Eloquence

Appendix A: Implementing Common Core State and College Board Standards

The Advanced Placement English Language and Composition course must address both the curricular requirements set forth by the College Board as well as the Common Core State Standards (CCSS or Standards) for English-Language Arts & Literacy in History/Social Studies, Science, and Technical Studies. A project-based unit such as this one does that. For the purposes of this unit, those central to the unit are:

College Board: In the College Board's description, a successful Advanced Placement English Language course will "engage students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes." The course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres. In preparation for class discussions and for composing a multi-draft persuasive argument (later to be adapted to be delivered orally), students will read newspaper and journal articles examining modern cases of women who murder their children.

CCSS Speaking and Listening 4: The closing arguments students will make to panels of judges will require them to "[p]resent information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks." In order to be persuasive enough to either convict or acquit a murderess, they will need to find that fine balance between the three appeals: logos (students' reasoning must be sound, logical, and logically organized), pathos (their diction must strike an emotional note without being overwrought), and ethos (their presentation and demeanor must convince the panel that they are credible and trustworthy sources of information).

CCSS Speaking and Listening 6: The class discussions—whether Socratic seminars or fishbowls—the voir dire process, and the jury deliberations will require students to "[a]dapt [their]speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate." Student attorneys must find ways to elicit the information they need from the jurors and witnesses; witnesses must be able to speak about what they have seen and heard so that attorneys can take that information and weave it into a coherent story that will convince the jury to rule in their favor; the jury must be able to analyze and discuss the evidence provided at trial in order to render a verdict.