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    • List: Advanced English 11
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Building an online community
  What could be done with Ning?

1. Discuss: “What are the PHS virtues?” What character traits are rewarded, honored and sought by this school system?

2. Discuss: Is PHS a community? For it to be closer to the-world-as-you-would-like-it-to-be, what virtues would have to be practiced more?

  • What informal speech codes might need to be followed?
  • What principles would people need to choose?
  • Can you think of a true story that illustrates the sort of behavior you admire?
  • Could you design a “new tradition” that enacts the character type you to be more common?

3. Discuss: Are there ways we could use writing, photography and video to make those virtues more visible? To make them more attractive?

Posted by Michael L Umphrey on 09/19 at 12:54 AM
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Classes •
Making Field Notes
  Turning life into literature

Reasons for Making Notes

1. To Enhance Memory

You probably won’t remember the facts and details you need to write well if you don’t jot things down immediately. The usual process of making field notes is to do jottings as things are happening, and then to write up more complete notes as soon as possible, preferably later the same day.

2. To Focus Attention

Making notes is a way of focusing our limited attention. It’s a form of self-management.

Writing field notes can help you see things, hear things, think things, feel things, and understand things that would never occur without focused attention. Your notebook becomes part of your mind, increasing your capacity to notice, remember, organize, reflect, and create.

3. To Record Experience

Documenting experiences of both inner and outer worlds is a basic step of all the arts and sciences, the raw material of human progress. Converting experience to symbolic representation is the basis of all the disciplines. Though one reason for making field notes is to prepare you to create more finished products later, the notes themselves can become important historical documents.

What To Write

Observations: Late season snowstorm, hundreds of trees damaged, trees already leafed out, weight of the snow broke limbs, virtually every street

Feelings: Mildly depressing to see yet more snow this late in the year

Ideas: [People have been worried about the ongoing drought. They were saved from this problem by a different problem: the worst storm damage in decades.]

Questions: [What is record latest date for snow in this location?]

1. Observations

Select details that will most vividly capture the scene or event

Capture verbatim dialogue when possible (also paraphrase and summarize)

Note the physical setting, describe the space, record noises, jot down colors, list equipment, record movements in the scene, write down numbers

Note the speaker’s tones, gestures, facial expressions, emotions, and reactions

Run a “sensory check” from time to time. What information are you receiving from each of your five senses? What do you see? Give details of color, shape, size, and number. What sounds are occurring? Give details of loudness, frequency, and tone. What smells are present? Can you taste anything? What can your skin detect? Coolness? Moistness? Breezes?

2. Feelings

You might feel disgusted, exhilarated, discouraged, rejected, happy, bored, saddened, etc. The person who documents something is an important part of history, and how the person felt should be recorded.

3. Ideas

Think of these as memos to yourself–ideas that you the observer are providing to you the writer, who will use all these notes to find a main theme and communicate it to a larger audience

4. Questions

Reminders to find other resources that are mentioned: people or articles

Reminders to ask a different source about a topic that needs more investigation

Questions about background information for a telling detail

Posted by Michael L Umphrey on 10/09 at 02:21 PM
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Classes • Composition • Handouts •
Review Guide for English 11 Test over Literature Before 1800
  Mid-term exam

Be familiar with these readings, including the vocabulary and the sidebars in the text:

On Plymouth Plantation
A Narrative of Capitivity
The Interesting Narrative of the Life of Olaudah Equiano
Bejamin Franklin’s Autobiography
Patrick Henry’s “Speech to the Virginia Convention ”(audio)
Thomas Paine’s The Crisis Paine-Crisis.pdf
“The Declaration of Independence”


The following ideas were discussed by the text or in class. Be prepared to answer these questions:

How did the Puritans view history?
How did Diests view religion?
What did the rationalists have in common with the Puritans? How did their views differ from the Puritans’?
Explain what was meant by “the plain style” and discuss how it related to the Puritan’s understanding of life.
Explain why “the plain style,” such as that used by William Bradford, is hard for modern readers to understand.
What was the main goal of the Continental Congress as depicted in the film 1776?

