Rhetoric Level Tutor Guide - Catholic Schoolhouse

Latin Chant: Ave MariaLiterature Focus Book: Antigone, by SophoclesCatholic Scientist: St. Albertus Magnus, German botanistHistory of mathematics: Sumerian and Babylonian contributionsFeatured Speech: Song of Moses, Dt. 32Five Canons of Rhetoric: Introduction to the CanonsAdditional Literature Selections: Enuma Elish, Allegory of the CaveAttributes of God: Infinite, Eternal, Immutable, Simple, Social, One.Tour Guide SummaryWeekly Tip:Rhetoric scholarsneed encouragement to speak;lecture has itsplace, but avoidone-sided instruction as much aspossibleHistoryTimeline Period: Creation to 3000 B.C.CreationMesopotamiaSumerians c. 4000 B.C.Nile River Towns c. 4000 B.C.Indus Valley Civilization c. 3000 B.C.ReligionWhat is the Mass?The Mass is the sacrifice of the new lawin which Christ through the ministry ofthe priest offers Himself to God in anunbloody manner under the appearancesof bread and wine.SciencePlants pick up nutrients and waterthrough their roots. They move up thestem through xylem and phloem. Thentranspiration releases water through theleaf’s stomataWeek 1 - Tutor BackgroundGeographyContinentsNorth AmericaSouth lanticPacificIndianArcticSouthernLatinPresent tense: to loveAmoAmasAmatAmamusAmatisAmant

HumanitiesAll humanity desires happiness. Youth desire it most of all, and yet the pursuit of social status, wealth,material goods, or pleasure will not bring happiness as does the ‘summum bonum ‘or the Greatest Good,which is God Himself. Young minds want to know the world and conquer it, yet they need the wisdom todecipher truth, goodness and beauty. As the Book of Sirach explains, all wisdom comes from the Lord andwill remain with Him. Therefore, to instill wisdom in our scholars, we must instill a knowledge and love ofGod. For, "the root of wisdom--to whom has it been revealed? Her subtleties--who knows them? There isbut one wise, and truly awesome, seated upon His throne--the Lord." (Sirach 1:6-8).With the dawn of creation comes the proof of God's existence. Mathematics developed by the ancientSumerian and Babylonians demonstrate the ordered world which must be created by an Unmoved Moveras Aristotle explains. Even Plato believed in the immortality of the soul. These "ordinary scholars" havefollowed the natural law so perfectly in their thought, that we still use their ideas today. Even before JesusChrist has come, reason can take the wise quite far. God will inspire the rest, just like He will inspire ourscholars. The events of this week’s history unite together to demonstrate God's glory, His wisdom and Hislove. Keeping these ideas paramount, will help scholars as they learn the Five Canons of Rhetoric, readthe classics and come to see how those who have not known God can still come to know Him, through thatwhich He has created, although with limits. All events will lead up to the arrival of the Savior, which iswhy all timeline dates are referenced with Christ as the center (B.C., and A.D., which we refer to as AnnoDomini--the Year of our Lord) and not B.C.E. or C.E. ("Common Era") which removes the central salvificmoment in history to which all events either prefigure or return.RhetoricThe introduction of the Five Canons of Rhetoric will help scholars develop a cohesive understanding of thelogical structure of the written and spoken word. Take the opportunity to show the scholar how theCanons appear within the various texts and literature selections they will be studying. As they exploreeach Canon, show how the Canon of Invention is present in Antigone, as she uses the persuasiveness ofrhetoric to plead her case before King Creon, the Canon of Delivery, as it applies to their ownpresentations in Speech, etc. The rhetorical skills encompass all topics and therefore may be demonstratedthroughout this week’s lessons and the weeks to come .Week 1 - In Class

