AFUR College Syllabus

America’s Four United Republics:
The Rhetoric of Free Enterprise
P15F-HONS-H121-F3  

Spring 2016

Monday and Wednesday 3:30 – 4:45                                                        Room: Monroe 317

Stanley Yavneh Klos

Office: Honors Lounge

Office Phone: 298-1781

Email: syklos@loyno.edu

Office Hours: Monday and Wednesday  2:00pm – 3:00pm and  by appointment

Course Description: University Honors Seminar, Spring 2016, Loyola University, New Orleans: America’s Four United Republics: The Rhetoric of Free Enterprise is divided into three seminar components: (1) A colloquium on the “art of discovering and implementing all the available means of persuasion for any given case,” specifically designed to master the five Roman Canons of Rhetoric; (2)  Utilizing rhetorical theory to identify, analyze and reorganize United States founding primary sources;  (3) Examining the role of dutiful citizenship while  applying  fundamental democratic doctrines and persuasive theory to expertly analyze the facts, issues and campaign rhetoric of the 2016 political contests.  . 

What is the Honors Curriculum?: The Loyola University Honors Program works with all undergraduate colleges to offer a rich and diverse curriculum affording students exceptional opportunities for individual learning, analytical thinking, and community engagement. Interdisciplinary in scope and grounded in our core Ignatian values, Honors seminars replace certain Common Curriculum requirements throughout the four undergraduate years; therefore, they do not add to the number of requirements for graduation.

Required Readings: The  two ancient treatises are difficult readings. They are, without a doubt, the most challenging readings you will have all semester. However, these two classic works lay the rhetorical foundation of persuasion in a free enterprise system.  Please do not panic if you do not understand everything in these ancient texts.  Your textbook, The Rhetoric of Western Thought and our class sessions will elucidate rhetorical theory and provide you with ample case studies to help you understand and practice the ancient  art of persuasion.. 

• Aristotle's Rhetoric (Ῥητορική) is an ancient Greek treatise on the art of persuasion, dating from the 4th century BC.  The Rhetoric is regarded by most rhetorical scholars as the most important single work on persuasion ever written. The Rhetoric was not intended for publication; it was a collection of students' notes in response to Aristotle’s lectures. The treatise shows the development of Aristotle's thought while a teacher in Athens through two different periods: the first, from 367 to 347 BC (when he was second to Plato in the Academy and the tutor of Alexander the Great), and the second, from 335 to 322 BC, when Aristotle was was the master of his own school, the Lyceum.  The Rhetoric illustrates Aristotle's expansion of the study of persuasion beyond Plato's early criticism of it in the Gorgias (ca. 386 BC) and other sophists as immoral, dangerous, and unworthy of serious study. Sophists were a category of teachers who specialized in using the techniques of philosophy and rhetoric for the purpose of teaching excellence and virtue, predominantly to young statesmen and nobility. The practice of charging money for education and providing wisdom only to those who could pay led to the condemnations made by Socrates, through Plato in his dialogues, which portrayed them as "specious" or "deceptive," hence the modern meaning of a Sophist being “a person who reasons with clever but fallacious arguments.” Socrates, Plato, and Aristotle saw rhetoric and poetry as tools that were too often used by Sophists  to influence others by manipulating emotion and omitting facts. Plato particularly accused the sophists, including Gorgias and Isocrates, of this instructive manipulation, placing the blame for the arrest and the death of Socrates at the feet of sophistical rhetoric. Aristotle, in stark contrast to the emotional rhetoric and poetry of the sophists, developed a rhetorical theory grounded in philosophy and the pursuit of enlightenment. One of the most important contributions of Aristotle's approach was that he identified rhetoric as one of the three key elements—along with logic and dialectic—of philosophy. Online text: http://rhetoric.eserver.org/aristotle/
• The Rhetorica ad Herennium, formerly attributed to Cicero but actually of unknown authorship, is the oldest surviving Latin book on rhetoric, dating from the late 80s BC.  The teaching of rhetorical theory in Latin was inherently controversial because public persuasion was viewed as a political tool, which was closely guarded in the hands of the Greek-speaking upper Roman class.  The Rhetorica ad Herennium, therefore, was viewed as a Roman liberal populist work that was most notably introduced by L. Plotius Gallus, who was the first to open a school of rhetoric at Rome in 93 BCE conducted entirely in Latin.   The work contains the first known description of the method of loci, a mnemonic technique. Ad Herennium also provides the first complete treatment of memoria (memorization of speeches). Its discussion of elocutio is the oldest surviving systematic treatment of Latin figures of speech, and is filled with examples of contemporary Roman events. This new latin style, was responsible for promoting revolutionary advances in Roman literature, oratory and the introduction of the five rhetorical canons.   The Rhetorica ad Herennium resurged as the most popular book on rhetoric along with Cicero's De Inventione, to teach rhetoric theory during the Renaissance.   Online text: https://archive.org/details/adcherenniumdera00capluoft
• Golden, James L.  Berquist, Goodwin F. and  Coleman, William E.  The Rhetoric of Western Thought;  Kendall/Hunt Publishing Company
• Klos, Stanley Yavneh, America’s Four Republics: The More or Less United States 2^nd Edition  and AFUR Curriculum, Historic.us Corporation, Palm Harbor, Florida 2015  

