Could our fascination 5 with self be turning us into narcissists?

Chris Barry, associate professor of psychology at the University of Southern Mississippi, has studied narcissism in adolescents and describes it as a preoccupation with being viewed favorably by others in comparison to others. He distinguished between two types: grandiose and vulnerable.

The former may be more familiar, with celebrities like Donald Trump as a poster child, but the 10 latter seeks affirmation and admiration to support a fragile self-esteem. Barry's research finds higher levels of narcissism in adolescents linked to problems such as anxiety, depression and aggression toward others.

Narcissists may be able to win over people quickly, but they have trouble maintaining long-term relationships, whether with co-workers, friends, family or spouses.

15 There are consequences to society if we are, indeed, more reliant on constant positive feedback from others. We are likely to end up more lonely and less empathetic.

"Ten or 20 years down the line, we can ask, 'Did social media makes us more narcissistic,'" Barry said. Did it become normative, he asked, to be narcissistic or get left behind?

Right now, the jury is out as to the degree to which narcissistic behavior has changed over the 20 years or which cultural or societal factor may be influencing any such change, he said. But, there's no denying that the advent of social media allows us to witness such behavior with regularity.

"It seems like each generation points to the next as egocentric and self-centered. ... These are developmental issues we've always grappled with, and now we have a bigger platforms to display. We're more aware of people doing it."

25 Unsurprisingly, a study released last month found a connection between how often people post on social networks and their self-reported scores on a scale measuring narcissistic personality traits.

Researchers Elliot Panek, Yioryos Nardis and Sara Konrath conducted research at the University of Michigan looking at Facebook and Twitter use among student and adult samples. "We found what a lot of people suspected to be true," Panek said. "There's some connection 30 between narcissism and how often people post on social networks."

Perhaps more surprisingly, they measured "frequent" posting as "more than once a day." That's not to suggest that people who post frequently are all narcissists, of course. But it's a handy tool for

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those who already have those personality traits.

Facebook is the mirror for adults with higher self-reported narcissism levels, Panek said, while 35 Twitter is an amplified megaphone for students with the highest reported levels. Facebook allows one to maintain an image among established social circles and observe reactions to what is posted, he explained. Twitter is a public broadcast technology, allowing one to share a message with anyone who wants to see it.

"They are certainly great tools for someone to self-aggrandize," Panek said, especially those 40 craving an audience.

Kali Trzesniewski, a social-developmental psychologist at University of California-Davis, says she has not found any increase in narcissism among adolescents after looking at data sets from the past 30 years.

What's everybody posting on social networks? she asked. People talk about their children, food 45 and trips. This is the new normal of social behavior.

"It's hard to say it's narcissistic when it's normative," Trzesniewski said. "Most people are within a normative boundary."

It's not just a question of whether those on the far end of the bell curve have become more noticeable, but whether the curve itself has shifted.

50 And, perhaps those candy crushing updates are just a way to give procrastinators of another stripe a way to feel better about themselves.

-Aisha Sultan St. Louis Post – Dispatch, July 7, 2013

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GRADE LEVEL: 11 PART II: CRAFTING ARGUMENTS

Lesson 10 Two Class Periods

Aim:  How can we make concessions and counter arguments?

Common Core Learning Standards: Standard Grade Standard Number RI 11 1, 2, 3, 4, 6, 10 W 11 1, 2, 4, 5, 7, 8, 9, 10 SL 11 1, 2, 3, 4, 5, 6 L 11 1, 2, 3, 6

Motivation: What do each of the following words mean? Concession: Refutation:

Instructional Materials:  Responding to the Opposition: Gathering Evidence Handout (Attachment 26)  Templates for Counterargument, Concession, and Response Handout (Attachment 27)

Procedures and Pivotal Questions:  Review responses to the motivation. Provide students with a formal definition. Concession: When the author admits some legitimacy to counterarguments or counterevidence. Refutation:  Ask students: Why is it important to consider your opposition’s point of view? Why are students often afraid to do so? Discuss.  Distribute Responding to the Opposition: Gathering Evidence Handout (Attachment 26). Review with students.  Instruct students to research, read, annotate and record evidence which supports the opposition’s argument.  Day 2: Distribute Templates for Counterargument, Concession, and Response Handout (Attachment 27). Review with students.  Tell students that they will write a paragraph in which they state their claim, provide evidence for their claim, introduce the counterargument and respond, and concede and respond using the templates provided for them.  Students will divide into groups and compose an argument which includes counterarguments and concessions.  Students will share their group composition with the class.

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Summary:  Whole class discussion: Why is it important to concede and refute when making an argument? Did you find this easy or difficult? Explain with examples. What are the next steps you need to take?

Extension Activity:  Students will develop their argument into an essay.

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Attachment 26

Directions: Locate and print three articles that are in opposition to your position. Then read, annotate and record the three main points of your opponent’s position.

Opposition’s Main Arguments My Counterargument

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Attachment 27

Directions: Now that you have researched your opponent’s main argument and talking points, determine where you agree with your opposition and concede using one of the templates below.

TEMPLATES FOR COUNTERARGUMENT, CONCESSION AND RESPONSE Here are some common phrases used to introduce these moves. Use them freely in your own work, and add to the list as you find others.

Counterarguments Responses

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GRADE LEVEL: 11 PART II: CRAFTING ARGUMENTS

Lesson 11 One Class Period

Aim:  How can we organize our position papers effectively?

Common Core Learning Standards: Standard Grade Standard Number RI 11 1, 8 W 11 1, 4, 5, 7, 8, 9, 10 SL 11 1, 2, 6 L 11 1, 2, 6

Motivation:  Show a few different blueprints for a house (interior/exterior). Ask students: What are these images? How do you know? Why were they created? What purpose do they serve?

Instructional Materials:  Position Paper Basics (Attachment 28)  Outlining Your Position Paper (Attachment 29)

Procedures and Pivotal Questions:  Review responses to the motivation. Ask students: why is it important to consider the structure of your position paper? Why should you write an outline?  Distribute the Position Paper Basics Handout (Attachment 28). Review with students.  Be sure students REMEMBER: The topic at hand: ISSUE Author’s belief about it: POSITION Author’s reasons for position: CLAIMS Support for the claims: EVIDENCE  If the teacher likes, he or she may choose to review persuasive strategies via a PowerPoint presentation such as the one found on the following website: http://www.readwritethink.org/files/resources/lesson_images/lesson56/persuasive_strategies. pps  Distribute Outlining Your Position Paper handout (Attachment 29). Teacher will model a sample outline.  Students will be given the remainder of the period to begin organizing their research into an effective position paper.

Summary:  Whole class discussion: Why is it important to write an outline? Did you find writing an outline easy or difficult? Explain with examples. What are the next steps you need to take?

Extension Activity:  Students will have a week to complete their position papers.

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Attachment 28 POSITION PAPER BASICS

 Provide your audience with an overview of the issue  Address, refute and concede to the opposing position (when appropriate).  Use evidence to support your position, such as statistical evidence or dates and events.  Validate your position with authoritative references or primary source quotations.  Examine the strengths and weaknesses of your position.  Evaluate possible solutions and suggest courses of action (if appropriate).

I. Introduction: The introduction should clearly identify the issue and state the author’s position. It should be written in a way that catches the reader’s attention. a. Identification of the issue with background information b. Statement of the position

II. Counterargument: The counterargument should present and disprove the other side of the issue. a. A discussion of the other side of the issue b. Disprove counter claims c. Give evidence for your argument

III. Concession The concession should provide reasons why the benefits do not outweigh those of your perspective and/or possibly explain to your reader the harm in supporting this opposing viewpoint and/or the logical errors it contains. a. A discussion of a valid point(s) of the other side of the issue b. Provide reasons why the benefits do not outweigh those of your perspective and/or possibly explain to your reader the harm in supporting this opposing viewpoint and/or the logical errors it contains.

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IV. Body (2-3 paragraphs; repeat a & b for each paragraph) The body of the position paper may contain several paragraphs. Each paragraph should present a claim (an idea or main concept) that explains the position and is supported by evidence or facts. Evidence can be primary source quotations, statistical data, interviews with experts, and indisputable dates or events, etc. a. State your claim b. Provide supporting evidence or facts for that claim

V. Conclusion The conclusion should summarize the main ideas and reinforce, without repeating, the introduction or body of the paper. It could include suggestions and possible solutions. a. Restate main ideas b. Suggested courses of action /possible solutions

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Attachment 29 Outlining Your Position Paper

I. Introduction a. Identification of the issue with background information

b. Statement of the position

II. Counterargument a. A discussion of the other side of the issue ______

b. Provide supporting information for counterclaims ______

c. Refute the counterclaims with evidence

______

III. Concession a. A discussion of a valid point(s) of the other side of the issue ______

b. Provide reasons why the benefits do not outweigh those of your perspective and/or possibly explain to your reader the harm in supporting this opposing viewpoint and/or the logical errors it contains. ______

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IV. Body a. State your claim

b. Provide supporting evidence or facts for that claim

V. Body a. State your claim

b. Provide supporting evidence or facts for that claim

VI. Body a. State your claim

b. Provide supporting evidence or facts for that claim

VII. Conclusion a. Restate main ideas

b. Suggested courses of action /possible solutions

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GRADE LEVEL: 12 PART I: ANALYZING ARGUMENTS

Lesson 1: SOAPSTone One Class Period

Aim: How can we better understand an author’s intent through a close “reading”?

Common Core Learning Standards: Standard Grade Standard Number RI 11-12 1, 2, 3, 6, 7, 10 W 11-12 4, 10 SL 11-12 1, 2, 4, 6 L 11-12 1,6

Motivation: Show students Theodor Seuss Geisel’s 1941 (political) cartoon. Ask them to briefly list what they think are the most important messages of the cartoon: 3-4 ideas each.

Instructional Materials: 7. Theodor Seuss Geisel Cartoon (Attachment 1) 8. SOAPSTone worksheet (Attachment 2) 9. “Stunned Silence” Essay (Attachment 3)

Procedures and Pivotal Questions: 1. Review responses to the motivation and make list of student responses. Ask students which message is correct? How do we know what an author is really trying to say? 2. Hand out SOAPSTone Worksheet, review the acronym, and have students complete the worksheet using Geisel’s cartoon: answer all questions under each category AND give details from piece to support answers. If time permits, you may ask students to complete a SOAPSTone chart for additional political cartoons or advertisements. 3. Review student responses.

Summary: Whole class discussion: After going over specifics of cartoon, discuss what Geisel’s intent was in creating his political cartoon: how did he view America’s role in WWII?

Extension Activity: Read Roxane Gay’s “Stunned Silence” (Attachment 3) and complete SOAPSTone worksheet. Due in class next day.

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Attachment 1 Dr. Suess Cartoon Published: October 1, 1941

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Attachment 2

SOAPSTone

S Who is the speaker?

Who is the voice that tells the story?

O What is the occasion?

What are the time, place, and setting of the piece?

A Who is the audience?

To whom is the piece directed? (The audience may be one person, a small group, or a large group; it may be a certain person or a certain people.)

P What is the purpose?

What is the reason behind the text

Why was it written?

What goal did the author have in mind?

S What is the subject of the piece?

What are the general topics/and/or/ideas contained in the text?

TONE What is the tone of the piece?

What is the attitude or emotional characteristics present in the piece?

Examine the choice of words, emotions expressed, imagery used to determine the speaker's attitude.

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Attachment 3

STUNNED SILENCE BY ROXANE GAY April 16th, 2013

In the wake of something terrible, I am generally stunned into silence. There is nothing to be said that can encompass the unfathomable—news of a pedophile football coach, news of pedophile priests, a bombing in a country far away, a mass shooting in a movie theater, a mass shooting at a high school, a mass shooting at an elementary school, a bombing at the finish line of a 5 marathon, the final mile of which was dedicated to the victims of a mass shooting at an elementary school.

