Unit on Rhetoric

To the teacher who wishes to do a unit on Rhetoric:

I taught this unit on Rhetoric for many years in many variations, generally to sophomore English students, second semester. The first part is a unit on the elements of rhetoric. It creates a foundation of concepts and vocabulary that bond the class into a “knowing” culture.

I usually pause at the lesson on logical fallacies and give the students a day or two to create group posters for each fallacy. These I put on the wall and then they can “cheat” off them for the enclosed quiz. It makes for humor while learning. Also, a side effect is that they really learn the concept for which they made the poster.

You may want to take more than a day per page. The pages are meant to be copied so that each student has a page for his or her notebook. If the pages are kept together, the students will have an organized body of notes.

After the general intro to Rhetoric, the students read class copies of the three speeches (Douglass, Lincoln and King) which have been abridged to help make them accessible to all reading levels. I will try to scan them in when I have access to a scanner in September.

General Intro to my teaching style

1. I believe that history (timelines, maps and cultural background) help students connect the literature to the world and what they learn in other classes. It helps them connect the dots so that their learning becomes a tapestry rather than disconnected random facts.

I draw maps and give map quizzes. I draw timelines and show the connections and then expect students to reproduce timelines on exams.
I show pictures and parts of movies to illustrate the historical world when it is shown in a historically correct manner. Clothing, hairstyles, architecture, natural settings, historical settings, interiors…all help to make the world of the story come alive for students. To think students cannot visualize a world outside their ghetto, barrio, suburban neighborhood, youth culture, is to sell them short and to cheat them.

2. Drama and art wake students up to the literature and remain with them for years. I kept a supply of large paper and markers, scissors and glue, white bed sheets, table clothes, plastic fruit, flowers, platters, goblets, swords, other fabrics, especially gold, bows and arrows, safety pins, etc. which could become banquet tables or kings’ costumes at a moment’s notice. (Ask for donations and/or go to the dollar store. Stock up and save for the future.) Students are expected to draw for certain homework and participate in classroom group drawing activities, no matter what their skill level. It is amazing what they come up with!

3. My classes were 45 minutes, five times a week. If you have a different schedule, you may want to alter my lessons to fit your timing. You may also find you teach three of the same class and use the same sign up sheet for all three or create a page that works for only one class at a time.

I use open notebook tests and classwork, with partners (2 per test or assignment) to reinforce using the notebook and cooperative learning. What one student doesn’t know, the other student supplies. They share the same grade. To keep control, I declare that CHEATING is talking to any other group of two. This needs some getting used to but builds knowledge and team spirit. I call these “quizzls” to emphasize that they are not part of their grades but more a proof of participation.

I will add lessons on viewing the movie “The Great Debaters” at a later date.

Name_____________________________
Day one__________________
Aim: What is Rhetoric?

We are starting a new unit. The first unit explored how people use words to communicate feelings. Now we will combine feelings and logical thinking to show how people communicate ideas.

If you want to learn more, check out this site:
Silva Rhetoricae = Rhetorical Forest (http://humanities.byu.edu/rhetoric/silva.htm)

Rhetoric is the study of effective speaking and writing. It is the art of persuasion. It is the way to get people to agree with you and do what you want. It really helps to know HOW it works. Rhetoric was developed and taught to students over 2500 years ago in ancient Greece and it is taught today. Rhetoric is a call to action.

Timeline of great speakers:

300 BCE________0___500 CE_600_____1770_______1860_______1850’s____1960’s
Socrates Plato Aristotle Jesus Confucius Muhamed Thomas Jefferson Abraham Lincoln Frederick Douglass ML. King

The purpose of learning Rhetoric is to train students

1) to understand how language works orally and in writing, and
2) to become skilled in applying the resources of language to improve their own speaking and writing.