Grade Distribution

• Syllabus Quiz: 5%
• Public Speech: Presidential Candidate Persuasive 20%
• Participation and one page/workbook reading responses:  30%
• Paper #1:  Free Enterprise causes of the Revolutionary War: 20%
• Paper #2:  Article the First and 17^th Amendment: 25%

Assignment Descriptions

1) Reading Responses: Students need to learn how to write. You will only improve in your writing by writing frequently. Students will generally be reading two public works per week. Every time you read, you will be required to write a brief and casual reflection on the public address works before you arrive in class to discuss it. What I’m looking for: one page single-spaced a) first paragraph: summary of the reading b) second paragraph: reflection on the work focused on the assigned rhetorical canon or concept.    

2) Participation: In a seminar, students are required to participate in class discussions. Yes, I realize that some students are shy and do not like speaking in front of their peers; however, I am asking you to overcome this. Please realize that other students are not terribly good at writing, and I am dyslexic but I do not exempt them from the writing assignments. Participating in class discussion is an essential part of the university classroom experience. I will do everything in my power to make our classroom a comfortable and welcoming environment and award points accordingly.

PAPER #1: Due March 16^th, 2016

Some scholars have argued that economics and class conflicts caused the American Revolution. However, most experts now endorse the traditional theory that the Revolution was a political conflict, caused by irreconcilable differences about how the American colonies should be governed. By 1776, the British were committed to the view that Parliament must exercise unchallenged authority in all parts of the empire, including the power to tax Americans without their consent. Americans believed that they were entitled to certain fundamental rights, the "rights of Englishmen," which put certain activities beyond the reach of any government.

This assignment is a research paper that challenges you to go beyond Great Britain and its 13 North American Colonies’ inability to compromise on the above political governance ideas.  Specifically, you are to ferret out and analyze North American Colonial responses (Stamp Act Congress, 1767 Colonist Boycott Response to the Townshend Acts, 1774 Petition to the King, Articles of Association, Declaration of Arms, Olive Branch Petition, etc…)  to events like the Royal Proclamation of 1763, Quartering Act, Sugar Act, the Stamp Act, the Townshend Acts, British Occupation of Boston, and the so-called Intolerable Acts focusing only on the “free enterprise.” rhetorical discourse and how it contributed to the political conflict, which ultimately led to the Revolutionary War.     

The paper is to be submitted electronically in Microsoft Word with a printed copy handed in at the end of the March 16, 2016 class.  The six-eight page paper is to be written in a Times Roman #12 font , doubled spaced and in one inch margins.   The paper must include citations with endnotes and a bibliography, both following the Chicago Manual of Style.   The endnotes and bibliography are not to be included in the six-nine page required length.      Failure to include citations and a bibliographic apparatus, or to use the right format in doing so, will result in a reduction of your grade. 

PAPER #2: Due May 4th, 2016

Political scientists Martin Gilens, of Princeton, and Benjamin Page, of Northwestern, in their 2014 study, titled “Testing Theories of American Politics: Elites, Interest Groups, and Average Citizens." found that ordinary Americans have virtually no impact whatsoever on the making of national policy in our country.

