2.+Teaching+Unit

Teaching Unit 10th Grade English **Abstract** This five day lesson is designed for a tenth grade Language Arts class. It includes standards from English, Language Development, Reading, Analysis, History, Social Science, Language, Music, and use of technology. The lesson is on the art of persuasion and rhetorical messages. They students will learn about the usage of pathos, mythos, and logos. The lesson will engage students in discussing various speeches, documents, advertisements, and music, in order to see the messages trying to be made. Because our world is becoming saturated with media and images, it’s important for students to be able to think critically about the images that surround them every day. It’s easy to dismiss messages from the media, particularly advertisements, and allow their subliminal effects to influence our beliefs. Language Arts Standards ||  **Day 1**  ||  **Day 2**  ||  **Day 3**  ||  **Day 4**  ||  **Day 5**  || || **1.0 Written and Oral English Language Conventions** Students write and speak with a command of standard English conventions. //Grammar and Mechanics of Writing// || || || || || || **Lesson Plan Daily Agenda**
 * California State Standards**
 * Grades Nine and Ten
 * **READING** || || || || || ||
 * **1.0 Word Analysis, Fluency, and Systematic Vocabulary Development** Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. //Vocabulary and Concept Development// || || || || ||
 * 1.1 Identify and use the literal and figurative meanings of words and understand word derivations. || || || || || ||
 * 1.2. Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. || X  ||  X  ||  X  || || ||
 * 1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word //narcissistic// drawn from the myth of Narcissus and Echo). || || || || || ||
 * **2.0 Reading Comprehension (Focus on Informational Materials)** Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in //Recom-mended Literature, Kindergarten Through Grade Twelve// illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contempo-rary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal. //Structural Features of Informational Materials// || || || || || ||
 * 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes. || X  ||  X  ||  X  ||  X  ||  X  ||
 * 2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. || || || || || ||
 * 2.3 Generate relevant questions about readings on issues that can be researched. || X  || || ||  X  ||  X  ||
 * 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. || X  ||  X  || || || ||
 * 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. || X  || || || || ||
 * 2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the Internet). //Expository Critique// || || || || || ||
 * 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. || X  ||  X  ||  X  || || ||
 * 2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material). || X  ||  X  ||  X  ||  X  ||  X  ||
 * **3.0 Literary Response and Analysis** Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. The selections in //Recommended Literature, Kindergarten Through Grade Twelve// illustrate the quality and complexity of the materials to be read by students. //Structural Features of Literature// || || || || || ||
 * 3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue). || X  ||  X  || || || ||
 * 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. //Narrative Analysis of Grade-Level-Appropriate Text// || || || || X  ||  X  ||
 * 3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. || || || || || ||
 * 3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. || X  ||  X  ||  X  || || ||
 * 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. || || X  || || || ||
 * 3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). || || || || || ||
 * 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. || || || || || ||
 * 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. || X  ||  X  ||  X  || || ||
 * 3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. || X  ||  X  ||  X  ||  X  ||  X  ||
 * 3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature. //Literary Criticism// || || || || || ||
 * 3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach) || || || || || ||
 * 3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach) || X  || X || || || ||
 * **WRITING** || || || || || ||
 * **1.0 Writing Strategies** Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students progress through the stages of the writing process as needed. //Organization and Focus// || || || || || ||
 * 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. || || || X  ||  X  || ||
 * 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. //Research and Technology// || || || X  || || ||
 * 1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. || || || || || ||
 * 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions). || || || || || ||
 * 1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). || X  ||  X  ||  X  ||  X  || ||
 * 1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas. || || || X  ||  X  || ||
 * 1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., //Modern Language Association Handbook//, //The Chicago Manual of Style//). || || || || || ||
 * 1.8 Design and publish documents by using advanced publishing software and graphic programs. //Evaluation and Revision// || || || || || ||
 * 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. || || || X  ||  X  || ||
 * **2.0 Writing Applications (Genres and Their Characteristics)** Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grades nine and ten outlined in Writing Standard 1.0, students: || || || || || ||
 * 2.1 Write biographical or autobiographical narratives or short stories: a. Relate a sequence of events and communicate the significance of the events to the audience. b. Locate scenes and incidents in specific places. c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings. d. Pace the presentation of actions to accommodate changes in time and mood. e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details. || || || || || ||
 * 2.2 Write responses to literature: a. Demonstrate a comprehensive grasp of the significant ideas of literary works. b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created. d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text. || X  ||  X  ||  X  ||  X  ||  X  ||