What were three obstacles that needed to be overcome to accomplish this goal?
What was the most difficult obstacle?
What compromise was made by John Adams to overcome this obstacle?

What is a virtue?
Explain Aristotle’s view of the relationship between virtues and vices. Be ready to give two examples.
Explain how Benjamin Franklin’s writing reveals his Puritan hertage.
Explain how Benjamin Franklin’s view of life differs from that of the Puritans.
How is Franklin’s list of virtues different from a list that the Puritans might have made?
In what way is the Declaration of Independence most similar to the Mayflower Compact? Mayflower_Compact.pdf
Explain what was revolutionary about the phrase “deriving their just powers from the consent of the governed.”

Explain what was meant at the time of the Declaration of Independence by ”natural rights.” Be able to write, from memory, the sentence from the Declaration that most directly states the natural rights philosophy.


What are the unalienable rights claimed by the Declaration of Independence? What does it mean to say they are “unalienable”?


In his 1941 State of the Union speech, Franklin Roosevelt added to “freedom of speech” and “freedom of religion” two new freedoms: “freedom from fear” and “freedom from want.” How do these differ from the “unalienable rights” claimed by the Declaration of Independence?

Posted by Michael L Umphrey on 10/09 at 10:07 AM
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Classes • American Literature •
ACT practice tests
  reading practice

Practice for ACT tests (results can be printed)

http://www.takesat.com/comprehension.php 20 practice SAT Reading Comprehension tests (can be printed)

20 ACE Practice Tests (results can be printed or emailed)

Reading tests

Reading Comprehension Tests

How To Take a Reading Comprehension Multiple Choice Test

Multiple choice reading comprehension sections are common on most English examinations. Follow these points to score high.

Here’s How:

1. Keep in mind the exact amount of time you have to complete the exam.
2. Read the text through quickly without stopping to check your understanding of individual words. The first reading is to get a general understanding of the text.
3. Read the text a second time more carefully. This time take to time to pause at sections you may find more difficult.
4. Scan the multiple choice questions without looking at the answers. See if you can answer the questions easily by yourself. Skip any questions that you cannot answer immediately.
5. Re-read the multiple choice questions and answer. Skip any question that find too difficult.
6. If you can not find something close to your original answer (step 4) to the question, take a look at the text again.
7. After you have answered each question, return to the text to find a justification for each of your answers.
8. Return to the questions that you were not able to answer immediately and see if you can answer them now.
9. If you still have time, check that the other possible answers are not specifically referred to in the text.

Tips:

1. If you find the text easy do step three before step four.
2. Never spend too much time on any one question.
3. Don’t worry about understanding every single word. Reading comprehension focuses on general comprehension.

Posted by Michael L Umphrey on 10/06 at 09:57 PM
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Classes • American Literature • Handouts •
English 11 Handouts
  Quarter 1

Aristotle: Table of virtues and vices (from the Nichomachean Ethics)

Thomas Paine, The Crisis: worksheet for taking notes, thought questions

Posted by Michael L Umphrey on 10/06 at 09:13 PM
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Classes • American Literature • Handouts •
Book Reports
  Friday, October 6

Work on book reports (which are due October 16). Format: book_report_outline.pdf

Posted by Michael L Umphrey on 10/04 at 10:27 PM
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Classes • American Literature • Composition • Speech and Media Arts •
Thomas Paine-Assignment
  Thursday, October 5

Read The Crisis, Part 1
Pages 106 - 113

Complete the handout to analyze the selection from Thomas Paine’ The Crisis: Paine-Crisis.pdf

Posted by Michael L Umphrey on 10/04 at 10:23 PM
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Classes • American Literature •
Writing a 5-paragraph essay
  on working

Getting Started

You will need to take notes outside the classroom for this assignment. Here is basic information about taking fieldnotes: http://www.flatheadreservation.org/index.php/phs or http://www.edheritage.org/forms/fieldnotes2.htm

Get copies of essays about people at work to read as homework. What details does the author include? How do you think the writer did the research? How might he or she have found the information that is used in the writing? Here’s an example: http://www.telluridenews.com/articles/2005/09/01/news/opinion/opinion01.txt

Examples of student writing about work:

I would prefer that you read these at our class’s new wiki: http://working.pbwiki.com/Essays%20about%20Work since we will be posting your work on this site. The password is “umphrey”—you don’t need to log in to read the essays, but you will need to log in to publish your own work or to post comments on other people’s work.

Note: Though you can log in using “umphrey” as the password, even better would be if you registered and created your own password. Then any writing you put on the site will have your name on it, which will make things simpler. To register, you need to have an email address that isn’t blocked--not your school one. If you have such an address, register here: https://my.pbwiki.com/ After you register, the wiki will send you an email confirmation. Once you have this, you can log on to the wiki (http://working.pbwiki.com) using your own password.

Read “Where I Learned What it Meant,” “Paper, Plastic, or Box,” and “Great Grandpa’s Dream”

These are also available on the Montana Heritage Project website:

“Paper, Plastic or Box?” “Great Grandpa’s Dream” “Where I Learned What it Meant”

Doing an Interview

Make appointments to do an interview with someone about their work. A grandparent would be good. Make a list of 20 questions to ask during the interview. You may pick someone whose work at school may be under-appreciated or is not widely understood. Or pick someone in your family or a community member whose work you would like to know more about.

Friday: You have the option of using class time to read or work on book reports (due October 23) Book Report Form

Monday (October 9): Interview a person about his or her work. Find at least 10 pieces of information about what they do and how they feel about it. You might explore how they got involved in their work to start with, what they like most and least about it, what a typical day is like, what the most memorable experiences they have had, etc. Be sure to write down some verbatim quotes to use in your writing. Be sure to describe the setting of the interview as well as a description of the person you interview. Jot down notes as you do the interview and then, the same day, write detailed paragraph based on your interview. If you got more information that fits in one unified paragraph, write up a set of field notes (more organized than your jottings but less formal than paragraphs) to save the information before your memory fades.

Tuesday: Make observations of a place (a grocery store, auto track, football practice), an event (car races, pep assembly), or someone working (a day care teacher, a football coach, a custodian)--something you may be able to use in your writing. Be sure to take several pages of notes. Get at least 10 pieces of information from that observation. What do they look like? What is the place like? Describe them doing things, both what they do and how they do it. Explain what they are trying to accomplish.

Wednesday: Brainstorm about what’s interesing or unique or puzzling about the person and his or her work. How might the world would be different without the work they do? How has doing that work shaped his or her perceptions? What difference does the work they are doing make? Focus on your thoughts and opinions about what’s interesting or important about this person’s work.

Create a spider concept map http://classes.aces.uiuc.edu/ACES100/Mind/graphics/spiderb.gif as you brainstorm ways in which the person’s work is important. Use this concept map as a pre-writing activity to stimulate and organize your thoughts. Then write at least one paragraph, beginning with a clearly stated topic sentence, such as “Jim’s work as a food delivery driver is an important link in the food chain that makes the school function” or “The way Jim does his work provides a revealing glimpse into the sort of person he is.”

Optional research: It’s always possible to make an essay more interesting by adding facts, statistics or other information gathered by library or internet research. How many people are involved in the industry your worker is part of? How did the occupation develop in history? What workers served an analagous role in societies of the past? (You might, for example, gather some information about the Pony Express so you can write a comparison of a UPS driver to pony express riders).

Thursday: Organize the information gathered from the above sources into an outline that includes an introduction, three main points, and a conclusion. Each main point should be written as a complete sentence (these will become the topic sentences for the essay). Under each main point, list the supporting details that can be included.

Friday:Write a draft of the 5-paragraph essay. Each paragraph should begin with a topic sentence and should include descriptions, facts, anecdotes, quotes, or reasons that support the topic sentence.

Posted by Michael L Umphrey on 10/04 at 01:58 PM
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Classes • Composition •
Informative Speech Assignments
  English 10

October 6, Wednesday: 1. Choose a general topic, then do enough preliminary research to be sure there is enough information available. Learn enough about the topic to write a strong, focused purpose statement. A purpose statement tells in one sentence what your speech is about. Not, “my speech is about Bob Marley,” but “My speech will inform the audience of how Bob Marley uses Jamaica’s history in his music” or “My speech will inform the audience of how American pop music has been influenced by Bob Marley.”

