Humanities: Deconstructing America
Energy and Place
Reflection
For this project students were asked to write about a place that they felt at home. There are a lot of different ways this project went because there was so much freedom and it was such a personal task. We learned about grand style and figurative language. Along with this project we were asked to create an action plan to educate and motivate people to do something about the environment.
Before I started this project I didn't know anything about my life as in what I wanted to do or where I wanted to go. When I started writing my paper I was convinced that I wanted to move there and stay there forever. When I had finished my project I realized that my place was sacred and I wanted to keep it that way. I learned that the world is big enough to have many places, but my most important place should not be taken for granted so I will visit but never live there.
I am most proud that I found were I belong and that the style of my writing was so good it taught me who I was all over again. I was super happy with how I wrote my essay because it completely surrounded my ideology and framed the rest of my life. I am most proud of that. Over everything I feel like this project showed me what I want to do.
Energy production can make the value of a place go down, but bring an economic boost to that place. When a company moves to a town, they hurt the beauty of that place with the technology and machinery and also brings people to fill in the numerous jobs they have to offer. My sense of place and environmental ethic makes me want to protect and fight for a better solution in energy production. The process is the least dangerous, the waste is the problem. People's solution for the waste is the ocean, my place. I want to keep the oceans pristine.
For this project students were asked to write about a place that they felt at home. There are a lot of different ways this project went because there was so much freedom and it was such a personal task. We learned about grand style and figurative language. Along with this project we were asked to create an action plan to educate and motivate people to do something about the environment.
Before I started this project I didn't know anything about my life as in what I wanted to do or where I wanted to go. When I started writing my paper I was convinced that I wanted to move there and stay there forever. When I had finished my project I realized that my place was sacred and I wanted to keep it that way. I learned that the world is big enough to have many places, but my most important place should not be taken for granted so I will visit but never live there.
I am most proud that I found were I belong and that the style of my writing was so good it taught me who I was all over again. I was super happy with how I wrote my essay because it completely surrounded my ideology and framed the rest of my life. I am most proud of that. Over everything I feel like this project showed me what I want to do.
Energy production can make the value of a place go down, but bring an economic boost to that place. When a company moves to a town, they hurt the beauty of that place with the technology and machinery and also brings people to fill in the numerous jobs they have to offer. My sense of place and environmental ethic makes me want to protect and fight for a better solution in energy production. The process is the least dangerous, the waste is the problem. People's solution for the waste is the ocean, my place. I want to keep the oceans pristine.
The Land of Ethics
Native American Studies
For this project students chose a piece of history around Colorado/Four Corners, find a document about that history and annotate the document. We would choose certain pieces and research them to give the annotation a realistic and more robust version of our own background knowledge.
Essential Questions
1. How do the historical experiences and ideologies of America’s indigenous tribes impact their contemporary identity?
The Native American people very much take in their cultural identity, some more than others. I have seen performances by elders and it is exactly what you see in the old film, not so much the newer film. A lot of drumming and dancing and fun is done in rituals. I also see in this movie how they just want to get their culture out there and let it be known, so that it doesn’t die, and that is what the directors and this film aim to do. I appreciate that they recognize their people’s past and are so in touch with it, when American culture is “living in the now.” They very much live in the past, and I think that is special, especially how much they thank their ancestors for getting them where they are.
2. How can an examination of multiple sources and perspectives lead to a more enlightened understanding of history AND contemporary social, cultural and political realities?
When you look at an event from multiple views you get a very rounded knowledge about the event, because people remember and see things different, none of us have the same eyes. In this we cannot know everything that happened, but we see what we can’t. Especially the emotions that people put into what they write, you get the same feeling they felt in the moment and how they were affected. However, we all read differently so we cannot ever know exactly and capture every detail.
3. Where do history and creative expression intersect to reveal the human experience?
History and creative expression intersect in order to capture emotion and real events and create beautiful rhetoric in order to transmit the perspective of the writer. Pathos is such a strong dimension, and when you are just listing events and dates, how will a human care enough to capture the information and apply it to their own experiences and knowledge? Looking at America’s history with European’s infuriates me because I can feel the pain through written language of their descendants. Also in hearing about these events , I feel guilt by association because these people, Europeans, were my ancestors and I know that I am a product of these people who were so wrong in their morals as are the reservations. They are my brothers and sisters, still isolating the American people.
