Bellringer: Feb 16 Intolerance is also known as being narrow-minded. Why do you think people might be intolerant of others? Answer this question on the paper you picked up as you came in the classroom.

How does societal intolerance cause people to act in ways that others consider inherently evil? Unit 3: Intolerance

What does it mean to be Intolerant? 1) Write down a description of what you see and/or what stands out to you. 2) Write down the message that you get from what you see.

Example 1: Internet Meme

Example 2: Comic Book Art 1949

Example 3: Bumper Sticker

Example 4: The Sneetches You only need to show the beginning of the book video to get the message we’re looking for. 

Example 5: Outside Little Rock Arkansas’ Central High School Elizabeth Eckstrom

What is intolerance? Unwillingness to accept views, beliefs, or behavior that differ from one’s own. Examples: Race, Age, Gender, Religion, Socioeconomic status. Come up with three on your own and how do they impact today’s society

Unit Lesson We will be: Analyzing and evaluating persuasion/argumentation Analyzing diction and structure to create a theme Analyzing organization of a text to create the central idea of the text

Culminating Project- Addressing Intolerance by Teaching Tolerance Develop a PSA (PowerPoint,Video, Poster, Song/Rap/Jingle, or speech. Student examples from previous years. Bullying Materialistic Clothing

Youtube Examples They Learn From You Dear Parents Bullying Day of Silence (April 15, 2016)

Poster examples

Discussion What experiences do you think cause people to act intolerantly towards others? What are some ways you could stand up to others who are being intolerant. If you have stood up for something right before, what did you do. How can you teach tolerance?

Persuasion OR Argumentation Persuasion is one-sided. Argumentation addresses both sides.

We will be reading two pieces around the issue of segregation. A speech by Arkansas Governor Orval Faubus “Letter from a Birmingham Jail” by Martin Luther King Jr. We will examine how the audience and format of the pieces control the level of argumentation versus persuasion. What are we doing?

Argumentation vs. persuasion…in a nutshell for less academic audiences Appeals to both the heart and the head Focuses almost entirely on one side More common than argumentation Argumentation: For more academic audiences Focus is almost entirely logical Recognizes all evidence surrounding an issue Makes a claim, but addresses evidence for the other side via counterarguments Argumentation vs. persuasion…in a nutshell

Vocabulary REVIEW for persuasion and argumentation. Rhetorical Device Ethos Logos Pathos Fallacious reasoning (logical fallacies!) Counterargument Concession Rebuttal Organization Introduction Conclusion Vocabulary REVIEW for persuasion and argumentation.

Quick Review What do we look for with: Ethos? Pathos? Logos?

Which rhetorical device is Sheldon using to make a friend? Big Bang Theory What is your evidence to support your claim?

Logical Fallacies? Most EMOTIONAL APPEALS are logical fallacies. (Bandwagon?) (Association?) (Ad Hominem?) (Ad Populum?) (Red Herring?) Explore Purdue University’s logical fallacies’ site: https://owl.english.purdue.edu/owl/resource/659/03/ Explore this logical fallacy site: https://yourlogicalfallacyis.com/

Why it is effective to address the other side in your argument?

Addressing the other side To create a COUNTERARGUMENT, you first make a CONCESSION to the opposition State something that might be true or that people might see as being true. Then, create a REBUTTAL. Tear apart the logic or the credibility behind the concession. I asked you to do this with your Blackfish essay.

Background Research Governor Orval Faubus on your device. 1. When was he in office? 2. What did he do in the military during WWII? 3. When he ran for office, what was his political party and what position did he take on racial issues? 4. What trade-offs did he have to make with racial policies so that he could make social reforms and stimulate economic growth? Orval Eugene Faubus (January 7, 1910 – December 14, 1994) was the 36th Governor of Arkansas, serving from 1955 to 1967 When the United States entered World War II, Faubus joined the United States Army and served as an intelligence officer with the Third Army of General George Patton. He rose to the rank of major and was in combat several times. 3. He was elected governor as a liberal Democrat. Initially considered a 'moderate' on racial issues.

Hidden Agenda A secret or ulterior motive for something. Politicians often have the hidden agenda of appealing to groups who will support them in elections. They won’t say they do this, but they do. Faubus will run for election every two years. 1954, 1956, 1958, 1960, 1962, 1964.

Little Rock, Arkansas 1957 In 1954, the Supreme Court ruled that segregated schools were unconstitutional. Little Rock, Arkansas submitted desegregation plans to a federal district court which approved the plans. Segregationists resisted the plans. By 1957, Faubus needed to consider how he would be re-elected. Watch this video for the situation. For more information on the famous picture of Elizabeth Eckford and Hazel Bryan - http://www.slate.com/articles/news_and_politics/history_lesson/2011/10/elizabeth_and_hazel_what_happened_to_the_two_girls_in_the_most_f.html

Television Address September 2nd, 1957 Faubus will try to convince the public that the state would not support the “forcible integration” of Little Rock Arkansas Audience: Essentially the entire nation, but mainly the people of Arkansas (Is it really the entire state?)

Exit Ticket – Feb 16 What stood out for you in the first section of the speech? (An idea, a phrase…)