1. Please sign in with FULL NAME Example: Sue Perkid – Mrs. A. Mazing
and TEACHER NAME!
Example: Sue Perkid – Mrs. A. Mazing
Welcome to
Module 6
Power Hour!
To Check Your Sound and Microphone  “Tools” > “Audio” > “Audio Wizard”

2. If you can hear me, click the smiley face 
Sound Check
If you can hear me, click the smiley face 

3. Mic Set Up Mic Options Green Check = I have a mic! Red X = I need help
Internal Mic
External Mic
Telephone
Green Check =
I have a mic!
Red X =
I need help
External Options
Headset
Earbuds
To use your phone:
Select Tools then telephony
Use Telephone for Audio
Call conference number:
PIN:
4. Mute phone
To use a mic:
Complete Audio Setup
Tools
Audio
Audio Setup

4. Using the Microphone Computer Smartphone/Tablet Practice using the

5. Session Expectations Be respectful of yourself and others.
You must participate in all activities during the session.
Using a microphone is the preferred method of participation.
Make sure to stay until you are dismissed to receive information about how to submit your collaboration work and receive collaboration credit.
Take notes.
Today’s session will be about 1 hour.

6. 6.01 Analyzing Language Quiz
Are you ready to dive into Module 6?
6.00 Pretest
No need to review, just jump in and take the pretest!
6.01 Analyzing Language Quiz
Make sure to read through each page of the lesson and learn about language usage, figures of speech, and determining word meanings. Do not attempt this quiz without completing the lesson!

7. 6.02 Power Hour
In this lesson, you will review three elements of rhetoric, including logos, ethos, and pathos. Then, you will apply what you know about these elements to analyze the Civil Rights Address given by U.S. President John F. Kennedy in 1963.
ASSIGNMENT
For this assessment, you will complete the Evaluation of a Speech Worksheet for the Civil Rights Address given by U.S. President John F. Kennedy.
OBJECTIVE
After completing this lesson, you will be able to understand and analyze the use of points of emphasis, rhetorical devices, and tone used by the speaker in a formal speech.

8. 6.02 How do we use language?
Rhetoric: the way language is intentionally used for the purpose of persuasion.
Logos
Useful information
Benefits of use
Logical and straightforward
PATHOS
Emotional appeal
Positive images or feelings
Negative images or feelings
Examples:
Pathos
What feelings do the speaker's words evoke—fear, sympathy, kindness, love?
Did the speaker use visuals to also convey these feelings?
Is the speaker expressing strong feelings of praise or contempt against another person or group?
Ethos
Does the audience have respect for the speaker?
Does the audience believe the speaker is a person of integrity?
Does the audience trust the speaker?
Does the audience believe the speaker is an authority on the topic?
Logos
Does the speaker's message contain facts and evidence?
Does the speaker's message make sense?
Does the speaker call the audience to action?
Ethos
Establish credibility
Professional or expert opinions
Celebrity endorsements
Power Hour 6.02

9. What are example situations that you would use rhetoric?
Logos
Ethos
Pathos
Examples could include: Logos-convincing someone to make a purchase, Ethos-convincing someone why a brand is trusted, Pathos-convincing someone to make a donation. Any situation where persuasion is used as a tool 
Power Hour 6.02

10. What are some phrases that are used with rhetoric?
Logos
Ethos
Pathos
Students should specify words/phrases that appeal to each area.
Power Hour 6.02

11. What will we complete? Power Hour 6.02 X Explain Graphic.
Lines from the Speech
Logos
Ethos
Pathos
Impact on the Audience
Example:
We are confronted primarily with a moral issue. It is as old as the Scriptures and is as clear as the American Constitution. X
Kennedy lets the audience know that they are facing a battle that has been around for hundreds of years. 1. 2. 3. 4. 5.
Explain Graphic.
Explain how students will listen to a speech by JFK and then work to complete the graphic organizer collaboratively. Encourage them to listen for words/phrases that appeal to Logos, Ethos, Pathos
Power Hour 6.02

12. Are you ready to try? Power Hour 6.02
Please open a web tour and share with students the audio. They may follow along as the speech is given within the course. Ask them to make note of any instances of rhetoric. They will want to make a note/write it down so that they can contribute on the next graphic.
Power Hour 6.02

