Thursday, March 16, 2023

MLK; Propaganda; NF Quiz

 1. Monday, 3/20- Tuesday, 3/21-Read, Analyze, and Discuss I HAVE A DREAM

-Evaluate Textual and Contextual elements to locate the author's rhetorical devices utilized throughout the speech

2.  Wednesday, 3/22-   Continue with MLK speech

3. Thursday,  3/23- and Friday, 3/24- Propaganda Unit
Link to Lesson:
https://bhscomp1.blogspot.com/2021/05/propaganda-web-quest.html

POWERPOINT
https://docs.google.com/presentation/d/1L6W1vBsSRrP0gVnBx2U-KjymElL7UDMY/edit?usp=share_link&ouid=115237694256539959089&rtpof=true&sd=true

Due to Google Classroom by Monday, 3/27 before you enter class.

4. 3/27A Christmas Memory;  
NF Quiz (Monday, 3/27)
Lesson Link: Read A CHRISTMAS MEMORY BY TRUMAN CAPOTE

(BELOW YOU WILL FIND THE LESSON LINK TO THE STORY.  PLEASE READ AND COMPLETE)

A CHRISTMAS MEMORY LESSON LINK:

Audio Link Read by Truman Capote: 

A CHRISTMAS MEMORY LESSON LINK: 

http://bhscomp1.blogspot.com/2023/03/a-christmas-memory.html




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"I Have a Dream"



Background: Lincoln's Emancipation Proclamation
Introduction
When the American Civil War (1861-65) began, President Abraham Lincoln carefully framed the conflict as concerning the preservation of the Union rather than the abolition of slavery. Although he personally found the practice of slavery abhorrent, he knew that neither Northerners nor the residents of the border slave states would support abolition as a war aim. But by mid-1862, as thousands of slaves fled to join the invading Northern armies, Lincoln was convinced that abolition had become a sound military strategy, as well as the morally correct path. On September 22, soon after the Union victory at Antietam, he issued a preliminary Emancipation Proclamation, declaring that as of January 1, 1863, all slaves in the rebellious states “shall be then, thenceforward, and forever free.” While the Emancipation Proclamation did not free a single slave, it was an important turning point in the war, transforming the fight to preserve the nation into a battle for human freedom.
GOALS:
To read, comprehend, and analyze Martin Luther King, Jr's speech, “I Have a Dream"
To identify the author's purpose
1. Read the excerpt  "I Have a Dream" from your online textbook- 9th grade Aqua PAGE 494

I  have a dream
in remembrance of Martin Luther King Day, we are going to listen to a short excerpt from his famous "I Have a Dream" Speech
Pages



Background

The Civil Rights Movement The U.S. Constitution guarantees certain rights to all Americans. The struggle of African Americans to have their rights recognized is known as the civil rights movement. Marked by demonstrations and legal challenges, this movement began in the 1950s and was led by figures like Martin Luther King, Jr.
Intro to the author:

Dr. Martin Luther King, Jr.
(1929–1968)
Born in Atlanta, Georgia, Dr. Martin Luther King, Jr., was the most charismatic leader of the civil rights movement. During the 1950's and 1960's, King organized nonviolent protests to bring about equal rights for all Americans.


A Voice for the Oppressed, King first came to national attention in 1956 in Montgomery, Alabama, when he organized a 382-day boycott of the city's segregated buses by African Americans. He went on to lead other protests and to speak out eloquently against poverty and social injustice. He was assassinated on April 4, 1968. His birthday, January 15, has since become a national holiday.
Fast Facts
  • At thirty-five, King became the youngest man and only the third black man to be awarded a Nobel Peace Prize.
  • The song “Pride (in the Name of Love)” by the famous rock band U2 is a tribute to Martin Luther King, Jr.

 I HAVE A DREAM

  • hallowed adj. sacred The battlefield is considered by many to be hallowed ground. 
  • degenerate v. grow worse Don’t let this discussion degenerate into a shouting match. 
  • creed n. statement of belief The creed of brotherhood is preached by many who do not practice it.


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Rhetoric: 

Build Skills
I Have a Dream 
Practice these skills with either “I Have a Dream” 

Literary Analysis

A persuasive speech is a speech that tries to convince listeners to think or act in a certain way. Persuasive speeches may appeal to reason or emotion or both. In order to engage the audience, speakers often include rhetorical devices, patterns of words and ideas that create emphasis and stir emotion in the audience. Common rhetorical devices include the following:
  • Parallelism: repeating a grammatical structure or an arrangement of words to create a sense of rhythm and momentum
  • Restatement: expressing the same idea in different words to clarify and stress key points
  • Repetition: expressing different ideas using the same words or images in order to reinforce concepts and unify the speech
  • Analogy: drawing a comparison that shows a similarity between unlike things
RHETORICAL DEVICES: ETHOS (CREDIBILITY), PATHOS (EMOTIONAL APPEALS), LOGOS (LOGIC)

Reading Skill

Persuasive techniques are devices used to influence the audience in favor of the author’s argument. In addition to presenting evidence in a persuasive speech, a speaker may also use emotionally charged language and rhetorical devices, such as those listed above.
To analyze and evaluate persuasive techniques, read aloud to hear the effect. Notice the emotional impact of certain words and the rhythm and momentum created by specific word patterns. Consider both the purpose and effect of these persuasive techniques. Use a chart like the one shown to organize your analysis.

