Prep for TPOL

Be prepared to practice on the day you were assigned to practice - either Thursday or Friday. If you are not scheduled to practice, but feel like you need to, then you should talk to me.

By now you should have a thesis paper and should practice it in front of someone.

You should have answers to your reading questions, and be working on the other questions, if you are not finished already.

Prep for

TPOL Prep - Tuesday

For Tuesday you should have answered the questions for the reading section. If you did not finish that in class, you should do so at home and come to class with that information.

TPOL PREP

Please see important documents for a study guide for the Humanities prep for TPOL.

It’s labeled “humanities_tpolprep_07. ”The critical thinking part of the study guide is under, “criticalthinking.” We have used this before, after the 9/11 debate.

You will also find the rubric under, “POL RUBRIC 07”

And the requirements under, “tpol assignment 9^th-1”

Reminder for Wed6/5 and Thur 6/6

These are our trial dates.

Wed 6/5 for period one
Thur 6/6 for period four

DON'T FORGET PROFESSIONAL DRESS

DON'T FORGET NOTES AND EVIDENCE

DON'T FORGET TO BRING A LUNCH OR MONEY FOR LUNCH

DON'T FORGET NO PHONE OR CAMERA POLICY AT THE COURTHOUSE.

IF YOU HAVE NOT TURNED IN A PERMISSION SLIP, DON'T FORGET THAT.

Come to school st 8:30 if possible. If that is not possible, don't be late to school, otherwise you might be left behind. Students who are not at the trial will have a writing assignment to make up for it.

Reminder and Homework DUE Tuesday 6/5

DON'T FORGET PERMISSION SLIPS

1. If you did not do the opposition profiles or the witness statements be sure to turn those in. Also, the second round of goals and questions.

2. Tomorrow we are going to practice cross-examination - be sure you have cross-examination questions prepared.

3. Attorneys and second chairs need to have a full opening statment and closing statement.

4. Second Chairs need to have their evidence notebook filled with the evidence that your team is going to use.

TOMORROW IS THE LAST DAY TO PREPARE FOR PERIOD ONE.

TOMORROW IS THE LAST DAY FOR PERIOD FOUR TO PREPARE WITH ME AROUND.

DUE FRI 6/1 Period 4 - Prosecution Discovery

Come to school with a hardcopy of a complete and correct works cited page and email it to yourself so you can access it from school.

DUE THR 5/31

If you have not done so already, the quote analysis is due tomorrow 5/31.

Other than that, read and research as needed.

Period 4 - DUE WED May 30 Prep for trial

1. KWL charts - I will pick them up after consultation with Nancy. You started this in class. While Nancy is here take notes on them to fill in the "what I learned" part.

2. Image goals with questions. Use these as a basis to ask questions during the consultation.

3. IMPORTANT - Send your workds cited to your second chair for discovery. Second chair, your final discovery needs to indicate page numbers of major works.

Period 1 DUE WED 5/30

1. Send your works cited list(s) to the second chair.

2. Do quote analysis (#5 on witness profile)

3. If you have already done your quote analysis, start image goals and questions. Even if you have not done the quote analysis, start thinking about good image goals and take notes.

Reminder and TPOL

Witness profiles are due Tuesday, May 29. Remember, #5 is not required for Tuesday. It will be due on a later day. On Tuesday we will also finalize in class the witness and discovery list.

See important documents for a copy of the witness profile requirements. It is labeled: "mocktrial_witnessprofile." I've included the "Jana's top 5 sources" handout in the same file, under "mocktrail_sources."

I have also included 2 documents related to the TPOLs. The week before TPOLs will be devoted to TPOL prep.

I hope everyone is enjoying (or has enjoyed) their long weekend.

Mr. J

DUE THR 5/23/07 Classwork and Homework

DUE THR 5/23/07 Classwork and Homework

DO NOT POST ANY TRIAL ASSIGNMENTS. TYPE AND PRINT OUT. You will want to keep all of your notes from this point on as a secret from the other team.

Attorneys and Second Chairs:

CLASSWORK/HOMEWORK

Prep for debate by writing a rough draft of opening and closing statements for the practice trial – remember, your opening statement only has to be a couple of minutes, but the opening statement for the actual trial has to be 5 minutes.

Start working on direct and cross examination questions for your witness and the opposition’s witness.

Witnesses, Research Assistants, and Jurors:

CLASSWORK

Read the first half of your assigned Stone readings (that’s about 4-8 pages based on the length of your particular chapter) and take notes – be prepared to summarize the main idea(s) of your section for students on your team who read another selection. Come to class with notes that include interesting details that your side or the opposition’s side can use.

HOWEWORK:

Work on Witness Profiles, due Tuesday, 5/29

DUE WED 5/23 I.F. Stone Chapter 4

DUE WED 5/23 I.F. Stone Chapter 4

This is class work for Tuesday, but if you don’t finish all of it in class I will accept it on Wed 5/23. Be prepared to discuss this with your team.

DO NOT POST THIS ON YOUR BLOG. TYPE IT AND PRINT IT OUT. You will want to keep all of your notes from this point on as a secret from the other team.

Heading

• Don’t forget your heading, with the usual information.
• In the heading indicate what team you are on – prosecution, defense, or jury
• In the heading indicate your role on the team – attorney, second chair, or witness

Read Stone Chapter 4. And answer the following questions:

Don't get hung up on sections that are confusing. Skim and read what you can get a handle on. Protagoras is the most important.

1. Of the people mentioned in this chapter choose one or two that would make good witnesses for your side or the opposition.

2. For each person that you chose write a sentence explaining whose side he would represent and why this person would be good for that side. Make a list of details/evidence from the reading that helps explain your view.

3. Find a direct quote that is at least one sentence long that you might want to present as evidence (or that you think the opposition might present as evidence)

Reminder - due TUE 5/22

Socrates profiles are due Tuesday May 22.

Classwork for Monday 5/21 Thucydides or Keuls

In class, as a team, choose which of the selections you are going to read. Half the team should read Thucydides and the other half should read Keuls.

DO NOT POST THIS ON YOUR BLOG. TYPE IT AND PRINT IT OUT. You will want to keep all of your notes from this point on as a secret from the other team.

Format for Thucydides/Keuls notes:

Heading

• Don’t forget your heading, with the usual information.
• In the heading indicate what team you are on – prosecution, defense, or jury
• In the heading indicate your role on the team – attorney, second chair, or witness

Answer the following questions:

At the top of your paper indicate which selection you read.

1) Make a list of details in the text that help your team – if none do, state “not applicable” – but think about it first, maybe there is a hidden nugget in there that you can find.