The analysts found that rich individuals and business-controlled interest groups largely shape policy legislative and executive outcomes in the United States government. Our analyses suggest that majorities of the American public actually have little influence over the policies our government adopts,” Gilens and Page write:

“Americans do enjoy many features central to democratic governance, such as regular elections, freedom of speech and association, and a widespread (if still contested) franchise. But we believe that if policymaking is dominated by powerful business organizations and a small number of affluent Americans, then America’s claims to being a democratic society are seriously threatened.”

Accepting this study as accurate, this assignment challenges you to analyze a failed constitutional amendment, Article the First, and a successful amendment, the 17^th to the U.S. Constitution, contribution to current state of Congress, of which Gilens and Page asserts:

“In the United States, our findings indicate, the majority does not rule—at least not in the causal sense of actually determining policy outcomes. When a majority of citizens disagrees with economic elites and/or with organized interests, they generally lose. Moreover … even when fairly large majorities of Americans favor policy change, they generally do not get it.”

You are then to take a position on following questions:

 

1.    Is it time to expand the House of Representatives?    

2.    Is it time to repeal the 17^th Amendment and return the election of U.S. Senators to the state legislatures?

Your paper will review the arguments on a larger House of Representatives and a state legislature elected U.S. Senate, take a position, support that position, refute the arguments against your position and explain what kind of effect, positive/negative, would an expanded House and a States’ controlled US Senate have on the United States Congress.  

The paper is to be submitted electronically in Microsoft Word and a hard copy.  The six-nine page paper is to be written in a Times Roman #12 font , doubled spaced and in one inch margins.   The paper must include citations with endnotes and a bibliography, both following the Chicago Manual of Style.   The endnotes and bibliography are not to be  included in the six-nine page required length.      Failure to include citations and a bibliographic apparatus, or to use the right format in doing so, will result in a reduction of your grade.    

PERSUASIVE SPEECH ASSIGNMENT           

This speech is designed to apply all the rhetorical concepts learned in this course and to give you experience organizing, outlining, and presenting a compelling persuasive speech to elect a campaigning DNC, RNC, Independent or other national party candidate to the Presidency of the United States.

There are many different kinds of persuasive speeches. In this assignment you will emphasize appealing to the audience’s self–interests, building logical arguments to support your candidate, and arouse emotional commitment to your cause using Monroe’s Motivated Sequence. Consider what you can do to make your presentation original, personal, compelling, engaging, interesting, and dynamic. 

Requirements:

1. Speaking Time Limit 6-7 minutes 
2. Outline Requirements: 

• Type your outline.
• Hand your outline   right before you present your speech.
• Attach a copy of your class survey designed for the speech.

1. List at least three references in Works Cited section.
2. Attach one key library electronic source.
3. Select a candidate that you personally support because this will allow you to influence your audience to modify their beliefs or to strongly reinforce existing beliefs.
4. State your thesis as either a proposition of fact, value, or policy. Your proposition should clearly indicate your position.
5. Be sure you know how you want your audience to react, and plan your speech toward that end.  
6. Your speech should be well organized using the problem-solution, Monroe’s Motivated Sequence (a variation of problem-solution), or statement of reasons pattern. Word your main points in argument form.
7. This speech requires you to make careful and thoughtful use of evidence and reasoning. Use at least two types of valid reasoning. Use a variety of supporting materials to develop your arguments.
8. Develop at least one counterargument.
9. This speech requires you to make careful and thoughtful use of pathos and ethos. Personalize your speech by giving personal anecdotes and/or telling us why the candidate is important to you and your audience (create relevancy).
10. A minimum of three sources should be used and verbally identified during your speech.
11. Use at least one visual or audio aid to illustrate, emphasize, or clarify your message.
12. After you have outlined your speech reduce your ideas to brief notes using 4-5 note cards.
13. For your efforts to pay off, you must practice your speech several times prior to your scheduled presentation. Make this your very best delivery using an extemporaneous, conversational, passionate, dynamic, polished, highly persuasive delivery style. Emphasis in grading will be placed on your delivery ad ability to connect with your audience.
14. Be prepared to answer questions from the audience after you have concluded your speech.
15. Be sure to stay within 30 seconds of the time limits.
16. The Persuasive Speech is 50 points = 20% of your grade (see Speech Evaluation Form). Your Classmates grades will be tallied for each speech, averaged and combined with the professors grade on a 50/50 ratio for the final informative speech maximum 50 point grade 

Attendance Policy

1. Attendance will be taken orally at the beginning of every class – if you are not present when attendance is taken, you will be considered absent. In general, for a class that begins at 3:30, I expect each student to be seated and preparing for class at 3:27 so that we may begin promptly at 3:30.

