I had the pleasure of listening to Timothy David Snyder at an event for Democrats abroad this summer. His insight on this election and his predictions on the upcoming election were food for thought. He is a prominent American historian and author, serving as the Richard C. Levin Professor of History at Yale University and a fellow at the Institute for Human Sciences in Vienna. Specializing in Central and Eastern Europe, the Soviet Union, and the Holocaust, Snyder speaks five and reads ten European languages, enhancing the depth of his research. His acclaimed works, published in forty languages, include Bloodlands (2010), Black Earth (2015), On Tyranny (2017), and The Road to Unfreedom (2018). On Tyranny, a New York Times bestseller, has significantly influenced public discourse and activism.
Lesson Objectives
By the end of this lesson, students will be able to:
- Identify and analyze key literary devices used in persuasive essays.
- Evaluate the effectiveness of rhetorical strategies and their impact on readers.
- Deconstruct the author’s central argument and assess the quality of supporting evidence.
- Examine the broader social and political implications of Snyder’s argument, particularly in the context of contemporary immigration debates.
- Formulate and articulate their own responses to the author’s claims through discussion and written reflection.
Introduction to Timothy Snyder and the Essay
- Contextual Background: Introduce students to Timothy Snyder as a historian specializing in European history, particularly totalitarian regimes and human rights. Highlight how his expertise shapes the perspective he brings to discussions on human rights and democracy.
- Current Events Connection: Frame the essay in the broader context of ongoing discussions about immigration, deportation, and populism in contemporary politics, drawing comparisons between Snyder’s historical insights and current political realities in both the U.S. and Europe. This will help students understand the relevance of the topic today.
- Purpose and Audience: Discuss why Snyder might have written this essay, who the intended audience might be, and what he hopes to achieve by invoking such a large-scale humanitarian issue.
The short story is found here: Twelve Million Deportations
Close Reading and Analysis of Literary Devices
- Imagery and Visualization:
- Guided Exercise: Have students read specific passages and mark instances where Snyder uses vivid imagery (e.g., families torn apart, overcrowded deportation centers) to provoke a strong emotional response. Discuss how these images make the abstract concepts of deportation more personal and immediate.
- Discussion: How does the visualization of these scenarios impact the reader’s engagement with the text? Encourage students to consider why visual imagery is essential in discussing topics that can feel impersonal or statistical.
- Rhetorical Questions:
- Identify and Discuss: In pairs or small groups, have students find examples of rhetorical questions (e.g., “What does it mean to deport twelve million people?”) and discuss how these questions engage the reader’s thought process. Why is it effective for Snyder to pose questions rather than provide immediate answers?
- Repetition:
- Analysis: Focus on Snyder’s repetition of phrases like “And now try to imagine…” and “this is happening now.” Discuss how repetition not only reinforces the urgency of the issue but also builds emotional momentum. Why does this repetitive structure make the essay more persuasive?
- Pathos (Emotional Appeal):
- Emotional Analysis: Have students identify passages where Snyder appeals directly to the reader’s emotions—particularly the loss of family unity, or the threat to the American Dream. How does Snyder use pathos to push the reader beyond intellectual engagement and into a moral response?
Deconstructing Argumentative Structure
- Thesis Statement:
- Activity: Ask students to work in small groups to identify the main thesis of Snyder’s essay. How does he frame the potential deportation of twelve million people as not just a political issue but a human rights catastrophe?
- Class Discussion: Discuss how effectively Snyder’s thesis resonates throughout the essay. Does he remain consistent, or does his argument evolve as new dimensions of the issue are introduced?
- Supporting Evidence:
- Types of Evidence: Break down Snyder’s use of statistical data, hypothetical scenarios, and historical context to support his claims. What types of evidence are most compelling for the reader, and why? Are there areas where the evidence feels less robust?
- Activity: Assign different forms of evidence to small groups (e.g., statistical data, historical references) and have them present how Snyder uses these to bolster his argument. How well does each type of evidence connect to the thesis?
Rhetorical Strategies
- Ethos (Credibility):
- Analysis: Discuss how Snyder establishes his credibility as a historian. How does his background give weight to his argument, and does this credibility influence the reader’s perception of the essay? Could his expertise in a different area, such as law or sociology, alter how the essay is received?
- Logos (Logical Appeal):
- Activity: Identify places in the essay where Snyder uses logic and reasoning to structure his argument. For instance, how does he logically transition from historical precedent to modern-day scenarios, showing the reader why deporting twelve million people is both impractical and morally problematic?
- Scale and Perspective:
- Discussion: How does Snyder manipulate scale, moving from the deeply personal to the vast, almost incomprehensible number of twelve million people? What effect does this shift have on the reader? Does it overwhelm or clarify the magnitude of the issue?
Group Discussion and Deeper Engagement
Divide students into small groups, each assigned a different discussion topic:
- Personal Pronouns (“you,” “we”): How does Snyder’s use of inclusive language create a sense of collective responsibility or urgency in the reader?
- Tone and Evolution: How does Snyder’s tone shift throughout the essay—from contemplative to urgent? What effect does this tonal shift have on the reader’s emotional or intellectual response?
- Counterarguments: Identify potential counterarguments to Snyder’s position. Does he address them directly, and if so, how effectively? How does this consideration of opposition strengthen or weaken his overall argument?
- Conclusion and Call to Action: Examine the final paragraphs of the essay. Does Snyder present a clear call to action? How persuasive is this conclusion in moving the reader to think critically about the issue or take action?
Conclusion and Reflection
- Individual Reflection: Ask students to write a short reflection on what they found to be the most effective literary device or rhetorical strategy in Snyder’s essay. Encourage them to use specific examples from the text to justify their choice.
- Sharing: Have a few students share their reflections with the class, prompting discussion on why certain strategies resonate more with different readers.
Homework Assignment
Essay Prompt: Write a 500-word response essay analyzing the strengths and weaknesses of Snyder’s argument. Use specific examples from the text to support your analysis, focusing on the effectiveness of his rhetorical strategies, the quality of his evidence, and the persuasiveness of his emotional appeals.
Optional Extension: Students can also explore contemporary examples of political rhetoric on immigration and deportation, comparing and contrasting these with Snyder’s approach.