Day 12 (Monday, September 21)
You’ll want to begin analyzing the blogs we’ll be using in this assignment, if you haven’t done so already. As you read and prepare notes for “Climate Change: Now What?” make your own connections to the other texts to help model synthesis for your students.
A copy of the “Analyze a Blog” worksheet
Notes on “Climate Change: Now What?”
Students may come to class today unsure of their purpose in Assignment 2. Today’s activities should help to clear up any lingering confusion.
Attendance and introduction (2-3 minutes)
You might begin class today by asking about your students’ about similarities and differences in the issues within the various rhetoric of green topics.
WTL Creating Your Own Blog (5-7 minutes)
You might begin class today by asking students to write for a few minutes about the blog they analyzed for homework. What did they like about the blog’s layout and presentation, and organization? What did they think could be improved? Did they see any rhetorical choices that they would incorporate into their own blog? What wouldn’t they include?
If you want to collect this WTL to hold students accountable for the homework, be sure they incorporate telling details to display that they did the analysis work.
When students finish writing, have them share some of their ideas.
Introduce the idea of Stakeholders (5-10 minutes)
Another way for students to make intertextual connections for their blog entries is by identifying and analyzing stakeholders. When we identify stakeholders, we come up with specific individuals, groups, states, countries, institutions, etc., who have something at stake in a topic or an issue. When we analyze stakeholders we examine their values in relation to the topic and issue. Stakeholder values can be shared or in opposition when it comes to a given issue. But even if values are shared, the means of means of achieving those values can be in conflict. For example, a businesswoman proposing to build a coal power plant on a piece of Indian land might value family. She may want the deal to go through so she can continue to support her family. An Indian living on the land near the proposed coal plant might object to the plant’s construction. The reason she might object to the plant could be because she values family. Both stakeholders value family, but have different ways of achieving their goal of supporting their families.
Introduce the idea of Stakeholders, cont.
Glade Reservoir Project: In phase 2 we will look at the local issue of the proposed Glade Reservoir which will damn unallocated sections of the Poudre River to provide water to Northern Colorado. This project is very controversial, which usually means it has various and conflicting stakeholders. Let’s create a stakeholder sun. At the center of the sun is the issue. The sun’s rays represent the various stakeholders: groups, individuals, institutions, etc. who have something at stake in the issue.
Stakeholder Sun: One model for introducing the idea of stakeholders is called a stakeholder sun. Draw a circle on the board and label the circle “Damming the Poudre.” Next draw “sunrays” or triangles shooting out from the issue circle. Have students label each of the sunrays with a specific stakeholder (examples include: City of Fort Collins, Northern Colorado residents, recreational enthusiast like kayakers and fisherman, farmers and ranchers, etc.) Next you might ask students to consider possible values that the stakeholders have in relation to the issue (Ex: farmers and ranchers value their livelihood which includes access to water, while kayakers value an undammed river, etc.)
Conclude by asking students to choose an issue from the rhetoric of green and brainstorm specific stakeholders within that issue.
Pose this question to students: How can an understanding of stakeholders help you initiate a critical discussion in assignment 2?
“Climate Change: Now What?” Group Discussions (20-25 Minutes)
Today’s group discussion on Christine Russell’s “Climate Change: Now What?” students can share their critical reading of the text, while expanding the possibilities of making intertextual connections by learning about stakeholders. You might have the class form groups and divvy up the questions, but make sure that each group answers the stakeholder questions 5 & 6 and question 14 & 15
Your Turn: For the last 5-10 minutes of this exercise, design a way for groups to share the information they collected with the whole class.
Assign homework and conclude class (2-3 minutes)
Conclude class by handing back assignment 1. You might announce that you are happy to discuss a student’s writing with them, but that if they want to discuss grades, they should take 24 hours to read over and think about your comments before coming to talk with you about it. In general everyone is always welcome in your office hours, for whatever CO150 reason.
Homework for Wednesday
Connection to Next Class
After completing the latest homework students will nearly have all the data (only one more article to read and one more blog to analyze) they’ll need to make choices for this next assignment.