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Hayes

Unit Plan: Rhetoric: The Power of Persuasion and Argumentation

Public Speaking and Communication: Eleventh Grade/Twelfth Grade Time of Unit: Three Weeks

(90 minute periods/5 days a week)

Garrett Hayes

EDUC 463: Methods Teaching Language Arts

Fall 2011

Dr. Louann Reid

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Introduction

After finishing four units previous to this (unit one: the basics of public speaking, unit two: syntax,

semantics, pragmatics, unit three: gestures, facial expression, tone, speed, and unit four, figurative

language, linguistic devices, and contemporary language), as an effort to cover the basics of

communication and speech and build a foundation for students we will move into this, the fifth unit of

the year, argumentation, that allows students to take everything they’ve learned up until this point and

exercise it to the best of their abilities.

The class meets five times a week allowing us 90 minutes each time we meet to explore the history,

art, and methods of rhetoric and persuasion which are both key in the bigger concept for the unit of

argumentation. We will look at the “fathers of rhetoric,” Plato, Socrates, Aristotle, Cicero, and

Quintilian as well as contemporary rhetoricians such as Kenneth Burke and Henry Louis Gates Jr.

This unit will prepare students for the inevitable task of writing and creating arguments in academic

settings, professional situations, and casual scenarios.

The students that I imagine in this class are:

o Upper Classmen

o Ages 16-18 years old

o Abilities

This is an elective class therefore, most students will be proficient with their

communication skill, yet all have an enthusiasm to learn more and better their

communication skills.

o Interests

Communication and communication studies: interpersonal, media, popular culture,

public speaking, professional, etc.

Involved in school

Involved in extra-curricular activities

Text in this Unit

o The Rhetorical Tradition- an anthology edited by Patricia Bizzell and Bruce Herzberg, 2nd

Edition, 2001

This anthology has pieces from some of the greatest rhetoricians throughout history. It

will put into perspective how to create great arguments, how to best use ethos, pathos,

and logos, how syntax, semantics, and pragmatics play a vital role in communication,

and other aspects of rhetoric.

o “Message to the Grassroots”- speech by Malcolm X delivered November 10, 1963 at in

Detroit, MI

A prime example of emotional appeals throughout this speech, an example of utilizing

the right tools for the right rhetorical purposes.

o “For the Equal Rights Amendment” speech by Shirley Anita St. Hill Chisholm delivered 10

Aug 1970, Washington, DC.

This speech makes many emotional and logical appeals done by a person who is rarely

ever mentioned in public schools.

Standards used:

o Colorado Academic Standards

(Sub-Topics: Oral Expression and Listening, Reading, Writing, Research and

Reasoning)

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Understanding by Design Unit Template

Title of Unit Argumentation Grade Level 11th

and 12th

Grade

Curriculum Area Speech and Communication Time Frame Three Weeks (90 minute

periods/5 days/week

Developed By Garrett Hayes

Identify Desired Results (Stage 1)

Content Standards: Colorado Academic Standards

(Sub-Topics: Oral Expression and Listening, Reading, Writing, Research and Reasoning)

Oral Expression:

1.1.a: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that

listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,

development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

1.2.b: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for

a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and

creative perspectives.

Reading:

2.1.a: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to

begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as

well as its aesthetic impact.

2.2.a: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing

how style and content contribute to the power, persuasiveness or beauty of the text.

Writing:

3.1.a: Use a range of elaboration techniques (such as questioning, comparing, connecting, interpreting, analyzing, or

describing) to establish and express point of view and theme

3.2.a: Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and

counterarguments,

3.3.b: Deliberately manipulate the conventions of standard English for stylistic effect appropriate to the needs of a

particular audience and purpose.

Research and Reasoning:

4.1.d: Design and defend a set of diverse research strategies (e.g. cross-referencing bibliographies, creating

annotated bibliographies, researching source credentials) to identify information appropriate to the needs of a research

question,

hypothesis, or thesis statement

4.2.a: Synthesize information to support a logical argument

Understandings Essential Questions

Overarching Understanding Overarching Topical

After this unit students will be able to understand the art of

rhetoric and persuasion and how to utilize it in the best possible

ways inside and outside of the classroom.

What is rhetoric?

How can we better utilize

rhetoric and persuasion?

How can we use

evidence in our favor in

an argument?

How can we use another

person’s evidence

against them in an Related Misconceptions

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Argumentation is bickering, fighting, and unproductive

conflict.

Conflict is unproductive.

argument?

Knowledge Students will know…

Skills Students will be able to…

How to research properly utilizing data bases and

steering clear, more so, from wikis and unreliable

sources

Use research and evidence to create a strong argument

How to cater to the given audience for the best

possible use of rhetoric

Recognizing audience

Use rhetoric

Persuade given audience

Develop an organized and strong argument

Develop a thoughtful thesis

Write for better and develop better written

arguments

Apply this skills future classes, projects, and

endeavors they’re involved in academically or

otherwise

Assessment Evidence (Stage 2)

Performance Task Description

Goal Well put together arguments

Role Present an argument

Audience Dependent on argument-could range anywhere from classmates, to politicians, or even

parents and school administration

Situation Speech

Product/Performance Speech Presentation

Standards

4.2.a:

4.1.d:

3.3.b:

3.2.a:

3.1.a:

2.2.a:

2.1.a:

1.2.b:

1.1.a:

Other Evidence

The ability to research and put together a bibliography will be apparent as they organize their research within their

speeches in order to achieve the rhetorical purposes and provide the best methods of persuasion. Students will be required

to verbally cite sources they used within their speech as evidence that they are not plagiarizing or making up information

and they have a logical argument.

Learning Plan (Stage 3)

Where are your students headed? Where

have they been? How will you make sure the

students know where they are going?

The students have already been through four previous units that were

designed specifically to prepare them for this unit. They are all 11th

and 12th

grade students who understand the importance of

communication and are looking to enhance their abilities. After each

speech they will get verbal feedback from me and their audience as

well as written feedback from me.

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How will you hook students at the beginning of

the unit?

To get the students engaged with the unit, we will begin the unit by

having a class discussion that has elements of deliberation and debate.

The topic of the discussion will be something I feel most students

have knowledge and interest in so that the conversation can flow and

an every person has a developed argument.

What events will help students experience and

explore the big idea and questions in the unit?

How will you equip them with needed skills

and knowledge?

In addition to the discussion that gets them experiencing

argumentation students will explore rhetoric and persuasion as they

learn how to use persuasive methods of communication in different

assignments learning so from famous rhetoricians and even sales

people.

How will you cause students to reflect and

rethink? How will you guide them in

rehearsing, revising, and refining their work?

Students will have opportunities to workshop their speeches and

presentations in small groups before presenting to the larger class.

This will give the students the chance to reflect over their work and

figure out what works and what doesn’t so that they can ultimately

rethink about their methods. We will also have practice presentations

so that the students are able to get in front of the class and present an

excerpt from the presentation so that me and the students are able to

give feedback on what to do, what not to do and what they need to

change.

