Africa+Period+Four+Day+Three


 * Africa Day Period Four Day Three **


 * Due: 100 word paragraph. Share WANTED poster. **
 * Due Next: Top Ten Components Handout and Wikispace Posts **


 * Finish Comparison Mobile comparing Equiano and Africanus **


 * Class Activity **
 * Extended Thinking [[file:Practicing Extended Thinking.docx]] **

[|__White King, Red Rubber, Black Death BBC Documentary__] Key Times: 1:23-1:26 Leopold’s own propoganda effort as voices start reporting the worst atrocities in the Congo. 1:30 The Casement Report and Morrell’s attack on Leopold II 1:39:30 Morrell’s book “Red Rubber” demands the atrocities to stop now!

Modeling Effective Argument Techniques While numbers are impossible to collect, it is suspected that King Leopold II, leader of the small country of Belgium, single handedly devastated the Congo by killing 15 million Congolese. Leopold was aggressively persistent in his desire for the Congo’s ‘free’ resources, specifically rubber. Yet, on the surface, Leopold had everyone fooled. Europe and the United States believed that Leopold’s humanitarian efforts in a region of the world that ‘needed saving’ were selfless efforts by a good Christian. One loyal disciple of Leopold, however, had a serious change of heart when he visited the Congo and saw first hand the very un-humanitarian situation going on.
 * In Class: Note taking Assignment **

**Read:** [|“An Open Letter to His Serene Majesty Leopold II”] and pay very close attention to the way Williams approaches his argument. Observe whether Williams meets the ten components for an effective argument. Take notes directly on the essay wherever you find evidence to qualify one of these components.

**Group:** As a group, fill out the 'Top Ten Components' handout:


 * Clear Thesis ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Establishes credibility ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Familiarizes audience with issue ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Uses familiar terms or phrases relevant to the issue ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Qualified and Logical Support ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Variety of Support Examples ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Identify and Deflate Opposition ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Emotional Appeal ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Presenting a fairly balanced argument ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Closing on a common ground appeal ||