To make an analogy, rhetoric is like fighting. In fighting you can learn how to punch, block, move so that you can get the upper hand. In rhetoric, you learn how to fight with speech so that your opponent goes down. Who uses this? Everyone! Lawyers and businessmen do, of course, But so does everyone who wants to get his or her way.

When have you ever argued a point and won what you wanted?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

When did you not make a good argument and later thought of all the things you should have said?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name_____________________________
RHETORIC Day two__________________
Aim: What is Rhetoric?
Give three reasons why it is so important to know your audience.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Rhetoric begins with being aware of to whom you are talking and where and when.

1. kairos (awareness of the moment);

2. audience (awareness of the people who are listening/reading)

3. decorum (awareness of the right way for that circumstance)

KARIOS; the moment
1. There is about to be a fight you don’t want to happen
2.Someone just hurt someone you care about.
3.You believe in a candidate and want to convince people to vote for him.
4.You are a sales person and will get commission if someone buys.

AUDIENCE: list 4 different ones
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
DECORUM- the right way to act and speak, what would be the change if you were

meeting the president _______________________________________________________________________
visiting a home of a new friend

_______________________________________________________________________
talking to a mugger

_______________________________________________________________________
going to the principal to ask for more rights

_______________________________________________________________________
stopped by the police

_______________________________________________________________________

Name_____________________________
RHETORIC Day three__________________
Aim: What are the three ways to appeal of a person who tries to persuade?

Persuasion, according to Aristotle and the many authorities that would echo him, is brought about through three kinds of proof (pistis) or persuasive appeal:

1. logos The appeal to reason.

2. pathos The appeal to emotion.

3. ethos The appeal to a sense of right and wrong, justice, fairness.

YOU WANT TO GO OUT TO A PARTY. GIVE YOUR PARENT OR GUARDIAN ONE ARGUMENT OF EACH. (groups of 2)

1.logos The appeal to reason.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.pathos The appeal to emotion.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ethos The appeal to a sense of right and wrong, justice, fairness.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Although they can be analyzed separately, these three appeals work together in combination toward persuasive ends.

Name_____________________________
RHETORIC Day four__________________

Aim: What are the three directions or branches of oratory?

ORATORY=_________________________________________________________

ORAL=________________________________________________________________

ORAL CULTURE=_____________________________________________________

ORATOR=______________________________________________________________

WHO IS AN ORATOR BY PROFESSION?
________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. branch of oratory time purposes special topics of invention
judicial past accuse or defend justice / injustice

deliberative future exhort or dissuade good / unworthy
advantageous / disadvantageous

epideictic present praise or blame virtue / vice

ONE EXAMPLE OF EACH:
JUDICIAL______________________________________________________________
DELIBERATIVE________________________________________________________
EPIDEICTIC___________________________________________________________

The orator must keep all five of these parts in mind in preparing and making a speech.

4. 1 Invention – good ideas
2 Arrangement – good organization of those ideas
3 Style – give it flavor
4 Memory – memorize or know your speech….ahhhh, sooo,,ahhh, you…ahhh
5 Delivery – strong clear voice that CAN BE HEARD by all of your audience

Arrangement (dispositio or taxis) concerns how one orders speech or writing. In ancient rhetorics, arrangement referred solely to the order to be observed in an oration, but the term has broadened to include all considerations of the ordering of discourse, especially on a large scale.
Name_____________________________
RHETORIC Day five____________
Aim: to learn logical fallacies.
Fallacy= unfair or untrue
Logical fallacy= an argument which has NOTHING to do with the argument.
——————————————————————————————————
1. ad hominem: attacking the human; when logic fails, people get personal;
e.g you’re ugly, fat, stupid, thin, gay, your mother…..

2. begging the question: the desired conclusion is built into the question
e.g. You don’t want to look bad, do you? Are you stupid?

3.non sequitur: It doesn’t follow. The sequence is not real because there is no
logical connection between the first idea and the second.
e.g. You are cute, therefore I should pass you.
He listens to Rap therefore he must be Black and live in a
ghetto.

