Infidel Part 1

IQ: What are the central ideas of Infidel and how are they developed over the course of Part 1?

1. YLNT #7: Chloe

2. The Tragedy of the Commons...explained on Ted Ed!

3. Infidel discussion

• Go over 6-7: add to your questions in a different color
• Work on chapters 8-9 in small groups
• Whole group: what are you noticing regarding Ali's message about Islam? How does she present this message? 

HW over break: Finish Infidel and complete passage analysis of Part II on Classroom

Hardin vs. Singer

IQ: who has a more effective argument: Singer or Hardin?

1. Vocab Unit 3 Quiz

2. Review Classic and Rogerian Arguments (classroom)

3. Discuss Hardin

What is his claim?

What do you think? Is he convincing?

Breakdown his argument by creating an outline. Look for the following:

Claim: the thesis or main point of the argument--what the author’s position is

Points: the main reasons why the claim is true--the reasoning

Evidence: the facts, numbers, specialized knowledge, expert opinion, anecdotal evidence, valid/reliable evidence to support the points

Counterclaim: the opposing point of view (what the other side believes)

Refutation: why the counterclaim is wrong

4. Let's go back to Singer
1) What are the main strategies he uses to create his argument?
2) How does he augment his argument in the second half of the essay?
3) Is this effective? Why or why not?

4.What are the similarities between Hardin and Singer's approach? How are they different? Which do you think is more effective and why?

HW: Singer Solution Essay and read the next two chapters of Infidel. We will complete the questions for chapters 8 and 9 in class on Friday.

Types of Reasoning: Logical and Moral

IQ: how can I evaluate the effectiveness of Hardin’s and Singer’s arguments by comparing and contrasting the techniques they use to persuade?

Opener: YLNT Reminder: 2 articles, max!

1. Infidel

• Break into groups: discuss questions
• Each group reports out

2. Review types of reasoning--handout

3. Discuss Hardin article

1. Questions in pairs
2. What did you think?
3. Convinced?

4. Breakdown arguments in groups. Look for the following elements of classic arguments. Where do they appear in each essay? Is the arrangement effective? Why or why not? Which types of reasonings do you see?

Claim: the thesis or main point of the argument--what the author’s position is

Points: the main reasons why the claim is true--the reasoning

Evidence: the facts, numbers, specialized knowledge, expert opinion, anecdotal evidence, valid/reliable evidence to support the points

Counterclaim: the opposing point of view (what the other side believes)

Refutation: why the counterclaim is wrong

HW:  

Infidel chapters 6 and 7 with questions (classroom) due Wednesday

Study for Vocab Quiz on Wednesday

Singer Argumentative Essay: Read the prompt carefully--what exactly is it asking you to do? How is it different from the “Incentives for Charity” prompt that you did?

This will not be an “authentic” AP experience since we have spent several class periods thinking and debating this topic. Therefore, you can spend more time on this essay and try to tackle some of the complexities of writing arguments that we discussed (such as weighing both sides, going deeper in your analysis of the pros and cons, strong voice, etc.) You should have much fodder now! Essay due on Friday!

Saving Lives with Types of Reasoning

IQ: How do we construct sound arguments?

1. Moral dilemmas and saving lives: what would you do?

• Go to kahoot.it
• Respond to scenarios
• Discuss

2. Justice: the moral side of murder

• 2 types of moral reasoning:
• Consequentialist: the end result justifies the decision (also called utilitarianism)
• Categorical: about the intrinsic quality of the act itself, regardless of consequences

3. Check for understanding: Incentives for Charity

Donating to charity is a valuable act that people do out of the goodness of their hearts. Oftentimes, organizations will offer incentives or small prizes to people in return for their donation to a good cause. For example, schools might give a pizza party or bonus points in return for students bringing in donations to a food bank. Offering these incentives tends to increase the number of people who participate in the charity drive.

→ Group A) How would a consequentialist reasoner (end result) think about this issue? Would they support or not support offering incentives for donating to charities?

→  Group B) How would a categorical moral reasoner (quality of act itself) think about this issue? Would they support or not support offering incentives for donating to charities?

4. In-class reading: Peter Singer's Solution to World Poverty

• Peter Singer: a utilitarian philosopher at Princeton
• Outline his argument: what are his main points?

HW: Read and annotate Hardin's "Lifeboat Ethics." Use the questions provided to guide your annotations.

Intro to Infidel

Intro to Infidel: Questions/issues to consider before reading:

1. What is it like for Muslims to live in primarily non-Muslim countries?
2. Terms to be aware of: arranged marriages, refugee camps, etc.
1. Muslim Brotherhood--what are known facts about this organization?
2. Excision, FGM, FC--what is it? Why is it practiced? Why is it controversial?
3. * There is a graphic description of this practice described in Chapter 2. You may skip reading this if it is too disturbing for you. We will discuss the practice in light of Ali’s story on Friday.

