2. 5.10/5.11 Thu/Fri warm-up: No one is here!
activity 1: Read and analyze a rhet. analysis passage
activity 2: Discuss the passage
activity 3: SH5 passages for MWDS
close: SH5 study guide
HW DUE: no
HW Tonight: also no
Upcoming:
5.16: AP Lang test
5.21 (“A”)/5.22 (“B”): SH5 finished
5.23/5.24 SH5 assessment (formal)
5.23/5.24: vocab. 10
5.30/5.31: SH5 final assessment (formal) / SH5 MWDS due

3. 5.10/5.11 warm-up: Rhet. analysis debrief
Ten minutes to read and annotate the passage.
When you’re done, you should run through the questions.
Mr. Montague has my typed answers when you and your partners have answered the debriefing questions.
Today’s passage is by Benjamin Banneker whose name is fun to say!
1. SOLO: TEN MINUTES
Read and annotate prompt
PEER WORK: TEN MINUTES
Answer debriefing questions
3. WHOLE CLASS: TEN MINUTES
Review my answers to the questions
Hi kids! It is I, Ben Banneker. I didn’t take APES and/or APUSH either, and I turned out just fine!

4. 5.10/5.11 activity: Debriefing questions
College Board clearly gives you several important SOAPS elements in the background. What are they? Why do you have to keep them in mind?
Oh my. That first paragraph is just one sentence, isn’t it. What do you make of this?
How does Banneker connect himself to his audience in the opening paragraph? Why is this important to do?
From what is Banneker quoting in lines 21-25? Why is it important for him to do so?
Does Banneker attack Jefferson in the third paragraph? Has he established enough evidence to allow him to commit to this bold maneuver?
Paragraph 3, what is the most compelling appeal: ethos, pathos, logos or Eggos?
Paraphrase Banneker’s argument in the final paragraph paying particular attention to the biblical allusion.
Banneker discusses the idea of slavery very abstractly in this essay. He never concretely exemplifies or describes it. Rather he only refers to its “horrors” (17) and his audience’s presumed “abhorrence” (18) to it. Why do you suppose this is the case?
Throughout this letter, Banneker appeals to Jefferson’s faith, his logic and his humanity. Identify any and all rhetorical strategies Banneker uses to create these appeals.
What is Banneker’s attitude toward Jefferson? How does he view, in other words, his audience?

5. College Board clearly gives you several important SOAPS elements in the background. What are they? Why do you have to keep them in mind?
SPEAKER: While the speaker is named and we’re given a little bit of background on him, we’re not given much about him except that he was clearly learned, black and opposed to slavery. Finding out more about him will require reading the letter.
OCCASION: Time of slavery. Very early (1791) in America’s history. This could be important.
AUDIENCE: Knowing that he’s writing to one man, and knowing who that one man is and what he did, is of utmost important. All the rhetorical strategies will be aimed at convincing Jefferson to . . .
PURPOSE: Abolish slavery.
SUBJECT: Presumably “slavery is wrong,” but that’s not much of a thesis, is it? As you go through the letter, you’ll need to expand on “slavery is wrong.” Why is it wrong according to Banneker?
TONE: nope. Nothing.
For me, then, audience and purpose are the most important elements that were provided.

6. 5.10/5.11 activity: Debriefing answers
Oh my. That first paragraph is just one sentence, isn’t it. What do you make of this?
A: We already knew Banneker was learned, so he’s not impressing Jefferson with his scholarship. Perhaps the seriousness of his argument, the complexity of it, is mirrored through complex syntax. I’d be hard-pressed, however, to write much about that. That doesn’t mean that you can’t.

7. 5.10/5.11 activity: Debriefing answers
How does Banneker connect himself to his audience in the opening paragraph? Why is this important to do?
A: We both have suffered due to our lack of freedoms. Presumably Jefferson knows what a typical slave’s life was like, but Banneker impresses upon him that a colonists’ life under British rule is not so different than his life under slavery. Both “exposed” the individual to “dangers.” Jefferson, however, was delivered from his slavery through the “blessing of Heaven,” Banneker’s first appeal to faith.

8. 5.10/5.11 activity: Debriefing answers
From what is Banneker quoting in lines 21-25? Why is it important for him to do so?
A: The Declaration of Indiana Jones, and Jefferson would be a hypocrite if he ignored his own words, wouldn’t he?

9. 5.10/5.11 activity: Debriefing answers
Does Banneker attack Jefferson in the third paragraph? Has he established enough evidence to allow him to commit to this bold maneuver?
A: He clearly attacks Jefferson: “you should counteract [God’s] mercies.” If Jefferson is a man of faith, if Jefferson believes God has granted humans “unalienable rights,” then he cannot support slavery. This bold move has had the ground laid for it in the first paragraph (we’re both humans and want freedom) and the second (you say God gives humans freedom).

10. 5.10/5.11 activity: Debriefing answers
Paragraph 3, what is the most compelling appeal: ethos, pathos, logos or Eggos?
A: Each is presented. But which is most compelling?
Ethos: I have established your possible hypocrisy, and I’m calling you a “fraud.”
Pathos: “groaning captivity” and “cruel oppression” are powerful diction choices, especially when the “Father of mankind” disapproves of this suffering.
Logos: God gives man freedom. You are inferior to God. You do not have the right to usurp God’s will.
Eggos: Give me waffles or give me death.
For me, logos is the most compelling. The whole paragraph reads like a syllogism, but there’s no reason why you can’t state your case for another appeal.

