1. Create a PowerPoint presentation for your group’s prompt.
2. Everyone must contribute
3. All group prompts require quotes from sources to be show in the PowerPoint and then somehow explained. See the prompts below.
4. You need at least 1 graphic or picture
5. Must have title slide with group members’ names.
6. The slides must be easy to read (good use of colors, bits of information on several slides rather than all info on one slide, etc.) For more tips, click here.
7. Submitted through the upload form on the Website. In the “Message” field type in “group assignment,” period, and group number.
8. You will teach the class about your prompt, using your PowerPoint.

Group 1
Find and explain an example of logos, ethos, and pathos from Letter from Birmingham Jail and explain it. Click here if you do not remember what these are. Make sure your audience, the class, know what they mean.

Group 2
Find and explain an example of logos, ethos, and pathos from the Declaration of Independence and/or the “Speech in the Virginia Convention.” Click here if you do not remember what these are. Make sure your audience, the class, know what they mean.

Group 3
State the audience, purpose, and prompt for each of the readings. Explain how, with an example, each is written in a way appropriate to its audience (tone, language, reasoning, etc.). RAPP Info

Group 4
Find an example of the for techniques for emphasis that we studied (remember the cheeseburger?) and explain their use using “Speech in the Virginia Convention”.  Make sure your audience understands each technique. Visit the rhetorical emphasis post for more info.

Group 5
Choose an important quote form each reading, show it, translate it, and explain why it is important (what does it contribute to the author’s argument?).

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1. Intro–Purpose of document
2. How things should work
3. How the King violated the ideal
4. How the colonist tried to correct it
5. What must now be done to reach the ideal

The following notes give a brief history of the colonist struggle against Britain, which reflects the parts of the D of I (the process that they went through to achieve their purpose is important, not the historical details).

[Show as slideshow]

As you read the document, note how the language and structure is appropriate for the audience and purpose.

Also, the final version is different from what Thomas Jefferson wrote.  Jefferson wrote a couple passages dealing with slavery, which were deleted by the Second Continental Congress.  To understand these passages, you need to translate Jefferson’s words into your own.  Read this page for instructions on how to do this, then complete the worksheet with the deleted passages ( translating the declaration of independence).

Read it ( Declaration of Independance), or watch actors read below.

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