Pull the five History Timeline cards for this week. Scholars can take turns reading and briefly dis-cuss—you may give the choice between offering an insight of their own or asking a question Pass out geography map and Timeline Notebook pages. Have scholars label locations from history,literature, religion and other topics to get started. This map and timeline will serve as a weekly classand at-home resource. Provide the historical context for literature selections: The Enuma Elish and A ntigone - Prologue andParados (this information is contained in the 1st Quarter Literature Resource section, pg. ? Discuss focus text, Enuma Elish: Compare/contrast Biblical Creation story with other creation stories.(Enuma Elish is the Babylonian creation story scholar read over the summer). Ask scholars to provideother examples and explanations of the creation story.Discussion point: How do these stor ies compar e to Genesis? How do we know which istrue? Antigone: Prologue and Parados should have been read over summer; use Literature Guide lessonfor Prologue and Parados - review vocabulary and choose 1 or two discussion questions to explore, indepth. Assign Scene 1 for next week.Summary of Prologue and Parados: The Par ados sets the stage, with the Chor us pr ovidinga background of post-battle losses and the declaration of the King. The Prologue reveals Antigone’s intention to defy the King and bury her brother, Polyneices, in accordance with her conscience and the moral imperative of burying the dead. Introduce Persuasive Essay topic: Were Antigone’s actions moral? A persuasive essay will be due atthe end of this quarter. Most of the work will be done on your own, but we can discuss it is additionalhelp is needed. The topic for this quarter is: Were Antigone’s actions moral? Discuss attributes of God in the context Genesis Creation story (He is infinite, eternal, immutable,simple, social, etc.) using material from the Week 1 Religion SupplementDiscussion point: Which attr ibute do you feel God manifests most in His cr eative capacity? Discuss literary form with its relation to the Bible, see web resource in Tutor Prep- introduce quarterlyskill, A llegory, from Literary Skills in Appendix.Discussion point: Is the Bible alone enough to lear n what God has r evealed? Discuss inlight of Solo Scriptura vs. Sacred Tradition. Introduce Scholars to Prove God’s Existence (see Tutor Prep for resource) for next week. Discuss thekind of information one would provide to “prove” God’s existence.This Week’s Humanities HomeworkHistoryReligion Timeline: Memorize Week 1 and Week 2 events History Web: Add Week 1 Have scholar write a proof to share with a friend who isLiterature Read Antigone, Scene 1, review Scene 1 vocabulary inLiterature Guidewavering in his faith. Use the attributes discussed in classGeography/Current EventsIraq: Find a cur r ent event/issue with this countr y. Whatcaused it? What can be done about it? How can the events we

Discuss and review Latin vocabulary across topics Discuss the Five Canons using Overview of the Five Canons of Rhetoric provided in the Quarterlyresource pages/Appendix on page ? of the Rhetoric Tutor Guide. Invention vs. Discovery. Define the two.Discussion point: What is the differ ence between Invention and Discover y? A discoveryIs that which we find, because it already exists; an invention is that which we create, not previously in existence Song of Moses - Deuteronomy 32. Scholar should have already read and reviewed this selectionas Summer homework assignment. Determine the feasibility of memorization of entire piece, orchoose division points. Assign memorization pairs and discuss mnemonic aids.Discussion point: What tips or suggestions would you offer your classmates to aid inmemorization? Remind scholars of the four elements of a well-written paragraph:UNITY: One single controlling ideaORDER: Organization of supporting sentencesCOHERENCE: The quality which makes your writing understandableCOMPLETENESS: A well-developed paragraphThis will help them prepare for weekly Reflective Paragraph assignments. Discuss the literary skill A llegory (provide definition from Literary Skill Resource in Appendix).Discussion point: Pr ovide examples of allegor ical tales: Aesop’s Fables, Dr. Seuss,Narnia, etc. Socratic Discussion: Engage scholars in a Socratic Circle discussion (fishbowl) as outlined in So-cratic Overview, having viewed suggested videos.Discussion Point: Offer the following topic for discussion, affir mative or negative:“Does having multiple creation stories DENY God’s existence or confirm it? At the end of discussion, introduce next week’s topic: The A llegory of the Cave. Provide scholarswith the necessary PDF of the selection and SS Forms for preparation.This Week’s Rhetoric HomeworkLatin Read and study pgs. 3 and 4 in Gregorian Chant ColoringBook for Children and Adults Create vocabulary and term flashcards Memorize chant selectionComposition Reflection paragraph: What is Antigone’s response toCreon’s questions regarding rewards and punishments? Compose a 300 word allegorical taleSocratic Discussion

