Today's Agenda (anything we don't get through today will carry over to Tuesday):

1. introduction to "rhetoric", the rhetorical triangle/the rhetorical situation + overview of rhetorical analysis), "everything's an argument"
2. Discussion of readings: "The Role of Women in the Ideal Society" (Plato) + "I Thank Thee, Lord, That Thou Hast Not Created Me a Woman" (Mary Daly). Whenever we discuss readings, I want us to consider both meaning and rhetoric.
1. The dialogue between Socrates and Plato is difficult to read. Let's talk through it section by section, telling it in our own words.
2. Bear in mind, they are talking about an "ideal" society, not their own. Google a bit to see what rights ancient Greek women actually had. Here are a couple of my finds: "Women's Rights in the Ancient World"  (Note the point about the women who were often central characters in the plays. This kind of "woman against the mold" being punished is still pretty common. Consider what happened to the female boxer in Million Dollar Baby. Compare that to Girlfight. Can you think of other stories where the "different" are punished?) * "Women in Ancient Greece"
3. Let's don't just pick on the Greeks. Here's a timeline of women's rights, other than suffrage. And--since that's from Wikipedia, and only as good as the authors--let's read that against a few others. Here's one from about.com--kind of a single-author-per-article Wikipedia. (As we go forward this semester, we need to talk about/you REALLY need to really think about the sources of information, and how credible they are, or will be perceived as being, to different types of audiences. So, where might we find a more complete timeline that might be considered, by academic readers, as more credible than Wikipedia or About.com?)
4. Now let's contrast the "ideal" Socrates and Plato talk us through to Mary Daly's piece.
3. Sharing texts: In small groups, show the others what you brought. Why that? What argument do you think it makes about gender/gender roles? Do others in your group "read" it differently? How/why? Try to apply some of the questions from the "rhetorical analysis" link. (You'll be reading this for Tuesday's class.)
4. Watch Killing us Softly 3 (we'll pick up here Tuesday) 
5. Before you leave: post a comment to below. Do you think the texts we are surrounded with make a difference in how we view people? Why/why not? And to what effect(s)? 

Field Trip Planning:

As we work today, I'm going to send around a sheet surveying who all can go on the field trip to the National Cowgirl Museum and Hall of Fame. Our trip is scheduled for Friday, October 5th. We are to be there at 10 am. It's a 43 minute drive (not accounting for traffic, and offloading us all and getting inside to start on time), so I'm guessing we'll need to leave in the 8 am range. (I am waiting for bookings on the bus now, and will know more about time soon.)

Meantime, we need to pay entry fees (though I think we can add some at the door if needed), and, more importantly, figure out if we need one bus or two, so I need to know: Who will go, for sure? Who knows they cannot? And who is in the middle ground (and when will you know?)

Signing up for Discussion Facilitation:

1.  For this process, you are responsible for helping get conversation going, and for helping me respond to it and keep it focused. 
2.  To prepare, you will:
1. Email me. Write a BRIEF summary of the reading, identifying what you got out of it, and what questions you have. (You could also anticipate here questions or difficulties you think your classmates might have about the text.)
2.  Include in that email questions and/or resources you think we could use to encourage conversation and extend critical reflection on the text in question.
3.  Your email should be received by me not later than 8 am the day before your “facilitation” date.
3.  Your grade is NOT based on how well the class actually joins in, but on how well YOU, as individuals, prepare for the discussion, and on the professionalism and thoughtful preparation of your email to me.
4.  The readings you will facilitate discussion of will be identified on the Homework/Class Plans page on the course website.

For next time:

Read "The King Herself" (2-13, Gender Roles...) + "Rhetorical Analysis" (online). Watching Killing us Softly 3, if we didn't get to it last time. Explore resources from today's lesson. Bring your media items (or another, if you like) to today's class, when I'll distribute the project 1/portfolio 1 assignment. I hope we'll have some class time for you to begin searching for the thing you want to analyze in your paper, and maybe even some brainstorming and writing down ideas.