Speech assignment
*This document is to help students who have Mr. McCullough’s drama class (assigned to complete one speech) and/or students trying out for, or competing in the speech meet at Ramirez Intermediate School (Feb. 2014). This school year's speech meet date and location has not been set yet.
* Students MUST perform their formal speech according to their specific due date. If the student is not ready to recite their speech on their assigned due date they will earn a 25% penalty on their overall grade! If class time runs out, they will be recite their speech the following day, or on the day Mr. McCullough as assigned.
* Speeches must be memorized (no notecards) and the length should be between 4-8 minutes (6-8 minutes for the speech meet). Speeches between 0 - 1:30 will earn an automatic zero and will not be scored. It is important to practice the speech at home and time the length of the speech. Students often speek more quickly when they are nervous, so take this into account during practice sessions.
Students will not be allowed to start over once they've started reciting their speech.
*Assignment: All students must turn in a written assignment before presenting their speech (explore students only). If not, the speaker will be penalized. Informative (Power Point) Speech projects do not turn in a written assignment, but they must email their presentation 2 days before their due date, or bring it on a flash drive to be downloaded in class 2 days before their due date.
*All students will be graded by the teacher and by their peers (if online, then check out the rubric!). Peer evaluators are evaluated for accuracy.
*All speeches are monologues (one speaker).
*Always conclude your speech with a "Thank you."
*Students are strongly encouraged to choose a speech category which suits their talents, personality, skills, and occupational goals. Underneath each category will be a student profile which best fits the category. For more info. read the below and if others are interested in competing next school year, use the link below.
SPEECH MEET WEBSITE
(video examples):
http://speechmeet.weebly.com/
* Students MUST perform their formal speech according to their specific due date. If the student is not ready to recite their speech on their assigned due date they will earn a 25% penalty on their overall grade! If class time runs out, they will be recite their speech the following day, or on the day Mr. McCullough as assigned.
* Speeches must be memorized (no notecards) and the length should be between 4-8 minutes (6-8 minutes for the speech meet). Speeches between 0 - 1:30 will earn an automatic zero and will not be scored. It is important to practice the speech at home and time the length of the speech. Students often speek more quickly when they are nervous, so take this into account during practice sessions.
Students will not be allowed to start over once they've started reciting their speech.
*Assignment: All students must turn in a written assignment before presenting their speech (explore students only). If not, the speaker will be penalized. Informative (Power Point) Speech projects do not turn in a written assignment, but they must email their presentation 2 days before their due date, or bring it on a flash drive to be downloaded in class 2 days before their due date.
*All students will be graded by the teacher and by their peers (if online, then check out the rubric!). Peer evaluators are evaluated for accuracy.
*All speeches are monologues (one speaker).
*Always conclude your speech with a "Thank you."
*Students are strongly encouraged to choose a speech category which suits their talents, personality, skills, and occupational goals. Underneath each category will be a student profile which best fits the category. For more info. read the below and if others are interested in competing next school year, use the link below.
SPEECH MEET WEBSITE
(video examples):
http://speechmeet.weebly.com/
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speeech due dates
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view speech due dates (2 pages)
Each student in the due date chart below also has a number, which represents their order is presenting their informal speeches (2-3 minutes). Refer to the Overview page for more information about the informal speeches.
students choose 1 of the 4 speeches below (Each has video example)
1. One Act Play
Student profile well suited for the dramatic speech:
A) enjoys acting/dramatic
B) poor memorization/dislike memorizing info.
C) professions: actor, journalist, entertainer, teacher, and etc.
Content/ Plot:
Where can my child get their story?
(Ordered from easiest to the most difficult. )
1) Use a life story that happened to the student (exaggeration is encouraged!):
a. funniest moment of their life?
b. scariest moment of their life?
c. most painful moment in their life?
d. saddest moment in their life?
(details might have to be added to complete the plot)
2) Fairy tale
3) Change a fairy tale
4) TV episode / Movie
5) Novel
6) Make one up! This is suggested if competing in the speech meet.
Dramatic Speech Introduction:
"Good (morning/afternoon), the title of the story I am presenting today is ( title ) written by (author's name).
Written Assignment – Plot Summary
The plot summary should be less than a half a page and the below should be copied onto the student's paper
with the blanks filled in with specific details about their performance. An example of a completed plot summary is below the video (watch video first).
Exposition – Introduce characters and setting
Rising Action – Provide foreshadowing example
The problem was ______ . (OR) The goal was _______ .
Climax – (Depends what was chosen above)
The problem was solved when _____ . (OR) The problem wasn’t solved when _____.
(OR) The goal was achieved when _____. (OR) The goal wasn’t achieved when _____.
If goal is chosen, actor must clearly why achieving
the goal is so important AND show the forces
working against the protagonist. The stronger the forces
the greater dramatic impact.
Characters must show a dramatic reaction as a result of the
climax!
Falling Action – Details leading to the resolution
Resolution –
Effects of the climax (resolved)
Lesson to be learned - to clearly show the lesson, the characters in the story
must make mistakes and experience the consequences of those mistakes.
Those characters should reflect back on what they should have done
differently. If the lesson is positive (don't quit, work hard, and be honest etc.)
then similar reflection should happen or other characters should comment
on the accomplishment and HOW the protagonist became successful.
Did the characters live happily ever after?
* Provide title of story and writer in the introduction. Use formal speech techniques in the introduction (stance, eye contact, etc.). "The story that I will present today is titled, '_____' written by _______. The story begins at _____...."
* Props/costumes are NOT to be used. Students can borrow chairs & desks.
* Act out at least 85% of the story. Show the story and don’t tell the story.
* To show different characters, the speaker must use different voice inflection for each.
* The skit should be 4 - 6 min. long and if entering the speech meet 5 - 6 min. long. Students will be penalized if the speech is less than 4 min. or longer than 6 minutes. Heavy penalty for speeches 3 min. or less. Student will be penalized if less than 50% of the speech is acting.