4.post hoc ergo propter hoc: (“after this, therefore, because of this”)
two events or ideas are thrown together as though they are
related but they are not. There IS no cause and affect.
e.g. You should pass because tea is cheap in China.

5.card stacking: piling on all the good points or ALL the bad points without being
fair or balance e.g. You are failing because 1. your grades are
low 2. your homework is sloppy 3. you fell asleep in class three
weeks ago 4.Your name is hard to remember 5. you forgot
your pen twice 6.you did not start your journal on time
yesterday AND 7.Tea is cheaper in China.

6.glittering generalities: using words that are glamorous, exciting, respectable, luxurious, to make people buy a product, vote for a person, make a decision
e.g. fine American, good Christian, family man, family values, nutritious, exquisite, luxurious, delicious,

7.emotional appeal: appealing to our inner fears, hopes and desire.
EVERYONE fears failure, being unloved, not being cool, dying, getting old.
EVERYONE wants to be sexy, loved, safe, good smelling, happy, safe, alive.

8.black and white fallacy: the speaker creates a false dilemma or an either-or situation when actually there are many alternative solutions or answers.

9.bandwagon: everyone is doing it. Why aren’t you?

10. testimonial: Using a celebrity as an expert. E.g. sports people selling cars, food, beer, a politician
Name_____________________________ (circle one)
RHETORIC Day 6__________________

Aim: What is the strongest arrangement of a speech?

5.Arrangement of a Classical Oration

1. Introduction exordium

2.Statement of Facts narratio

3.Division partitio

4.Proof confirmatio

5.Refutation refutatio

6.Conclusion peroratio

Cicero aligned certain rhetorical appeals with specific parts of the oration. In the exordium or introduction, it is necessary for one to establish his or her own authority. Therefore, one employs ethical appeals (see ethos). In the next four parts of the oration (statement of facts, division, proof, and refutation), one chiefly employs logical arguments (see logos). In the conclusion, one finishes up by employing emotional appeals (see pathos).

Say it in your own words. What is the job of each part of a speech?

exordium_______________________________________________________________________________________________________________________________________

narration_______________________________________________________________________________________________________________________________________

partitio________________________________________________________________________________________________________________________________________

confirmatio_____________________________________________________________________________________________________________________________________

refutatio________________________________________________________________
_______________________________________________________________________

peroratio_______________________________________________________________________________________________________________________________________

Name_____________________________ Quiz on Logical Fallacies
RHETORIC Date __________________
A fallacy is ______________________________________________

ad hominem, begging the question, non sequitur, testimonial,

post hoc ergo propter hoc, card stacking, glittering generalities,

emotional appeal, black and white fallacy, bandwagon

1._______________________________Beyonce drinks Sierra Mist. So should you.

2._______________________________Everyone is wearing Levis. Shouldn’t you?

3.____________________________________You can either love him or hate him.

4._______________________________You don’t want to be unpopular, do you?

5.______________________________This cereal is nutritious, delicious and tasty.

6._____________________________Don’t vote for this candidate. His wife is ugly.

7.__________________________You are cute. Therefore you will pass this class.

8.__________________________This toothpaste is 1000% better than other leading brands. It is also tastier and has the endorsement of many dentists.

9. __________________________He is African American. He is tall. He must love basketball.

10._________________________She is short. She is not African American. She cannot be good at basketball.

11. ___________________________Vote for me. I love America. Mothers are wonderful. Let’s all eat apple pie.
12._______________________________Don’t vote for her. Her daughter is gay.

13. __________________________ This cream is scientifically proven to be 32% more effective than other acne creams in preventing glaring blemishes.

14.__________________________Derek Jeter, of the Yankees drives a Toyota.

15.___________________________Everyone is cutting class. Why aren’t you?
Extra: The three appeals that a speaker can make are logos, pathos and ethos.
Logos_________________pathos________________-ethos___________________
Name_____________________________
RHETORIC Day 7__________________
Remember that Rhetoric is the art and science of persuading someone of the rightness of your ideas…whether you are selling a car or a social change.

