1. The Value of Life
Shakespeare: to be or not to be Soliloquy from hamlet
Lance Armstrong: It’s not about the bike
Time Magazine: “What is a life worth?”
“The human life value calculator”

2. For this unit:
Keep track of all the assignments/activities/notes/etc. I will collect a packet at the end of the unit with all your work.

3. Before we read… Take a few minutes to respond to the following prompt:
1. What does being alive mean to you? How do you assign value to life? What makes life challenging? What makes it worth living? Describe a few examples that help to show your thinking about how people should value life.

4. “To be, or not to be”
Written by Shakespeare in 1604 in the play Hamlet, Prince of Denmark.
Original title: The Tragicall Historie of Hamlet, Prince of Denmarke.
The speech is a SOLILOQUY, a convention used by playwrights to allow the audience to hear the thoughts of a character.

5. Look over the text, then answer the following questions:
Survey the text
Look over the text, then answer
the following questions:
2. What prior experience have you had reading plays?
3. What did you notice about the page format and
annotations?
4. What did you notice about the text structure?

6. Making Predictions 5. What is a tragedy? What themes and outcomes
would you expect to find in a tragedy?
6. What do you know about the language in plays
written by Shakespeare? What have you done in the
past to help yourself read Shakespeare effectively?
7. The soliloquy here begins with a famous quotation:
“To be, or not to be – that is the question.” What do
you think is “the question” Hamlet is asking? How
do you think he might answer it?

7. 8. Key Vocabulary: look these up
Fortune (from Greek mythology)
Opposition
Oppression
Mortality
Dread
Resolution
Antithesis
Pessimism
Optimism

8. First Reading
Read the soliloquy from Hamlet. Although it is quite short, it packs much meaning into its 33 lines. You may need to read it ore than once before you feel you have a good grasp on the ideas it contains.
At this point in the play, Hamlet feels that he is in crisis. His father died a few months earlier under mysterious circumstances. Hamlet discovers that his father was secretly murdered – by Hamlet’s uncle, Claudius. Making things even worse, Claudius then marries Hamlet’s mother. Hamlet does not know what to do about this knowledge. He wonders whether he can trust anyone or if perhaps he is going crazy.

9. 9. As you first read the text, focus on what you see as the “big picture” Hamlet describes. Based on this first reading, would you say that Hamlet is an optimist or a pessimist? What are your reasons for thinking so?

10. Annotating the Text
Because we are focusing on the way people value life, you will need to take another look at the text.
Re-read the text with a yellow highlighter or some colored pencil or a bright color.
Mark places in the text where Hamlet describes what it means to be alive:
For example: In lines 2 and 3, Hamlet describes life as “the slings and arrows of outrageous fortune,” so you could highlight that phrase as an example of what Hamlet thinks it means “to be.”

11. Pair Compare
Compare sections you highlighted with someone next to you.
Using the sections you both marked:
Place a (+) next to sections that show a positive outlook on life
Place a (–) next to sections that show a negative one
Now reflect back on the earlier question: Is Hamlet an optimist or a pessimist?

12. Pair Paraphrasing Choose 3 of your samples and paraphrase them
10. Paraphrase means putting the ideas of another writer into your own words.
For example: “slings and arrows of outrageous fortune”
Paraphrased: “Hamlet compares being alive to having fate shoot arrows at him.”

13. Rhetoric:
Rhetoric is the art of discourse, an are that aims to improve the facility of speakers or writers who attempt to inform, persuade, or motivate particular audiences in specific situations.
QUEST is an exercise in rhetoric: reading and writing
Aristotle's three persuasive audience appeals:
logos, pathos, ethos

14. Pathos, or the emotional appeal, means to persuade an audience by appealing to their emotions.
This can be done through metaphor, amplification, storytelling, or presenting the topic in a way that evokes strong emotions in the audience.
A common use of pathos would be to draw pity from an audience. Another use of pathos would be to inspire anger from an audience; perhaps in order to prompt action. Pathos is the Greek word for both “suffering” and “experience.” The word pathetic is derived from pathos.

15. More on Pathos
Pathos can be developed by using meaningful language, emotional tone, emotion evoking examples, stories of emotional events, and implied meanings. 

16. Ethos: the ethical appeal, means to convince an audience of the author’s credibility or character.
This could be any position in which the speaker—whether an acknowledged expert on the subject, or an acquaintance of a person who experienced the matter in question—knows about the topic.
For instance, when a magazine claims that An MIT professor predicts that the robotic era is coming in 2050, the use of a big name, “MIT” (a world-renowned American university for the advancement in math, science, and technology) establishes the “strong” credibility.

17. More on Ethos
An author would use ethos to show to his audience that he is a credible source and is worth listening too. Ethos is the Greek word for “character.” The word “ethic” is derived from ethos.
Ethos can be developed by choosing language that is appropriate for the audience and topic (also means choosing proper level of vocabulary), making yourself sound fair or unbiased, introducing your expertise or pedigree, and by using correct grammar and syntax.