How will the Dramatic Skit be graded?
(Below is very close to the final eval. although minor changes will be made until 3-20-13)
15% Each:
1)**Volume
2)**Content (Plot)
10% Each:
1) **Eye Contact
2) **Enunciation
3) **Length [ Over time penalty from 6:10 - 6:20 = (5) ]
0 – 1:59=(-20)…2– 2:29=(-5)…..2:30-2:59=(0) ....3 – 3:29=(6)....3:30 – 3:59=(8)...4 – 6=(10)
4) **Inflection (emotion)
5% Each:
1) **Personal Introduction/Personal Conclusion
2) *Pace
3) *No Distracting Behaviors
4) Facial expression
5) Body Language Supporting the Plot
6) Inflection (character) - each character in the story should have a different voice
Content Specifics:
Exposition
1% Setting Clear
Main Rising Action:
5% Problem/Goal
Climax:
5% Depends on M.R.A. above:
Option 1 & 2 - Problem solved or not
Option 3 & 4 - Goal achieved or not
Resolution:
1% Effects of climax
2% Lesson
1% Happy ever after of not
A) enjoys acting/dramatic
B) poor memorization/dislike memorizing info.
C) professions: actor, journalist, entertainer, teacher, and etc.
Content/ Plot:
Where can my child get their story?
(Ordered from easiest to the most difficult. )
1) Use a life story that happened to the student (exaggeration is encouraged!):
a. funniest moment of their life?
b. scariest moment of their life?
c. most painful moment in their life?
d. saddest moment in their life?
(details might have to be added to complete the plot)
2) Fairy tale
3) Change a fairy tale
4) TV episode / Movie
5) Novel
6) Make one up! This is suggested if competing in the speech meet.
Dramatic Speech Introduction:
"Good (morning/afternoon), the title of the story I am presenting today is ( title ) written by (author's name).
Written Assignment – Plot Summary
The plot summary should be less than a half a page and the below should be copied onto the student's paper
with the blanks filled in with specific details about their performance. An example of a completed plot summary is below the video (watch video first).
Exposition – Introduce characters and setting
Rising Action – Provide foreshadowing example
The problem was ______ . (OR) The goal was _______ .
Climax – (Depends what was chosen above)
The problem was solved when _____ . (OR) The problem wasn’t solved when _____.
(OR) The goal was achieved when _____. (OR) The goal wasn’t achieved when _____.
If goal is chosen, actor must clearly why achieving
the goal is so important AND show the forces
working against the protagonist. The stronger the forces
the greater dramatic impact.
Characters must show a dramatic reaction as a result of the
climax!
Falling Action – Details leading to the resolution
Resolution –
Effects of the climax (resolved)
Lesson to be learned - to clearly show the lesson, the characters in the story
must make mistakes and experience the consequences of those mistakes.
Those characters should reflect back on what they should have done
differently. If the lesson is positive (don't quit, work hard, and be honest etc.)
then similar reflection should happen or other characters should comment
on the accomplishment and HOW the protagonist became successful.
Did the characters live happily ever after?
* Provide title of story and writer in the introduction. Use formal speech techniques in the introduction (stance, eye contact, etc.). "The story that I will present today is titled, '_____' written by _______. The story begins at _____...."
* Props/costumes are NOT to be used. Students can borrow chairs & desks.
* Act out at least 85% of the story. Show the story and don’t tell the story.
* To show different characters, the speaker must use different voice inflection for each.
* The skit should be 4 - 6 min. long and if entering the speech meet 5 - 6 min. long. Students will be penalized if the speech is less than 4 min. or longer than 6 minutes. Heavy penalty for speeches 3 min. or less. Student will be penalized if less than 50% of the speech is acting.
How will the Dramatic Skit be graded?
(Below is very close to the final eval. although minor changes will be made until 3-20-13)
15% Each:
1)**Volume
2)**Content (Plot)
10% Each:
1) **Eye Contact
2) **Enunciation
3) **Length [ Over time penalty from 6:10 - 6:20 = (5) ]
0 – 1:59=(-20)…2– 2:29=(-5)…..2:30-2:59=(0) ....3 – 3:29=(6)....3:30 – 3:59=(8)...4 – 6=(10)
4) **Inflection (emotion)
5% Each:
1) **Personal Introduction/Personal Conclusion
2) *Pace
3) *No Distracting Behaviors
4) Facial expression
5) Body Language Supporting the Plot
6) Inflection (character) - each character in the story should have a different voice
Content Specifics:
Exposition
1% Setting Clear
Main Rising Action:
5% Problem/Goal
Climax:
5% Depends on M.R.A. above:
Option 1 & 2 - Problem solved or not
Option 3 & 4 - Goal achieved or not
Resolution:
1% Effects of climax
2% Lesson
1% Happy ever after of not
Plot summary example for the above video about the ITL acting award:
1) Exposition -
Characters - Gavin's mom and grandmother, Gavin (8th grader), awards host, and child
Setting - Awards banquet
2) Main Rising Action - Gavin's goal was to earn the ITL award.
3) Climax - Gavin's goal was achieved when the award's host called his name as the winner of the ITL award.
4) Resolution -
A) Gavin was appreciative, humble, and happy
B) Awards are nice, but the importance is the path that lead to the award and overcoming challenges and learning from one's mistakes.
C) Gavin lived happily ever after, and he might decide to become a teacher which didn't occur to him until he spoke with the child.
1) Exposition -
Characters - Gavin's mom and grandmother, Gavin (8th grader), awards host, and child
Setting - Awards banquet
2) Main Rising Action - Gavin's goal was to earn the ITL award.
3) Climax - Gavin's goal was achieved when the award's host called his name as the winner of the ITL award.
4) Resolution -
A) Gavin was appreciative, humble, and happy
B) Awards are nice, but the importance is the path that lead to the award and overcoming challenges and learning from one's mistakes.