How will you help students to exhibit and self-

evaluate their growing skills, knowledge, and

understanding throughout the unit?

I plan on helping students to exhibit and self-evaluate their growing

skills by having students take notes and write short reflections based

on the feedback they are given and how they felt they did. I will also

evaluate and assess student’s skills after workshops, practice

presentations, and final presentations.

How will you tailor and otherwise personalize

the learning plan to optimize the engagement

and effectiveness of ALL students, without

compromising the goals of the unit?

Students will be able to pick their own topics. I will provide students

with the guidelines for each assignment, but it will ultimately be up to

them to figure out how and what to present on. I will emphasize to

students that they should pick topics that they are/can be passionate

about and topics that keep them engaged.

How will you organize and sequence the

learning activities to optimize the engagement

and achievement of ALL students?

I plan on developing the unit organization in a way that allows

students to perfect the basic skills that they will need for the unit

before they get to the bigger skills of the unit. I do this because I want

to ensure that every student understands the concepts before we move

forward.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum

Development

ISBN # 0-87120-313-8 (ppk)

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Rationale

As a communication and speech educator, it is imperative to teach the concepts of

communication that have been around for centuries; the most important concepts, arguably, being

rhetoric and argumentation. Any communication educator, scholar, and/or theorist will tell you that

the art of rhetoric is one of the most essential building blocks in communication development. It is

because of this that the central topic of this unit is argumentation as we explore rhetoric and the art of

persuasion and argumentation. As a class we will learn to build coherent, effective, and appropriate

arguments, we will learn the best methods of persuasion and mold persuasive text to a specific

audience, and we will study rhetoric as historical rhetoricians have laid it out.

Throughout the day, nearly every person in the world communicates with another person

whether it’s verbally or nonverbally. In most of these exchanges, there is a moment for even minimal

persuasion or argumentation. Something as simple as persuading a friend to eat pizza over Chinese

food is an example of the exchanges we might encounter throughout the day that involve persuasion

and argumentation. Being that this example is simple, it clear that we’re certain to encounter more

complex conversations that involve persuasion and argumentation at some point in time. As an

educator, I feel it is my duty to provide students with the tools they need to develop competent,

coherent, and knowledgeable arguments.

The concepts that are central to argumentation include rhetoric and rhetorical appeals such as

ethos (appeal to credibility), pathos (emotional appeals), and logos (logical appeals), as well as how to

meet exigency or the need to speak on a specific topic. Students will learn how to gather research and

utilize that research as a means to support the rhetorical purposes. The research and evidence that they

gather is part of their appeals to credibility. Students should ask themselves if the evidence they have

is credible, doesn’t contradict other sources, and makes them appear credible to the audience. “When

the preferences of orator and audience go hand in hand, then the audience will show trust because the

speaker appears good (agathos) and benevolent” (Braet 313). In order to build pathos, students will

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learn how to analyze their audience in order to produce the best means of persuasion. We will have

exercises in class where I will have the students identify what they feel would and wouldn’t be the

best way to appeal to certain audiences in certain settings. For example, a woman’s conference, it

might not appeal emotionally if your evidence, examples, and analogies have to deal with football.

Logical appeals are just as important as the other two appeals, yet they are not examined as in depth

as the other two appeals. Students will learn logical appeals through exercises about fallacies and

syllogisms.

With my passion for public speaking and communication I feel it is necessary to teach this unit

because I feel strongly that communication is an important and highly overlooked skill in today’s

society. “A human being cannot exist without others; his identity and happiness is the product of the

social forces at work in the process of communication” (Communication in the High School

Curriculum 6). In correlation to my beliefs on communication, this quote from the article

“Communication in the High School Curriculum” reinforces this belief. Communications with others

are a huge piece in human development and individual identity. In conjunction with this unit,

argumentation with others opens up a world of new possibilities. Individuals involved in

argumentation leave themselves susceptible to new knowledge and understanding if they keep an

open mind during the argument. Argumentation is a critical factor in developing beliefs, ideas, and

transferring knowledge. In other words, argumentation educates those who want to be educated. “In

contrast, argumentation was also presented as a tool to achieve goals, arguing in order to understand,

clarify a doubt, decide, solve a conflict, amplify knowledge, etc. The relationships between learning

and argumentation are then at least twofold. It may consist of learning to reason, to explain or to

challenge. On the other hand, it may consist of learning to achieve a specific goal through

argumentation” (Schwarz 92). Argumentation, according to Schwarz, is a vital part of society and

often it receives negative connotations. It is then necessary to provide students with a different

perspective, letting them know that argumentation can be productive and then teaching them how to

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make it productive and how to develop a productive argument. It is because we want students leaving

our schools being productive members of society that I see this unit being supported by the

justification of relevance. Argumentation and communication is very relevant to student’s lives and

this idea needs to be communicated.

Argumentative speeches have been delivered hundreds of thousands of times throughout the

history of the United States. As a way to provide evidence and bring warrant to the concepts I am

trying to teach, multiple texts and speeches will be used as examples. One speech that might come

along with challenges from others is Malcolm X’s “Message to the Grassroots Speech.” This speech

is a very influential speech in American history, but it also has controversial messages in it. The idea,

however, just like with all the rest of the texts used in my class, is to look at the concepts and methods

of persuasion and rhetoric used rather than looking at the overall message. While the message is

important, for the purposes of the class, it is more important to look at how the message was

communicated to the audience, what appeals were used exceptionally well and what appeals could

have been used better, and did the speaker meet the exigency of the speech. As for the other text, such

as writings from Plato, Socrates, and Aristotle, it is important to look at these writings to gain an

understanding for rhetoric and the concepts that we will be covering and practicing. These

rhetoricians have developed methods for rhetoric and persuasion that have been used for centuries, so

in a way, we are going back to the roots of rhetoric in order to fully grow into strong communicators.

With these texts we are laying down a foundation so that students know how to communicate their

arguments effectively. Students will analyze these speeches so that they understand what to do and

what not to do with their speeches and presentations.

I understand that there might be a few counterarguments that come against this my rationale,

such as what does argumentation have to do with communication or of all the text that you could use,

why a controversial text such as a Malcolm X speech. My response to these arguments is that in order

to create well-rounded and productive members of society from our students, it is necessary to gather

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as much information as possible from as many different sources as possible which means we can’t be

too narrow minded in what we read and see, but we must open our minds to better ourselves.

Rationale Works Cited

B r a e t , A n t o i n e C . " E t h o s , P a t h o s , a n d L o g o s i n A r i s t o t l e ' s R h e t o r i c : A R e - E x a m i n a t i o n . "

A r g u m e n t a t i o n . 6 . 3 ( 1 9 9 2 ) : 3 0 7 - 3 2 0 . P r i n t .

