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| Memo to Instructors | |
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| Pre-Quest: A Map and a Compass | |
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| Begin with a Question: What Is the Quest? | |
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| Mental, Moral, and Physical Powers | |
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| Developing Critical and Civic Literacy | |
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| The Quest | |
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| Getting Started | |
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| A Map and a Compass | |
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| A Final Word | |
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| Reading Critically and Responding Thoughtfully: Establishing a Context | |
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| Multimedia Reading Strategies: Exploring an Event | |
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| Begin with a Question: What Happened? | |
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| Is Seeing Believing? | |
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| The Big Picture | |
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| Making Change | |
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| Reading the World | |
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| Window on the World | |
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| Learning to Read Again | |
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| The Process of Reading the World | |
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| Tools for Success: Multimedia Reading Strategies | |
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| Recording | |
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| Questioning | |
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| Responding | |
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| Multimedia Reading Strategies Walk-Through | |
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| Print Media | |
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| Interview with an Artist | |
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| Static Visual Media | |
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| Static Visual Image | |
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| Aural Media | |
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| Multimedia (Visual plus Aural) | |
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| Interactive Media | |
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| Writing Assignment: Quest One: A Reading Journal | |
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| Criteria for a Successful Reading Journal | |
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| In the Spotlight: A Student Model Reading Journal | |
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| Reflection in Action | |
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| Expanding Your Vision: A Multimedia Assignment Option | |
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| Multimedia Assignment: Visi-Quest One: Expanding Your Vision by Rewriting History | |
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| Criteria for a Successful Rewriting History | |
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| In the Spotlight: A Student Model Rewriting History | |
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| Reading and Writing to Form an Opinion: Examining the Blame Game | |
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| Begin with a Question: Why Did This Happen? | |
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| The Blame Game | |
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| Looking for Answers | |
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| Beyond the Scapegoat | |
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| Engaging with the Issues | |
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| Active Learning | |
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| The Process of Discovery | |
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| Tools for Success: Taking Inventory | |
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| Inventory Walk-Through | |
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| What Is Your Initial Response? | |
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| Contextual Inventory | |
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| Rhetorical Inventory | |
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| Reader Inventory | |
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| Reflection | |
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| Writing Assignment: Quest Two: Examining Assumptions-A Critical Inquiry Inventory | |
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| Criteria for a Successful Inventory | |
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| In the Spotlight: A Student Model Inventory | |
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| Reflection in Action | |
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| Expanding Your Vision: A Multimedia Assignment Option | |
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| Multimedia Assignment: Visi-Quest Two: Expanding Your Vision by Expressing Your Opinion | |
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| Criteria for a Successful Opinion Essay | |
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| In the Spotlight: A Student Model Opinion Essay | |
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| Finding and Analyzing Sources: Becoming an Expert | |
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| Strategies for Gathering Credible Resources: Understanding Historical Context | |
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| Begin with a Question: What Is the Big Picture? | |
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| A Little Perspective Goes a Long Way | |
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| Sowing Seeds of Change | |
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| Establishing Historical Context | |
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| Investigating an Event or an Issue: Seek and Ye Shall Find | |
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| Field Research | |
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| Library Research | |
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| Internet Research | |
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| Tools for Success: Responsible Research Strategies | |
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| Summary and Paraphrase Walk-Through | |
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| Bum Rap: Lynne Cheney vs. Slim Shady | |
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| George W.'s Historical Twin | |
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| Writing Assignment: Quest Three: Creating a Research Dossier | |
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| Criteria for a Successful Research Dossier | |
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| In the Spotlight: A Student Model Dossier | |
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| Reflection in Action | |
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| Expanding Your Vision: A Multimedia Assignment Option | |
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| Multimedia Assignment: Visi-Quest Three: Expanding Your Vision by Creating a Multimedia Timeline (PowerPoint Presentation) | |
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| Criteria for a Successful Multimedia Timeline | |
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| In the Spotlight: A Student Model Multimedia Timeline | |
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| Identifying Claims and Reasons: Recognizing Multiple Perspectives | |