C) Gavin lived happily ever after, and he might decide to become a teacher which didn't occur to him until he spoke with the child.
2. Informative/powerpoint presentation
Student profile well suited for the informative speech:
A) owns powerpoint software for PC or can convert powerpoint presentation from Mac to PC (mandatory)
B) can email their presentation to: [email protected]
If students has more than 30 slides, they may need to bring their presentation on a flashdrive, TWO days before their due date.
C) moderate memorization skills
D) is passionate about a hobby or etc. (music, fashion, sports, role model, core subject, etc.)
E) student is interested in the following professions: consultant, CEO, managers, financial analysts, trainer, principal, administrator, teacher and etc.
(Power Point Presentation)
Informative Speech Introduction:
“Good (morning/afternoon), today I'm going to be speaking about (insert topic or catchy intro. here)."
Student must email Power Point Presentation or bring flash drive if over 21 slides. Either way, student must provide the presentation two days prior to the due date. This allows teacher preview and insures, presentation is uploaded and ready to be presented.
Teacher's Email: [email protected]
No written assignment, but the speech should be organized. (Shown below) –
* Word web to show thesis, main three points, and points to support each of the three main points.
* 5 paragraphs
One Introductory Paragraph –
Sentence #1 – Grab attention of the audience
Sentence #2-4 – Hint why this topic is important/details surrounding topic.
Sentence #5 – Thesis: Giving three things you want the audience to learn about your topic. Begin with the least important and end with the most important OR end with the most interesting.
Three Body Paragraphs (ICON for each! Scroll down for examples.)-
These are written in order according to the thesis.
3-5 sentences each. Visuals should be mostly pictures with few words, and one picture for each point you are trying to make in each paragraph.
One Conclusion Paragraph-
Sentence #1 – Repeat thesis
Sentence #2 – 3 – Why is this topic important? Who cares? How does the main message of your speech affect one's life, education, children, and/or one's motivation?
* Slides should be creative and evoke emotional responses from audience
* Student should have at least 21 slides with appropriate labels, but limited text
* Speech should be over four minutes and over five minutes if competing in the speech meet.
How will the Informative/PowerPoint speech be graded?
10% Each:
1) **Volume
1) **Eye Contact
2) **Enunciation & Pace
3) **Length [ If over time from 6:10-6:20 = (5) ]
0 - 1:59=(-20)…2– 2:29=(-5)…2:30-2:59=(0) …3 – 3:29=(6)…3:30 - 3:59=(8)…4 – 6=(10)
4) **Inflection
5% Each:
1) **Personal Introduction/Personal Conclusion
2) *Pace,
3) *Not Having Distracting Behaviors
4) *Attire
5) *Hand Gestures - hand gestures should be natural, but not distracting. It's important to note that the three videos DO NOT SHOW optimal hand gestures. See the famous speeches below to get an idea of good hand gestures.
6) Audience involvement - student asks the audience four questions. Follow up questions count as extra questions. Questions can be asked to encourage the audience to pay attention or to get their own opinions or feelings on your topic etc.
Content Specifics:
(2% each #1-4 below)
1. Number of Slides.
2. Effort to add interest by humor, shock, etc.,
3. Text/Labels on Slides -
( http://speechmeet.weebly.com/informative.html )
4. All three points made clear. (Can’t be four points or less than three)
The link above shows how to use icons to make each point very clear!
3% - Why is topic important?
4% - Slide Quality (Pictures are large and clear)
A) owns powerpoint software for PC or can convert powerpoint presentation from Mac to PC (mandatory)
B) can email their presentation to: [email protected]
If students has more than 30 slides, they may need to bring their presentation on a flashdrive, TWO days before their due date.
C) moderate memorization skills
D) is passionate about a hobby or etc. (music, fashion, sports, role model, core subject, etc.)
E) student is interested in the following professions: consultant, CEO, managers, financial analysts, trainer, principal, administrator, teacher and etc.
(Power Point Presentation)
Informative Speech Introduction:
“Good (morning/afternoon), today I'm going to be speaking about (insert topic or catchy intro. here)."
Student must email Power Point Presentation or bring flash drive if over 21 slides. Either way, student must provide the presentation two days prior to the due date. This allows teacher preview and insures, presentation is uploaded and ready to be presented.
Teacher's Email: [email protected]
No written assignment, but the speech should be organized. (Shown below) –
* Word web to show thesis, main three points, and points to support each of the three main points.
* 5 paragraphs
One Introductory Paragraph –
Sentence #1 – Grab attention of the audience
Sentence #2-4 – Hint why this topic is important/details surrounding topic.
Sentence #5 – Thesis: Giving three things you want the audience to learn about your topic. Begin with the least important and end with the most important OR end with the most interesting.
Three Body Paragraphs (ICON for each! Scroll down for examples.)-
These are written in order according to the thesis.
3-5 sentences each. Visuals should be mostly pictures with few words, and one picture for each point you are trying to make in each paragraph.
One Conclusion Paragraph-
Sentence #1 – Repeat thesis
Sentence #2 – 3 – Why is this topic important? Who cares? How does the main message of your speech affect one's life, education, children, and/or one's motivation?
* Slides should be creative and evoke emotional responses from audience
* Student should have at least 21 slides with appropriate labels, but limited text
* Speech should be over four minutes and over five minutes if competing in the speech meet.
How will the Informative/PowerPoint speech be graded?
10% Each:
1) **Volume
1) **Eye Contact
2) **Enunciation & Pace
3) **Length [ If over time from 6:10-6:20 = (5) ]
0 - 1:59=(-20)…2– 2:29=(-5)…2:30-2:59=(0) …3 – 3:29=(6)…3:30 - 3:59=(8)…4 – 6=(10)
4) **Inflection
5% Each:
1) **Personal Introduction/Personal Conclusion
2) *Pace,
3) *Not Having Distracting Behaviors
4) *Attire
5) *Hand Gestures - hand gestures should be natural, but not distracting. It's important to note that the three videos DO NOT SHOW optimal hand gestures. See the famous speeches below to get an idea of good hand gestures.