2) Make a list of details in the text that help the other team – if none do, state “not applicable” – but think about it first, maybe there is a secret nugget in there that you can find.

3) Give at least one direct quote from the text could be used to help your side or that can be used by the opposition (Give page number)

Reminder

Reminder: The Socrates Profile is due Tuesday 22^nd. Your goal should be to turn in a complete rough draft on Monday so we can go over it in class. This will be your last formal essay (there will be other written work however).

Period 4 – We did not go over this today (Wednesday) because of the advisory Olympics schedule, but we will tomorrow. Also, please stay on track to read 10 pages a day of the Apology, like we discussed in class, even though we did not meet today.

You can find a copy of the written requirements for the Socrates Profile under the important documents link on my blog home page. Look for “socrates_profile_07.”

Period 1 and 4 - Some of you have not turned in debate reflections for the censorship debate. Please don't forget that, as you will not get a grade for the debate and debate prep without it.

DUE FRIDAY 5/18 Apology Reading pp. 61-70

Read pages 61-70

Mark the text by highlighting or underlining two sentences that strike you as interesting and/or directly significant for the trial. Directly significant for the trials means something that can be used by the prosecution or the defense to make their case.

ON YOUR BLOG (You should also print this out and keep it with your notes)

Indicate one sentence that you highlighted or underlined (give page number and section number) and write a short paragraph (at least 4 sentences) that explains why you underlined it or highlighted it. Be prepared to share this in discussion.

DUE THR 5/17 The Apology pp. 51-61

Read pages 51-61

Mark the text by highlighting or underlining two sentences that strike you as interesting and/or directly significant for the trial. Directly significant for the trials means something that can be used by the prosecution or the defense to make their case.

ON YOUR BLOG (You should also print this out and keep it with your notes)

Indicate one sentence that you highlighted or underlined (give page number and section number) and write a short paragraph (at least 4 sentences) that explains why you underlined it or highlighted it. Be prepared to share this in discussion.

DUE WED 5/16 The Apology

Read pages 39-50 (the ending sentence on p. 50 continues over to p. 51)

Mark the text by highlighting or underlining two sentences that strike you as interesting and/or directly significant for the trial. Directly significant for the trials means something that can be used by the prosecution or the defense to make their case.

ON YOUR BLOG (You should also print this out and keep it with your notes)

Indicate one sentence that you highlighted or underlined (give page number and section number) and write a short paragraph (at least 4 sentences) that explains why you underlined it or highlighted it. Be prepared to share this in discussion.

DUE TUE 5/15 Pericles Funeral Oration

Continue reading "Pericles Funeral Oration" up to p. 148 (bottom of page, section 42 line 10).

Highlight or underline one or two sentences that strike you as interesting. TRY to choose a sentence that you think might be relevant to the trial - something that might be quoted or refered to in an opening speech by either the prosecution or defense.

COME TO CLASS WITH YOUR MARKED TEXT.

POST ON BLOG -

Make a list of some of the Athenian values that you encountered in the text. Choose one and write a couple of sentences (or more) about why it might be good for the trial of Socrates.

We are not going to read the rest of the oration, so if you are interested you should read the rest on your own. We will move on to the Apology of Plato.

Grades and Homework

Period 1 - I have your debate grades in the computer. If you did not turn in your reflection I gave you a zero, but I'll change that once you turn in your reflection.

Period 4 - I will try to enter debate grades for you today or tomorrow. What I wrote for period 1 regarding the reflections applies to you also.

Homework: There is no due homework for Friday, but don't forget that skits, and your individual paragraphs, are due on Monday. I strongly suggest you look for your second source and/or do your "packet" reading tonight, so you can come prepared to work on your skit with your group.

Due THUR 5/10 Debate Reflection and Prep for Lit. Circle

Debate Reflection

DO NOT POST THIS ON YOUR BLOG, PRINT OUT (or handwrite) AND BRING TO CLASS

1. What were the opposition's best arguements during opening speech, cross-examination, and rebuttal? Write a few sentences for each one and indicate who the speaker was.

2. Give one or more examples of a person who did a good job preparing for debate and give an example of what they did. This can be a short paragraph, about 4 sentences.

3. What problems did you have working as a team? Did everyone pull their weight? This can be a short paragraph, about 4 sentences.

Don't forget that final lit. circle is tomorrow.

Reminders for WED 5/09

Don't forget professional dress for debate tomorrow, WED 5/09

Don't forget literature circles are this Thursday. If you have not finished your book, you need to finish it by Thursday.

Mr. J

Reminder: Debate is this WED , 5/9

For your information: Here is the sequence of events with the times:
( I have made the constructive speeches one minute shorter). If you are giving/writing the speech take into account that you lose points if you are 1 minute above or 1 minute below your time.

Lincoln-Douglas Debate Format

Both sides are given a “resolution” that states the debate topic.

• One side is called the “affirmative” (pro) side – they agree with the statement

• The other side is called the “negative” (con) side – they disagree with the statement

For example:

Resolution: The Danish newspapers made the right decision in publishing controversial images of the prophet Mohamed.

The affirmative (pro) side agrees with this statement and attempts to persuade the judges that they are right using evidence and reason.

The negative (con) side disagrees and attempts to persuade the judges that the other side is wrong, using evidence and reason.

Sequence of Events During the Debate:

1. Affirmative Constructive Opening Speech (5 m.)

· 1 member of the affirmative team gives a prepared persuasive speech

· Constructive speeches include:

o Definition of key terms

o Arguments based on reason, ethics, and emotions that are supported by evidence and/or details

o Statement of values (e.g. Freedom of Speech)

2. Negative Team’s Cross-Examination (3 m.) - 3 rounds of 3 minutes for a total of 9 minutes. Three different people from cross-examination team and 1-3 people from the opening speech group defending. (like we did for the last debate)

· One member of the negative team will join the person who gave the constructive speech at the front. The negative team member will ask the positive team member questions. The questions are typically of two types:

o Clarifying Questions: The negative team member will ask the other to clarify terms, ideas, evidence etc…

o Rhetorical Questions: These are questions were the negative person knows the answers (or does not care what they are). The purpose is to point out weaknesses in the opponent’s argument.

3. Negative Constructive Speech (5 m.)

· 1 member of the affirmative team gives a prepared persuasive speech arguing that the affirmative team is wrong

o Negative constructive speeches include the same things as positive speeches (see bullet points for Positive constructive speech).

4. Positive Team’s Cross Examination (3 m.)

· See Negative Team’s Cross Examination for details, they are the same)

5. Prep Time – Each Team has 3 minutes to prep for the next round of debate, called the “rebuttal round.” All team members are included in the prep. Having well prepared and organized notes is essential here!

