Video Clip Assignment Description and Rubric

FIGHT THE POWER (Or not)!!!
Essay or First Person Stream of Consciousness Narrative Writing assignment

Proposal Cover Letter                            Due: 1 Week
First Draft/Peer Review day                Due: 2 Weeks
Final Draft                                                Due: 3 ½ Weeks

You must choose between:
(a). Writing a persuasive essay defending/condemning people throughout history who have done just what they have been told to do despite of the moral implications. Research is not required to do this assignment; however, arguing from current and past events will certainly help build your case in either direction. You might START your research in some of these places:

Milgram Experiment
Stanford Prison Experiment
Asch Conformity Experiment
Nuremberg Defense

With Power Comes a Selfish Point of View:

The persuasive essay should be interesting and it will probably require 3 or more pages to argue your point effectively. Consider, some historical or fictional examples (As we are reading Lord of the Flies) of people that you might want to defend or bring to justice, who have simply “follow authority,” even when the nature of that authority brought pain to other people.

Also, write a 1 page or less cover letter or proposal that will act as SPW#3. You will share your proposal to the class and explain which historical people/person you are going to defend/prosecute and what makes this case interesting. Why are you motivated to write about this topic? Why should we be motivated to read? What will we learn?

(b). Writing a first person stream of consciousness narrative, that places you in the mind of either an authority figure or a person obeying this authority without considering the implications. I’m interested in how “real” you can portray the thoughts of people in either position. To make this real, you will probably need to do some research, although technically it is not required. Here are some good places to look to get a psychological profile of people in power/authority positions:

Milgram Experiment
Stanford Prison Experiment
Asch Conformity Experiment
Nuremberg Defense

With Power Comes a Selfish Point of View:

This assignment requires you to be creative, and knowledgeable about people. This option requires different things. I’d expect at least 3 pages that build up the scenario in which your narrator is operating and the thoughts running through her/his head.

Also, write a 1 page or less cover letter or proposal that will act as SPW#3. You will share your proposal to the class and explain which historical point of view you are going to stream thoughts from and what makes this potentially interesting. Why are you motivated to write about this topic? Why should we be motivated to read? What will we learn? What might surprise us?

Rubric:
Peer Review/Cover letter/Revision and drafting                                     _____/30 points

Ideas/Content                                                                                                          _____/30 points
o Complexity of thought and full development of ideas
o Creative, innovative, inventive, imaginative

Structure and Organization                                                                                _____ / 20 points
o The works reflect in depth thought on all levels.
o The word reflects a logical argument or logical stream of thought.

Voice/Tone                                                                                                       _____/ 20 points
o Sense of ownership—writing beyond the grade
o Non-Verbal Rhetorical Choices (image, font, formatting)
o Writing real, writing small, writing authentically (intent/purpose)
o Tone is appropriate for genre and respectful of audience/s

Conventions                                                                                                      _____ /10 points
o original title
o Distinct separation of genres
o 12-point, readable font
o Minor errors do not detract from content
o Punctuation, grammar, and usage contribute to style (Grammars A & B)
o Capitalization and spelling are generally correct

TOTAL                                                                                                               _____ / 110 points

Video Clip Assignment Teaching Rationale

I chose to gear this assignment toward 10th grade students, although this activity can probably be worked into any 8-12th grade classroom. There are all sorts of relevant literary and nonliterary subjects that this video refers indirectly to, such as: 1984, Fahrenheit 451, The Book Thief, Lord of the Flies, Nuremberg Trials, Psychological experiments, Any novel dependent on 1st person stream of consciousness, Criminal Defense/Prosecution.

Also, I chose these clips because, I thought these clips were funny. However, besides simply being funny, these practical jokes have practical applications for understanding characters in stories that we cold be currently reading and can lead to deeper discussions about what it means to have authority and obey authority. This would also lead to discussions about human nature and theoretical psychology.
Some of the hypothetical questions for class discussion might include: Why did these guys go along with these nonsense ideas? Would you have gone along with Cousin Sal’s directions? How can you be sure that you wouldn’t? If someone in a suit promises you something that you want, but tells you to do something for it, don’t you do it? How are clothes rhetorical choices that signify places in power i.e. Why was Sal wearing a suit a good prop to pull off the practical joke? What about Nazi Germany how did authority change people’s decision making then? After an explanation of the Milgram Experiment, what do students think about authority now? How does this relate to our current novel?