6) Audience involvement - student asks the audience four questions. Follow up questions count as extra questions. Questions can be asked to encourage the audience to pay attention or to get their own opinions or feelings on your topic etc.
Content Specifics:
(2% each #1-4 below)
1. Number of Slides.
2. Effort to add interest by humor, shock, etc.,
3. Text/Labels on Slides -
( http://speechmeet.weebly.com/informative.html )
4. All three points made clear. (Can’t be four points or less than three)
The link above shows how to use icons to make each point very clear!
3% - Why is topic important?
4% - Slide Quality (Pictures are large and clear)
Thesis: Sea World is the best amusement park because it's the following: 1) educational (light bulb icon), fun (smiley face icon), and saves lives (cross).
Notice that there is one icon for each reason (main points) and each icon is fairly simple so it can be seen/recognized from a
distance. If photographs are used as icons, no points will be
given.
Notice that there is one icon for each reason (main points) and each icon is fairly simple so it can be seen/recognized from a
distance. If photographs are used as icons, no points will be
given.
Notice the icons are used again above to emphasize their meaning etc.
This slide above represents the first slide of the first body paragraph, so the first icon is used (light bulb). Every slide in the first body paragraph should have the same icon and in the same general location. The 2nd body paragraph slides would all have the smiley face icons, and the 3rd paragraph slides would all have the cross icon.
3. inspirational Speech
Student profile well suited for the inspirational speech:
A) enjoys writing
B) good memorization skills
C) has a role model or family member who has inspired them to be a better person etc.
D) student is interested in the following professions: coach, teacher, lawyer, politician, CEO, trainer, priest, pastor, missionary,
keynote speaker, and etc.
Written Assignment – Inspirational Speech (Hero)
* Word web to show thesis and reasons etc.
* 5 paragraphs
Hero Speech Introduction :
“Good (morning/afternoon) the title of my speech is __________ (If Hollywood made a movie of the person's life whom you have chosen, what would be the title?).”
One Introductory Paragraph –
Sentence #1 – Grab attention of the audience
Sentence #2-4 – Hint why this topic is important/details surrounding topic.
Sentence #5 – Thesis (1 sentence): Giving three reasons why you chose the person as your hero. Begin with the weakest reason and end with the strongest reason
Three Body Paragraphs-
These are written in order according to the thesis. 3-5 sentences each. Idea-Provide one short story for each/a reason, which shows the person has the characteristic mentioned in the thesis, is a great way to support each idea. This is also an easy way to add interest to your speech.
Inspirational & persuasive speeches differ in structure in their body paragraphs. See in red, below.
One Conclusion Paragraph-
Sentence #1 – Repeat thesis
Sentence #2 – 3 – Why is this topic important? Who cares?
* Speech should be over four minutes and over five minutes if student is entering the speech meet.
How will the Persuasive/Hero speech be graded?
(Below is very close to the final eval. although minor changes will be made until 3-20-13)
15% Each:
1)**Volume
2)**Content
10% Each:
1) **Eye Contact
2) **Enunciation
3) **Length [ If over time from 6:10-6:20 = (5) ]
0 - 1:59=(-20)…2– 2:29=(-5)…2:30-2:59=(0) …3 – 3:29=(6)…3:30 - 3:59=(8)…4 – 6=(10)
4) **Inflection
5) Pace
5% Each:
1) **Personal Introduction/Personal Conclusion
2) *Not Having Distracting Behaviors
3) *Attire
4) *Hand Gestures
5) *Stage Movement - students are expected to start and end at the center of the stage, visit the right side of the audience/stage, and visit the left side of the audience/stage.
Easy guide:
Center - Introduction & 1st body paragraph
Lt of Rt - 2nd body paragraph
Other side - 3rd body paragraph
Center - Conclusion
Content Specifics:
(1% each # below)
The structure of persuasive & inpirational speeches differ in the body paragraphs only. See below.
Introductory Paragraph
1. Hook - Interesting opener that captures audience's attention: funny, mysterious, &shocking etc.
2. Introduce topic/background
3. Thesis
Persuasive OR Inspirational
Three body paragraphs Three body paragraphs
each containing: each containing:
1. Argument 1. Reason for forming the opinion in thesis
2. Counter 2. Detail to back-up paragraph main idea
3. Rebuttal 3. Detail to back-up paragraph main idea
Conclusion Paragraph:
1. Restate Thesis
2. Summarize Key Information/Points
3.Challenge/Encourage to take action
A) enjoys writing
B) good memorization skills
C) has a role model or family member who has inspired them to be a better person etc.
D) student is interested in the following professions: coach, teacher, lawyer, politician, CEO, trainer, priest, pastor, missionary,
keynote speaker, and etc.
Written Assignment – Inspirational Speech (Hero)
* Word web to show thesis and reasons etc.
* 5 paragraphs
Hero Speech Introduction :
“Good (morning/afternoon) the title of my speech is __________ (If Hollywood made a movie of the person's life whom you have chosen, what would be the title?).”
One Introductory Paragraph –
Sentence #1 – Grab attention of the audience
Sentence #2-4 – Hint why this topic is important/details surrounding topic.
Sentence #5 – Thesis (1 sentence): Giving three reasons why you chose the person as your hero. Begin with the weakest reason and end with the strongest reason
Three Body Paragraphs-
These are written in order according to the thesis. 3-5 sentences each. Idea-Provide one short story for each/a reason, which shows the person has the characteristic mentioned in the thesis, is a great way to support each idea. This is also an easy way to add interest to your speech.
Inspirational & persuasive speeches differ in structure in their body paragraphs. See in red, below.
One Conclusion Paragraph-
Sentence #1 – Repeat thesis
Sentence #2 – 3 – Why is this topic important? Who cares?
