Polyphemus the Cyclop

Polyphemus the Cyclop

Vocabulary:

Boughs: tree branches
Achaeans: (ah kee uns) Greeks
Ewe: (uu) female sheep
Bleating: Baaa-baaa; the sound a sheep makes
Hewn: to shape an object, usually of wood, with a knife.
Ambrosia: drink of the gods
Smithy: a blacksmith’s workshop
Adz: a tool with a long curving blade
Sage: wise or a wise person
Rosy fingers of Dawn: personification
Death sat there large: metaphor
Kinky: short, tightly curled hair or wool
Pectoral: chest
Carrion: road kill; dead animal body
Rogue: an unscrupulous person, an untrustworthy fellow; George Bush is a rogue.
Adversary: enemy; an opponent
Lob: to throw a heavy object like a rock or a grenade
Stern: the back of a boat
Girdle: to encircle

What was one of the most important things to the Greeks? The ties between the guests and the hosts.
Polyphemus: son of Poseidon.

According to the critic Erwin F. Cook, THE ODYSSEY portrays a series of contrasts between metis (cunning intelligence), and bie or bia (violent might). Odysseus demonstrates metis throughout his adventures, as does his patron, Athena. Poseidon and other figures who oppose Odysseus represent bie. Cook argues that in THE ODYSSEY and in other works, Poseidon and Athena are opposed to each other. They represent the "Greek polarization of nature and culture". Poseidon represents the brute force of nature and Athena represents the ingenuity which renders that power useful or protects us from it.

Symbols: The olive pole, which was used as a weapon by Odysseus against Polyphemus, the son of Poseidon, is a symbol associated with the goddess Athena. According to Greek myth, Athena and Poseidon once competed for sovereignty over Attica, the region in which Athens is located, by offering gifts. Poseidon produced water in the barren Acropolis; Athena produced an olive tree. The Olympian gods who judged the competition, decided that Athena's olive tree was a better offering than Poseidon's water and declared her the winner. The contemporary audiences of THE ODYSSEY would be very familiar with this myth and would have recognized the use of the olive pole as another triumph of Athena over Poseidon, the triumph of the intellect over brute force.

Page 660; Polyphemus the Cyclops

This is in “media res” which means that we start the story in the middle. Remember that Odysseus is sitting in the court of Alcinous telling the story of what happened during the last ten years.  This part of the story is in flashback!

Remember the ties between the host and guests are sacred. Who violated these ties in The Cyclops?

What did Odysseus and the men do when they found themselves in the Cyclop’s cave?

What did the Cyclops do when he came into the cave?

Did the Cyclops know that Odysseus and his men were there?

What did he do when he first saw them?

What did Odysseus say that offended the Cyclops?

The Cyclops took it as a rebuke (scolding) or that Odysseus was scolding him.

What is the Cyclop's attitude about the gods?

What clever lie did Odysseus tell the Cyclops and why did he tell it?

What did the Cyclops do next?

The men were described as two small puppies struggling in the hands of the Cyclops.  “Like squirming puppies....” This is an example of a simile.

“When the young Dawn with fingertips of rose lit up the world....” This is an example of personification for Dawn or sunrise does not have fingertips.

The Cyclops ate two more men for breakfast ;-(

Cap a quiver - the cap or top of a case of arrows.  To cap a quiver means to put the cap or top back on the case of arrows.

The Cyclops put a huge boulder in the door of the cave like an ordinary person would put a cap back on a quiver of arrows so that the men couldn’t escape.

Then men, under Odysseus’ direction, find an olive tree which has already had its branches cut off by the Cyclops.  It looks like a huge mast on a ship.  They sharpen one end of it so that it is very sharp. What do you think they are going to do with that sharp stake?

When the Cyclops comes back, he eats two more men. Odysseus offers him some wine which the Cyclops likes. He likes it soooo much he gets drunk!

Reeling: to stumble around

Seer: to burn on the surface.

The Cyclops:

Please answer in complete sentences:

After the Cyclops eats some of Odysseus’ men, what plan does Odysseus hit upon to escape?

What clever trick did Odysseus use to deceive the Cyclops?

Describe the effect Odysseus’ plan had on the Cyclops.

How did Odysseus and his men escape from the cave?

What foolish thing did Odysseus do after he and the men got on board the boat?

What is the weird?  What was the prediction the ancient wizard foretold about the Cyclops’ fate? Why is it ironic?

How did the Cyclops curse Odysseus?  What effect is it going to have on the rest of the story? 

