Tuesday, April 30, 2013

1.  Make 12-13 flashcards for the terms explained in this prezi:

http://prezi.com/yatksxsl4ylp/rhetoric/?kw=view-yatksxsl4ylp&rc=ref-28911703

2.  Complete the "Recognizing Rhetoric" worksheet (get from Mrs. Sparks or Mrs. Morton).

3.  View the Argumentative Reasoning prezi and complete the fill-in-the-blank notes (get from Mrs. Sparks or Mrs. Morton) as you go:

http://prezi.com/5jjq4f1xheff/argumentative-reasoning/?kw=view-5jjq4f1xheff&rc=ref-28911703

4.  For each of 10 magazine articles:
  • Write the BRAND and PRODUCT name
  • Write what rhetorical argument the ad primarily makes (LOGIC?  AUTHORITY?  EMOTION?) and WHY you think so
  • Write ONE propaganda technique used in the ad, including why you think this


Sunday, April 28, 2013

For each video, 
1)  Identify whether it primarily uses logos, pathos, or ethos to persuade.
2)  Explain how you determined this.
3)  After viewing all videos, explain which video was most effective and why.

Monday, April 22, 2013

Bullying Nonfiction Webquest


Click on the article or website link about each set of questions.  Read the article or website and answer the questions.  
 
“To This Day” Project

1.  Watch the “To This Day” video.
a.  Would you classify this poem as a nonfiction text?  Why/why not?
b.  What subgenre or type of nonfiction text is this poem (informational, argument, and/or literary nonfiction like a memoir or autobiography)?  WHY (for each)?
2.  Read the text under the video link.
a.  What is the purpose of this website and project? 
b.  Cite textual evidence that helped you come to this conclusion.
c.  Based on your answers to A and B, would you classify this website/project as informational, argumentative, or literary nonfiction?

Bullying Definition from StopBullying.gov

3.  What is the definition of bullying?
4.  What is the definition of power imbalance?
5.  Name the three types of bullying and give an example of each.
6.  a.  What seems to be the author’s purpose of this page?
     b.  Cite textual evidence that led you to this belief.
7. a.  What subgenre or type of nonfiction text is this website (informational,      argument, and/or literary nonfiction like a memoir or autobiography)? 
     b.  WHY do you think this?
8.  What text structure or organization does this webpage most closely follow? 

“The Bleakness of the Bullied” 
9.  In one or two sentences, sum up the story that the author tells.
10.a.  What is the author’s purpose in writing this article?
      b.  Cite textual evidence that led you to this conclusion.
11.a.  What subgenre or type of nonfiction text is this website (informational, argument, and/or literary nonfiction—memoir, biography, or autobiography)? 
      b.  WHY do you think this?
12.  What text structure or organization does this webpage most closely follow? 
13.  Do you believe that this tendency to contemplate suicide is as prevalent as this author makes it sound?

“Bullying Law Puts New Jersey Schools on the Spot”
14.  What is the topic of this article?
15.  What is one reason some people are against this new law?
16.  What is one reason some people support this new law?
17.  Name at least two specific steps New Jersey schools must take to implement this new law.
18.  What is one harmful, unintended consequence of this new law?
19.  a.  What is the author’s purpose in writing this article?
        b.  Cite textual evidence that led you to this conclusion.
20.a.  What subgenre or type of nonfiction text is this website (informational, argument, and/or literary nonfiction—memoir, biography, or autobiography)? 
     b.  WHY do you think this?
21.  Do you agree or disagree with this state’s new approach to bullying in schools?  Why?

“Prevent Bullying, Promote Kindness: 20 Things Schools Can Do”
22.  Besides suicide, what are three additional consequences of bullying?
23.  According to this article, what wider peer culture does bullying feed off of?
24.  What type of students display “more frequent social aggression”?
25.  Do you agree that #24 is correct for our school?  Why/why not?
26.  This article claims that bullying-prevention programs alone are not successful.  What does it say must be combined with bullying-prevention programs in order to stop bullying?
27.   a.  What is the author’s purpose in writing this article?
         b.  Cite textual evidence that led you to this conclusion.
28.a.  What subgenre or type of nonfiction text is this website (informational, argument, and/or literary nonfiction—memoir, biography, or autobiography)? 
      b.  WHY do you think this?
29.  What text structure or organization does this webpage most closely follow? 

Walker County Bullying Policy

30.  How does the Walker County Bullying Policy define unacceptable behavior (it lists 4 types)? 
31.  How does this definition differ from the definition of bullying from question #3 (the StopBullying.gov website)?
32.  What is the responsibility of the student being bullied?
33.  What are the steps that will be taken against the bully?
34.  If an adult in the school does not do anything about the bullying report, what can/should the bullied student do?
35.  Name at least one way we could improve the bullying policy in our county.