* Speech should be over four minutes and over five minutes if student is entering the speech meet.
How will the Persuasive/Hero speech be graded?
(Below is very close to the final eval. although minor changes will be made until 3-20-13)
15% Each:
1)**Volume
2)**Content
10% Each:
1) **Eye Contact
2) **Enunciation
3) **Length [ If over time from 6:10-6:20 = (5) ]
0 - 1:59=(-20)…2– 2:29=(-5)…2:30-2:59=(0) …3 – 3:29=(6)…3:30 - 3:59=(8)…4 – 6=(10)
4) **Inflection
5) Pace
5% Each:
1) **Personal Introduction/Personal Conclusion
2) *Not Having Distracting Behaviors
3) *Attire
4) *Hand Gestures
5) *Stage Movement - students are expected to start and end at the center of the stage, visit the right side of the audience/stage, and visit the left side of the audience/stage.
Easy guide:
Center - Introduction & 1st body paragraph
Lt of Rt - 2nd body paragraph
Other side - 3rd body paragraph
Center - Conclusion
Content Specifics:
(1% each # below)
The structure of persuasive & inpirational speeches differ in the body paragraphs only. See below.
Introductory Paragraph
1. Hook - Interesting opener that captures audience's attention: funny, mysterious, &shocking etc.
2. Introduce topic/background
3. Thesis
Persuasive OR Inspirational
Three body paragraphs Three body paragraphs
each containing: each containing:
1. Argument 1. Reason for forming the opinion in thesis
2. Counter 2. Detail to back-up paragraph main idea
3. Rebuttal 3. Detail to back-up paragraph main idea
Conclusion Paragraph:
1. Restate Thesis
2. Summarize Key Information/Points
3.Challenge/Encourage to take action
4. famous patriotic speech
Student profile well suited for the famous speech:
A) great memorization skills
B) doesn't necessarily enjoy writing
C) admires or has a role model who gave a famous speech (American)
D) student is interested in the following professions: politician, lawyer, CEO, and etc.
Great Speech Introduction:
"Good (morning/afternoon), on (give date) (give situation). During this time (give name) was (give their title/position/job), and this is how he addressed America…. “ (start quote).”
Written Assignment –
Provide a copy of the great speech AND analyze the speech. Speaker may share an excerpt (not the entire speech) or share all of the speech as long as the analysis is approximately 30 seconds long.
In the introduction provide the name of the speaker and date the original speech was given. Providing the setting or background might be wise as well.
The analysis must include: who gave the original speech, importance of the person, date, and setting (if not given in the introduction).
The analysis should also include at least three other points from the following:
a) What prompted the speech? or
Why was the speech given?
b) What was the main point of the speech?
c) How was the speech significant?
d) How did the speech impact society & you after it was recited?
(This last one is highly recommended)
How will the Great Speech be graded?
15% Each:
1)**Volume
2)**Content
10% Each:
1) **Eye Contact
2) **Length [ If over time from 6:10 - 6:20 = (5) ]0 - 1:59=(-20)…2– 2:29=(-5)…2:30-2:59=(0) …3 – 3:29=(6)…3:30 - 3:59=(8)…4 – 6=(10)
3) **Enunciation
4) **Inflection
5) Not Having Distracting Behaviors
5% Each:
1) **Personal Introduction/Personal Conclusion
2) *Pace
3) *Attire
4) *Hand Gestures5) *Stage Movement - students are expected to start and end at the center of the stage, visit the right side of the audience/stage, and visit the left side of the audience/stage.
Easy guide:
Center - Introduction & 1st body paragraph
Lt of Rt - 2nd body paragraph
Other side - 3rd body paragraph
Center - Conclusion
Content Specifics:
(1% each # below)
Introductory Paragraph
1. Hook
2. Famous person, date, place of original speech
3. What caused famous person to write/recite speech.
Three Body Paragraphs:
1-3. Entire or Excerpt of famous speech
Conclusion Paragraph:
Analysis of speech
1. What was the famous speakers main point
2. Impact on yourself/society,
3. Memorable ending
A) great memorization skills
B) doesn't necessarily enjoy writing
C) admires or has a role model who gave a famous speech (American)
D) student is interested in the following professions: politician, lawyer, CEO, and etc.
Great Speech Introduction:
"Good (morning/afternoon), on (give date) (give situation). During this time (give name) was (give their title/position/job), and this is how he addressed America…. “ (start quote).”
Written Assignment –
Provide a copy of the great speech AND analyze the speech. Speaker may share an excerpt (not the entire speech) or share all of the speech as long as the analysis is approximately 30 seconds long.
In the introduction provide the name of the speaker and date the original speech was given. Providing the setting or background might be wise as well.
The analysis must include: who gave the original speech, importance of the person, date, and setting (if not given in the introduction).
The analysis should also include at least three other points from the following:
a) What prompted the speech? or
Why was the speech given?
b) What was the main point of the speech?
c) How was the speech significant?
d) How did the speech impact society & you after it was recited?
(This last one is highly recommended)
How will the Great Speech be graded?
15% Each:
1)**Volume
2)**Content
10% Each:
1) **Eye Contact
2) **Length [ If over time from 6:10 - 6:20 = (5) ]0 - 1:59=(-20)…2– 2:29=(-5)…2:30-2:59=(0) …3 – 3:29=(6)…3:30 - 3:59=(8)…4 – 6=(10)
3) **Enunciation
4) **Inflection
5) Not Having Distracting Behaviors
5% Each:
1) **Personal Introduction/Personal Conclusion
2) *Pace
3) *Attire
4) *Hand Gestures5) *Stage Movement - students are expected to start and end at the center of the stage, visit the right side of the audience/stage, and visit the left side of the audience/stage.
