1. Different Shades of Green: Exploring Argumentation through Environmental Issues
Unit 5 Overview

2. Today’s What is an argument?
Goals:
Focus Questions
To learn about Unit 5’s goals, essential questions, and standards
To begin exploring Argumentation
First look at Logos Pathos Ethos
What is an argument?
Where do we see arguments in our daily lives?
What makes an argument effective?

3. Overview:
In this unit, our focus is two-fold: firstly to introduce students to instruments for argumentations, and secondly, to have students use their argumentative skills to take a stand on local and environmental issues.
Many students already feel comfortable arguing for or against things, but may not know when they use illogical errors in their argument, or how to persuade using effective tactics.
Therefore, students will immerse themselves into a variety of informational print and non- print texts, (e.g., texts with opposing views editorials, speeches, advertisements, song lyrics, etc.) using a variety of sources (including digital) written for a broad audience to examine how and why people argue.
Students will not only evaluate claims and assess whether an author’s reasoning is logical and whether the evidence used is relevant and sufficient, but they will also expand their skills into creating their own arguments

4. Overview:
As spring is in full season, it is important to note Earth Day and the serious problems surrounding our environment.
It is also important for students to realize the power they have as an individual, and educate themselves and their peers on how they can be more proactive in protecting this place we call home.
By becoming investigators, students will research environmental concerns that affects North Carolina specifically, locating several accounts of the issue, noting how they are presented by different media, including audio, video and different print sources.
Students will develop skills to analyze the different accounts and if bias or other factors influence how information may be presented. Ultimately, students will gain valuable argumentative skills which they will showcase with a final research project.

5. Main Standard
RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

6. Main Standard
RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Delineate (de… Line… ate…)
describe or portray (something) precisely.
"the law should delineate and prohibit behavior that is socially abhorrent"

7. Main Standard
RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
What does Valid mean?
(of an argument or point) having a sound basis in
logic or fact; reasonable.
"a valid criticism"

8. Main Standard Relevant- closely connected or appropriate to
RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
What makes something relevant? Sufficient?
Relevant- closely connected or appropriate to
what is being done or considered.
Sufficient- enough; adequate.

9. Main Standards 2 and 3
W Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W 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

10. Main Standards 2 and 3 What might be the meaning of substantive?
W Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
What might be the meaning of substantive?
having a firm basis in reality and therefore
important, meaningful, or considerable.

11. On the back:
Highlight or circle items from this page that you already know and understand.
Highlight in another color, or box items from this page that you are most interested in learning.

12. Essential Questions:
How can we compose compelling evidence based arguments to persuade audience about urgent issues that affect us and others?
How do we learn to gather, weight, evaluate, and incorporate evidence to logically support our arguments?

13. CORE VOCABULARY:
Logos Pathos Ethos Fallacies Dialogue Narration Theme Text
Diegetic sound non diegetic sound Primary footage Archival footage Still images activism
Documentary film Objectivity
Subjectivity Juxtaposition
Montage Persuasion Stakeholder

14. Focus Questions What is an argument?
Where do we see arguments in our daily lives?
What makes an argument effective?
How can arguments affect change?
What role can we personally play in using arguments to affect change?
How can I convince people that my argument is sound?
What are the major global environmental issues? What are some concerns in NC?

15. Focus Questions
What is the role of art (cinema, photography) and that of the media (journalism) towards global issues? Towards local issues?
What is your impact and responsibility as a citizen of the world? As a citizen of NC?
What can be done to improve the current state of the environment on an individual level? On a organizational level? On a global level?
How is reading nonfiction different from reading fiction?
How does the author use evidence and research to support the arguments?
Can activism be combined with nonfiction documentary without compromising the truth?
Can activism be combined with fiction without dismissing the gravity of the issue?

16. Student Outcome What will students know, understand and be able to do by the end of this unit?
read, discuss, analyze arguments and best practices for persuasion
analyze advertisements and political cartoons for persuasive elements
create original ads or cartoons using persuasion
compare, contrast and evaluate historical arguments
research a particular concern for North Carolina

17. ENDURING UNDERSTANDINGS: What are the big ideas?
An argument is an effective way to convey how and why you know something to be true.
An argument is more convincing when it has strong evidence and sound reasoning.
Strong evidence can influence beliefs and behavior
The environment and sustainability are important issues that need to be addressed for the well-being of future generations.