6. First Affirmative Rebuttal (4 m.)

· Rebuttals are used to attack their opponent’s constructive speeches and to defend their own position.

· According to “Wikipedia”, A rebuttal argument typically consists of three steps: signpost (indicating which argument the debater is refuting), explain (attacking flaws in the opponent's evidence or logic), and weigh (evaluating the arguments based on the standards).

7. Prep Time - Same as above

8. Negative Rebuttal – Same as above, but 6 m.

9. Affirmative Rebuttal – Same as above, but 3 m.

Note on Homework - Book Clubs this Thursday

Unless otherwise noted your homework for the week is to read your book club books and be prepared for book clubs this Thursday (5/4).

Internet Resources

If you need it, here are some good websites that give easy to understand summaries of important Supreme Court cases. The American Library Association has a really good one with a section on free speech and censorship. It’s the first one on the list.

These are really good places to start research and get an idea what cases are important for you particular debate. Of course, there is also the photocopies on the 1^st Amendment that we read in class.

American Library Association:

http://www.ala.org/ala/oif/firstamendment/courtcases/courtcases.htm

http://www.tourolaw.edu/patch/CaseSummary.asp

http://www.socialstudieshelp.com/CourtCases.htm

http://www.landmarkcases.org/

http://en.wikipedia.org/wiki/Landmark_decision#Freedom_of_Speech_and_of_the_Press

DUE MONDAY 4/30 Prep for Debate

Conduct research/reading as determined in your groups. Find websites if needed, depending on your particular task. Come to class on Monday prepared to share what good information you found, or what problems you had finding good information. Some of you will not have to do research because you already have articles. There is no written assignment for Monday.

Next week is STAR testing, but we will still work - at a more relaxed pace however.

The debate is scheduled for Thursday, May 9.


Mr. J

DUE THUR 4/26 Prep for lit. circle

Prepare for lit. circle by filling out those handouts that we have been using. I'll collect them after your group meets. Be sure to catch up in your reading to the point where your group should be.

Due Wed 4/25 "Jigsaw Activity"

Please note: This is classwork that you should do while the other half of the class has a discussion. It is due on Wed. 4/25, so if you don't finish it in class you can do it at home.

Read both of the selections that were handed to you in class. Don’t forget to read the preludes.

POST ON YOUR BLOG AND PRINT THIS OUT - YOU WILL NOT GET CREDIT IF YOU DON'T PRINT IT OUT AND BRING IT TO SCHOOL.

Your objective is to know the material in order to debrief it on Wednesday to others in class who have not read it. You will also suggest whether this would be a good debate topic or not. When you debrief it you will be responsible for four things (you have to write down three of them to prepare for the jigsaw):

1) Give a quick explanation of the topic and propose a debate resolution of the topic. (a couple of sentences)

For example: This is about flag burning and whether there should be a constitutional amendment that bans flag burning … a debate resolution could be …

2) Explain why it is an important topic. You choose what to write about, but here are some suggestions if you are stuck: How does it impact your constitutional rights? Can it impact your daily life? Does it empower or disempowered you as an individual? Does it promote or inhibit public discussion? Does it help or hurt people getting along with one another? (short paragraph)

3) Write one or two sentences that explain a good point made by the con side and one or two sentences that explain a good point made by the pro side (2-4 sentences total).

4) You do NOT have to write this down, but think about how you are going to "pitch" this topic. In other words, if you want to debate this, how are you going to convince others that it would be a good topic. If you don't want to debate it, how are you going to convince the others that you think it would be a bad topic?

Due Tuesday 4/24 - The press in times of crisis

Everyone should have determined in their group which selection they are going to read.

In addition to posting this on your blog, please print it out and put it in your notebook. You should have a section in your notebook devoted to the upcoming censorship debate and this should be in there. It really does not take long to print it out and it makes in-class review difficult if you don't.

I WILL CHECK CHECK HARD COPIES DURING SILENT READING.

Assume that our next debate will have the resolution, "The press should be censored in times of crisis."

1) Indicate wheter your reading selection is pro or con for the above resolution and write three things that support the pro or con position on this issue.


AND


2) Write a paragraph where you state your opinion on the issue. It should include some evidence from the reading, but it does not have to follow each viewpoint to the letter. You can also include ideas and evidence from other sources or individuals.

Homework due 4/20

There is no homework for Friday 4/20, but if you did not finish the classwork you should do it at home.

DUE MONDAY 4/23 Viewpoints

Read the handouts, chapters 1 and 2 (i.e. "Viewpoints 1 and 2").

In addition to posting this on your blog you should print it out and put it in your notebook. You should have a section in your notebook devoted to the upcoming censorship debate and this should be in there.

Assume that our next debate will have the resolution, "There should be limits to free speech."

1) For chapter 1, write three things based on the reading that supports the above resolution. This is the "pro" argument.

AND

2) For chapter 2, write three things based on the reading that goes against the above resolution. This is the "con" arguement.

AND

3) Write a paragraph where you state your opinion on the issue. It should include some evidence from the reading, but it does not have to follow each viewpoint to the letter. You can also include ideas and evidence from other sources or individuals.


In addition to posting this on your blog you should print it out and put it in your notebook. You should have a section in your notebook devoted to the upcoming censorship debate and this should be in there.

Reminder

The Republic quiz is tomorrow. Same stuff that we went over on Tuesday in class.

DUE THUR 4/19 Don Imus Controversy

ANSWER ALL THREE QUESTIONS and post on your blog. Don't forget to put the questions in bold.

Short Answer: a few sentences for each question:

1. According to the NAACP, why should Imus be silenced?

2. According to Frank Rich, why should Imus not be silenced?

Long Answer: Write a short essay, w/ intro, body and conclusion, about 4-5 paragraphs with at least 4 sentences each.

3. Do you think Imus should be silenced? Why?

NOTE: You can quote other sources to support your position, such as the ones that I gave you, or others that you find on the internet. If you do, cite your sources. You don’t need a full-on works cited, but mention your sources in the body, preferably with a link.

Period 4 Class URLs

Period 4,

Raul has links to everyones blogs, so if you are missing someones you can go there. There has been problems with Danielle's old one, so everyone should add Danielle's to their Google reader.

Go to Raul's link and check it out. Thanks Raul.

http://rlopezrodriguez.blogspot.com/

DUE WED 4/18 Plato Reading and Blog

Read all of section c. pp. 85-93 (start where the section begins on the bottom)

Answer one of the following questions or develop your own. Post the response on your blog. Don’t forget to include the question in bold on your blog.