18. Logos: the appeal to logic, means to convince an audience by use of logic or reason.
Logos appeals include appeals to statistics, math, logic, and objectivity. For instance, when advertisements claim that their product is 37% more effective than the competition, they are making a logical appeal.

19. More on Logos
To use logos would be to cite facts and statistics, historical and literal analogies, and citing certain authorities on a subject.
Logos is the Greek word for “word,” however the true definition goes beyond that, and can be most closely described as “the word or that by which the inward thought is expressed. The word “logic” is derived from logos.
Logos can be developed by using advanced, theoretical or abstract language, citing facts (very important), using historical and literal analogies, and by constructing logical arguments.

20. Focus on topic
LOGOS
Ethos PATHOS
Focus on Writer Focus on reader

21. Try it!
Logos, Ethos, Pathos Packets: Complete the packets about how we use pathos and ethos as readers, writers, and speakers.
Then read the examples about being vegetarian. Do the examples use pathos, ethos, and/or logos?
Do they use the technique(s) effectively? And for what audience is each intended?

22. Reading rhetorically: Hamlet’s Soliloquy
We identified the genre earlier as a drama, but more specifically a soliloquy. As noted earlier, a soliloquy is a dramatic convention that allows a character to speak aloud his or her thoughts.
From your reading of the soliloquy and your notes, answer the following questions:
(next page)

23. 13. Questions
Does the soliloquy form seem to favor the expression of emotion (pathos) or logic (logos)? Explain.
Does Hamlet’s soliloquy use emotion (pathos) to create a specific effect on the reader? If so, describe how emotion is used.
Does Hamlet’s soliloquy use logic (logos) to create a specific effect on the reader? If so, describe how logic is used.
When Hamlet speaks his soliloquy, he is in crisis. How do his circumstances position Hamlet to speak with authority (ethos) about the value of life? Does Hamlet seem to be speaking about his life in particular or about the quality of life in general?
As careful readers, we are of course aware that it is not really Hamlet speaking, but a character created by Shakespeare. Does Shakespeare seem like someone whose opinions and attitudes are worth considering? Why?

24. Fill out CHARTING THE TEXT
Only fill out the chart for HAMLET’S SOLILOQUY
What did you think about this reading selection?
In the end, do you agree or disagree with Hamlet’s points about the value of life? Explain.
Next up: It’s Not About the Bike

26. To think about… Let’s discuss/in groups:
What do you know about Lance Armstrong? If you don’t know anything, do a quick internet search.
What is the significance of that fact that the book was co-authored by Sally Jenkins?
What kind of text – what GENRE – do you think this is?

27. 14 and 15. Make some predictions
14. What topics do you think Armstrong might talk about that are related to the issue of how society values life?
15. Do you think Armstrong’s values will agree with Hamlet’s or not?

28. 16. Some vocabulary expire poignant demise cadence marbled acrid
puckered
catheter
constitution
articulate
Which sets or pairs are related to each other?
Which words refer to death?
Which words refer to the body?

29. First Read
Pay attention to the way he talks about the VALUE OF LIFE: annotate these parts
As you read, try to determine whether Armstrong appears to be pessimistic or optimistic by marking (+) and (-) signs in pencil.
Think about: Does Armstrong also present an argument about the value of death?

30. Annotating/Marking the Text
Choose one color highlighter (or color pencil)
Highlight the sentences, phrases, words that Armstrong uses to describe what it means to be ALIVE
Mark these as (+) or (-)
Decide is Armstrong a pessimist or an optimist?

31. Comparison to Hamlet’s View
Choose a different color highlighter (or color pencil)
Imagine you are reading Armstrong’s text from Hamlet’s point of view. Highlight any passages that Hamlet would find interesting or compelling. There may be some crossover to your last highlighting.

32. Some critical thinking:
An autobiography is a form of non-fiction – a text that tells the “truth.” Do you think Armstrong’s text is being truthful in his account of his life? Explain your reasoning.
Armstrong’s autobiography is written “with” Sally Jenkins. What role do you think Jenkins played in the writing of the text? How does her participation in the creation of the text influence your interpretation of Armstrong’s story? In other words, how does the combination of Armstrong and Jenkins as authors affect the “ethos” of the text?

33. And some more…
Do you think Armstrong’s story has an impact on the reader because of logos or pathos or both?
Unlike Hamlet, Armstrong is not in the midst of his crisis when he writes his story; instead, he writes about his experiences in hindsight. Does that have an impact on Armstrong’s ability to make his idea and story compelling to the reader? Explain your reasoning.

34. Add to your CHART

35. By Amanda Ripley for Time magazine
21. “What Is a Life Worth?”
By Amanda Ripley for Time magazine
This article comes from the February 12, 2002 issue of Time magazine. Take a look at its form and length. How much time do you think it will take to read this piece?
Have you ever read anything from Time? What do you know about this publication? What kind of articles are commonly included? What type of people do you think compose the magazine’s primary readership?

36. 22. Making predictions
A. The article includes the following subtitle: “To compensate families of Sept. 11, the government has invented a way to measure blood and loss in cash. A look at the wrenching calculus.” What predictions can you make about the article’s content from this subtitle?