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| Begin with a Question: What Are You Trying to Prove? | |
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| Different Perspectives on Perspectives | |
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| Going with the Flow | |
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| Apples, Oranges, Po-tay-toe, Po-tah-toe | |
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| He Said, She Said, They Said, What? | |
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| Oppositions / Oppositions | |
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| The Mirror Cracked | |
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| Tools for Success: Introducing the Discourse of Argument-Claims and Reasons | |
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| Identifying Different Types of Claims | |
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| Reasoning | |
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| Identifying Claims and Reasons Walk-Through | |
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| "There's No Why" | |
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| Writing Assignment: Quest Four: Critical Issue Survey and Essay | |
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| Criteria for a Successful Critical Survey | |
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| In the Spotlight: A Student Model Critical Survey | |
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| Reflection in Action | |
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| Expanding Your Vision: A Multimedia Assignment Option | |
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| Multimedia Assignment: Visi-Quest Four: Expanding Your Vision by Creating an Issue Brochure | |
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| Criteria for a Successful Issue Brochure | |
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| In the Spotlight: A Student Model Issue Brochure | |
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| Logical Reasoning, Fallacies, and Credible Evidence: Analyzing and Evaluating Arguments | |
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| Begin with a Question: Who Should We Believe? | |
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| What Kind of Proof Do You Have? | |
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| Doing Your Homework | |
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| Reasons and Supporting Evidence | |
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| Opinion vs. Argument | |
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| Argument Is All About the Evidence | |
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| Types of Evidence | |
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| Tools for Success: Analyzing Reasoning and Evaluating Evidence | |
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| Identifying Bias in News Stories | |
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| Analyzing and Evaluating Argument Walk-Through | |
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| Teaching Kids to Kill | |
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| A Group Analysis and Evaluation of Grossman's Argument | |
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| Writing Assignment: Quest Five: Critical Analysis Essay | |
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| Criteria for a Successful Critical Analysis Essay | |
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| In the Spotlight: A Student Model Critical Analysis Essay | |
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| Reflection in Action | |
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| Expanding Your Vision: A Multimedia Assignment Option | |
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| Multimedia Assignment: Visi-Quest Five: Expanding Your Vision by Creating a Critical Analysis of a Multimedia Argument | |
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| Criteria for a Successful Critical Analysis of a Multimedia Argument | |
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| In the Spotlight: A Student Model Critical Analysis of a Multimedia Argument | |
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| Joining the Official Conversation: Creating and Advancing Successful Arguments | |
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| Arguing to Educate: Advancing a Position on an Issue | |
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| Begin with a Question: What Do You Believe to Be True? | |
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| Coming Home | |
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| Joining the Conversation | |
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| Playing by the Rules | |
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| So, What's on Your Mind? | |
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| The Building Blocks of Argumentation | |
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| Purpose: What Are You Trying to Prove? | |
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| Audience: Don't Talk to Strangers | |
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| At the Intersection of Purpose and Audience: Controversy | |
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| Identifying Audience Assumptions: Warrants | |
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| Choosing an Effective Strategy | |
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| Tools for Success: Planning and Creating an Effective Argument | |
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| Planning and Creating an Effective Argument Walk-Through | |
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| Making Claims | |
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| Providing Reasons | |
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| Supporting with Evidence | |
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| Testing Warrants | |
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| Using Sources Skillfully | |
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| Writing Assignment: Quest Six: Advancing an Argument to Educate | |
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| Criteria for Evaluating a Successful Argument Essay | |
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| In the Spotlight: A Student Model Argument Essay | |
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| Reflection in Action | |
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| Expanding Your Vision: A Multimedia Assignment Option | |
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| Multimedia Assignment: Visi-Quest Six: Expanding Your Vision with a Courtroom Drama | |
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| Criteria for a Successful Courtroom Drama | |
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| Arguing to Instigate Change: Advancing a Call for Action | |
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| Begin with a Question: How Can We Change Things? | |
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| How Change Happens | |
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| Thinking Globally; Acting Locally | |
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| Proposals for Change | |
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| Mad Libs | |
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| Leave Me Alone | |
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| If You Don't Vote, You Don't Count | |
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| Get Ready Now | |
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| Tools for Success: Proposing a Plan for Change | |
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| To Serve the Public's Interest | |
