August 12, 2002

REMEMBRANCE OF THINGS PAST
Exploring the Power of Words Through the Speeches of American Presidents

Grades:  6-8, 9-12

Subjects:  American History, Current Events, Language Arts, Social Studies

Related New York Times Article
"Lessons The Silence of the Historic Present, By JANNY SCOTT", August 12, 2002

Overview of Lesson Plan:: In this lesson, students explore the value of language to express messages that seem to be too strong for words by studying how American presidents have marked significant events in the past.

SUGGESTED TIME ALLOWANCE:   1 hour

OBJECTIVES:
Students will:

  1. Explore the power of words through an interactive, silent writing exercise.
  2. Examine the reasoning behind Mayor Bloomberg's plans for the September 11 ceremony by reading and discussing "The Silence of the Historic Present."
  3. Research and analyze famous American presidential speeches and create one-page posters, which illustrate the meaning and ideas behind the famous words.
  4. Develop thoughtful mock speeches that could be given at the September 11 ceremony, using parts of famous speeches already given.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO NOW: Prior to class, mark four large pieces of paper or posters boards with the following quotes: "To say something really worthwhile, you probably have to say something that not everyone would agree with," "People have long made the case that the most profound and powerful events are inexpressible, or that they demand the simplest possible language," "When someone walks forward with a rose, there are a thousand possible interpretations of that moment," "More important than the perfect selection of words for an occasion like the Sept. 11 ceremony is the heroic struggle to find words at all." Hang each poster in a different corner of the room prior to students arriving in class. When students arrive, hand each student a marker and ask each one to sit near one of the quotations. Then, explain that today's lesson will be based on the power of words as they relate to ceremonies commemorating significant events. Explain that this is a silent activity, where students should read the quote and respond to it on the poster using a marker. After everyone in the group has responded at least once, students should continue to write responses and reactions to the conversation developing on the poster about the quote. Students may ask questions and give opinions, but only through writing. After ten minutes, ask one person from each group to share their assigned quotation and read some of the questions, comments and ideas written about that particular quote. As a class, discuss the following: What was it like to do a "silent activity" like this? Why is language an important aspect of society? When are words not appropriate or not enough? Why?
  2. As a class, read and discuss the article, "The Silence of the Historic Present," focusing on the following questions:
    1. According to the article, why is it difficult to put into words what happened on Sept. 11?
    2. What will happen in New York City on the first anniversary of Sept. 11?
    3. Why did Mayor Michael R. Bloomberg decide not to include original speeches in the ceremony?
    4. How does Roderick P. Hart defend Mayor Bloomberg's decision?
    5. According to Mr. Hart, what does the public expect from their leaders?
    6. What previously used speeches will be excerpted for the ceremony?
    7. What event influenced the plans for this ceremony?
    8. According to the article, what might Mr. Pataki do if given the chance to speak on Sept. 11?
    9. According to the article, what is difficult about having a speaker on an occasion like the first anniversary of an American terrorist attack?
    10. Why are all the victim's names going to be read?
    11. What reasons are given for not using original words in the ceremony?
    12. Why won't everyone react uniformly to a speaker or symbol used in a ceremony?
    13. How many words are in the Gettysburg Address?
    14. What are the arguments of the critics of the plans for the Sept. 11 ceremony?
  3. Divide the students into five groups. Assign each group a famous American presidential speech, such as Abraham Lincoln's "Gettysburg Address," Franklin D. Roosevelt's "Four Freedoms," Bill Clinton's memorial service of the 1995 Oklahoma City bombing, Ronald Reagan's statement after the explosion of the Challenger in 1986, John F. Kennedy's Inaugural Address, "Jimmy Carter's "Human Rights and Foreign Policy." Explain that students will be working in groups to analyze a presidential speech and create a "one pager" -- a poster that will help others understand the meaning of words. Each group is responsible for answering the following questions on their poster (written on the board):
    • Who is the speaker?
    • What is the significance of the speaker during the time the speech was given?
    • What event or issue led the speaker to make this speech?
    • What was the position of the speaker?
    • What was the speaker trying to accomplish with these words?
    Students should include any additional information to help the class understand the context and main ideas of the speech.

    On a sheet of large construction paper, each group will create a "one pager" by choosing a quote that represents the message of the speech, creating a single graphic that represents either the message in the selected quote or the whole speech, writing individual interpretations of the quote, and writing individual questions to the author about his words.

    If time allows, students will share their "one pagers" at the end of class.
  4. WRAP-UP/HOMEWORK: Using their assigned speeches from class, students will pick a quote that would be appropriate for a mock speech given at the September 11 ceremony. Students will create an original written piece incorporating the selected excerpt that might be read at the September 11 ceremony. Written pieces can be presented at a school or community ceremony commemorating Sept. 11.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on thoughtful participation in class activities and group discussions, thoughtful completion of group research and one-page posters, and thoughtful completion of mock speeches.

VOCABULARY:
absence, convey, vigil, render, hark, carnage, discourse, judiciousness, daunting, ineffability, oratory, allusions, cowardice, eloquence

EXTENSION ACTIVITIES:

  1. Create a timeline of events examining the issues that led to a memorable speech by a human rights activist, such as Martin Luther King, Jr.'s "I Have a Dream," Mahatma Ghandi's "To My Numerous Muslim Friends," Nelson Mandela's "No Easy Walk to Freedom," Susan B. Anthony's "On Women's Right to Vote." Write a brief explanation of why this speech was revolutionary or controversial for its time.
  2. Create a speech to give to your peers on the elements of effective public speaking.
  3. Choose a song or poem that conveys a message as effective as a public speech. Write a brief explanation of the message of the artist. Then write a critique of the effectiveness of this medium for this cause.

INTERDISCIPLINARY CONNECTIONS:
Fine Arts- Choose a word that can be described universally through a symbol, such as peace, love, freedom, life and danger. Create a collage of the different ways this idea has been conveyed through the use of symbols, images, and colors, as well as different languages.

Social Studies- Write an essay explaining what a speech writer does. What are the qualifications of a professional speech writer, and what effect does their work have on the public? Provide examples of famous speech writers and their work.

Technology- Create a timeline illustrating how inventions such as the phonograph, radio and television created new ways of delivering and shaping oral communication.

Copyright 2002
The New York Times Company

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