1. STUDENTS WILL WORK ON THEIR LETTERS TO THE EDITOR FOR THE FIRST FIFTEEN MINUTES OF CLASS... THEY WILL USE A COMPARE AND CONTRAST CHART TO HELP WITH WRITING THEIR EDITORIALS... WHEN THEY ARE DONE I WILL BEGIN THE LECTURE, FOLLOWED BY GROUP WORK AND THEN THE GAME

2. Students will write their letter to the editor in response to the following prompt: Should vaccines be federally enforced or should they be a person’s free choice?

3. Reasons FOR having federally forced vaccinesReasons AGAINST having federally forced vaccines p.1 Kids will miss school and be alienated by the publicp.5 1000 people “could have been” exposed to measles…there is no proof that there really were 1000 people exposed to measles p.2 the disease was vanquished for 15 years meaning it worksp. 5 non-vaccinated people could wear masks to protect the public p. 1 people will harass people who are now seen as “negligent and criminal” and may lead to bullying p.7 there is no reason to get them according to a chiropractor and mom p.3 Doctors are considering changing policies regarding non-vaccinated people which could prevent needed health care p.6 even though kids got whooping cough and chicken pox, they’re ok even without having the vaccines against them P2. Measles spreads quickly and is highly contagiousp.8 eating well was enough to avoid needing to see a doctor p.7 unvaccinated kids miss weeks of school and fall behindp.10 1998 medical journal suggested there was a link between vaccines and autism p.8 kids missed two weeks of advanced placement classes which could cause them to fall behind p.10 religious beliefs go against them (amish) p.10 1009 report of a link between autism and vaccines was proven fraudulent and was retracted P10. People have a right to live “all-natural” lives if they want to p. 11 not getting the vaccine is going back words for societyp.12 kids can get medical help without harming the public by communicating through the web, pics, and phones p.11 kids shouldn’t have to suffer when there is a way to avoid sufferingp.18 the vaccine is only 95% effective so why take the risk in case you will be part of the 5% who will still get it and then become autistic too p.13 doctors vaccinate their own kids so it is safeP25 the M.M.R. vaccine (for mumps, rubella) may cause autism p.13 unvaccinated families might face discrimination from the publicp.26 it’s the worst shot out there that one can get p.14 doctors are considering dropping unvaccinated patientsP31 it would take away a free right and cause innocent people to be imprisoned for sticking to the first amendment rights of free choice p.18 babies and the elderly are at risk for becoming ill with measles because they’re too young or too immunologically frail to get the shot…this can turn deadly p.32 these people would not be alone since there are several communities and thousands of people who do not get vaccinated p.21 measles causes uncomfortable rashes so why take the riskp.33 pharmaceutical companies have an agenda to make money so that’s what this is really about p.28 disease is exploding, therefore highly contagiousp.33 vaccines would hinder the desire to live an organic life style p.34 there is no need to put so many toxins in the kids body p.37 there is no reason to conform with the general population in a country that prides itself on diversity

4. Paragraph One 1. First Point: (include in first sentence) Dear Editor, We must federally mandate all persons in America, especially here in Hawaii to have to get vaccinated because it is a public safety concern. 2. Provide different perspective on issue: While it is true that unvaccinated individuals can hibernate in their homes and wear masks when out in public… 2. Refute or Support specific statements: …it is still an incredibly dangerous disease and should not be taken lightly. 3. Support your facts: (include documentation but not too much) In an article called “Vaccine Critics Turn Defensive Over Measles”, journalists Jack Healy and Michael Paulson, of the New York Times, declare that measles is a “highly contagious disease…[that can spread] thousands of miles beyond its center….” (Healy, Paulson). This means that no matter how many precautions one takes, this disease can turn lethal, therefore must be halted in its tracks immediately! 4.Address relevant facts that are ignored: What some people may not realize is that if we do not stop this horrifying disease, we may end up with an unprecedented amount of deaths, much like the death toll caused by the bubonic plague during the dark ages. (Hyperbole) 4.Concluding sentence For these reasons, shouldn’t we all stand up for one another? Shouldn’t we all look out for the well being of the vulnerable and weak? It is our civil duty to be vaccinated because the safety of families everywhere depends on it! Thesis: Vaccinations need to be federally mandated and enforced for several reasons such as it’s a public health concern and unvaccinated students will fall drastically behind in school.