Vocabulary Builder


Textual analysis is the rhetorical concept that are used to analyze the features of texts. … In another simpler definition, textual analysis is the sole focus on a piece of rhetoric while contextual analysis is the focus on the “big picture"


Both textual and contextual analysis are generally used when doing an in depth rhetorical analysis of various works. While they are both taken advantage of, they are on opposite ends of the spectrum of analysis and entail entirely different approaches. Textual analysis involves looking at the text as it is and what literary strategies it entails. There is an emphasis on analyzing the style of the piece, words used and the way in which the speaker delivers the message. Textual analysis also looks at the appeals; pathos, ethos and logos, to better understand the argument that the author or speaker is trying to convey in their work. Overall, the textual approach to rhetorical analysis is used to dig deep into the literal text and better understand what is being said and what the speaker is trying to defend or present to the reader.
Contextual evidence on the other hand focuses on better understanding the reasons behind why a particular piece is written, looking at it as part of a bigger picture, not just words on a paper, but something that has a role in a particular time or event. In order to understand and analyze the context of any piece, one must have information on the background of the topic, background of the author as well as information about the time in which it is written. This is necessary to help construct the bigger picture in which a particular piece is a part of because the contextual approach to rhetorical analysis looks at things as a part of a larger picture or a response to something else. Therefore, the context cannot be fully understood if one does not know the background, but through contextual analysis, one can find out these various facts and best understand the true reasons for a particular work, not just the literal words used.
One famous example that can be analyzed for contextual as well as textual analysis is Dr. Martin Luther King’s “I Have a Dream” speech. Looking at it textually, King makes use of repetition of the phrase, “I have a dream” to emphasize how he sees something better for the country that he hopes one day will happen. He is relying on pathos throughout in order to relate to his audience, regardless of race,  because the issue of discrimination is a powerful subject and his details bring out emotion. He also uses words such as we, us and together throughout to stress that the country needs to strive for unity among all and by repeating these words he is emphasizing that this truly is important for all people. As part of the bigger picture, this speech was given in 1963 during the Civil Rights Movement, a time in which African Americans were fighting for equal rights. Therefore, it is important to know that Dr. King is African American and that this movement directly effects him making his speech more meaningful and powerful. It also makes people realize that equality among people is not literally a dream, instead it is something that needed to be done in the United States and it needed to happen as soon as possible so everyone could be treated fairly.
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Years after his death Martin Luther King, Jr, continues to touch the lives of millions of people throughout the world.  Politicians, writers, musicians--people from all walks of life--continue to promote King's message of equality and harmony.  The following song by the popular Irish rock band U2 was written as a tribute to King and his message.

Students will read background info and listen to CD

II. Background:
  • This is a tribute to Martin Luther King, Jr. An exhibit dedicated to the civil rights leader was on display at the Chicago Peace Museum in 1983 when the band visited.
  • Bono is speaking about those throughout history who have died because they preached of the equality of all men and practiced nonviolence as the only way to achieve their goal of having this equality universally recognized.

    MLK is the primary example of nonviolent resistance as the only way to bring about changes in civil rights.

    The song is about singular "people" that lived their life with pride. Not in a boastful way, but with the pride a person has when their thoughts and actions are motivated by their understanding and full awareness of the dignity and sanctity of ALL human life.
  • King was killed on a Memphis motel balcony on April 4, 1968. Bono sings "early morning, April 4," but King was actually killed in the evening. Bono has acknowledged the mistake and sometimes sings it as "early evening, April 4."

  U2 "Pride" (youtube link)
Pride
    Pride (In The Name Of Love)
    U2
    One man come in the name of love
    One man come and go
    One man come he to justify
    One man to overthrow
    In the name of love
    What more in the name of love
    In the name of love
    What more in the name of love
    One man caught on a barbed wire fence
    One man he resist
    One man washed up on an empty beach
    One man betrayed with a kiss
    In the name of love
    What more in the name of love
    In the name of love
    What more in the name of love
    Early morning, April four
    Shot rings out in the Memphis sky
    Free at last, they took your life
    They could not take your pride
    In the name of love
    What more in the name of love
    In the name of love
    What more in the name of love
    In the name of love
    What more in the name of love
    In the name of love
    What more in the name of love
III.

Connecting to the Literature

I Have a Dream, Martin Luther King, Jr., challenges Americans to live up to national ideals of equality and justice. Write a 5 paragraph essay in which you describe some other ideals that you consider to be characteristically American. Use at least three of these words: embody, comprise, define, invoke.

IV.
1. How does the song's message relate to (pay tribute to) King's message in "I Have a Dream"?
2. What similar emotions do both evoke?  Explain (Indicate the emotions, explain and use examples/ lines from each and explain)
3. What messages do the speech and song convey? compare and contrast each selection. Support your answer


Standards:

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject. 

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