Easy guide:
Center - Introduction & 1st body paragraph
Lt of Rt - 2nd body paragraph
Other side - 3rd body paragraph
Center - Conclusion
Content Specifics:
(1% each # below)
Introductory Paragraph
1. Hook
2. Famous person, date, place of original speech
3. What caused famous person to write/recite speech.
Three Body Paragraphs:
1-3. Entire or Excerpt of famous speech
Conclusion Paragraph:
Analysis of speech
1. What was the famous speakers main point
2. Impact on yourself/society,
3. Memorable ending
Famous speeches continued. . .
below you will find some famous speeches that greatly impacted our country
BELOW ARE SIX SPEECHES TO CHOOSE FROM, BUT MORE CAN BE FOUND IF THE LINK BELOW IS USED (copy/paste in browser). STUDENTS CAN CHOOSE ANY FAMOUS SPEECH OR EXCERPT THAT IS APPROPRIATE FOR SCHOOL AND HAS MADE A SIGNIFICANT CONTRIBUTION TO SOCIETY.
http://www.famous-speeches-and-speech-topics.info/famous-short-speeches/
1) -------------------------------------------
Abraham Lincoln Gettysburg AddressThe Gettysburg Address by Abraham Lincoln
November 19th, 1863
(267 words)
The Gettysburg Address by Abraham Lincoln
"Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war.
We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract.
The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.
It is rather for us to be here dedicated to the great task remaining before us - that from these honoured dead we take increased devotion to that cause for which they gave the last full measure of devotion - that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth freedom, and that government of the people, by the people, for the people shall not perish from the earth."
2) -------------------------------------------
Abraham Lincoln Speech, Second Inaugural Address
Abraham Lincoln Speech - Second Inaugural Address
Saturday, March 4, 1865 in Washington DC
(699 words)
Abraham Lincoln Speech - Second Inaugural Address
Fellow-Countrymen:
At this second appearing to take the oath of the Presidential office there is less occasion for an extended address than there was at the first. Then a statement somewhat in detail of a course to be pursued seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. Theprogress of our arms, upon which all else chiefly depends, is as well known to the public as to myself, and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured.
On the occasion corresponding to this four years ago all thoughts were anxiously directed to an impending civil war. All dreaded it, all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war--seeking to dissolve the Union and divide effects by negotiation. Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came.
One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was somehow the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union even by war, while the Government claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with or even before the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible and pray to the same God, and each invokes His aid against the other. It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from the sweat of other men's faces, but let us judge not, that we be not judged. The prayers of both could not be answered. That of neither has been answered fully. The Almighty has His own purposes. "Woe unto the world because of offenses; for it must needs be that offenses come, but woe to that man by whom the offense cometh." If we shall suppose that American slavery is one of those offenses which, in the providence of God, must needs come, but which, having continued through His appointed time, He now
wills to remove, and that He gives to both North and South this terrible war as the woe due to those by whom the offense came, shall we discern therein any departure from those divine attributes which the believers in a living God always ascribe to Him? Fondly do we hope, fervently do we pray, that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue until all the wealth piled by the bondsman's two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn with the lash shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said "the judgments of the Lord are true and righteous altogether."
With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nation's wounds, to care for him who shall have borne the battle and for his widow and his orphan, to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations.
3)--------------------------------------------
Franklin D. Roosevelt Pearl Harbor Speech
Franklin Roosevelt - Pearl Harbor Speech
December 8, 1941
(487 Words)
Pearl Harbor Speech by F.D.R. to the Congress of the United States
Yesterday, Dec. 7, 1941 - a date which will live in infamy - the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.
The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with the government and its emperor looking toward the maintenance of peace in the Pacific.
Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese ambassador to the United States and his colleagues delivered to the Secretary of State a formal reply to a recent American message. While this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or armed attack.
It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace.
The attack yesterday on the Hawaiian islands has caused severe damage to American naval and military forces. Very many American lives have been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu.
Yesterday, the Japanese government also launched an attack against Malaya.
Last night, Japanese forces attacked Hong Kong.
Last night, Japanese forces attacked Guam.
Last night, Japanese forces attacked the Philippine Islands.
Last night, the Japanese attacked Wake Island.
This morning, the Japanese attacked Midway Island.
Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people of the United Stateshave
already formed their opinions and well understand the implications to the very life and safety of our nation.
As commander in chief of the Army and Navy, I have directed that all measures be taken for our defense.
Always will we remember the character of the onslaught against us.
No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory.
I believe I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make very certain that this form of treachery shall never endanger us again.
Hostilities exist. There is no blinking at the fact that our people, our territory and our interests are in grave danger.
With confidence in our armed forces - with the unbounding determination of our people - we will gain the inevitable triumph - so help us God.
I ask that the Congress declare that since the unprovoked and dastardly attack byJapan on Sunday, Dec. 7, a state of war has existed between the United States and the Japanese empire.
Franklin Roosevelt
4) -------------------------------------------
(Suggestion: Take the below excerpt in BOLD from Martin Luther King Jr.'s famous speach. Connect the last part of his speech by saying, "He went on to say,...." or "He later concluded by saying..." Scroll down to find the bold text below. The bold text is approximately 400 words)
Copy/paste the following link in your browser to hear his speech:
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Martin Luther King, Jr.
"I Have a Dream"
1, 676 Words
Delivered August 28, 1963, at the Lincoln Memorial, Washington D.C.
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!
5) ------------------------------------------
George W. Bush Speech, 9/11 Address to the Nation9/11 speech by President George W Bush
Address to the Nation September 11th 2001
(586 Words)
9/11 speech by President George W Bush
Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes, or in their offices; secretaries, businessmen and women, militaryand federal workers; moms and dads, friends and neighbours. Thousands of lives were suddenly ended by evil, despicable acts of terror.
The pictures of airplanes flying into buildings, fires burning, huge structures collapsing, have filled us with disbelief, terrible sadness, and a quiet, unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed; our country is strong.
A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America. These acts shattered steel, but they cannot dent the steel of American resolve.
America was targeted for attack because we're the brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining.