What wearies me is how often I have found myself stunned and silent in recent years. What especially wearies me is having such a finely honed vocabulary for tragedy. *** On Monday, April 15, during the running of the Boston Marathon, there were two explosions 10 near the finish line. The elite runners had already finished their races but there were still many runners on the course, many spectators on the sidelines cheering the runners as they tested their limits and reminded us of what it means to be human, always striving for something greater. We don’t know facts yet, not really, because it is too soon. In some ways, it will always be too soon to have definitive answers and numbers and explanations. Authorities do know, as of this 15 writing, that three people are dead including an eight-year-old boy. More than 130 people are injured, some critically, some children. No one has claimed responsibility for the explosions. No suspects have been taken into custody. It has been hours and we still know so little while wanting to know so much. *** A sense of community swells during these collective gasps of horror, hopelessness, helplessness. 20 Whether loved ones live near the epicenter of a tragedy or not, many of us call those who matter most to check in, to hear familiar voices, to say, “I am here,” and to ask, “Are you there?” We take to our social networks in disbelief, in anger, to help by sharing what we hope is useful information for the people who most need it or offering a place to stay for those in need, to get a better sense of what is happening, who is responsible, why this terrible thing is happening, as if 25 there could ever be satisfying answers.

And of course, there is the social media sanctimony. If we cannot police the wrongdoers, we can, at least, police each other. We will be reminded that terror is a way of life in certain parts of the world, as if through this reminder, the global playing field will finally be even. People decry humanity, disgusted with everyone, everywhere.

30 Do talk about this, don’t talk about that, as we develop an ever evolving code shaped by arbitrary measures of gravity and fitness, as if through proper comportment we might atone for the sins others have committed or, as if through proper comportment, we can begin to set things right again, we can find the right way to proceed through our shock, our grief, our fear.

We just want to find that right way.

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35 Or perhaps, when people are telling others what to do during these collective gasps of horror and disbelief, what we ultimately seek is the illusion of control in circumstances that are desperately beyond control. *** When I was in high school, I attended boarding school in a small town in New Hampshire. The 40 nearest big city was Boston and there were regular weekend trips to the city, via a chartered Peter Pan bus. Boston was a place for the handful of black girls to get their hair done. It was a place to shop and flirt with boys and get in trouble and then it wasn’t. On October 23, 1989, Charles and Carol Stuart were driving home from birthing classes when Charles claimed they were carjacked by a black man who shot Carol, heavily pregnant, in the head, and Charles in the stomach.

45 I had just started my sophomore year in high school and the news coverage was constant—so much anger and paranoia and speculation about a horrible tragedy that had befallen good people. Carol Stuart’s baby was delivered via C-section but the infant died a little more than two weeks later. In the days and weeks following this alleged crime, the Boston Police Department conducted an unprecedented “stop and frisk” program throughout Boston, indiscriminately 50 stopping black men because Charles Stuart claimed he and his wife had been shot by a black man.

It was, from what I remember, a nightmarish time in Boston for black men, I mean, more than it usually was. Black men could be and were stopped for any reason or no reason at all. Racial tensions in Boston, which had long been troubled, grew increasingly fraught. Stuart new exactly 55 what he was doing when he accused a black man. In South Carolina in 1994, Susan Smith knew exactly what she was doing when she said she was carjacked by a black man with her children still in the car when she, in fact, had murdered her children. Every time a black man is the convenient scapegoat for a crime he did not commit, the accuser knows exactly what he or she is doing.

60 There were many holes in Charles Stuart’s story but he was given the benefit of the doubt for quite some time. Stuart went so far as to identify a black man, Willie Bennett, as the assailant. When people lie about such things, they’re only telling their audience what they want to hear. Eventually, in Boston, the truth came out because Stuart’s brother came forward and admitted that Charles had concocted the plot as part of an insurance scam. Before he could face justice, 65 Stuart committed suicide. For the black men of Boston, the damage had already been done. That damage could not be undone.

During CNN’s coverage on Monday, Anderson Cooper noted that a BOLO (a police term for “be on the look out”) had been issued for a “person of interest,” this vague new term that allows us to forget about civil liberties as law enforcement officials try to ferret out criminals. 70 This time, the BOLO was issued for someone dark-skinned, maybe a black man, maybe with a foreign accent, wearing a black backpack and black hoodie. The description was damning, vague, and eerily reminiscent of too much. The description was broadcast, over and over, to millions, many people on edge, worried, newly suspicious, now armed with an overly broad racial profile of someone onto whom they could focus their new suspicions, confusion, and fear. 75 In major cities across the country, because this kind of suspicion spreads like cancer, men who

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fit this vague profile are going to pause before they leave their homes or walk down certain streets while the rest of us are blithely exempt. There are many kinds of terror in this world. *** I heard the news of the explosions at the Boston Marathon and still had two classes to teach. 80 There was, at nearly the same time, news of the 2013 Pulitzer Prize winners. I sat with my students in the first of my two remaining classes, and they had no idea what happened in Boston. For an hour or so I could pretend I had imagined it all. And then I had an hour break, just enough time to see too much online. I called my parents and spoke to them about nothing important but still the call was important. I heard a charming story about my baby niece saying “bye bye” to 85 my parents’ suitcases as they left Port au Prince for the week. Children are a refreshing reminder of how life goes on.

And then there was another class, the students still largely unaware of what had taken place in Boston. They were focused on final projects, their lives shuffling toward the end of the semester and for many, graduation and an unknown future. Life always goes on. No matter what happens, 90 this, too, is a constant.

After work, I went home and was so tired I took the elevator. As the doors hissed shut, I didn’t push the button to go to the next floor. I found myself kicking the wall over and over, muttering profanities under my breath—very uncharacteristic of me. I’m more of an emotional hoarder, swallowing everything I might be feeling. Eventually, I thought, “Well, this is crazy.” I pushed 95 the button.

I was still in stunned silence when I stepped into my apartment, but then there was too much of that silence, too much openness and shapelessness. I turned to words because in the wake of something terrible, my gratitude for reading and writing only amplifies, sharpens. Yesterday, today, for some time to come, I am many things. Mostly, I am grateful. ***

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GRADE LEVEL: 12 PART I: ANALYZING ARGUMENTS

Lesson 2: Claim, Evidence, Rationale— One Class Period

Aim: How can we learn to make evidence-based claims through a close reading of Hillary Clinton’s speech at the APEC Women and the Economy Summit? (Have students read the speech the night before and come up with Clinton’s main point.)

Common Core Learning Standards Standard Grade Standard Number RI 11-12 1, 2, 3, 6, 7, 10 W 11-12 4, 10 SL 11-12 1, 4, 6 L 11-12 1, 3, 6

Motivation: Look at “Slip or Trip” Cartoon. Does the cartoon suggest an accident or foul play?

Instructional Materials: 1. “Slip or Trip” Cartoon (Attachment 4) 2. Clinton’s speech, “APEC Women and the Economy Summit” Essay (Attachment 5) 3. Claim, Evidence, Rationale Worksheet (Attachment 6)

Procedures and Pivotal Questions: 1. Ask students who chose accident? Who chose foul play? Then ask them which group is right? Ask student(s) to explain why he/she/they think their answer was right? 2. Re-define: Claim, Evidence, Rationale: Claim(s)-the argument(s) a writer/speaker presents/debates/argues Evidence-facts/sources to support claim Rationale-logical connection between claim and evidence: the how and why of evidence. 3. Look at Hillary Clinton’s “APEC Women and the Economy Summit” (have students read speech the night before and come up with Clinton’s main point) and fill out Claim, Evidence, Rationale worksheet. 4. Go over some student responses, claims will vary.

Summary: Whole class discussion: Why is evidence important? How can it strengthen an argument?

Extension Activity: Using the information from your worksheet, write a well-developed paragraph that answers: What main argument is Clinton making in her speech?

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Attachment 4 Slip or Trip Cartoon

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Attachment 5 APEC Women and the Economy Summit Secretary Hillary Clinton San Francisco, CA, September 16, 2011 Good morning everyone. Thank you. Thank you so much. Oh, it is absolutely a pleasure to see all of you here today and I’ve been getting reports about the conference, and I am so excited to join you today to talk about what we are focused on here at this Summit on Women and the Economy.

5 Now as this summit comes to a close, we will adopt a declaration for the first time in APEC’s history that will affirm this organization’s and each member economy’s commitment to improving women’s access to capital and markets, to building women’s capacities and skills, and to supporting the rise of women leaders in both the public and private sectors.

Now there will be a temptation on the part of those observing or covering this summit, perhaps 10 on the part of those of us attending it as well, to say that our purpose is chiefly to advance the rights of women, to achieve justice and equality on women’s behalf. And that is, of course, a noble cause to be sure and one that is very close to my heart. But at the risk of being somewhat provocative at the outset, I believe our goal is even bolder, one that extends beyond women to all humankind. The big challenge we face in these early years of 21st century is how to grow our economies and ensure shared prosperity for all nations and all people. We want to give every one 15 of our citizens, men and women alike, young and old alike, greater opportunity to find work, to save and spend money, to pursue happiness ultimately to live up to their own God-given potentials.

That is a clear and simple vision to state. But to make it real, to achieve the economic expansion we all seek, we need to unlock a vital source of growth that can power our economies in the 20 decades to come. And that vital source of growth is women. With economic models straining in every corner of the world, none of us can afford to perpetuate the barriers facing women in the workforce. Because by increasing women’s participation in the economy and enhancing their efficiency and productivity, we can bring about a dramatic impact on the competitiveness and growth of our economies.

25 Because when everyone has a chance to participate in the economic life of a nation, we can all be richer. More of us can contribute to the global GDP. And the gap between the developed and the developing countries would narrow significantly as productivity rises in economies from Haiti to Papua New Guinea.

But that great, global dream cannot be realized by tinkering around the edges of reform. Nor, 30 candidly, can it be secured though any singular commitment on the part of us here. It requires, rather, a fundamental transformation, a paradigm shift in how governments make and enforce laws and policies, how businesses invest and operate, how people make choices in the marketplace. The transformational nature of this undertaking that lies ahead is, in my view, not unlike other momentous shifts in the economic history of our world. In the 19th century, many 35 nations began moving from an agricultural to an industrial economy. Then the inventions and mass productions of that era gave rise in the 20th century to the information age and the

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knowledge economy, with an unprecedented rise in innovation and prosperity.

As information transcends borders and creates opportunities for farmers to bank on mobile phones and children in distant villages to learn remotely, I believe that here, at the beginning of 40 the 21st century, we are entering the participation age, where every individual, regardless of gender or other characteristics, is poised to be a contributing and valued member of the global marketplace.

In some APEC economies, this transformation has been underway for quite awhile now. In others, it has begun more recently. But in all, progress has been too slow and too uneven. But 45 there is no doubt that the increasing numbers of women in the economy and the rising productivity gains from improving the distribution of their talents and skills has helped fuel significant growth everywhere. And economies that are making the shift more effectively and rapidly are dramatically outperforming those that have not.

So if we are serious about this undertaking, if we really want to achieve parity for women in the 50 workforce, both that they participate and how they participate, then we must remove structural and social impediments that stack the deck against them. Now, I don’t urge this because it is the right thing to do, though I believe that it is, but for the sake of our children and our nations, it is necessary to do. Because a rising tide of women in an economy raises the fortunes of families and nations.

55 Now, my husband often says, in making the argument that everyone should be involved, that we don’t have a person to waste. I think that’s true. When it comes to the enormous challenge of our time, to systematically and relentlessly pursue more economic opportunity in all of our lands, we don’t have a person to waste, and we certainly don’t have a gender to waste either.

So let’s look at the evidence. The case for unlocking the potential of women and including them 60 more fully in the economic life of our nations begins with the accounting of how women already are driving growth. The 21 economies of APEC are among the most dynamic in the world. Together, we represent more than half of total economic global output, and more than 60 percent of women in the APEC economies are part of our formal workforces. They’re opening stores, they’re running businesses, they’re harvesting crops, they’re assembling electronics, and 65 designing software.

The Economist points out that the increase in employment of women in developed countries during the past decade has added more to global growth than China has, and that’s a lot. And in the United States, a McKinsey study found that women went from holding 37 percent of all jobs to nearly 48 percent over the past 40 years, and that in sheer value terms, these women have 70 punched well above their weight. The productivity gains attributable to this modest increase in women’s overall share of the labor market accounts for approximately one-quarter of the current U.S. GDP. That works out to more than three and a half trillion dollars, more than the GDP of Germany and more than half the GDPs of both China and Japan.

So the promise is clear. What then is the problem? If women are already making such 75 contributions to economic growth, why do we need a major realignment in our thinking, our

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markets, and our policies? Why do we need to issue a declaration from this summit? Well, because evidence of progress is not evidence of success, and to be sure, the rate of progress for women in the economies of our region varies widely. Laws, customs, and the values that fuel them provide roadblocks to full inclusion.

80 In the United States and in every economy in APEC, millions of women are still sidelined, unable to find a meaningful place for themselves in the formal workforce.