2. Each student is permitted to miss class two times without explanation. After that, the student’s grade will be adjusted by 3 percent for each missed class.

3. I cannot, in good conscience, give a passing grade for the course to a student who has missed more than 8 classes, regardless of how well that student has done on class assignments. This rule will apply also in medical circumstances. This is not distance learning.

Extensions and Late Work Policy

If you need an extension, please ask for one in advance (“in advance” means at least 2 full days before it is due). Late papers will be penalized a full letter grade per day. For example, if your paper would have received an “A” on the deadline, the next day it will receive a “B.”

Grading Scale

A 93-100 Superlative

A- 90-92 Excellent

B+ 87-89 Very good

B 83-86 Good

B- 80-82 Fairly Good

C+ 77-79 Very satisfactory

C 73-76 Satisfactory

C- 70-72 Almost satisfactory

D+ 65-69 Minimal pass

D 60-64 Minimal pass

F below 60 Fail

Electronics Policies

1. Turn your cell phones off when you are in class.

2. Computers are not to be used during class time. You may use paper and a pen to take notes.

Disability and Accommodations Statement: If you have a disability and wish to receive accommodations, please contact the Office of Disability Services at 504-865-2990. If you wish to receive test accommodations (e.g., extended test time), you will need to give the course instructor an official Accommodation Form from Disability Services. The Office of Disability Services is located in Marquette Hall 112.

Academic Honor Code: Loyola’s students adhere to the Academic Honor Code that can be found in the Student Handbook: http://2015bulletin.loyno.edu/academic-hono  Please remember that academic dishonesty can be grounds for dismissal from the University Honors Program.

Plagiarism is the act of taking the work or ideas of another and representing it as one's own. The

Modern Language Association Handbook defines plagiarism as follows: “Plagiarism involves two kinds of wrongs. Using another person's ideas, information, or expressions without acknowledging that person's work constitutes intellectual theft. Passing off another person's ideas, information or expressions as your own to get a better grade or gain some other advantage constitutes fraud” (Seventh Edition, 2009, p. 52).

Cheating is the fraudulent or dishonest presentation of work. Cheating includes but is not limited to:

1. using or attempting to use unauthorized materials in any academic coursework
2. copying, falsifying, destroying, or altering another student's work
3. submitting the same written work in more than one course without prior written approval
4. from the instructors involved
5. dishonestly requesting to make up exams, extend deadlines for submitting coursework
6. plagiarizing in any form 

Violations of the Academic Honor Code by students in the University Honors Program: If an honors student is accused of any violation of the Academic Honor Code, whether or not the violation occurred in an Honors course, in addition to the procedures described above, the Director of the University Honors Program must be notified and receive all pertinent materials related to the case. If an honors student is found responsible of violating the Academic Honor Code, the student will be placed on Honors probation, and the Director of the University Honors Program, in conjunction with the University Honors Advisory Board, will determine if the student will be allowed to remain in the Honors Program, and, if so, the requirements for removal of the probation status.

Writing Across the Curriculum: Writing is a process. Don’t wait to begin writing your paper until the night before it is due. Go to the Writing Center, Bobet 100, and a writing consultant can assist you – whether you are formulating your ideas or revising a final draft. The center is open Monday-Thursday 9am- 4pm, and Sunday 4pm-9pm. No appointment necessary. For any additional questions about the Writing Center, call 865-2297.