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| Qualities of a Successful Campaign | |
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| Making a Proposal | |
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| Arguing for Change Walk-Through | |
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| Writing Assignment: Quest Seven: Create a Proposal to Instigate Change | |
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| Criteria for Evaluating a Successful Proposal | |
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| In the Spotlight: A Student Model Proposal | |
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| Reflection in Action | |
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| Expanding Your Vision: A Multimedia Assignment Option | |
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| Multimedia Assignment: Visi-Quest Seven: Expanding Your Vision by Creating and Presenting a Model PSA | |
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| Criteria for a Successful PSA | |
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| In the Spotlight: A Student Model PSA | |
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| Arguing to Create Meaning: Advancing an Interpretation | |
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| Begin with a Question: What Is the Relationship Between Art and Life? | |
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| Imitation or Representation? | |
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| Art as a Representation of Life | |
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| Digging Below the Surface of Life and Art | |
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| Unlocking the Message and the Meaning | |
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| Tools for Success: Description + Association + Context = Interpretation | |
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| Interpretation Walk-Through | |
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| Description | |
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| Association | |
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| Context | |
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| Interpretation | |
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| Columind | |
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| ...The Day and Suicide | |
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| Counting Bodies Like Sheep to the Rhythm of the War Drums | |
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| What Ever Happened to Peace on Earth | |
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| You're Missing | |
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| Writing Assignment: Quest Eight: Write an Argument to Create Meaning | |
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| Criteria for Evaluating an Interpretive Argument Essay | |
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| In the Spotlight: Student Model of an Interpretive Argument Essay | |
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| Reflection in Action | |
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| Expanding Your Vision: A Multimedia Assignment Option | |
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| Multimedia Assignment: Visi-Quest Eight: Expanding Your Vision by Creating a HYPERconTEXTualization Web Poem Project | |
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| Criteria for a Successful Web Poem | |
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| In the Spotlight: A Student Model Web Poem | |
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| The Journey So Far | |
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| Reflection in Presentation: Capstone Project | |
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| Begin with a Question: What Have I Learned and How Have I Grown? | |
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| Mirror, Mirror on the Wall | |
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| Read Yourself Like a Book | |
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| What Does This Mean to Me? | |
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| My, How You've Grown! | |
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| The Story of Your Journey So Far: Creating a Portfolio | |
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| A Journey Unfolding | |
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| On a Personal Level | |
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| Measuring Growth and Change | |
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| Tools for Success: Collection, Selection, and Reflection | |
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| Reflection Walk-Through | |
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| Student Reflection in the Form of an Interview | |
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| Student Reflection in the Form of a Collage | |
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| Student Reflection in the Form of a Letter | |
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| Writing Assignment: Quest Nine, Part One: Making Choices and Assembling Your Portfolio | |
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| Quest Nine, Part Two: Create a Reflective Introduction to Your Portfolio | |
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| Criteria for a Successful Portfolio and Reflective Introduction | |
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| Reflection in Action | |
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| Expanding Your Vision: A Multimedia Assignment Option | |
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| Multimedia Assignment: Visi-Quest Nine: Expanding Your Vision by Creating an Electronic Portfolio | |
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| Criteria for a Successful Electronic Portfolio | |
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| In the Spotlight: A Student Model Electronic Portfolio | |
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| Event Casebooks | |
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| The Youth Violence Pandemic | |
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| Focus on the Columbine High School Massacre | |
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| Initial Reports | |
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| School War Zone | |
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| Up to 25 Die in Colorado School Shooting | |
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| Multimedia Sources | |
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| Trench Coat Mafia | |
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| Photograph | |
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| Remarks to the Community of Columbine High School in Littleton, Colorado | |
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| Facts for Teens: School Violence | |
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| Columbine: Whose Fault Is It? | |
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| Teen Violence: Does Violent Media Make Violent Kids? | |
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| Littleton, CO | |
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| Violence Redux: A Brief Legal and Historical Perspective on Youth Violence | |
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| Ironic Literacy: Grasping the Dark Images of Rock and Roll | |
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| To Clone or Not to Clone | |
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| Focus on the Human Genome Project, New Genetics, and Human Ethics | |
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| Initial Reports | |
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| U.S. Researchers Lose Edge in Stem Cell Work | |