And some of those who get to enter the workforce are really confined by very clear signals to a lower rung on the job ladder, and there’s a web of legal and social restrictions that limit their potential. Or they are confronted with a glass ceiling that keeps them from the most senior 85 positions.

Only 11 of the CEOs of the Fortune Global 500 companies are women. That’s less than 3 percent. Some women in the APEC region don’t have the same inheritance rights as men. So they can’t inherit property or businesses owned by their fathers. Some don’t have the power to confer citizenship on their children, so their families have less access to housing and education, 90 and they must constantly renew residency permits making it harder for them to work. Some are even subject to different taxes than men. Too often they are denied access to credit and may even be prohibited from opening bank accounts, signing contracts, purchasing property, incorporating a business, or filing lawsuits without a male guardian. Some women earn almost as much as men before they have children but less afterwards and even less if they are single mothers.

95 These barriers and restrictions, some formal, some informal, erode women’s abilities to participate fully in their economies and to support their families whether as employees or entrepreneurs. Now, these barriers are certainly not unique to this region, the Asia Pacific region. Variations of them can be found everywhere in the world. But because this is the most dynamic economic region in the world, what we do will have an impact on everywhere else.

100 Some barriers are left over from a different time and haven’t changed to reflect new economic realities or concepts of justice. Some seek to preserve an economic order that ensures that men have the higher paying jobs to support their families. And some reflect lingering cultural norms, the belief that women need to be protected from work that is thought to be dangerous or unhealthy for them.

105 In truth, what is dangerous is denying ourselves the level of economic growth we need to build stronger societies. And what is unhealthy is for women to be denied the chance to contribute fully to that growth, because that denies everyone, first and foremost their families, a chance at greater prosperity. Now, economic orders do not perpetuate themselves. They are made and remade through countless decisions, small and large, by economic policymakers, political 110 leaders, and business executives. So if we want to see opportunities for women improve, we must begin with sound economic policies that explicitly address the unique challenges that limit women. And here’s why: A Goldman Sachs report shows how a reduction in barriers to female labor force participation would increase America’s GDP by 9 percent. We admit we still have such barriers. It would increase the Eurozone’s by 13 percent – and they need it – and Japan’s by 115 16 percent. Unlocking the potential of women by narrowing the gender gap could lead to a 14

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percent rise in per capita incomes by the year 2020 in several APEC economies, including China, Russia, Indonesia, the Philippines, Vietnam, and Korea.

Of course, rising income means increased spending, which in itself helps to fuel more growth. And here, too, women make a strong contribution. A Boston Consulting Group survey concludes 120 that, globally, women will control $15 trillion in spending by the year 2014. And by 2028, BCG says women will be responsible for about two-thirds of consumer spending worldwide.

Digging a little deeper into the data, we can see positive benefits that flow from both the quality of spending and the quantity of saving by women because multiple studies have shown that women spend more of their earned income on food, healthcare, home improvement, and 125 schooling for themselves and their children. In short, they reinvest, and that kind of spending has a multiplier e/ect leading to more job growth and diversified local economies. And that, in turn, can help ensure better educated, healthier citizens as well as provide a cushion in the event of market downturns.

The research also shows that women are stronger savers than men. Data – does that surprise any 130 of the women in the audience? Data from 20 semi-industrialized countries suggest that for every one percentage point increase in the share of household income generated by women, aggregate domestic savings increased by roughly 15 basis points. And a higher savings rate translates into a higher tax base as well.

Integrating women more effectively into the way businesses invest, market, and recruit also 135 yields benefits in terms of profitability and corporate governance. In a McKinsey survey, a third of executives reported increased profits as a result of investments in empowering women in emerging markets. Research also demonstrates a strong correlation between higher degrees of gender diversity in the leadership ranks of business and organizational performance. The World Bank finds that by eliminating discrimination against female workers and managers, managers 140 could significantly increase productivity per worker by 25 to 40 percent. Reducing barriers preventing women from working in certain sectors would lower the productivity gap between male and female workers by a third to one half across a range of countries.

Now, these gains are achieved because removing barriers means that the talent and skills of women can be deployed more efficiently. And in our globalized world today, this is a 145 competitive edge that is more important than ever. All of this underscores my primary point: When we liberate the economic potential of women, we elevate the economic performance of communities, nations, and the world. Take just one sector of our economy – agriculture – to illustrate what I mean. We know women play an important role in driving agriculture-led growth worldwide.

150 Agriculture is a powerful engine for development, as we have seen in the remarkable rise of China and India. And in several APEC economies, women comprise nearly half of the agriculture labor force. They sustain every link in the agricultural chain: They plant the seeds; they care for the livestock; they harvest the crops; they sell them at markets; they store the food, and then they prepare it for consumption.

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155 But as for the role of women in agriculture nowadays, despite their presence in all of these kinds of jobs, they have less to show for all of their work. Women farmers are up to 30 percent less productive than male farmers, and that’s not because they are working less or are less committed. It’s because women farmers have access to fewer resources. They have less fertilizer, fewer tools, poorer quality seeds, and less access to training or to land. And they have 160 much less time to farm because they also have to do most of the household work. When that resource gap is closed and resources are allocated equally – and better yet, efficiently – women and men are equally productive in agriculture. And that has positive benefits. In Nepal, for example, where mothers have greater ownership of land because of their inheritance rights, there are fewer severely underweight children. So what we have here is an opportunity to accelerate 165 growth in developing economies while, at the same time, producing more and cheaper food for our planet. Close the resource gap holding women back in developing economies, and we could feed 150 million more people worldwide every year, and that’s according to the Food and Agriculture Organization, and that’s in addition to the higher incomes for families and the more efficient markets and the more agricultural trade that would result.

170 The same kind of impact can be seen in other sectors in our economies, because we know that the entrepreneurial spirit of women is strong. More than half a million enterprises in Indonesia and nearly 400,000 in Korea are headed by women. They run fully 20 percent of all of China’s small businesses. All across Asia, women have and continue to dominate light manufacturing sectors that have proved crucial to the region’s economic takeoff. And economists predict that 175 women-owned businesses, which now provide for 16 percent of all U.S. jobs, will create nearly a third of the new jobs anticipated over the next seven years.

So with that kind of evidence at hand, it is little wonder that the World Economic Forum’s Gender Gap Report finds a direct correlation between the gender gap and economic productivity – the lower the former, the higher the latter. As Klaus Schwab, the executive chairman of the 180 World Economic Forum concludes, “Women and girls must be treated equally if a country is to grow and prosper.” The declaration we will adopt here today can begin to close that gender gap, by making it possible for more women to unleash their potential as workers, entrepreneurs, and business leaders. And the goals in this declaration are very specific. We commit to giving women access to capital so women entrepreneurs can turn their ideas into the small and medium 185 enterprises that are the source of so much growth and job creation. We urge examining and reforming our legal and regulatory systems so women can avail themselves of the full range of financial services. And such reforms can also help ensure that women are not forced to compromise on the well-being of their children to pursue a business career.

190 We must improve women's access to markets so those who start businesses can keep them open. For example, we need to correct the problem of what’s called information asymmetric problems, meaning that woman are not informed about the trade and technical assistance programs that are available, as we just discussed in agriculture.

There are two State Department programs that we are using to try to model a lot of these 195 approaches. A program called Pathways to Prosperity connects policymakers and private sector leaders in 15 countries across the Americas. It’s aimed at helping small business owners, small farmers, craftspeople do more business, both locally and through regional trade. And the African

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Women’s Entrepreneurship Program reaches out to women that are part of the African Growth and Opportunity Act countries to provide them with information and tools to take advantage of 200 what AGOA has to offer. And then finally, we must support the rise of women leaders in the public and private sectors because they bring firsthand knowledge and understanding of these challenges, and their perspectives will add great value as we shape policies and programs that will eliminate barriers to bring women into all economic sectors.

Several businesses already are taking significant steps to meet such goals. Goldman Sachs is 205 training the next generation of women business leaders in developing economies with its Ten Thousand Women campaign. Coca Cola’s “Five by Twenty” campaign aims to support five million women entrepreneurs worldwide by 2020. And just this week, Wal-Mart announced that it will use its purchasing power to support women entrepreneurs by doubling the amount of goods it will buy from women-owned businesses globally to $20 billion by 2016. In addition, 210 Wal-Mart will invest $100 million to help women develop their job skills, including women who work on the farms and factories overseas that are Wal-Mart suppliers.

Now, these programs are just the start of the type of permanent shift we need to see in how businesses worldwide invest in women.

Now, I do not underestimate the dificulty of ushering in what I call the participation age. Legal 215 changes require political will. Cultural and behavioral changes require social will. All of this requires leadership by governments, civil society, and by the private sector. And even when countries pursue aggressive structural reforms to get more women into their economy and enhance their productivity, they don’t always produce the results that we would like to see. So we have to stay with this. Persistence is part of our long-term plan. And while economic orders 220 may be hard to change, and policy strategies—no matter how good—can only get us so far, we all have to make a choice, not simply to remove the barriers but to really fill this field with active investment and involvement from all of us. Those of you who are here today are leaders from across the APEC region, and it is your choice to come here, it is your choice to focus on women and the economy that will send a message rippling across APEC. And the countless decisions 225 that will be taken by leaders and citizens to encourage young girls to stay in school, to acquire skills, to talk to that banker, to understand what it means to give a loan to a woman who will work her heart out to produce a result for herself and her children. And when we do that, we are going to really make a big difference in helping elevate the age of participation for women.

And there are many other areas we have to be attentive to. Our medical research dollars need to 230 be sure that we are equally investing in women as men. Our tax systems have to ensure that we don’t either deliberately or inadvertently discriminate against women. And women should be given the same opportunities to be productive and contributing members of society.

But big and bold ideas, I think are called for in our world today, because a lot of what we’re doing is not achieving the outcomes that we are seeking. There is a stimulative and ripple effect 235 that kicks in when women have greater access to jobs and the economic fortunes of their families, their communities, and their countries. Many people say that there are all kinds of benefits that will flow from this, but I want to be somewhat modest in our goals. Yes, I do think it will produce more food and more educational opportunity and more financial stability for

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more families around the world, and that will have dividends across the full spectrum of society.

240 But our declaration will be meaningless if we don’t put our will and e/ort behind it. I think this summit just might make the history books if people look back in years to come and say, that meeting in San Francisco with all of those important people from across the Asia Pacific said something that had never been said before. They didn’t just assert that involving women was the good thing to do or the right thing to do. They put their heads together and came up with a 245 declaration committing themselves to really tackle the obstacles, because it will benefit the people we all represent. And then we need to measure our progress to be sure that we are tracking what we care about. We obviously do that in our own lives, but it’s important we do it across our countries and our regions. And I am sure that if we leave this summit and go back to our governments and our businesses and focus on how we’re going to improve employment, 250 bring down national debts, create greater trade between us, tackling all of that, and always in the back of our mind keep in focus what more can we do to make sure women contribute to those results, we will see progress and we will be in the lead at not only asserting what we think should be done, but in measuring and tracking how well we are doing. So I thank you for gathering here in San Francisco, mindful that we’re on a long journey together. I look out and I 255 see friends from across the region representing countries that have been so amazing in the progress that you have made in the last 50 years, even in the last 30 years. It will take time. It will take our concerted e/ort. But I am convinced that if we come into pursuing the promise of this participation age and unleashing and harnessing the economic potential of women, we will see a new and better future.

260 That is why I am honored to be here representing the people of the United States, bearing witness to what begins right here in San Francisco, on September 16th, 2011. This is the beginning of a very promising future for us all. Thank you very much.

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Attachment 6 Claim, Evidence, Rationale Worksheet

Making a claim. A conclusion I have come to and can support with evidence is: ______

SUPPORTING EVIDENCE 1 SUPPORTING EVIDENCE 2 SUPPORTING EVIDENCE 3

Page:_____ Paragraph: _____ Page:_____ Paragraph: _____ Page:_____ Paragraph: _____

SUPPORTING RATIONAL 1 SUPPORTING RATIONAL 2 SUPPORTING RATIONAL 3

Page:_____ Paragraph: _____ Page:_____ Paragraph: _____ Page:_____ Paragraph: _____

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GRADE LEVEL: 12 PART I: ANALYZING ARGUMENTS

Lesson 3: Rhetorical Appeals Three Class Periods, Day 1

Aim: What makes a good argument?