Latin Chant: Ave MariaLiterature Focus Book: Antigone, by SophoclesCatholic Scientist: St. Albertus Magnus, German botanistHistory of mathematics: Egypt’s Mathematical ContributionsFeatured Speech: Song of Moses, Dt. 32Five Canons of Rhetoric: InventionAdditional Literature Selections: Allegory of the CaveAttributes of God: Infinite, Eternal, Immutable, Simple, Social, One.Tour Guide SummaryWeekly Tip:Consider playingLatin Chant selections during quietperiods. This willreinforce the Latin Chant lessonsand will also provide a peacefulenvironment forthe accomplishment of classwork.HistoryTimeline Period: 3000 B.C.-2000 B.C.Noah’s ArkUnification of Upper and Lower EgyptThe Great Pyramid of Giza c. 2555 B.C.Seven Wonders of the Ancient WorldTower of BabelReligionWho said the first Mass?Our Divine Savior said the first Mass atthe Last Supper the night before He died.SciencePlants need chlorophyll to make theirfood with photosynthesis. Throughrespiration, plants use the food, it’s reallyas easy as this. They use carbon dioxideto give off oxygen, making the air webreathe. These processes that plants mustdo happen in the .ERROR in TOURGUIDEWeek 1 - Teacher BackgroundGeographyWestern HemisphereEastern HemisphereEquatorPrime MeridianLines LatitudeLines LongitudeLatinPresent tense: to loveAmoAmasAmatAmamusAmatisAmant

HumanitiesOnce again, the disobedience and sin of man, brings death and destruction to the world. Noah, a just man,obeys God’s commands, securing his family and animal pairs within the Ark, safe from the ravagingwaters of the Great Flood. This Ark, the vessel which saves humanity, prefigures another Ark, the Ark ofthe Covenant, which will contain God’s saving word, and also the New Ark of the Covenant—the BlessedVirgin Mary– she who will carry the Word made flesh.He who comes to take away the sins of the world.By now, most scholars will have more than a rudimentary understanding of the biblical account of theGreat Flood and should explore some of the other mythological accounts of the Flood, present in manycultures (Sumerian/Enuma Elish, Babylonian/Epic of Gilgamesh, Greek and Roman mythology, Africantales, Chinese tales, etc.)Kingdoms rise, and man erects structures to reach the Heavens. The Seven Wonders of the Ancient Worldstand as testimony to man’s ingenuity, as well as his folly, as only the Great Pyramid of Giza has escapedthe ravages of time. Egyptian ingenuity flourishes with the Unification of Upper and Lower Egypt.Egyptian architecture, mathematics, science, agricultural development and military conquests, all materialworld accomplishments, were paving the way for a philosophical awakening. The natural world, the orderof seasons and the stars revealed to ancient peoples an unseen Author, one which each culture would seekto define and determine through observation and the creation of many gods. The timeline for this weekconcludes with the Fall of the Tower of Babel and scattering and confusion of the peoples. In light of thisevent scholars should be encouraged to ponder the significance of the wisdom of trust in God, and theconsequences of pride and trust in one’s own abilities and ideas.RhetoricThis week’s Rhetoric assignments will encompass the continued study of Latin in all contexts, withconsistent review of Latin Chant vocabulary. The scholars should have increased familiarity in theSocratic Discussion format and this should become a time of real give and take. Each scholar should havethe opportunity to spend time inside the “fishbowl,” even if for only a few minutes. Observers need to beencouraged to ask for clarifications, prompting those inside to deeper exploration of the topic question.Watch for fatigue, or slowed exchanges and be prepared to change questions as dialogue is exhausted.The Classical Model lends itself best to those natural opportunities of discussion which arise in the contextof lessons and topics of exploration. The key word is “natural” as most of these discussion points presentthemselves as questions which arise as the result of deeper thought or contemplation. Allow scholars toask questions regularly; ask questions, pausing frequently to allow thoughtful consideration. You needn’texpect an answer, some questions may be left to research and meditation. Make a note of those questionswhich are not answered or explored. Come back to them later, whether during this week’s class or thefollowing week’s.Week 2- In Class