37. 22. Making predictions
B. What connections do you think you will see between this text and the previous two we have read?
C. The first two texts were first-person perspectives on the subject. Do you anticipate this article will continue in that vein, or will it be different? Why do you think so?

38. Vocabulary (pass out vocabulary sheets)
Vocab Sheets contain three categories of words:
1. Financial and Legal Terms
2. Emotion-laden words
3. Descriptive terms used to explain the government plan
Alone or with a partner, define the words. Pay attention to the way the words connect to one another.

39. First Reading and Annotating
As you read, try to find the MAIN IDEA of the text. Mark possible phrases that state the main idea with a pencil. Label these “main idea”
Look for the various stances people take in response to the main idea. Mark these various responses, perhaps by numbering them, and summarizing the response with a short note in the margin.
How is LIFE defined by this text? Is life defined as
a human body
a soul
human experience
existence
or quality of life?
Does this definition include a person’s
personal life
professional life?
Label these as you go.

40. Main Idea?
First:
Decide with your partner or on your own, what is the main idea? Can you find a phrase or sentence in the text that states this?
Now, turn that main idea into a question. Write it at the top of the article.
How does the govt. put a monetary value on life? How does this affect people?
Second:
Go through the text looking for answers to this question. Choose a colored pen or pencil to underline those answers.
Make brief notes in the margins about what you underlined.

41. Highlighting the text Color 1: Color 2:
Highlight words, phrases, and sentences that describe valuing life in legal and financial terms.
Color 2:
Highlight words, phrases and sentences that describe valuing life in human and emotional terms.

42. Summarizing the text:
Let’s go over “Rhetorically Accurate Verbs” and the “Writing a Summary” template.
Using the verbs and the template, begin constructing an accurate summary about the article. Keep your summary under 8 sentences.
In “What Is A Life Worth?” published in the news magazine Time on February 11, 2002, Amanda Ripley ________ that ________ …….

43. In “Who Cares if Johnny Can’t Read
In “Who Cares if Johnny Can’t Read?” published in the online journal Slate on April 16, 1997, Larissa MacFarquhar informs readers that those who think that Americans no longer read books are mistaken. According to MacFarquhar, Americans are reading more than ever, although they are reading genre fiction and self-help books instead of the classics. This preference for “popular” books leads MacFarquhar to raise two related questions: Does it matter what people read or only if they read? Many persons today, says MacFarquhar, believe that that reading in and of itself matters because reading is considered more intellectually stimulating and culturally valuable than watching television. MacFarquhar opposes this view by suggesting watching television can sometimes be more stimulating and culturally valuable than reading. What matters, she believes, is the quality of what is being watched or read.

44. Critical Thinking
Most news articles, like this one, try to take an objective, unbiased approach. Would you agree that this text is unbiased, or do you think it favors one perspective? Explain your answer.
What types of evidence does Ripley use to get across the key ideas and issues associated with the compensation of 9/11 victims and their families? Are any specific types of evidence more compelling to you as the reader? Less compelling?
How accurate do you think the information in the article is? In other words, do you think Ripley and Time magazine are to be trusted? Why or why not?

45. Pathos, Ethos, Logos
Does the article use logic, emotion, or both to make an impact on the reader? Describe how.
Compare the use of these techniques in this article to the way logic and emotion are used in Hamlet’s soliloquy and Armstrong’s autobiography.

46. Add to your chart

47. Human Life Value Calculator
Google Human Life Value Calculator
Click on the first link: LIFE …
This text is quite different than the other three: it is an interactive site, not a soliloquy, a narrative, or a news article.
What appears to be the purpose of the site?
How is the site organized?
Who might use this text?

48. 31. Making some predictions
Since this text claims to calculate human life value, do you anticipate it will have the most connections to Hamlet’s soliloquy, Armstrong’s autobiography, or Ripley’s Time article? Why?

49. 32. Looking up key vocabulary terms
Please look up and jot down definitions for the following terms:
Assess
Incur
Expenditure
Consumption
Fringe benefits
Contribution
Can you make any connections to vocabulary from previous texts?

50. Play around with the site
Enter different information: ages, gender, jobs, income and notice the effects on the results.

51. Writing a response
Write a brief RESPONSE - no more than 8 sentences – to the Human Life Value Calculator.
A response should:
Begin similarly to a SUMMARY. (look at your notes)
Describe/summarize in a sentence or two what the human life value calculator asserts about human life’s value.
Describe your reactions to those assertions.
Remember, your response doesn't have to be in complete agreement or disagreement with the text; you might agree with some aspects and disagree with others.

52. Pathos, Ethos, Logos: YES, AGAIN. 
Unlike the other texts in this unit, the Calculator has no single identified author. Does the lack of a name author affect your level of belief in the text’s ideas and purpose? How can you find out more about the text and whose interests it represents?
Did this text produce in you an emotional response of any sort? If so, briefly describe it.
Consider the charts that the calculator produces. How well do you understand the meaning of these charts? How do the three charts differ? Does the use of all the numbers make a logical argument about the value of life?

53. And now, finish your chart.