Essay Instructions: ARTIFACT I CHOSE IS THE MOVIE 'AMERICAN HISTORY X'.
PREVIOUS PAPERS FOR FINAL PAPERS ARE UPLOADING WHICH HELP YOU BE AWARE OF THE TOPIC OR WHAT THE FINAL PAPER WOULD BE ABOUT.
Instruction: Methodology Essay (INSTRUCTOR SUGGESTED THE PAPER WOULD BE GOOD IF YOU FOCUS ON WHY THE MOVIE CAME OUT THAT TIME. IF YOU CAN'T, THAT'S FINE THOUGH)
2-4 page paper double spaced on the theoretical or methodological approach that will be taken to the text. Select one or two theoretical approaches we have or will discuss in this course that you believe are especially germane to the text you have chosen. You will be using this theoretical groundwork as the starting point for your criticism of your text in your next paper. Make sure to explain and carefully cite the authors and theoretical arguments that are related to the theory you have chosen. Again, I expect you to do your homework on this one: include a bibliography that includes a review of relevant theoretical literature. These need to be academic sources that are relevant to rhetoric, speech, communication, etc… Start with an article or two that you think are germane to the sort of text you are using then chase cites. I expect this paper to make careful use of articles external to the course material which is below.
Reading Lists (IF YOU NEED ME TO UPLOAD ARTICLES, PLEASE LET ME KNOW)
What is Rhetorical Criticism?
1. Ernest J. Wrage, "Public Address: A Study in Social and Intellectual History," Quarterly Journal of Speech, 33, (1947): 451-457.
2. Stephen E. Lucas, “The Stylistic Artistry of the Declaration of Independence.” Prologue: Quarterly of the National Archives, 22 (Spring 1990), 25-43.
3. Zarefsky, “Making the Case for War: Colin Powell at the United Nations,” 2007
4. Bitzer - The Rhetorical Situation
5. Stephen Browne, "'The Circle of Our Felicities"
6. Kirt H. Wilson, "The Racial Politics of Imitation in the Nineteenth Century" Quarterly Journal of Speech, May2003, Vol. 89 Issue 2, p89-108
7. Medhurst, Martin J.. Reconceptualizing rhetorical history: Eisenhower'sfarewell address. Quarterly Journal of Speech, May94, Vol. 80 Issue 2, p195, 24p
8. Shawn J. Parry-Giles and Diane M. Blair, "The Rise of the Rhetorical First Lady: Politics, Gender Ideology, and Women's Voice, 1798-2002," Rhetoric & Public Affairs 5 (2002): 565-600.
9. Black "Second Persona";
10. McGee, “In Search of ‘The People’: A Rhetorical Alternative,” 1975
11. Campbell and Jamieson, "Form and Genre in Rhetorical Criticism: An Introduction," 1978
12. Karlyn Kohrs Campbell, “The Rhetoric of Women’s Liberation: An Oxymoron.” Quarterly Journal of Speech, 59 (1973), 74-86.
13. Hariman and Lucaites, “Performing Civic Identity: The Iconic Photograph of the Flag Raising on Iwo Jima,” 2002
14. Deluca and Demo, “Imaging Nature: Watkins, Yosemite, and the Birth of Environmentalism,” 2000
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Essay Instructions: You will be writing 1 rationale for the artifact I email to you. The rationale should be no more than one page and introduce the reader to a specific portfolio artifact.
The rationale should contain the following elements:
1. A description of the artifact (What is the title?)
2. A mention of the specific INTASC Standard it fulfills (What Standard does it meet?) This is the standard I want you to use - COMMUNICATION SKILLS: The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
3. A discussion of how the artifact demonstrates competence in the standard (what feature of the artifact makes it meet the standard? Highlight the quality of the artifact).
Contact me via email with any questions.
Here is the source:
December, 15 2004
FIELDWORK OBSERVATION REPORT
I completed 20 hours of classroom observation at Central Islip High School. For the purposes of this paper I will discuss my experience with Mr. Gonzalez?s ninth grade class, where I spent most of my time.
When I began my classroom observation the students were on the tail end of reading the novel ?20,000 Leagues Under the Sea? by Jules Vern. I never read ?20,000 Leagues Under the Sea? but I was interested in seeing how Mr. Gonzalez was going to teach it.