1. Why should plays, and acting in them, be regulated? What is potentially beneficial or harmful from acting in a play?

OR

2. What is your reaction to the ending of the section? What is good and/or bad about the type of society outlined by Socrates?

DUE ASAP (As Soon As Possible)

If you have not posted your book review on turnitin.com, don't forget to do so. I've extended the dates so it should allow you. Grades for the book reviews are in the computer. If you don't have your book review on tii by tomorrow, I will change the grade to a zero and then put it back on with reduced points once you get your review on tii.

Mr. J

DUE TUE 4/17- Helpful Blog Comments

DUE TUE 4/17 - Best Blog Comments

Review the comments that classmates have made on your blog and choose two or three of them that you found particularly helpful. Write a short paragraph for each one explaining why it was helpful. Be specific. What is helpful about it and why?

The most important criteria for a helpful comment is that it is specific. It does not just say that something is “good” or “bad.” It provides an example and an explanation.

Other criteria for a helpful comment (not all comments will fulfill all of these):

• provides suggestions and/or praise regarding writing mechanics and style
• provides suggestions and/or praise regarding content
• provides a different perspective that makes you rethink your ideas
• provides evidence or logic that affirms what you are saying or questions it

Of course, if something was helpful for you in a way that I don’t list above you can write about that.

To turn this in and get credit: You need to turn in a hardcopy with a heading. Copy/Paste your original post along with the comment and your explanation. Make sure everything is labled so that I know what is what and who it's written by.

You should let your commentators know that you found their comments helpful by posting the paragraph you wrote about them on their blog.

300 - The Real Battle of Thermopylae

For those of you who have seen 300 you might want to check out this radio show. I downloaded it from iTunes.

http://www.onpointradio.org/shows/2007/03/20070327_b_main.asp

DUE THR 3/29 Prep for exhibition

Remember exhibition night is a graded activity.

The time is 6-8 pm

You must be in professional dress

Review the question sheet and make sure you turn in your answers.



Mr. J

DUE WED 3/28 Plato Assignment

The Republic, Part III Education, Section 1 b.

1. Short Paragraph – Personal Reflection: Before reading the selection from Plato write at least one full paragraph on this question: Why do you think Plato (or anyone else) would want to censor Homer (yesterday the question was about Hesiod)? You might want to think about Achilles as a "hero," and why or why not his personal characteristics are something that should be promoted, or not.

2. Then read pp. 76-85 (Section b). Secondary or Literary Education)

3. Short Answers – Text based questions. Answer both questions, answers can be just a few sentences

a. According to Plato, what are some aspects of poetry that should be banned and why? In other words, how can poetry undermine the education of a Guardian?

And

b. What should poetry “teach” and why?

4. If you were talking to Plato what would you say to him? Do you agree with his ideas? Do you think poetry, or literature in general, should be put to the purposes that he says it should?

DUE WED 3/28 Display Paragraph

By Wed. you must finish making the revisions to your display paragraph, and have both a hard copy and electronic copy available at school. I would like to start puting borders and headings on them by Wed.

Period 4, If I did not get a chance to read your paragraph on Monday, I will continue checking that on Tuesday.

Mr. J

IMPORTANT ANNOUNCEMENT

Don't forget to have an electronic copy available of the final draft of the paragraph you plan to use for exhibition. You will eventually need to print that out in order to display it. When it comes time make sure you consult with your partner so that you can agree on font size and type.

Also be sure to have a copy of both of your final essays so you can consult them in class. You will have to be prepared to answer questions related to the project and those essays will help you.

Mr. J

DUE TUE 3/27 Republic Assignment

The Republic, Part III Education, Section 1. pp. 67-76

1. Short Paragraph – Personal Reflection: Before reading the selection from Plato write at least one full paragraph on this question: Why do you think Plato (or anyone else) would want to censor Hesiod? Remember that Hesiod was the poet who wrote about the fight between the gods and the titans.

2. Then read pp. 67-76 (Section I. Secondary or Literary Education)

3. Short Answers – Text based questions. Answer both questions

a. What are Homer and Hesiod guilty of?

And

b. What are the two main characteristics of “god” and what are the laws/principles of story telling based on those characteristics?

4. Compare what you wrote in your personal reflection above (#1) with what Plato wrote. How close were you to what Plato wrote?

DUE FRIDAY 3/23 Prep for Exhibition AND Commenting Assignment

DUE FRIDAY 3/23 Prep for Exhibition AND Commenting Assignment

Two things for homework:

1. Prep for Exhibition: This will be worth a homework grade – Bring a copy of your interaction essay from first semester. Exhibition is next week and it is vital that we prep for it. If you can’t find the hard draft or your personal electronic copy - SIMPLY PRINT IT OUT FROM TURNITIN.COM OR FROM YOUR D.P. You don’t have to do anything with it yet, but you must bring it to class on Friday.

AND

2. Before we had “blog groups,” but for now just consider your table/group to be your “blog group.”

Comment on one blog entry for everyone in your blog group (table). You choose what you want to comment on. It has been a while since we have commented, so you can go back as far as our Homer work.

Remember, be specific, be helpful, and be nice. No violations of the latter (be nice) will be tolerated. Be nice.

Your comments should be about a paragraph long. They don’t have to be long paragraphs, but don’t just say “that’s great.” Be specific, ask questions, answer questions, leave comments that include examples and/or explanations etc…

For Your Amusement

I know that most of you have made, or are making, pong games for school. Others of you are - how can I say it? ... a little nutty ... about video games and computer technology generally, so with that in mind, if you are interested you can follow this link to an article in The New Yorker magazine about computer simulations and a guy named Will Wright ... It starts with, you guessed it, pong.

http://www.newyorker.com/archive/2006/11/06/061106fa_fact

Warning: It's long.

Period 4 - DUE THUR 3/22 - Optional

Period 4, if you are interested in having me consider a Socratic Seminar prompt please post it here. The best starting questions are general, not specific. BUT if you have a specific question, by all means, you SHOULD propose it during the seminar.

PLEASE DO NOT POST YOUR WRITTEN RESPONSE TO ANY PROMT HERE

Mr. J

Period 1 - DUE THUR 2/22 - Optional

Period 1, if you are interested in having me consider a Socratic Seminar prompt please post it here. The best starting questions are general, not specific. BUT if you have a specific question, by all means, you SHOULD propose it during the seminar.

PLEASE DO NOT POST YOUR WRITTEN RESPONSE TO ANY PROMT HERE

Mr. J

DUE THR 3/22 - Prep for Seminar

DUE THR 3/22

Prepare for Socratic Seminar by writing at least one-half page on at least one of the following prompts, or create your own prompt. If you create your own prompt remember it must be an interpretive question, meaning there is more than one possible answer (but you only have to provide one answer in your response).

