​We will be working with "They Say / I Say" throughout the first two months of Seminar. Reading assignments and tasks will be posted on Google Classroom. Make sure you consult this document BEFORE completing the task(s).

Just what is an argument? Let's visit the "Argument Clinic" to see if they can guide us.

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Now, we'll take a look at the elements of an argument.

So all the elements of an argument come together to form a line of reasoning (LOR). Let's check out a LOR presentation to break it down into its basic form.

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Now, complete this Edpuzzle video clip from Last Week Tonight with John Oliver, "US History." Disclaimer: this video contains a wonderful example of a LOR, but it does contain explicit language. If you would like an alternative text to view, please let me know.

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Afterward, we'll work on a LOR outline for his segment.

Listen to the podcast from Hidden Brain “In The Air We Breathe” in its entirety. If it helps, follow along with the provided transcript. This will give you an understanding of the format of the podcast, the topic, its findings, any potential controversies covered in the episode, and the main idea/takeaway. Get your podcast questions here.

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Are you curious about the Harvard implicit bias test mentioned the podcast? Check it out here.

Oftentimes it's easier to detail a LOR from a video or podcast, so now we are going to practice with a written text. Read and annotate "Together, You Can Redeem the Soul of Our Nation" written by the late civil rights activist John Lewis. We are looking to identify Lewis' line of reasoning, starting with his main argument.

Use ACE annotations:

A: Argument

C: Claims

E: Evidence

Annotate sections that identify the main ARGUMENT with the letter "A" in RED.

Annotate sections that show the CLAIMS with the letter "C" in YELLOW.

Annotate sections that show use of EVIDENCE with the letter "E" in GREEN.

When you make your annotations, include your explanation as to why you've identified it as such. Note, there may be overlap in the areas you annotate as you try to identify the main argument vs. supporting claims. As this is NOT an academic essay, the thesis may not be explicitly stated. Sometimes we, as the readers, need to tie it all together.

Read and annotate "‘Defund the Police’ Actually Means Defunding the Police" using ACE annotations:

A: Argument

C: Claims

E: Evidence

Feel free to use your own color scheme. 😃

Once you've finished reading and annotating, complete this argument analysis outline.

View the presentation on lenses and perspectives.

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Still a little uncertain about the difference between a lens and a perspective? A lens is the filter used to view an issue. A perspective is a point of view that is conveyed through an argument. Check out this handout on finding perspectives for further clarification.

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Next,  work on the Identifying Perspectives Worksheet. With a partner, read the question and think of 3 different ways to view each topic. Think beyond pro/con: i.e. a person might be for legalizing marijuana because they want less restrictive laws governing personal freedoms, and another person might be for legalizing marijuana because they see the economic benefits in through taxation. Those are two differing perspectives even though they are both pro legalizing marijuana. 

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If you're more of a visual learner, feel free to use this mind map graphic organizer to help identify the different lenses (economic, social, etc.) and perspectives for those lenses. Remember, a perspective is a point of view conveyed through an argument.

​Watch the Brooklyn Nine-Nine episode "Moo-Moo" (S4: E16). As you watch the episode take some notes on the following:

• What is the main conflict of the episode?

• How AND why do Terry and Holt see the situation differently?

• How does the cop who stops Terry feel about the situation (both before and after)?

• Why does Holt eventually change his mind?

• Why are Jake and Amy so uncomfortable to discuss race with Terry's kids?

​Watch this video "Rewriting Racist Headlines" about a Alexandra Bell's "Counternarratives" series and complete the argument analysis outline, again, this time using the video (thesis, claim, evidence, reasoning).

​We are going to work on our reading stamina and read a longer text. All of us will read the first section. Then, in groups you will read and discuss your assigned section to jigsaw out afterward. Please read and annotate using Kami. Remember, annotating using ACE is great when we are pressed for time on an exam. However, when we have more time, annotating allows us to interact with the text - to have a bit of a conversation with it, so to speak.

🔹 When you make an annotation, comment on why you are annotating that specific section. Is it an idea you find interesting, relate to, or disagree with? Comment (or question) why/how you find that idea noteworthy.

🔹 There is no magic number for annotations; however, you should shoot for at least 5. I've already made some annotations to help you out with ideas that may not be familiar.

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Here is our text: "The Case for Reparations" by Ta-Nehisi Coates.

Time permitting, you will make a Seminar Tree to present and discuss your findings!

​Using the previous article, contemplate the question: “(How) should reparations be given to Black Americans?” 

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Then, you will be given a position and role to prepare for the rapid-fire debate. You are ONLY using the information from the article. Time is of the essence - get to it!

Use the debate graphic organizer either to plan your side's argument or flow (identify) participants' arguments- identify the other team's thesis and LOR. Do they present a solid LOR? Can you identify the perspectives (and lenses) they use?

It's time review perspectives. Imagine, you're hosting a dinner party... Get the details here. ​

One of the biggest challenges I see for Seminar students is being able to enter the conversation about their topic using their lens. That being said, I want you to listen literally to an ongoing conversation (here a podcast) using the lens you want to use for your mock IRR. Remember, you and your team will need to develop your own conversation surrounding your team’s question, so take note as to how the conversation you are about to observe is presented and developed.

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While you listen, fill out this lens specific viewing doc.