1. How do the historical experiences and ideologies of America’s indigenous tribes impact their contemporary identity?
The Native American people very much take in their cultural identity, some more than others. I have seen performances by elders and it is exactly what you see in the old film, not so much the newer film. A lot of drumming and dancing and fun is done in rituals. I also see in this movie how they just want to get their culture out there and let it be known, so that it doesn’t die, and that is what the directors and this film aim to do. I appreciate that they recognize their people’s past and are so in touch with it, when American culture is “living in the now.” They very much live in the past, and I think that is special, especially how much they thank their ancestors for getting them where they are.
2. How can an examination of multiple sources and perspectives lead to a more enlightened understanding of history AND contemporary social, cultural and political realities?
When you look at an event from multiple views you get a very rounded knowledge about the event, because people remember and see things different, none of us have the same eyes. In this we cannot know everything that happened, but we see what we can’t. Especially the emotions that people put into what they write, you get the same feeling they felt in the moment and how they were affected. However, we all read differently so we cannot ever know exactly and capture every detail.
3. Where do history and creative expression intersect to reveal the human experience?
History and creative expression intersect in order to capture emotion and real events and create beautiful rhetoric in order to transmit the perspective of the writer. Pathos is such a strong dimension, and when you are just listing events and dates, how will a human care enough to capture the information and apply it to their own experiences and knowledge? Looking at America’s history with European’s infuriates me because I can feel the pain through written language of their descendants. Also in hearing about these events , I feel guilt by association because these people, Europeans, were my ancestors and I know that I am a product of these people who were so wrong in their morals as are the reservations. They are my brothers and sisters, still isolating the American people.
Annual Account
Native American Boarding schools were the most long term and damaging form of assimilation by the white settlers. Fort Lewis Indian Boarding school was not an exception. They also dealt with disease, over population, violent assimilation practices, and changing the social construct of the Native American students. When the Fort became a school for Native children, a treaty was signed and in that treaty, there was a passage claiming that all Native American students would be able to attend Fort Lewis for free. This treaty is still being respected, and because of this, Fort Lewis College graduates the most Native American students in the U.S.
1. 174 students
When Fort Lewis College was first founded they had 51 students who were enrolled. Most of the enrolled students were Navajo, or half Navajo. The Number of students at Fort Lewis dropped from 300 to the recorded number because the government created a second boarding school in Ignacio, CO. The commute to school was shorter for many Ute children. The second school was created to prevent more illness among students and staff. Having 174 students was not near the capacity of the school, however the school did reach around 300 students, which then became over populated.
2. 1904
Fort Lewis was founded in 1891 after it was given to the Secretary of the Interior with intent of becoming an Indian Boarding School. Before 1891 the school was a military fort. This letter was written 13 years after the school was founded. These letters were designed to inform Washington D.C. of all significant facts, or events that happened in the last year at Fort Lewis College. It is also used to review the students’ progress and the curriculum.
3. Girls Assimilation
Women in the Navajo Nation had the most importance among the tribes and their roles in society were defined by the deity, Changing Woman, or Asdz nádleehé. Asdz nadleehé was the creator of the Navajo people and set roles for all of the member in the tribes. When young girls were put into boarding schools, they were taught Christianity, which glorifies man. These girls were not able to perform their Kinaalda, a maturity ceremony for girls. Not being able to go through the ceremonies made the girls miss their passing into womanhood. Catering to the men of their tribes, was not natural for Navajo women, “Navajo women are self-sufficient. We are in control of our homes and property.” Nídeezbaá a woman who was raised by first generation boarding school Navajo parents. She was raised knowing that Navajo women were in charge and her mother held on to that belief through the boarding school that she went to. “The curriculum was constructed so that my mother could not become anything better than a housewife, and my father could not become anything better than a farmer.”
