Week 5 – Discussion 1

 Create an ArgumentCreate an ArgumentPlease read the instructions below for information on how to participate in this discussion. Please make sure to read the instructions thoroughly as not all Discussion Questions will have the same guidelines. 

For a list of resources that are specific to this assignment, please utilize the “Resources Tab” located below. 

If you feel that you need help with any of the main topics below, please revisit the Practice Activities located in the Weekly Overview. 
DiscussionScenarioResources
Before participating in this discussion, please make sure you have completed the readings and have comprehensively analyzed “The Raise ” interactive scenario to ensure you can fully address the prompt. 

In “The Raise” scenario, you were asked to construct arguments in favor of getting a raise. Using the knowledge you gained from the “The Raise” scenario, pick something that you are passionate about and create an argument, either inductive or deductive, to present your strongest position on that issue. Present your argument in premise-conclusion form. View the following human rights videos listed under this week’s required multimedia:
Gem Slaves: Tanzanite’s child labour – Part – 1 Why women count video clip collection: Southeast Asia, Pacific, Caribbean, Latin America Children and human rights, part 1: Rights & wrongs – Human rights television Child labor, part 1: Rights & wrongs – Human rights television Focus your analysis on a specific contemporary human rights issue. You can use an issue from these videos or use what you learn in these videos to address another specific issue that is of interest to you.

Use the “Steps for Evaluating an Argument ” template to help you structure your response. After you have completed the argument template, you will then be able to use that template to write out a narrative response in which you cover all the elements that were included in the argument template.

You must post to this discussion on at least four separate days of the week and your posts must total at least 600 words as you address the questions noted above. Your first post must be completed by Day 3 (Thursday) and the remainder of your posts must be completed by Day 7 (Monday).  You must answer all aspects of the prompt at some point during the week.  Also, be sure to reply to your classmates and instructor.  Try to attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you.  Keep the discussion on target and try to analyze things in as much detail as you can.

Guided Response: Read the reflections of your classmates and analyze the issues that they identified. You might consider playing devil’s advocate to bring out more detail in the issue. You might also fill in areas that you felt your classmate missed. Did your classmate present a convincing argument? Why, or why not? Which part of the argument do you dispute (premise, conclusion, structure, etc.)? How might the argument be strengthened?

For further instruction about how to address discussion prompts in the new format, please view the key terms and Discussion Videos visible on the right in Week 1 Discussion 1. Scenario

 ResourcesRequired Resources

Multimedia
Ariana Films. (Producer). (2008). Why women count video clip collection: Southeast Asia, Pacific, Caribbean, Latin America [Video file]. Retrieved from the Films On Demand database.  
Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans.Claypole, J. (Executive producer). (2011). Great thinkers: Human, all too human[Video file]. In J. Mullen (Series producer), Great thinkers: In their own words. Retrieved from the Films On Demand database. 
This video is a presentation of the ideas of great thinkers that will aid students in their reflection on what it means to think critically.Kotake yellow. (2010, Oct. 6) Examined Life – Judith Butler & Sunaura Taylor 720p.avi [Video file]. Retrieved from http://www.youtube.com/watch?v=k0HZaPkF6qE
This video is an argument that students will evaluate.Maji, C. (Producer & Editor). (1994). Children and human rights, part 1: Rights & wrongs – Human rights television [Video file]. In R. O’Connor & D. Schechter (Executive producers), Rights & wrongs: Human rights television. Retrieved from the Films On Demand database.  
Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans.Maji, C. (Producer & Editor). (1995). Child labor, part 1: Rights & wrongs – Human rights television [Video file]. In S. C. F. Anderson (Series producer), Rights & wrongs: Human rights television. Retrieved from the Films On Demand database.   
Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans.OneWorldTV. (2007, June 8). Gem Slaves: Tanzanite’s child labour – Part – 1 [Video file]. Retrieved from http://www.youtube.com/watch?v=geQrt1LDvu8
Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans. Transcript.shopallvideos. (2011, Aug. 14). Colleen Lopez 3.92ct tanzanite sterling silver bold ring[Video file]. Retrieved from http://www.youtube.com/watch?v=SvgpdkqnPN0
Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans. Transcript.
Interactive Learning Activity
The Raise
This scenario will introduce students to the process of creating arguments.