Personal Video

Music/Performance

https://www.vox.com/culture/2017/4/12/14462948/protest-music-history-america-trump-beyonce-dylan-misty

https://www.cnn.com/2016/02/08/politics/beyonce-super-bowl-black-lives-matter/index.html

Film

Art
Artists install massive poster of child’s face in Pakistan field to shame drone operators

https://abcnews.go.com/Politics/matter-life-blood-redress-project-seeks-highlight-violence/story?id=61769280

Poetry

Activists – Various mediums

Dreamers

http://www.buzzfeed.com/adriancarrasquillo/22-powerful-images-by-dreamers-a-window-into-life-as-an-undo

Dreamers Adrift

Soultree

Julio Selgado

Undocumented and Awkward

Jasiri X

How do we decide what is right?

In 1948, the United Nations proclaimed a Universal Declaration of Human Rights “as a common standard of achievements for all peoples and all nations. It sets out, for the first time, fundamental human rights to be universally protected….”

In 2000, the United Nations put forth a set of goals for the world to work on together. The aspiration was that these goals would be achieved by 2015. Much progress was made.

Millennium Development Goals

In 2015, the United Nations designated a set of goals to continue its work toward equality and peace.

UN Sustainable Development Goals

Examples of Approaches to Ethical Reasoning

Consequence-Based

Utilitarianism – Jeremy Bentham

• Do what produces the greatest overall good for all affected
• Requires an assessment of the consequences, a forecasting of the outcomes

Measured in various ways:

• Monetary
• Human welfare
• Pleasure or happiness

Maximize net benefits for all foreseeable outcomes

Applying to a case:

• What are the likely consequences, good and bad, of each decision?

Limitations????

• Protect minority from tyranny of the majority
• Subjectivity
• Unforeseen consequences
• Ends justify the means?

Categorical or Duty-based 

Immanuel Kant

• Determining UNIVERSAL moral duties
• Do only that which you would want everyone to do, otherwise, there’s a moral duty NOT to
• Respect people as ends in themselves
• Duty to obey universal principles:  do not lie, do no harm…
• Right to be treated with respect: not to be lied to or harmed…

Ideally, ethics is universal and impersonal: do that which everyone must do, no matter who they are or where they’re from.

Applying to a case:

• Does it violate anyone’s human rights?

Limitations:

• Rigidity
• Consequences DO matter

Virtue-Based

Aristotle

• What would a person of good moral character do?
• Exercise appropriate virtue in every case:  honesty, generosity, justice…

Applicable virtues depend on context:

• What is HONEST depends on social traditions, history; context based

Limitation:

• Relies on judgement
• Not precise formula
• Behaviors are believed to be ethical simply because they’ve become “normal”

Ethics of care

Feminist scholarship – Carol Gilligan, Nel Noddings  

• Interpersonal relationships and care or benevolence as a virtue are central to moral action
• Shares a great deal with virtue-based: Contextual, responds to limitation of impersonal, objective rules
• Arises from feminist concerns:  about the quality of human relations rather than duties and rights

Applying to a case:

• Do relationships demand special care?  Does violating a “universal” ideal for a relationship amount to “caring?”

Limitations:

• Not a clear guide
• Can maintain prejudice

Here is a PowerPoint presentation of the ideas above, with some additional thinking about how to consider issues with an ethics lens:

Ethics-Intro

Harvard professor, Michael Sandel, recorded his lectures for his course on Justice. In this course, he examines many facets of ethical decision making, rights of the individual and society, and asks questions about what we owe society and what we are owed…. if anything.

Lecture 15: What’s A Fair Start?

https://www.npr.org/2019/02/19/692322738/scrubbing-the-past-to-give-those-with-a-criminal-record-a-second-chance

Attention – 1-2 paragraphs

• Get the audience’s attention with relevant, substantial (read: not fluff/throwaway material)
• Establish the topic and exigence; offer critical context for discussion
• Clearly state the thesis – take a clear position

Need – Define the PROBLEM

The first thing you need to do is KNOW the PROBLEM (aka NEED)

This may take up the majority of your work UNLESS the problem is well understood.