Don’t forget to add this to your blog and put the prompt in bold. Don’t forget to print this, and all the rest of your notes, to the seminar so you can refer to it during the seminar.

Some of these prompts are student generated – thanks for sharing the ideas!

DO NOT CHOOSE A PROMPT THAT YOU HAVE ALREADY USED UNLESS YOU PLAN TO WRITE SOMETHING DIFFERENT

1) What do you think is the best definition of justice? It can be one of the views expressed in The Republic, a modification of one or more of them, or something completely different.

2) Who is right, Socrates or Thrasymaschus? Why?

3) Does might make right?

4) Write your reaction to the following statement: Wheter or not an action is right or wrong is less important than wheter or not it benefits the interests of the agent.

5) What are the political and/or moral consequences of Socrates idea that justice is not fundamentally a matter of the government? What are the political and/or moral implications of what Thraymachus says? Do you think there another way of looking at it, one that Socrates and/or Thrasymachus have not thought about?

6) In your opinion, does injustice pay? Why or why not? What would Socrates and/or Thrasymachus say in response to your answer?

7) In your opinion, is it ever right to harm somebody? Why or why not? What would Socrates and/or Thrasymachus say in response to your answer?

8) Do you think that someone who is enlightened (has seen the "light of knowledge") will be better or worse as a law maker than someone still in the cave, though many of their subjects are in the cave as well? Remember that a man who has seen the light can't see in the darkness of the cave and a man in the cave is blinded by the light.

9) In the “Simile of the Cave”, do you think there is any part that has to do with the subject of justice?

10) If you act justly, will you find happiness? (Socrates)

Announcement - political parties

Period 1 - A question came up in period one and Mr. Ross was nice enough to find this link that explains the origions of the symbols representing the Republican and Democratic parties.

http://www.infoplease.com/askeds/donkey-elephant.html

Thanks Mr. Ross

DUE WED 3/21 Republic Assignment

Don’t forget to cut/paste the questions and answers and to post them on your blog with the questions in bold. Print out your work and keep it in your binder so you can reference it in class.

Read the italics on p. 37 (that's right, only one paragraph). Read the rest of the section, up to p. 40, if you like. It is not required.

As you read, remember that function means purpose. When Socrates talks about a person or a thing’s “function” he means his/her/its purpose. The function of a student is to learn, the function of a knife is to cut etc…

Minimum one long paragraph

Prompt: In your opinion, how can acting “right” (i.e. justly) help or harm the achievement of happiness? In your answer you need to first establish, in true Socratic fashion, what you mean by "right" (justice) and what you mean by happiness. What do you think Socrates would say about what you wrote and/or what do you think Thrasymachus would say?

As usual you can develop your own prompt. If you do, keep in mind the guidelines I have written in the previous blogs.

If you are stuck with this section and cannot write anything about happiness and justice, then you can develop your own prompt based on another section from the Plato readings.

Due Tuesday, 3/20 Republic Assignment

Due Tuesday, 3/20

…. We should be able to start this in class

Read The Republic pp. 15-29 (that’s 14 pages)

Answer the following questions in your blog. Remember to cut/paste the question in your blog and highlight the question. Also, remember to print out your response so you can reference them in class.

There are two sections, you only have to do one of them, you choose.

Section One has short answers and an interpretive question response.

Section Two has the same, but you create your own interpretive question.

Section One:

Short answers, questions 1 and 2 (at least 2-5 sentences or bullet points, maybe more, per question)

1. Notice that our reading on Thrasymachus is divided into two parts. The first part is entitled – “First Statement and Criticisms”. In this first part, what are Socrates’ main argument(s) against the idea that justice is whatever the strong (i.e. the government) says it is?

2. In the second part – “Second Statement and Final Refutation” – what are Thrasymahcus’ two main points and what are Socrates’ two main points in response?

Paragraph response, or more, question 3:

Note that we might revisit some of these questions in a Socratic Seminar or as an essay prompt. Consider your response here as a rough draft of initial ideas that could be developed in more detail.

3. You can choose from one of the following prompts to write one paragraph or longer:

In your opinion, is it ever right to harm somebody? Why or why not? What would Socrates and/or Thrasymachus say in response to your answer?

OR

In your opinion, does injustice pay? Why or why not? What would Socrates and/or Thrasymachus say in response to your answer.

OR

The implication of Socrates argument against Thrasymachus is that justice lies outside the government – it is “above” the physical world of political activity (in other words, it is “metaphysical”). What are the political and/or moral consequences of Socrates implication that justice is not a matter of the government? What are the political and/or moral implications of what Thraymachus says? Do you think there another way of looking at it, one that Socrates and/or Thrasymachus have not thought about?

Section II.

Short answers, questions 1 and 2 (at least 2-5 sentences or bullet points, maybe more, per question)

1. Notice that our reading on Thrasymachus is divided into two parts. The first part is entitled – “First Statement and Criticisms”. In this first part, what are Socrates’ main argument(s) against the idea that justice is whatever the strong (i.e. the government) says it is?

2. In the second part – “Second Statement and Final Refutation” – what are Thrasymahcus’ two main points and what are Socrates’ main points in response?

Paragraph response, or more, question 3:

Note that we might revisit some of these questions in a Socratic Seminar or as an essay prompt. Consider your response here as a rough draft of initial ideas that could be developed in more detail.

3.Write your own interpretive prompt/question:

Criteria for writing your own prompt/question

1) It must be related to the text and you must have to refer/cite the text in your answer

2) It must be interpretive, or “open” – there must be multiple ways of answering it ( of course you only have to write about one response.

3) You must demonstrate that you read the text and that you have thought about it, not necessarily that you are “right”, but that you thought about the text.

DUE FRI 3/16 Personal Reflection and Plato Assignment

DUE FRI 3/16

The following is class work for Friday 3/16 while I’m away. There is no homework, but if you don't finish something in class you can do it over the weekend.

1. If you did not finish yesterday’s class work, you can do it today (Friday). I will collect it when I return on Monday 3/19.

2. Blog entry: “Personal Reflection 3/16” – Since Socratic philosophy is largely about definitions, lets start with some of our own. In one paragraph (or more) define what a friend is and how you should act towards a friend. Instead of that, you can write a paragraph (or more) that defines what an enemy is and how you should act towards an enemy. Of course you can also write about both if you like. These are topics that you will read about in the assignment below.