" C o m m u n i c a t i o n i n t h e H i g h S c h o o l C u r r i c u l u m : S p e a k i n g a n d L i s t e n i n g ; S u b j e c t F i e l d S e r i e s ,

B u l l e t i n D - 1 . R e v i s e d E d i t i o n . . " ( 1 9 7 1 ) : 1 - 8 4 . E R I C . W e b . 1 2 N o v 2 0 1 1 .

< h t t p : / / w w w . e r i c . e d . g o v / E R I C W e b P o r t a l / s e a r c h / d e t a i l m i n i . j s p ? _ n f p b = t r u e & _ & E R I C E x t S e a r c h

_ S e a r c h V a l u e _ 0 = E D 1 0 5 4 8 1 & E R I C E x t S e a r c h _ S e a r c h T y p e _ 0 = n o & a c c n o = E D 1 0 5 4 8 1 > .

S c h w a r z , B a r u c h B . " A r g u m e n t a t i o n a n d L e a r n i n g . " A r g u m e n t a t i o n a n d E d u c a t i o n . 1 . ( 2 0 0 9 ) : 9 1 -

1 2 6 . P r i n t .

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Calendar

DAY FOCUS ACTIVITIES ASSIGNMENTS

DUE

HOMEWORK

WEEK 1

1 (MON) Introduction Discussion:

importance of

argumentation,

Hand Out Unit

Calendar, Hand out

Rubrics and

Assignment Sheets

None -Index card with

list of possible

topics for

speeches and

presentations

2 (TUES) Plato, Socrates,

Aristotle

Examining the

history of rhetoric

Index Card Finish readings if

not finished in

class, complete

rhetoric

worksheet

3 (WED) Ethos, Pathos,

Logos

Exercises to

examine ethos

pathos and logos;

assign first speech

in unit

Rhetoric

Worksheet

Begin developing

speech for first

assignment

4 (THURS) Audience Exercises and

discussions on

determining proper

means of

persuasion

depending on

audience

None Continue

developing first

assignment

5 (FRI) Modern

Rhetoricians

Examining

contemporary ideas

and theories of

rhetoric; sign up for

presentation order

None Continue

developing first

assignment

WEEK 2

6 (MON) First Assignment

(Sales Speeches)

Perform Speech,

Audience will

provide feedback

Sales Speech

Outline

Begin developing

ideas for a topic

for the final unit

assignment and

begin creating an

outline of final

unit assignment

7 (TUES) Mock Argument Deliberation/Debate

style of discussion

about various topics

None Continue reading

8 (WEDS) “Message to the

Grassroots,” “For

Discuss and

analyze speeches;

None Read Shirley

Chisholm’s “For

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the Equal Rights

Amendment”

explain final unit

assignment

the Equal Rights

Amendment” and

Malcolm X’s

“Message to the

Grassroots”

9 (THURS) Library Day Getting research for

assignment

Notes from

research due at

end of class as an

exit ticket

Draft a

bibliography;

bring a rough

draft of outline

10 (FRI) Workshop Day Workshop rough

draft of outlines

with multiple

partners; more time

to research topics if

needed

Rough Draft of

Outline for

workshop

Make revisions

to rough drafts of

speeches

WEEK 3

11 (MON) Practice Day Practice excerpt

from speeches to

whole class,

audience will

provide feedback

and constructive

criticism; more

time to research

topics if needed

Revised Outline Continue to

develop speech

12 (TUES) Argumentation

and Persuasion

Displayed

Watch various

videos of

persuasion and

argumentation at

work; sign up for

speech order

None Continue to

develop speech,

finish worksheet

based off of

videos watched

in class

13 (WED) Speech Day 1 Perform Speeches,

Audience will

provide feedback

and constructive

criticism

Speech Outline Speech Outline

14 (THURS) Speech Day 2 Perform Speeches,

Audience will

provide feedback

and constructive

criticism


15 (FRI) Speech Day

3/Discussion/Unit

closing remarks

and reflections

Perform Speeches,

Reflect on unit,

discuss the

upcoming units and

how this unit relates


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Lesson Plan 1

Day: 1 – Monday Title of Lesson: Introduction to

Argumentation/Persuasion

Colorado Academic Standards

Oral 1.2.b: Propel conversations by posing and responding to questions that probe reasoning and

evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or

challenge ideas and conclusions; and promote divergent and creative perspectives.

Statement on Standards

The students are addressing standard 1.2.b by participating in a group discussion in class, They will be expected to ask questions and engage in meaningful, on topic conversation.

Link Students have already gone through four previous units that exercise their communication skills and enhance their abilities.

Materials - Markers - White Board - Index Cards - Hand-outs (see list) with 25 copies - Class Roster - Computer - Projector - Internet Connection - Unit Binder

Differentiation - Instructions for the day are written on the board, spoken orally and repeatedly, copies of instructions can be provided.

Assessment - Index cards with notes from discussion and lesson will be an exit ticket. - Index cards will be handed out as a homework assignment (see “Homework”)

Instructional Sequence

Time The teacher will . . . The student will . . .

0:00-5:00 - Taking attendance in correlation with speech exercise. - Each student will stand up and tell the class something interesting that happened to them over the weekend. They can be honest or make up a story, but the idea is to get them comfortable standing up and speaking.

5:01-07:00 - Explain to the class exactly what we will do throughout the class period. The schedule for the day is summarized on the board, I just plan on repeating it orally, continuing to be as vague as possible (for the sake of an enticing discussion).

- Listen to me and ask questions as needed.

07:01-60:00 Introduction to Argumentation and Persuasion

- I will begin by asking questions and starting up a discussion about a “controversial topic” that I know relates to most, if not all students. The topics will probably range anywhere from pop-culture, to war or from religion to politics and policies.

- I will lay down ground rules before the discussion takes off to ensure that everyone’s opinion is respected.

- Participate in discussion, as questions, engage other students, and appear engaged themselves. - Attempt to contribute something to the conversation.

60:01-70:00 - Discuss if any views had changed through the discussion and why

- Continue to participate in discussion.

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71:00-80:00 - Transition into the unit and explain the connections between the discussion(s) we just had and argumentation and persuasion. I will also explain what we will be doing this unit and hand out the unit calendar.

- Listen and ask questions; if any.

80:01-90:00 - Hand out the assignment sheets for both major assignments and the rubrics that go along with them and briefly review the assignments and focus of the unit. -Discuss text we will be covering throughout the unit. - Assign the homework due next time

- Read along the calendar with the teacher and ask questions; if any. -Go over assignment sheets and ask questions; if any. -Ask questions; if any.

Handouts:

Sales Presentation Assignment Sheet

Sales Presentation Evaluation

Final Assignment Assignment Sheet

Final Assignment Rubric

Unit Calendar

Index Card

Homework:

Index card with list of possible topics for speeches and presentations

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Sales Presentation Assignment

Adapted from Karyl Sabbath

Rationale for a Sales Presentation

Experts say that on average we are exposed to well over a thousand advertisements daily, and it’s a

known fact that if you have a television, at some point in time you will watch commercials and more

specifically the infamous infomercials. So what is it that makes us (the audience) interested in

purchasing an item being marketed? Is it the need? Is it the presentation? Or is it a combination of

both, where the presentation leads you to believe that you need the item being marketed? In this

assignment we will not only explore these questions, but also put these ideas and the concept of

persuasion and rhetoric to the test.