• Statement – Clear description of the problem. You will likely articulate the problem in your Attention Step, but now you’re really making your audience understand the problem, supported by:
  • Illustration – throughout the NEED step, find ways to illustrate the dimensions of the problem. As the complexity of the problem unfolds, highlight SPECIFIC examples that can be understood as having been experienced by particular communities/individuals.
  • Ramifications – woven through as well should be well-sourced data that highlights the extent of the need. Does this affect widening numbers of people? Are trends moving in a concerning way?
  • Pointing/Relevance – Clearly articulate ways in which the problem may be a concern to wider populations. Why should anyone care? How can this affect the health, safety, happiness, prosperity of others? CLEARLY show the connection between the problem/NEED and the affected and wider population’s well-being.

Satisfaction – How do we fix this problem/address the NEED? What can be done?

Here, you’re proving that you have a solution and that it will work, it will be pragmatic, doable. This may make up the second most substantial portion of your paper.

• Statement – what do you want to be done?
• Explanation – Get specific. Elaborate and clarify the actions that need to be taken. Who’s responsible? How do we pay for it? PROVE that this will alleviate/solve the problem.
• Demonstration – Either theoretically or practically or both, offer examples of how and why the action being urged will help solve/address the problem/NEED. Offer examples of how similar actions in similar situations resolved similar problems.

Visualization – Intensify emotions; paint pictures of the possibilities

This section may be interwoven with the SATISFACTION. Or, you may find a place for it to stand alone.

“Failure to take action will ensure growing numbers of people…”

“Scientists predict that no action will spell further degradation of…”

“Physicians recommending such action ensure that overdoses will decrease by…”

Action – the final, clear appeal to specific audiences to act

Depending on your writing strategy, you likely talked about specific action in your SATISFACTION section. Regardless, provide a specific call out of the steps needed to be taken and by whom.

Conclusion – Summarize your work using the steps of the Motivated Sequence

Issue Brief Format Guide

Basic overview

This is the first paragraph of the vaccination issue brief:

Look at the first endnote:

First and last name, “Title of article,” Title of Journal volume number (issues) (year): pages. (see article here: https://www.sciencedirect.com/science/article/pii/S0264410X02006230?via%3Dihub )

^^^This is a hard copy; note: there’s no notation of how to access online.

There is another source in this first endnote, separated from the first by a semi-colon:

UNICEF, “Vaccines Bring 7 Diseases Under Control,” available at http://www.unicef.org/pon96/ hevaccin.htm (last accessed May 2013).

This is a website, so we note when the site was accessed for this work because websites can change.

__________________________________________________________________

Look at the second endnote:

First and last name, “Title of article,” Title of Journal volume (issue) (year): page it begins, available at _________________.

This is a journal which has made its contents available online. And so, we note the page it begins and where, online, it is available. Because it’s not simply a website, but a downloadable pdf accessed via a website, you needn’t note when it was last accessed.

Take a look at endnote #3 ^^^^^:

Note that it has multiple sources. This is a powerful indicator of the quality of the data:  more than one source notes this. Further, this endnote is used to explain an idea which, if explained in the paper, might disrupt the flow of the point and writing.

_____________________________________________________________________________

These next two paragraphs utilize 3 endnotes:

Endnote  4 uses two sources. The second source, May and Silverman, is used again for Endnote 6 and Endnote 29 below.

Note that Endnote 6 doesn’t use a page number and 4 and 29 do. Use of page number indicates the information comes directly from a particular page. Lack of a page number for endnote 6 indicates this is a summary of ideas from the paper. When in doubt, however, use page numbers.

Here’s the original journal article from Thomas May and Ross Silverman:

vaccine may and silverman

___________________________________________________________________________________

When you use the same source consecutively, you may simply use Ibid., “an abbreviated form of the Latin ibidem,  which means “in the same place.” If you use the same source but a different page number, the corresponding note should use ‘Ibid.’ followed by a comma and the new page number(s).”(https://owl.english.purdue.edu/owl/resource/717/01/)

When using sources with more than two authors (as above), cite the first listed author followed by “and others” or “et al.” which is Latin for “and others.”