3. Read The Republic Part I Section 2. “The Conventional View of Justice Developed” pp. 8-15

Answer question(s) from one or more of the sections that follow. You have to answer all the questions in each section, but you only have to answer one section. Don’t forget to cut/paste them into your blog and to print them out and keep them in your binder for easy access later.

Section 1

Short responses 2-5 sentences

A) In your opinion, is Polemarchus definition of justice, derived from the poet Simonedes, an improvement from his father’s definition?

AND

B) What is Simonides definition of justice? Has Polemarchus interpreted him correctly?

AND

C) What problem does Socrates see in the phrase, “helping one’s friends and harming ones enemies”? Why is this not an accurate definition of justice?

AND

D) What lesson do you think Socrates/Plato is trying to prove by having Polemarchus give in to Socrates when his father (Cephalus) would not?

AND

E) Whose argument do you find more convincing, Polemarchus or Socrates? Why? (This should be a longer response, short paragraph, about 5 sentences).

Section 2

Paragraph response

A) Amongst other things, Socrates strategy includes an attempt to define a friend (Section 334c-335b) and a critique of the idea that a just man can do harm (Section 335b-336a). Why did he start this line of questioning? What questions does he ask and what responses does he get that leads him to win the argument? Are his points valid and convincing?

AND

B) List 3-5 of the questions that Socrates asks that you think are the most useful in arguing against Polemarchus. Why are these questions useful for Socrates purposes?

AND

C) What lesson do you think Socrates/Plato is trying to prove by having Polemarchus give in to Socrates when his father (Cephalus) would not? Short answer response

Section 3

Write your own interpretive prompt/question. However, before you do you must also try to answer my question, What lesson do you think Socrates/Plato is trying to prove by having Polemarchus give in to Socrates when his father (Cephalus) would not?

Criteria for writing your own prompt/question

1) It must be related to the text and you must have to refer/cite the text in your answer

2) It must be interpretive, or “open” – there must be multiple ways of answering it.

3) You must demonstrate that you read the text and that you have thought about it, not necessarily that you are “right”, but that you thought about the text.

4) The response must be at least ½ page long.

4. Work on digital portfolios – don’t forget to add your Fahrenheit 451 essay or other essays that you want to have on there. YOU MUST HAVE YOUR FLASH ANIMATION ON YOUR D.P. FOR EXHIBITION, which is in two weeks.

Good Thinking,

Mr. J

Student Generated Questions

Use this space to leave questions related to content (i.e. justice and The Republic) which could later be used in a Socratic Seminar. Lots of good things have been coming out of class discussion that we might want to pursue in greater depth.

This is not required, but I know there are some good ideas out there, so I hope a lot of you share. I assume that as we read more of The Republic you will continue to generate more questions.

If you think that a question or a statement directly from The Republic would be good to discuss, such as a question posed by Socrates, you can mention that also.

Here is the criteria:

1. Questions must be related to justice or other issues pertaining to justice that we have read about in The Republic.

2. Question must be open. In other words, there can't be one simple answer - multiple answers must be possible.

3. A response to the question must be able to reference or cite The Republic at some point. The seminar discussion can stray from the text a little, but not too much, so keep that in mind while generating questions.

Good Thinking,

Mr. J

P.S. Don't forget the homework in the entry right below

DUE FRI, 3/16 Republic Assignment

DUE FRI, 3/16 Plato Assignment

Read: Part I Introduction, Prelude pp. 2-8 (all of the Prelude)

Post answers on your blog and also print them out and keep them in your binder so you can reference them in class. Don’t forget to put the questions in bold print and write the answer in regular print.

Answer all of the questions, this time you have to do both sections.

I. Answer the following questions – short answer (about a couple of sentences or more)

• Who are Cephalus and Polemarchus?

• What is the profession of Cephalus?

• What was Cephalus doing right before the discussion that took place?

• According to Cephalus, what are the virtues of old age?

• What are Cephalus’ view of justice?

• What is Socrates response?

AND

II. Write a one paragraph response to the following question:

• Do you agree with Cephaus or with Socrates? Why? If you don't agree with either of them, write about which one you think makes the stronger arguement - even if you think it is not "right" - and why?
  

AND

III. Try to give this a shot, if you can’t answer it that’s okay: What do you think Cephaus represents? What is particular or unique about his view of justice compared to the others you have discussed in class?

DUE THUR, 3/15 Similie of the Cave Reading Questions

Reading Questions

Plato. “The Simile of the Cave.” The Republic.

Answer the following questions in your blog, but also print them out and keep them in your binder in order to reference them in class. Cut and paste the questions in bold, and type your answers in regular font underneath (like we have done before).

[These reading questions are also available as a word document in important documents. If you like, you can download it as a word document, type directly into it, and then cut/paste into your blog. If you start doing this at school, don't forget to email yourself at home or have another way to save it].

There are two sections. You have the choice of doing Section One OR Section Two. Section One asks directed questions that require short answers. It also includes some commentary that is meant to help you focus your thinking about the text. If you are not confident with the text, I suggest you do Section One. If you are confident with the text and would like to write amore in-depth paragraphs you might want to consider Section Two.

ANSWER THE QUESTIONS IN YOUR OWN WORDS – PARAPHRASE, DON’T COPY.

SECTION ONE:

Answer ALL of these questions with short answers (3 - 5 sentences).

1. Socrates asks Glaucon to suppose that one of the prisoners is freed and leaves the cave (p. 242 section 515d). What happens to the prisoner when he gets outside? Why does this happen to the prisoner?

AND

2. Socrates states that the prisoners would try to kill anyone who tries to liberate them and lead them out of the cave (pp. 243 – 244 section 517a). Why would the prisoners kill someone who is trying to lead them outside?

AND

3. While reading pages 243-244 (section 517) keep in mind that the cave represents the way society actually is, while the sun (visible outside the cave) represents knowledge that could make for a better society. Don’t let the wording confuse you, Socrates sometimes calls the outside “the intelligible region” and associates it with “the divine.”

What is special about “the intelligible region” and why is it important for public servants/political leaders (p. 244 section 517 b and e) ?

AND

4. What is wrong with having uneducated people run society? What is wrong with having intellectuals (i.e. well-educated people) run society (p. 323 section 519c)?

AND

5. On pp. 323 – 324 (section 519 section d – section 520) Socrates tells Glaucon what the “job” of a lawmaker is. What is the job of a lawmaker and how is a lawmaker supposed to influence the best minds?

OR ... (If you prefer you can do Section Two below)

SECTION TWO:

Answer ONE of the following questions. Answers should be about ½ a page – 1 page. I will only accept thoughtful and good answers. Don’t be afraid to give it a shot and to take a risk, but do not try to B.S. your way through an answer. YOU MUST DEMONSTRATE THAT YOU HAVE READ THE TEXT. If you write something that you think is particularly thoughtful and think it is worth extra credit, let me know and I’ll consider it.

