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11th Grade  Project 6 weeks

Civic Voices: Persuade, Publish, Change

Eric L
Updated
110.57.b.1.E
110.39.c.1.C
E4.1C
110.38.c.1.C
110.57.b.6.E
+ 11 more
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Purpose

Students will investigate: How can we, as student-advocates, use the tools of rhetoric to persuade decision-makers to solve a pressing issue in our community? Beginning with a Rhetoric Remix Lab, teams will analyze public messages and apply claims, evidence, commentary, counterclaims, organization, rhetorical appeals, and audience awareness to a polished argumentative essay, four- to five-episode media mini-series, and social media outreach plan. Structured peer critique, teacher conferences, rehearsals, and exit reflections will guide revisions and AP Language skill growth, documented in a final portfolio. At the Rally for Change Showcase, teams will present their campaigns to Dallas City Council members, experienced council speakers, nonprofit leaders, families, teachers, and peers, who will use a rubric to select the most persuasive campaign for a potential live council presentation.

Learning goals

Students will craft a sound public argument with an arguable thesis, credible evidence, commentary, counterclaims, rebuttals, purposeful organization, and a compelling call to action. They will analyze speeches, advertisements, and public messages; apply ethos, pathos, logos, rhetorical devices, and audience awareness across an essay, media mini-series, and social media outreach plan. Through peer critique, teacher conferences, rehearsals, and exit reflections, students will evaluate feedback, revise for clarity and impact, and track growth in AP Language skills. Teams will present persuasively and respond respectfully to questions from peers and community partners using logical transitions, active listening, eye contact, effective pacing, clear enunciation, and purposeful gestures.

Standards
  • [Texas] 110.57.b.1.E - develop and use critical, deliberative, empathic, and appreciative listening skills to analyze and evaluate speeches; and
  • [Texas] 110.39.c.1.C - formulate sound arguments and present using elements of classical speeches such as introduction, first and second transitions, body, conclusion, the art of persuasion, rhetorical devices, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and
  • [Texas] E4.1C - formulate sound arguments and present using elements of classical speeches such as introduction, first and second transitions, body, conclusion, the art of persuasion, rhetorical devices, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively
  • [Texas] 110.38.c.1.C - give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and
  • [Texas] 110.57.b.6.E - employ previews, transitions, summaries, signposts, and other appropriate rhetorical strategies to enhance clarity; and
  • [Texas] E4.7E - critique and evaluate characteristics and structural elements of argumentative texts such as: (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals, and (iii) identifiable audience or reader
  • [Texas] 110.39.c.9.B.ii - developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
  • [Texas] AJ.5F - submit work for editing and critiquing and make apppropriate revisions. (i) submit work for editing (ii) submit work for critiquing (iii) make appropriate revisions
  • [Texas] 110.38.c.9.B.ii - developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;
  • [Texas] 110.39.c.1.A - engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies;
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.

Products

Teams will create a polished argumentative essay advocating for action on a local issue, supported by credible evidence, commentary, counterarguments, rhetorical appeals, and a clear call to action. They will adapt the essay into a four- or five-episode YouTube, podcast, graphic, or animated mini-series and design a coordinated social media outreach plan. Throughout development, teams will produce revised scripts or storyboards, peer-review notes, teacher-conference revisions, rehearsal feedback, and exit reflections. Each team will submit a final portfolio and present its campaign at the Rally for Change Showcase, where the most persuasive presentation may advance to a live Dallas City Council meeting.

Launch

Open with a Rhetoric Remix Lab featuring short speeches, city council testimony, ads, social posts, and graphics about Dallas-area public issues. In teams, students identify claims, evidence, rhetorical appeals, audience choices, diction, syntax, and persuasive delivery, then rank each example’s effectiveness using an AP Lang–aligned rubric. A Dallas City Council member, nonprofit director, or resident who has addressed the council shares a brief challenge about persuading local decision-makers, followed by student questions and reflective listening notes. Teams then select a community issue and respond to the essential question by creating a one-minute “remix” that adapts an effective persuasive move for their intended audience.

Exhibition

Host a Rally for Change Showcase where each group presents its argumentative essay, 4–5 episode mini-series, and social media outreach plan to Dallas City Council members, nonprofit directors, community advocates, families, teachers, and peers. Groups will explain how they used claims, evidence, commentary, counterarguments, rhetorical appeals, and audience awareness, then respond to audience questions. Guests will use a shared rubric to evaluate argument quality, evidence, rhetorical effectiveness, delivery, and call to action, and vote for the most persuasive campaign. The winning group will have the opportunity to adapt and present its argument at a live City Council meeting.