In the Event of an Emergency: At times, ordinary university operations are interrupted as a result of tropical storms, hurricanes, or other emergencies that require evacuation or suspension of on-campus activities. To prepare for such emergencies, all students will do the following during the first week of classes:

1. Practice signing on for each course through Blackboard.
2. Provide regular and alternative e-mail address and phone contact information to each instructor.
3. In the event of an interruption to our course due emergency requiring an evacuation or suspension of campus activities, students will:
4. Pack textbooks, assignments, syllabi and any other needed materials for each course and bring these during an evacuation/suspension.
5. Keep up with course work during the evacuation/suspension as specified on course syllabi and on-line Blackboard courses.
6. Complete any reading and/or writing assignments given by professors before emergency began. Assuming a power source is available….
7. Log on to university Web site within 48 hours of an evacuation/suspension.
8. Monitor the main university site (www.loyno.edu) for general information.
9. Log on to each course through Blackboard or e-mail within 48 hours of an evacuation/suspension to receive further information regarding contacting course instructors for assignments, etc.
10. Complete Blackboard and/or other online assignments posted by professors (students are required to turn in assignments on time during the evacuation/suspension period and once the university campus has reopened.
11. Contact professors during an evacuation/suspension (or as soon as classes resume on campus) to explain any emergency circumstances that may have prevented them from completing expected work.
12. Further information about student responsibilities in emergencies is available on the Academic
13. Affairs web site: http://academicaffairs.loyno.edu/students-emergency-responsibilities
14. Revision of the Syllabus -- I reserve the right to revise this syllabus at any point once this course is in progress. I will inform students of any changes.

COURSE SCHEDULE

All public address readings and video-watching are to be done at home prior to the discussion class. Be sure to bring your one page summary of the readings to class.

Week 1          January 18 – No Class Martin Luther King, Jr Day

January 20 –Welcome, orientation and start of introductory lecture notes on Rhetoric, its definition, uses and three means of persuasion as outline by Aristotle in The Rhetoric: Book I http://www.artofmanliness.com/2010/12/21/classical-rhetoric-101-the-three-means-of-persuasion/  

Week 2          January 25  – Elizabeth I Speech to the Troops 1588 -  ANALYZE PATHOS https://thetudorchronicles.wordpress.com/2015/08/09/on-this-day-in-1588-queen-elizabeth-delivered-a-speech-to-the-troops-at-tilbury/  - Hand out Ethos Assignment  

January 27  - Syllabus Quiz – 5 Points --- 5 April 1776; “Commander-in-Chief Resignation Speech and Presidential – ETHOS  Acceptance” George Washington and President Thomas Mifflin, December 23, 1784 - http://www.georgewashington.us/p/blog-page.html

Week 3          February 1 – Five Cannons of Rhetoric: Invention: http://www.artofmanliness.com/2011/01/26/classical-rhetoric-101-the-five-canons-of-rhetoric-invention/   --  Linda Hill: How to manage for collective creativity - one page paper:  https://www.ted.com/talks/linda_hill_how_to_manage_for_collective_creativity -

February 3 – Five Cannons of Rhetoric: Arrangement: http://www.artofmanliness.com/2011/02/26/classical-rhetoric-101-the-five-canons-of-rhetoric-arrangement/   Monroe's Motivated Sequence - one page paper: https://www.youtube.com/watch?v=k0ED3PckYaM

Week 4          February 8 - No Class Mardi  Gras

                        February  10 – No Class Mardi  Gras

Week 5          February 15-  Five Cannons of Rhetoric: Style: http://www.artofmanliness.com/2011/03/16/classical-rhetoric-101-the-five-canons-of-rhetoric-style/   - Megan Tomei-Jameson Style - one page paper:  https://www.youtube.com/watch?v=RaVXecT3xs4

                        February 17-  Five Cannons of Rhetoric: Memory: http://www.artofmanliness.com/2011/04/15/classical-rhetoric-101-the-five-canons-of-rhetoric-memory/  Joshua Foer  - Feats of Memory Anyone Can Do - one page paper: https://www.ted.com/talks/joshua_foer_feats_of_memory_anyone_can_do

Week 6          February 22 – Five Cannons of Rhetoric: Delivery and Fallacies: http://www.artofmanliness.com/2011/05/04/canon-of-delivery/ and http://www.artofmanliness.com/2011/05/26/classical-rhetoric-101-logical-fallacies/

February 24 - Define Free Enterprise and the Seven Years War.  The Seven Years War and the Great Awakening: Crash Course US History #5 - https://www.youtube.com/watch?v=5vKGU3aEGss

Week 7          Week 7  February 29 -   French and Indian War Changes Fate of America: https://www.youtube.com/watch?v=Ktkw7iSITkc  AND Causes of the Revolutionary War: Royal Proclamation of 1763 -- John Fitz - https://www.youtube.com/watch?v=waDQwEeunkU  Quartering Act, Sugar Act, the Stamp Act, the Townshend Acts, the so-called Intolerable Acts and the Boston Massacre  

March 2 - America’s Four Republics:   Chapters I & II and complete modules on separate 1 to 2 page paper: What is a Republic?  When Did the First United American Republic Begin?