1. Compare and contrast what Socrates says in “The Simile of the Cave” with Fahrenheit 451. How are characters like Mildred similar to characters in “Simile of the Cave”?

OR

2. How is Beatty's job and philosophy from Fahrenheit 451 similar/different from “the job of the lawgivers” as described by Socrates on pages 245-248?

ANNOUCEMENT - Turn it in

I dropped the ball and forgot to add a link on turnitin.com for you to post your book reviews . I just did it, and I’ll give you a couple of days to post it, but please make sure you do. I will not grade individual essays if they are not on turnitin.com.

Mr. J

DUE WED 3/14 - Personal Reflection (Plato)

Respond to the following prompt in your blog. Please don't forget to highlight the question and cut/paste it into your blog, above your response.

Recall a time that you heard a statement of “fact” that was later found to be untrue. It can be from a parent, a teacher, a friend, a government official, a book, or a film. How did you find out it was untrue and how did it make you feel? Did it change your outlook on anything?

An example from a book we recently read is in Fahrenheit 451, where Montag realizes that books are actually good things and should not be destroyed. For Montag, that realization was profound and changed the way he lived and thought. You might not have experienced something as dramatic, but you might have been exposed to ideas that some people, including yourself, assumed were true, only to later realize were untrue.

Learning how to live your life so that you can guard against untruths and the illusions of society is partly what we will be reading about when we start Plato’s Republic.

ANNOUNCEMENT - GRADES

I hope everyone had a great three day weekend!

Powergrade has been updated with grades for Fahrenheit 451 essays and blogs. Please check the essay grades to ensure that they are the grades for your final draft. Some of you wrote more drafts than others so keep me honost and check your grades.

I have graded the blogs but did not get a chance to comment on them except for a few people like Jessi, Brianna, and Britany. I hope to comment on more of them, especially for those of you who put asterisks next to your entries. That might mean that you, as a tema, don't get your grades for the book review for a while.

I will put in the grades for the persuasive speeches when we are done presenting them, which should be this week.

Mr. J

ANNOUNCEMENTS

There is no homework over the weekend, but be sure to bring your debate notes to class to turn them in. See Important Documents for grading criteria.

Mr. J

Debate tomorrow Friday 3/9

Be prepared with all your notes. If you have a speaking role, practice your speeches as we discussed in class. Be sure to provide support to your teammates as needed.

Good luck to all of you.

Mr. J

New Book Review Date

I will accept book reviews (with journal entries and vocab. lists) on Tuesday3/13 without penalty. If you turn in your book review on the regular date, this Friday 3/9 I will give you extra-credit.

Mr. J

DUE THUR 3/8 Debate Prep

DUE THUR 3/8 Debate Prep

When you come in to class on Thursday you should have done the following four things:

1. Read the grading requirements. If you have not, please do so now. See the announcement from yesterday and/or see the word document in important documents. If you have questions about it, please ask them in class.

2. Have a list of your team’s main arguments and supporting evidence.

3. Cross-Examination and rebuttal groups - Have T-Chart notes that are different for each individual and based on group tasks

4. Depending on the group – rough drafts of constructive speeches and/or summary for rebuttal team.

I will come around and check if you have done three or four (depending on your group). It is worth 3 points, regular homework grade.

Announcement - Grading requirements

I have added the debate handouts that I gave you to the important documents file. Some of the titles are cut off, but I think you can figure them out. This is in case you lose them. Please do not come to me if you lose them, just print them out yourself.

There is something brand new in the important documents, which I cut and pasted below. It is the grading requirements for the debate. To get a good grade on the debate you will have to stay organized. Keep your stuff!
Read the requirements carefully and come to me if you have any questions.

Debate Grading Requirements

The debate prep is worth 20 points. To earn full points you must:

A) Work cooperatively and efficiently with your group and team.

B) Have a “debate packet” stapled together that includes

1. All the handouts that I gave you. Those include:

a) “debate prep”

b) “sequence of events”

c) cover sheet for your group

2. Packet must include all homework and class work notes for each stage of the preparation process. Those include:

a) List of your team’s main arguments and the evidence used to support them.

b) The “T-chart” notes that you made for your group work.

c) If you are with the constructive speech group:

· Rough draft of the opening speech or your edit (get it back from the speaker)

· Final draft of the opening speech (must be typed)

· Speaker’s note cards

d) If you are on cross-examination group

· The notes you took during the debate – they should focus on the notes taken during the opposition’s opening speech regarding things you want to say in cross-examination.

e) If you are on rebuttal team group

· A rough draft of your team’s summary statement or your edit of that rough draft

· The final draft of the summary statement

· Notes taken during the debate – they should focus on things said in cross-examination or rebuttals that you want to address in the rebuttal phase.

C) Be on task during the preparation process and during the debate. That includes being respectful of others at all times.

DUE WED 3/7 Debate Prep and Work on Book Review

At this point in debate prep everyone in each team should know what the main arguements are for the group and know what evidence will be used to support those arguements.

Team captain and group leaders should ensure that everyone knows what the arguements and evidence are and should have made sure that everyone in the team (or at least in each group) has the home phone and email address of the other people in the group.

You should write down a list of the arugements and the evidence to support them. I WILL CHECK TO MAKE SURE YOU HAVE THE LIST. I will give you a short period of time to tie up loose ends as a team. I will then check to make sure that everyone has a list of the main arguements and the evidence that your team is going to use. Every person per team should have the same things on the list.

Don't forget to work on book reviews if you are not done. Book Reviews due 3/9.

DUE TUE 3/6 Binder Check, Debate Prep, and Work on Book Review

DUE TUE, 3/6 Binder Check, Debate Prep, and Work on Book Review

Our Iliad debate will be this Friday 3/9, the same day that book reviews are due.

There will be a binder check, Tuesday 3/6, worth a classwork grade (3pts). You MUST have all of your Iliad notes in one place, along with the Iliad photocopies. In your binder on top of your notes you MUST have the cover sheet and debate prep instructions that I gave you today.

Tomorrow you will have some class time to figure out what your team’s main arguments are going to be and discuss that as small groups and then as a team. I suggest you get a head start on it at home by reviewing your notes and getting some ideas together.

There is no new reading or writing assignment, so you should work on book reviews if you can.

REMINDER

Next week we will start preparing for an Iliad debate and we will have other things to do.

Use this weekend to work on your bookreviews, due 3/9.

Mr.

