Embracing Technology
Using Transformational Thinking to Analyze Its Uses & Abuses
Essential Questions :
Ø What role does technology play in sustaining human life?
Ø What issues are involved in creating, lengthening, and bettering life?
Ø What is technology’s role in society?
Ø What are the trade-offs for technological advances?
Ø What role will I play in future technology? Question it, consume it, or help to create it?
Technology & You Intro
Background Information & Resources
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Mary Shelley's Frankenstein
“...learn from my miseries, and do not seek to increase your own.”
The Novel : Assignments
Audio Version of novel (YOUTUBE)...with rolling text
Chapters to READ: 5, 7 & 23 & Synopsis of other Chapters
Chapters to READ: 5, 7 & 23 & Synopsis of other Chapters
Framing the Text Handout
VOCABULARY MAPPING Assignment
VOCABULARY Pictures Assignment
Focus Question #1
Focus Questions #2 & #3
VOCABULARY MAPPING Assignment
VOCABULARY Pictures Assignment
Focus Question #1
Focus Questions #2 & #3
Assignment on Ethics & Transplants:
1. Watch the video below: "A New Face for Violet"
2. Read the case studies on the following link:www.pbs.org/wgbh/pages/frontline/shows/organfarm/four/#ad
3. Pros & Cons Response: Write a 1-2 paragraph (8-10 sentence) response on the following:
There are many amazing opportunities within the medical/science field thanks to advancements in technology. However, are there consequences that go along with these advancements?
1. Watch the video below: "A New Face for Violet"
2. Read the case studies on the following link:www.pbs.org/wgbh/pages/frontline/shows/organfarm/four/#ad
3. Pros & Cons Response: Write a 1-2 paragraph (8-10 sentence) response on the following:
There are many amazing opportunities within the medical/science field thanks to advancements in technology. However, are there consequences that go along with these advancements?
- Explain the advantages and disadvantages of medical advancements presented in the articles and video. Explain if you support these types of uses of technology in the medical field. What are some of the gains? What are some of the issues that may arise?
- Include your thoughts on at least 2 of the case studies you just read/watched. Use the information in each to back and support your points.
- Make sure to support your opinions with reasons, examples, evidence, etc.
VIDEO: "A New Face for Violet:
Rhetoric in Technology
Review of "What is Rhetoric?"
Rhetoric in Technology
Review of "What is Rhetoric?"
- Video on defining Rhetoric - Ethos, Pathos & Logos ...(see below)
Assignment #1: Rhetorical Devices in Speeches
Step 1:
Step 2:
- Read Apple's Tim Cook's "Email to Our Customers"
- When reading HIGHLIGHT the Ethos (yellow), Pathos (pink), Logos (green).
- Note the Author's Intent of each piece. Answer the following Question on your paper... What was the author's intent in writing this article? Was the author's intent successfully delivered to his audience? Explain with evidence.
Step 2:
- Review the Handout on Rhetorical Devices
- When finished reading and noting the above points, complete the following Handout.
Follow-ups to Tim Cook's Message:
- New York Time's Article, "Apple Fights Order..." - February 2016
- New York Time's Article, "Apple Engineers...Might Resist" - March 2016
- With Finality, FBI Opts not to share..." - April 2016
Assignment #2: Fallacies in the Media
- Review the Handout on Fallacies.
- Watch the video below on Examples of Fallacies in the Media
- Complete the following Assignment:
- Search the internet & select two examples of the following: either a persuasive article, or speech, or video that you feel uses unethical techniques/fallacies to persuade the audience. (See the Chart below the video below for "unethical techniques in persuasion".)
- On a separate sheet of paper complete the following for both examples you find:
- Briefly explain the article, video, or speech you are using.
- What techniques/fallacies are being used?
- What makes them unethical or incorrect? Discuss your findings.
Eleven Points for Speaking Ethically
In his book Ethics in Human Communication,Johannesen, R. (1996). Ethics in human communication (4th ed.). Prospect Heights, IL: Waveland Press. Richard Johannesen offers eleven points to consider when speaking to persuade. His main points reiterate many of the points we discuss and should be kept in mind as you prepare, or present, or listen to a persuasive message.
Unethical Techniques When Persuading
Do not:
Aristotle said the mark of a good person, well spoken, was a clear command of the faculty of observing, in any given case, the available means of persuasion. He discussed the idea of perceiving the many points of view related to a topic, and their thoughtful consideration. While it’s important to be able to perceive the complexity of a case, you are not asked to be a lawyer defending a client. Be transparent and truthful.