Week 8          March 7 –    America’s Four Republics:   Chapters III & IV and complete modules on separate 1 to 2 page paper: When is Independence Day? and The Articles of Confederation and Did the US gain its independence and sovereignty as a result of the Definitive Treaty of Peace signed in Paris on September 3^rd, 1783?  

March  9 – We meet in Library Instruction classroom 229 at 3:30pm sharp, where Librarian Elizabeth Kelly  will be providing us with a research guide of key sources along with a discussion on primary vs secondary sources . Olive Branch Petition versus the Declaration of Independence rhetorical analysis on LOGOS -- one page paper http://www.uscontinentalcongress.com/p/olive-branch-petition.html

Week 9          March 14 - America’s Four Republics:   Chapters V & VI and  complete modules on separate 1 to 2 page paper:  Forming the Fourth United American Republic and   these three “First” Modules –US State, US Capitol, and Decree of Trenton.

                       

                        March 16 -  Judy Walton - The Making of the American Constitution http://ed.ted.com/lessons/who-made-the-american-constitution-judy-walton  America’s Four Republics:   Chapters VII and complete Module: Why did the 1789 Congress approve a dysfunctional first Amendment

Week 10        March 21 – Easter Holiday

March 23 - Easter Holiday

Week 11        March 27 -   . Easter Holiday

March 29 -    **** FIRST PAPER DUE ****    Bill of Rights -- one page paper:  Belinda Stutzman A 3-minute guide to the Bill of Rights: http://ed.ted.com/lessons/a-3-minute-guide-to-the-bill-of-rights-belinda-stutzman

Week 12        April 4 - Kenneth C. Davis - Inventing the American Presidency http://ed.ted.com/lessons/inventing-the-american-presidency-kenneth-c-davis

                        Doris Kearns Goodwin - Learning from past - http://ed.ted.com/lessons/learning-from-past-presidents-doris-kearns-goodwinpresidents  Complete on a separate 1 page paper AFUR module on” Who were the First United States’ Head of State and First Lady?

                       

                        April 6 – 10th Amendment: Reinforces the principle of federalism by stating that the federal government possesses only those powers delegated to it by the states or the people through the Constitution. Watch https://www.youtube.com/watch?v=SMi3O2YonT4  one page reading response and classroom discussion.

Week 13        April 11 – Slavery & Indenture Servitude:  https://www.youtube.com/watch?v=Ajn9g5Gsv98 , Corwin Amendment and 13th Amendment: Abolishes slavery, and involuntary servitude, except as punishment for a crime. One page Paper, outline the arguments (Dispositio) used by Lincoln to preserve the Union in his first inaugural address and identify where he addresses the Corwin Amendment – Speech analysis here: https://www.youtube.com/watch?v=Q5HoT0-48ag     Complete speech can be found here: http://www.abrahamlincoln.us/p/president-abraham-lincoln-first.html

April 13 -        14th Amendment: Defines citizenship, contains the Privileges or Immunities Clause, the Due Process Clause, the Equal Protection Clause, and deals with post-Civil War issues. https://www.youtube.com/watch?v=pIihaVioflk  and https://www.youtube.com/watch?v=KWG8AcCty_I&nohtml5=False  --- one page video response and classroom discussion.

Week 14        April  18- 16^th Amendments: Permits Congress to levy an income tax without apportioning it among the states or basing it on the United States Census.   Watch this: https://www.youtube.com/watch?v=U_Kwh5RQORQ  and Read this: http://humanevents.com/2015/05/13/the-sixteenth-amendment-was-a-mistake/ -- for your one page reading response and classroom discussion.
                                                                       

April 20 - 17^th Amendment: Establishes the direct election of United States Senators by popular vote. https://www.youtube.com/watch?v=5_CzhxLmXhE  Take a position on the repeal argument  for your one page video response and classroom discussion.