Throughout our lives we will be challenged on different levels where we will have to utilize the art of

rhetoric and methods of persuasion to prove points (academic settings or otherwise), adhere to

professional objectives (marketing representative), or even to boost credibility. It is because of this

that persuasion is a tactic that should be developed, especially since communication is such an

important concept when it comes to relationships.

Objectives:

To improve your understanding of the concepts and techniques related to persuasive speaking

and to improve your skills for putting the techniques into practice

To provide you with an opportunity to use creativity in your speech preparation.

Assignment Required Elements

1. Each student will present a “commercial” designed to sell a tangible product or service that

you name and personally create based on the audience’s needs. A full sentence outline is due

on the day of speeches. This is an opportunity to be creative and have fun.

2. Speeches will be 3-4 minutes in length with 30 seconds latitude on either side.

3. Notecards will be used with a 5 card maximum

4. Speeches will be evaluated based on the following criteria:

Uniqueness and creativity of the product or proposal

Clarity of organization and appropriate use of the appeals (ethos, pathos, logos)

Clear development of evidence

Evidence of accurate audience analysis through your choice of your product or

proposal and your choice of evidence and language style

Professional and relevant construction and use of visual aids

Strength and cogency in the introduction and conclusion

Use of transitions as a smooth and clear bridge between ideas, structure and the entire

organizational pattern

Professional delivery style with consideration of:

1. freedom from verbal fillers

2. use of eye contact, bringing in the entire audience

3. fluency of speech

4. natural body movements

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5. presentation free of the classroom podium or desk to enable full presence and

use of your body language for communicating competently

5. Use of visual aid

Be creative a create a product that hasn’t been created before (i.e. a toilet paper roll

being used as a portable megaphone)

The idea is to use persuasion to persuade the audience that whatever the product is, no

matter how useless, is a product that they need.

Audiences for Assignment

Myself, your classmates or in this case, the consumers

Due Date

The presentation of your sales speech is the second Monday of this unit. The outline for the speech

will be turned in on the same day as the speech along with the evaluation form that is used as the

grading system or rubric.

Points Possible

All together the sales presentation is worth 15% of your overall grade in the class. The project is

graded as follows:

Presentation=70% of project final grade

Speech=50%

Visual Aid=20%

Outline=30% of project final grade

Points Total= 40 points

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Name ___________________________________________

Sales Presentation Evaluation Form

Score = /40 pts. Due: Hand in Outline stapled to the back of this form

Topic Selection: 1 2

______ Creative/unique product of proposal

______ Relevant/Interesting to the audience

Introduction: 1 2 3 4 5 6 7 8

_______ Gained attention

______ Adapted topic to the audience

______ Established credibility of speaker

Content: 1 2 3 4 5 6 7 8 9 10

______ Maintained attention

______ Clear reasoning

______ Sufficient information (depth & breadth)

______ Strength of argument (provided support/evidence)

______ Motivational appeals

Organization: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

_______ Organizational format

______ Need Step

_____ Evidence

______ Satisfaction Step

_____Clear description

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_____ Appropriate for Need

______ Visualization Step

_____ Language

_____ Imagery

______ Action Step

_______ Effective transitions

_______ Clear organization

Delivery: 1 2 3 4 5 6 7 8 9 10

_______ Rate/Speed

_______ Volume

_______ Enunciation

_______ Posture & body movement

_______ Animation & gestures

_______ Eye contact

_______ Use of notes

_______ Fluency of speech

_______ Presentation of Visual aid(s)

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Final Unit Project: Judicial Speech

Rationale for a Judicial Speech

Argumentation and persuasion is such a huge piece of communication. Usually when people hear the

word argumentation, they think of negative conflict; however, conflict and argumentation for that

matter can be good and extremely positive. Through the use of judicial speeches and presentations,

we as a class will explore this idea more in depth.

Judicial speeches are used as a means of arguing for a change to a policy, to create a new policy, or to

get rid of a policy. They are meant to advocate a point for someone or something. Once again,

whether in an academic setting, professional, or casual setting, at some point in time an individual

will have to argue their stance on an issue. This presentation will prepare individuals for the time that

they will have to do such a thing.

Objective:

To improve the understanding of argumentation and persuasion concepts, techniques, and

methods

Improve public speaking skills

Provide an opportunity to express ones opinion on a current policy or issue in today’s society


1. Each student will decide on a policy or an issue that they feel needs to be changed, addressed,

or gotten rid of. The policy or issue can be a serious issue such as health care, or a more light-

hearted issue such as banning reality television. The idea is to present an argument using

appeals (with emphasis on logical appeals) to persuade the audience that this policy or issue is

something that really needs to be taken into consideration.

2. Speeches will be 6-8 minutes in length with 30 seconds latitude on either side

3. Notecards will be used


Development of topic-in other words, it wasn’t last minute

Research and logic to present clear developed evidence-cited sources throughout

speech


Use of transitions as a smooth and clear bridge between ideas, structure and the entire

organizational pattern


1. Freedom from verbal fillers

2. Use of eye contact, bringing in the entire audience

3. Fluency of speech

4. Natural body movements

5. Presentation free of the classroom podium or desk to enable full presence and

use of your body language for communicating competently

5. Visual aids are welcomed in this assignment but not required.


Myself, your classmates

Hayes

Due Date

The presentations will take place on days 13, 14 and 15 of this unit. Each individual will hand in a

copy of their outline to me on the day that they speak as well as a copy of the rubric.

Points Possible

The judicial speech is worth 25% of your final grade. The project is worth a total of 100, the

breakdown of point is on the rubric.

Hayes

Oral Presentation Rubric : Final Unit Project: Judicial Speech

Teacher Name: Mr. Hayes

Student Name: ________________________________________

CATEGORY 10 8 7 6

Pitch Pitch was often used and it conveyed emotions appropriately.

Pitch was often used but the emotion it conveyed sometimes did not fit the content.

Pitch was rarely used OR the emotion it conveyed often did not fit the content.

Pitch was not used to convey emotion.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Hayes

Evidence Cites sources properly throughout speech as necessary. Uses credible and up to date sources. Sources pertain to topic.

Uses credible and up to date sources. Sources pertain to topic.

Uses sources that are questionable and lead to the speaker’s credibility being questioned. Sources can be off topic.

Used no sources at all and if so, sources were not credible/off topic.

Use of Appeals Used emotional, ethical, and logical appeals effectively and throughout entire speech

Used a few emotional, ethical, or logical appeals throughout speech

Used little appeals Used no appeals what so ever.

Professional Delivery

Little to no verbal fillers, fluent in speech, natural body movement and gestures, used podium or desk at minimum.