In his book Ethics in Human Communication,Johannesen, R. (1996). Ethics in human communication (4th ed.). Prospect Heights, IL: Waveland Press. Richard Johannesen offers eleven points to consider when speaking to persuade. His main points reiterate many of the points we discuss and should be kept in mind as you prepare, or present, or listen to a persuasive message.
Unethical Techniques When Persuading
Do not:
- use false, fabricated, misrepresented, distorted or irrelevant evidence to support arguments or claims.
- intentionally use unsupported, misleading, or illogical reasoning.
- represent yourself as informed or an “expert” on a subject when you are not.
- use irrelevant appeals to divert attention from the issue at hand.
- ask your audience to link your idea or proposal to emotion-laden values, motives, or goals to which it is actually not related.
- deceive your audience by concealing your real purpose, by concealing self-interest, by concealing the group you represent, or by concealing your position as an advocate of a viewpoint.
- distort, hide, or misrepresent the number, scope, intensity, or undesirable features of consequences or effects.
- use “emotional appeals” that lack a supporting basis of evidence or reasoning.
- oversimplify complex, gradation-laden situations into simplistic, two-valued, either-or, polar views or choices.
- pretend certainty where tentativeness and degrees of probability would be more accurate.
- advocate something which you yourself do not believe in.
Aristotle said the mark of a good person, well spoken, was a clear command of the faculty of observing, in any given case, the available means of persuasion. He discussed the idea of perceiving the many points of view related to a topic, and their thoughtful consideration. While it’s important to be able to perceive the complexity of a case, you are not asked to be a lawyer defending a client. Be transparent and truthful.
Assignment #3: Identifying Rhetoric in News Articles
Part 1:
- Read the following Address from Mark Zuckerberg on Responsibility & Fake News on Facebook.
- When reading HIGHLIGHT the Ethos (yellow), Pathos (pink), Logos (green).
- As you read through the article, complete the SOAPSTONE Activity as a "Close Reading" Activity to help you Analyze the Text & Author's Intent of the piece.
Part 2:
- After completing the SOAPSTONE activity on Zuckerberg's Press Release, answer the following questions; be sure to cite examples to back up your points:
- What was the author's intent in writing this article?
- Was the author's message successfully delivered to his audience?
- Did Zuckerberg develop Ethos well in his speech?
- Did his use of Pathos help develop his message?
- Did his use of logos strengthen his speech?
The Technology Research Paper
Handouts/References for writing the paper:
Websites:
The Technology Research Paper
Handouts/References for writing the paper:
- MLA FORMAT Handout Packet ( see last page for WORKS CITED info)
- Intros/Conclusions Handout
- Transitions Handout
- Incorporating Quotations Handout - see the 4 ways to integrate & punctuate quotes into your essay
Websites:
- OWL @ PURDUE - link for all your MLA/formatting/in text citation questions
- easybib.com citation generator
EXAMPLES of In -Text Citations / Citing Sources in Paper:
In -Text Citation with LONG TITLE OF ARTICLE in your MLA paper:
Note:
See below:
Note:
- Only use first 3 words
- No ellipses for the part of title you cut off
- Cap major words
- Use quotes around title
See below:
Works Cited Page Sample:
TECHNOLOGY UNIT STANDARDS
Key Ideas and Details:
R.I. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
R.I. 11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
R.I. 11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Craft and Structure:
R.I. 11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
R.I. 11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
R.I. 11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Integration of Knowledge and Ideas:
R.I. 1-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
R.I. 11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
R.I. 11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity:
R.I. 11-12.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core Standards for Writing– 11th Grade
Text Types and Purposes:
W. 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W. 11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W. 11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
W. 11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W. 11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W. 11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge:
W. 11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W. 11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
R.I. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
R.I. 11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
R.I. 11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Craft and Structure:
R.I. 11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
R.I. 11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
R.I. 11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Integration of Knowledge and Ideas:
R.I. 1-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
R.I. 11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
R.I. 11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity:
R.I. 11-12.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core Standards for Writing– 11th Grade
Text Types and Purposes:
W. 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W. 11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W. 11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing:
W. 11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W. 11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W. 11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge:
W. 11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W. 11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.