 * 2.3 Write expository compositions, including analytical essays and research reports: a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. b. Convey information and ideas from primary and secondary sources accurately and coherently. c. Make distinctions between the relative value and significance of specific data, facts, and ideas. d. Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs. e. Anticipate and address readers’ potential misunderstandings, biases, and expectations. f. Use technical terms and notations accurately. || || || || || ||
 * 2.4 Write persuasive compositions: a. Structure ideas and arguments in a sustained and logical fashion. b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). **60** California Department of Education Reposted June 9, 2009 **//Writing//** **G****RADES** **N****INE AND** **T****EN** c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning. d. Address readers’ concerns, counterclaims, biases, and expectations. || || || X  ||  X  || ||
 * 2.5 Write business letters: a. Provide clear and purposeful information and address the intended audience appropriately. b. Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients. c. Highlight central ideas or images. d. Follow a conventional style with page formats, fonts, and spacing that contribute to the documents’ readability and impact. || || || X  ||  X  || ||
 * 2.6 Write technical documents (e.g., a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, minutes of a meeting): a. Report information and convey ideas logically and correctly. b. Offer detailed and accurate specifications. c. Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide). d. Anticipate readers’ problems, mistakes, and misunderstandings. || || || X  ||  X  || ||
 * **W****RITTEN AND** **O****RAL** **E****NGLISH** **L****ANGUAGE** **C****ONVENTIONS** || || || || || ||
 * The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
 * 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). || || || || || ||
 * 1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses). || || || || || ||
 * 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. //Manuscript Form// || || || || || ||
 * 1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. || || || X  ||  X  || ||
 * 1.5 Reflect appropriate manuscript requirements, including title page presentation, pagination, spacing and margins, and integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations. || || || X  ||  X  || ||
 * **LISTENING AND SPEAKING** || || || || || ||
 * **1.0 Listening and Speaking Strategies** Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. //Comprehension// || || || || || ||
 * 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence. || || || || X  ||  X  ||
 * 1.2 Compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries, online information) cover the same event. //Organization and Delivery of Oral Communication// || X  ||  X  || || || ||
 * 1.3 Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause. || || || || || ||
 * 1.4 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources). || || || || || ||
 * 1.5 Recognize and use elements of classical speech forms (e.g., introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate. || || || || X  ||  X  ||
 * 1.6 Present and advance a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance. || || || || X  ||  X  ||
 * 1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. || || || || X  ||  X  ||
 * 1.8 Produce concise notes for extemporaneous delivery. || || || || X  ||  X  ||
 * 1.9 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (e.g., voice, gestures, eye contact) for presentations. //Analysis and Evaluation of Oral and Media Communications// || || || || X  ||  X  ||
 * 1.10 Analyze historically significant speeches (e.g., Abraham Lincoln’s “Gettysburg Address,” Martin Luther King, Jr.’s “I Have a Dream”) to find the rhetorical devices and features that make them memorable. || || X  || || || ||
 * 1.11 Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience. || X  ||  X  ||  X  ||  X  ||  X  ||
 * 1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, diction, and syntax. || X  ||  X  ||  X  ||  X  ||  X  ||
 * 1.13 Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic. || X  ||  X  ||  X  ||  X  ||  X  ||
 * 1.14 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare’s //Henry V// with Kenneth Branagh’s 1990 film version). || || || || || ||
 * **2.0 Speaking Applications (Genres and Their Characteristics)** Students deliver polished formal and extemporaneous presentations that combine the traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grades nine and ten outlined in Listening and Speaking Standard 1.0, students: || || || || || ||
 * 2.1 Deliver narrative presentations: a. Narrate a sequence of events and communicate their significance to the audience. b. Locate scenes and incidents in specific places. c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters. d. Pace the presentation of actions to accommodate time or mood changes. || || || || || ||
 * 2.2 Deliver expository presentations: a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. b. Convey information and ideas from primary and secondary sources accurately and coherently. c. Make distinctions between the relative value and significance of specific data, facts, and ideas. d. Include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs. e. Anticipate and address the listener’s potential misunderstandings, biases, and expectations. f. Use technical terms and notations accurately. || || || || X  ||  X  ||
 * 2.3 Apply appropriate interviewing techniques: a. Prepare and ask relevant questions. b. Make notes of responses. c. Use language that conveys maturity, sensitivity, and respect. d. Respond correctly and effectively to questions. e. Demonstrate knowledge of the subject or organization. f. Compile and report responses. g. Evaluate the effectiveness of the interview. || || || || || ||
 * 2.5 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects): a. Structure ideas and arguments in a coherent, logical fashion. b. Use rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by appeal to emotion or ethical belief; by use of personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. d. Anticipate and address the listener’s concerns and counterarguments. || || || || X  ||  X  ||
 * 2.6 Deliver descriptive presentations: a. Establish clearly the speaker’s point of view on the subject of the presentation. b. Establish clearly the speaker’s relationship with that subject (e.g., dispassionate observation, personal involvement). c. Use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and sensory details. || X  ||  X  ||  X  ||  X  ||  X  ||


