Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.
: In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.
| Course Number1111 |
Course Title222 |
| 0500310: | Executive Internship 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
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| 1006330: | Journalism 4 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1007310: | Speech 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
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| 7910125: | Access English 2 (Specifically in versions: 2013 - 2015, 2015 - 2017, 2017 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1007305: | Speech 1 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1007315: | Speech 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
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| Name |
Description |
| Civics Literacy John F. Kennedy - A Moral Issue | In this lesson, students will read an excerpt from John F. Kennedy's speech, commonly titled "A Moral Issue", in response to the Civil Rights Movement. Upon reading the text, students will analyze and evaluate President Kennedy's use of ethos, as well as the impact of delivering the speech via live broadcast. |
| Rhetoric for Persuasion in Political Speech | In this lesson plan, students analyze the language of a speech delivered by William Jennings Bryan (1896) in opposition to the Gold Standard and in support of bimetallism. The analysis will focus on connotation and bias in Bryan’s word choice. This lesson addresses the term rhetoric and the definitions and features of the rhetorical appeal, pathos.
Students will read the speech and analyze the use of connotative language that was used by Bryan to express a politically biased message. |
| Using Rhetoric for Civic Change | Students will analyze testimony delivered to congress by Suffrage Activist Lucy Stone (1892) in support of amending the U.S. Constitution to give women the right to vote in this lesson. The lesson specifically focuses on Stone’s use of alliteration, antithesis (parallel structure), and rhetorical questions to help achieve her purpose. |
| Frederick Douglass: The Power of Rhetorical Appeals | In this lesson plan, students will read Frederick Douglass’s 1852 speech “What, to the Slave, is the Fourth of July.” Students will analyze Douglass’s use of rhetorical appeals throughout the text. Students will specifically identify his use of pathos and logos and examine how Douglass uses these appeals to support his overall purpose. Students will also learn important historical context about Douglass and the abolitionist movement. |
| Looking Over the Mountaintop: Tone and Perspective | This lesson is the third lesson in a three-part series on Dr. Martin Luther King, Jr.'s "I've Been to the Mountaintop" speech. In this lesson, students will analyze King's speech, which has been broken up into eight sections, for his perspective and tone. At the end of the lesson, students will respond to a prompt and write an essay based on what they have analyzed throughout the lesson. A graphic organizer, suggested answer key, and writing rubric have been provided. |
| Looking Over the Mountaintop: Central Ideas | This is the first lesson in a three-part series on Martin Luther King Jr.'s speech "I've Been to the Mountaintop." In this lesson, the speech has been divided into eight sections with text-dependent questions that are specific to each section. Throughout the course of the lesson students will determine a central idea for each section and examine King's ideas and claims and how they are developed and supported. At the end of the lesson, students will determine an overarching central idea of the speech and write an extended paragraph to explain the central idea and how it is developed and supported with specific evidence throughout the text. |
| Analyzing Logos, Ethos, Pathos in "The Meaning of July Fourth for the Negro" | Students will read, understand, and analyze a speech by Fredrick Douglass. Students will write an essay to support their analysis of the central idea of Douglass's speech, "The Meaning of July Fourth for the Negro." |
| Ethos, Pathos, and Logos: Part 3 | This is the third and final lesson in a unit analyzing rhetorical appeals. In this lesson, students will identify and analyze rhetorical appeals in a speech from President Obama and plan an outline for an essay to explain President Obama’s choices to establish meaning and achieve his purpose in the speech. |
| Exploring Immigration and America: Part 2 | This lesson is the second of a unit comprised of 3 lessons. In this second lesson, students will use small group discussion to analyze informational text, a speech given by Judge Learned Hand entitled "The Spirit of Liberty," in terms of central idea and author’s choices in achieving purpose. |
| I Declare War: Part I | In this lesson (part one of a three-part unit), students will analyze the choices Lincoln made to establish the purpose and central idea of the Gettysburg Address. |
| The American Puritan Tradition: Part 1 | This lesson is part one of three in a unit that will explore and analyze how American Puritanism has been represented in different texts. The goal of this lesson is for students to analyze the central idea and how the authors' style (figurative language, persuasive techniques) contributes to establishing and achieving the purpose in "Sinners in the Hands of an Angry God." |
| Name |
Description |
| The Rhetoric of Roosevelt | This teaching resource provides the tools to help students analyze the use of rhetorical appeals in President Franklin Roosevelt’s speech, “A Day that Will Live in Infamy.” The president delivered this powerful speech in the wake of the attack on Pearl Harbor in 1941. Students will analyze Roosevelt’s use of ethos, pathos, and logos in his address to Congress and the American people. |
| A New Birth of Freedom: Lincoln's Gettysburg Address | This teaching resource will provide teachers the tools to analyze the “Gettysburg Address” delivered by President Abraham Lincoln (1863) in which he dedicates a portion of the Civil War battlefield at Gettysburg to honor the country’s Founders and the soldiers who died in the name of American ideals. He also urges the audience to continue to fight for the core principles upon which America was founded: equality and liberty. Students will analyze the two central ideas of Lincoln’s address. Students will also make connections between an excerpt from the Declaration of Independence and Lincoln’s speech, and they will make connections between the Preamble to the U.S. Constitution and Lincoln’s speech. |
| Anatomy of an Introduction | This resource intended for the debate classroom will help students write an attention-getting introduction to convey ideas, concepts, and information through the use of education and humor. |
| High School Source Analysis: Rhetorical Appeals in the Declaration of Independence | In this activity, designed for students in the debate classroom, students will use prior knowledge on ethos, logos, and pathos to analyze the grievances in the Declaration of Independence and classify the rhetorical appeals in each. |
| Name |
Description |
| Jimmy Carter's Inaugural Address | This teaching resource provides students with the opportunity to analyze President Jimmy Carter's use of rhetoric in his Inaugural Address. The resource contains historical context and both a student and teacher copy of the speech, along with text dependent questions and an answer key. Students will connect Carter’s use of rhetoric in achieving purpose in his speech to the role the U.S. has in establishing and maintaining peace. |
| Lucy Stone & Women’s Right to Vote: Analyzing Rhetorical Devices | This teaching resource provides the tools to help students analyze Lucy Stone’s 1892 address on women’s suffrage. Students will analyze her use of two specific rhetorical devices: imagery and rhetorical questions. The resource will help students identify these devices within the text and analyze how they establish and support Stone’s purpose. |
| Fighting for Freedom: Using Rhetorical Appeals | This teaching resource will provide teachers the tools/ideas to help students analyze the speech delivered by President Franklin D. Roosevelt. This speech was given to Congress in order to persuade them to join the war efforts, protecting American ideals of freedom. This speech uses the rhetorical techniques of pathos and logos to persuade his listeners. |