The potential for classroom discussion with these videos is nearly endless. I’m excited about implementing such an assignment in my own classroom soon; however I will have to consider certain things: Planning class time for peer review, printing out cover letters and final drafts, computer lab time and providing adequate time for students to meet or consult with me.

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Examples of SOME of the GPS that this Assignment Meets:

ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background, as well as to works from other time periods. The student

a. Relates a literary work to non-literary documents and/or other texts from its literary period.

b. Relates a literary work to non-literary documents and/or other texts relevant to its historical setting.

ELA10W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student

a. Plans and drafts independently and resourcefully.

b. Revises writing to improve the logic and coherence of the organization and controlling perspective.

c. Revises writing for specific audiences, purposes, and formality of the contexts.

d. Revises writing to sharpen the precision of word choice and achieve desired tone.

e. Edits writing to improve word choice, grammar, punctuation, etc.

ELA10W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure. The student

a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.
d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.
e. Writes texts of a length appropriate to address the topic or tell the story.
f. Uses traditional structures for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question).
g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

Big Rules Vs. Critical Thinking… Technology, Personas, and Using Social Networking In the classroom. (yes, a long title… I know.. I didn’t have time to write a shorter one).

When President Obama won the election in 2008, more than half of the voting public was elated. His family was elated. I was elated. Chris Mathews had a feeling running up his leg! Nearly everyone understood the historical significance of the win. It was a special time.

So you can imagine how unreservedly overjoyed President Obama must have felt… that is.. until he was informed by The Secret Service that he would have to give up his Blackberry PDA (personal digital assistant) FOR-EV-ER!

He’d taken a job, which he was unquestionably honored to have, but in return he essentially had to give up shooting text messages about sporting events to buddies, birthday wishes to dozens of people at a time, long running inside jokes between college buddies and old roommates, and keeping up with friends from all of the many circles he has traveled. He was president. Commander and Chief. He’ll be a public figure for the rest of his life. He had to give it up for security and political reasons.

I can’t help but feel that a part of me will have to die when I become a teacher. The part that likes telling, and hearing dirty jokes. The part that likes taking controversial positions about religion and politics. The part who is never afraid to be, as George Orwell’s 1984 society might title me, a little “Unorthodox.”

You have no idea of the magnitude of this.

You see, right now, I have Future Teacher Michael, but there is also Independent Michael J. That’s the Michael you know, the Michael you grew up with — Movie-pitch Mike, Coffee shop Mike, Liar Mike, Bawdy Mike.

I love that Mike.

And he’s Dying! If Prospective Teacher Mr. Williams walks through that door, he will Kill Independent Michael J! A Michael, divided against itself, Cannot Stand!

Yes, I just ripped off the whole George Castanza bit from Seinfeld. Yes, I used a 90′s reference. You probably got it! If I told that joke during every class period for a whole day, right now in 2009, I’d wager that maybe 2 students get that joke. MAYBE one of those students gives me a pity laugh because she/he is on that “A/B fence” that teachers and professors are always trying to scare/bribe us with at the beginning of each semester to make sure you feel motivated to participate during class.

I’m babbling, but the point is: Independent Mike can’t be friends with teenagers because they won’t get dated Seinfeld references for example, and I don’t want friends who don’t get dated 80′s/90′s references. Mr. Williams does though. He’s built his life around young people. Mr. Williams is up on the latest trends and he’s constantly trying to stay current so that he can connect with his students, because that’s his job. Independent Mike can’t even muster out a forced chuckle at an hour long Dane Cook special (who, by the way, is the worst comedian of our generation. Kids tell me he’s funny. Look, it has been a long day at work, this is a really snarky post and I’m babbling again and I’ve completely forgot how to use my backspace key, mysteriously, so I can not edit out this rambling. Maybe we should go over that as a topic in class. Look, there I am being snarky again.. and rambling… this is the post “about nothing.” Get it? Seinfeld reference).