13. Evaluation of a Speech Power Hour 6.02 X
Lines from the Speech
Logos
Ethos
Pathos
Impact on the Audience
Example:
We are confronted primarily with a moral issue. It is as old as the Scriptures and is as clear as the American Constitution. X
Kennedy lets the audience know that they are facing a battle that has been around for hundreds of years. 1. 2. 3. 4. 5.
Students will work to complete the graphic organizer collaboratively.
****They will need to take a screenshot and SUBMIT the graphic organizer to their instructor!
Power Hour 6.02

14. How did we do?
Have students place a clip art on each of the areas to grade themselves.

15. 6.03 Power Hour
In this lesson, you will read and review the facts, opinions and impact of the U.S. Supreme Court case Brown v. Board of Education (1954). Although this case was formally settled several decades ago, one could argue that the same principles easily apply to current situations. As you evaluate this pivotal court case, you will apply its arguments and reasoning to a new situation.
ASSIGNMENT
For this assignment, you will complete a chart showing how the First Amendment impacted a landmark Supreme Court Case.  You will explain what the case was about and identify two current cases relating to this amendment.
OBJECTIVES
After completing this lesson, you will be able to:
evaluate the reasoning in seminal U.S. texts and apply the constitutional principles and legal reasoning in an argument of public advocacy
review and evaluate the constitutional principles and legal reasoning in a U.S. Supreme Court case and make applications in new arguments

16. Complete a chart showing how the First Amendment impacted a landmark Supreme Court Case. 
You will explain what the case was about and identify two current cases relating to this amendment.
Amendment I Freedoms, Petitions, Assembly
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
Which landmark case will you use to as your primary example? Visit the  Bill of Rights Institute Landmark Supreme Court Cases or do a quick web search to find a case.
Note: use search terms like "landmark cases amendment 1"
What is the landmark case about and how was this amendment upheld?
Respond in three to four complete sentences.
List two current court cases relating to this amendment. 
Do a web search for current court cases.
Note:  These cases must be from the last five years.
Students will work collaboratively to complete the chart. Ask them to conduct research on their own and then call on students to complete the chart and share their findings.

17. 6.04 Quiz Analyzing Purpose
You’re staying afloat! Here’s what’s next:
6.04 Quiz Analyzing Purpose
As you read through the text of the Declaration of Independence, try to imagine yourself both as one of the writers and also as the recipient of the document. Imagine the consequences, both immediate and long-term, that this document would have for centuries to come.
6.05 Evaluating Rhetoric
This is the speech that Lincoln gave upon his re-election to the presidency in 1865, just a little over a month before he would be assassinated. You will analyze this speech to determine its themes, purposes and use of rhetorical devices.

18. 6.06 Power Hour In this lesson,
For the assessment, you will search and gather information that could help to answer the question: How did Presidential addresses and Supreme Court rulings begin to change the lives of the American people beginning in the mid-20th century?

19. 6.06 Power Hour

20. 6.07 Power Hour In this lesson,
You will review the three different ways to cite information from research sources.

21. 6.07 Power Hour

22. The last piece of Module 6! 6.09 Discussion Based Assessment
6.08 Post-test
Take a look at your pre-test and see which areas you may need to review before taking this assessment 
6.09 Discussion Based Assessment
Call your teacher as soon as possible to discuss with them all you have learned in module 6.
Hint: You may need to discuss Ethos, Pathos, Logos and the reliability of resources.

23. Collaboration Credit
In order to receive collaboration credit for this presentation you will complete a two paragraph s(5-10 sentences each) summarizing your experience in tonight’s session. Paragraph 1: You will address the following questions: 1.) Did you find tonight’s session helpful? Why or why not? 2.) Would you consider yourself an active participant or an observer in the session? 3.) Did you feel like this was a easy or difficult way of completing this assignment? Paragraph 2: You will answer these questions: 1.) What does pathos, ethos and logos mean? 2.) Describe one type of advertisement for each technique mentioned above.

24. Now what?
Please make sure you have saved your screenshot of the Evaluation of a Speech whiteboard.
Upload the file as an attachment and submit it to your Instructor.
IF you need collaboration credit, please submit your paragraphs for collaboration reflection as well.