More verbal fillers than not, some what fidgety, relied on podium or desk

Many verbal fillers, appeared nervous through body movement, stumbled over words constantly, relied on podium

Verbal fillers were apparent, movement was distracting, stumbling over words was distracting, leaned on podium or desk

Time-Limit Presentation is 6-8 minutes long with 30 sec. grace period

Presentation is 5 minutes long.


Presentation is less than 3 minutes OR more than 8 minutes.

Introduction & Conclusion

Captivating Introduction and a conclusion that leaves the audience informed and attentive

Introduction gains audience’s attention but lacked, conclusion didn't revisit sub points of speech therefore audience wasn't left informed yet conclusion was strong

Introduction open speech but didn't capture audience completely, conclusion didn't revisit info and wasn't strong

Introduction was weak, conclusion was weak.

"Rubistar." Rubistar. ALTEC, 2008. Web. 1 Dec 2011. <http://rubistar.4teachers.org>.

Hayes

Lesson Plan 2

Day: 2 – Tuesday Title of Lesson: The “fathers” of Rhetoric

Standards Reading: 2.2.a: Determine an author’s point of view or purpose in a text in which the rhetoric is

particularly effective, analyzing how style and content contribute to the power, persuasiveness or

beauty of the text. Statement on

Standards The students are addressing the standard of Reading 2.2.a by reading the given text from the anthology The Rhetorical Tradition and analyzing the selected text from specific authors. Link Students are now preparing for the rest of the unit by gathering an understanding of the units history and basic concepts.

Materials - The Rhetorical Tradition - Class Roster - Document Projector for Readings - Handout copies x25 (see handout list)

Differentiation - The lecture notes will be in handout form as well for students to fill in blanks, if needed a complete handout can be distributed.

Assessment Students will turn in a worksheet that demonstrates what they have learned about rhetoric from the readings.



0:00-5:00 - Take attendance. - Ask students if they have any questions about the class, assignments thus far.

- Students will ask questions for clarification.

5:01-15:00 -Pass out readings and put readings on document camera. -Begin by reading excerpt of “Gorgias” and Phaedrus” from Plato

-Ask questions about reading as we go

15:01-25:00 - Read excerpt of “From Rhetoric” by Aristotle - Ask questions about reading as we go

25:01-35:00 - Read excerpt of “From Orator” by Cicero - Ask questions about reading as we go.

35:01-45:00 - Read except of “Institutes of Oratory” by Quintillian

- Ask questions about reading as we go

45:01-90:00 -Read additional readings and discuss all the readings as a whole. -Hand out syllogisms worksheet and explain syllogisms.

- Ask questions about readings. -Discuss readings

Hayes

Readings:

Plato “Gorgias,” “Phaedrus”

Aristotle “From Rhetoric”

Cicero “From Orator”

Quintillian “Institutes of Oratory”

If time allows

o Augustine “On Christian Doctrine, Book IV”

o Margaret Fell “Women’s Speaking Justified, Proved, and Allowed by Scriptures”

o Sarah Grimke “Letters on the Equality of the Sexes and the Condition of Women,

Letters III, IV, and XIV”

o Frederick Douglass “From Narrative of the Life of Frederick Douglass”

o Friedrich Nietzsche “On Truth and Lies in a Nonmoral Sense”

Handouts:

See Readings

Homework:

Syllogisms Worksheet if not completed in class

Hayes

Syllogisms

For the following scenarios decide what is the major premise, the minor premise and the conclusion.

If a component is missing fill it in, each scenario must have all three components.

Scenario 1. All athletes are dumb. Jeff is an athlete.

Scenario 2. All mammals are warm-blooded. All black dogs are mammals.

Scenario 3. One man can dig a posthole in sixty seconds. Sixty men can dig a posthole in one second.

Scenario 4. These books are new. These books are from that store.

Scenario 5. CREATE A SYLLOGISM OF YOUR OWN

Hayes

Lesson Plan 3

Day: 3 – Wednesday Title of Lesson: The Appeals

Standards Oral Expression: 1.1.a: Present information, findings, and supporting evidence,

conveying a clear and distinct perspective, such that listeners can follow the line of

reasoning, alternative or opposing perspectives are addressed, and the organization,

development, substance, and style are appropriate to purpose, audience, and a range of

formal and informal tasks. Writing: 3.1.a: Use a range of elaboration techniques (such as questioning, comparing,

connecting, interpreting, analyzing, or describing) to establish and express point of view and theme

Writing: 3.2.a: Articulate a position through a sophisticated claim or thesis statement and advance

it using evidence, examples, and counterarguments.

Writing: 3.3.b: Deliberately manipulate the conventions of standard English for stylistic effect

appropriate to the needs of a particular audience and purpose.


Students will be addressing standards 1.1.a through practicing how to implement the appeals they just learned about into speaking. Students will address standards 3.1.a, 3.2.a, and 3.3.b through practicing implementing the appeals in their writings.

Link Students are learning how to apply the three appeals of rhetoric so that they have more “tools” in their belt when it comes to argumentation and persuasion.

Materials Handouts Document Camera Roster Sheet

Differentiation Lecture notes can be put on a handout complete for lecture if someone needs the hard copy of notes.

Assessment Students will turn in their exit ticket of writings that they’ve created during the class period that demonstrate how they applied the appeals.



0:00-5:00 -Take attendance -Answer any questions

-Ask questions

5:01-10:00 -Discuss homework (syllogism worksheet) - Hand in homework, ask questions about homework

10:01-30:00 -Return to readings from previous day and discuss the unfinished readings

- Ask questions

31:00-50:00 - Explain the three appeals - Listen

50:01-85:00 -Look back at all of the readings from previous day and discuss what appeals were seen in readings.

-Discuss readings -Ask questions

85:01-90:00 -Hand out Ethos, Pathos, Logos worksheet and explain assignment

- Ask questions for clarity.

Hayes

Handouts:

Ethos Pathos Logos Worksheet

Homework:

Finish Ethos, Pathos, Logos worksheet if not completed in class; begin developing sales

presentation

Hayes

Ethos, Pathos, Logos

Examine the given scenarios and decide whether the appeal is ethos, pathos, or logos and explain

why, because some scenarios could be seen as multiple appeals.

Scenario 1. According to the CDC, 1 million people will die this year due to food born illness.

Scenario 2. Cutting the budget of federal aid might solve some economic problems, but what about

the widowed mother that is struggling to feed her four children, the soldier that comes home to world

he feels lost in, or the student stressed over loans because federal grants were exhausted to quickly.

Scenario 3. After working as a prison security guard for the past four years, I know first hand how

badly inmates are treated.

Scenario 4. If we are using the schools money for the athletics, but we don’t have up to date

textbooks or technology, and the athletes are performing poorly on standardized test, doesn’t it make

sense to allocate some of that money towards academics?

Scenario 5. My mother is a survivor of breast cancer, therefore I understand first hand the hardships

that someone with cancer deals with.