As I sat in the classroom and watched the students file in like a heard of elephants, I noticed the first thing they looked for was the ?do now? on the blackboard. They immediately went to their seats and began writing feverishly in their notebooks and asking what seemed to me to be very relevant questions about the previous nights reading. After addressing most of the questions, Mr. Gonzalez gave me a copy of ?20,000 Leagues Under the Sea? and introduced me to the class. Initially, the students seemed intimidated by my presence but quickly forgot I was in the room when Mr. Gonzalez began asking them questions in relation to the previous nights reading.
The lesson began with a question about technology. Mr. Gonzalez explained to the students that a recurring theme in Jules Verne?s books is the use of technology to end war. He then asked the students to discuss how Nemo uses his own developed technology in the book. Is he harmful or peaceful with it? Today how is technology used harmfully? How can it be used peacefully? The students at this point were engaged in the lesson and seemed very excited to answer questions. One by one the hands went up. Some of the responses were interesting. One student said that technology is being used harmfully when ?old men go into teenage chat rooms on the internet and lie about their age so they can get with young girls.? Another student had a different idea of harmful technology. ?The technologies that scientists use to build bombs that kill thousands of innocent people are harmful.? What I liked about this part of the lesson was that it was relevant to the students? life outside the classroom. As one can see the students were fully engaged in the lesson plan.
When the question and answer session ended, Mr. Gonzalez, asked for volunteers to read aloud. Out of about 25 students in the class at least 15-20 raised their hand to read. Based on my past experience as both a student and observer, typically a small group of students volunteer to read, answer questions, participate in classroom discussions, etc. The majority of Mr. Gonzalez?s students were willing to answer questions and take part in class discussions. This is in part due to the fact that he had most of these students in his 8th grade class the previous year so they were comfortable with him.
What I found most interesting about this lesson was how Mr. Gonzalez ended it. He explained to the class that Jules Verne was credited with predicting that nuclear submarines would come into use someday. He then asked his students to come up with an invention they think would be of service in the future. He asked them to describe its uses and how it can change the world. To conclude the lesson, Mr. Gonzalez asked for a volunteer to summarize what they just learned. The response was relevant and detailed which made me believe that the goal of the lesson was achieved.
Mr. Gonzalez definitely had control of his classroom and was able to transition between the motivation and the topic of the lesson. The goal of the lesson was to encourage discussion of the novel, provide more in-depth understanding of the story, as well as its applications outside the classroom. I believed he achieved his goal based on a summary of the lesson by some students toward the end of class. Mr. Gonzalez asked clear unambiguous questions that challenged the students. Surprisingly, Mr. Gonzalez didn?t have any disciplinary problems in his classroom. I think a major part of that had to do with his engaging lesson plan. He is really great with his students. They seem to view him as their favorite older brother but show him the respect they would show their father. This seems to be a winning combination for the students and the teacher.
I did notice that Mr. Gonzalez has some ESL students in his classroom that weren?t really engaged in the lesson. He didn?t seem to make an effort to engage them either. I would suggest a more sheltered form of instruction for ESL students. It would be helpful to the ESL student if the teacher could do a 5 minute Q & A review of the previous days reading one on one. It would also be helpful to supply the ESL student with models of past work done in class. I also noticed the ESL students sat in the back of the room and Mr.Gonzalez does speak a little fast. What I would suggest is that the ESL students move to the front of the classroom so that they can hear and see well and that Mr. Gonzalez uses moderate speed when talking.
Another observation I made about Mr. Gonzalez was that he seemed to dominate most of the class discussions. His lessons were more teacher-centered than student- centered. I believe that students who are given the freedom to explore and learn by a supportive teacher not only achieve superior academic results but also develop socially and grow personally. However, many teachers feel more comfortable with the traditional "chalk and talk" techniques that deliver information in a pre-digestible format. But teachers that use one teaching style day after day limit students who may learn more effectively with a variety of teaching approaches. I do realize however, that there is a lot of information to cover in 42 minutes and teachers feel pressured to complete all of it.