So, like the President, I’ll have to give up some privacy for the sake of duty and honoring a worthy profession.

I do wish, however, that there were not so many big rules that prevent such small problems. I wish cell phone policies did not dominate so much space in student agendas at public schools. Is a text message or picture message really much worse than a note under the desk or harmful photos that can be passed around with ease. I rarely hear teachers have note passing policies posted on their doors anymore. I’m still waiting for someone to tell me how exchanging emails with a student has a greater capacity for scandal than inviting students to write letters and post-cards over the summer. I’m still waiting to hear how a facebook profile can do more personal damage to a teacher’s reputation than a night out on the town with old friends. I would argue that the same personal behaviors get caught (good and bad) through texts, emails, and social networking sites that get caught with technologies that are becoming used less frequently. The interest in stories about the negative effects of these mediums have increase, and the ability for technology to catch people abusing public trust has become simpler. But, those are the only discernible differences as far as I can tell.

The more technology “catches” unprofessional teachers, there exists a growing belief in the assumption that it is the use of the technology that has propelled this spike in unprofessional behavior amongst teachers, congressmen and other public officials. What an illogical assumption to make unless, of course, you’re a former hippie with a fear that new technology will enslave and drive humans to growing states of immorality(or a science fiction fan, which always believes new technology is set out to destroy the old ways of decency… like in “I Robot”, “Terminator”, “The Matrix” etc… I mean think of how many times in the history of science fiction has gunfire ever been a useful weapon against the enemy army of aliens or robots or future humans or future robots… Never. yup, I’m really being snarky tonight…and I’m babbling again… I know). The assumption that technology propels a growing state of immorality is baffling logic in the same way that 99 out of 100 science fiction films baffle me with tortured logic. It is the moral quality of the user that makes social networking a useful or harmful tool. It is the moral quality of a cell phone user that makes a text message or picture message a useful or harmful tool. I suppose, however, that the fear of “the heightened ability” to do wrong out ways the need for critical thinking about the possible benefits of encouraging students to use technology.

What is wrong with asking “What if?” What if students were encouraged to use their cell phones to text questions to the teacher at the front of the room, because they are too embarrassed to raise their hand, rather than wasting class time, and agenda space threatening students about having cell phones? What if students can find their teacher on facebook, learn their teachers first name, discover that they have a dog, a girlfriend, and what movies and books they like? What if teachers had students rewrite their “About Me” section on facebook or myspace as their first writing assignment? What if students had to publish something to their “notes” section on facebook or their “blogs” section on myspace? I’m just asking “what if?” I could do it all day. Really. Is it possible that we have an education system full of people afraid to ask “what if?” because it is too exhausting to take the minority position on technological issues? Is it possible that we have a system full of policy makers who never ask “what if” or are more concerned about negative headlines?

It is always easier to have a BIG RULE than to ask “what if?” Big rules are safe. Sometimes illogical. But they’re always BIG. People like big blanket rules.

So, Independent Mike may have to fade away a little or at least slip into less traceable territories. A small sacrifice, because social networking is so useful. Facebook offers an opportunity to connect with people, to see and be seen, to hear and be heard. That’s it! That’s all English classes are trying to accomplish to begin with! As an English teacher I want to help students understand and be understood! Facebook/Myspace/Twitter does all of those things. Mr. Williams could not be more excited about the fact that young people ARE ALREADY HIGHLY interested in doing this everyday when they go home. I’m giddy. I get to build on naturally motivated students who get to employ rhetorical skills that I will teach them via facebook and myspace, everyday! Hell, Independent Mike is even excited.

Wikipedia

I use wikipedia. I know what you’re thinking. Believe me. I’ve heard the arguments about Wikipedia. They are valid points. Wikipedia may not be the MOST credible source of information, but it does represent a process of perfecting knowledge. Which, ironically, is the same process that the scientific community uses. You will never meet a scientist who believes, sincerely, that he has completed or perfected a perfect piece of knowledge. All scientists understand that more conclusions lead to more questions. The wiki structure supports a dynamic improvement of human knowledge.

Satirist Stephen Colbert pokes fun at the idea of wikipedia in this segment on his popular television show.