Common Core Learning Standards: Standard Grade Standard Number RI 11-12 1, 2, 3, 5, 6, 7, 10 W 11-12 1, 4, 10 SL 11-12 1, 2, 4, 6 L 11-12 1, 3, 6,

Motivation: What components are necessary to create a compelling argument?

Instructional Materials: 1. Instructional Video on rhetorical techniques: http://www.readwritethink.orrg/classroom- resources/lesson-plans/video/persuasive-techniques-advertisinng-1166.html 2. “Like a Girl” video: http://jeezebel.com/always-ad-about-like-a-girl-taunt-will-make-you- cry-lik-1598187426 3. Rhetorical Triangle Organizer (Attachment 7)

Procedures and Pivotal Questions: 1. Go over motivation responses: make a list on board. Be sure to include: audience, message, speaker. 2. Discuss rhetorical triangle:

3. Discuss the function of logos, ethos, and pathos by having students re-define each word: LOGOS: Logic ● Offers debatable thesis statement ● Presents logical organization ● Provides detail and development ● Establishes evidence and support

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ETHOS: Ethics ● Establishes credibility through authority created through logical and reasonable support, evidence, and research ● Presents and fairly refutes at least one opposing argument ● Maintains a reasonable tone ● Incorporates credible and reliable scholarly sources ● Indicates where source information begins and ends in the text; avoids plagiarism ● Avoids inflammatory language and logical fallacies

PATHOS: Emotion ● Appeals to shared values of audience ● Draws on strong imagery to appeal to emotions ● Avoids manipulative use of emotional references

4. Show brief video on the use of logos, ethos, and pathos in advertisements from readwritethink.org: http://www.readwritethink.org/classroom-resources/lesson- plans/video/persuasive-techniques-advertising-1166.html

Summary: Whole class discussion: Why would corporations/companies incorporate rhetorical appeals into their advertisements?

Extension Activity: Have students look at “Like a Girl” video and fill out rhetorical triangle organizer for next class: http://jezebel.com/always-ad-about-like-a-girl-taunt-will-make-you-cry-lik-1598187426

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Attachment 7 Rhetorical Triangle Organizer

Name: Text:

RHETORICAL APPEAL EVIDENCE FROM TEXT: Note instances in commercial that demonstrate appeals

LOGOS:

ETHOS:

PATHOS:

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GRADE LEVEL: 12 PART I: ANALYZING ARGUMENTS

Lesson 4: Rhetorical Appeals — Three Class Periods, Day 2

Aim: What makes a good argument?

Common Core Learning Standards: Standard Grade Standard Number RI 11-12 1, 2, 3, 5, 6, 7, 10 W 11-12 1, 4, 10 SL 11-12 1, 2, 4, 6 L 11-12 1, 3, 6,

Motivation: What message was the “Like a Girl” video meant to send? Did it work? Why/Why Not?

Instructional Materials: 1. “Like a Girl” Video: http://jezebel.com/always-ad-about-like-a-girl-taunt-will-make-you- cry-lik-1598187426 2. “#LikeAGirl Cashes In On Women’s Insecurities” (Attachment 8)

Procedures and Pivotal Questions: 1. Discuss motivation: Was the message/argument of video clear? 2. Review the Rhetorical Appeals used -discuss the different appeals made. Be sure to ask students about the effect of each. 3. Was the argument created a strong one? If yes, why? If no, why not? What could have worked better? 4. What different appeals could have been made? Should have been made?

Summary: Whole Class Discussion: Do all rhetorical appeals need to be addressed in order for an argument to be strong? Discuss the importance of balance.

Extension Activity: Distribute “#LikeAGirl Cashes In On Women’s Insecurities” (Attachment 8)  Look at the title of the article. What are your first thoughts based on it?  Review the section titles. Based on those titles, what do you predict will be the author’s argument? Why?  Complete the Rhetorical Triangle Organizer

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Attachment 8 #LikeAGirl Cashes In On Women’s Insecurities By: Rich Cromwell

As a father of daughters, I am perturbed by the notion that girls are too sensitive to handle anodyne playground taunts and need hygiene companies to save them with Twitter hashtags.

Since I have three daughters, I forgive people for making some assumptions. Such as thinking I would find the Always #LikeAGirl ad campaign awesome. In it, adults and a young boy of 5 indeterminate age, who appears close to adolescence, are asked to run, throw, and fight like a girl. They inevitably offer stereotypical interpretations. They flail, they worry about their hair, they throw scratches instead of punches. Then a few young girls are asked to do to the same things. They don’t act. They just run, hit, and throw. Thus Always proves that adults and older kids are better at recognizing they’re being asked to portray a stereotype. Younger kids aren’t as 10 good at it. But don’t take my word for it, check it out for yourself.

Honestly, as marketing goes, it’s a smart and reasonably entertaining campaign. Watching the blonde try to explain why her portrayal contributes to continued hurtful phrases is entertaining, especially since she is getting paid mostly for being a girl who is easy on the eyes. The question looms, though. Is telling people they do something “like a girl” really a huge insult that risks 15 girls growing up thinking they’re not worthwhile, that they’re incapable of success? Maybe your expectations of young girls are too low. And maybe marketers, politicians, and other advocacy groups are wont to take advantage of those low expectations.

Women Have Always Been Awesome Before we proceed any further, I must confess that my entire premise is predicated on the fact 20 that women and men are different and that’s a great thing. As Mark Twain said, “What would men be without women? Scarce, sir…mighty scarce.” At the same time, women aren’t all that delicate, even if they are the fairer sex and not generally exemplars of physical prowess. This isn’t a radical, fringe opinion, as evidenced by the actors in the Always commercial who weren’t upset about anything until the director explained to them that they were, in fact, disparaging 25 girls and should be ashamed. Then they got serious and started analyzing just how disparaging their behavior was. A better response would have been to protest that all they were doing was what was asked of them.

As a father of daughters, though, I am perturbed by the notion that girls are too sensitive to handle anodyne playground taunts and need hygiene companies to save them. Conversely, I also 30 bristle at the idea that their happiness and success is predicated on how well they can perform stereotypically male activities. On how much money they can make and what title they can earn. On their physical prowess. On being really good batteries and consumers who aren’t so worried with love. Whoever convinced large swathes of the population that women, who for pretty much all of history were running things while the men were busy getting injured or killed in attempts 35 to procure resources, just began breaking forth from their shackles was a diabolical genius. If you think going to an office and creating a spreadsheet is the paragon of success, you probably need to step back and assess exactly what’s gone wrong in your life.

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Here’s a pro tip: If you think going to an office and creating a spreadsheet is the paragon of success, even better than producing children and managing the complexities of household 40 budgeting and operations, you probably need to step back and try to assess exactly what’s gone wrong in your life to cause you to get to this point. Unless what went wrong is that you were kicked in the head by a mule and find creating a spreadsheet to be one helluva accomplishment. I won’t judge you there.

Marketers Profit from Insecurity 45 I will judge you, though, if you suggest that marketing campaigns should try to change the world and stop girls from being girls. Even as I am awed by your ability to get from a discussion of how ads revolving around empowerment and destroying stereotypes prove the need for more socialist policies. (Again with the lowered expectations. Women could create spreadsheets #likeaboss if only the government would do more to help them #LeanIn.)

50 What if the answer were: society? Because then the responsibility would be shared. It would be up to governments to ensure there was sufficient affordable childcare. It would be up to companies to ensure that working hours did not penalize parents and that hiring committees did not discriminate.

I’ll take this seriously when someone starts a campaign for unisex jumpsuits a la old-school sci- 55 fi. Clothes are the ultimate bastion of oppression, what with the expectation to rock eye-popping cleavage and the like. Until such a campaign emerges, though, I’m not going to take too seriously the fact that Always is selling women products made specifically for women by claiming that men and women are totally the same and this is definitively proven by actors who do what the director asks of them. Hakuna matata. Always and various other purveyors of 60 feminine hygiene products are looking out for you.

I am fascinated by the recent social awareness campaigns launched by Procter & Gamble brands, Always and Pantene which created dynamic videos that have gone viral on social media. Both the #LikeAGirl campaign by Always which is working to change the perception of the word ‘girl’ from a negative connotation to a positive term and the ‘Shine Strong’ campaign by 65 Pantene which encourages women to be confident and not apologize are creating an active social conversation about important women’s issues.

The author of the above, written for HuffPo, natch, then goes on to say of the “like a girl” insult: “Phrases get so embedded and entrenched in our culture, often putting a particular group of people at a disadvantage.”

70 Go ahead and try searching for the origins of the insult. Hopefully you’ll have better success than I did and can illuminate us in the comments. But it seems to be a concept that has been with us for a while. Maybe because men tend to have more physical prowess than women and men, particularly young men, like to taunt one another.

Families Should Raise Kids, Not Ad Men 75 Yet despite this entrenched phrase, millions of women have managed to live successful, fulfilling lives without the aid of an advertisement for tampons. My wife, my sister, my sisters-

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in-law, my female friends, and many of my female coworkers come to mind. And that’s not even getting into famous women such as Sheryl Sandberg who somehow managed to #LeanIn without the emotional support of Always or Pantene.

80 Is telling people they do something like a girl really a huge insult that risks girls growing up thinking they’re not worthwhile, that they’re incapable of success?

Regardless, why are nebulous “social awareness” campaigns all the rage in advertising? Is it because Always and Pantene really care about smashing stereotypes, even ones displayed in response to a leading question? Do Always and Pantene think women are so delicate that 85 without a new tampon or shampoo commercial they will have to retire to their fainting couches upon hearing words or phrases such as “bossy” or “like a girl?” Are Always and Pantene dedicated to ensuring that girls like my daughters, who are pretty argumentative when it comes to defending some stereotypes (women, amirite?), continue to play softball and soccer without compunction?

90 Perhaps the people who run those companies are really concerned, but that’s not what motivates these campaigns. I know it’s crazy to think, but maybe, just maybe, #LikeAGirl, #BanBossy, and #WhateverElse are driven by an old-fashioned desire for money. And maybe, just maybe, a good way to make money is to sell self-esteem instead of a product.

Rather than just rely on instinct, I decided to test the Always experiment. I asked my almost 5- 95 year-old to kick like a girl. She just kicked. I asked my almost 7-year-old to punch like a girl. “You want me to hit you?” “No, Tyler Durden, this isn’t ‘Fight Club.’ Punch the couch cushion.” She just punched. In a few years, they’ll figure out what I was actually asking them to do. It won’t change their life trajectory one whit. They may grow up to become white-collar professionals who bang out spreadsheets with ease. They may grow up to be housewives. They 100 may grow up to be professionals who still run their households. Because they’re not being raised by playground taunts and advertising campaigns revolving around stereotypes, but the wife and I. Because our expectations aren’t low, we’re raising them to become adults who weren’t permanently crippled by some insult they overheard the boys hurling at one another back in third grade.

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GRADE LEVEL: 12 PART I: ANALYZING ARGUMENTS

Lesson 5: Rhetorical Appeals/Evidence — Three Class Periods, Day 3

Aim: How can comparing and contrasting arguments help us to better understand what makes a good argument?

Common Core Learning Standards: Standard Grade Standard Number RI 11-12 1, 2, 3, 5, 6, 7, 10 W 11-12 1, 4, 10 SL 11-12 1, 2, 4, 6 L 11-12 1, 3, 6,

Motivation: Besides rhetorical appeals, what makes an argument strong and believable?

Instructional Materials: 1. #LikeAGirl Cashes In On Women’s Insecurities (Attachment 8) homework from night before

Procedures and Pivotal Questions: 1. Discuss motivation: address different types of evidence: fact, statistics, quotes, personal anecdotes. 2. List positives associated with each type of evidence. Ex: Facts cannot be disputed; Statistics are numbers based and numbers are concrete, logical, and factual, etc. 5. Look at Cromwell essay and Rhetorical Triangle Organizer, how does Cromwell develop most of his argument? Discuss his appeals to logos, ethos, and pathos, and his use of other types of evidence. 3. Have students compare and contrast the development of evidence in both Cromwell’s essay and the “Like a Girl” video. What is achieved in the video that isn’t in the text? Why is that so? What is more successful in the text than in the video? 4. Have students share their answers.

Summary: Whole Class Discussion: What is the best way to create a strong argument?

Extension Activity: Write an argument paper (1 page typed) either for or against the “Like a Girl” campaign: use the rhetorical appeals and different types of evidence.

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GRADE LEVEL: 12 PART I: ANALYZING ARGUMENTS

Lesson 6: Logical Fallacies One Class Period

Aim: How do logical fallacies impact arguments?