Thursday: Turn in a purpose statement at the beginning of the period.

In class, begin research. Gather information that fits the purpose statement. Create a bibliographic citation on a card or sheet of paper for each source. Write down or copy information that you may use. You will need 10 notes from at least 3 sources.

Friday, continue research. By the end of the period, you should have a purpose statement, and at least 10 notes from at least 3 speeches. Optional: Work on book reports (due October 16) Book Report Form

Monday: Hand in your notes at the beginning of the period.

In class, organize your notes into 3-5 main topics. Use these as the basis of a detailed outline. Each main point should be expressed as a complete sentence. The main topics should be expressed in parallel form.

Tuesday, write transitions between each main point. Write an introduction and conclusion. In the evening, rehearse your speech in front of a parent or guardian. Make revisions after your rehearsal, improving the rhythm and the naturalness of your text.

Wednesday: Hand in your outlines at the beginning of the period. Bring novels to class to read.  Rehearse your speech with someone at home.

Thursday: Rehearse your speech in class with a partner.

Rehearse! Rehearse! Rehearse!

Posted by Michael L Umphrey on 10/04 at 06:54 AM
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Classes • Speech and Media Arts •
Theories of Rights and the Declaration of Independence
  Text and background

http://www.americanheritage.org/High_Extraction_4-Declaration_of_Independence_TX.pdf

United Nations: Universal Declaration of Human Rights: http://www.un.org/Overview/rights.html

Information below from Wikepedia

Natural Rights

Natural rights are universal rights that are seen as inherent in the nature of the world, and not contingent on human actions or beliefs. The theory of natural rights was developed from the theory of natural law during the Enlightenment in opposition to the divine right of kings, and provided a moral justification for liberalism.

The concept of a natural right can be contrasted with the concept of a legal right: A natural right is one that is claimed to exist even when it may not be enforced by the government or society as a whole, while a legal right is a right specifically created by the government or society, for the benefit of its members. The question of which rights are natural and which are legal is an important one in philosophy and politics. Critics of the concept of natural rights argue that all rights are legal rights.

Conceptions of natural rights

Many philosophers and statesmen have designed lists of what they believe to be natural rights; almost all include the right to life and liberty, as these are considered to be the two highest priorities. H.L.A. Hart has argued that if there are any rights at all, there must be the right to liberty, for all the others would depend upon this. The existence of natural rights has been asserted by different individuals on different premises, such as a priori philosophical reasoning or religious principles. For example, Immanuel Kant claimed to derive natural rights through “reason” alone. Some thinkers like John Locke emphasized “life” as primary. Indeed, Locke’s influential defense of the right of revolution is represented in the Declaration of Independence, where Thomas Jefferson cited “life, liberty, and private property” in his initial drafts. For political reasons, the committee approving the Declaration later substituted “pursuit of happiness” for property. The Declaration of Independence also based natural or “unalienable rights” on human nature, arguing that it was “self-evident” that human beings by their very nature seek life, liberty, and happiness. This assumed, like Hobbes, Locke and Jean–Jacques Rousseau - also a major social contract thinker - the right of human beings to follow their nature as a natural right antedating and not bestowed by government.

The first philosopher who fully made natural rights the source of his moral and political philosophy was Thomas Hobbes (1588-1679). Hobbes argued that it is human nature to love one’s self best and seek one’s own good (this is a view known as psychological egoism). Since it is unavoidable ("necessity of nature") for human beings to follow their nature, it becomes a right to do so. According to Hobbes, to deny this right is to deny that we have a right to be human, which would be absurd, just as it would be absurd to demand that carnivores reject meat or that fish stop swimming. Therefore, we have no obligations by birth or nature, but only unlimited rights - leading to a situation known as the “war of all against all”, in which human beings have to kill, steal and enslave others in order to stay alive. Hobbes reasoned that this world of chaos created by unlimited rights was highly undesirable, causing human life to be “solitary, poor, nasty, brutish, and short”. As such, humans have chosen to give up (some of) their natural rights and created moral obligations in order to establish political and civil society. This is one of the earliest formulations of the theory of government known as the social contract.