4. Language
“One time I was given enough demerits so I had to miss two movies in a row for speaking my native Lakota language…Missing two movies was bad enough, but this [teacher] also made me bite down on a large rubber band, and then he stretched the rubber band to its limit, and let it snap back against my lips. It was very painful. All of this punishment for speaking my Lakota language.” This punishment was unusual, among most boarding schools. Usual punishment would be more studying, missing fun events, and cleansing the mouth. It was difficult to speak to peers because none of the students spoke well enough English to communicate their full thoughts.
This language barrier continues in our age, with workers being told they are not allowed to speak their native tongue at work, Commissioner Irving Gleason, who was raised in Navajo says, "When we give up our language, we give up our Navajo thought process, I attended college in a foreign language." People do not realize the detriment that a lost language can cause a nation of people. The meaning gets lost, the struggle to find words becomes a part of your everyday life.
5. Boys Assimilation
Boys were taught to farm in boarding schools. The teachers and staff held this teaching above all, because they were able to make a profit off of the farms. At Fort Lewis there was around 200 acres of farmed land. The boys had to cut their hair to look more like a man and wear suits. They did not understand why these rules were so strict. At a counsel in a boarding school, a boy named Nakpa Kesela exclaimed, “If I am to learn the ways of the white people, I can do it just as well with my hair on." Being raised to hunt their food and never using anything but their hands, made eating unfamiliar food at a table challenging for the students. Constantly wanting to touch the food was a long struggle for the assimilation process.
6. Illness
Many school’s had an overwhelming amount of sick students because of close quarters. Diseases that were common were chicken pox, typhoid, and pneumonia. They isolated students who were sick because of a poor medical care system. In 1892 they changed the military hospital into the girl’s dormitory.
Works Cited
https://reddcenter.byu.edu/Assets/Native%20American%20Boarding%20Schools_%20Primary%20Sources.pdf
http://www.bpcomp.com/history/missionary_schools.html
http://www.culturalsurvival.org/publications/cultural-survival-quarterly/united-states/facing-legacy-boarding-schools
http://navajopeople.org/blog/kinaalda-celebrating-maturity-of-girls-among-the-navajo/
http://navajocodetalkers.org/navajo-gender-roles/
http://oldfort.fortlewis.edu/indian.htm#1891
http://www.firstpeople.us/FP-Html-Legends/Changing_Woman-Navajo.html
http://www.navajotimes.com/news/2009/0409/04230tonguetied.php#.VOLTMvnF9ac
1. 174 students
When Fort Lewis College was first founded they had 51 students who were enrolled. Most of the enrolled students were Navajo, or half Navajo. The Number of students at Fort Lewis dropped from 300 to the recorded number because the government created a second boarding school in Ignacio, CO. The commute to school was shorter for many Ute children. The second school was created to prevent more illness among students and staff. Having 174 students was not near the capacity of the school, however the school did reach around 300 students, which then became over populated.
2. 1904
Fort Lewis was founded in 1891 after it was given to the Secretary of the Interior with intent of becoming an Indian Boarding School. Before 1891 the school was a military fort. This letter was written 13 years after the school was founded. These letters were designed to inform Washington D.C. of all significant facts, or events that happened in the last year at Fort Lewis College. It is also used to review the students’ progress and the curriculum.
3. Girls Assimilation
Women in the Navajo Nation had the most importance among the tribes and their roles in society were defined by the deity, Changing Woman, or Asdz nádleehé. Asdz nadleehé was the creator of the Navajo people and set roles for all of the member in the tribes. When young girls were put into boarding schools, they were taught Christianity, which glorifies man. These girls were not able to perform their Kinaalda, a maturity ceremony for girls. Not being able to go through the ceremonies made the girls miss their passing into womanhood. Catering to the men of their tribes, was not natural for Navajo women, “Navajo women are self-sufficient. We are in control of our homes and property.” Nídeezbaá a woman who was raised by first generation boarding school Navajo parents. She was raised knowing that Navajo women were in charge and her mother held on to that belief through the boarding school that she went to. “The curriculum was constructed so that my mother could not become anything better than a housewife, and my father could not become anything better than a farmer.”
