Friday, March 20th 10th Literature

• Housekeeping: • #1: If I loaned you a copy of Persepolis last class, please return it. • #2: Remember, today is the first class in which you will receive citizenship points for:

• Coming to class prepared and on time• Not using your electronic devices at inappropriate times (during instruction, while you are supposed to be working, etc…)• Not talking while others are talking• Not doing work from other classes at inappropriate times, which is most of the time. • Being respectful to your teacher and peers. • Not leaving the class too often or for too long.• Using the class website if absent or if you lose something BEFORE coming to me (and if you can’t find what you need on the

website, come in to see me during ELO, NOT during class or before class.)• Being in your assigned seat UNLESS I instruct you to move.

• Turn in your Double Journal Entries from the last two classes• Finish any remaining evaluative speeches• Vocabulary Sentences from last class (one sentence/word and label the part of speech the word

is used as)• Switch papers and check their parts of speech. Either correct the part of speech or leave it alone. Then, read

the sentence. Is the word use properly. Mark an X if it is wrong. • Test Next Class

• Even more graphic novel notes! What?! More?! Yes!• Media Critic Info. and Activity • Read the rest of the book by next class. No work to do with this, but be prepared for a reading

quiz.

• Standard 1, 2 & 3

1. Animosity - noun2. Apathy - noun3. Apprehensive - adjective4. Commend - verb5. Compatible - adjective6. Condolence - noun7. Consecrate - verb8. Decrepit - adjective9. Deride - verb10. Ingenuous - adjective11. Multifarious - adjective12. Obsolete - adjective13. Omnivorous - adjective

14. Parsimonious - adjective15. Quandary - noun16. Recalcitrant - adjective17. Reprisal - noun18. Revel – verb or noun19. Stultify - verb20. Suave - adjective

• Text • Captions: These are boxes containing a variety of text

elements, including scene-setting, description, etc. • Speech balloons: These enclose dialogue and come from a

specific speaker’s mouth; they vary in size, shape, and layout and can alternate to depict a conversation. Types of speech balloons include those holding: • External dialogue, which is speech between characters • Internal dialogue, which is a thought enclosed by a

balloon that has a series of dots or bubbles going up to it • Special-effects lettering: This is a method of drawing

attention to text; it often highlights onomatopoeia and reinforces the impact of words such as bang or wow.

Media Critic Activity• In this activity, you will employ critical thinking strategies to

examine different media representations of the US invasion of Iraq in 2003, following the terrorist attacks of 2001.

• Following the brief discussion of bias and satire in the lecture presentation, you will view three videos from the time of the invasion.

• After watching the videos, you will compare and contrast the authorship, bias, messaging, rhetoric, and construction in large group discussion.

• I will stop after each video so that you can answer the prompts on your handout.

Pop Culture Responds to WarCreative Responses to Conflict

“Cry havoc! And let slip the dogs of war!” – Julius Caesar, Act III: Scene 1

• How do we understand war?• What are some of the ways in which

war is communicated to us?

• Today we’re going to examine different responses to war – how do we come to understand and be able to speak about war – in art, music, and popular media.

The Protest Song

• One of most common• Strong tradition going back hundreds of years• Most common examples from 1960’s in response to Vietnam

War

http://www.youtube.com/watch?v=iSeuLsNV4CA

Patriotic Songs

•In support of the country’s leadership•Often base arguments on threats to national security, moral obligation to end oppression,

established superiority or hegemony, or necessity to survival of democratic world•Emphasize personal sacrifice and fortitude•Many examples from throughout history•Used to elicit support for war effort

https://www.youtube.com/watch?v=ctVI5baftFo

Visual ArtPro- and Anti-War art created

Propaganda?Critical response?

“CLUSTER BOMBLETS,IRAQ” (2003) by Chris Holden

“Semper Fidelis Iraq” (200x) by Elle Fagan

Media: News and Observers• Mainstream media often sought

for news of war and for insight into wartime politics and situations

• Bias?• Is balanced or unbiased reporting even

possible?• Who can you trust?

Looking for Bias• Who is being

interviewed and who is allowed to talk over all the others?

• Sources?

• Bias words – words that could convey a particular opinion or pass judgment on the event

• Every outlet has a bias – what could it be?

Responding to War Through Humor

How might humor be an appropriate response to war?How might it help us understand?

How might it critique or support the war?

Satire•An attack on or criticism of any

stupidity or vice in the form of scathing humor

• a critique of what the author sees as dangerous religious, political, moral, or

social standards

•A way of examining a thought, concept, theory, or representation to unpack the different meanings and consider incongruities or hypocrisy

Compare/Contrast

• “Straight Ahead” • Humor or Satire

Take a look at the following videos.

One is a satire, one is from a reputable international news source, and one is a video made by an independent person who is responding to media coverage of the war.

Pay attention to authorship, sources, bias words, and other clues.

Which do you trust? Why?

Video #1: http://www.youtube.com/watch?v=3CHgm8Bc0_Q

Video #2: http://www.thedailyshow.com/watch/thu-march-20-2003/fair--balanced-and-awesome-

Video #3: https://www.youtube.com/watch?v=13h_75t4cj8 (Created in response to media coverage of the 2003 invasion)

• 1. Who is the author or what is the source of this clip?• 2. Do you detect any bias in the video? What

kind of bias? How do you know?

• 3. What is the overall message of the clip?• 4. What rhetorical strategies does the clip

employ? Questioning? Narration? Examples? Humor? Authority?

• 5. Which video do you find the most convincing? Which do you enjoy? Which offended you or made you question its legitimacy?