Hobbes objected to the attempt to derive rights from “natural law,” arguing that law ("lex") and right ("jus") though often confused, signify opposites, with law referring to obligations, while rights refer to the absence of obligations. Since by our (human) nature, we seek to maximize our well being, rights are prior to law, natural or institutional. This marked an important departure from medieval natural law theories which gave priority to obligations over rights. However, some thinkers such as Leo Strauss, maintained that Hobbes kept the primacy of natural law or moral obligation over natural rights, and thus did not fully break with medieval thought.

John Locke (1632-1704), was another prominent Western philosopher who conceptualized rights as natural and inalienable. Like Hobbes, Locke was a major social contract thinker, who argued that all legitimate governments must be based on consent.

Criticism

Critics have argued that natural rights do not exist (in the sense that all rights are invented by human beings and are therefore by definition “artificial"). The attempt to derive rights from “natural law” or “human nature” is an example of the is-ought problem in philosophy, and, as noted above, different philosophers have created different lists of rights they consider to be natural. Proponents of natural rights, in particular Hesselberg and Rothbard, have responded that reason can be applied to seperate truly axiomatic rights from supposed rights, stating that any principle that requires itself to be disproved is an axiom. Critics have pointed to the lack of agreement between the proponents as evidence for the claim that the idea of natural rights is merely a political tool. For instance, Jonathan Wallace has asserted that there is no basis on which to claim that some rights are natural, and he argued that Hobbes’ account of natural rights confuses right with ability (human beings have the ability to seek only their own good and follow their nature in the same way as animals, but this does not imply that they have a right to do so). [1] Wallace advocates a social contract, much like Hobbes and Locke, but does not base it on natural rights:

We are all at a table together, deciding which rules to adopt, free from any vague constraints, half-remembered myths, anonymous patriarchal texts and murky concepts of nature. If I propose something you do not like, tell me why it is not practical, or harms somebody, or is counter to some other useful rule; but don’t tell me it offends the universe.

Positive and Negative Rights

Within the philosophy of human rights, some philosophers and political scientists see a distinction between positive and negative rights. According to this view a positive right imposes an obligation on others and the state to do certain things, while a negative right merely obliges others and the state to refrain from certain activities.

Negative rights are usually characterised as civil or political in nature and held to include such rights as the right to freedom of speech, property, habeas corpus, freedom from violent crime, freedom of worship, a fair trial, freedom from slavery and the Right to bear arms. Positive rights are characterised as social or economic and held to include rights such as the right to education, health care, social security or a minimum standard of living.

In the theory of three generations of human rights, negative rights are often associated with “first-generation rights,” while positive rights are associated with “second-generation rights.”

Overview

Under the theory of positive and negative rights, a negative right is a right not to be subjected to an action of another human being, or group of people, such as a state, usually in the form of abuse or coercion. A positive right is a right to be provided with something through the action of another person or the state. In theory a negative right proscribes or forbids certain actions, while a positive right prescribes or requires certain actions. In the framework of the Kantian categorical imperative, negative rights can be associated with perfect duties while positive rights can be connected to imperfect duties

A right to an education is considered a positive right because education must be provided by a series of ‘positive’ actions by others. School buildings, teachers and materials must be actively provided in order for such a right to be fulfilled. The right to be secure in one’s home, on the other hand, is considered a negative right, on the grounds that in order for it to be fulfilled, others need take no particular action but merely refrain from certain actions, specifically trespassing or breaking into one’s home.