Sunday, April 7, 2013

Elizabethan Marriage and Love

 
Betrothal and Wedding

1.  At what age did one “come of age” legally, allowing a man or woman to marry without parental permission?
2.  At what age could boys legally marry with parental permission?  What about girls?
3.  In non-noble families, what was the most common age for marriage?  Why?
4.  In noble families, did people marry earlier or later?  At what age did Katherine Dudley, countess of Huntingdon marry?
5.  In noble families, marriage between very young participants were usually for what purpose?  What was interesting about these “marriages”?
6.  A proper wedding was based on what three things?  What is consummation?
7.  Who pays for the wedding festivities?

Love and Marriage

8.  What was the Elizabethan opinion of marrying for love?
9.  Elizabethans believed that one should listen to whose opinion when marrying?  Why?
10.  Who was more likely to have a choice in who he/she would marry—a noble or a poor person? 
11.  Children were viewed as the ____________________ of their parents.  Their relationship is here compared to the relationship between a ________________ and his ____________________.
12.  Wives were viewed as the _____________________ of their husbands too.
13.  What two things should every woman in Elizabethan England expect?
14.  If a man is not noble, he must be married to be eligible to ________________.

Heirs and Inheritance

15. Who inherits everything, even if the oldest child is a girl?

More Wedding Customs (under Contract, Dowry, Jointure)

16.  For noble and other propertied families, what is the most significant part of a wedding day?  What does this document set the terms of?
17.  What is a dowry?
18.  What is a jointure?

Monday, March 18, 2013

Parallel Structure

1.  First, read through the Powerpoint on Parallel Structure here.

As you finish the presentation, complete the handout I gave you.

2.  If you have extra time, practice parallel structure further by completing the exercises here. Scroll down until you come to the exercises entitled Parallel Structure.

Remember, you have a test over this material (and capitalization) on Friday!

Thursday, March 7, 2013

Helpful TKAM Websites

Sparknotes for chapter summaries.  This will help you find your textual evidence.

Themes website for ideas/examples regarding your theme.  Be sure not to plagiarize the wording, please.  I can tell and so can the website you are turning this in with.

Tuesday, February 19, 2013

Emmett Till Mini-Research


Assignment:
Help your classmates learn more about the Emmett Till incident by completing the following steps:
1)           Research the topic you are assigned by accessing the required sources.
2)           Be sure to find the information required for your topic, but you are welcome to add more.
3)           Create a professional, polished PowerPoint or Prezi presenting the information you discover.
4)           Present the information to the rest of the class.

1.  Racial Climate in Mississippi
Source:
·      Watch The Murder of Emmett Till from 5:30 to 10:02
Required information:
·      What was the Mississippi Delta known as?
·      What social system did Mississippi use in every community to meet the “challenge” of a big African American population?
·      What was this life like for the African Americans?
·      In the 75 years before Emmett Till, how many black men had been lynched in Mississippi?  What was the most common accusation against them?
·      What did Mississippi culture teach about women?
·      What irrational fear did white people in Mississippi have about black men?
·      So how did the African American men have to act in response to this fear?
·      What did most white people convince themselves of regarding the social system in Mississippi?
·      How did hundreds of thousands of black Mississippians respond to the social system in the years between WWI and WWII?

2.  The Kidnapping
Sources:
·      Watch The Murder of Emmett Tillfrom 16:30 to 22:00
·      You can look at this timeline if you need more help (and to be sure you are not missing anything) http://www.pbs.org/wgbh/amex/till/timeline/timeline2.html
Required information:
·      Create a timeline or chronology of the events leading up to and including the death of Emmett Till.  Start with Emmett’s arrival in Mississippi for the summer.  Don’t include any events after his death.

3.  Witnesses, Arrests, and Funeral
Sources:
·       Watch The Murder of Emmett Till from 22:00 to 33:40
·      You can look at this timeline if you need more help (and to be sure you are not missing anything) http://www.pbs.org/wgbh/amex/till/timeline/timeline2.html
Required information:
·      Where was Emmett’s body found?  What condition was it in?
·      How was the body identified?
·      What promise did the funeral home director make to the Mississippi authorities?  Why can you infer that he made this promise?
·      Describe in detail the face of Emmett’s corpse. 
·      When the funeral director asked Mrs. Till if she wanted to seal the coffin back up, what did she say and why? 
·      Describe Emmett’s funeral
·      Why did so many people bring their children to the funeral? 
·      What were the reactions to Emmett’s body?
·      How many people saw Emmett Till’s body in person? 
·      How did the rest of the country see the picture and hear the story? 
·      How did white America react?

