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Evaluating Freedom: A Study of Rhetoric and Civil Rights from 1776 to 1965

This lesson plan focuses on understanding the concepts of freedom, civil rights, and the rhetorical appeals of pathos, logos, and ethos through a series of drills and discussions. Students will evaluate advertisements for persuasive techniques, paraphrase significant quotes about freedom, and explore the evolution of voting rights in America. The plan encourages collaborative discussions while preparing for a quiz on rhetoric, culminating in a reflective homework assignment about the meaning of freedom and the right to vote.

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Evaluating Freedom: A Study of Rhetoric and Civil Rights from 1776 to 1965

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  1. Freedom Mrs. Demos OMMS 2012-2013

  2. Drill May 6 • Homework: Evaluate an advertisement for pathos, logos, ethos • Objective: Students will evaluate the specific claims in a text, assessing whether the reasoning is sound. • Drill: Paraphrase the following quote. • “He who has overcome his fears will truly be free.” ― Aristotle

  3. Drill 5/7 • Period 4 and 7 take out ad evaluation. • Homework: Finish poster if not done in class. • Objective: Students will determine the meaning of words and phrases as they are used in a text. • Drill: : Paraphrase the following quote. • “If freedom of speech is taken away, then dumb and silent we may be led, like sheep to the slaughter.” ― George Washington

  4. Drill 5/8 • Homework: Review the definitions of rhetoric, pathos, logos, and ethos. (Pop quiz on Friday) • Objective: Students will cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • Drill: Paraphrase the following quote. • “Those who expect to reap the blessings of freedom, must, like men, undergo the fatigues of supporting it.” ― Thomas Paine

  5. 1960’s • Take out a piece of paper and number 1-5. • As you watch the video list five things you think were really important that happened in the 1960’s. • Be prepared to answer this question What is the overall mood in America during the 1960’s? :1960's video

  6. Music • Music of the 1960’s • http://www.youtube.com/watch?v=VjAZBbQW2Tg

  7. Drill 5/9 • Homework/Exit ticket: Answer in sentences. • If you were an African American in the 1950’s would you have tried to vote? Explain your answer • Objective: Students will use multiple ways of collecting information about civil rights, focusing on voting rights in America. • Drill: Paraphrase the following quote. • “Voting is the foundation stone for political action.” • Martin Luther King Jr.

  8. Thomas Jefferson—The Declaration of Independence. Who is equal? -1776-White men with property -1812-1860 All white men -1861-1865 Civil War (1863 Emancipation Proclamation) -1868Men can vote (Fourteenth Amendment) -1870 Non-white men (Fifteenth Amendment) -1920 All Women (Nineteenth Amendment) -1924 Native Americans -1961 Residents of Washington D.C. (for president) -1964 Poor --no poll tax-- (Twenty-fourth Amendment) -1965 Racial Minorities (Voting Rights Act) -1971 Adults age 18 (Twenty-Sixth Amendment)

  9. The Rise and Fall of Jim Crow • Short review of Jim Crow • Series of written and unwritten laws designed to keep whites and blacks separate. • Voting in America • In 1776 Thomas Jefferson wrote that all men are created equal. It is not until 1964 that African-Americans are allowed to vote in this country.

  10. Drill 5/10 • Homework: Answer the following question: • What is freedom? • Objective: Students will engage effectively in a range of collaborative discussions with diverse partners building on others’ ideas and expressing their own clearly. • Drill: Paraphrase this quote: • “The first duty of a man is to think for himself” ― José Martí

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