Belief in a distinction between positive and negative rights is usually maintained, or emphasised, by classical liberals and libertarians who oppose the provision of positive rights. The United Nations Universal Declaration of Human Rights lists both positive and negative rights (but does not identify them as such). The constitutions of most liberal democracies guarantee negative rights, but not all include positive rights. Nevertheless, positive rights are often guaranteed by other laws, and the majority of liberal democracies provide their citizens with publicly funded education, health care, social security and unemployment benefits. A response to the claim that negative rights protection by the State is a right is that the need for a police force or army is not due to any positive right to them that citizens claim, but rather because they are natural monopolies or public goods—features of any human society that will arise naturally, even while adhering to the concept of negative rights only. [1]

Criticism

Critics argue that the distinction between negative and positive rights is a false dichotomy. Some draw attention to the question of enforcement to argue that it is illogical for certain rights traditionally characterised as negative, such as the right to property or freedom from violence, to be so categorised. While rights to property and freedom from violence require that individuals refrain from fraud and theft, they can only be upheld by ‘positive’ actions by individuals or the state. Individuals can only defend the right to property by repelling attempted theft, while the state must make provision for a police force, or even army, which in turn must be funded through taxation. It is therefore argued that these rights, although generally considered negative by libertarians and classical liberals, are in fact just as ‘positive’ or ‘economic’ in nature as ‘positive’ rights such as the right to an education. [2]

Other critics go further to hold that any right can be made to appear either positive or negative depending on the language used to define it. For instance, the right to be free from starvation is considered ‘positive’ on the grounds that it implies a starving person must be provided with food through the positive action of others, but on the other hand, as James P. Sterba argues, it might just as easily be characterised as the right of the starving person not to be interfered with in taking the surplus food of others. He writes:

What is at stake is the liberty of the poor not to be interfered with in taking from the surplus possessions of the rich what is necessary to satisfy their basic needs. Needless to say, libertarians would want to deny that the poor have this liberty. But how could they justify such a denial? As this liberty of the poor has been specified, it is not a positive right to receive something, but a negative right of non-interference [3].

Some theorists discredit the division between positive and negative rights by claiming that rights are interconnected, arguing, for example, that basic education is necessary for the right to political participation. [citation needed]

Three Generations of Rights

The division of human rights into three generations was initially proposed in 1979 by the Czech jurist Karel Vasak at the International Institute of Human Rights in Strasbourg. [citation needed]

His divisions follow the three watchwords of the French Revolution: Liberty, Equality, Fraternity. The three generations are reflected in some of the rubrics of the Charter of Fundamental Rights of the European Union.

First-generation human rights

First-generation human rights deal essentially with liberty and participation in political life. They are fundamentally civil and political in nature and serve to protect the individual from excesses of the state. First-generation rights include, among other things, freedom of speech, the right to a fair trial, freedom of religion and voting rights. They were first enshrined at the global level by the 1948 Universal Declaration of Human Rights.

Second-generation human rights

Second-generation human rights are related to equality and began to be recognized by governments after World War I. They are fundamentally social, economic, and cultural in nature. They ensure different members of the citizenry equal conditions and treatment. Secondary rights would include a right to be employed, rights to housing and health care, as well as social security and unemployment benefits. Like first-generation rights, they were also covered by the Universal Declaration of Human Rights.

Third-generation human rights

Third-generation human rights are those rights that go beyond the mere civil and social, as expressed in many progressive documents of international law, including the 1972 Stockholm Declaration of the United Nations Conference on the Human Environment, the 1992 Rio Declaration on Environment and Development, and other pieces of generally aspirational “soft law.” Because of the principle of sovereignty and the preponderance of would-be offender nations, these rights have been hard to enact in legally binding documents.

The term “third-generation human rights” remains largely unofficial, and thus houses an extremely broad spectrum of rights, including:

* Group and collective rights
* Right to self-determination
* Right to economic and social development
* Right to a healthy environment
* Right to natural resources
* Right to communicate
* Right to participation in cultural heritage
* Rights to intergenerational equity and sustainability

Criticisms

Critics see “Second and Third generation human rights” as an attempt to cloak political goals in the language of rights, thus (a) granting certain political goals inappropriately positive connotations; (b) advancing the power of governments and NGOs while (c) diminishing the legitimate negative rights of individuals who are coerced by state power into funding or otherwise providing certain services (for example, a “right to employment” necessarily means that individuals may be forced to provide employment to others, and/or may be forced to pay additional taxes to governments to monitor and administer programs.)

