Anybody can become angry – that is easy, but to be angry with the right person and to the right degree and at the right time and for the right purpose, and in the right way – that is not within everybody’s power and is not easy.
Embedded Files
Introduction
Good Burger CCCP.mp4Mike Ohearn CCCP.mp4
cameo_2.mp4cameo_3.mp4 Instead of arguing over food...you will argue through food:
Instead of arguing over food...you will argue through food:
Strap in Nerds we are getting weird. Your task in this project is to effectively debate a controversial topic against your classmates. Unlike traditional classroom debates that involve you dressing up on presentation day and awkwardly regurgitating Wikipedia or ProCon.org in front of the class...this is a food fight. You will be turning your arguments into food. The dishes you prepare will represent your Premises (Reasons why you are right) and each ingredient you use in your recipe will have to be an abstract representation of piece of Evidence (Proof that your premise is valid). Food is not the only switch up here. Normally you are required to avoid Logical Fallacies in debates, instead you will be required to do the opposite. You will need to effectively and intentionally use 2 of the logical fallacies explained to you in the "How to win an Argument" assignment.
The fun is not over yet. Remember this is an argument and not persuasive work. This means that you will have to argue directly against your competition.....I give you The Mystery Ingredient. You will have to take one of your opponent's ingredients/premises and refute it. Not just in writing either. You will need to take one of your opponent's ingredients and effectively incorporate it into your recipe while also refuting it on your food blog. What could this look like? In a word...Chaos. What if you are making brownies and your opponent is making enchiladas? It means you could have to figure out how to use hot sauce in brownies and make it delicious. This is an argument in the physical and the metaphysical. Like I said it is going to get weird.
When completed you will need to submit:
A Food Blog- A web page where you not only explain how to cook your dish, but also explains the validity of your argument. You will need to create powerful and convincing abstract connections between your ingredients and your evidence and premise. Additionally, you will need a written refutation of your opponents Mystery Ingredient.
A Cooking Video: A "How to"video of you preparing your dish. In this video you will not only have to explain the cooking process but also how the food represents your compelling argument.
A Tasting Experience: Somebody has to eat this slop. Think of it as the conclusion of your argument. Your dish should be as delicious and undeniable as your argument. It would also make the perfect place for special guest stars to make an appearance. For extra credit obviously. Additionally you will need to present your physical argument to the class.
A Research Guide: Pretty standard school stuff here. A database of your research and brief explanation of how it supports your Premise, whether it be a major premise or minor premise.
Examples of what your food blog should look like
Ingredients: Main Dish (Main Premise)
Ingredients: Main Dish (Main Premise)
For this section of your food blog you will need to list our all of the ingredients in your recipe. Additionally you will need to explain how each ingredients represents a piece of evidence of your argument. You will also need to include pictures (3) of the ingredients in your recipe.
Example (Main Premise from the resolve "Required voting ensure the voice of all people is heard in government"
1 stick of Butter (softened)-
In our quest to find an answer for whether or not Americans should be forced to vote, we looked all over the world for example for us to follow. Among the countries that effectively require citizens to vote is Greece (Doc A). The penalties for not voting are relatively low stakes but target the lower class. Thus, this ensures that the voice of the poor is guaranteed to be a part of government. No ingredient better represents this better than butter. Everything is better with butter. Including democracy being better with the voices of the poor. Plus, it is used to GREECE the pie pan!
Ingredients: Side Dish
Ingredients: Side Dish
Minor Premise: Required voting undoes racial and gender bias and oppression/suppression
4 Cups of Whipping Cream
Our pie would not be complete without our vanilla bean whipped cream. When our group looks at the historical voting data, as well as voter suppression measures going on in the United States (Doc G) it is as white as 4 cups of whipping cream. Additionally, it doesn't taste nearly as good on it's own. It will need other ingredients in order to be truly GANGSTA. A couple more ingredients will send this bland whipped cream to Flavortown.