 * Day 1:

** Introduction of the Rhetorical Triangle and Persuasive Writing ** Materials: Handout, power point presentation, white board Procedure: Teachers Job: Draw a triangle on the board. Above the triangle, write the phrase, “the rhetorical situation.” Ask students for a definition of rhetoric using the KWL model. After listening to some of their responses, write “using language effectively to please or persuade in any given situation” on the board. Explain that rhetoric is often based on first analyzing the rhetorical situation and then applying the appeals to reason—ethos, logos, pathos in order to be persuasive in that specific situation. Provide the students a handout of the triangle they can keep with them and refer to. Include the definitions of ethos, logos, and pathos. On each point of the triangle write one of the three words: audience, communicator, and message. Then discuss how these elements work together to create purposeful, persuasive communication. You might refer to them as the context. The communicator uses credibility to influence the audience. The communicator establishes credibility through correctness, eloquence, and having notable authority on a topic. The audience is influenced by beliefs, values, knowledge and experience. In persuasive writing, the communicator will analyze the audience in order to prepare a message that will speak to that audience. Finally, the message is the information or argument. It uses data, gives evidence, and provides support for claims. Understanding the connection between the communicator, audience, and message provides context for making persuasive appeals to reason.

The Appeals to Reason
After explaining the rhetorical situation, explain how the appeal to reason fit into it. The appeals to reason—ethos, logos, and pathos are persuasive strategies. You might write them alongside the triangle. Ethos Ethical appeals are based on the character of the speaker. An example of ethos, particular to advertising, is using celebrity endorsements. Logos Logical appeals are based on logic or reason. This is the information in the document that is meant to be fact or data. In advertising, we see little logos; however, the fine print in drug advertisements would be an example. Pathos Pathetic or emotional appeals are based on emotion Advertisements tend to be highly pathos-driven and play on emotions of happiness, sadness, playfulness, excitement, fear and more. The students will have 25 minutes to work in pairs reading various short news paper and magazine articles discussing in pairs the 5w’s. After reading and discussing with one person they will switch partners and hear about the other’s article and share what they read in theirs. They will be looking for examples of ethos logos and pathos. They are also asked to find styles used such as repeating ideas, comparisons, reasoning, consistency, and credibility. After the students work with two pairs we will discuss any issues, questions, or ideas in a large group. The closing will be a reality check in their journal. Summarizing the main points they learned today.

Homework Day 1: Bring in an advertisement they saw and discuss the message and correlation with the rhetoric ideas we discussed in class.

||


 * Day 2:

** “I Have a Dream” **

Materials: Computer lab, “I Have a Dream’

Procedure: The Class will explore speeches such as Martin Luther king Jr’s “I have a Dream” and a number of other speeches they find on the internet. The class will enter with the articles waiting on their desks. They will be asked to take out the paper that was given to them yesterday. As a large group we will read and discuss “I Have Dream”. We will point out the Ethos, Logos and Pathos within the speech.

Teachers Job: Identify the rhetorical situation of the speech as a class. Discuss who the speaker is, who the audience is, and what the purpose of the message is. Have the class help with questions such as Who (author, audience)? What (genre of writing)? Why (purpose)? When? Where? How (appeals, style choices)? Make sure all the students understand the context of the speech. Ask students to identify examples of ethos, logos, and pathos in pairs or individually. Give them 15-25 minutes to work on this on their own. After they’ve had enough time, ask students to share what they found. Make sure to ask each pair or team to share at least one appeal. Discuss each example and give further explanation as to why the appeals make the speech stronger or weaker.

After reading then viewing the famous speech the class will have time to go to the computer lab and find other famous speeches from the list on [|http://www.americanrhetoric.com]. They will take notes on their findings.

HOMEWORK FOR DAY 2: Ask students to use the handout provided on day 1 and analyze a song of their choice. They should find at least one example of each appeal in the song. Students will bring the song analysis to the next class and share. ||


 * Day 3:

Quiz-Persuasive Media and Music

Materials: Short Video- Famous speeches, quiz

Procedure: When the students arrive they will be asked to take out pencil or pen. They will be given a short quiz on some vocabulary and ideas we have gone over so far. This will take about 10 minutes.

Analyze a variety of speeches, s ocial movements, technologies, rock music, sports, and politics to see how these messages are presented in media. We will view a variety in class and discuss in groups the messages, ethos, pathos, logos, 5w’s and any other styles noticed. The class will be encouraged to start thinking out methods they want to use and any visuals they can include. After viewing a variety of media they will be able to start exploring in the computer lab different ideas on messages they want to present.

Homework Day 3: Choose speech theme/idea ||

** How to Create a Rhetorical Message? **  Materials: Ranking Sheet, Assessment Rubric, outline for how to create a persuasive speech
 * Day 4:

Procedure: First the class will work on a rhetorical message the teacher will have the outline on the over head projector. We will pick a topic such as school policies, sports, or homework? So they have a relevant position on the topic and it will be something they care about. The will call randomly on students to have them fill in the outline.

Expectations: We will discuss expectations and assessment of the project. The assessment is based on content, logic, presentation and grammar. The teacher is to provide the assessment sheet to the class, therefore they will know exactly what they will be graded on.