Week 15        April 25 – 18th Amendment: Prohibited the manufacturing or sale of alcohol within the United States. AND  21st Amendment: Repeals the 18th Amendment and gives the States the power to prohibit or regulate the transportation or importation of alcohol for delivery or use.  https://www.youtube.com/watch?v=_CE4u6jI_rc   and https://www.youtube.com/watch?v=a1oFcgLfgV0 and  https://www.youtube.com/watch?v=-Fw7GhnBCOE one page video response and classroom discussion on the parallels between prohibition of alcohol and legalization  of hemp/marijuana 
           

                        April 27 – Woman Suffrage - 19^th Amendment: Prohibits the denial of the right to vote based on sex. https://www.youtube.com/watch?v=HGEMscZE5dY and https://www.youtube.com/watch?v=nvdUgLEoNEk&nohtml5=False  - one page reading response and classroom discussion on what you can do using social media to combat the 21^st Century global oppression of Women.

Week 16        May 2 –Class lecture on U.S. Presidential candidates and an analysis of 2016 election national issues.   http://www.ontheissues.org/Bernie_Sanders.htm -- http://www.ontheissues.org/Ted_Cruz.htm  -- http://www.ontheissues.org/Hillary_Clinton.htm --- http://www.ontheissues.org/John_Kasich.htm -- http://www.ontheissues.org/Donald_Trump.htm One page paper with all candidates listing the issues, more or less, that all agree on.  Which two candidates are most issue similar - list?

                        May  4 –  **** SECOND PAPER DUE ****    --- Candidate Persuasive Speeches

Week 17        May 9 –  Candidate Persuasive Speeches

May  11 - – Think and Grow Rich’s 13 Steps  - One page paper identifying your career path, goals and timeline:  https://drive.google.com/file/d/0B56sV8bawfDka3k3ZFFzVHliU3M/view?usp=sharing

Persuasive Speech: Student Evaluation Form
MONROE’S MOTIVATED SEQUENCE
(50 pts total tallied as ½ of the 20%  on your final grade)

Name ______________                              Date: _________________                            Time: ____________________

INTRODUCTION (5) ___Creative attention-getter (a WOW statement or action) (1 point) ___Relates topic to audience (why they should care) (1 point) ___Builds credibility (1 point) ___Provides clear preview of the whole speech (main points, re-cap, Q&A) (1 point) ___Uses transition and/or signposts to the first main point (1 point)

IDENTIFIES UNFULFILLED NEEDS [Problem] (11) ___  States need/problem(s) explicitly (3 points) ___Points supported with research (2 points) ___   Documents the extent of the problem (3 points) ___  Points supported with research (2 points) ( ) ___Transition to solution (1 point)  ___

IMPLIES SATISFACTION BY OFFERING A SOLUTION [Solution] (10) ___ Waits to provide explicit solution until now (2 point) ___  Explains how solution works (1 point) ___  Points supported with research (1 points) ___   Relates solution back to needs (tells how solution solves the problem) (2 points) ___ Points supported with research (2 points) ___ Overcomes objections (1 points) ___ Transition to visualization (1 point) ___

VISUALIZES WHAT SATISFACTION WILL MEAN [Visualization] (3) ___Visualization with the solution (1 point) ___Visualization without the solution (1 point) ___ Transition to action (1 point) DEFINES SPECIFIC

ACTIONS  [Action] (3) ___Clearly states the steps to be taken (1 point) ___Provides information to facilitate action (1 point) ___Transition to conclusion (1 point) ___

CONCLUSION (3) ___ Conclusion based on provided information (1 point) ___ Reviews the main points (1 point) ___  Re-connects ending to attention-getter (1 point)  ___

DELIVERY (10) ___  Truly "extemporaneous" speaking (glances at PPT, no reading) (2 points) ___  Avoids nervous habits (Ums, adaptors, disfluencies) (1 point) ___  Clothing establishes credibility (1 point) ___ Varies speech rate and pitch (1 point) ___  Purposeful body movements (illustrators and/or emblems) (1 points) ___  Gives eye contact to entire audience (1 point) ___  Speaks loudly enough (1 point) ___  Sounds well-rehearsed (1 point) ___  Facially expressive (1 points)  ___