November 7, 2011 - November 10, 2011
Ninth Grade Honors English Agenda

Monday, November 7th:
Finish the Propaganda presentations.
Begin reading "The Cask of Amontillado"

Tuesday, November 8th:
Shortened day!
Finish reading "The Cask of Amontillado"
Pass out the irony and vocabulary packet for "The Cask of Amontillado"

Wednesday, November 9th:
Please bring your VOCABULARY WORKSHOP and your HOLT HANDBOOK (blue grammar book)
Unit 2 in your vocabulary book will be assigned today and will be due on Tuesday, November 15th.
"Independent and Subordinate Clauses"; pages 98 - 100; exercise 1 will be assigned today and will be due on Monday, November 14th.
Begin reading "The Most Dangerous Game".

Thursday, November 10th:
Warm-up!
Using three words from your Unit 3 vocabulary, write three sentence using subordinate clauses.
Continue reading "The Most Dangerous Game"

Island of Laestrygonians, The Wind God

Reading Log for the Island of the Wind God:

The men and Odysseus land on the Island of Aeolia, the land of the Wind God, Aeolus. Aeolus gives Odysseus a bag of the trade winds, which would keep Odysseus from reaching home. He tells Odysseus not to open the bag for the trade winds will be released, keeping Odysseus from reaching Ithaca. Odysseus stashes the bag under the seats without telling the men the contents in the bag and sets sail for home. The men are curious about what might be in the bag and thinking that it is filled with gold, open it. Unfortunately, the men open the bag just as they are in sight of Ithaca. The trade winds are released and blow the ships off the coast of Ithaca and back out to sea.

The theme of the story is__________________________.

Ignorance leads to destruction.

Distrust can lead to destruction.

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The Reading Log for the Island of the Laestrygonions:

Island of Laestrygonions: The ships land on an island filled with huge cannibals who devour all the ships but one. The ship manned by Odysseus manages to get away and lands on the Island of Aeaea, the land of the beautiful enchantress Circe.

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I Am Laertes' Son

Odyssey Notes:

I am Laertes' Son.

Princess Nausicaa takes him to the palace where her parents greet this striking stranger (whom Athena has made appear taller, more massive, with red gold crisping hair like hyacinth) with great politeness. Like all good Greeks who respect the laws of their gods and know that the ties between guests and hosts are sacred, the King and Queen offer the stranger wine and food. After he has eaten his fill, the court minstrel asks him what topic of song he would like the minstrel to sing. The stranger requests a song about the exploits of the Greek hero Odysseus at Troy, and his endless wandering, and his men lost at sea. As the minstrel begins to sing tears begin to fall from the stranger's eyes. The King can no longer hide his curiosity and asks, "Who are you?" The stranger's words, "I am Laertes'son, Odysseus, I mean..." are met with shock and amazement. Here is the great Greek warrior long thought dead, found alive at last seating in our palace!

Odysseus begins recounting his ceaseless attempts to return home after the fall of Troy twenty years ago.

The story is told in "Medea Res" which means in the "middle of". Notice that the book picks up ten years after the fall of Troy and after the occurrence of most of the events. Odysseus tells the story to the Court of Alcinous in flash back format. The stories of the Island of the Cicones, the Land of the Lotus Eaters, The Bag of Winds, the Island of Polyphemus the Cyclops, Circe the Witch, the Land of the Dead, back to the Island of Circe the Witch, the Sirens, Scylla, Charybdis and Thrinakia, the Island of Helios, the Sun God, all are recounted by Odysseus to the Court of Alcinous, and we the audience experience these stories in flashback. The real time occurrences are The Island of Calypso, The Court of Alcinous and his return to Ithaca where he struggles to regain his home.

Princess Nausicaa

THE PRINCESS NAUSICAA

HOMERIC SIMILE: A long comparison between two unlike things.

Imagery is descriptions that appeal to the senses.

Strategist: (root word: strategy) a very clever person who creates a plan of attack to accomplish a goal.

The Nymph Calypso releases Odysseus who builds a boat and sets sail for Ithaca. However, Poseidon whips up yet another storm which leaves him shipwrecked on the shores of the Phaeacians.

The Princess Nausicaa

Meanwhile, in the Court of Alcinous, we meet the beautiful young Princess Nausicaa. She is the daughter of King Alcinous who rules over the island of Scheria, on whose beach Odysseus is now lying, exhausted from his twenty rough days at sea, locked in the deep embrace of sleep.  We see the Princess sleeping in her bed before dawn. The Goddess Athena disguises herself as the best friend of the princess to wake her up so that she will go down to the beach to wash clothes and discover Odysseus passed out at the shore.

