Enlightenment+and+Revolutionary+Learning+Plan


 * Unit Five: Enlightenment and Revolution**

Description: Edwards’ fall during America’s religious awakening is the symbolic end of America’s attempt to climb from the religious abyss left in the wake of Puritanical fanaticism. With the void of theological thinking needing to be filled, science and philosophy stormed onto the scene. Meanwhile, America’s most visual conflict is not with the Church of England, rather it is with England itself. And, similarly, just as battle lines had been drawn between faith and hedonism, so too were battle lines drawn between those loyal to England and those who dubbed themselves the Sons of Liberty.

In this unit, students will explore the patriots’ attempt to persuade the American public the necessity of going to war against England. Additionally, students will witness the influence of European philosophy on both American thought and the shaping of the country. Additionally, students will follow how certain founding elements of the nation traveled through the centuries to the civil rights movement and how, using similar rhetorical techniques, speakers and writers argued the validity of an equal human condition for all people.

Specifically, students will identify, analyze, and utilize a variety of persuasive and rhetorical skills, both in their writing and oral communication. In addition to a traditional assessment, students will work together on a “controversial issue”, debating it with another group.

Enduring Understandings:

Knowledge:

Skills:

Learning Objectives: • Identify and use persuasive rhetoric • Identify and use varied styles of persuasion • Identify and use oratory mechanics • Understand and analyze the speaker’s choice of persuasive elements for purpose and audience • Analyze effectiveness of speaker’s persuasive techniques • Understand and analyze the historical context of literature within the development of American thought • Understand the development of American thought expressed in early political documents • Compare and contrast different persuasive approaches implemented for a similar goals • Understand the importance and use collaborative work skills • Identify and use effective oral communication skills to persuade and audience. Texts: • “Declaration of Independence” • “Letter to John Adams” • “Speech in the Virginia Convention” • “Common Sense” excerpt • from “Strive Toward Freedom” (three characteristics of oppression) • “Necessary to Protect Ourselves”—interview with Les Crane

Optional Texts: • Ben Franklin’s “Remarks Concerning the Savages in North America” • Thomas Paine’s “From American Crisis”

Assessments: • Traditional Unit Test • Persuasive Speech • Persuasion Analysis Paper

Traditional Unit Test: • Matching for Terms • Multiple Choice Reading Comprehension • Literary Term Application • Short Answer for Learning Objectives

Teams will engage in a debate in front of a classroom audience. Teams will research, prepare/organize, and present their side of an argument on a controversial issue. Arguments must demonstrate knowledge and mastery of persuasive techniques and rhetorical elements. Teams will collaboratively present their arguments during the debate. Team members will submit individual briefs demonstrating their personal knowledge of their topic and the persuasive essay elements. For the classroom debate, both teams will present their opening arguments, and then teams will be given a recess to prepare/revise their rebuttal to the opposition’s argument. Student audience members and teachers will decide debate results. // Issue Menu: // Animal Testing Driving Age Obama vs. McCain War in Iraq Profiling School Security Necessity of College Violence: TV/Video Games Piracy Restrictions on Internet // What are we trying to do? // Your task is to prepare to argue and support a position assigned to you by your teacher. You will do the necessary research to support your ideas, prepare to both pose and answer questions and practice your presentation so that it’s well polished. // How do we win? // Your goal is not necessarily to win, but to prepare to defend your side as best you are able. You will be marked on the quality of your evidence, your ability to defeat your opponent’s arguments, adherence to rules and the confidence of your presentation. Nevertheless, your teacher, along with some fellow students will determine a “winner”. You will need to present a more coherent and forceful set of arguments in a polished manner to prevail over your opponent. // Points of Note: // ·  Take care with the amount of time you have. Practice beforehand. Use index cards to record important notes. ·  Appearance may be evaluated. Dress properly. ·  Complete each speaking opportunity with a brief summary. ·  Listen carefully to the opposing team. They may make a significant point your team had not thought of during your preparation. You will want to address them in your rebuttal. A strong point left unchallenged makes your side appear all the weaker. ·  Back up your statements/assertions. Anybody can have an opinion but rationale wins the debate. ·  Take notes during the debate. // How do we prepare? // Once assigned a side in the debate, it is your task to research the topic. You will gather evidence that will be used to support your group’s position. Using this evidence as an aid, the team prepares a set of persuasive arguments designed to sway the judges to your side. Use the best of what you have found and house it in effective, confident delivery. Practice makes perfect. It is the combination of solid evidence and polished delivery that leads to success. It is also critical to consider what the opposition will say. Think through all the possible arguments your opponents will make. Success in a debate hinges on the ability to show that the opposing team’s reasoning is weaker that yours. Use the preparation document to organize your findings. // Expectations: // John Locke (1632-1704) Stagnation of American Literary Identity: http://usinfo.state.gov/products/pubs/oal/lit2.htm “The Enlightenment of Age of Reason”—Worksheet Key Points: ·  Enlightenment/Age of Reason ·  1700s ·  Natural laws, Natural rights, Progress ·  Deism—concept of architect—without divine intervention—contrast with Bradstreet’s “architect” from “Upon the Burning of Our House” ·  “Human achievement and happiness should be the focus of this life rather than the life to come.”—contrast with Puritans ·  Humanitarianism ·  Political Changes: most wars fought within countries rather than between countries—“Royal instability suggested insecurity of the social order” ·  Economic Changes: rise of merchant/trade class—share of political and social power—rigid class system based on inherited nobility and wealth become less secure ·  Religious Changes: Significant decline in church—less attention on God’s daily involvement in life—discovery of natural laws—decrease of fear of God ·  Focused on Man
 * // Persuasive Speech: //**
 * Presents organized and supported argument
 * Utilizes all three appeals of rhetoric
 * Demonstrates knowledge and application of unit literary terms
 * Effectively rebuts opposition and answers posed questions
 * Professional dress and presentation (volume, posture, word choice, composure, eye contact)
 * APA Bibliography with minimum 5 sources (at least 1 print)
 * Website Checklist for each electronic source and can discuss credibility of source on request
 * Individual persuasive essay
 * Mind
 * “Tabula Rasa”
 * Rejects concept of innate ideas
 * Compare to Puritans
 * God
 * Cosmological proof
 * Compare to Puritans
 * Natural State
 * Natural Rights
 * Government
 * 2 Treatises f Government
 * First-Monarch government can be justified by an appeal to the divine right of kings—(monarch derives his or her right to rule from the will of God, and not from any temporal authority, including the will of his subjects, the aristocracy, or any other estate of the realm. Chosen by God, a monarch is accountable only to God, and need answer only before God for his actions. ( http://en.wikipedia.org/wiki/Divine_right_of_kings )
 * Second—outlines a theory of civil society. Outlines “natural state”-- argues that all men are created equal in the state of nature by God. From this, he goes on to explain the hypothetical rise of property and civilization, in the process explaining that the only legitimate governments are those which have the consent of the people.
 * Revolution
 * Thus, any government that rules without the consent of the people can, in theory, be overthrown.
 * Early American writers, now separated from England, effectively had no modern publishers, no audience, and no adequate legal protection.
 * Remnants of rigid Puritan restrictions
 * British Influence