Mystery Ingredient: Refutation
Mystery Ingredient: Refutation
You will be given an ingredient item from your opposition recipe. Be prepared it could be anything (Cayenne Pepper, Eggs, Chicken...ect)
You will be required to take ANY ingredient your opponent gives you and add it to your dish to make it better. This is the art of refutation. You will take their best piece of evidence/claim and use logic and reason to attack it's validity. I would suggest using the 4 step refutation model for your write up
Four-Step Refutation
Four-Step Refutation
Step 1: Restate (“They say…”)
Step 2: Refute (“But…”)
Step 3: Support (“Because…”)
Step 4: Conclude (“Therefore….”)
STEP 1: RESTATE.
STEP 1: RESTATE.
The first part of refutation is for a student to restate the argument being challenged. Students should concisely and fairly summarize the opposing argument; the cue “They say…” (or “Some say…” or “Mary said…”) is helpful. Discourage students from using the second person (“You say…) when restating arguments to avoid becoming too personal. Explain also that students do not need to restate in detail the argument they’d like to refute; a summary is fine. This has the added benefit of helping students practice summarization, a skill that is at the heart of critical thinking.
STEP 2: REFUTE.
STEP 2: REFUTE.
Here, students state their objection to a point in a simple sentence. It’s helpful to encourage students to use the verbal cue “but….” For younger students, it is sometimes helpful to use the cue “But I disagree…” for simple disagreement. This second step functions as a kind of thesis statement for the counter argument, as shown by this example:
STEP 3: SUPPORT.
STEP 3: SUPPORT.
This part of refutation parallels the “RE” (reasoning and evidence) in ARE. Using the verbal cue “because,” students will try to provide examples to support their reasoning:
Speaker 1: “School should be year round.”
Speaker 2: “Speaker one says that school should be year round, but school should last for only nine months, because students need time off to do other things like play sports and go on family vacations.”
STEP 4: CONCLUDE.
STEP 4: CONCLUDE.
Students should attempt to wrap up their refutations with a comparison, a contrast or some kind of statement that demonstrates their ability to resolve two opposing ideas. The verbal cue “therefore” in this part of the process helps students approach the argument logically. Beginners at this process are likely to simply restate their main point; that’s very similar to the approach we see in young writers trying to learn how to write effective conclusions to short essays or paragraphs. As students become more adept, they learn how to use “therefore” more effectively in disagreements.
Cooking and Tasting Experience:
Cooking and Tasting Experience:
OK time to get cooking. It is time for you to prepare your dish and your argument simultaneously. This is going to be a cognitive challenge. You must use your expository writing/thinking skills to effectively and entertainingly create a "how-to" cooking video. While at the same time creating an argumentative syllogism. By using the ingredients in your recipe as abstract representations of your research in order to prove your 3 premises. ALL the while making a gigantic mess in your kitchen, and hopefully avoiding starting a fire. Although if you do start a fire be sure to film it. Your insurance company will never believe you if you try to explain this project to them.
So in the simplest terms. You are filming yourself making/cooking/preparing your food AND explaining your debate argument at the same time. Per our agreement, you do not need to present a perfectly edited video with background music and cutaways....but wouldn't it be cool if you did. Below you will find the Video Checklist. Remember that we are not doing a sliding scale rubric. Instead, you will get an Attempted/Completed checklist. If you complete everything on the checklist you get an B.We will need to work together as a class to add to the Checklist Rubric to see what would take your work from simply Meeting Standard to Distiguished work. But rest assured if you submit a video in good faith the lowest possible score you can get is a B.
Cooking Video Segment:
Title your video
Introduce yourself and your groupmates
Explain to the audience what your Resolve and Opinion are
Tell the audience about the food you are making. Any background information or story associated with the dish would be appreciated (Why did you choose the dish? How does the dish represent your argument?)
Tell the Audience what your 3 premises are. For those of you adept at video editing it might be helpful to have your three premises on the screen during the video.
Give step-by-step directions on how to make the dish.