Posted by Michael L Umphrey on 10/03 at 09:46 PM
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Classes • American Literature • Readings •
Voices of the American Revolution readings
  LOC and Edsitement

Library of Congress Exhibit: Religion and the American Revolution http://www.loc.gov/exhibits/religion/rel03.html

Voices of the American Revolution resources: http://edsitement.neh.gov/view_lesson_plan.asp?id=423

Posted by Michael L Umphrey on 10/03 at 09:27 PM
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Classes • American Literature • Readings •
Voices of the American Revolution readings
  LOC and Edsitement

Library of Congress Exhibit: Religion and the American Revolution http://www.loc.gov/exhibits/religion/rel03.html

Voices of the American Revolution resources: http://edsitement.neh.gov/view_lesson_plan.asp?id=423

Posted by Michael L Umphrey on 10/03 at 09:27 PM
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Classes • American Literature • Readings •
Recording of Patrick Henry’s speech to the Virginia Convention
  Colonial Williamsburg

http://history.org/media/audio.cfm

The actor discusses the character of Patrick Henry: http://www.history.org/Almanack/people/bios/biohen.cfm

Listen to an Independence Day Interview: Richard Schumann on Patrick Henry and Independence. Whenever there was trouble in Williamsburg, it’s a sure bet Patrick Henry was in the middle of it.

AND

Listen to a Behind the Scenes Interview: Interpreting Patrick Henry. Richard Schumann discusses the intensity and passionate character of Patrick Henry.

Posted by Michael L Umphrey on 10/03 at 09:13 PM
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Classes • American Literature • Readings •
Steps for writing an informative speech
  Choose a topic, Do research, Create an Outline

1. Choose a general topic
2. Do enough preliminary research to be sure there is enough information. Learn enough about the topic to write a purpose statement
3. Do research, using at least three sources. Gather bibliographic information from each source on notecards
4. Create an ouline, with 3-5 main points and supporting detail for each main point
5. Write transitions between each main point.
6. Write introduction and conclusion
7. Rehearse, rehearse, rehearse

Posted by Michael L Umphrey on 10/03 at 09:08 PM
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Classes • Speech and Media Arts •
Preparing an informative speech
  A guide from Purdue

For a simple overview of the steps to preparing an informative speech: http://writing.colostate.edu/guides/speaking/infomod/index.cfm

Informative Speech Outline Format
(Directions:  Please use this sheet as a guide to your own Informative Speech Outline)

Specific Goal:
Thesis Statement:

I. Introduction

A. Attention-getter:  Rhetorical Question, story, startling statistice, etc.  Write a brief description of your attention-getter here.
B. Motivate the Audience to Listen:  Explain why the audience should be willing to listen to your speech.
C. Establish Credibility:  Tell us why you are speaking about your topic.  If you have special knowledge or experience with regard to your topic, let us know here.
D. Preview Main Points:  Write out your thesis statement so that you preview each of your main points.

Transition

Write out your transition.  How will you leave the introduction and begin the body?

II. Body

A. Point One.  Provide a phrase here indicating the first point you will be discussing.  List your support material as sub-points.  Provide the name of the source from which the support material came (Put direct quotes within quotation marks and list the name of the book or magazine from which it came after.  Example:  Jones, Time, Oct. 5, 1998.  This citation should coincide with the citation on the bibliography.

Transition

Write out your transition.  Indicate with a transition that you are discussing the next main point.

B. Point two.  See information under point one.

Transition

Write out your transition.  Indicate with a transition that you are discussing the next main point.

C. Point two.  See information under point one.

Transition

Write out your transition.  Indicate with a transition that you are beginning the conclusion of your speech.

III Conclusion

A. Review Points.  Tell us what you told us.  Provide us with a brief explanation of what you said.
B. Tie it up!  End your speech with a bang!  If you told, or began, a story in the intro, you can finish it here.  If you gave a startling statistic, end with one.  Memorable quotes are always good ways to tie up your speech.  However you choose, make sure it relates to what your speech was about.

http://www.accd.edu/sac/speech/sp1311/inolform.html

Posted by Michael L Umphrey on 10/03 at 08:58 PM
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Turn in copies of Mary Rowlandson

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Read in class: The Crucible, Act I, p. 829

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