11. 5.10/5.11 activity: Debriefing answers
Paraphrase Banneker’s argument in the final paragraph paying particular attention to the biblical allusion.
A: It’s a “put yourself in their shoes” moment. Again, he’s established he’s a human who suffers just like Jefferson and that God doesn’t want him to suffer. Jefferson emotionally now must feel what enslaved blacks felt.

12. 5.10/5.11 activity: Debriefing answers
Banneker discusses the idea of slavery very abstractly in this essay. He never concretely exemplifies or describes it. Rather he only refers to its “horrors” (17) and his audience’s presumed “abhorrence” (18) to it. Why do you suppose this is the case?
A: Because it’s not an apples to apples comparison. Jefferson’s slavery was very different than Banneker’s. Were Banneker to describe in detail the physical pain he’s suffered, the physical abuse, then it might alienate Jefferson. After all, Jefferson could just say, “Well, that hasn’t happened to me, and I don’t treat my slaves that way, so your argument is invalid.”

13. 5.10/5.11 activity: Debriefing answers
Throughout this letter, Banneker appeals to Jefferson’s faith, his logic and his humanity. Identify any and all rhetorical strategies Banneker uses to create these appeals.
FAITH: lines 14, 23, 32, 48.
LOGIC: paragraph 3
HUMANITY: 1st and final paragraphs

14. 5.10/5.11 activity: Debriefing answers
What is Banneker’s attitude toward Jefferson? How does he view, in other words, his audience?
A: I believe he respects Jefferson, that he recognizes Jefferson’s logic and his rationality, but he’s not afraid to call him out. His respect doesn’t mean that he can accept Jefferson’s hypocrisy. Jefferson may be intelligent, but that doesn’t mean he’s not willfully ignoring a serious flaw in his own logic.

15. 5.10/5.11 activity: Style and SH5
So we talked about style in the last few classes.
Let’s see if we can apply this out to SH5 (and maybe get some major work data sheet filling in happening).
I’m going to give you four passages.
I want you to choose two of them. Explain how they represent Vonnegut’s style.
Don’t remember what style is? It’s easy . . .

16. DICTION + SYNTAX + PURPOSE = STYLE
PASSAGE 1 (p. 29/23): Listen: Billy has come unstuck in time. Billy has gone to sleep a senile widower and awakened on his wedding day. He has walked through a door in 1955 and come out another one in He has gone back through that door to find himself in He has seen his birth and death many times, he says, and pays random visits to all the events in between. He says. Billy is spastic in time, has no control over where he is going next, and the trips aren’t necessarily fun. He is in a constant stage fright, he says, because he never knows what part of his life he is going to have to act in next.

17. DICTION + SYNTAX + PURPOSE = STYLE
PASSAGE 2 (48/38 ) Billy made no reply to this, either, there in the ditch, since he didn’t want the conversation to go any longer than necessary. He was dimly tempted to say, though, that he knew a thing or two about gore. Billy, after all, had contemplated torture and hideous wounds at the beginning and the end of nearly every day of his childhood. Billy had an extremely gruesome crucifix hanging on the wall of his little bedroom in Ilium. A military surgeon would have admired the clinical fidelity of the artist’s rendition of all Christ’s wounds—the spear wound, the thorn wounds, the holes that were made by the iron spikes. Billy’s Christ died horribly. He was pitiful. So it goes.

18. DICTION + SYNTAX + PURPOSE = STYLE
PASSAGE 3 (67/53 ): Their commander was a middle-aged corporal—red-eyed, scrawny, tough as dried beef, sick of war. He had been wounded four times—and patched up, and sent back to war. He was a very good soldier—about to quit, about to find somebody to surrender to. His bandy legs were thrust into golden calvary boots which he had taken from a dead Hungarian colonel on the Russian front. So it goes. Those boots were almost all he owned in this world. They were his home. An anecdote: One time a recruit was watching him bone and wax those golden boots, and he held one up to the recruit and said, “If you look in there deeply enough, you’ll see Adam and Eve.” Billy Pilgrim had not heard the anecdote. But, lying on the black ice there, Billy stared into the patina of the corporal’s boots, saw Adam and Eve in the golden depths. They were naked. They were so innocent, so vulnerable, so eager to behave decently. Billy Pilgrim loved them.

19. DICTION + SYNTAX + PURPOSE = STYLE
PASSAGE 4 (90/70 ): Even though Billy’s train wasn’t moving, its boxcars were kept locked tight. Nobody was to get off until the final destination. To the guards who walked up and down outside, each car became a single organism which ate and drank and excreted through its ventilators. It talked or sometimes yelled through its ventilators, too. In went water and loaves of blackbread and sausage and cheese, and out came shit and piss and language. Human beings in there were excreting into steel helmets which were passed to the people at the ventilators, who dumped them. Billy was a dumper. The human beings also passed canteens, which guards would fill with water. When food came in, the human beings were quiet and trusting and beautiful. They shared. *** Human beings in there took turns standing or lying down. The legs of those who stood were like fence posts driven into a warm, squirming, farting, sighing earth. The queer earth was a mosaic of sleepers who nestled like spoons.

20. 5.10/5.11 close: SH5 study guide Grab a copy from Mr. Montague.
Working with a friend, answer as many questions as you can.
I would annotate my book as I go were I you . . .

21. CLOSE and HW 5.10/5.11 5.16: AP Lang test
HW: I don’t want to buy Vonnegut’s hamburger. I bet you can draw a hamburger I’d want to buy!
5.16: AP Lang test
5.21 (“A”)/5.22 (“B”): SH5 finished
5.23/5.24 SH5 assessment (formal)
5.23/5.24: vocab. 10
5.30/5.31: SH5 final assessment (formal) / SH5 MWDS