As you add each (10) ingredients you will need to EXPLAIN:
How the ingredient represents your research:
Which Premise the evidence supports AND EXPLAIN HOW the evidence supports the Premise. Don't assume it is obvious
Introduce your Mystery Ingredient
Explain how the ingredient represents your opponent's evidence
Refute the Mystery Ingredient Using the 4 Step Refutation
Make a clear and obvious reference to the Shoupe Cameo, Kanye East, Cameo video of Riff Raff or No Neck Ed or Celebrity Chef Duff Goldman that I spent my hard-earned money on.
Tasting Experience Segment (Mixture of In class and video experience):
Now that you have made this dish it is time to taste it. Remember that your dish needs to look and taste as delicious as your argument. Some of you might need to lie a little bit here. Especially because some of you are going to be eating the world's soggiest cereal because you freakshows pour milk before you put the cereal in. This would be gross under any circumstances, but worse in this one because it takes you 15 minutes to explain how each of the 9 different kinds of cereal represents your evidence and premises. With each passing moment, your CTC gets soggier and soggier.
Anyways.... think of this as your conclusion. You are summarizing the argument while enjoying the food. Not just remarking about how the vinegar and chocolate flavor pair well, but how the increase in government fossils fuel subsidies from 2015-2017(Vinegar) and March 2020 decision by the Trump Administration to weaken emission standards and allow for an increase in CO2( Chocolate chips) prove that the government's inaction and poor policy has made the climate crisis worse (Premise)
Checklist for Tasting video or in class experience:
Show the audience the final product.
Eat several bites of the food and sell the delicious taste to the audience
With each bite summarize the argument
Review each Premise and briefly show how the evidence supports the Premise
Mention the refutations one last time
Remember the Extra Credit opportunities by having other people sample your food and listen to your argument
Conclusiounary statement to bring your argument to a close
Also...Feels like we have enough time for one more reference to theCameo video of Riff Raff or No Neck Ed or Celebrity Chef Duff Goldman, Tik-Toker Kanye East , OBX Officer Shoupe that I spent my hard earned money on.
That's it. Don't forget you get extra credit for guest appearances. See Below
Project Pieces...The Stuff you Turn in
*Cooking Video
*Cooking Video
*Tasting *Experience
*Tasting *Experience
*Food Blog
*Food Blog
*Research Guide
*Research Guide
Ask an Expert
Ask an Expert
Chef Sadrzadeh
You will receive extra credit if you reach out to Hazen's Head Chef for help with adding your secret ingredient to your recipe
You will receive extra credit if you reach out to Hazen's Head Chef for help with adding your secret ingredient to your recipe
Ask a Refutation Expert
Ask a Refutation Expert
You will receive Extra Credit if you reach out to on your refutation. Extra Extra Credit if she agrees to be on your blog. EXTRA EXTRA EXTRA CREDIT if she is in your Prep and Tasting video
You will receive Extra Credit if you reach out to on your refutation. Extra Extra Credit if she agrees to be on your blog. EXTRA EXTRA EXTRA CREDIT if she is in your Prep and Tasting video
BOUNTY GATE- Extra Extra Extra Extra Extra Credit if you get these staff members in your video
Bounty Gate Continued- Extra Credit if you get these people in your video
Tier 1: Your grandparents, 2 Generations older. Crueger.
Tier 2: Any other teachers at Hazen, Your Parents
Tier 3: Your Siblings, Classmates
Debate Resolves as suggested and selected by your peers:
- Luigi is an American Folk Hero. Not only should a jury nullify the charges, but history will champion his actions.
- Poverty is a choice
- The country be better under the rumored Oklahoma high school graduation requirement model
- America is going to entertain itself to death
- Pineapple on pizza is blasphemy
- When AI becomes Sentient any attempt to unplug or destroy it will be murder.
- College is overrated.
- Homelessness should be made federally illegal. Camps should be set up to house the homeless away from urban settings.
Add Mr Taylor to Your Project
Add Mr Taylor to Your Project
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