Hayes

Lesson Plan 4

Day: 4 – Thursday Title of Lesson: Who’s Listening (Audience)

Standards Reading: 2.1.a: Analyze how an author’s choices concerning how to structure specific parts of a

text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic

resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Writing: 3.3.b: Deliberately manipulate the conventions of standard English for stylistic effect

appropriate to the needs of a particular audience and purpose.

Research and Reasoning: 4.2.a: Synthesize information to support a logical argument


Students will address standard 2.1.a through exercises that have written information about different audiences. Students will have to analyze the readings and make decisions regarding the audience. Students will address standard 3.3.b through writing short speeches or sentences that adhere to the specified audience. Students will address standard 4.2.a synthesizing the information in each scenario to support the argument of the best possible rhetorical methods used in their writings.

Link Students know about appeals and the basics of rhetoric from the previous lessons. Now it is a matter of recognizing the appropriate situation and applying what they know.

Materials Exercise Handouts Document Camera Roster Sheet Writing Utensils

Differentiation Students will be given the exercise as a handout and I will also walk them through a couple of the examples.

Assessment Students will write short speeches or sentences pertaining to the given audience described. They will also explain why they made they decisions that they did.



0:00-5:00 - Take attendance - Answer questions

-Ask questions

5:01-10:00 - Discuss homework from previous night -Collect Homework

-Ask questions

10:01-85:00 - Discussion on audience and continuation on appeals -Handout audience worksheet

-Ask questions -Participate in discussion -Complete worksheet

85:01-90:00 - Conclude class and remind students to work on their sales presentation

-Ask questions and write in planners as needed.

Hayes

Handouts:

Audience Scenarios Worksheet

Homework:

Finish audience scenarios worksheet if not completed in class; continue developing

presentation

Hayes

Analyzing Audience

For the following scenarios, analyze the needs of the given audience and develop a short speech

based on the audience. The idea is to persuade and make an argument that the audience goes along

with, therefore, use your best judgment when deciding methods. Your speech should be no less than

five sentences but should be able to get the point across. Be prepared to present one scenario before

the end of class.

Scenario 1. You’re at a friend’s house. There are quite a few of your friends there, about eight or

nine. You all are watching a television program that some of your friends like to watch (e.g. a sitcom,

a sporting event, a reality show), unfortunately, you don’t care for the program and would like to

change it to your favorite program that is also a favorite for some of the other people in the house.

Decide on the television program that they are currently watching, decide on the program that you

would like to watch, and create an argument that makes them contemplate changing the channel.

Scenario 2. You want a pet, but your parents are set that you are too irresponsible to take care of one.

Convince your parents that you are able to take care of a pet.

Scenario 3. You’re a part of congress. They are deliberating and giving speeches about a bill that they

are split about in passing as a law. Decide what the bill is (can be a made up bill, a law that is already

in place, or a bill that is currently being deliberated), decide your position on the bill is, and create an

argument that brings the majority of the congress members to your side.

Scenario 4. Your in an interview for a job you feel you are the right person for, because it is your

dream job. The one and only question the interviewer ask is “Why are you the right person for this

job?” What is the job and how do you answer to prove to them that you are the right person.

Hayes

Lesson Plan 5

Day: 5 – Friday Title of Lesson: Modern Rhetoricians

Standards Reading: 2.2.a: Determine an author’s point of view or purpose in a text in which the rhetoric is

particularly effective, analyzing how style and content contribute to the power, persuasiveness or

beauty of the text.


Students will address standard 2.2.a by reading works from the text The Rhetorical Tradition and analyzing the message the author was trying to convey.

Link Students have already examined and analyzed the works of classic rhetoricians, now we will look at rhetoric from a more contemporary perspective to continue to build upon the rhetorical foundation.

Materials Handouts of reading Document camera Class Roster

Differentiation Students will be handed out their own copy of the readings; we will read aloud as well.

Assessment I will observe and listen to the comments the students make about the readings.



00:00-5:00 - Take attendance -Answer questions

-Ask questions

5:01-15:00 -Read excerpt from “The Signifying . . .” - Ask questions, make comments, etc.

15:01-45:00 - Read excerpt from “From a Grammar of Motives,” “From a Rhetoric of Motive,” and “From Language as Symbolic Action”

- Ask questions, make comments

45:01-55:00 - Read excerpt from “From the Meaning of Meaning”


55:01-80:00 - Discuss and analyze the techniques and methods of the authors from the readings

- Participate in discussion

80:01-90:00 - Answer and questions about sales presentations and provide clarity -Pass around sign-up sheet for presentations

- Ask questions -Sign up for speeches

Hayes

Readings:

Henry Louis Gates Jr. “The Signifying Monkey and the Language of Signifyin(g): Rhetorical

Difference and the Orders of Meaning”

Kenneth Burke “From A Grammar of Motives,” “From a Rhetoric of Motive,” “From

Language as Symbolic Action”

I.A. Richards “From the Meaning of Meaning”

Handouts:

See Readings

Homework:

Continue developing presentation; polished presentation outline

Hayes

Informative Speech Sign-Up List

Day 6 (Monday)

1. 2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14. 15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Hayes

Lesson Plan 6

Day: 6 – Monday Title of Lesson: First Assignment (Sales Speech)

Standards Oral Expression: 1.1.a: Present information, findings, and supporting evidence, conveying a

clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or

opposing perspectives are addressed, and the organization, development, substance, and style are

appropriate to purpose, audience, and a range of formal and informal tasks. Writing: 3.1.a: Use a range of elaboration techniques (such as questioning, comparing,

connecting, interpreting, analyzing, or describing) to establish and express point of view and

theme Writing: 3.2.a: Articulate a position through a sophisticated claim or thesis statement and

advance it using evidence, examples, and counterarguments, Writing: 3.3.b: Deliberately manipulate the conventions of standard English for stylistic effect

appropriate to the needs of a particular audience and purpose. Research and Reasoning: 4.2.a: Synthesize information to support a logical argument


Students will address standard 1.1.a: through presenting their speech to the class. Students will address standards 3.1.a, 3.2.a, and 3.3.b through writing an outline for the speech adhering to the criteria of the speech and integrating what they’ve learned in the previous lessons. Students will address standards 4.2.a through using the information they have and supporting a logical argument within their speech.

Link Students will take everything they’ve learned from the previous five days and four units and put it all together to create a speech that persuades and supports their argument for the product they’re selling.

Materials Evaluation sheets Class Roster Class Speech List Marker Stopwatch

Differentiation Students will present their speeches with the use of a visual aid.

Assessment Both the students and I will provide verbal and written feedback on the evaluation sheets.



00:00-5:00 -Take attendance -Answer any and all questions -Go over presentation order

-Listen, ask questions, make comments

5:01-90:00 - Start presentations - Provide feedback and ask questions after each presentation -Fill out evaluation forms

- Listen to the speeches -Provide feedback and ask questions after each presentation.