4. Language
“One time I was given enough demerits so I had to miss two movies in a row for speaking my native Lakota language…Missing two movies was bad enough, but this [teacher] also made me bite down on a large rubber band, and then he stretched the rubber band to its limit, and let it snap back against my lips. It was very painful. All of this punishment for speaking my Lakota language.” This punishment was unusual, among most boarding schools. Usual punishment would be more studying, missing fun events, and cleansing the mouth. It was difficult to speak to peers because none of the students spoke well enough English to communicate their full thoughts.
This language barrier continues in our age, with workers being told they are not allowed to speak their native tongue at work, Commissioner Irving Gleason, who was raised in Navajo says, "When we give up our language, we give up our Navajo thought process, I attended college in a foreign language." People do not realize the detriment that a lost language can cause a nation of people. The meaning gets lost, the struggle to find words becomes a part of your everyday life.
5. Boys Assimilation
Boys were taught to farm in boarding schools. The teachers and staff held this teaching above all, because they were able to make a profit off of the farms. At Fort Lewis there was around 200 acres of farmed land. The boys had to cut their hair to look more like a man and wear suits. They did not understand why these rules were so strict. At a counsel in a boarding school, a boy named Nakpa Kesela exclaimed, “If I am to learn the ways of the white people, I can do it just as well with my hair on." Being raised to hunt their food and never using anything but their hands, made eating unfamiliar food at a table challenging for the students. Constantly wanting to touch the food was a long struggle for the assimilation process.
6. Illness
Many school’s had an overwhelming amount of sick students because of close quarters. Diseases that were common were chicken pox, typhoid, and pneumonia. They isolated students who were sick because of a poor medical care system. In 1892 they changed the military hospital into the girl’s dormitory.
Works Cited
https://reddcenter.byu.edu/Assets/Native%20American%20Boarding%20Schools_%20Primary%20Sources.pdf
http://www.bpcomp.com/history/missionary_schools.html
http://www.culturalsurvival.org/publications/cultural-survival-quarterly/united-states/facing-legacy-boarding-schools
http://navajopeople.org/blog/kinaalda-celebrating-maturity-of-girls-among-the-navajo/
http://navajocodetalkers.org/navajo-gender-roles/
http://oldfort.fortlewis.edu/indian.htm#1891
http://www.firstpeople.us/FP-Html-Legends/Changing_Woman-Navajo.html
http://www.navajotimes.com/news/2009/0409/04230tonguetied.php#.VOLTMvnF9ac
The purpose of this project was to understand that looking at multiple sources, fiction and non-fiction, is essential when you are learning about the larger picture of an event. It was also essential that we learn about what happened to the Lakota Sioux, because it is important to know how reservations and certain stereotypes were created. We were challenged to write a text book article that showed as little bias as possible and highlight the important events of the Massacre at Wounded Knee. Then we watched Bury My Heart at Wounded Knee and wrote an essay relating the primary sources and the movie with an overall theme of the Massacre at Wounded Knee.
Text Book Entry
In 1890 Chief Sitting Bull was arrested and killed for not agreeing to a treaty that would require them to move to a reservation and off of the white man’s claimed land. Sitting Bull’s band fled to the Badlands with American Soldiers pursuing them. In the Badlands the met the Big Foot. These tribes began starving and running out of supplies so they came down and joined the Oglala Lakota.
The next morning the tribes were surrounded by the U.S 7th Cavalry Regiment, and shot men, woman, children, and even one another. When tribe members tried running they were shot down. After the massacre a Native American group that became loyal to the Government searched the Sioux camp area for survivors. They found orphaned children who had fought back against the 7th Cavalry, along with elderly, men, and women who had hid during the shooting.
The reason for this massacre was an earlier uproar from the Oglala Lakota, protesting the arrest and trial of another Native American, called Little. They were angry for this instance and the government breaking treaties that controlled land, rations, weapons, and other supplies. The tensions between the settlers and Sioux tribes had risen when production, on the farm land that was given to the Sioux by the U.S. Government, had been failing.
In 1890 Chief Sitting Bull was arrested and killed for not agreeing to a treaty that would require them to move to a reservation and off of the white man’s claimed land. Sitting Bull’s band fled to the Badlands with American Soldiers pursuing them. In the Badlands the met the Big Foot. These tribes began starving and running out of supplies so they came down and joined the Oglala Lakota.