4.  The Trial
Source:
·      Watch The Murder of Emmett Till from 33:40-47:20  
·      You can check your facts here if you need more help (and to be sure you are not missing anything) http://www.pbs.org/wgbh/amex/till/peopleevents/e_trial.html
Required information:
·      What was the claim of Bryant and Mylam during the trial? 
·      How did the white community in Mississippi react to the Bryants during the trial? 
·      What was the message to black people? 
·      Describe the courtroom during the trial…What do you notice about the courtroom from the videos? 
·      Describe the jury. 
·      What seemed to be the sheriff’s main concern during the trial? 
·      What was the main argument for the defense (of Bryant and Mylam)? 
·      What did the defense accuse Mamie Till and the NAACP of? 
·      Why didn’t black people from the community speak out about the case in the beginning? 
·      What did Willie Reed finally step forward and say he saw/heard? 
·      What happened to Reed after he testified? 
·      Who was the prosecution’s best witness and why? 
·      What happened to him afterwards? 
·      What did the jury decide?  What was the jury’s reason why?

5.  Aftermath
Source:
·      Watch The Murder of Emmett Till from 47:20-53:30
Required information:
·      Because they were protected from further trials, Bryant and Mylam did what with their story? 
·      Retell the events of that night from their perspective.
·      Who ruled out a federal investigation?  What did he do that was particularly insulting to Mamie Till?
·      Who did time for killing Emmett Till? 
·      What message did the incident send to the black community about civil rights? 
·      Mamie Till said her son’s death opened what movement? 
·      What happened 100 days after Emmett’s death? 
·      The death of Emmett Till made people realize that they had to do what if things were to change?
·      What was the only repercussion/consequence for the Bryants?


6.  Killer’s Confession
Source:
·      Go here first and read the journalist’s quote.  http://www.pbs.org/wgbh/amex/till/sfeature/sf_look.html
·      This is the actual article/confession.  Go here second.  http://www.pbs.org/wgbh/amex/till/sfeature/sf_look_confession.html
Required information:
·      What was the title of the article in LOOK magazine that contained Bryant and Milam’s confession?
·      Who had also never heard the confession of the killers?  Why is this so disturbing?
·      Read the confession now, answering the questions as you go…
·      In the first paragraphs of the article, which side of the case does LOOK magazine seem biased towards?  Why is this magazine publishing the confession of these killers?
·      How were Roy Bryant and JW Milam related?
·      Why was Caroline without her husband that night at the store?
·      What was Bobo/Emmett bragging about to his friends outside the store?  What did they dare him to do?
·      What did he do/say to Caroline Bryant?
·      What did the racist nature of the community have to do with Roy’s decision to do something to Emmett?
·      Why did Roy wait until early Sunday morning to find Emmett?
·      What was Big Milam’s idea to do to Emmett at first?
·      Why didn’t Emmett jump out of the back of the truck and run?
·      According to Milam and Bryant, what made them decide to kill Emmett?
·      According to Milam and Bryant, what was the last conversation they had with Emmett before they shot him?
·      According to the article, what were the attitudes of the majority of white Mississipians toward the case?

7.  People: Emmett, Mrs. Till, and Moses Wright
Source:
Required information:
·      Help us get to know Emmett, especially his personality, appearance, why he visited Mississippi, and his ring
·      Help us get to know Mrs. Till, especially why she was a single mom, why she had an open casket funeral for Emmett, and what she did to help the civil rights movement after Emmett’s death
·      Help us get to know Wright, especially what he did for a living and what remarkable act of courage he did at the trial

8.  People: The Bryants, Milam, and Sheriff Stryder
Source:
Required information:
·      Help us get to know the Bryants, especially what they did to make a living
·      Help us get to know Milam, especially what he prided himself on
·      Help us get to know Strider, especially what he wanted Emmett’s family to do with the body and what he testified about the body in defense of Bryant and Milam

9. Sex and Race
Source:
Required information:
·      Define miscegenation.
·      Fill in the blank: “While whites begrudgingly recognized that blacks were free, they were unwilling to accept them as social and racial equals. White sexuality, before and after slavery, always provided a means of white ___________________ over blacks.” (under question 1)
·      In what terms did many white Southerners interpret the Brown vs. Board of Education decision?  Include the quote from the Alabama senator Walter C. Givhan.  (Look in Jane Dailey’s comments under question 2)
·      What was it common for lynchers to do to their black male victims?  Why? (under question 3)
·      Why was protecting the virtue of a white woman matter so much to white men in the South?  What did it symbolize or represent to them?  (Jane Dailey’s comments under question 4)
·      What were two reasons sexual contact between races was so taboo? (under question 6)
·      Are things different in the South today? (John David Smith’s comments under question 9)

Wednesday, January 16, 2013

Helpful Prezi Info

How to Get Started with Prezi

These are written instructions with graphics to guide you.