Graces: The three beautiful goddesses who govern beauty, charm, and pleasure in human life.

Common Motif in Greek literature and mythology: The gods disguise themselves as mortals. Athena disguises herself as a mortal again. The first time Athena disguises herself in THE ODYSSEY is when she appears as on old man named Mentor, to give advice to Telemachus. MENTOR is where we get the word "mentor", which is an older, wiser advisor. Now in Book 6 of THE ODYSSEY, Athena appears as Dymas' daughter, Nausicaa's best friend, to awaken her without frightening her to tell her to go to the beach today.

The Greeks believed that the gods frequently interfered in the lives of humans in this way - by disguising themselves as mortals to make suggestions, or to direct our feet along a certain path so that fates and destinies may be fulfilled.

Distaff yarn: Princess Nausicaa's mother was already at work, spinning wool onto a spindle to make cloth.

Nausicaa is probably about fifteen, marriageable age for a young Greek girl at that time. She tells her father she wants to wash the family linen for the dances her brothers must attend in order to find suitable wives.

Drubbed: to hit the clothes against rocks to clean them.

Nausicaa and her hand maids ride to the beach in a little cart with the laundry. There at the beach, they wash the clothes, they picnic, they run races, they swim, they sun bathe, and they play sports. While they are playing a game of catch, Athena causes the ball to go out of bounds and bounce next to Odysseus, waking him up.

Odysseus is a much older man - and naked - and he is confronted with a problem - how does he get what he needs - food, clothes and help - without frightening the young girls. He thinks quickly - should he prostrate himself (lie down flat on the ground) and touch the princess's knees to show submission or should he stand tall and humbly ask for her help? He decides that touching her may frighten her so he decides on the latter course. He breaks off an olive branch to hide his nakedness and begins to flatter her, saying she reminds him of Artemis (the goddess of virginity - a wise choice which shows he recognizes and respects her youth and virginity).

Odysseus says that if she helps him, he will wish a happy home and marriage for her - things that were very important to the Greeks.

Nausicaa says, "You know Zeus mets out fortune / to good and bad men as it pleases him."

Nausicaa says that Zeus gives bad things to both good and bad people - which is the Greek philosophy explaining the randomness of life. Good things happen to bad people and bad things happen to good people.

She decides to help him and orders her maids to bathe him, and to give him food and clothes.

Note again how important it is to treat your guests with respect.

Odysseus responds in a gracious, respectful and wise manner by saying it is not appropriate that these young girls should see him in his nakedness so he will bathe himself without their help.

Again, Athena intervenes by making him rockstar glamourous looking - fit for an action hero.

Hyacinth: a flower that is reddish gold. This is the color to which Athena restores Odysseus' hair.

Hephaestus: black smith to the gods. Look up the Myth of Hephaestus.  He was an exceptionally ugly god - so ugly in fact that his mother, Hera, threw him off Mount Olympus because he was such an ugly baby.  He landed at the bottom of the ocean and began gathering up the pearls, diamonds, rubies and emeralds he found there to make gorgeous jewelry.  When Hera saw the beautiful rings and bracelets he was making, she reconsidered and brought him back to Olympus.  So overjoyed was she by the beauty of his jewelry, she gave him Aphrodite, the most beautiful goddess on Olympus, to marry, which is another example of irony - the ugliest god is married to the most beautiful one.

Back to the story of the Princess Nausicaa:

Nausicaa tells Odysseus to walk behind the cart with her maids back to the palace. They will pass by the marina where construction workers and sailors are building ships. She warns Odysseus that the men will be quite rude and make speculative comments about their relationship. The men are quite bitter that she has rejected all of them as possible suitors or husbands.

Again, Nausicaa exhibits the highest level of appropriate Greek behavior - she does not want to do anything that will shame her parents.

"And I myself should hold it shame / for any girl to flout her own dear parents, / taking up with a man, before her marriage."

Flout: to scorn, to insult, to show contempt for.