Now we are going to read speeches made by some of the great (orators) speechmakers in our country’s history. We will read the words of Fredrick Douglass who was born a slave and spoke to abolish slavery, Abraham Lincoln who spoke to free the slaves while preserving the union and Martin Luther King, Jr. spoke for civil rights for all people.

First, let’s see where these great orators are in time:

(Independence) Douglass Lincoln (WWI) (WWII) King
_______________________________________________________________________
1776 1850’s 1860’s 1914-19 1939-45 1960’s

The next thing we have to do is prepare to read sophisticated speeches for grown ups.
We need to know a few words and ideas to prepare before we read.
Working together in groups of three, look these words up and write their definitions.

1. Slave___________________________________________________________
2. Abolition___________________________________________________________
3. Reproach___________________________________________________________
4. Obligation__________________________________________________________
5. Moral______________________________________________________________
6. Betray_____________________________________________________________
7. Principle___________________________________________________________
8. Bequeath___________________________________________________________
9. Fetters_____________________________________________________________
10. Tumultuous-_______________________________________________________
11. Intolerable-________________________________________________________
12. Perpetuate-________________________________________________________
13. Auction___________________________________________________________
14. Submission________________________________________________________
15. Ridicule__________________________________________________________
16. Rebuke___________________________________________________________

Name __________________________________ Reading # 1 on Rhetoric
Partner__________________________________

Read the speech made by Frederick Douglass on July 4th, 1852. Read it again.

1. After reading the brief biography of Douglass before the speech, what three obstacles did Douglass have to overcome before he stood in front of this audience?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What was Frederick Douglass known for before he stood on this particular stage?

3. In paragraph,1, what technique does Douglass use to pull in his listeners?

_______________________________________________________________________
_______________________________________________________________________

4. In the second paragraph, what immeasurable distance does Douglass recognize?

_______________________________________________________________________
_______________________________________________________________________

5. What does sacrilegious in paragraph 3 mean?
_______________________________________________________________________
_______________________________________________________________________

6. WHAT is Douglass calling sacrilegious?
_______________________________________________________________________
_______________________________________________________________________

7. In paragraph 4 copy the Biblical quotation that Douglass uses to say he will not forget his fellow slaves even though he has attained his own freedom.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________

8. List at least negative three words Douglass uses against American slavery in ¶5.

Fredrick Douglass page 2

9. Name two slave experiences Douglass mentions in paragraph 5.
______________________________________________________________________________________________________________________________________________

10. In paragraph 6, according to Douglass, what relationship does God have to slavery?
_____________________________________________________________________________________________________________________________________________________________________________________________________________________

11. In paragraph 7, Douglass wants to shout into the nation’s ear. By picturing the nation as a person having an ear Douglass is using the literary technique of ________________
What does Douglass want to do to this imaginary ear?
_____________________________________________________________________________________________________________________________________________________________________________________________________________________

12.In paragraph 8, Douglass concludes by calling Americans hypocrites which means_____________________________________________________________

13. What was ironic about asking a Black man to make a speech about independence in 1852?
_______________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________________

13. We learned that there are three appeals: logos, pathos and ethos.
Which does Douglass use? Defend what you say with proofs from the speech. _____________________________________________________________________________________________________________________________________________________________________________________________________________________

14. Imagine you had the opportunity to speak against slavery or any other injustice you see today. Write a poem, rap or short speech to pour into the nation or world’s ear.
Or create a propaganda poster to express your opinion. This is homework.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Name______________________________ Partner___________________ Reading #2 in Rhetoric
President Abraham Lincoln’s Second Message to Congress.
Read the introduction and speech by Lincoln to the congress in 1862. Fill in the following as you read. Work with your partner. Find the exact lines that answer