The next morning the tribes were surrounded by the U.S 7th Cavalry Regiment, and shot men, woman, children, and even one another. When tribe members tried running they were shot down. After the massacre a Native American group that became loyal to the Government searched the Sioux camp area for survivors. They found orphaned children who had fought back against the 7th Cavalry, along with elderly, men, and women who had hid during the shooting.
The reason for this massacre was an earlier uproar from the Oglala Lakota, protesting the arrest and trial of another Native American, called Little. They were angry for this instance and the government breaking treaties that controlled land, rations, weapons, and other supplies. The tensions between the settlers and Sioux tribes had risen when production, on the farm land that was given to the Sioux by the U.S. Government, had been failing.
Massacre at Wounded Knee: One People Will Stay Together
The Massacre at Wounded Knee started a lot of controversial opinions about the Lakota Sioux who were in the agencies at the time of the massacre. Especially the tribe members at Standing Rock Indian Reservation. The massacre happened 18 miles away from the reservation, at Wounded Knee Creek. The reason for the massacre was tension between the Government and Sioux after the Dawes Act was passed. The Dawes Act was permitting the allotment of land by the government to the Lakota people. This act was originally supported by a Lakota man who grew up being taught by white Settlers. This same man, (Sioux name Ohiyesa, Christian name Charles Eastman) later became an activist for Sioux rights. The Native Americans were always devoted to their people, although they showed loyalties to the U.S. Government by signature,
The Lakota people of whom were in the reservations, lost some of their identity by assimilation with the white settlers. In the movie Bury My Heart at Wounded Knee, Charles Eastman is observing a Ghost Dance (to bring the ancestors back to fight white soldiers). His helper is participating in the Ghost Dance, who swore to the Christian religion. While they are speaking Charles tells him that he should do the dance, he shouldn’t believe in it, to which this man says, “Then tell me what to believe, white medicine man.” He no longer is accepted among the Lakota, as a Lakota. He became a white man in their eyes. This happened to many Sioux of whom became Christian, went to school, cut their hair, and changed their names to be biblical, and suppressed themselves to work under the white man. These people learned that the world is the white man’s and you had to be like them, to also own the Earth. There is no word in Sioux that means “to own the Earth.” In a speech by Chief Red Cloud, he exclaims, “I was abused and slandered, to weaken my influence for good. This was done by men paid by the government to teach us the ways of the whites.” Of course not all Lakota chose to follow the path of the white man, so they were forced to conform to white ideology. They were made to by lack of choice, the soldiers and hunger pushed them into the reservations. In the reservations they had to go to church, take rations instead of hunt, and attend official government meetings. The Sioux who were forced resented the settlers, and the ones who followed, resented themselves.
When faced with heart ache and struggle the Lakota banded together and stood up against the white men, even the ones in the agencies. In a report that was pieced together by different Lakota about the Massacre at Wounded Knee, Turning Hawk says, “Of course this affair brought a great deal of distress upon all the people, but especially upon the minds of those who stood loyal to the government and who did all that they were able to do in the matter of bringing about peace.” During the massacre, many people at the agencies did not know what was going on. Of course they were distraught about the event. They sent rescue parties to Wounded Knee Creek to get anyone who may have survived. The heart ache brought the people together in caring for the sick and singing for those who passed. In Bury My Heart at Wounded Knee Charles and Senator Dawes get into an argument because of a threat to take away Sioux land by the government. The senator is complaining because he has so many people opposing him on the Dawes Act like the press and congress, Charles snaps in response, “You have an opponent before you, sir.” Charles felt very strongly against the act after the threat was made. He knew the wrong being done to the Sioux and stood up to the man who made him a well-known Lakota. He stood with his people when his loyalty was to Christianity and the U.S Government. He regretted not identifying with the Sioux for so long, and eventually it came back around to him and he shared their opinions as well as grievances while taking care of them directly.
The Lakota Sioux stood next to each other during times of high intensity between the white settlers and Native peoples. The Sioux that were loyal to the government also shared the sense of unity when tragedy struck. They may not have always been accepted by the rest of the Lakota, but they felt the same heart ache and took a stand when it counted.