Calypso's Island,

Odyssey Notes:

Calypso's Island

We first meet Odysseus in Book 4 where he is sitting on the shore of the lovely Calypo's island weeping with longing for his wife and son whom he has not seen in twenty years. It seems that Odysseus has grown tired of the beautiful goddess and wishes to go home to Penelope. Athena, the goddess of Wisdom, his patroness, takes pity on Odysseus and goes to Zeus to beg for his safe return to Ithaca. Zeus sends Hermes, the messenger of the gods, to give the seductive Calypso an offer she cannot refuse - either give up Odysseus and allow him to go home to his beloved Penelope - or Zeus will send her island plummeting to the bottom of the ocean. Calypso reluctantly agrees, but before allowing him to leave, Calypso offers Odysseus a romantic little dinner for two and over candlelight she asks him the age old questions, "What does she have that I don't?" Odysseus, the wiliest of all the Greeks - which is why he is the favorite of Athena, the goddess of Wisdom - casts his far ranging mind for an answer and comes up with this answer - although Penelope, being a mere mortal, cannot compare to the beauty of a goddess, he misses his quiet wife and wishes to grow old with her. Calypso reluctantly gives him permission to build a small boat to set sail for home, and bids him adieu.

But Poseidon, the god of the sea, still has not forgiven Odysseus for blinding his son, Polyphemus the Cyclops, and once again sends storms and winds to keep him at sea for weeks. Finally, Odysseus is shipwrecked on an island and exhausted from his weeks of battling sea storms, falls into a deep sleep. Meanwhile, Athena is up and about, setting the stage for his rescue.

October 31, 2011 - November 4, 2011
Weekly Agenda for 9th Grade Honors English

Monday, October 31st:
Handouts will be given today on propaganda techniques.
We will break into groups and create a political commercial and a product commercial using two of the propaganda techniques.
For homework: watch television tonight and find examples of some of the propaganda techniques we have discussed today in class.

Tuesday, November 1st:
Present your two commercials today to the class.

Wednesday, November 2nd:
Please bring your VOCABULARY WORKSHOP and your HOLT’S HANDBOOK (grammar) to class today
Assign Unit 2 of the VOCABULARY WORKSHOP
This will be due on Monday, November 7th
Assign “Independent and Subordinate Clause”; pages 98 - 100; exercise 1; this will be due on Friday, November 4th.

Thursday, November 3rd:
District Assessment on Persuasion

Friday, November 4th:
District Assessment on Persuasion

October 24, 2011 - October 26, 2011
Weekly Agenda for 9th Grade Honors English
Monday, October 24th:
Read essay on Jackie Robinson in PERSPECTIVES in MULTIPLE-CULTURALISM
Test Practice
For homework: Short Constructed Response

Tuesday, October 25th:
"Before You Read"
Vocabulary
Read Martin Luther King's "I Have a Dream"
Test Practice
For homework: Short Constructed Response

Wednesday, October 26th:
Handouts will be given out on propaganda techniques
Break into groups and create a political or product commercial using two of the
propaganda techniques from the handouts.

Thursday, October 27th:
Present your group's commercial to class

Friday, October 28th:
Grammar assignment on adverbial clause
The grammar homework will be due on Tuesday, November 1st.
Assign Unit 2 in Vocabulary Workshop: Level D
This will be due on Thursday, November 3rd.

October 17th - October 21st

Weekly Agenda for 9th Grade Honors English

Monday, October 17th:

Go over homework from the weekend: Reading Check, Test Practice and the Constructed Response.

Read before pages 15 - 20; "Before You Read"; "Where I Find My Heroes" and "Heroes with Solid Feet"

For homework: Page 21; "Reading Check", "Test Practice" and "Constructed Response"

Tuesday, October 18th:

Go over homework!

Wednesday, October 19th:

Read pages 22 - 24; "Informational Text" and "Using the Sources"

Read pages 25 - 26; "Before You Read"

Read pages 27 - 29; "Free Minds and Hearts at Work"

Read pages 30 - 31; "Jackie Changed the Face of Sports"

Thursday, October 20th:

Read pages 32 - 35; "Before You Read"; "Jackie Changed the Face of Sports"; "Test Practice" and "Skills Review"

Finish for homework!

Friday, October 21st:

Read pages 37 and 38; "Literary Response and Analysis: Jackie Robinson"

Read page 40; "After You Read"

Rhetoric: Persuasion

Testimonial:

The testimonial is another example of the seven propaganda techniques as identified by the Institute for Propaganda Institute. The testimony can be implied by linking the image of a famous or respected celebrity with the item, or an endorsement or a quotation by a famous or respected celebrity which links the item to the celebrity in the mind of the viewer.

Testimonials are closely linked with the transfer propaganda technique, in that an attempt is made to connect an admirable person to an object. This propaganda technique is frequently used in advertising and political campaigns.

One way to combat this form of propaganda is to – once again – consider the merits of the idea or item independent of the person or organization endorsing it.

