Students analyze World War II posters, as a group and then independently, to explore how argument, persuasion and propaganda differ.
Momentum is not only a physical principle; it is a psychological phenomenon. Students learn how the "Big Mo" of the bandwagon effect contributes to the development of fads and manias, and how modern technology and mass media accelerate and intensify the effect. Students develop media literacy and critical thinking skills to analyze trends and determine the extent to which their decisions may be influenced by those who manipulate a few opinion leaders. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.
This page from California State University at Fullerton list twenty-three common fallacies in reasoning. Each includes an explanation and two examples. The list includes the following: faulty cause, sweeping generalization, hasty generalization, faulty analogy, appeal to ignorance, bifurcation, false dilemma, faulty sign, damning the source, tu quoque, equivocation, begging the question, tautology, appeal to authority, appeal to tradition, appeal to the crowd, straw man, slippery slope, appealing to extremes, hypothesis contrary to fact, non sequitar, red herring, and inconsistency.
Contains plans for four 40-minute lessons that teach persuasive writing to elementary students. In addition to student objectives and standards, these instructional plans contain links to PDF handouts and links to sites used in the lessons as well as assessment and reflection activities.
Contains plans for four lessons that teach students how to make and present strong persuasive speeches. In addition to objectives and standards, this instructional plan contains links to sites used in the lessons as well as assessment and reflection activities.
The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.
In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.
ACCOMPLISHMENTS
Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
In this lesson, students will participate in a Benchmark Assessment (Cold Write). The Benchmark Assessment (Cold Write) is an unassisted and unrevised piece of writing with the purpose of providing a quick gauge of the student’s mastery of the characteristics of a given genre. Today’s Benchmark Assessment (Cold Write) measures and provides a benchmark of students’ mastery of narrative writing.Students will also think more about the role of government: what should absolutely never be tolerated by citizens? What “dream” did the colonists have as they first decided to break away from England? They’ll read and analyze the Declaration of Independence to answer these questions.
The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.
Students will consider the different ways that humor can be used by a writer to criticize people, practices, and institutions that he or she thinks are in need of serious reform. Students will read satirists ranging from classical Rome to modern day to examine how wit can be used to make important points about culture.
ACCOMPLISHMENTS
Students research an aspect of modern life that they would like to lampoon.
Students read from satirists across history to absorb the style and forms of humor and institutions satirized.
Students write their own satire, drawing on techniques of famous satirists to criticize their targets.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What is satire, and when is it too harsh?
How can humor and irony make you more persuasive?
What do you think is funny? How far would you go to satirize it?
Who gets more reaction—satirists or protestors?
In this lesson, students will watch part of a film or television show that uses high school stereotypes, and they’ll analyze various cinematic elements that fuel its satirical power.
The laws that govern and the social norms that regulate society are not always fair, legal, moral, or ethical. What is a person to do about all this injustice? What are the hazards of righting injustices or changing social norms? And what are the dangers of doing nothing?
ACCOMPLISHMENTS
Students read and annotate Antigone, “Letter from a Birmingham Jail,” and Pygmalion.
Students write a literary analysis showing the effect of social class or the law on a character’s life.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
How do social class and legal institutions shape literary characters’ lives (and presumably our lives)?
How does social class affect a person in dealing with the law (protect a person, hurt a person)?
How is social class determined in America and in other places in the world?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
In this lesson, students learn about civil disobedience—about people purposefully disobeying a law that they feel to be unjust. They’ll read from two examples that address the issue: Henry David Thoreau’s “Civil Disobedience” and Dr. Martin Luther King, Jr.’s “Letter from a Birmingham Jail.”
This page lists and explains 18 of the most commonly used logical fallacies. "The name of each fallacy is followed by a brief description and an example from the field of psychology."
This site contains a wealth of information about logical fallacies (flawed logic) and gives detailed explanations of some of the most common forms, which are listed in a menu along the left hand side of the page. Since many of these fallacies go by different names, it might be a good idea to look through a number of entries if you are looking for an explanation of a specific term. Most of this site is written at a fairly high reading level, so older students would definitely get more out of it.
Students learn basic marketing concepts and use professional marketing techniques to compose an advertisement for a hybrid vehicle. In the process, they learn the principles of comparative analysis.
The goal of this activity is to understand how techniques of persuasion (including background, supporting evidence, storytelling and the call to action) are used to develop an argument for or against a topic. Students develop an environmental case study for presentation and understand how a case study is used as an analysis tool.
This website provides the full text of Jane Austen's novel, "Emma." Also included is a brief paragraph with information on the novel's context, main characters, and major events.
Here, read the full text of Jane Austen's epistolary novel, "Lady Susan." Included is a brief paragraph introducing the text and its major characters.
At this website, read the full textr of Jane Austen's "Mansfield Park." Novel's chapters are preceded by a brief paragraph introcuding the novel, its characters, and its major events.