Overall, my observation experience at Central Islip High School was informative, helpful, educational, and enlightening. Mr. Gonzalez is an excellent teacher and I plan to emulate many of his teaching strategies and techniques in the future. I also plan to learn form his mistakes.
I learned many things about the art of teaching while completing my observation. I learned that students have to know with certainty what a teacher expects and in most cases what you expect is what you get. Teachers can raise or lower student?s performance by expecting more or less of them - quite a responsibility. I learned that students get powerful messages from observing how faithfully teachers follow their own rules. I learned that the stronger a teacher can relate to individual students the more productive those students will be. I learned that with an effective lesson plan students will be less likely to buck the system, be discipline problems, and resist instruction. Finally, and I think most importantly, I learned that whenever student feels empowerment, acceptance, a safety to take risks, and try things that are hard for them, they like school better and learn more.
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Essay Instructions: SCENARIO
your civilization will be wiped out of existence due to the uncontrollable spread of AIDS. you are given this unique opportunity to leave a cultural artifact five thousands years into the future. This particular artifact should say something about the time, era, people, social/political issues of the time, technological achievements, or any other significant issues of the time. It could be your country's flag, computer, or any object that would be informative to a future civilization pertaining to study yours.
What particular artifact would you leave behind, and why?
one-inch margins(top, bottom, and both sides) double space using 12mm font, use times new roman/arial font style, or any other legible font. 500-600 words.
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Essay Instructions: Dr. Zahi Hawass -- an Egyptian archeologist and the former Secretary General of Egypt’s Supreme Council of Antiquities (SCA) -- was invited to give lecture in the British Museum . After the lecture, the museum curator invited several British intellectuals and politicians to a dinner For Dr. Hawass that was held in one of the museum halls. Dr. Hawass noticed a number of Egyptian artifacts were on display. After dinner, Dr. Hawass gave a second speech:
“…[as an Egyptian archeologist] I understood the pharaohs and ancient Egypt, and that I felt a deep bond with both Ramses II and Tuthmosis III. As I ate my food, I felt as if the statues were speaking to me, telling me how they had spent more than 100 years in Britain and how they missed Egypt and wanted to return to the land of the Nile.”
Also, Dr. Hawass listed a number of other artifacts around the world which he believes belong in Egypt such as the bust of Queen Nefertiti which is currently in Berlin’s Neues Museum , which was originally illegally removed from Egypt by German archeologist Ludwig Borchardt. An effect, Hawass is asking for the entire corpus of Egyptian artifact to go back to their original environment, even those for which Egypt had previously renounced its claim, and regardless of whether they were legally sold and purchased.
Should the artifacts go back to Egypt, or stay where they are? YOU SHOULD TAKE ONE SIDE OF THE DEBATE AND I PREFER THAT ARTIFACT SHOULD GO BACK TO EGYPT. AND DEBATE THE FOLLOWING AS AN EXAMPLE:
1-THE ARTIFACT WERE TAKEN ILLEGALLY DURING THE BRITISH AND FRANCE... ETC COLONIALISM TO EGYPT.
2- GIVING THEM BACK WILL SUPPORT NEW DEMOCRATIC COUNTRY
3- SUPPORT TOURISM.
4- NATION IDENTITY.
5- EGYPTIAN ECONOMY.
6- ARCHEOLOGY SCHOOLS IN EGYPT.
7- LOANS OF THE ARTIFACTS WILL BETWEEN COUNTRIES AND MUSEUMS AFTER GIVING THE ARTIFACTS BACK TO EYGPT.
• Egypt cannot today demand the return of these antiquities if we are committed to respecting all the international charters and agreements signed by Egypt, even if this is not in the country’s best interests.
• Egyptian law allowed the legal sale of such antiquities in the past.
Having Egypt’s ancient art all over the world enhances the nations international visibility and
prestige and encourages tourism
Many of the artifacts have been out of Egypt for so long that they are now part of the heritage of other cultures ??" UK, US, Japan, Germany
MUST USE RESOURCES Links:
This article shows how the Egyptians trying to get their artifacts back. Also, the wish list of the Egyptians.
this article will give a little bit of a background about how the European countries got possession of Egyptian artifacts. Also, a description of the artifacts.
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