Chapters 1-5 Assignment:

Each of you will be assigned a chapter/country from Part I

a. Somalia (Mogadishu and the small village they went to before they left)--Ch. 1 and 2 (Beverly, Grace B, Maya B, Alex, Chloe, Callie)

b. Saudi Arabia--Ch. 3 (Alec, Maya E, Liam, Matt, Kaia)

c. Ethiopia--Ch. 4 (Lily, Gabe, Abbie, Eero, Margaret)

d. Kenya--Ch. 5  (Aaron, Caleb, Grace S, Eriksen, Hannah)

b. For each country- clearly answer the following questions on the googledoc that is posted on classroom. We will have a class discussion on Friday:

a. Why were they there?

b. What type of gov’t did the country have at the time? How did the authorities in power treat their people?

c. What language did they speak there?

d. What did Ayaan think of the place?

e. What did Ma think of the place?

f. What type of religion was practiced there? What were the values and beliefs of that religion? How was it practiced? (Zealously, loosely, different levels of adherence for different religions?)

g. What were the major self-realizations that Ayaan had while she was there?

Incentives for Charity

IQ:  How can I evaluate student essays by calibrating with student sample essays and then scoring my own essay? How can I recognize fallacies in arguments?

1. Opener: Review Charity Essay Rubric
Gallery Walk:

Mark your papers:

• Purple
• Pink
• Orange
• Green
• Blue

1. You will have 4 minutes at each station to silently read the essay and write down a score for the essay on your papers. Add notes as to why the score, as well.
2. Then, we’ll go over the actual scores each essay got and see how accurate you were.
3. Finally, you will use the rubric to score your own essays writing a specific explanation as to where your essay falls on the rubric.

2. "Love is a Fallacy" by Max Shuman

Fallacies: arguments that are flawed by their very nature or structure.  There are tons (one source said 125…) but rather than memorize names & definitions, understand that you should critique the argumentation presented--is it valid or fallacious?

Discuss examples of fallacies you found in the story. Create a definition and example for each one.

3. Vocab Unit 3

HW: Complete Unit 3 for next class

Intro to Argument

Obj: Define inductive, deductive, and causal reasoning; evaluate the quality of inductive, deductive, and causal reasoning; identify common fallacies of reasoning.

1. Share speeches (small groups)

2.Intro to Argument: Monty Python

Argument is about convincing an audience of your point of view. It is more discussion-oriented or about showing your thinking on an issue. It includes and analyzes different points of view. Persuasion is about changing your audience’s mind. It’s a call to action. It uses select information (only) that favors your point of view.

→ WHAT MAKES A STRONG ARGUMENT? ←

REASONS & EVIDENCE

3. What types evidence?

• Facts--cannot be disputed
• “Truths” accepted by many people, but no hard proof
• Statistics--numbers talk!
• Should come from good sources, should be cited
• Can be skewed!
• Quotes--call on the experts!
• But make sure your authorities are legit
• Examples--make it personal
• As long it’s relevant and a good example, use it (+ another)
• Analogies--comparisons of two otherwise unlike things
• Useful when you don’t have hard data or testimonial on your topic
• Used in “cutting edge” discussions (new ground)
• Example: in discussing the legalization of marijuana in Maine, people often make an analogy to alcohol (as opposed to getting direct data on pot from CO or WA)

4. Types of Reasoning (powerpoint)

• Inductive
• Deductive
• Causal

Which type of reasoning?

5. Timed Diagnostic: Incentives for Charity

HW: Read "Love is a Fallacy" posted on classroom)  and note examples of the fallacies you see in the story. 

Next time: Toulmin vs. Rogerian 

RA Review and Speech Writing

IQ:  How can I use the AP rubric and student sample essays to calibrate my scoring and then evaluate my own writing?

1. YLNT #6: Callie

2. Score sample speeches and self-assess

1. Read Benjamin Banneker out loud--what do you notice?
2. Groups, Part I:
1. Review scoring rubric--what keywords do you see in the 2, 4, 6, and 8?
2. Read and discuss 3 student sample essays; score and be ready to defend each score
3. Groups, Part II: Using calibration, read, discuss and score student essay providing specific feedback on stickies on the essay.  
4. Individual Reflection: Review your essay in light of the scoring you just did and the feedback you received. Write a letter to yourself about how you did regarding strengths and weaknesses. Turn in with your essay to me.

3. Speech Rubric and writing time

HW: Write your speech and be ready to share next class!