Today, our nation saw evil, the very worst of human nature. And we responded with the best of America -- with the daring of our rescue workers, with the caring for strangers and neighbours who came to give blood and help in any way they could.
Immediately following the first attack, I implemented our government's emergency response plans. Our military is powerful, and it's prepared. Our emergency teams are working in New York City and Washington, D.C. to help with local rescue efforts.
Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks.
The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight, and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business, as well.
The search is underway for those who are behind these evil acts. I've directed the full resources of our intelligence and law enforcement communities to find those responsible and to bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbour them.
I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences and assistance.
America and our friends and allies join with all those who want peace and security in the world, and we stand together to win the war against terrorism. Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a power greater than any of us, spoken through the ages in Psalm 23: "Even though I walk through the valley of the shadow of death, I fear no evil, for You are with me."
This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day. Yet, we go forward to defend freedom and all that is good and just in our world.
President George W Bush - 9/11 speech - Address to the Nation September 11th 2001
6) ------------------------------------------
George W. Bush Speech, National Day of Prayer and Remembrance9/11 National Day of Prayer & Remembrance speech
by George W. Bush - September 13th 2001
(484 Words)
President George W. Bush - September 13th 2001, 9/11 National Day of Prayer & Remembrance speech
On Tuesday morning, September 11, 2001, terrorists attacked America in a series of despicable acts of war. They hijacked four passenger jets, crashed two of them into the World Trade Centre's twin towers and a third into the Headquarters of the U.S. Department of Defence at the Pentagon, causing great loss of life and tremendous damage. The fourth plane crashed in the Pennsylvania countryside, killing all on board but falling well short of its intended target apparently because of the heroicefforts of passengers on board. This carnage, which caused the collapse of both Trade Centre towers and the destruction of part of the Pentagon, killed more than 250 airplane passengers and thousands more on the ground.
Civilized people around the world denounce the evildoers who devised and executed these terrible attacks. Justice demands that those who helped or harboured the terrorists be punished -- and punished severely. The enormity of their evil demands it. We will use all the resources of the United States and our cooperating friends and allies to pursue those responsible for this evil, until justice is done.
We mourn with those who have suffered great and disastrous loss. All our hearts have been seared by the sudden and sense-less taking of innocent lives. We pray for healing and for the strength to serve and encourage one another in hope and faith.
Scripture says: "Blessed are those who mourn for they shall be comforted." I call on every American family and the family of America to observe a National Day of Prayer and Remembrance, honouring the memory of the thousands of victims of these brutal attacks and comforting those who lost loved ones. We will persevere through this national tragedy and personal loss. In time, we will find healing and recovery; and, in the face of all this evil, we remain strong and united, "one Nation under God."
Now, Therefore, I, George W. Bush, President of the United States of America, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim Friday, September 14, 2001, as a National Day of Prayer and Remembrance for the Victims of the Terrorist Attacks on September 11, 2001. I ask that the people of the United States and places of worship mark this National Day of Prayer and Remembrance with noontime memorial services, the ringing of bells at that hour, and evening candlelight remembrance vigils. I encourage employers to permit their workers time off during the lunch hour to attend the noontime services to pray for our land. I invite the people of the world who share our grief to join us in these solemn observances.
In Witness Whereof, I have hereunto set my hand this thirteenth day of September, in the year of our Lord two thousand one, and of the Independence of the United States of America the two hundred and twenty-sixth
http://www.famous-speeches-and-speech-topics.info/famous-short-speeches/
1) -------------------------------------------
Abraham Lincoln Gettysburg AddressThe Gettysburg Address by Abraham Lincoln
November 19th, 1863
(267 words)
The Gettysburg Address by Abraham Lincoln
"Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war.
We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract.
The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.
It is rather for us to be here dedicated to the great task remaining before us - that from these honoured dead we take increased devotion to that cause for which they gave the last full measure of devotion - that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth freedom, and that government of the people, by the people, for the people shall not perish from the earth."
2) -------------------------------------------
Abraham Lincoln Speech, Second Inaugural Address
Abraham Lincoln Speech - Second Inaugural Address
Saturday, March 4, 1865 in Washington DC
(699 words)
Abraham Lincoln Speech - Second Inaugural Address
Fellow-Countrymen:
At this second appearing to take the oath of the Presidential office there is less occasion for an extended address than there was at the first. Then a statement somewhat in detail of a course to be pursued seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. Theprogress of our arms, upon which all else chiefly depends, is as well known to the public as to myself, and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured.
On the occasion corresponding to this four years ago all thoughts were anxiously directed to an impending civil war. All dreaded it, all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war--seeking to dissolve the Union and divide effects by negotiation. Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came.
One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was somehow the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union even by war, while the Government claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with or even before the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible and pray to the same God, and each invokes His aid against the other. It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from the sweat of other men's faces, but let us judge not, that we be not judged. The prayers of both could not be answered. That of neither has been answered fully. The Almighty has His own purposes. "Woe unto the world because of offenses; for it must needs be that offenses come, but woe to that man by whom the offense cometh." If we shall suppose that American slavery is one of those offenses which, in the providence of God, must needs come, but which, having continued through His appointed time, He now
wills to remove, and that He gives to both North and South this terrible war as the woe due to those by whom the offense came, shall we discern therein any departure from those divine attributes which the believers in a living God always ascribe to Him? Fondly do we hope, fervently do we pray, that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue until all the wealth piled by the bondsman's two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn with the lash shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said "the judgments of the Lord are true and righteous altogether."
With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nation's wounds, to care for him who shall have borne the battle and for his widow and his orphan, to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations.
3)--------------------------------------------
Franklin D. Roosevelt Pearl Harbor Speech
Franklin Roosevelt - Pearl Harbor Speech
December 8, 1941
(487 Words)
Pearl Harbor Speech by F.D.R. to the Congress of the United States
Yesterday, Dec. 7, 1941 - a date which will live in infamy - the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.