Colbert raises good points about why Wikipedia can be harmful. It is easy to understand why many teachers, librarians, and other academic figures scoff so loudly and enthusiastically at the idea that Wikipedia’s information is handled less than authoritatively. The banning and blocking of Wikipedia as a resource represents a lack of faith that many educators have in their own student’s ability to think critically about material. Perhaps, that is why so many textbooks sound god-like in their delivery of information about topics that are actually subject to a ton of current debate.

I contend, however, Wikipedia’s strength is in its unique lack of authority. It gives democracy to education. Isn’t that a good thing?.

Web 2.0 and Authorship

The many advancements and improvements associated with using the internet, particularly the ability to publish ideas and images, has been put in the hands of nearly everyone.  The advent of websites like Wikipedia, Facebook, Youtube, and user friendly Blog websites has all sorts of implications, both positive and negative, for disseminating information, ideas, and points of view.

For example, newspapers have experienced a sharp decline in circulation and economic viability, in recent years, largely due to free, instant, and easily available online content posted on websites and blogs. Many people believe this is a welcome change as it allows so many more people to become involved in deciding what issues are salient and how those issues are handled in a more democratic fashion.

I personally believe the intellectual freedom awarded to everyone on the internet is probably the greatest benefit of web 2.0. I do, however, recognize that there are many standards and ethics involved with institutionalized journalism that do not translate to someone who is receiving and commenting on news that has already been filtered, and who is working out of her/his basement to create a website that wins traffic. Actually, journalistic integrity often is a burdensome ideal to someone who is trying to gain hits and attention. Also, the art of writing has suffered on the internet because the focus for many writers is on immediacy and volume rather than reflection and accuracy. (Personally, I blame twitter for this… which is why I have a one man boycott going)

Initially, web 2.0 may seem to promote more of a meritocracy in writing, journalism and production. However, when the goal simply becomes to win traffic, the more provocative authors will garner more attention, even when the information produced is skewed to an untruthful degree or rhetorically slanted in some other dishonest way.

So, perhaps in the same way that the greatest failures in our democratic government do not rest solely on the collective shoulders of “thievin’  politicians,” but rather in the inability of voters to decide political contests based on critical public discourse about key issues, rather than the gimmicks, slogans, spins and slanderous sound bites. In this very same way, all of the ills with web 2.0 may center around the lack of media literacy that made television so harmful to uneducated viewers in the 20th century. This new wave of technology and “mini-media” presents new problems, but it also creates tremendous opportunities for teachers to reach students and ask them to critically think about issues in ways that did not exist only a few years ago.

Another interesting phenomenon that may be counter-intuitive to the folks out there that believe web 2.0 is splintering the media, I’d suggest that web 2.0 is actually moving toward conglomeration. In the end, the vast majority of viewers will spend a limited amount of time on popular websites that their friends and family visit, websites with high profile and recognizability. For example, If I want to find sports information or opinions I may look on Espn.com, Foxsports.com or NBA.com. I will never search for a random blog of some unknown guy who lives in Kansas for my sports information. There has become so many different blogs and amateur writers living off of shock value and recycled information that people have begun to revert back to a few websites for information or news. Ultimately, the “Freedom” and variety that web 2.0 represents has become a mirage. As time goes on, more information will be accessible from fewer “giant” websites. Fewer websites will gain more of the “hits,” just as large businesses eventually begin to own larger shares in their respective markets. Blogs will continue to be niche entities that, if they become popular enough will be sucked in by a larger brand. Web 2.0 is not the new frontier anymore, it is just business as usual.

Web 2.0 has become another lesson in government, economics, and human behavior. In all three of those fields of study, the key questions ultimately relate to trust. On the internet, trust is the greatest question of all. What do we trust and how do we know if something is trustworthy? How can we present information in an honest and trustworthy manner? How can we represent ourselves, through our writing, our ideas, our tweets (your tweets… i’m boycotting)  and status updates, or our photos to the world… safely?

I’d hate to end this blog post without answering those questions, but unfortunately those questions may not have simple answers. I believe the answers are situational and can be answered through experience, which we must provide for our future students.