Examples of this type of propaganda:

Michael Jordan’s endorsement of Nike sports shoes. The viewer unconsciously links Michael Jordan’s prowess on the basketball court with being knowledgeable about sports shoes.

Wheaties, the breakfast cereal, always has an Olympic star or athletic star on its box which links the ability or star power of the athlete with eating Wheaties. Eating of Wheaties probably has nothing to do with Venus William’s success at Wembledon but seeing her endorsements link her with Wheaties in the mind of the viewers.

Examples of Propaganda Techniques: Plain Folks

It was claimed by some that the vote was swayed for Bill Clinton when he donned a pair of shades and played some sax on the Arsenio Hall Show, proving that he was much cooler than stodgy old George Bush Senior.

Here is Yale, Harvard and northeast prep-school educated son of a former president sitting on the tailgate of a battered pick-up truck. The implication here is that he is just like you and me.

Here is another picture of George W. Bush clearing brush from his ranch in West Texas - just like you and me. After his presidency, Bush moved to a home in a luxurious part of North Dallas where, presumably, there is no brush to clear.

Plain Folks:

Plain Folks is another of the seven propaganda techniques identified by the Institute of Propaganda. The plain folks technique is used by the propagandist to convince the public that s/he is like them, shares their interests, beliefs and needs, and has their best interests at heart.

The propagandist will imitate the speech pattern of the crowd s/he wishes to woo, or use idiom or jokes familiar to that segment of the public. The propagandist will increase the illusion by subtly mispronouncing words or using slight grammatical errors; by mimicking the speech pattern the propagandist shows s/he is just like the audience - plain folks - and not an affected, prissy intellectual who thinks s/he is better than they.

The propagandist heightens this affect by dressing in attire similar to his/her targeted audience – simple attire: jeans, boots, flannel shirt, jeans jacket, for example – and by affecting movements which reflect the body language of the people.

Finally, the propagandist will be photographed doing hobbies or leisure activities associated with the hobbies and leisure activities of the targeted audience. Some examples would be George Bush clearing the brush on his ranch (many of his supporters were rural who could relate to the brush clearing activity because that was something they frequently did). Another example would be Barack Obama engaging in sports, such as playing golf or basketball, which shows him to be a regular guy, but also emphasizes his youth, vigor and manliness.

Examples of Propaganda Techniques: Snob Appeal

These images are examples of the "appeal to the inner snob" in all of us - the belief that we are better and smarter than others and our use of these superior products prove our superiority.

Notice that a very distinguished kitty is used to sell an expensive can of cat food.

The Cerebos Salt blatantly states that it is for those of use who desire (and deserve) the very best.

Classical music is tied to the elite. Therefore, a cellist is used to sell a car whose targeted audience is the elite or those who aspire to be the elite.

Snob Appeal:

Snob appeal is a propaganda technique frequently used in advertising which is the opposite of Band Wagon. Snob appeal is just that – it appeals to the snob which resides inside all of us; the secret thought that we are not average or ordinary and that we are superior to everyone else.

This is where an appeal is made to the authority of the few, the aristocrats, the leaders.

Examples of Propaganda Techniques: Transfer

These are examples of the use of "transfer" in propaganda - both political and commercially.

The images, which are positive and/or heroic, are attached to concepts or product the propagandist wants to sell to you.

Notice that this image of Hitler is shot from below, which makes him seem "larger than life', like a giant, and the sky above makes him appear as if he were from Mount Olympus, god-like.

And we do it in our own country as well and on both sides of the political spectrum. Here, President Barack Obama is affiliated with the word "Hope", which implies a better future from the political and economic meltdown of the last four years.

Here is another image of Hitler mounted on a steed which implies a heroic stance in life. This is used to connect heroism and the heroic ideal in the mind of the voter with Adolf Hitler.

This implies that if you are a "real guy" you don't use PCs. PCs are for wimps.

Transfer:

Transfer is another of the seven main propaganda terms first analyzed by the Institute for Propaganda Analysis in 1938. It is a technique used during war time, political campaigns and in advertising. It is a technique, frequently used with images, to link one item with another item in the consciousness of the audience. The second item can have either positive or negative connotations. The technique is to link the primary item (a political candidate, a product a company is trying to sell to the public, or an idea a government is trying to sell to its people) with another item that has a particular quality – again, either good or bad. In this way, the two items are linked in the minds of the viewer. By linking a candidate with the symbol of the American flag or fighter jets, the viewers will unconsciously link the candidate with the qualities associated with the American flag (patriotism) or with fighter jets (strong, forceful, vigilant). But it can also be used negatively as well: by linking a political candidate with the image of an snake oil salesman, the viewer will unconsciously link the candidate with the qualities associated with a crook.