Creation of a Rhetorical Message-an outline will be provided to each student to help in the development of the chosen message.

After filling in the outline they are to create their rough draft of their message. Introduction - establish your argument, and clarify the importance of the issue. Statement of the Case - tell story behind the argument, offering background information Proposition Statement - carefully state central proposition, as a thesis statement would be given Refutation - refute opposition arguments, exposing faulty reasoning Confirmation - develop your case, using examples, facts, statistics // (logos // ) Digression - appealing anecdote or description, offering ethos or pathos Conclusion - finish with strong conviction; review main points, or suggest call to action

The class will work individually on their own rhetorical speech, advertisement, song or other form of a message they would like to share with others. The teacher is available to assist with any questions, ideas, or concerns.

Homework Day 3: Continue to work on message at home and practice speeches. ||


 * Day 5 Presentations

Materials: Student assessment sheets, speech assessment sheets (for class)

Procedure: The teacher will quickly go over the assessment sheet on the grading of the presentation and students will start their persuasive speeches. Each student is to provide a 3-5 minute speech on their chosen topic. The class is to take notes as they listen to classmates' speeches. When all the speeches have been delivered, we will discuss the qualities that we saw and some ideas of what could have been differently.

Homework on Day 5: Do Look Learn- Student is to write what they got out of the lesson and what they learned from their presentation, including what they would so different next time. ||

STUDENT OBJECTIVES THROUGHOUT LESSON Students will distinguish between positional topics.

Students will defend their choices.

Students will identify persuasive text and media.

Students will identify features of persuasion. Students will provide counter arguments based on known facts Students will provide synonyms and antonyms to vocabulary words. Students will use a dictionary to define vocabulary words.

Students will use context clues. Students will identify cause and effect.

Students will read persuasive text. Students will analyze use of features of persuasion.

Students will compare and contrast two speeches.

** Appendix ** ** Resources used throughout the lesson **
 * ** Handout Provided to Class **


 * Ethos (Credibility), ** or **ethical appeal**, means convincing by the character of the author. We tend to believe people whom we respect. One of the central problems of argumentation is to project an impression to the reader that you are someone worth listening to, in other words making yourself as author into an authority on the subject of the paper, as well as someone who is likable and worthy of respect.
 * Pathos (Emotional) ** means persuading by appealing to the reader's emotions. We can look at texts ranging from classic essays to contemporary advertisements to see how pathos, emotional appeals, are used to persuade. Language choice affects the audience's emotional response, and emotional appeal can effectively be used to enhance an argument.
 * Logos ** ** (Logical) ** means persuading by the use of reasoning. This will be the most important technique we will study, and Aristotle's favorite. We'll look at deductive and inductive reasoning, and discuss what makes an effective, persuasive reason to back up your claims. Giving reasons is the heart of argumentation, and cannot be emphasized enough. We'll study the types of support you can use to substantiate your thesis, and look at some of the common logical fallacies, in order to avoid them in your writing. ||

**__ Quiz __** **__ (to be given on day 3 beginning of class, if enough speeches have been observed) __** ** Ethos:_ ** ** Logos:_ ** ** Pathos: ** ** Rhetoric: ** __ ** Qualities/weaknesses of a persuasive speech: ** __ ** 2 famous speeches and their use of ethos, logos, or pathos: **


 * OUTLINE

Introduction - establish your argument, and clarify the importance of the issue (hook). A. __ B. __ __ C. __ __ D. __ __ Statement of the Case - tell story behind the argument, offering background information  __ __ A. __ __ B. __ __ C. __ __ D. __ __ Proposition Statement - carefully state central proposition, as a thesis statement would be given  __ __ A. __ __ B. __ __ C. __ __ D. __ __ Refutation - refute opposition arguments, exposing faulty reasoning  __ __ A. __ __ B. __ __ C. __ __ D. __ __ Confirmation - develop your case, using examples, facts, statistics // (logos // )  __ __ A. __ __ B. __ __ C. __ __ D. __ __ Digression - appealing anecdote or description, offering ethos or pathos  __ __ A. __ __ B. __ __ C. __ __ D. __ __ Conclusion - finish with strong conviction; review main points, or suggest call to action  __ __ A. __ __ B. __ __ C. __ __ D. __ ||

**// Content- //** ** _ ** 10 points - Is there a clear thesis statement that reflects the writer's position? __5 points - Is there a "hook" in the introductory paragraph that makes readers want to read more?__ 5 points - Is there a clear beginning, middle and end?
 * ** Assessment **

__10 points - Are paragraphs guided by strong topic sentences and are all of the sentences within each paragraph related to the topic sentence?__

__ Comments: __ __ **// Logic - //** __ 10 points- Is the logic in the supporting paragraphs clear, or do readers have to struggle to identify the reasoning? Are informal arguments clear? __5 points - Does the writer anticipate and address opposing arguments or objections?__ 5 points - Is the essay dominated by appeals to reading? __5 points - Does the writer make good use of emotional and ethical appeals?__ 5 points - Does the writer avoid logical fallacies (bandwagon appeals, red herrings, etc.) Comments: **// Presentation- //** __10 points- Student maintains eye contact with audience, seldom returning to notes__ 5 points- Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. __5 points-__ __Student's visual aids explain and reinforce the presentation.__ __ **// Other- //** __ ___10 points - Is the essay free of grammar and punctuation errors?__

___10 points - Does the writer avoid wordy sentence constructions?

F = 59 and below
||

__ ** Reflective Log for Class to Use while listening to Speeches ** __

Assign a number: most interesting, next most interesting, etc.. 1-5 ||   ||
 * Speech giver Name ||  Topic Name  ||  Notes  ||  Rank (after all speeches have been delivered)

__ ** Martin Luther Kings “I have a Dream” ** __ __ I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. __ __ Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. __ __ But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition. __ __ In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds." __ __ But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice. __ __ We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children. __ __ It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. __ __ But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force. __ __ The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom. __ __ We cannot walk alone. __ __ And as we walk, we must make the pledge that we shall always march ahead. __ __ We cannot turn back. __ __ There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their self-hood and robbed of their dignity by signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until "justice rolls down like waters, and righteousness like a mighty stream." ¹ __ __ I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. And some of you have come from areas where your quest -- quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. __ __ Let us not wallow in the valley of despair, I say to you today, my friends. __ __ And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. __ __ I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal." __ __ I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. __ __ I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. __ __ I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. __ __ I have a //dream// today! __ __ I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. __ __ I have a //dream// today! __ __ I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; "and the glory of the Lord shall be revealed and all flesh shall see it together." 2 __ __ This is our hope, and this is the faith that I go back to the South with. __ __ With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. __ __ And this will be the day -- this will be the day when all of God's children will be able to sing with new meaning: __ __ // My country 'tis of thee, sweet land of liberty, of thee I sing. // __ __ // Land where my fathers died, land of the Pilgrim's pride, // __ __ // From every mountainside, let freedom ring! // __ __ And if America is to be a great nation, this must become true. __ __ And so let freedom ring from the prodigious hilltops of New Hampshire. __ __ Let freedom ring from the mighty mountains of New York. __ __ Let freedom ring from the heightening Alleghenies of Pennsylvania. __ __ Let freedom ring from the snow-capped Rockies of Colorado. __ __ Let freedom ring from the curvaceous slopes of California. __ __ But not only that: __ __ Let freedom ring from Stone Mountain of Georgia. __ __ Let freedom ring from Lookout Mountain of Tennessee. __ __ Let freedom ring from every hill and molehill of Mississippi. __ __ From every mountainside, let freedom ring. __ __ And when this happens, when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when //all// of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: __ __ //Free at last! Free at last!// __ __ // Thank God Almighty, we are free at last! // 3 __ __ . __

__**Teacher Background Notes on Martin Luther King’s Speech**__ __**Martin Luther King his usage of ethos pathos mythos and logos**__ __On August 28, 1963 more than 250,000 civil-rights supporters attended the March on Washington. Addressing the protesters from the steps of the Lincoln Memorial, Martin Luther King Jr. delivered his famous “I Have a Dream” speech. Profoundly, he proclaimed for a free nation of equality where all race would join together in the effort to achieve common ground. King stated his yearning for all colors to unite and be judged by character, not by race. African Americans would not be satisfied until their desire for freedom from persecution, bitterness, and hatred prevailed. Not only were the points in his speech powerful, but also the delivery he gave was so persuading and real that it changed the hearts of many people across America. By using four artificial proofs, mythos, logos, ethos, and pathos, Martin Luther King was able to open the eyes of people who were blinded by the color of skin.__ __Including cultural legends such as the nations history of justice in his oration, Martin Luther King portrayed a style of mythos. King stated the fact that when our ancestors wrote the Constitution and the Declaration of Independence, they signed a promissory note that would guarantee the inalienable rights of life, liberty, and the pursuit of happiness to all men. At the beginning of his speech he also gave a symbolic example that they, in search for equality, have come to the nations capital to cash a check. “One that would provide riches of freedom and the security of justice.” Martin Luther King established a common bond with so many protesters and citizens when he went on to say, “But we refuse to believe that the bank of justice is bankrupt…that there are insufficient funds in the great vaults of opportunity of this nation.” He was trying to prove a point to every American that justice and peace in our nation is not limited to those of a white inheritance. King did not want African Americans to express a feeling of hatred toward all white people. He made an excellent point when mentioning, “…not lead us to distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny…” By presenting this point in his speech Martin Luther King made known to everyone that he is a man of great character and honor.__ __Another style King presented quite well was ethos, which is his credibility on his speech. Of course he portrayed this effectively because he himself is an African American, and he knows exactly what kind of segregation and discrimination his black brothers are experiencing. King gives an example by saying, “We can never be satisfied as long as our bodies, heavy with fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities…as long as the Negro’s basic mobility is from a smaller ghetto to a larger one.” He goes on to say, “Some of you have come fresh from narrow cells…from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality.” Not a day would go by that somewhere a black person was treated unequally because of the color of his skin. Martin Luther King addressed to the people such real and visual examples of occurrences happening, that many people finally began to look at the situation in another point of view. Many people started thinking, “Oh, this is wrong.”__ __King’s portrayal of logos was one technique that he made excellent usage of in his speech. To some people, almost every statement he presented was unforgettable. The organization he used was outstanding. Martin Luther King started his oration by stating the history of America and then going on to explain the reason everyone was gathering there on that occasion. “Now is the time to open the doors of opportunity to all of God’s children…to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.” He mentioned the reality of how things were and the capability of how things could be. King summed up all of his thoughts and points and left most everyone remembering his final, most powerful words, “Free at last! Free at last! Thank God Almighty, we are free at last!”__ __Finally, the most predominant artificial proof that Martin Luther King presented his audience with was his style of pathos. He approached his audience on the same level as they were on, and spoke not only his heart but theirs’ as well. When he spoke of freedom, justice, and liberty the level of his voice and gestures would emphasize. For example, he said, “This will be the day when all of God’s children will be able to sing with a new meaning, My country ‘tis of thee, sweet land of liberty, of thee I sing,” and he goes on to sing the rest of the verse. People were aware of Martin Luther King’s fervor towards justice because of the stand he chose to make. He didn’t just give a speech. King was the leader of many marches in several different states, and his passion and emotion for ending racial discrimination will not be forgotten.__ __Martin Luther King is widely known as one of the greatest speakers to ever approach our nation. The impact he made on America was so much more than effective; it was incredible. The speech Martin Luther King gave took place 48 years ago, and even today people remember and quote the words he spoke. Being a man of Christ, he allowed the Lord to use him in furthering the kingdom of God. He is a man that has gone into history, and every child who goes through school is made known of works. Martin Luther King’s passion for the civil-rights movement was so strongly effective and evident that it changed our nation.__

__TOP 100 RHITORICAL SPEECHES accessed from [|http://www.americanrhetoric.com]__


 * ** Rank ** ||  ** Speaker **  ||  ** Title/Text/MultiMedia **  ||  ** Audio **  ||  ** Transcript **  ||
 * 1  || Martin Luther King, Jr. || [|"I Have A Dream"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 2  || John Fitzgerald Kennedy || [|**Inaugural Address**] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 3  || Franklin Delano Roosevelt || [|**First Inaugural Address**] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 4  || Franklin Delano Roosevelt || [|**Pearl Harbor Address to the Nation**] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 5  || Barbara Charline Jordan || [|1976 DNC Keynote Address] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 6  || Richard Milhous Nixon || [|**"Checkers"**] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 7  || Malcolm X || [|"The Ballot or the Bullet"] ||   [|mp3]   || ||
 * 8  || Ronald Wilson Reagan || [|Shuttle Challenger Disaster Address] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 9  || John Fitzgerald Kennedy || [|Houston Ministerial Association Speech] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 10  || Lyndon Baines Johnson || [|"We Shall Overcome"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 11  || Mario Matthew Cuomo || [|1984 DNC Keynote Address] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 12  || Jesse Louis Jackson || [|1984 DNC Address] || ||   [|PDF] [|FLASH]   ||
 * 13  || Barbara Charline Jordan || [|Statement on the Articles of Impeachment] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 14  || (General) Douglas MacArthur || [|**Farewell Address to Congress**] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 15  || Martin Luther King, Jr. || [|"I've Been to the Mountaintop"] ||   [|Real Audio]   ||   [|PDF] [|FLASH]   ||
 * 16  || Theodore Roosevelt || [|"The Man with the Muck-rake"] || ||   [|PDF] [|FLASH]   ||
 * 17  || Robert Francis Kennedy || [|Remarks on the Assassination of MLK] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 18  || Dwight David Eisenhower || [|Farewell Address] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 19  || Thomas Woodrow Wilson || [|**War Message**] || ||   [|PDF] [|FLASH]   ||
 * 20  || (General) Douglas MacArthur || [|"Duty, Honor, Country"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 21  || Richard Milhous Nixon || [|"The Great Silent Majority"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 22  || John Fitzgerald Kennedy || [|"Ich bin ein Berliner"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 23  || Clarence Seward Darrow || [|"Mercy for Leopold and Loeb"] || ||   [|PDF] [|FLASH]   ||
 * 24  || Russell H. Conwell || [|"Acres of Diamonds"] ||   [|mp3-Excerpt]   ||   [|PDF] [|FLASH]   ||
 * 25  || Ronald Wilson Reagan || [|"A Time for Choosing"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 26  || Huey Pierce Long || [|"Every Man a King"] || ||   [|PDF] [|FLASH]   ||
 * 27  || Anna Howard Shaw || [|"The Fundamental Principle of a Republic"] || ||   [|PDF] [|FLASH]   ||
 * 28  || Franklin Delano Roosevelt || [|"The Arsenal of Democracy"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 29  || Ronald Wilson Reagan || [|"The Evil Empire"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 30  || Ronald Wilson Reagan || [|**First Inaugural Address**] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 31  || Franklin Delano Roosevelt || [|First Fireside Chat] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 32  || Harry S. Truman || [|"The Truman Doctrine"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 33  || William Cuthbert Faulkner || [|Nobel Prize Acceptance Speech] ||   [|Real Audio]   ||   [|PDF] [|FLASH]   ||