5. Letter #2 To the Editor: Re “Vaccine Critics Turn Defensive Over Measles” (front page, Jan. 31):Vaccine Critics Turn Defensive Over Measles I am pro-vaccine. As of now, my 11-month-old daughter is completely immunized. Vaccines save countless lives and prevent serious diseases. However, after careful consideration, many discussions with physicians and lots of research, my husband and I have chosen to delay our daughter’s M.M.R. vaccine (measles, mumps and rubella) until after she turns 3. I think that there are not enough adequate studies available to prove that the M.M.R. is safe. It is the most highly reactive vaccine on the schedule, and its list of side effects is long. I am disappointed that this article portrays parents who choose not to administer the M.M.R. to their children as hippies who use essential oils and must meditate on their decision. This may be the case for this particular subculture interviewed, but there are others who question it as well: professional, well-educated, pro-vaccine parents who are simply looking for clear safety evidence for this one particular shot. The M.M.R. vaccine clearly warrants further investigation, especially now, with a senior scientist at the Centers for Disease Control and Prevention, William Thompson, claiming that findings of high rates of autism in African-American boys who received the vaccine were withheld. KIM KROONENBURG Brooklyn

6. Unit 3.13 Fallacies

7. Fallacy - a mistaken belief, especially one based on unsound argument

8. Logical Fallacies: Errors in reasoning Hasty generalization: leaping to a conclusion or assumption based on only a few occasions

9. Logical Fallacies: Errors in reasoning Post hoc: a casual fallacy in which a person assumes one thing caused another simply because it happened prior to the other.

10. Emotive Fallacies: Replacing Logic With Emotional Manipulation Ad populum: an argument from popularity. The belief that a proposition is true because many or most people believe it.

11. Emotive Fallacies: Replacing Logic With Emotional Manipulation “Argument” from outrage : When the emotions of anger, hatred, or rage are substituted for evidence in an argument. Scapegoating or blaming a certain group of people or a single person for something.

12. Ad baculum, or scare tactics: using fear in place of logic in an attempt to scare people into rejecting the person or thing, despite there being no evidence to support the claim Emotive Fallacies : Replacing Logic With Emotional Manipulation

13. Ad misericordiam, or appeal to pity: an attempt to use compassion or pity to replace a logical argument

14. Rhetorical Fallacies : Sidestepping Logic with Language Straw man: a distorted or exaggerated representation of a position that is easily refuted.

15. Rhetorical Fallacies : Sidestepping Logic with Language Red herring/smokescreen: answering the question by changing the subject.

16. Rhetorical Fallacies: Sidestepping Logic with Language Ad hominem/genetic fallacy: attacks against a person rather than the ideas the person presents.

17. Slippery slope: half appeal to fear and half a casual fallacy. Its when a person suggests that one action will lead to an inevitable and undesirable outcome. Rhetorical Fallacies : Sidestepping Logic with Language

18. Either/or (or false dilemma): a conclusion that oversimplifies the argument by suggesting that there are only two possible sides or choices.

19. Groups meet to answer the questions on page 218. After they answer these I will ask the questions as a class discussion.

20. Group Work In groups of four you will work to complete the following questions. Take out one piece of paper for the whole group. Answer the questions thoroughly and completely. Be prepared to share your answers. Each group will share their answers to one question. This is due at the end of class. 1.Why are fallacies so common in our political discourse? Which ones are most common and why? 2.Why are fallacies so powerful—and so dangerous? 3.Why might you choose to use a fallacy—or rhetorical slanters—in a letter or speech? What would be the pros and cons of doing so? 4.How does the use of fallacies affect the ethos of a writer or speaker? 5.What is the relationship between considering your audience and deciding whether to use fallacious appeals or slanters?

24. Pros of using fallacies or Slanters in a letter or speech Cons of using fallacies or Slanters in a letter or speech

25. Pros of using fallacies or Slanters in a letter or speech Cons of using fallacies or Slanters in a letter or speech Easier to persuade an audience to side with what you are arguing You are misleading the audience and providing false facts and information Used to make the opposing views unimportant, dangerous and simply ridiculous You may deceive someone to make a life- threatening decision It’s a way to gain control and powerIt is dishonest and will taint your reputable image

27. PRO SCHOOL UNIFORMS If your audience is for school uniforms then you will know how to use Slanters/fallacies to help win the people who are against them over to your side… EX: If you don’t accept school uniforms then kids will only care about what is on the outside and not what is on the inside ANTI-SCHOOL UNIFORMS If your audience is against school uniforms then you will know to use Slanters/fallacies to help win the people who are for them over to your side… EX: If you don’t accept school uniforms then kids will only care about what is on the outside and not what is on the inside

28. Have groups come up with one example to support school uniforms and one example against supporting school uniforms in their groups. Be prepared to share with the class. Next, we will play a game where I will show several examples of fallacies and groups must guess which ones they are

29. Which fallacy is this an example of?

44. I had been doing pretty poorly this season. Then my girlfriend gave me yellow shoe laces for my running shoes and I won my next three races. Those laces must be good luck...if I keep on wearing them I can't help but win!

53. Exit Pass Choose one of the types of fallacies we’ve studied today and write an original example in response to the following debatable topic: “Hawaii’s oceans are over-fished. It is vital that we set up regulations allowing for “commercial fishermen” ONLY, to be able to fish, in order to supply tourists with meals and keep our economy booming.”