Friday, March 20 th 10 th Literature Housekeeping: #1: If I loaned you a copy of Persepolis last class, please return it. #2: Remember, today is the first class in which you will receive citizenship points for: Coming to class prepared and on time Not using your electronic devices at inappropriate times (during instruction, while you are supposed to be working, etc…) Not talking while others are talking Not doing work from other classes at inappropriate times, which is most of the time. Being respectful to your teacher and peers. Not leaving the class too often or for too long. Using the class website if absent or if you lose something BEFORE coming to me (and if you can’t find what you need on the website, come in to see me during ELO, NOT during class or before class.) Being in your assigned seat UNLESS I instruct you to move. Turn in your Double Journal Entries from the last two classes Finish any remaining evaluative speeches Vocabulary Sentences from last class (one sentence/word and label the part of speech the word is used as) Switch papers and check their parts of speech. Either correct the part of speech or leave it alone. Then, read the sentence. Is the word use properly. Mark an X if it is wrong. Test Next Class Even more graphic novel notes! What?! More?! Yes! Media Critic Info. and Activity Read the rest of the book by next class. No work to do with this, but be prepared for a reading quiz. Standard 1, 2 & 3

1.Animosity - noun 2.Apathy - noun 3.Apprehensive - adjective 4.Commend - verb 5.Compatible - adjective 6.Condolence - noun 7.Consecrate - verb 8.Decrepit - adjective 9.Deride - verb 10.Ingenuous - adjective 11.Multifarious - adjective 12.Obsolete - adjective 13.Omnivorous - adjective 14.Parsimonious - adjective 15.Quandary - noun 16.Recalcitrant - adjective 17.Reprisal - noun 18.Revel – verb or noun 19.Stultify - verb 20.Suave - adjective

Text Captions: These are boxes containing a variety of text elements, including scene-setting, description, etc. Speech balloons: These enclose dialogue and come from a specific speaker’s mouth; they vary in size, shape, and layout and can alternate to depict a conversation. Types of speech balloons include those holding: External dialogue, which is speech between characters Internal dialogue, which is a thought enclosed by a balloon that has a series of dots or bubbles going up to it Special-effects lettering: This is a method of drawing attention to text; it often highlights onomatopoeia and reinforces the impact of words such as bang or wow.

Media Critic Activity In this activity, you will employ critical thinking strategies to examine different media representations of the US invasion of Iraq in 2003, following the terrorist attacks of Following the brief discussion of bias and satire in the lecture presentation, you will view three videos from the time of the invasion. After watching the videos, you will compare and contrast the authorship, bias, messaging, rhetoric, and construction in large group discussion. I will stop after each video so that you can answer the prompts on your handout.

Pop Culture Responds to War Creative Responses to Conflict

“Cry havoc! And let slip the dogs of war!” – Julius Caesar, Act III: Scene 1 How do we understand war? What are some of the ways in which war is communicated to us? Today we’re going to examine different responses to war – how do we come to understand and be able to speak about war – in art, music, and popular media.

The Protest Song One of most common Strong tradition going back hundreds of years Most common examples from 1960’s in response to Vietnam War

Patriotic Songs In support of the country’s leadership Often base arguments on threats to national security, moral obligation to end oppression, established superiority or hegemony, or necessity to survival of democratic world Emphasize personal sacrifice and fortitude Many examples from throughout history Used to elicit support for war effort Fo

Visual Art Pro- and Anti-War art created Propaganda? Critical response? “CLUSTER BOMBLETS,IRAQ” (2003) by Chris Holden “Semper Fidelis Iraq” (200x) by Elle Fagan

Media: News and Observers Mainstream media often sought for news of war and for insight into wartime politics and situations Bias? Is balanced or unbiased reporting even possible? Who can you trust?

Looking for Bias Who is being interviewed and who is allowed to talk over all the others? Sources? Bias words – words that could convey a particular opinion or pass judgment on the event Every outlet has a bias – what could it be?

Responding to War Through Humor How might humor be an appropriate response to war? How might it help us understand? How might it critique or support the war?

Satire An attack on or criticism of any stupidity or vice in the form of scathing humor a critique of what the author sees as dangerous religious, political, moral, or social standards A way of examining a thought, concept, theory, or representation to unpack the different meanings and consider incongruities or hypocrisy

Compare/Contrast “Straight Ahead” Humor or Satire Take a look at the following videos. One is a satire, one is from a reputable international news source, and one is a video made by an independent person who is responding to media coverage of the war. Pay attention to authorship, sources, bias words, and other clues. Which do you trust? Why? Video #1: Video #2: Video #3: (Created in response to media coverage of the 2003 invasion)

1.Who is the author or what is the source of this clip? 2.Do you detect any bias in the video? What kind of bias? How do you know? 3.What is the overall message of the clip? 4.What rhetorical strategies does the clip employ? Questioning? Narration? Examples? Humor? Authority? 5.Which video do you find the most convincing? Which do you enjoy? Which offended you or made you question its legitimacy?