Common Core Learning Standards: Standard Grade Standard Number RI 11-12 1, 2, 3, 5, 6, 7, 10 W 11-12 1, 4, 10 SL 11-12 1, 2, 4, 6 L 11-12 1, 3, 6,

Motivation: Show clip from Monty Python and the Holy Grail: The Witch Scene https://www.youtube.com/watch?v=yp_l5ntikaU

Instructional Materials: 1. Clip from Monty Python and the Holy Grail and script (Attachment 9) 2. Types of Fallacies Handout (Attachment 10) 3. Eight Logical Fallacies Cartoons (Attachment 11)

Procedures and Pivotal Questions: 1. Discuss the scene: Was the scene logical? Did the Villagers’ arguments make sense? What was wrong with their argument? 2. Explain the term Fallacy: a mistaken belief, especially one based on unsound argument. 4. Hand out The Witch Scene script (Attachment 9), have students go through the script and highlight all the arguments being presented. 5. After students highlight arguments, have them write down/explain what is unsound about each argument. 5. Have students share answers. 6. Distribute the Types of Fallacies handout (Attachment 10) and ask students to start pairing the logical fallacies found in Monty Python script with their definitions.

Summary: Whole Class Discussion: What is the point of employing logical fallacies in an argument?

Extension Activity: Write an argument, the topic of your choice that employs 1-2 logical fallacies. OR Review the Eight Logical Fallacies Cartoons handout (Attachment 11) and explain how each cartoon depicts the fallacy and what the effect is. Write at least one paragraph for each cartoon.

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Attachment 9 Monty Python and the Holy Grail Scene 5 Script

CROWD: A witch! A witch! A witch! We've got a witch! A witch! VILLAGER #1: We have found a witch, might we burn her? CROWD: Burn her! Burn! BEDEMIR: How do you know she is a witch? VILLAGER #2: She looks like one. BEDEMIR: Bring her forward. WITCH: I'm not a witch. I'm not a witch. BEDEMIR: But you are dressed as one. WITCH: They dressed me up like this. CROWD: No, we didn't... no. WITCH: And this isn't my nose, it's a false one. BEDEMIR: Well? VILLAGER #1: Well, we did do the nose. BEDEMIR: The nose? VILLAGER #1: And the hat -- but she is a witch! CROWD: Burn her! Witch! Witch! Burn her! BEDEMIR: Did you dress her up like this? CROWD: No, no... no ... yes. Yes, yes, a bit, a bit. VILLAGER #1: She has got a wart. BEDEMIR: What makes you think she is a witch? VILLAGER #3: Well, she turned me into a newt. BEDEMIR: A newt? VILLAGER #3: I got better. VILLAGER #2: Burn her anyway! CROWD: Burn! Burn her! BEDEMIR: Quiet, quiet. Quiet! There are ways of telling whether she is a witch. CROWD: Are there? What are they? BEDEMIR: Tell me, what do you do with witches? VILLAGER #2: Burn! CROWD: Burn, burn them up! BEDEMIR: And what do you burn apart from witches? VILLAGER #1: More witches! VILLAGER #2: Wood! BEDEMIR: So, why do witches burn? [pause] VILLAGER #3: B--... 'cause they're made of wood...? BEDEMIR: Good! CROWD: Oh yeah, yeah... BEDEMIR: So, how do we tell whether she is made of wood? VILLAGER #1: Build a bridge out of her. BEDEMIR: Aah, but can you not also build bridges out of stone? VILLAGER #2: Oh, yeah. 319

BEDEMIR: Does wood sink in water? VILLAGER #1: No, no. VILLAGER #2: It floats! It floats! VILLAGER #1: Throw her into the pond! CROWD: The pond! BEDEMIR: What also floats in water? VILLAGER #1: Bread! VILLAGER #2: Apples! VILLAGER #3: Very small rocks! VILLAGER #1: Cider! VILLAGER #2: Great gravy! VILLAGER #1: Cherries! VILLAGER #2: Mud! VILLAGER #3: Churches -- churches! VILLAGER #2: Lead -- lead! ARTHUR: A duck. CROWD: Oooh. BEDEMIR: Exactly! So, logically..., VILLAGER #1: If... she.. weighs the same as a duck, she's made of wood. BEDEMIR: And therefore--? VILLAGER #1: A witch! CROWD: A witch! BEDEMIR: We shall use my larger scales! [yelling] BEDEMIR: Right, remove the supports! [whop] [creak] CROWD: A witch! A witch! WITCH: It's a fair cop. CROWD: Burn her! Burn! [yelling]

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Attachment 10 Logical Fallacies

The following list presents many of the fallacies you find in arguments. Some of them differ only slightly from others, and some fallacies are hybrids of what you see here.

1. Ad Hominem (personal attack) attacking the person rather than the argument (ex: President Bush uses poor English; therefore, he wrongfully invaded Iraq.)

2. Ad Populum "bandwagon appeal" an appeal to the prejudices of the people (ex: You should like Tom Hanks movies because everyone else does.)

3. Appeal to Force diverting attention from the real issue to the negative consequences of not accepting an argument (ex: blackmail)

4. Appeal to Ignorance refusing to accept the burden of proof (ex: Extra terrestrials must exist because no one has ever proved that they don't)

5. Appeal to Reward diverting attention from the real issue to what will be gained by accepting the argument (ex: bribery, buying votes)

6. Appeal to Tradition assuming that what has become a tradition because it has been around for so long should continue to be a tradition (ex: The QWERTY keyboard continues to be taught in schools even though it is not the most efficient arrangement.)

7. Begging the Question making a statement that assumes the question being argued has already been proven (ex: Women should not be able to join men’s clubs because the clubs are for men only.)

8. Complex or Loaded Question phrasing two questions as one; can't answer yes or no without getting into trouble (ex: "Have you stopped beating your wife yet?")

9. Creating False Needs making listeners believe that they need something that they really don’t, or exaggerating the importance of the need (ex: razors for women’s legs)

10. Dicto Simpliciter Latin for "simple speech"; applying statements that are true in simple cases to more complex cases without qualifying the statements (ex: “Whole wheat bread is very nutritious, so everyone should eat whole wheat bread "—What about people who are allergic to wheat?)

11. Equivocation giving an honest appearance to a lie (ex: “I don’t even have a nickel”— when you have all dimes.)

12. False Analogy comparing things, circumstances, and so on without demonstrating a meaningful connection between them (ex: “This is your brain on drugs.”—An egg in a frying pan?)

13. False Dilemma posing an either-or situation and ignoring further alternatives (ex: Mom: You can clean your room, or you can skip the party.)

14. Faulty Emotional Appeal drawing attention away from the topic through emotion (ex: How can you persecute this little old lady for shooting all those people when she’s so poor she can’t pay her electricity bills?)

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15. Faulty Use of Authority using questionable or irrelevant authority to back up an argument (ex: Alex Trebek recommending life insurance)

16.Guilt by Association grouping individuals together and stereotyping all members of the group based on how some members behave (ex: Since she grew up in the city, she must come from a non-traditional family.)

17. Hasty Generalization drawing conclusions on the basis of insufficient evidence (ex: Both times I ate lima beans as a child I got sick; therefore, lima beans must be bad for you.)

18. Non Sequitur “it does not follow” finding a relationship between two facts that does not exist (ex: “You won’t give me all your money; therefore, you must hate me.)

19. Oversimplified Cause trying to reduce a complex event or phenomenon to one simple cause (ex: Dan Quayle blamed the television show Murphy Brown for the breakdown of the American family.)

20. Poisoning the Well presenting an argument in such an emotionally biased way that it is difficult for a critic to respond without looking dishonest or immoral. (ex: "Of course, this liar will tell you that he didn't steal my stuff. You can't believe a thief. Go ahead and ask him; he'll deny it.")

21.Post Hoc, Ergo Propter Hoc “after this, therefore because of this”—assuming that one event that follows another is the result of the first even (similar to oversimplified cause) (ex: Barry Bonds changed his socks today and he didn’t get a single hit.)

22. Red Herring attempting to draw attention away from the issue at hand by raising irrelevant issues. (ex: "I don't think the president's economic plan is a good idea. I mean, what is he going to do about the violence in our inner cities?")

23. Slippery Slope predicting that taking a first step will lead inevitably to a later, usually much more undesirable action (ex: “Birth control is the first step on the road to euthanasia.”)

24. Stacking the Deck ignoring evidence or arguments that don't support your position (ex: The Warren Commission ignored eyewitness accounts of smoke and gunshots from the grassy knoll when President Kennedy was killed.)

25. Straw Man attacking a view similar to, but not the same as, the one in question (ex: “We should license knives just like we do guns. (sarcastically)”)

26. Sweeping Generalization applying a statement that is true for one particular situation to another situation without considering how the situations might be different. (ex: "My accounting degree really prepared me well for law school. Everyone who wants to go to law school should major in accounting.")

27. Two Wrongs Make a Right attempting to draw attention from a problem by pointing out other problems (ex: Universities in other states charge much more than California does.)

Source: http://cla.calpoly.edu/~mforte/logfall.pdf

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Attachment 11 Eight Logical Fallacies Cartoons 1. Slippery Slope

2. Equivocation

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3. Appeal to False Authority

4. Appeal to Fear

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5. Ad Hominem

6. Straw Man

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7. Hasty Generalization

8. Bandwagon Appeal

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GRADE LEVEL: 12 PART I: ANALYZING ARGUMENTS

Lesson 7: Planning and Outlining— Four Class Periods, Day 1

Aim: Why is it important to consider all sides of an argument when constructing a written argument?

Common Core Learning Standards: Standard Grade Standard Number RI 11-12 1, 2, 3, 5, 6, 7, 10 W 11-12 1, 4, 10 SL 11-12 1, 2, 4, 6 L 11-12 1, 3, 6

Motivation: Is getting something for free always a good thing? Give one reason with support.

Instructional Materials: 1. Point of View Chart (Attachment 12, from readwritethink) 2. Outline Chart (Attachment 13)

Procedures and Pivotal Questions: 1. Discuss motivation: encourage responses from both sides of the argument. Transition the conversation into a more specific topic: Should downloading music be illegal? 2. Hand out the Point of View Chart (Attachment 12). Have students fill out ideas for all columns. 3. Discuss how looking at all sides could change initial answers from motivation, remind students that a good argument looks at all sides. 4. Pose question: Should downloading music be considered illegal? 5. Hand out Outline Chart (Attachment 13). Have students work on outlines for remainder of class.

Summary: Whole Class Discussion: Why is it important to consider all sides to an argument? Why is it important to have support for your opinions?

Extension Activity: Students must complete their outlines for tomorrow’s class.

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Attachment 12 Point of View Chart

FOR MUSIC DOWNLOADS AGAINST MUSIC DOWNLOADS

CONSUMER

RECORD COMPANY

RECORDING ARTIST

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Attachment 13 Essay Outline Thesis: A thesis is a statement that describes one side of an arguable viewpoint. What is the thesis or point of what you are trying to argue?

Evidence: Briefly state three main reasons that would convince someone that your thesis is valid.

Reason 1 Reason 2 Reason 3

Facts: What are some facts that could support each reason and validate your argument?

Reason 1 Reason 2 Reason 3

Fact 1: Fact 1: Fact 1:

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Fact 2: Fact 2: Fact 2:

Fact 3: Fact 3: Fact 3:

Conclusion: Write 2-3 sentences that summarize your argument and conclude your essay. These sentences should cover the ideas you want your readers to take away from your essay:

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GRADE LEVEL: 12 PART I: ANALYZING ARGUMENTS

Lesson 8: Planning and Outlining— Four Class Periods, Day 2

Aim: How can we properly include counter-arguments into our essay?

Common Core Learning Standards: Standard Grade Standard Number RI 11-12 1, 2, 3, 5, 6, 7, 10 W 11-12 1, 4, 10 SL 11-12 1, 2, 4, 6 L 11-12 1, 3, 6

Motivation: Should you include a counter argument in your essay?