1. When Lincoln made this speech, how was the North doing in the Civil War?
a. very well b. slowing down c. moving faster

2. At the time, the American people felt about their 16th president was
a. doing a terrific job b. doing a terrible job c. stealing money

3. What two moral and political obligations concerned Lincoln?
__________________________________________________________
__________________________________________________________
4. Some of President Lincoln’s advisors called his emancipation plans ___________________________ and________________
What did they think Lincoln might be destroying?
__________________________________________________________
5. In paragraph one, what three things make up a nation?
__________________________________________________________
6. Of the three things that make up a nation, which is the only thing that stays pretty much the same through the years? _______________________________________________

7. The three technologies that have united the people of America are _____________________________ _______________________ ________________________________________

Lincoln, as a lawyer, once defended the railroads when shipping businesses on the Mississippi River wanted to stop their crossing the river going west. He argued that people had as much right to go east and west as they had a right to go north and south (on the Mississippi River.) He fought for the transcontinental railroad which was started from both the west coast to the east and east coast to west. When it met in the middle, people had a cheap, fast and safe way of traveling all through the United States. In this way, Lincoln also unified the nation.

8. In paragraph 1, Lincoln also quotes the Bible: “One generation passeth away, and another generation cometh, but the earth abideth forever.” This means
a. the land always changes but the people remain the same
b. the people always change but the land always remains the same
c. the land and people always stay the same but technology changes
9. In paragraphs 2 and 3, Lincoln argues that the North and South should not separate because
a. the North will win in a war against the South
b. they share land mass and will have always to talk to communicate with each other
c. the British will come back and win back both lands

!0. In paragraph 4 Lincoln says “Men should utter nothing for which they would not willingly be responsible through time and in eternity…” which means
a. Men should say anything that comes to mind
b. Men should vote on anything they say
c. Men should think of the consequences of what they say
to future generations.

11. In paragraph five, Lincoln is aware some of the criticism he is getting from members of congress and
responds to it by
a. telling them he is the boss
b. apologizing for being older than some of them
c. recognizing that some of them thinking he is young and inexperienced

12. In paragraph 6, Lincoln notes that we have to get away from dogmas and think anew. Today we would call this
a. sticking to the old ways
b. thinking outside of the box
c. not thinking

13. In paragraph 7, Lincoln warns the Congress that we cannot escape history meaning
a. people of the future will judge us
b. people of the past caused our problems
c. people of other countries will either respect us or disrespect us for what we decide to do today.
d. a and c are both correct

14. The “last best hope of earth” is America as
a. a truly democratic country for all its inhabitants
b. a very wealthy country
c. a model of freedom for the rest of the world
d. a and c are both correct

15. How does Lincoln’s ending to this speech make it sound more powerful?____________________________________________
__________________________________________________________

16. Homework: Write a poem, rap, letter or speech about freedom in America. Or draw your response. Due Tuesday.

Name____________________________ Date________________E4________
“Letter from Birmingham City Jail” paragraphs 1-7 Day 1

Journal # 4___ 1. Copy the quotation into your journal

”An unjust law is no law at all.” St. Augustine

2. What does this mean to you?
3. When have you ever experienced an unjust law? Explain.

1) Martin Luther King Jr. wrote his speech “Letter from Birmingham City Jail” as he
a. sat amongst other prisoners
b. while he was awaiting trial
c. remained in solitary confinement

2) King’s motivation in writing this speech was in response to
a. the president asking him to explain his actions
b. clergymen who were calling for an end to the nonviolent demonstrations he was leading
c. nothing- he decided to write it on his own

3) King was ____________________ to Birmingham, despite contrary beliefs, to stop the ___________________________ that were occurring in the city.