Hayes

Name ___________________________________________

Sales Presentation Evaluation Form

Score = /40 pts. Due: Hand in Outline stapled to the back of this form

Topic Selection: 1 2

______ Creative/unique product of proposal

______ Relevant/Interesting to the audience

Introduction: 1 2 3 4 5 6 7 8

_______ Gained attention

______ Adapted topic to the audience

______ Established credibility of speaker

Content: 1 2 3 4 5 6 7 8 9 10

______ Maintained attention

______ Clear reasoning

______ Sufficient information (depth & breadth)

______ Strength of argument (provided support/evidence)

______ Motivational appeals

Organization: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

_______ Organizational format

______ Need Step

_____ Evidence

______ Satisfaction Step

_____Clear description

Hayes

_____ Appropriate for Need

______ Visualization Step

_____ Language

_____ Imagery

______ Action Step

_______ Effective transitions

_______ Clear organization

Delivery: 1 2 3 4 5 6 7 8 9 10

_______ Rate/Speed

_______ Volume

_______ Enunciation

_______ Posture & body movement

_______ Animation & gestures

_______ Eye contact

_______ Use of notes

_______ Fluency of speech

_______ Presentation of Visual aid(s)

Hayes

Lesson Plan 7

Day: 7 – Tuesday Title of Lesson: More Argumentation

Standards Oral Expression: 1.2.b: Propel conversations by posing and responding to questions

that probe reasoning and evidence; ensure a hearing for a full range of positions on a

topic or issue; clarify, verify, or challenge ideas and conclusions; and promote

divergent and creative perspectives.


The students are addressing standard 1.2.b by participating in a group discussion in class, They will be expected to ask questions and engage in meaningful, on topic conversation.

Link Students will continue to use the tactics they’ve learned thus far about argumentation and persuasion to have a group discussion on various topics, similar to lesson one. This discussion, though, will introduce the ideas of debate and deliberation and students will actually be tactical because of the lessons.

Materials Markers Whiteboard Document Camera Venn Diagram Handout Class Roster

Differentiation Instructions for the day are written on the board, spoken orally and repeatedly, copies of instructions can be provided. Assessment Students will turn in their Venn Diagram showing their knowledge of deliberation and debate.



0:00-5:00 - Take attendance - Answer any and all questions

- Ask questions

5:01-15:00 - Pose a few questions for each student to think about for deliberation/debate topics, see if the students have anything they want to discuss

- Listen, make comments, think, ask questions

15:01-52:30 - Lay out the rules and guidelines for a deliberation without actually telling students we are having a deliberation

- Participate in deliberation

52:31-88:00 - Split the class in two and have one side argue the affirmative of a subject and the other argue the negative.

- Participate in debate

88:01-90:00 - Explain what we just did and hand out Venn diagram for students to fill out and hand in next time

- Ask any further questions.

Hayes

Handouts:

Venn Diagram

Homework:

Complete Venn diagram

Hayes

DELIBERATION DEBATE

Hayes

Lesson Plan 8

Day: 8 – Wednesday Title of Lesson: Speech Analyst Day

Standards Reading: 2.1.a: Analyze how an author’s choices concerning how to structure specific

parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a

comedic or tragic resolution) contribute to its overall structure and meaning as well as its

aesthetic impact. Reading: 2.2.a: Determine an author’s point of view or purpose in a text in which the

rhetoric is particularly effective, analyzing how style and content contribute to the power,

persuasiveness or beauty of the text. Statement on

Standards Students will address standards 2.1.a and 2.2.a through reading and analyzing selected speeches.

Link Students have already read and analyzed the work of rhetoricians, now they must take what they’ve learned from that and apply it to this lesson.

Materials Markers Whiteboard Class Roster Final Assignment Handouts Document camera

Differentiation Students will read and work individually, in small groups, and with the class as a whole. We will both read out loud and silently and I will also put the readings on the document camera.

Assessment I will listen and observe the comments and reactions to the speeches from the students.



00:00-5:00 -Take attendance -Collect Venn diagrams -Answer any and all questions

-Turn in Venn diagrams -Ask questions, make comments

5:01-47:30 -Introduce “Message to the Grassroots” discuss the speech and analyze the methods and techniques used

-Ask questions and make comments -Participate in discussion

47:31-88:00 - Introduce “For the Equal . . .” discuss the speech and analyze the methods and techniques used

- Ask questions and make comments - Participate in discussion

88:01-90:00 - Talk about what will be happening tomorrow as far as going to the library and researching and explain the necessity for the students to think about topics for the final presentation


Hayes

Readings:

Malcolm X “Message to the Grassroots”

Shirley Chisholm “For the Equal Rights Amendment”

Handouts:

See Readings

Final Assignment Assingment Sheet

Homework:

Finish readings, continue to think about possible topics for final assignment.

Shirley Chisholm-“For the Equal Rights Amendment”

Mr. Speaker, House Joint Resolution 264, before us today, which provides for equality under

the law for both men and women, represents one of the most clear-cut opportunities we are

likely to have to declare our faith in the principles that shaped our Constitution. It provides

a legal basis for attack on the most subtle, most pervasive, and most institutionalized form

of prejudice that exists. Discrimination against women, solely on the basis of their sex, is so widespread that is seems to many persons normal, natural and right.

Legal expression of prejudice on the grounds of religious or political belief has become a

minor problem in our society. Prejudice on the basis of race is, at least, under systematic

attack. Their is reason for optimism that it will start to die with the present, older

generation. It is time we act to assure full equality of opportunity to those citizens who,

although in a majority, suffer the restrictions that are commonly imposed on minorities, to

women.

The argument that this amendment will not solve the problem of sex discrimination is not

relevant. If the argument were used against a civil rights bill, as it has been used in the

past, the prejudice that lies behind it would be embarrassing. Of course laws will not

eliminate prejudice from the hearts of human beings. But that is no reason to allow prejudice to continue to be enshrined in our laws -- to perpetuate injustice through inaction.

The amendment is necessary to clarify countless ambiguities and inconsistencies in our legal

system. For instance, the Constitution guarantees due process of law, in the 5th and 14th

amendments. But the applicability of due process of sex distinctions is not clear. Women are

excluded from some State colleges and universities. In some States, restrictions are placed

on a married woman who engages in an independent business. Women may not be chosen

for some juries. Women even receive heavier criminal penalties than men who commit the

same crime. What would the legal effects of the equal rights amendment really be? The

equal rights amendment would govern only the relationship between the State and its

citizens -- not relationships between private citizens. The amendment would be largely self-

executing, that is, and Federal or State laws in conflict would be ineffective one year after

date of ratification without further action by the Congress or State legislatures.

Hayes

Opponents of the amendment claim its ratification would throw the law into a state of

confusion and would result in much litigation to establish its meaning. This objection

overlooks the influence of legislative history in determining intent and the recent activities of many groups preparing for legislative changes in this direction.

State labor laws applying only to women, such as those limiting hours of work and weights

to be lifted would become inoperative unless the legislature amended them to apply to men.