In advertising, the ad agency will use an image as a metaphor to establish a link in the viewer’ mind between the image (usually of an admired object) and the product the ad agency is trying to sell. An example of this is a John Deere commercial in which the product, a red tractor, is being driven by a strong, virile, good looking man dressed in a red jacket. The red jacket connects the man with the red tractor. The viewers will unconsciously link the red tractor with the qualities of the strong, virile, good looking, red jacket-wearing man; the audience will also make the connection that if they drive the John Deere tractor they too will be like the man – strong, virile, and good looking.

The best way to counteract the propaganda technique of transference is by analyzing the item under consideration (the candidate, the product or idea) on its own merits, independent of our emotional reactions to the attached images.

Examples of Propaganda Techniques: Glittering Generalities

GLITTERING GENERALITIES:

This is one of the seven major propaganda techniques identified by the Institute of Propaganda Analysis in 1938. Glittering generalities are used most often in politics and political propaganda. Glittering generalities use words that may mean different things to different people but embody concepts, beliefs and ideas that are generally highly valued in society. Some words that are used in glittering generalities are freedom, liberty, democracy, America, etc. When these words are employed no thought is usually demanded; the word(s) stand alone and evoke an emotional response. When someone is asked to sacrifice in the name of Democracy, the individual will usually be swayed by the appeal, for the word “democracy” (for most Westerners, anyway) is charged with powerful, positive emotions. When one encounters an argument or an appeal that uses glittering generalities, it is important to weigh the argument or appeal (to fight, to sacrifice, to vote a certain way) on its own merits separate from the emotionally weighted words used to sell it.

Methods:

The speaker or writer will use metaphors, rhythm, alliteration, repetition, and parallelism with striking imagery to create a flowing river of poetry to hypnotize the audience. The speaker or writer will use emotionally charged words that stir the audience’s heart but upon closer examination the words (which are nouns of intangible ideals such as honor, freedom) are hollow and do not hold any ideas.

The people from the Institute of Propaganda Analysis suggest that when listening to a speaker who is using “glittering generalities” one should ask oneself:

What do the words the speaker is using really mean? What does patriotism mean? What does the word virtue mean to me?

Does the appeal or argument have a true connection to the word(s) being used? For example, is health care truly a right? Or is nationalized health care really socialism?

Is the idea being sold to me by using words I like really serving my best interests?

Leaving these glittering generalities out of the speech or essay, what are the merits of the argument?

Examples of Propaganda Techniques: Card Stacking

Card Stacking:

Alias:

Ignoring the Counter Evidence

Slanting

John Stuart Mills:

He who knows only his own side of the case, knows little of that. His reasons may be good, and no one may have been able to refute them. But if he is equally unable to refute the reasons on the opposite side, if he does not so much as know what they are, he has no ground for preferring either opinion.

From his book, ON LIBERTY

Card stacking, Slanting, Suppressed Evidence

Card stacking, otherwise known as omission, is one of the seven techniques of propaganda as identified by the Institute for Propaganda Analysis. Card stacking is the presentation of information that is favorable to an idea, product or proposal and the omission of information that is not favorable. The use of card stacking is very effective in propaganda, whether it be in commercials, political campaigns, or business proposals. The information presented may be factually accurate but the danger is that negative information is not presented so the message is lop-sided and incomplete. The best way to protect oneself from “card stacking” is by seeking more information from outside sources.

Example:

You’ve spoken about having seen the children’s prisons in Iraq. Can you describe what you saw there?

The prison in question is at the General Security Services headquarters, which was inspected by my team in January 1998. It appeared to be a prison for children – from toddlers to pre-adolescents – whose only crime was to be the off-spring of those who have spoken out politically against the Saddam Hussein regime. The scene was horrific. Actually, I am not going to describe what I saw there because what I saw was so horrible that it can be used by those who would want to promote war against Iraq, and I want to wage peace.

Source: Massimo Calabresi, “Scott Ritter: In His Own Words”, Time Magazine, 9/14/2002.

GLITTERING GENERALITIES:

This is one of the seven major propaganda techniques identified by the Institute of Propaganda Analysis in 1938. Glittering generalities are used most often in politics and political propaganda. Glittering generalities use words that may mean different things to different people but embody concepts, beliefs and ideas that are generally highly valued in society. Some words that are used in glittering generalities are freedom, liberty, democracy, America, etc. When these words are employed no thought is usually demanded; the word(s) stand alone and evoke an emotional response. When someone is asked to sacrifice in the name of Democracy, the individual will usually be swayed by the appeal, for the word “democracy” (for most Westerners, anyway) is charged with powerful, positive emotions. When one encounters an argument or an appeal that uses glittering generalities, it is important to weigh the argument or appeal (to fight, to sacrifice, to vote a certain way) on its own merits separate from the emotionally weighted words used to sell it.