The Massacre at Wounded Knee started a lot of controversial opinions about the Lakota Sioux who were in the agencies at the time of the massacre. Especially the tribe members at Standing Rock Indian Reservation. The massacre happened 18 miles away from the reservation, at Wounded Knee Creek. The reason for the massacre was tension between the Government and Sioux after the Dawes Act was passed. The Dawes Act was permitting the allotment of land by the government to the Lakota people. This act was originally supported by a Lakota man who grew up being taught by white Settlers. This same man, (Sioux name Ohiyesa, Christian name Charles Eastman) later became an activist for Sioux rights. The Native Americans were always devoted to their people, although they showed loyalties to the U.S. Government by signature,
The Lakota people of whom were in the reservations, lost some of their identity by assimilation with the white settlers. In the movie Bury My Heart at Wounded Knee, Charles Eastman is observing a Ghost Dance (to bring the ancestors back to fight white soldiers). His helper is participating in the Ghost Dance, who swore to the Christian religion. While they are speaking Charles tells him that he should do the dance, he shouldn’t believe in it, to which this man says, “Then tell me what to believe, white medicine man.” He no longer is accepted among the Lakota, as a Lakota. He became a white man in their eyes. This happened to many Sioux of whom became Christian, went to school, cut their hair, and changed their names to be biblical, and suppressed themselves to work under the white man. These people learned that the world is the white man’s and you had to be like them, to also own the Earth. There is no word in Sioux that means “to own the Earth.” In a speech by Chief Red Cloud, he exclaims, “I was abused and slandered, to weaken my influence for good. This was done by men paid by the government to teach us the ways of the whites.” Of course not all Lakota chose to follow the path of the white man, so they were forced to conform to white ideology. They were made to by lack of choice, the soldiers and hunger pushed them into the reservations. In the reservations they had to go to church, take rations instead of hunt, and attend official government meetings. The Sioux who were forced resented the settlers, and the ones who followed, resented themselves.
When faced with heart ache and struggle the Lakota banded together and stood up against the white men, even the ones in the agencies. In a report that was pieced together by different Lakota about the Massacre at Wounded Knee, Turning Hawk says, “Of course this affair brought a great deal of distress upon all the people, but especially upon the minds of those who stood loyal to the government and who did all that they were able to do in the matter of bringing about peace.” During the massacre, many people at the agencies did not know what was going on. Of course they were distraught about the event. They sent rescue parties to Wounded Knee Creek to get anyone who may have survived. The heart ache brought the people together in caring for the sick and singing for those who passed. In Bury My Heart at Wounded Knee Charles and Senator Dawes get into an argument because of a threat to take away Sioux land by the government. The senator is complaining because he has so many people opposing him on the Dawes Act like the press and congress, Charles snaps in response, “You have an opponent before you, sir.” Charles felt very strongly against the act after the threat was made. He knew the wrong being done to the Sioux and stood up to the man who made him a well-known Lakota. He stood with his people when his loyalty was to Christianity and the U.S Government. He regretted not identifying with the Sioux for so long, and eventually it came back around to him and he shared their opinions as well as grievances while taking care of them directly.
The Lakota Sioux stood next to each other during times of high intensity between the white settlers and Native peoples. The Sioux that were loyal to the government also shared the sense of unity when tragedy struck. They may not have always been accepted by the rest of the Lakota, but they felt the same heart ache and took a stand when it counted.
Rhetorical Discourse Project
Project Reflection
In this project, students worked on deconstructing America and taking a stand on a topic that they cared about. We learned about how to build something up, take it apart and then critically analyze the different perspectives of the subject. Another large part of this project was rhetoric. We used deconstruction to see through the rhetorical devices that politicians use, which lead to my choice in my project topic. For my project I did a political speech criticizing political speeches. The first half of my speech was created using doublespeak and in the middle of my performance I break character and tell my audience what my speech actually meant.
My project tested people’s ideas because many people do not see that they are being confused by the politician’s. In my speech I say, “I urge you to dedicate to educate yourself or stay mindless.” This makes people question what they are hearing when they view a political speech. It is thought provoking and uses a false dichotomy. It makes people think that they can educate themselves and advocate for a change. Their only other choice in this false dichotomy is to stay mindless, which in this context means that you are just voting based off of the discourse and not learning what you are voting for or how it will change the country.