Instructional Materials: 1. Counter-Argument/Argument Handout (Attachment 14)

Procedures and Pivotal Questions: 1. Discuss motivation: discuss the difference between an argument that weakens your thesis/argument versus one that strengthens your thesis/argument. Give examples. 2. Have students take out their Point of View charts (that include counter-arguments) and their outlines (Attachments 12 & 13). 3. Ask students to choose 1-2 examples they believe would work as counter-arguments (for each paragraph) from their Point of View Charts. 4. Ask students where counter-arguments should go: discuss reasons for each placement. 5. Give students a few possible placements of counter-arguments:  as a section or paragraph within your introduction, in which they lay out the expected reaction or standard position before turning away to develop their own; within each/any body paragraph, where they imagine a counter-argument not to their main idea but to the point that the specific paragraph is arguing or is about to argue;  as a paragraph just before the conclusion of your essay, in which you imagine what someone might object to in your argument.  as a paragraph just before the conclusion of their essay, in which they imagine what someone might object to in their argument. 6. Ask students how they would transition between argument and counter-argument, give them sample sentences to facilitate their movement:  Sentence 1: o Transition + some critics / opponents + argue / claim + that + argument against your thesis. o Ex: Nevertheless, some critics argue that the reason why some terminally ill patients wish to commit suicide is nothing more than melancholia.

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 Sentence 2: o Transition + it is argued that + argument against your thesis. o Ex: Nevertheless, it is argued that the reason why some terminally ill patients wish to commit suicide is nothing more than melancholia.

Summary: Whole class discussion: Why is it necessary to balance your essay with a clear argument and examples and counter-arguments and examples?

Extension Activity: Complete the Counter-Argument/Argument Handout (Attachment 14) for next class.

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Attachment 14 Counter-Argument/Argument Handout

Directions: After reading the sample counter argument paragraph below, answer the questions that follow.

Source: http://www.eluprogram.com/Writing_a_Counterargument_and_Refutation.pdf

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GRADE LEVEL: 12 PART II: CRAFTING ARGUMENTS

Lesson 9: Planning and Outlining— Four Class Periods, Day 3

Aim: How can we properly include quotations/in text citations into our essay?

Common Core Learning Standards: Standard Grade Standard Number RI 11-12 1, 2, 3, 5, 6, 7, 10 W 11-12 1, 4, 10 SL 11-12 1, 2, 4, 6 L 11-12 1, 3, 6

Motivation: What is the difference between a fact and an opinion? Label the following examples Fact or Opinion:  Eating fast food isn't bad if you only eat it once a week.  Copying homework assignments is wrong.  Students who are caught cheating in college can be kicked out of the university without a refund.  The average giant tortoise will outlive the average human.  A human being will die sooner from lack of sleep than from lack of food.  People who graduate from college are smarter than people who drop out of high school.

Instructional Materials: 1. Music download articles (Attachment 15) 2. How to use Quotations within a Paragraph (Attachment 16)

Procedures and Pivotal Questions: 1. Go over motivation answers, discuss reasons for each. 2. Discuss the importance of balancing opinion with fact: both will be in essay: students must support opinion with fact. Remind students that their entire paragraph should not be quotations! 3. Handout Attachment 15, review use of quotations. 4. Summary. 5. Have students begin to write their essays.

Summary: Whole class discussion before students begin to write: Why are facts, statistics, etc. important in an essay? Why shouldn’t they be overused?

Extension Activity: Have students write their two body paragraphs using the articles provided—either hand out articles or provide links (Attachment 15).

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Attachment 15

Debating Music Downloads Links

“The RIAA Music Downloading Controversy: Both Sides of the Record” http://musicbizadvice.com/advice/features/the-riaa-music-downloading-controversy-both-sides- of-the-record/ from MusicBizAdvice.com

“Why Downloading is Music's Saviour” http://www.theguardian.com/technology/2003/aug/04/comment.mondaymediasection from The Guardian

Music Industry Won't Seek Government Aid on Piracy, http://www.nytimes.com/learning/teachers/featured_articles/20030116thursday.html from The New York Times’ Learning Network

Analyzing Opinions on Music Downloads Links Recording Industry Association of America http://www.riaa.com/physicalpiracy.php?content_selector=What-is-Online-Piracy

United States Copyright Office http://www.copyright.gov/

BMI Copyright Legislation Advocacy http://www.bmi.com/news/entry/bmi_submits_public_comments_in_response_to_u.s._departme nt_of_justice_reque

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Attachment 16 How to use Quotations within a Paragraph

1. Author named in a signal phrase: Ordinarily, introduces the material being cited with a signal phrase that includes the author’s name. In addition to preparing readers for the source, the signal phrase allows you to keep the parenthetical citation brief.

Frederick Lane reports that employers do not necessarily have to use software to monitor how their employees use the Web: employers can “use a hidden video camera pointed at an employee’s monitor” and even position a camera ”so that a number of monitors [can] be viewed at the same time” (147).

The signal phrase — Frederick Lane reports — names the author; the parenthetical citation gives the page number of the book in which the quoted words may be found.

Notice that the period follows the parenthetical citation. When a quotation ends with a question mark or an exclamation point, leave the end punctuation inside the quotation mark and add a period at the end of your sentence: “. . .?” (8).

2. Author named in parentheses: If a signal phrase does not name the author, put the author’s last name in parentheses along with the page number. Use no punctuation between the name and the page number.

Companies can monitor employees’ every keystroke without legal penalty, but they may have to combat low morale as a result (Lane 129).

3. Author unknown: Either use the complete title in a signal phrase or use a short form of the title in parentheses. Titles of books are italicized; titles of articles are put in quotation marks.

A popular keystroke logging program operates invisibly on workers’ computers yet provides supervisors with details of the workers’ online activities (“Automatically”).

TIP: Before assuming that a Web source has no author, do some detective work. Often the author’s name is available but is not easy to find. For example, it may appear at the end of the page, in tiny print. Or it may appear on another page of the site, such as the home page. NOTE: If a source has no author and is sponsored by a corporation or government agency, name the corporation or agency as the author

4. Page number unknown: Do not include the page number if a work lacks page numbers, as is the case with many Web sources. Even if a printout from a Web site shows page numbers, treat the source as unpaginated in the in-text citation because not all printouts give the same page numbers. (When the pages of a Web source are stable, as in PDF files, supply a page number in your in-text citation.)

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As a 2005 study by Salary.com and America Online indicates, the Internet ranked as the top choice among employees for ways of wasting time on the job; it beat talking with co-workers— the second most popular method—by a margin of nearly two to one (Frauenheim).

If a source has numbered paragraphs or sections, use “par.” (or “pars.”) or “sec.” (or “secs.”) in the parentheses: (Smith, par. 4). Notice that a comma follows the author’s name in this case.

5. One-page source: If the source is one page long, MLA allows (but does not require) you to omit the page number. Many instructors will want you to supply the page number because without it readers may not know where your citation ends or, worse, may not realize that you have provided a citation at all.

NO PAGE NUMBER IN CITATION Anush Yegyazarian reports that in 2000 the National Labor Relations Board’s Office of the General Counsel helped win restitution for two workers who had been dismissed because their employers were displeased by the employees’ e-mails about work-related issues. The case points to the ongoing struggle to define what constitutes protected speech in the workplace.

PAGE NUMBER IN CITATION Anush Yegyazarian reports that in 2000 the National Labor Relations Board’s Office of the General Counsel helped win restitution for two workers who had been dismissed because their employers were displeased by the employees’ e-mails about work-related issues (62). The case points to the ongoing struggle to define what constitutes protected speech in the workplace.

6. Two or three authors: Name the authors in a signal phrase, as in the following example, or include their last names in the parenthetical reference: (Kizza and Ssanyu 2).

Kizza and Ssanyu note that “employee monitoring is a dependable, capable, and very affordable process of electronically or otherwise recording all employee activities at work” and elsewhere (2).

When three authors are named in the parentheses, separate the names with commas: (Alton, Davies, and Rice 56).

7. Four or more authors: Name all of the authors or include only the first author’s name followed by “et al.” (Latin for “and others”). The format you use should match the format in your works cited entry (see item item 3).

The study was extended for two years, and only after results were reviewed by an independent panel did the researchers publish their findings (Blaine et al. 35).

8. Organization as author: When the author is a corporation or an organization, name that author either in the signal phrase or in the parentheses.

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According to a 2001 survey of human resources managers by the American Management Association, more than three-quarters of the responding companies reported disciplining employees for “misuse or personal use of office telecommunications equipment” (2). In the list of works cited, the American Management Association is treated as the author and alphabetized under A. When you give the organization name in parentheses, abbreviate common words in the name: “Assn.,” “Dept.,” “Natl.,” “Soc.,” and so on.

In a 2001 survey of human resources managers, more than three-quarters of the responding companies reported disciplining employees for “misuse or personal use of office telecommunications equipment” (Amer. Management Assn. 2).

9. Two or more works in one citation: To cite more than one source in the parentheses, give the citations in alphabetical order and separate them with a semicolon.

The effects of sleep deprivation among college students have been well documented (Cahill 42; Leduc 114; Vasquez 73).

Multiple citations can be distracting, so you should not overuse the technique.

10. Visual such as a photograph, map, or chart: To cite a visual that has a figure number in the source, use the abbreviation “fig.” and the number in place of a page number in your parenthetical citation: (Manning, fig. 4). Spell out the word “figure” if you refer to it in your text.

To cite a visual that does not have a figure number in a print source, use the visual’s title or a general description in your text and cite the author and page number as for any other source.

For a visual that is not contained in a source such as a book or periodical, identify the visual in your text and then cite it using the first element in the works cited entry: the photographer’s or artist’s name or the title of the work.

Photographs such as Woman Aircraft Worker (Bransby) and Women Welders(Parks) demonstrate the US government’s attempt to document the contributions of women on the home front during World War II.

11. Web site or other electronic source: Your in-text citation for an electronic source should follow the same guidelines as for other sources. If the source lacks page numbers but has numbered paragraphs, sections, or divisions, use those numbers with the appropriate abbreviation in your in-text citation: “par.,” “sec.,” “ch.,” “pt.,” and so on. Do not add such numbers if the source itself does not use them. In that case, simply give the author or title in your in-text citation.

Julian Hawthorne points out profound differences between his father and Ralph Waldo Emerson but concludes that, in their lives and their writing, “together they met the needs of nearly all that is worthy in human nature” (ch. 4).

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12. Indirect source (source quoted in another source): When a writer’s or a speaker’s quoted words appear in a source written by someone else, begin the parenthetical citation with the abbreviation “qtd. in.”

Researchers Botan and McCreadie point out that “workers are objects of information collection without participating in the process of exchanging the information . . .” (qtd. in Kizza and Ssanyu 14).

13. Literary work without parts or line numbers: Many literary works, such as most short stories and many novels and plays, do not have parts or line numbers. In such cases, simply cite the page number.

At the end of Kate Chopin’s “The Story of an Hour,” Mrs. Mallard drops dead upon learning that her husband is alive. In the final irony of the story, doctors report that she has died of a “joy that kills” (25).

14. Verse play or poem: For verse plays, give act, scene, and line numbers that can be located in any edition of the work. Use arabic numerals and separate the numbers with periods.

In Shakespeare’s King Lear, Gloucester, blinded for suspected treason, learns a profound lesson from his tragic experience: “A man may see how this world goes / with no eyes” (4.6.148-49).

For a poem, cite the part, stanza, and line numbers, if it has them, separated by periods.

The Green Knight claims to approach King Arthur’s court “because the praise of you, prince, is puffed so high, / And your manor and your men are considered so magnificent” (1.12.258-59).

For poems that are not divided into numbered parts or stanzas, use line numbers. For a first reference, use the word “lines”: (lines 5-8). Thereafter use just the numbers: (12-13).

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GRADE LEVEL: 12 PART II: CRAFTING ARGUMENTS

Lesson 10: Planning and Outlining— Four Class Periods, Day 4

Aim: How can we compose an effective conclusion?

Common Core Learning Standards: Standard Grade Standard Number RI 11-12 1, 2, 3, 5, 6, 7, 10 W 11-12 1, 4, 10 SL 11-12 1, 2, 4, 6 L 11-12 1, 3, 6

Motivation: What is the purpose of a concluding paragraph in an essay or paper?

Instructional Materials: 1. Editing Worksheet (Attachment 17)

Procedures and Pivotal Questions: 1. Discuss motivation. 2. Ask students what should be included in a conclusion, list answers. 3. Choose the most important answers from the ones the students have mentioned:  stress the importance of the thesis statement;  give the essay a sense of completeness;  leave a final impression on the reader. 4. Offer some suggestions for starting/writing a conclusion:  Answer the question "So What?" o Show your readers why this paper was important. Show them that your paper was meaningful and useful.  Synthesize, don't summarize o Don't simply repeat things that were in your paper. They have read it. Show them how the points you made and the support and examples you used were not random, but fit together.  Redirect your readers o Give your reader something to think about, perhaps a way to use your paper in the "real" world. If your introduction went from general to specific, make your conclusion go from specific to general. Think globally.  Create a new meaning o You don't have to give new information to create a new meaning. By demonstrating how your ideas work together, you can create a new picture. Often the sum of the paper is worth more than its parts.