Discuss with scholars the events in the timeline, and contrast with the events of the previous week.Scholars will continue to add events and locations to notebook and map.Discussion point: How does the covenant God makes with Adam compar e to the covenantGod makes with Noah? Iraq. Fr om your homewor k: find a cur r ent event/issue with this countr y.Discussion point: What caused it? What can be done about it? How can the events we havestudied in history shed light on the issue? This week’s literature selections: Antigone Scene 1Summary of Scene 1: King Cr eon has declar ed that the dead Polyneices isn’t to be buried,nor a prayer said for him. A sentry informs King Creon that Polyneices has been buried andCreon demands that the “man” who did this be brought to him. Discuss A ntigone, Scene 1 with Literature Guide lesson for Scene 1 - review vocabulary and chooseone or two discussion questions to cover in class. Assign Scene 2 for homework Review the literary skill Allegory. List areas where allegory is apparent in today’s lessons From homework: discuss the scholars’ personal proofs for God’s existence. Have other scholars,with tutor guidance, find out if there are any holes in the arguments. (continue discussion next week).This Week’s Humanities HomeworkHistory Timeline: Memorize Week 3 events.Literature Read Antigone, Scene 2 - note vocabulary in Lit. GuideGeography/Current Events Review all locations noted during study and include onmap

Discuss and review Latin vocabulary across topics, review vocabulary from Latin Chant lesson. Canon of Invention: Invention vs. DiscoveryDiscussion point: What is the difference between Invention and Discovery? A discovery is that which we find, because it already exists; an invention is that which we create, not previously in existence. Song of Moses: Provide scholars with the opportunity to recite/practice segments. Collect scholars’ allegorical tales. Ask for volunteers to read or randomly select for reading. Lat-er, read over and offer encouraging suggestions, deferring to parents for actual grading.Discussion point: Did the selection fit the definition of an allegor y? Collect Reflective Paragraph on A ntigone. Review in class, read a couple for discussion (writer’sidentity need not be revealed unless desired). Return last week’s Reflective Paragraph Socratic Discussion: Offer the following topic for discussion, use text-based affirmative or nega-tive rebuttals/reflections:Discussion point: What does Plato’s allegory tell us about how we recognize things and perceive reality? What is truth, according to Plato, in this allegory? At the end of discussion, introduce next week’s topic: China and the timeline. Note the linearaspect of history in China, as compared to the rest of the world. Scholars are to surmise why China’s timeline is so different from the western world’s.This Week’s Rhetoric HomeworkLatin Read and study pg. 10-14 in GCCStudy chant vocabulary flashcardsPractice singing Ave MariaComposition Reflection paragraph: How does Cr eon tr eat Ismeneand Antigone? What does he decide to do with them?Socratic Discussion Prepare the Socratic Seminar Participation Form for nextweek’s topic: China and the timeline

Latin Chant: Ave MariaLiterature Focus Book: Antigone, by SophoclesCatholic Scientist: St. Albertus Magnus, German botanistHistory of mathematics: Thales of MiletusFeatured Speech: Song of Moses, Dt. 32Five Canons of Rhetoric: ArrangementAdditional Literature Selections: Allegory of the CaveReligion Document: Five Proofs of the Existence of God—AquinasTour Guide SummaryWeekly Tip:Consider peerreview for paperssubmitted forcommentary.HistoryGeographyMinoans c. 3000-1100 B.C.The Call of Abraham c. 2000 B.C.Sacrifice of IsaacJacobShang Dynasty c. 1800-1046 atinTimeline Period: 2000-1750 B.C.How should we assist at Mass?Present tense: to loveWe should assist at Mass with reverence, Amoattention and devotion.AmasAmatScienceAmamusAmatisPollen from the stamen is moved to theAmantstigma. This is pollination. A tiny seedforms so new plants can grow. And thecycle goes on and on.Week 3 - Teacher Background

Humanities“And He took him outside and said, "Now look toward the heavens, and count the stars, if you are able to countthem." And He said to him, "So shall your descendants be." Genesis 15:5What a troubling promise God made to Abraham, a man with no child; a promise recalled when he was asked tosacrifice his belove

Enuma Elish The Enuma Elish is a Babylonian epic poem from the late second millennium, B.C. It tells the story of how the universe came into being, a great struggle among the gods, and the creation of the world and humanity. The name 'Enuma Elish' comes from the first two words of the poem, meaning 'when on high' or 'when in the heights'.