Methods:

The speaker or writer will use metaphors, rhythm, alliteration, repetition, and parallelism with striking imagery to create a flowing river of poetry to hypnotize the audience. The speaker or writer will use emotionally charged words that stir the audience’s heart but upon closer examination the words (which are nouns of intangible ideals such as honor, freedom) are hollow and do not hold any ideas.

The people from the Institute of Propaganda Analysis suggest that when listening to a speaker who is using “glittering generalities” one should ask oneself:

What do the words the speaker is using really mean? What does patriotism mean? What does the word virtue mean to me?

Does the appeal or argument have a true connection to the word(s) being used? For example, is health care truly a right? Or is nationalized health care really socialism?

Is the idea being sold to me by using words I like really serving my best interests?

Leaving these glittering generalities out of the speech or essay, what are the merits of the argument?

         What emotions are aroused by these words and images?

Examples of Propaganda Techniques: Name Calling

Name Calling/Pinpointing the Enemy:

The techniques of name calling and pinpointing the enemy are used most frequently in times of war and politics but seldom in advertising.

Name calling is the use of derogatory language or words to describe an enemy. This technique is designed to dehumanize and demonize the enemy and to create a sense that the enemy is different from us; he or she is the “other”.

Name calling frequently uses sarcasm and ridicule. When we examine name calling as a propaganda technique we should separate our feelings about the name and our feelings about the actual idea or proposal.

Pinpointing the Enemy:

This technique is used to simplify a complex situation by pinpointing one group or person as the cause of the problem. Although there may be many factors contributing to the problem, the audience is urged to reduce the problem or issues to the fault of one group.

When one is confronted with this type of propaganda technique, one should carefully consider other factors which may be contributing to the problem. The best way to confront this and other propaganda techniques is to investigate a wide and varying spectrum of information about this issue, which includes investigating reliable resources presenting opposing views. An informed person is better armed against this type of propaganda.

Examples of Propaganda Technique: Bandwagon Appeal, Assertion

Bandwagon Appeal:

Etymology: The “bandwagon fallacy” comes from the phrase “jump on the bandwagon”. There are various stories or theories where this phrase came from. One version is that the 19^th Century Abolitionist  movement employed bandwagons pulled by draft horses, and filled with preachers, speakers, supporters and musicians,  would roll through towns encouraging the drunks to hop on the bandwagon. This is also where the term ”falling off the wagon” comes from. If a recovering drunk took a swig from a beer bottle,  he had “fallen off the wagon”. The bandwagon was also used for campaigning politicians who would use the same concept: bandwagons filled with politicians, speakers, supporters and bands of musicians rolling through town, getting the message out: Vote for Me!

Alias:

Appeal to Popularity

Argument by Consensus

Form:

Idea A is popular;

Therefore, A  is correct.

The Bandwagon fallacy occurs whenever anyone argues for an idea based on its irrelevant appeal to popularity.

Advertising is a rich source of examples of the “Bandwagon Appeal” with many companies claiming to be number one or most popular, even though its popularity is irrelevant to the product’s merit.

Assertion:

Assertion is commonly used in advertising and modern propaganda. An assertion is an enthusiastic or energetic statement presented as a fact, although it is not necessarily true. The assertion often implies that the statement requires no explanation or back up, but that it should merely be accepted without question. 

Examples of assertion, although somewhat scarce in wartime propaganda, can be found often in modern advertising propaganda. Any time advertisers state that their product is the best without providing evidence for this, they are using an assertion. The customer, ideally, should simply agree to the statement without searching for additional information or reasoning. Assertions, although usually simple to spot, are often dangerous forms of propaganda because they often include falsehoods or lies.

“One in ten people need a new mattress!” is a good example of an innocuous form of assertion; how do the advertisers at Leeds' mattress know that one in ten people need a new mattress? What are the criteria for making such an assertion?

October 10, 2011 - October 14, 2011 Agenda for 9th Grade Honors English

Monday, October 10th:

Finish the "Continue the Story; The Necklace: What Happens Next?"

Improvs: Break into groups of three and create improvs using situational irony.