________________________________________________________________________________

Next, note the way first and subsequent citations are written: 

The first use of a source uses first and last name. Subsequent uses uses only the last name. If the same author is used but for different works, treat that author as  “new” author, citing the author’s full name:

HELP!!!

http://www.chicagomanualofstyle.org/tools_citationguide.html

http://www.citationmachine.net/chicago

http://writing.umn.edu/sws/assets/pdf/quicktips/chicago_fn.pdf

As we’ve seen, deliberative communication aims to answer the question:

“What shall we do?”

Topics are oriented toward action that will  address or alleviate a problem.

To persuade an audience that your presentation of the issue at hand is worthy, you must engage three elements of Rhetorical Proof (this is different from the artistic proofs of ethos, logos, and pathos):

Claim

Reasoning/Warrant

Support/Evidence

Claim

The statement that you want the audience to accept; it is what you are trying to prove. This is what you are asking the audience to assent to.

You will be making multiple claims in your Issue Brief:

1. There is a problem.

2. It is serious and worthy of your audience’s concern and time.

3. Your suggested solutions are good ones and will alleviate the problem.

There are three basic types of claims:

Fact

Value

Policy

Claim of FACT:

Asserts that something is or isn’t so, can be proven or debunked.

• Smoking causes cancer.
• The drop in oil prices was a major factor in the fall of the Soviet Union.
• Social distancing is effective in mitigating the spread of the coronavirus.
• This year’s federal deficit will be larger than last year’s.

Claim of VALUE:

Asserts that something is good or bad, right or wrong.

• It is wrong to upset my sweet little dog for any reason.
• Capital punishment is immoral.
• Bombing civilian targets is wrong.

Claim of POLICY

Asserts that a proposed action should or should not be pursued

• The draft should be reinstated.
• Use of marijuana should be legalized.
• The legal drinking age should be raised to 25.

Having a solid claim is important, but supporting that claim, proving it’s true, is critical to persuasive success.

Supporting Material/Evidence

Provides evidence for your CLAIM. There are many ways to achieve support:

Facts

Statistics

Testimony

Example

Narrative

Each of these helps to construct different artistic proofs (logos, ethos, pathos). 

Reasoning/Warrant

A chain of reasoning that links the supporting material to the claim so that you and your audience can decide whether the evidence really does support the claim.

Where there is a disconnect–where the evidence doesn’t seem to make sense with the claim that’s being made–indicates a lack of attention to reasoning or the existence of fallacy.

Fallacy

An inference that appears to be sound, but that, on inspection, contains a significant flaw.

Types of fallacies: https://owl.purdue.edu/owl/general_writing/academic_writing/logic_in_argumentative_writing/fallacies.html

——————————————————————————————————-

Watch Barbara Jordan’s speech on Richard Nixon’s impeachment. Identify the major claim and evidence. What is the warrant that connects the evidence to the claim?

Team 1

Immigration Deliberation Guide

Team 2

Fast Fashion

Team 1

Student Housing

Team 2

Fairness and Equality in College Admissions

Issue Briefs

FINAL COPY of Angelina Estadt IB_ Libraries – Google Docs

Final Issue Brief

Issue Brief_ Refugee Crisis

Issue Brief_ The Effects of the Holocene Mass Extinction on the Planet and Human Population

issue brief-submit

Suicide Prevention Action Final Issue Brief

Advocacy Examples

Holocene: https://drive.google.com/drive/folders/1ucc7akgHcdnzPbtf3pTIHLpny9iF_rut?usp=sharing

Diversity in the Workplace: AkshayPai_AdvocacyProject_Part1

AkshayPai_AdvocacyProject_Part2

AkshayPai_AdvocacyProjectJustification

Akshay Pai_AdvocacyProjectPresentation-1

Sex Education: Advocacy Presentation

High Speed Rail: Advocacy Justification

Banned Books: Banned Book Tinder

BannedBanned Books Tinder_ Kira Smith & Angelina Estadt Advocacy Explanation – Google Docs