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5. Allow time for students to write their conclusions.

Summary: Whole Class Discussion: What should you avoid when writing a conclusion?

Extension Activity: Have students type their entire essay, putting together all of the pieces from the last few days, for the next class. Ask students to self-edit their papers (Attachment 17).

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Attachment 17 Self- and Peer-Editing Chart

Source: readwritethink.org

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GRADE LEVEL: 12 PART II: CRAFTING ARGUMENTS

Lesson 11: Writing Workshop One Class Period

Aim: Why is it important to edit our papers and how can we learn to edit a peer’s essay?

Common Core Learning Standards: Standard Grade Standard Number RI 11-12 1, 2, 3, 5, 6, 7, 10 W 11-12 1, 4, 10 SL 11-12 1, 2, 4, 6 L 11-12 1, 3, 6,

Motivation:

What are these signs saying? What should they be saying? What do these signs teach us?

Instructional Materials: 1. Editing Worksheet (Attachment 17) 2. Writing from Sources (Attachment 18)

Procedures and Pivotal Questions: 3. Discuss the motivation. Impress the importance of editing any work that we do. 4. Ask students to take out their essays, and switch with assigned partners—keep in mind individual student strengths and weaknesses. 5. Distribute peer-editing worksheet. 6. Explain that students will quietly read each other’s essays and fill out individual worksheets (15 minutes). 7. After students have read and filled out worksheets ask students to conference with their partner to discuss the editing handout (10 minutes eaach).

Extension Activity: Students should take home edits and self/peere -editing worksheets annd re-write/revise/edit their essays. Final draft due next class.

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English 12

Directions: Read and annotate the following sources on the topic of the use of standardized tests in the college admission process.

The use of standardized tests in the college admission process is a widely debated issue. Some experts claim that standardized tests are biased, and do not accurately depict student intelligence or achievement while others claim that they are an accurate measure of intelligence and future potential.

Carefully read the following seven sources, including the introductory information for each source. Then synthesize information from at least four (4) of the sources and incorporate it into a coherent, well-developed essay that argues a clear position on the use of standardized tests in the college admission process.

Make sure that your argument is central; use the sources to illustrate and support your reasoning. Avoid merely summarizing the sources. Indicate clearly which sources you are drawing from, whether through direct quotation, paraphrase, or summary. You may cite the sources as Source A, Source B, etc., or by using the descriptions in parentheses.

1. Source A (Rochon) 2. Source B (Lewin) 3. Source C (Woollen) 4. Source D (Tri-State Defender Newsroom) 5. Source E (Margulies cartoon) 6. Source F (Burstein) 7. Source G (Hambrick)

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Source A Rochon, Thomas. “The Case Against the SAT” usnews.com. September 6, 2013. http://www.usnews.com/opinion/articles/2013/09/06/why-the-sats-shouldnt-be-a-factor-in- college-admissions

The debate over the use of standardized test scores in college admissions is not new. Opponents condemn the practice as biased; proponents tout it as a critical indicator of future academic success. But few live the experience from both sides.

As a former executive director of the GRE testing program, the graduate school cousin of the 5 SAT, and now president of Ithaca College, I have. And despite my respect for standardized testing and my belief that much of the criticism it receives is misplaced, I recently made the decision to institute a test-optional policy for undergraduate admission at Ithaca.

Last year, Ithaca joined the growing number of colleges that have incorporated an option to omit standardized test scores for some or all of their applicants last year. At the heart of our decision 10 was the conviction that requiring a test score might limit our applicant pool and potentially distort our admissions and financial aid decisions.

Our first realization was that test scores add relatively little to our ability to predict the success of our students. Studies undertaken by the SAT's sponsor, the College Board, generally indicate that the SAT adds only modestly to the prediction of student success after high school GPA is 15 taken into account. Our internal study showed similar results, validating that the loss of test score information at the time of admission makes very little difference in our ability to identify how successful applicants will later become as college students. In addition, we know that some potential students are deterred from applying to colleges that require a test score because they are not comfortable taking standardized tests. In fact, 20 groundbreaking research by psychologist Claude Steele, now dean for the School of Education at Stanford University, has shown that underrepresented groups are more likely than others to be put off by test score requirements.

As a result, we strongly suspected that we were not seeing applications from some potential students who would shine in our academic environment and who could use the Ithaca College 25 experience as a springboard to a happy and successful life. We expected that eliminating standardized tests as a required element of the application would enable us to increase the number of highly qualified applicants to the college, increase the quality of the enrolled freshman class, and increase the diversity of that class. And we fared well against those goals. With respect to the increase in application numbers, we greatly exceeded our expectations. We 30 projected a 7 percent increase in applications compared to one year ago and instead experienced a 13 percent increase. One-quarter of our applicants chose not to submit a test score, meaning that we may have had nearly 4,000 applications that we would not otherwise have received. We also enrolled a freshman class of over 1,800 students – 100 more than our target enrollment. The fall 2013 freshman class will be the most diverse in our history, with 22 percent of the class 35 identifying themselves as members of underrepresented groups. The quality of the freshman class, as measured by grade point average and test scores for the 75 percent that submitted them,

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is essentially identical to one year ago. And the accept rate and the average high school grade point average of applicants who did not submit test scores were only slightly lower than the comparable numbers of those who did send us their scores.

40 Standardized tests are tools rather than ends in themselves. They are often helpful as one piece of information in an application to determine whether an applicant is likely to do well in one's college environment.

There is substantial evidence, though, that test scores for some applicants conceal more than they reveal. And when the requirement of submitting test scores deters some potentially strong 45 students from even applying, then it is time to take a fresh look at the tool.

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Source B Lewin, Tamar. “A New SAT Aims to Realign with Schoolwork.” nytimes.com. March 5, 2014. http://www.nytimes.com/2014/03/06/education/major-changes-in-sat-announced-by-college- board.html?_r=0

Saying its college admission exams do not focus enough on the important academic skills, the College Board announced on Wednesday a fundamental rethinking of the SAT, ending the longstanding penalty for guessing wrong, cutting obscure vocabulary words and making the essay optional.

5 The president of the College Board, David Coleman, criticized his own test, the SAT, and its main rival, the ACT, saying that both had “become disconnected from the work of our high schools.”

In addition, Mr. Coleman announced programs to help low-income students, who will now be given fee waivers allowing them to apply to four colleges at no charge. And even before the new 10 exam is introduced, in the spring of 2016, the College Board, in partnership with Khan Academy, will offer free online practice problems and instructional videos showing how to solve them.

The changes are extensive: The SAT’s rarefied vocabulary challenges will be replaced by words that are common in college courses, like “empirical” and “synthesis.” The math questions, now 15 scattered across many topics, will focus more narrowly on linear equations, functions and proportional thinking. The use of a calculator will no longer be allowed on some of the math sections.

The new exam will be available on paper and computer, and the scoring will revert to the old 1,600-point scale — from 2,400 — with top scores of 800 on math and 800 on what will now be 20 called “evidence-based reading and writing.” The optional essay, which strong writers may choose to do, will have a separate score.

Once the pre-eminent college admissions exam, the SAT has lost ground to the ACT, which is based more directly on high school curriculums and is now taken by a slightly higher number of students. Last year, 1.8 million students took the ACT and 1.7 million the SAT.

25 The new SAT will not quell all criticism of standardized tests. Critics have long pointed out — and Mr. Coleman admits — that high school grades are a better predictor of college success than standardized test scores. More colleges have in recent years become “test optional,” allowing students to forgo the exams and submit their grades, transcripts and perhaps a graded paper. For many students, Mr. Coleman said, the tests are mysterious and “filled with unproductive 30 anxiety.” And, he acknowledged, they inspire little respect from classroom teachers: only 20 percent, he said, see the college-admission tests as a fair measure of the work their students have done.

Mr. Coleman came to the College Board in 2012, from a job as an architect of the Common Core curriculum standards, which set out the content that students must master at each level and 347

35 are now making their way into school.

He announced plans to revise the SAT a year ago and almost from the start expressed dissatisfaction with the essay that was added in 2005. He said he also wanted to make the test reflect more closely what students did in high school and, perhaps most important, rein in the intense coaching and tutoring on how to take the test that often gave affluent students an 40 advantage.

“It is time for the College Board to say in a clearer voice that the culture and practice of costly test preparation that has arisen around admissions exams drives the perception of inequality and injustice in our country,” Mr. Coleman said Wednesday. “It may not be our fault, but it is our problem.”

45 While test-preparation companies said the SAT was moving in the right direction, with more openness and more free online test preparation, the changes were unlikely to diminish the demand for their services. “People will always want an edge,” said Seppy Basili, a vice president of Kaplan Test Prep. “And test changes always spur demand.”

The suggested changes were well received among many educators, but Mr. Coleman’s 50 comments about the ACT drew harsh words from an executive of that company.

“David Coleman is not a spokesman for the ACT, and I acknowledge his political gamesmanship but I don’t appreciate it,” said Jon Erickson, president of ACT’s education division. “It seems like they’re mostly following what we’ve always done.”

Philip Ballinger, the director of undergraduate admissions at the University of Washington, said 55 he admired Mr. Coleman’s heartfelt “damn the torpedoes, full speed ahead” approach to improving the SAT and appreciated the effort to tame the test-prep industry.

“It’s absurd, and that’s the nicest thing I can call it, how much test prep has grown and how guilt-ridden parents have become about trying to prepare their kids for the test,” Mr. Ballinger said. “If this helps test prep become learning, not gaming, well, shoot, that’s great.”

60 Some changes will make the new SAT more like the ACT, which for the last two years has outpaced the SAT in test takers. Thirteen states administer the ACT to all public high school juniors, and three more are planning to do so. The ACT has no guessing penalty, and its essay is optional. It also includes a science section, and while the SAT is not adding one, the redesigned reading test will include a science passage.

65 But beyond the particulars, Mr. Coleman emphasized that the three-hour exam — three hours and 50 minutes with the essay — had been redesigned with an eye toward reinforcing the skills and evidence-based thinking that students should be learning in high school, and moving away from a need for test-taking tricks and strategies. Sometimes, students will be asked not just to select the right answer but to justify it by choosing the quotation from a text that provides the 70 best supporting evidence for their answer.

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The revised essay, in particular, will shift in that direction. Students now write about their experiences and opinions, with no penalty for incorrect assertions, even egregiously wrong ones. In the future, though, students will receive a source document and be asked to analyze it for its use of evidence, reasoning and persuasive or stylistic technique.

75 The text will be different on each exam, but the essay task will remain constant. The required essay never entirely caught on with college admissions officers. Many never figured the score into the admission decision and looked at the actual essays only rarely, as a raw writing sample to help detect how much parents, consultants and counselors had edited and polished the essay submitted with the application.

The Key Changes 80 These will be among the changes in the new SAT, starting in the spring of 2016:  Instead of arcane “SAT words” (“depreciatory,” “membranous”), the vocabulary definitions on the new exam will be those of words commonly used in college courses, such as “synthesis” and “empirical.”  The essay, required since 2005, will become optional. Those who choose to write an 85 essay will be asked to read a passage and analyze the ways its author used evidence, reasoning and stylistic elements to build an argument.  The guessing penalty, in which points are deducted for incorrect answers, will be eliminated.  The overall scoring will return to the old 1,600-point scale, based on a top score of 800 90 in reading and math. The essay will have a separate score.  Math questions will focus on three areas: linear equations; complex equations or functions; and ratios, percentages and proportional reasoning. Calculators will be permitted on only part of the math section.  Every exam will include, in the reading and writing section, source documents from a 95 broad range of disciplines, including science and social studies, and on some questions, students will be asked to select the quotation from the text that supports the answer they have chosen.

 Every exam will include a reading passage either from one of the nation’s “founding

documents,” such as the Declaration of Independence or the Bill of Rights, or from one 100 of the important discussions of such texts, such as the Rev. Dr. Martin Luther King Jr.'s “Letter From Birmingham Jail.”