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| How a Team Cloned Human Cells to Fight Disease-and Why That's Revolutionary | |
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| Multimedia Sources | |
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| The Building Block of Life | |
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| Map of the Human Genome | |
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| Movie Website Stirs Cloning Controversy | |
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| The Age of Genetic Technology Arrives | |
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| The Top Ten Myths about Human Cloning | |
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| Cloning as Economic Development | |
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| Human Genome Research: An Introduction | |
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| President Bush Calls on Senate to Back Human Cloning Ban | |
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| Stem Cell Research: Why Medicine Should Reject Human Cloning | |
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| Eve Redux: The Public Confusion over Cloning | |
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| Intervening with Mother Nature: The Ethics of Human Cloning | |
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| What Price, Freedom? | |
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| Focus on Homeland Security and The Patriot Act | |
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| Initial Reports | |
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| Anti-Terror Bill Becomes Law | |
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| George W. Bush Signs the Antiterrorism Bill | |
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| Multimedia Sources | |
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| ...This New, Modern Design Brought to You by the Patriot Act | |
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| This Letter Warns Us That Homeland Security May Begin Monitoring Our Mail! | |
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| Considering the Patriot Act | |
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| The DHS Strategic Plan: Securing Our Homeland | |
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| Taking Liberties | |
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| Terrorism Investigations and the Constitution | |
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| The Patriot Act Without Tears: Understanding a Mythologized Law | |
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| Patriot Spawn | |
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| The USA Patriot Act and the Politics of Fear | |
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| The Process and Progress of Equality | |
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| Focus on Global Women's Rights | |
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| Initial Reports | |
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| Global Struggle for Women's Rights Spotlighted at New York Meeting | |
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| Religious Conservatives Celebrate a Rare Win over the Anti-Family Clique at the UN | |
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| Multimedia Sources | |
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| You Light Up My Life... | |
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| Watch Closely... | |
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| Testimony before the Senate Committee on Foreign Relations Subcommittee on Near Eastern and South Asian Affairs | |
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| Progress for Women Is Progress for All | |
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| A Forty-Year Search for Equality | |
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| Gender Equality & the Millennium Development Goals | |
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| President, Mrs. Bush Mark Progress in Global Women's Human Rights | |
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| United Nations Millennium Declaration | |
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| How Effective Is a Human Rights Framework in Addressing Gender-based Violence? | |
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| What Is Female Genital Mutilation? | |
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| Five-Second Delay | |
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| Focus on Television, Freedom of Expression, and Standards of Decency after Super Bowl 2004 | |
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| Initial Reports | |
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| Apologetic Jackson says "Costume Reveal" Went Awry | |
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| America Beats Breasts, Rends Garments over TV Boob | |
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| Multimedia Sources | |
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| Wardrobe Malfunction... | |
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| The FCC Should Put Him Out of Business | |
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| Super Bowl Fallout Continues | |
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| Flashpoint: Janet Jackson and Government Regulation of TV: Inside the First Amendment | |
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| Indecency, Television and the First Amendment | |
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| Obscenity, Indecency, and Profanity | |
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| Broadcast Industry | |
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| Broadcast Decency Enforcement Act of 2004 | |
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| The Silver Lining of the Janet Jackson Incident: A Demonstration of Democracy-Enhancing Technology and the Need to Fight the "Broadcast Flag" Rule | |
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| What Is the Fuss About Janet Jackson's Breast? | |
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| All's Fair in War? | |
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| Focus on Gulf War II and the Prisoner Abuse Controversy | |
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| Initial Reports | |
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| Seven Severely Reprimanded in Iraqi Prisoner Abuse Scandal | |
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| Arabs Unimpressed by President Bush or Prisoner Abuse | |
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| Multimedia Sources | |
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| Editorial Cartoon | |
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| Photograph | |
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| Iraqi Prisoner Abuse | |
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| Iraq: U.S. Prisoner Abuse Sparks Concerns Over War Crimes | |
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| Signs on the Road to Abu Ghraib | |
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| Prisoner Abuse and the Rot of American Culture | |
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| President Bush Meets with Alhurra Television on Wednesday | |
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| Geneva Convention (III) Relative to the Treatment of Prisoners of War; August 12, 1949 | |
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| Torture at Abu Ghraib Followed CIA's Manual | |
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| A Situationist Perspective on the Psychology of Evil: Understanding How Good People Are Transformed into Perpetrators | |
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| Credits | |
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| Index | |