Welcome to Prezi (in 1 minute) video
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Getting Started 
Youtube video on how to start your Prezi.  Remember, I'm not looking for anything fancy for this first one--just use one of the provided templates.

TKAM Mini-Research Project

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Here are the questions and links for your To Kill a Mockingbird pre-reading research:


1.  The Great Depression in the South






    • What group of people did the Great Depression affect the most? How? Why?






    • What did many African Americans say about how the Great Depression affected their culture as a whole? Include an example.







2.  Southern Traditions seen in literature
o   How is Southern literature different from many other types of literature?




o   What are a few common themes in Southern lit?




o   What are a few common phrases used in the South? Where did they originate?




o   The “N-word” is used often in To Kill A Mockingbird. Where did this word come from?  How was it used in the 30s, 60s, and now?






3.  The Scottsboro Boys’ Trial



    • What are the most important facts about the case?



    • Why did Victoria Price and Ruby Bates falsely claim that they were raped?



    • Why did the case last 30 years?



    • Why were the Scottsboro Boys on the train to begin with?



4.  The Rise of Jim Crow Laws
  • Required questions:
o   What was “black face”?   What role did “black face” play in Jim Crow laws?



o   How did minority groups react to Jim Crow laws? What happened because of these reactions?




o   How did these laws hold up in court (for example, look at Plessy vs. Ferguson case)? How were they argued as being constitutional?




o   What were some of the most extreme of the laws?  Which states did they exist in?



o   How did slavery influence Jim Crow laws?


5.  The Ending of Jim Crow Laws
·      Required questions:
o   How did WWII influence the ending of Jim Crow laws?



o   How did the Civil Rights Movement and the NAACP change Jim Crow laws?



o   What individuals helped to change these laws?  How did they do this?



o   What were some of the key court cases that helped to overturn the laws? How were they different (if they were different) from court cases prior?






6.  The Civil Rights Movement in Alabama
·      Required questions:
o   What were the Montgomery Bus Boycotts? Explain their role in the Civil Rights Movement (CRM).



o   Who were some of the key members of the Civil Rights Movement in AL?



o   What were some of the most disturbing hate crimes that occurred in AL?



o   What was the “Donald Lynching” that occurred in Mobile, AL? What role did it play in the CRM?



o   The 1963 protests (known as the “Birmingham Campaign”) in Birmingham, AL are famous.  Summarize what happened and tell what about this protest was so disturbing or important?



7.  Harper Lee’s Life leading up to To Kill a Mockingbird:
·      Required questions:
o   How did the time period and place Lee was raised influence what she would eventually write about (racism, specifically in the courts)?






o   Give an overview of Lee’s family and the dynamics between family members.





o   How did she develop as a writer?





o   What are some parts of her life that are well-known for influencing her only novel?








8.  Changes made in Alabama after the Civil Rights Movement in 1963
·      Required questions:
o   Did race-relations change in Alabama after 1963? If so, how?



o   How did schools change in AL?




o   When did integration begin in AL? What were some reactions to integration in AL (specifically in schools)?




9.  Southern race relations in 1932 and 1961
·      Required questions:
    • What was the KKK?  What did they do? Who were members?




    • How did many of the stereotypes of black Americans we see today begin in the 30’s?



    • Find one historical example of white and a minority culture interacting in the South.
      • Summarize what happened.  Is it an example of hatred or understanding?



      • What caused the hatred or understanding?



      • How was it shown?



      • Has it changed? How/how not?



10.  Truman Capote and his relationship to Harper Lee





    • How did Capote show up in Harper’s novel To Kill a Mockingbird?




    • What did Truman and Harper work together on? What did this work lead to for the two friends?



    • Who was Capote in New York society? What was controversial and interesting about him?


11.  Horton Foote and the film To Kill a Mockingbird



    • What effects did the movie have?



    • Why is the film so popular?



    • What awards did it win?




    • Why did it win all of these?



12.  Leaders of the Civil Rights Movement





    • What were some of the tragedies faced by them?





    • Did they succeed in their endeavors?





    • Did they get to see their success if it was reached?




13.  Topic of interest for 1930s America (pick at least 2)




    • Which of these are being researched in-depth by other members of your class?



    • How did each of the topics you chose influence race relations in the U.S.?



    • How did each of the topics you chose affect the majority of Americans? What about the minorities (e.g. women, races other than white, etc.)?




14.  Gender equality or lack of in Alabama, both in 1930s and the 1960s…





    • What was a woman’s role in the 30s? What about in the 60s?




    • What kind of jobs did women have in America in the 30s? 60s?



    • If they chose not to marry, how might women survive financially? Given an example.




    • What was expected of women as far as how they were to look and act in public in the South?