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Source C Woollen, Susan. “The SAT in the College Admissions Process” whatkidscando.org http://www.whatkidscando.org/featurestories/2008/03_scoring_well/pdf/24-4-woollen.pdf

History and Purpose of the SAT Carl Brigham, a Princeton University psychologist, conceived the idea of an aptitude test after assisting in the development of the Army IQ test in World War I. His initial purpose in designing the SAT was to measure mental ability. In fact, the test was initially called the Scholastic Aptitude Test; today, the SAT does not stand for anything. The College Board administered the 5 first official SAT on June 23, 1926 to over 8,000 high school students. At that time, the SAT contained seven units devoted to verbal skills, including definitions, classification, artificial language, antonyms, analogies, logical inference, and paragraph reading, while the other two units were made up of number series and arithmetical problems (Lawrence, Rigol, Van Essen, and Jackson, 2003). The purpose of the first test was not to determine eligibility for college 10 admission, but rather it was to help validate the SAT scores by correlating them with freshman year college grades. By demonstrating both reliability and validity, Brigham would be able to document the SAT could predict a student’s academic performance in college.

As it met those expectations, Brigham began to feel strongly that the SAT should not be considered an aptitude test. He believed its sole purpose should be to measure achievement. In 15 1935, he wrote:

The test movement came to this country some twenty-five or thirty years ago accompanied by one of the most glorious fallacies in the history of science, namely, that the tests measured native intelligence purely and simply without regard to training or schooling. I hope nobody believes that now. The test scores very definitely are a composite including schooling, family background, 20 familiarity with English, and everything else, relevant and irrelevant. The “native intelligence is hypothesis is dead.” (Lemann, 1999, p. 34)

As standardized educational tests became more prominent in the college admissions process, the organizational structure of the College Board would change as discussions took place to create an agency to oversee the development of those exams. In 1947, the Educational Testing Service 25 (ETS) was formed for the purpose of completing educational testing and development on the exams it promoted, including the SAT. In the 1950s, the SAT became a fixture in college admissions due to the efforts of President James Conant, Harvard University, who believed the test would equalize the new elite. In other words, this new category of elite would be based on intelligence not pedigree (Lemann, 1999). The test could be used to separate those who possessed 30 the intellectual ability and who could benefit from a college education from those who did not possess such ability and promise. Thus, the SAT could also limit the number of individuals pursuing a bachelor’s degree.

Since the inception of the SAT, the test has undergone many revisions, including moving away from being considered an IQ test. The test now measures reasoning, thinking, and analytical skills 35 that are acquired over time but is still designed to primarily predict first-year grades in college.

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Source D Tri-State Defender Newsroom. “SAT Officials Hope to Score High in Eliminating Racial Bias” newpittsburghcourieronline.com. March 13, 2014. http://newpittsburghcourieronline.com/2014/03/13/sat-officials-hope-to-score-high-in- eliminating-racial-bias/

WASHINGTON – Administrators of the Scholastic Aptitude Test (SAT) have announced with great fanfare that they are overhauling the standardized tool that helps determine whether an applicant will get accepted into the college of his or her choice.

But in revamping the test, SAT officials are facing a test of their own.

5 “The redesign is trying to get a sense of what students learned in high school…and trying to help students demonstrate their critical thinking skills instead of just picking an answer. And that’s all well and good,” said Michelle Cooper, president of the Institute for Higher Education Policy, a college-access policy think tank.

“But the real question is, are all students getting the same opportunity to learn those skills before 10 they get to college? Students, especially low-income black students, often go to schools that are under-resourced. Will they have ever been exposed to the type of questions to be asked on this test, or will it all just reinforce the bias we already see?”

In part because of what some perceive as racial and cultural bias – along with poor schools – many African Americans don’t do well on the standardized test.

15 Last year, only 15.6 percent of African-American students who took the SAT reached or exceeded College Board’s ‘SAT College and Career Readiness Benchmark’ score of 1550 (out of 2400 possible points). According to College Board, the nonprofit education giant that created and develops the exam, this score is associated with a 65 percent chance of earning a college freshman year GPA of a B- or higher. The figure was up from 14.8 percent in 2012.

20 Averaged scores for individual sections of the SAT were lowest among African-American test takers, hovering around 430 (out of 800) per section. The average scores for their white and Asian-American counterparts were in the mid- to upper-500s. Everyone else’s scores – Native Americans, Mexican Americans, Puerto Ricans, Latinos, and students identifying as “other”— averaged about 450 and above.

25 Although the test’s intended use is to assess college readiness, researchers, educators, and policy makers allege that it has had a hand in creating the access disparities it now intends to fight. For example, there are the test-prep courses and books that give students an edge – if they can afford it. College Board’s online course is currently $69.95 and the book is $31.99; another popular option is Kaplan’s SAT classroom prep for $699, or if on a budget, its online course is 30 $299.

“Testing is a big money-making industry at this point. The SAT is inherently flawed,” says

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Okaikor Aryee-Price, who taught eleventh grade for 11 years and now teaches seventh grade while pursuing a doctorate in Instructional Design. “Standardized tests came out of the eugenics movement, to say that people of color were not as intelligent as whites. They’re not used the same 35 way anymore, but they still test the same things. These access gaps were intentionally created.”

Even post-secondary institutions have begun to wonder whether the SAT is worth their time. According to a list compiled by the National Center for Fair & Open Testing, more than 800 colleges and universities have gone “test-optional” or “test-flexible” (meaning it is either only partially counts toward admissions considerations, or not at all). The list includes highly ranked 40 institutions such as New York University, American University, and the University of Texas at Austin.

However, the majority of colleges and universities require SAT scores (or its competitor, the ACT) as part of the application. Many schools (and organizations) also use these scores as thresholds for awarding grants and scholarships.

45 Still, College Board says the redesign is in direct response to these and other questions and criticisms.

For starters, they’re expanding two existing programs that provide personalized college information packets, along with four college application fee waivers, to high-achieving low- income students. The organization will also make free test-prep programs and practice materials 50 available for all students.

“Our members, including admission officers, school counselors, teachers, and students, have called on us to change the SAT and go beyond assessment to deliver opportunity,” the College Board explained on its website. “Our goal is to support college readiness and success for more students and to make sure that those who are prepared take full advantage of the opportunities 55 they’ve earned through their hard work.”

According to College Board data, African Americans have consistently had the lowest average score on the essay portion since 2005, when it was added to the test. The new SAT makes the essay portion optional. Students will still have to write the essay – it simply may or may not count toward their score, depending on the discretions of their intended colleges, and their high school 60 district.

According to Patte Barth, director of the Center for Public Education for the National School Boards Association, the essay option will likely get mixed reviews.

“School systems right now are already under pressure anyway with all these changes related to implementing (K-12) Common Core standards,” she explains, adding that 45 states and the 65 District of Columbia are mired in the curriculum transition.

“To the degree that the SAT is better able to align to what high schools are teaching, alleviates one issue – because if the curriculum teaches on thing and then teachers have to stop to teach another thing for this test it is frustrating.”

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The essay section is designed to more closely resemble actual high school and college 70 assignments, and will now be based on analyzing a reading passage. The prompt itself will be disclosed to students in advance and will remain constant from exam to exam; only the reading material will change each time the test is taken.

The essay section was changed and made optional for two reasons: There is no data to suggest that one essay is predictive of college success; and because there was no consensus among 75 college admissions officers regarding the value of the essay.

Other changes to the test include eliminating questions on flowery “SAT vocabulary words;” abandoning point deductions for incorrect answers; and shrinking the focus of math sections to more common branches (i.e. algebra and word problem-solving).

“Because a test alone can’t change student outcomes, assessments such as the SAT must be 80 integrated with rigorous classroom instruction, and through their results, propel students to greater opportunities,” a statement reads. “The redesigned SAT will ask students to apply a deep understanding of the few skills and content areas most important for college and career readiness. The questions will be more familiar to students because they’ll be modeled on the work of the best classroom teachers.”

85 Not everyone is convinced.

“It all sounds like double-talk to me,” says Bernard Hamilton, president of the National Alliance of Black School Educators.

“We want to make college more accessible, so let’s make a new test so we can eliminate students based on the test? If a state measures student results in your district based on the test, then schools 90 will change their curriculum to reflect that test, since they are being evaluated on it. The test goes from being a predictor of college success…to being used outside of why it was created.” The new SAT will be administered for the first time in 2016, as today’s high-school freshmen begin preparing for college.

Cooper said, “I’m positively optimistic that the redesign will help many students (gain access), 95 but I want to make sure they are addressing the inherent cultural, racial, and income bias that has long been a staple of the SAT.”

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Source E Margulies, Jimmy. “SAT Changes.” newsday.com. 2014. http://www.newsday.com/opinion/jimmy-margulies-cartoons-gallery-1.5414663#75

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Source F Burstein, Nathan. “The New and Improved SAT” The New Yorker. April 16, 2014. http://www.newyorker.com/humor/daily-shouts/the-new-and-improved-sat

“One big change is in the vocabulary questions, which will no longer include obscure words. Instead, the focus will be on what the College Board calls ‘high utility’ words that appear in many contexts, in many disciplines—often with shifting meanings—and they will be tested in context.”—The Times, April 16, 2014

Directions: Match the italicized slanty word or phrase with its meaning.

1. Mike, like, likes Emily, but not like that. The best meaning of “like” is: (a) you know (b) um (c) similar to (d) derives pleasure from (e) lolz

2. Mrs. Fisher explained that the Latin weird expression carpe diem means “seize the day.” “Seize the day” means: (a) F.T.W. (b) it is what it is (c) twerking (d) YOLO

3. John threw a party when his parents went away, and it was acatastrophe. “Catastrophe” means: (a) epic fail (b) #latergram (c) T.T.Y.L. (d) sup

4. Kelsey was having an identity crisis issue ish. “Identity” means: (a) Self‐conception (b) Twitter handle (c) Tumblr account (d) personal brand

5. Doug’s grandpa is a big Internet troll. “Troll” means: (a) a magical dwarf who lives in nature (b) a provocateur person who goes online and writes offensive things just to rile people up (c) a kind of doll that I played with in kindergarten (d) Donald Trump

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Select Pick the word or phrase that DOESN’T fit.

6. ____ always using Snapchat. (a) Your (b) You’re (c) Ur d) Yore

7. The 2004 movie “Mean Girls” is ____. (a) classic (b) old‐school (c) a satire of high‐school behavior adapted from a bestselling work of nonfiction, written by Tina Fey and starring Lindsay Lohan (d) old

8. Dave knew he’d be there, so he told his teacher, “See ya then, ____.” (a) bro (b) brah (c) Mr. Edwards (d) dude

9. When he got to college, Jason discovered that his research skills were severely deficient very bad. “Research” means: (a) Google stuff (b) Wikipedia stuff (c) search for information, both online and at the library (d) Facebook‐stalk

10. The rafting trip was really ____. (a) cool (b)kewl (c) exhilarating (d) awesome

Essay: Please compose write an essay of at least four tweets in length about a subject topic thing of your choosing. Don’t forget to use punctuation and stuff.

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Source G Hambrick, David. “The SAT is a Good Intelligence Test.” nytimes.com. December 16, 2011. http://www.nytimes.com/roomfordebate/2011/12/04/why-should-sats-matter/the-sat-is-a-good- intelligence-test

The SAT works for its intended purpose — predicting success in college. This isn’t to say that the SAT is perfect. You can probably think of someone who did poorly on the SAT and yet graduated summa cum laude from college. You can probably also think of someone who did spectacularly well on the SAT but who flunked out of college after a semester. Many factors not captured by 5 the SAT — like personality, motivation and discipline — contribute to success in college. But, relatively speaking, the SAT works well.

The SAT captures more than a narrow range of skills, important only in the first year or two of college. Large-scale meta-analyses by researchers at the University of Minnesota have found that SAT performance is as good of a predictor of overall college grade point average as it is of 10 freshman grade point average, and Vanderbilt researchers David Lubinski and Camilla Benbow have documented that the SAT predicts life outcomes well beyond the college years, including income and occupational achievements.

Furthermore, the SAT is largely a measure of general intelligence. Scores on the SAT correlate very highly with scores on standardized tests of intelligence, and like IQ scores, are stable across 15 time and not easily increased through training, coaching or practice. SAT preparation courses appear to work, but the gains are small — on average, no more than about 20 points per section. This debate is ultimately about intelligence and its modifiability — and the question of whether it is fair to use people’s scores on what is essentially an intelligence test to make decisions that profoundly affect their lives. If that makes us all uncomfortable, that’s just too bad.

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