The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with the government and its emperor looking toward the maintenance of peace in the Pacific.
Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese ambassador to the United States and his colleagues delivered to the Secretary of State a formal reply to a recent American message. While this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or armed attack.
It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace.
The attack yesterday on the Hawaiian islands has caused severe damage to American naval and military forces. Very many American lives have been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu.
Yesterday, the Japanese government also launched an attack against Malaya.
Last night, Japanese forces attacked Hong Kong.
Last night, Japanese forces attacked Guam.
Last night, Japanese forces attacked the Philippine Islands.
Last night, the Japanese attacked Wake Island.
This morning, the Japanese attacked Midway Island.
Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people of the United Stateshave
already formed their opinions and well understand the implications to the very life and safety of our nation.
As commander in chief of the Army and Navy, I have directed that all measures be taken for our defense.
Always will we remember the character of the onslaught against us.
No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory.
I believe I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make very certain that this form of treachery shall never endanger us again.
Hostilities exist. There is no blinking at the fact that our people, our territory and our interests are in grave danger.
With confidence in our armed forces - with the unbounding determination of our people - we will gain the inevitable triumph - so help us God.
I ask that the Congress declare that since the unprovoked and dastardly attack byJapan on Sunday, Dec. 7, a state of war has existed between the United States and the Japanese empire.
Franklin Roosevelt
4) -------------------------------------------
(Suggestion: Take the below excerpt in BOLD from Martin Luther King Jr.'s famous speach. Connect the last part of his speech by saying, "He went on to say,...." or "He later concluded by saying..." Scroll down to find the bold text below. The bold text is approximately 400 words)
Copy/paste the following link in your browser to hear his speech:
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Martin Luther King, Jr.
"I Have a Dream"
1, 676 Words
Delivered August 28, 1963, at the Lincoln Memorial, Washington D.C.
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!
5) ------------------------------------------
George W. Bush Speech, 9/11 Address to the Nation9/11 speech by President George W Bush
Address to the Nation September 11th 2001
(586 Words)
9/11 speech by President George W Bush
Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes, or in their offices; secretaries, businessmen and women, militaryand federal workers; moms and dads, friends and neighbours. Thousands of lives were suddenly ended by evil, despicable acts of terror.
The pictures of airplanes flying into buildings, fires burning, huge structures collapsing, have filled us with disbelief, terrible sadness, and a quiet, unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed; our country is strong.
A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America. These acts shattered steel, but they cannot dent the steel of American resolve.
America was targeted for attack because we're the brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining.
Today, our nation saw evil, the very worst of human nature. And we responded with the best of America -- with the daring of our rescue workers, with the caring for strangers and neighbours who came to give blood and help in any way they could.
Immediately following the first attack, I implemented our government's emergency response plans. Our military is powerful, and it's prepared. Our emergency teams are working in New York City and Washington, D.C. to help with local rescue efforts.
Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks.
The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight, and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business, as well.
The search is underway for those who are behind these evil acts. I've directed the full resources of our intelligence and law enforcement communities to find those responsible and to bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbour them.
I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences and assistance.
America and our friends and allies join with all those who want peace and security in the world, and we stand together to win the war against terrorism. Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a power greater than any of us, spoken through the ages in Psalm 23: "Even though I walk through the valley of the shadow of death, I fear no evil, for You are with me."
This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day. Yet, we go forward to defend freedom and all that is good and just in our world.
President George W Bush - 9/11 speech - Address to the Nation September 11th 2001
6) ------------------------------------------
George W. Bush Speech, National Day of Prayer and Remembrance9/11 National Day of Prayer & Remembrance speech
by George W. Bush - September 13th 2001
(484 Words)
President George W. Bush - September 13th 2001, 9/11 National Day of Prayer & Remembrance speech
On Tuesday morning, September 11, 2001, terrorists attacked America in a series of despicable acts of war. They hijacked four passenger jets, crashed two of them into the World Trade Centre's twin towers and a third into the Headquarters of the U.S. Department of Defence at the Pentagon, causing great loss of life and tremendous damage. The fourth plane crashed in the Pennsylvania countryside, killing all on board but falling well short of its intended target apparently because of the heroicefforts of passengers on board. This carnage, which caused the collapse of both Trade Centre towers and the destruction of part of the Pentagon, killed more than 250 airplane passengers and thousands more on the ground.
Civilized people around the world denounce the evildoers who devised and executed these terrible attacks. Justice demands that those who helped or harboured the terrorists be punished -- and punished severely. The enormity of their evil demands it. We will use all the resources of the United States and our cooperating friends and allies to pursue those responsible for this evil, until justice is done.
We mourn with those who have suffered great and disastrous loss. All our hearts have been seared by the sudden and sense-less taking of innocent lives. We pray for healing and for the strength to serve and encourage one another in hope and faith.
Scripture says: "Blessed are those who mourn for they shall be comforted." I call on every American family and the family of America to observe a National Day of Prayer and Remembrance, honouring the memory of the thousands of victims of these brutal attacks and comforting those who lost loved ones. We will persevere through this national tragedy and personal loss. In time, we will find healing and recovery; and, in the face of all this evil, we remain strong and united, "one Nation under God."
Now, Therefore, I, George W. Bush, President of the United States of America, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim Friday, September 14, 2001, as a National Day of Prayer and Remembrance for the Victims of the Terrorist Attacks on September 11, 2001. I ask that the people of the United States and places of worship mark this National Day of Prayer and Remembrance with noontime memorial services, the ringing of bells at that hour, and evening candlelight remembrance vigils. I encourage employers to permit their workers time off during the lunch hour to attend the noontime services to pray for our land. I invite the people of the world who share our grief to join us in these solemn observances.
In Witness Whereof, I have hereunto set my hand this thirteenth day of September, in the year of our Lord two thousand one, and of the Independence of the United States of America the two hundred and twenty-sixth