VISUAL AIDS (5) ___   Communicates idea visually (1 point) ___  Simple and uncomplicated – not too many words (1 point) ___   Large enough to see (1 point) ___  Easy to read text – Font & size (1 point) ___   Used comfortably and effectively (1 point)  ___

TIME LIMIT:  (min 6:00 and max 7:00 minutes) ______ PENALTY POINTS (1 point per 15 second increments) _____

TOTAL POINTS:   _____

Comments:     Excellent    Great job    Good job    Good try     Good effort

Improvements:  Audience relevance      No reading      Louder          Vocally expressive           

Facially expressive            Looking at audience       Organization     Time      Thesis Outline          Credible Sources  

Visual Aid          Cite all your sources       More practice

Persuasive Speech: Professor Evaluation Form
MONROE’S MOTIVATED SEQUENCE
(70 pts total tallied as ½ of the 20% on the final grade)

Name ______________                              Date: _________________                            Time: ____________________

INTRODUCTION (5) ___Creative attention-getter (a WOW statement or action) (1 point) ___Relates topic to audience (why they should care) (1 point) ___Builds credibility (1 point) ___Provides clear preview of the whole speech (main points, re-cap, Q&A) (1 point) ___Uses transition and/or signposts to the first main point (1 point)

IDENTIFIES UNFULFILLED NEEDS [Problem] (11) ___  States need/problem(s) explicitly (3 points) ___Points supported with research (2 points) ___   Documents the extent of the problem (3 points) ___  Points supported with research (2 points) ( ) ___Transition to solution (1 point)  ___

IMPLIES SATISFACTION BY OFFERING A SOLUTION [Solution] (10) ___ Waits to provide explicit solution until now (2 point) ___  Explains how solution works (1 point) ___  Points supported with research (1 points) ___   Relates solution back to needs (tells how solution solves the problem) (2 points) ___ Points supported with research (2 points) ___ Overcomes objections (1 points) ___ Transition to visualization (1 point) ___

VISUALIZES WHAT SATISFACTION WILL MEAN [Visualization] (3) ___Visualization with the solution (1 point) ___Visualization without the solution (1 point) ___ Transition to action (1 point) DEFINES SPECIFIC

ACTIONS  [Action] (3) ___Clearly states the steps to be taken (1 point) ___Provides information to facilitate action (1 point) ___Transition to conclusion (1 point) ___

CONCLUSION (3) ___ Conclusion based on provided information (1 point) ___ Reviews the main points (1 point) ___  Re-connects ending to attention-getter (1 point)  ___

DELIVERY (10) ___  Truly "extemporaneous" speaking (glances at PPT, no reading) (2 points) ___  Avoids nervous habits (Ums, adaptors, disfluencies) (1 point) ___  Clothing establishes credibility (1 point) ___ Varies speech rate and pitch (1 point) ___  Purposeful body movements (illustrators and/or emblems) (1 points) ___  Gives eye contact to entire audience (1 point) ___  Speaks loudly enough (1 point) ___  Sounds well-rehearsed (1 point) ___  Facially expressive (1 points)  ___

VISUAL AIDS (5) ___   Communicates idea visually (1 point) ___  Simple and uncomplicated – not too many words (1 point) ___   Large enough to see (1 point) ___  Easy to read text – Font & size (1 point) ___   Used comfortably and effectively (1 point)  ___

OUTLINE (10) ____  Thesis statement (2) ____ Correct outline form (3 points) ______ At least 4 credible references (3 points) _______ Written in correct reference style (Chicago manual of style footnotes ) (2  points) _____

TIME LIMIT:  (min 6:00 and max 7:00 minutes) ______ PENALTY POINTS (1 point per 15 second increments) _____

TOTAL POINTS:   _____

Comments:     Excellent    Great job    Good job    Good try     Good effort

Improvements:  Audience relevance      No reading      Louder          Vocally expressive          Facially expressive            Looking at audience       Organization     Time      Thesis Outline          Credible Sources   Visual Aid          Cite all your sources       More practice