4) In paragraph 2, King uses the comparison of the prophets of the eighth century B.C. and the Apostle Paul to show what?
a. they were leaders who wouldn’t take no for an answer
b. just as they did, King would go beyond the boundaries of his city to promote freedom and the call for aid
c. they were good men who never let their families down and he wanted to follow their example

5) In paragraph 3, King makes the point that
a. each state should have their own rules and the members of those communities should not be concerned with other states
b. citizens of the United States must be unified and concerned about the care and safety of everyman
c. our government leaders need to take a stand against segregation

6) In paragraph 4, King cannot believe the reactions of the demonstrations by the people in power because
a. he is taken aback that those in power would react so strongly to the demonstrations but not the conditions that brought forth the demonstrations
b. white people have lead demonstrations throughout history and he doesn’t understand why they would be upset about these demonstrations
c. these demonstrations are nonviolent and therefore no man will be harmed

7) In paragraph 5, King outlined the four steps in a nonviolent campaign. They are: __________________________________________________________
__________________________________________________________________

8) King used the strategy of non-violence to achieve civil rights which means
a. a bloody revolution b. by any means necessary c. by using peaceful protest

9)What are some examples King used to prove that Birmingham is probably the most segregated city in the United States?
______________________________________________________________________________________________________________________________

10)King believed that a person has a legal and moral responsibility to obey just laws and to disobey unjust laws. This means that laws had to be
a. voted in by Congress and acceptable to God
b. voted on by both the House and the Senate

11) In paragraph 7, according to King, a just law is
a. in harmony with eternal law
b. uplifts the human personality
c. does not give anyone a false sense of superiority
d. all of the above

12)King calls all segregations laws unjust because they _________________ the personality and _________________ the soul. He says it gives the segregator a false sense of
a. authority and power
b. confidence and high self-esteem
c. limitation and weakness

13. Explain philosopher Martin Buber’s two kinds of human relationships:
“I-it”_______________________________________________________________
“I-thou”_____________________________________________________________
Name____________________________ Date________________E4________
“Letter from Birmingham City Jail” paragraphs 8-14 Day 2

Journal # 46
1. Tell of one unjust law you have experienced.
2. Tell of one relationship you have or have had
which is “I and thou.”

Today we are continuing our reading of Martin Luther King Jr’s
“Letter from a Birmingham Jail.”

1. In paragraph 8, King uses the words “majority” and “minority” to mean
a. the controlling group and the group that is controlled
b. the voters and non voters
c. the Senate and House of Representatives

2. In paragraph 8, King defines an unjust law as one created by a
a. majority of people in power who are also bound by it
b. majority of people in power who are not bound by it
c. an agreement of both the majority and minority of people

3. In paragraph 9, King also describes an unjust law as one which
a. is voted on by everyone
b. is not voted on by the people who must obey it
c. exists only in Alabama

4. When King described a law that is “just on its face but unjust in its application” he meant _ ___________________________________________________________________
___________________________________________________________________

5. In paragraph 11, King shows his own respect for the law when he
a. follows all of them without question
b. breaks them when he feels like it
c. breaks them when his conscience says but accepts the penalties

6. In paragraph 12, King evokes the spirits of other “extremists.” How did King change the word that was thrown at him as an insult?
__________________________________________________________________________________________________________________________________________

7. Still n paragraph 12, King evokes the spirit Jesus who taught______________.

8. He also evokes the Biblical Amos who taught____________________________

9. King evokes Lincoln who taught_______________________________________

10. Finally, King evokes Jefferson who wrote the declaration of Independence and said “_______________________________________________________________
____________________________________________________________________”

11. In paragraph 13, King evokes the spirits of the heroes of the struggle for equality in America including

a. James Meredith who was the first Black student at the University of Mississippi, causing riots when he first attended in Oct, 1962
b. Old tired women who refused to continue to segregate buses
c. Young people who nonviolently desegregated lunch counters
d. All of the above

12. King ends on a note of
a. anger and sarcasm
b. fear
c. love and hope

Homework:

Create a poem, rap or drawing that evokes Martin Luther King, Jr’s dream for America as he sat in solitary confinement in a Birmingham jail.