DUE Monday 3/5 Debate Resolution

Think of a resolution for a debate on The Iliad , and give your answer on this discussion thread as a comment. You can also choose between one of the following if you prefer (or if you can't think of anything).

1) Agamemnon is a better leader than Achilles.
2) Agamemnon is ultimatly to blame for the death of Patroclus.

Remember that debate resolutions are statements, NOT questions.

There is no Iliad homework this weekend, so you can work on your bookreviews.

DUE FRI 3/2 Personal Reflection

Write about a time that your pride had negative consequences (or related to that, your inablity to forgive). You can also write about someone else or write about pride in another book.

How was your pride, or the other person's, similiar or different to that of Achilles?

DUE Friday 3/2 Iliad Assignment

Book 16 - Read pp. 434-441 lines 800 - end

Remember we are skiping the middle half, but you can read it if you like. It gives details of the battle and chronicles the accomplishments of Patroclus as he saves the Greek ships and leads the Greeks to the walls of Troy.

Simply summarize the main points and ask questions.

Period 4 - How do you think Achilles will respond? Predict what's going to happen next.

Reminder - Book Reviews

Book reviews are due 3/9. If you finish your work in class you should start working on book reviews for homework.

Don't forget: You need journal entries and vocab words for book reviews. See "Important Documents."

DUE THR 3/1 Iliad Reading

The Iliad Book 16 – “Patroclus Fights and Dies”

Read pp. 412-421 lines 1-333

We will be skipping around with Book 16. I am not going to make the scences that immediately follow this reading assignment mandatory, but you can read them if you are interested. They are details of the battle. We will, however, read the last part of Book 16. If you are interested in getting a head start, let me know at school and I'll tell you what the pae numbers will be.

Please remember to cut and paste the questions and put them in bold when you post this to your blog.

1. What does Patroclus propose to Achilles and what is Achilles’ response? Why does Achilles grant Patroclus’ request?

AND

2. On p. 413 line 35 (approximately), Patroclus tells Achilles that Achilles is “cursed in [his] own courage.” What does Patroclus mean by that and do you agree with him?

AND

3. Either ask questions about the text or write down vocab words from the text with definitions.

Correction

If I mentioned in a previous blog that something (like Fahrenheit final drafts) are due on Thursday, 2/29 please disregard the date, because Febuary only has 28 days.

Any dates for Thursdsay should read 3/1 NOT 2/29. Fahrenheit finals for some of you are still due on Thursday (3/1).

Thanks.

Mr. J

DUE WED 2/28 Iliad Assignment

DUE WED 2/28 Iliad Assignment

The Iliad Book 9 pp. 266-275 lines 521-869 (end of Book 9)

You should answer these on your blog AND print them out and add them to your Iliad notes. If you don’t have a three-hole punch at home you can use the one at school. I would like to emphasize once again the importance of keeping your notes in one place – your binders. If you have notes scattered in your binder, your blog, and in a random notebook, they will be of no use to you when it comes time to prep for debate or write an essay. The same holds true if you don’t label your notes with the book number, page number, and line numbers etc…

1. Write a question you have about the text, either an interpretive question that you have an opinion on, or something that you don't understand. You don't need to write the answer.

AND

2. What was your opinion of Achilles before reading Book 9? Does it change after reading Book 9? Explain why or why not.

AND

3. Same as yesterday - Make a list of the persuasive strategy used by these characters, following this format:

Who is speaking?

What does that person say and to whom does he say it?

What persuasive strategy is it?

Why is it an example of that strategy?

Do this at least three times with different examples.

Remember the persuasive strategies include:

1. Appeal to reason (logic - does it “make sense” to do what the speaker says)

2. Appeal to emotion (does it try to make you happy, sad, angry etc… in an attempt to get you to act or think a certain way)

3. Appeal to ethics (right and wrong, moral principals - does it get you to think that a particular thought is morally right or wrong to get you to act or think a certain way)

DUE WED 2/28 Persuasive Speech

Your Illiad persusasive speech is due on WED 2/28 - we will go over this in class on Monday.

If you conferenced with me on Monday, the final draft of your Fahrenheit essay is also due on this day.

There is a lot due the first half of this week and I'll be giving you more classtime to work on it than usual, but it is essential that you make productive use of that time and organize a work schedule for yourself.

DUE TUE 2/27 Electronic Copy of F451, final draft due WED 2/28

On Monday I will start conferences in class with every student to go over the Fahrenheit 451essays.

I expect that the conferences will take two days. If I conference with you on Monday the final draft is due Wed 2/28. If I conference with you on Tuesday, it is due Thursday 2/29 (you have two days to work on it, starting from the time I conference with you).

I will be giving you class time to work on it, starting Tuesday, so DON’T FORGET TO SEND YOURSELF AN ELECTONRIC COPY, either by emailing one to yourself or making sure that it is available on turnitin.com - from there I think you can cut and paste into a word document. If you don’t have an electronic copy available to you at school you won’t be able to work on it at school, and will end up with double the homework.

DUE TUE 2/27 – Iliad Assignment

DUE TUE 2/27 – Iliad Assignment

Read Book 9 - “The Embassy to Achilles” pp. 251-266 lines 1-522

You should answer these on your blog AND print them out and add them to your Iliad notes. If you don’t have a three-hole punch at home you can use the one at school. I would like to emphasize once again the importance of keeping your notes in one place – your binders. If you have notes scattered in your binder, your blog, and in a random notebook, they will be of no use to you when it comes time to prep for debate or write an essay. The same holds true if you don’t label your notes with the book number, page number, and line numbers etc…

1. Write a question. It can be an interpretive question that you have an opinion on or something about the text that you don't understand. You do not need to write the answer.

AND

2. What was your opinion of Agamemnon before reading this section? Does your opinion of him change after reading it? Why or why not? Aone paragraph reply is fine, minimum of 6 solid setneces, but you are encouraged to write more.

AND

3. At various points in the text some characters attempt to persuade other characters to take a course of action. Examples of characters using persuasion include Nestor, Odysseus, and Ajax. Make a list of the persuasive strategy used by these characters, following this format:

Who is speaking?

What does that person say and to whom does he say it?

What persuasive strategy is it?

Why is it an example of that strategy?

Do this at least three times with different examples.

Remember the persuasive strategies include:

1. Appeal to reason (logic - does it “make sense” to do what the speaker says)

2. Appeal to emotion (does it try to make you happy, sad, angry etc… in an attempt to get you to act or think a certain way)

3. Appeal to ethics (right and wrong, moral principals - does it get you to think that a particular thought is morally right or wrong to get you to act or think a certain way)