This project was interesting, especially learning about American history through a rhetorical lens. I did not know certain details about foreign policy or the Spanish-American War. I enjoyed being able to go in depth with rhetoric, and using real world events to apply the critical thinking. When you look at the hardest things that people cannot stomach it is really easy to see why, and that makes it easy to see through the rhetorical veil. Something else that was very interesting was the fact that when you don’t agree with a perspective, it is much easier to point out the fallacies. When we read the letter that Osama Bin-laden wrote to America I was so angry about the inconsistency in his argument. Then I realized what he said, was not much different to a speech that one of our politicians would give to the citizens of America. That new vision made me question a lot of the politician’s speeches.
The most challenging thing about this project was the writing style that I chose, and if I could do it again I would have written a poem instead. Writing a political speech is extremely hard and tedious, especially if you’re trying your hardest to confuse people. I am not a person who has a large vocabulary, nor do I have the honest desire to deceive people, so when it came to needing to do it, I really stepped out of my element. Writing a poem would have been a better option because the result of my project would have been more refined and better performed. I am more comfortable with poems and using people’s emotion to bring my point home. I am pleased with how my project ended up, I just know that a poem would have made it better.
My own ideology was not altered by this project, but I have a better idea of the whole ideology that America is. I feel isolated from the other views in this country and I am so thankful for the projects that show this off. I am appalled by the rhetoric that deceives people and wonder why politicians cannot be honest with the people that they govern. I also am disappointed with media, and how they cover up some things, demonize different things, and admire other things. I guess I am just more disgusted with the structure in this country that ruins the information that citizens require to be intelligent about politics.
In this project, students worked on deconstructing America and taking a stand on a topic that they cared about. We learned about how to build something up, take it apart and then critically analyze the different perspectives of the subject. Another large part of this project was rhetoric. We used deconstruction to see through the rhetorical devices that politicians use, which lead to my choice in my project topic. For my project I did a political speech criticizing political speeches. The first half of my speech was created using doublespeak and in the middle of my performance I break character and tell my audience what my speech actually meant.
My project tested people’s ideas because many people do not see that they are being confused by the politician’s. In my speech I say, “I urge you to dedicate to educate yourself or stay mindless.” This makes people question what they are hearing when they view a political speech. It is thought provoking and uses a false dichotomy. It makes people think that they can educate themselves and advocate for a change. Their only other choice in this false dichotomy is to stay mindless, which in this context means that you are just voting based off of the discourse and not learning what you are voting for or how it will change the country.
This project was interesting, especially learning about American history through a rhetorical lens. I did not know certain details about foreign policy or the Spanish-American War. I enjoyed being able to go in depth with rhetoric, and using real world events to apply the critical thinking. When you look at the hardest things that people cannot stomach it is really easy to see why, and that makes it easy to see through the rhetorical veil. Something else that was very interesting was the fact that when you don’t agree with a perspective, it is much easier to point out the fallacies. When we read the letter that Osama Bin-laden wrote to America I was so angry about the inconsistency in his argument. Then I realized what he said, was not much different to a speech that one of our politicians would give to the citizens of America. That new vision made me question a lot of the politician’s speeches.
The most challenging thing about this project was the writing style that I chose, and if I could do it again I would have written a poem instead. Writing a political speech is extremely hard and tedious, especially if you’re trying your hardest to confuse people. I am not a person who has a large vocabulary, nor do I have the honest desire to deceive people, so when it came to needing to do it, I really stepped out of my element. Writing a poem would have been a better option because the result of my project would have been more refined and better performed. I am more comfortable with poems and using people’s emotion to bring my point home. I am pleased with how my project ended up, I just know that a poem would have made it better.
My own ideology was not altered by this project, but I have a better idea of the whole ideology that America is. I feel isolated from the other views in this country and I am so thankful for the projects that show this off. I am appalled by the rhetoric that deceives people and wonder why politicians cannot be honest with the people that they govern. I also am disappointed with media, and how they cover up some things, demonize different things, and admire other things. I guess I am just more disgusted with the structure in this country that ruins the information that citizens require to be intelligent about politics.
Click here to view my speech Reading Between The Lines