Success and Perseverance Unit Introduction Name: Period: Objective: Students will be able to review literary concepts by applying

and evaluating the use of rhetorical appeal, theme, character traits, and point of view through textual evidence and inference of the film The Great Debaters (2007).
10 Grade Common Core Standards Reading 6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Reading 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Reading 2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
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The Great Debaters (2007) A drama based on the true story of Melvin B. Tolson, a professor at Wiley College Texas. In 1935, he inspired students to form the school's first debate team. Characters Melvin B. Tolson Henry Lowe Samantha Booke

James Farmer Jr. Hamilton Burgess Dr. James Farmer Sr.

Ruth Tolson Sheriff Dozier

DIRECTIONS: From the film, give an example of the following terms. Use specific details to support your claim and write in complete sentences. Responses not written in complete sentences will be given no credit.
1. Throughout the film, the debate team uses a variety of rhetorical appeal to build their case. As you watch the film, given at least one example for Ethos, Logos, and Pathos. Ethos (appeal to credibility/authority):

Logos (appeal to logic/fact):

Pathos (appeal to emotion):

2. Using character traits (what he/she says, how he/she acts or looks, how other characters react) as supporting details , determine why the challenges and set backs of each character eventually lead to success. Melvin B. Tolson:

Henry Lowe:

Samantha Booke:

James Farmer Jr.:

Hamilton Burgess:

3. In Samantha Bookes debate, she makes an argument for equal education rights. What evidence does she offer in support of her claim? Use a direct quote and citation (The Great Debaters, 2007). Samantha Booke: The state is currently spending five times more for the education for a white child than it is fitting to educate a colored child. That means better textbooks for that child than for that child. I say that's a shame, but my opponent says today is not the day for whites and coloreds to go to the same college. To share the same campus. To walk into the same classroom. Well, would you kindly tell me when that day is gonna come? Is it going to come tomorrow? Is it going to come next week? In a hundred years? Never? No, the time for justice, the time for freedom, and the time for equality is always, is always right now! 4. How does the point of view of the film offer a unique perspective to the racial tension of the time?

5. What would a film, on the same subject, written from Sheriff Doziers point of view be like? Use inferences from the film to support your claim.

6. Write a theme of this film. Explain why this message should be shared with other 10th grade students. Theme:

Explanation: