1. TODAY’S GOALS Continue developing preparations for the class debate Learn advanced strategies for addressing counterarguments

2. GROUP ACTIVITY: DEBATE PLANNING In your unit 4 groups Brainstorm ideas for how to structure your group’s debate as well as ideas for the content of your team’s speaking points 1.Generate at least 4 solid supporting reasons you could use for your argument (or 1 per group member if you have a team of more than four) 2.What are three supporting points that you will share with your opposing group? (Hint: they will be using these to plan their counterarguments, so plan strategically)

3. GROUP ACTIVITY: DEBATE PLANNING PT. 2 In your unit 4 groups: Continue planning for the strategy of your debate team. Focus on double checking your debate content, the quality of your sources, and backup plans that may be necessary. Make sure to determine: 1.What strategies will you use to counter the speaking points of the opposing group that have been shared with you? (Plan one strategy for each point) 2.What kind of data will you look for to support each your own main speaking points? Who will be responsible for finding this data? 3.What kind of organization/order will your group use for its presentation? Will you follow a set order or respond to the content of your opposing team? 4.Rhetorical appeals checklist: how are you using ethos, pathos, and logos? Try to come up with one example or supporting points for each. 5.If certain members of the debate are absent, how will you handle the content of their speaking point? For each group member, have at least one ‘second’ that is familiar with their speaking point and could step in if necessary. Indicate which members here. Suggestions: Don’t forget ethos and pathos (which were very scarce in the first debate), and make sure to focus on counterarguments, which are of central importance to this debate!

4. ADVANCED COUNTERARGUMENT STRATEGIES: INFORMAL FALLACIES Pg. 359 Post Hoc, Ergo Propter Hoc: Latin for “after this, therefore because of this” When a counterargument claims that one thing has caused another, you can point out the many ways in which causation is difficult to prove and a suggested causation may only be correlation Hasty Generalizations: When an opponent generalizes information from a small study or small group to a larger one, point out how this information may not be applicable and how the larger group differs from the smaller one False Analogy When your opponents use examples and analogies between multiple things or situations, you can disprove their arguments by showing the ways in which those things are different (and thus their analogies do not apply)

5. INFORMAL FALLACIES Either/or Reasoning When an opponent tries to boil down a complex issue into only two sides or two choices, point out the myriad of other possibilities to disprove their argument. Ad Hominem Latin for “against the person” If you cannot find fault with an argument, attack the credibility of the arguer instead Appeals to False Authority When an opponent supports their argument with the fact that “many people” or a famous person support it, point out that these people are not experts or authorities on the matter. Just because something is the most common view does not mean that it is right

6. INFORMAL FALLACIES Circular Reasoning When an opponent draws in or restates their main idea as part of the evidence to support it, illustrate this for readers to show the argument has not external evidence Slippery slope When your opponent implies that doing one action will lead to an inevitable series of events, point out the problems with causation and the many ways and times it can be stopped.

7. GROUP ACTIVITY: ADVANCED COUNTERARGUMENT STRATEGIES In your unit 4 groups Read through the claims on page 353 and answer questions 1-3

8. HOMEWORK Bring in any sources you will use for the class debate Journal Entry 29 Focus: CA Source Evaluation 2 Find the second source you will use for your classical argument essay Read and analyze the source. Sum up the argument it makes or find its thesis statement and write it here Identify the source as supporting your view, supporting an opposing view, or providing neutral background information Finally, play the Believing and Doubting Game to find the strongest and weakest elements of the source.