Tuesday, October 11th:

Grammar:

Break into groups and work on: "Semi:Colons" and "Run-on Sentences".

Wednesday, October 12th:

Persuasion Unit:

PERSPECTIVES in MULTICULTURAL LITERATURE

Academic Vocabulary; page 3

Informational Text; pages 4 and 5

Before You Read; pages 6 and 7

"Rising Tides"; pages 8, 9 and 10

"An Arctic Floe of Climate Questions"; pages 11 and 12

Thursday, October 13th:

After You Read; pages 13 and 14

Before You Read; pages 15

"Where I Find My Heroes"; pages 16 and 17

"Heroes with Solid Feet"; pages 18, 19 and 20

After You Read; pages 21

Friday, October 14th:

Informational Text; pages 22 and 23

Using the Sources; page 24

"Before you Read"; pages 25 and 26

"Free Minds and Hearts at Work"; pages 27 - 29

"Jackie Changed the Face of Sports"; pages 30 - 32

After You Read; pages 33 - 36

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How to Write an Essay

The essay must be a minimum of two pages

Please do not write front and back

If you type it, then please double space!

Please use a dark pen in blue or black

Font should be no less than 12.

Thy shalt not use Olde English font

The essay should have a title and should have a reference to “The Necklace”

The first paragraph should have a thesis statement:

Madame Loisel, the protagonist from Guy De Maupassant’s short story, “The Necklace”, is a vain, narcissistic woman whose character flaws lead to her downfall.

The thesis statement is a topic sentence but it should also include your position on the topic.

Please do not use the pronouns "I" or "you" or "my".

It should include the title of the short story and the author’s name.

Madame Loisel is a very vain woman. Other readers may maintain that Loisel is not vain; however, the evidence pointing to her vanity is overwhelming.

In the first paragraph quickly devote one sentence to each paragraph topic you will be discussing.

You need an attention grabber!!!! Something that is going to make me, the reader, want to read your paper. (The hook!)

How would you feel if?

What if?

Why?

Has Mathilde really changed at the end of the story? Why or why not?

You should briefly recount the story. Briefly detail the schematic or outline of the story.

DO NOT SUMMARIZE!!!!

You might want to discuss her behavior before she lost the necklace.

You might want to discuss her behavior after she lost the necklace.

You might want to discuss how she reacted when she saw Madame Forestier ten years after the necklace incident. What did she think to herself? What did she say to Madame Forestier?

There should be a concluding sentence at the end of each paragraph:

Body Paragraphs:

The first sentence should be the mini-topic sentence of your paragraph. (So the reader will know what the paragraph is about!!!!)

Develop the mini-topic sentence. (This should be  one to four sentences.)

Details: from the story! Either quotations or concrete details (you paraphrase this). This is the meat in your essay sandwich.

Paraphrase means to put into your own words!!

You must show how your evidence supports your thesis!!!! Comment on what you have quoted or the concrete detail you have supplied!!!! This is the bread.

You write a concluding sentence which is the bow on your little paragraph present or it is the icing on your little paragraph cake.

Use transitional words to link sentences or paragraphs together.

There should be a minimum of three body paragraphs.

Please do not write in your concluding paragraph: “In conclusion…..”

Briefly recap the main points of your essay which you first stated in the first paragraph.

OCTOBER 3, 2011 - OCTOBER 7, 2011
Weekly Schedule for 9th Grade Honors English






Monday, October 3rd:
Finish reading "The Necklace"
Discuss
Pass out "The Necklace" vocabulary and literary devices packet

Tuesday, October 4th:

An essay for "The Necklace" will be assigned and will be due on Monday, October 10th.

Essay topics are (choose one):

Discuss the use of irony in "The Necklace"

or

Discuss how Mathilde's character lead to her downfall.

or

Discuss how De Maupassant's use of third person point of view leads to the ironic surprise at the end.
0r
Has Madame Loisel's character really changed at the end of the story? Why or why not?

Work on the vocabulary and irony packet for "The Necklace"
Continue the Story: What Happens the Next?
Break into groups of four and continue the story after the final line of the story

Wednesday, October 5th:
Go over "How to Write an Essay"
Begin work on the continuation of "The Necklace: What Happens Next?"
Break into groups to do assignment on "Run-ons and Punctuation".

Thursday, October 6th:
Continue presentation of "What Happens Next?"
Your grammar homework is due: "Handout on Run-ons and Punctuation".

Friday, October 6th:
Warm-up:
Using your vocabulary words from Unit 1, write five sentences using your grammar homework as a guide.
Your essay is due
Irony Improve game!