 * 34  || Eugene Victor Debs || [|1918 Statement to the Court] || ||   [|PDF] [|FLASH]   ||
 * 35  || Hillary Diane Rodham Clinton || [|"Women's Rights are Human Rights"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 36  || Dwight David Eisenhower || [|"Atoms for Peace"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 37  || John Fitzgerald Kennedy || [|American University Commencement Address] ||  [|mp3]  ||   [|PDF] [|FLASH]   ||
 * 38  || Dorothy Ann Willis Richards || [|1988 DNC Keynote Address] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 39  || Richard Milhous Nixon || [|Resignation Speech] ||  [|mp3]  ||   [|PDF] [|FLASH]   ||
 * 40  || Thomas Woodrow Wilson || [|"The Fourteen Points"] || ||   [|PDF] [|FLASH]   ||
 * 41  || Margaret Chase Smith || [|"Declaration of Conscience"] || ||   [|PDF] [|FLASH]   ||
 * 42  || Franklin Delano Roosevelt || [|"The Four Freedoms"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 43  || Martin Luther King, Jr. || [|"A Time to Break Silence"] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 44  || Mary Church Terrell || [|"What it Means to be Colored in the...U.S."] || ||   [|PDF] [|FLASH]   ||
 * 45  || William Jennings Bryan || [|"Against Imperialism"] ||   [|mp3-Excerpt]   ||   [|PDF] [|FLASH]   ||
 * 46  || Margaret Higgins Sanger || [|"The Morality of Birth Control"] || ||   [|PDF] [|FLASH]   ||
 * 47  || Barbara Pierce Bush || [|1990 Wellesley College Commencement Address] ||   [|mp3]   ||   [|PDF] [|FLASH]   ||
 * 48  || John Fitzgerald Kennedy || [|Civil Rights Address] ||  [|mp3]  ||   [|PDF] [|FLASH]   ||
 * 49  || John Fitzgerald Kennedy || [|Cuban Missile Crisis Address] ||  [|mp3]  ||   [|PDF] [|FLASH]   ||
 * 50  || Spiro Theodore Agnew || [|"Television News Coverage"] ||  [|mp3-Excerpt]  ||   [|PDF] [|FLASH]   ||
 * 51 || Jesse Louis Jackson || [|1988 DNC Address] || || [|PDF] [|FLASH] ||
 * 52 || Mary Fisher || [|"A Whisper of AIDS"] || [|mp3] || [|PDF] [|FLASH] ||
 * 53 || Lyndon Baines Johnson || [|"The Great Society"] || [|mp3] || [|PDF] [|FLASH] ||
 * 54 || George Catlett Marshall || [|"The Marshall Plan"] || [|mp3] || [|PDF] [|FLASH] ||
 * 55 || Edward Moore Kennedy || [|"Truth and Tolerance in America"] || [|mp3] || [|PDF] [|FLASH] ||
 * 56 || Adlai Ewing Stevenson || [|Presidential Nomination Acceptance Address] || [|mp3] || [|PDF] [|FLASH] ||
 * 57 || Anna Eleanor Roosevelt || [|"The Struggle for Human Rights"] || || [|PDF] [|FLASH] ||
 * 58 || Geraldine Anne Ferraro || [|Vice-Presidential Nomination Acceptance Speech] || [|mp3] || [|PDF] [|FLASH] ||
 * 59 || Robert Marion La Follette || [|"Free Speech in Wartime"] || || [|PDF] [|FLASH] ||
 * 60 || Ronald Wilson Reagan || [|40th Anniversary of D-Day Address] || [|mp3] || [|PDF] [|FLASH] ||
 * 61 || Mario Matthew Cuomo || [|"Religious Belief and Public Morality"] || || ||
 * 62 || Edward Moore Kennedy || [|"Chappaquiddick"] || [|mp3] || [|PDF] [|FLASH] ||
 * 63 || John Llewellyn Lewis || [|"The Rights of Labor"] || || [|PDF] [|FLASH] ||
 * 64 || Barry Morris Goldwater || [|Presidential Nomination Acceptance Address] || [|mp3] || [|PDF] [|FLASH] ||
