Teach Pathos through Politics -- the French Revolution

Moench — Fri, 06 Dec 2013 03:18:59 +0000

Author:

Image Credit:

Prise de la Bastille, by Jean-Pierre-Louis-Laurent Houel

Brief Assignment Overview:

This assignment connects the rhetorical concepts pathos and logos with the critique of Enlightenment rationalism by classical conservative philosopher Edmund Burke.

Type of Assignment:

In-class Exercise

Assignment Length:

Partial Class Period

Pedagogical Goals - Rhetoric:

Kairos

Logos

Pathos

Pedagogical Goals - Literature:

Cultural Context

Historical Context

Pedagogical Goals - Digital Literacy:

Multimedia

Media Requirements:

Technology-Based Classroom (computers for each student)

Required Materials:

No specific materials required

Timeline for Optimal Use:

Mid-Semester

Full Assignment Description:

Begin by reviewing the concepts pathos, logos, and kairos. After this review, provide a brief introduction to Burke's conservative philosophy, making sure to address that his most famous ideas were written in reaction to the French Revolution. Explain that in order for the class to truly understand Burke's philosophy they need to understand a little something about the events of the French Revolution. Today they will do something a little new--they will collaboratively learn history through their own online research. Together they are going to inform themselves, and each other, of the events and social movements Burke found so repugnant.

Suggestions for Instructor Preparation:

Instructors should come prepared to discuss Burke's philosophy, his history, as well as the ideas and the basic history surrounding the French Revolution, as well as, a brief timeline of key events.

Instructions For Students:

Organize your students in teams of three or four. Depending on class size, you should end up with four or five teams. Have each team member log-in to their nearest computer terminal. Assign team one the phrase "the Reign of Terror." Assign team two the name "Robespierre." Assign team three the term "Jacobin" (and, if you are feeling adventurous, the term "Girondin" as well). Assign team four the phrase "the Storming of the Bastille." Assign team five the term "guillotine." Give teams seven or eight minutes to research their respective terms online. After this initial period, ask groups to convene and elect a group member to present what they've discovered. Usually each team comes back with unique information but, also, a great many congruencies. Between all the information presented, after roughly ten or fifteen minutes of discussion, an approximate picture of the excesses of the French revolutionaries will begin to take shape.

Now, with the students feeling more ownership over these historical events, proceed to explain how Burke believed Enlightenment rationalism--overestimated the role of logic, or logos, in human decision-making; underplayed the role of emotion, or pathos, in human affairs; entirely misunderstood the time and opportunity costs, or kairos, involved in any rearrangement of culture or political governance. Making these rhetorical connections can sometimes be difficult, and, for this reason, I only suggest tackling this lesson mid semester once your students' understanding of these rhetorical concepts is solid and deeply rooted.

Evaluation Suggestions:

No evaluation necessary.

Additional Resources:

In order for your students to truly understand how rhetorical concepts relate to Burke's ideas, I suggest pairing this assignment with a short selection from Burke's Reflections on the Revolution in France. I recommend a chapter entitled "Society, Reverence, and the 'True Natural Aristocracy'" and another entitled "Appeal From the New to the Old Whigs."

Course Type:

Intermediate Writing Course

Course Description:

I use this lesson plan in a 309K course, Rhetoric of Political Belief, whenever I introduce Burke. However, I believe it could be useful to any literary studies or intermediate course with any significant historical or political component.

Concession, Refutation, and Rebuttal in "Bart's Comet"

Moench — Mon, 09 Sep 2013 01:35:07 +0000

Author:

B.D. Moench

Image Credit:

This file is an image owned by Fox and The Simpsons. The file's use qualifies as fair use under United States copyright law.

Brief Assignment Overview:

Use the acclaimed Simpson's episode "Bart's Comet" to teach refutation, rebuttal, and concession in a fun, group dynamic. Class groups are asked to don the role of familiar Simpson's characters and justify why their character, rather than others, deserves to continue living in the "world of the future."

Type of Assignment:

In-class Exercise

Assignment Length:

Single Class Period

Pedagogical Goals - Rhetoric:

Delivery

Invention

Rebuttal

Additional Pedagogical Goals:

After completing this exercise, students should feel more comfortable refuting their opponents, anticipating rebuttal arguments, and making strategic concessions in both written and oral argument.

Media Requirements:

Adaptable For Use Without Classroom Technology

Required Materials:

An instructor station with highspeed internet is ideal, however I have completed the exercise with only the episode's script (acting out the dialogue can be a camaraderie-building exercise in and of itself). Simpson's episodes are ritually taken down from youtube, so if you would like to view the actual clip you will need to obtain the third DVD of the Season 6 box set (episode 117). The bombshelter sequence begins after about 19 minutes. Large index cards are also helpful, but not absolutely necessary.

Timeline for Optimal Use:

Mid-Semester

Full Assignment Description:

Begin class by explaining the basics of refutation ("you're wrong"), rebuttal ("I'm right"), and concession ("ok - you're right, but aren't I really righter"). After establishing these basic concepts, introduce the context of the Bart's Comet episode: while working with Principal Skinner, Bart has discovered a comet. Unfortunately, the comet is heading directly for Springfield and will inevitably destroy the town and the entire population unless they find adequate shelter.

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Altruist Ned Flanders, of course, is the only town resident to have gone to the trouble of building a bomb shelter ahead of time. Following Homer's lead, the entire town arrives at Flander's bomb shelter demanding to be let in.

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Once you have established the basics of the storyline, divide your class into five groups. Pass out 4x7 index cards with team assignments listed on the front and blank space on the back to brainstorm ideas. Group one will represent the character Moe (the bar owner); group two represents Lisa Simpson; group three Reverend Lovejoy; group four Homer; group five Krusty the Clown.

Suggestions for Instructor Preparation:

The index cards should provide instructions for each group to respond to another team--and their Simpson's character's--argument, e.g. Moe the bartender responds to Reverend Lovejoy, Lisa responds to her father, Homer, and Krusty the Clown responds to Lovejoy or whomever (as long as they are a character you have chosen to represent).

Instructions For Students:

Instruct the groups to take a few minutes to collaboratively construct a reasoned argument that justifies why their character deserves to live in the "world of the future," anticipating points of refutation and rebuttal of the character they will be responding to. Groups should choose a leader to present. After each of the groups have delivered their initial argument, give them new time to prepare new statements that include direct refutation, rebuttals, and concessions to their opponent's claims. Depending on how much time you allot for preparation, a 75 minute class should allow for at least two rounds of presentations and, possibly, three.

Notes on Reception, Execution, etc.:

Students generally have a lot of fun with this exercise. To a point, allow them to "get carried away." Try to act mainly as a moderator, bringing their attention back to the concepts of refutation, rebuttal, and concession whenever possible.

Course Type:

Introductory Writing Course

Course Description:

This exercise was originally designed for RHE 306 but could be used for any rhetoric course looking to establish, or refresh, the concepts of refutation, rebuttal, and concession.

DWRL Lesson Plans - B.D. Moench

Teach Pathos through Politics -- the French Revolution

Concession, Refutation, and Rebuttal in "Bart's Comet"

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