 * 65 || Stokely Carmichael || [|"Black Power"] || [|mp3] || [|PDF] [|FLASH] ||
 * 66 || Hubert Horatio Humphrey || [|1948 DNC Address] || [|Off-site Audio] || [|PDF] [|FLASH] ||
 * 67 || Emma Goldman || [|Address to the Jury] || || [|PDF] [|FLASH] ||
 * 68 || Carrie Chapman Catt || [|"The Crisis"] || || [|PDF] [|FLASH] ||
 * 69 || Newton Norman Minow || [|"Television and the Public Interest"] || [|mp3] || [|PDF] [|FLASH] ||
 * 70 || Edward Moore Kennedy || [|Eulogy for Robert Francis Kennedy] || [|mp3] || [|PDF] [|FLASH] ||
 * 71 || Anita Faye Hill || [|Statement to the Senate Judiciary Committee] || [|mp3] || [|PDF] [|FLASH] ||
 * 72 || Thomas Woodrow Wilson || [|League of Nations Final Address] || || [|PDF] [|FLASH] ||
 * 73 || Henry Louis ("Lou") Gehrig || [|Farewell to Baseball Address] || || [|PDF] [|FLASH] ||
 * 74 || Richard Milhous Nixon || [|Cambodian Incursion Address] || [|mp3] || [|PDF] [|FLASH] ||
 * 75 || Carrie Chapman Catt || [|Address to the U.S. Congress] || || [|PDF] [|FLASH] ||
 * 76 || Edward Moore Kennedy || [|1980 DNC Address] || [|mp3] || [|PDF] [|FLASH] ||
 * 77 || Lyndon Baines Johnson || [|On Vietnam and Not Seeking Re-Election] || [|mp3] || [|PDF] [|FLASH] ||
 * 78 || Franklin Delano Roosevelt || [|Commonwealth Club Address] || || [|PDF] [|FLASH] ||
 * 79 || Thomas Woodrow Wilson || [|First Inaugural Address] || || [|PDF] [|FLASH] ||
 * 80 || Mario Savio || [|"Sproul Hall Sit-in Speech/An End to History"] || [|mp3] || [|PDF] [|FLASH] ||
 * 81 || Elizabeth Glaser || [|1992 DNC Address] || [|mp3] || [|PDF] [|FLASH] ||
 * 82 || Eugene Victor Debs || [|"The Issue"] || || ||
 * 83 || Margaret Higgins Sanger || [|"Children's Era"] || || ||
 * 84 || Ursula Kroeber Le Guin || [|"A Left-Handed Commencement Address"] || || [|PDF] [|FLASH] ||
 * 85 || Crystal Eastman || [|**"Now We Can Begin"**] || || ||
 * 86 || Huey Pierce Long || [| "Share Our Wealth"] || || [|PDF] [|FLASH] ||
 * 87 || Gerald Rudolph Ford || [|Address on Taking the Oath of Office] || [|mp3] || [|PDF] [|FLASH] ||
 * 88 || Cesar Estrada Chavez || [|Speech on Ending His 25 Day Fast] || || ||
 * 89 || Elizabeth Gurley Flynn || [|Statement at the Smith Act Trial] || || [|PDF] [|FLASH] ||
 * 90 || Jimmy Earl Carter || [|"A Crisis of Confidence"] || [|mp3] || [|PDF] [|FLASH] ||
 * 91 || Malcolm X || [|"Message to the Grassroots"] || || ||
 * 92 || William Jefferson Clinton || [|Oklahoma Bombing Memorial Address] || [|mp3] || [|PDF] [|FLASH] ||
 * 93 || Shirley Anita St. Hill Chisholm || [|"For the Equal Rights Amendment"] || || [|PDF] [|FLASH] ||
 * 94 || Ronald Wilson Reagan || [|**Brandenburg Gate Address**] || [|mp3] || [|PDF] [|FLASH] ||
 * 95 || Eliezer ("Elie") Wiesel || [|"The Perils of Indifference"] || [|mp3] || [|PDF] [|FLASH] ||
 * 96 || Gerald Rudolph Ford || [|National Address Pardoning Richard M. Nixon] || [|mp3-Excerpt] || [|PDF] [|FLASH] ||
 * 97 || Thomas Woodrow Wilson || [|"For the League of Nations"] || || [|PDF] [|FLASH] ||
 * 98 || Lyndon Baines Johnson || [|"Let Us Continue"] || [|mp3] || [|PDF] [|FLASH] ||
 * 99 || Joseph N. Welch || [|"Have You No Sense of Decency"] || [|mp3] || [|PDF] [|FLASH] ||
 * 100 || Anna Eleanor Roosevelt || [|Adopting the Declaration of Human Rights] ||  ||   ||
 * 98 || Lyndon Baines Johnson || [|"Let Us Continue"] || [|mp3] || [|PDF] [|FLASH] ||
 * 99 || Joseph N. Welch || [|"Have You No Sense of Decency"] || [|mp3] || [|PDF] [|FLASH] ||
 * 100 || Anna Eleanor Roosevelt || [|Adopting the Declaration of Human Rights] ||  ||   ||