As of early 1970 most States would have some laws that would be affected. However,

changes are being made so rapidly as a result of title VII of the Civil Rights Act of 1964, it is

likely that by the time the equal rights amendment would become effective; no confliction State laws would remain.

In any event, there has for years been great controversy as to the usefulness to women of

these State labor laws. There has never been any doubt that they worked a hardship on

women who need or want to work overtime and on women who need or want better paying

jobs, and there has been no persuasive evidence as to how many women benefit from the

archaic policy of the laws. After the Delaware hours law was repealed in 1966, there were no complaints from women to any of the State agencies that might have been approached.

Jury service laws not making women equally liable for jury service would have been revised.

The selective service law would have to include women, but women would not be required

to serve in the Armed Forces where they are not fitted any more than men are required to

serve. Military service, while a great responsibility, is not without benefits, particularly for

young men with limited education or training.

Since October 1966, 246,000 young men who did not meet the normal mental or physical

requirements have been given opportunities for training and correcting physical problems.

This opportunity is not open to their sisters. Only girls who have completed high school and

meet high standards on the educational test can volunteer. Ratification of the amendment

would not permit application of higher standards to women.

Survivorship benefits would be available to husbands of female workers on the same basis

as to wives of male workers. The Social Security Act and the civil service and military

service retirement acts are in conflict. Public schools and universities could not be limited to

one sex and could not apply different admission standards to men and women. Laws

requiring longer prison sentences for women than men would be invalid, and equal

opportunities for rehabilitation and vocational training would have to be provided in public

correctional institutions. Different ages of majority based on sex would have to be

harmonized. Federal, State, and other governmental bodies would be obligated to follow

nondiscriminatory practices in all aspects of employment, including public school teachers and State university and college faculties.

What would be the economic effects of the equal rights amendment? Direct economic

effects would be minor. If any labor laws applying only to women still remained, their

amendment or repeal would provide opportunity for women in better-paying jobs in

manufacturing. More opportunities in public vocational and graduate schools for women would also tend to open up opportunities in better jobs for women.

Indirect effects could be much greater. The focusing of public attention on the gross legal,

economic, and social discrimination against women by hearings and debates in the Federal

and State legislatures would result in changes in attitude of parents, educators, and employers that would bring about substantial economic changes in the long run.

Hayes

Sex prejudice cuts both ways. Men are oppressed by the requirements of the Selective

Service Act, by enforced legal guardianship of minors, and by alimony laws. Each sex, I

believe, should be liable when necessary to serve and defend this country. Each has a responsibility for the support of children.

There are objections raised to wiping out laws protecting women workers. No one would

condone exploitation. But what does sex have to do with it. Working conditions and hours

that are harmful to women are harmful to men; wages that are unfair for women are unfair

for men. Laws setting employment limitations on the basis of sex are irrational, and the

proof of this is their inconsistency from State to State. The physical characteristics of men

and women are not fixed, but cover two wide spans that have a great deal of overlap. It is

obvious, I think, that a robust woman could be more fit for physical labor than a weak man.

The choice of occupation would be determined by individual capabilities, and the rewards for equal works should be equal.

This is what it comes down to: artificial distinctions between persons must be wiped out of

the law. Legal discrimination between the sexes is, in almost every instance, founded on

outmoded views of society and the pre-scientific beliefs about psychology and physiology. It

is time to sweep away these relics of the past and set further generations free of them.

Federal agencies and institutions responsible for the enforcement of equal opportunity laws

need the authority of a Constitutional amendment. The 1964 Civil Rights Act and the 1963

Equal Pay Act are not enough; they are limited in their coverage -- for instance, one

excludes teachers, and the other leaves out administrative and professional women. The

Equal Employment Opportunity Commission has not proven to be an adequate device, with

its power limited to investigation, conciliation, and recommendation to the Justice

Department. In its cases involving sexual discrimination, it has failed in more than one-half.

The Justice Department has been even less effective. It has intervened in only one case

involving discrimination on the basis of sex, and this was on a procedural point. In a second

case, in which both sexual and racial discrimination were alleged, the racial bias charge was given far greater weight.

Evidence of discrimination on the basis of sex should hardly have to be cited here. It is in

the Labor Department’s employment and salary figures for anyone who is still in doubt. Its

elimination will involve so many changes in our State and Federal laws that, without the

authority and impetus of this proposed amendment, it will perhaps take another 194 years.

We cannot be parties to continuing a delay. The time is clearly now to put this House on

record for the fullest expression of that equality of opportunity which our founding fathers

professed. They professed it, but they did not assure it to their daughters, as they tried to do for their sons.

The Constitution they wrote was designed to protect the rights of white, male citizens. As

there were no black Founding Fathers, there were no founding mothers -- a great pity, on

both counts. It is not too late to complete the work they left undone. Today, here, we should start to do so.

In closing I would like to make one point. Social and psychological effects will be initially more important than legal or economic results. As Leo Kanowitz has pointed out:

Rules of law that treat of the sexes per see inevitably produce far-reaching effects upon

social, psychological and economic aspects of male-female relations beyond the limited

confines of legislative chambers and courtrooms. As long as organized legal systems, at

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once the most respected and most feared of social institutions, continue to differentiate

sharply, in treatment or in words, between men and women on the basis of irrelevant and

artificially created distinctions, the likelihood of men and women coming to regard one

another primarily as fellow human beings and only secondarily as representatives of another

sex will continue to be remote. When men and women are prevented from recognizing one

another’s essential humanity by sexual prejudices, nourished by legal as well as social

institutions, society as a whole remains less than it could otherwise become.

Malcolm X-“Message to the Grassroots”

We want to have just an off—the—cuff chat between you and me —— us. We want to talk right

down to earth in a language that everybody here can easily understand. We all agree tonight, all

of the speakers have agreed, that America has a very serious problem. Not only does America

have a very serious problem, but our people have a very serious problem. America’s problem is

us. We’re her problem. The only reason she has a problem is she doesn’t want us here. And

every time you look at yourself, be you black, brown, red, or yellow —— a so—called Negro —

— you represent a person who poses such a serious problem for America because you’re not

wanted. Once you face this as a fact, then you can start plotting a course that will make you

appear intelligent, instead of unintelligent.

What you and I need to do is learn to forget our differences. When we come together, we don’t

come together as Baptists or Methodists. You don’t catch hell ’cause you’re a Baptist, and you

don’t catch hell ’cause you’re a Methodist. You don’t catch hell ’cause you’re a Methodist or

Baptist. You don’t catch hell because you’re a Democrat or a Republican. You don’t catch hell

because you’re a Mason or an Elk. And you sure don’t catch hell ’cause you’re an American;

’cause if you was an American, you wouldn’t catch no hell. You catch hell ’cause you’re a black

man. You catch hell, all of us catch hell, for the same reason.

So we are all black people, so—called Negroes, second—class citizens, ex—slaves. You are

nothing but a [sic] ex—slave. You don’t like to be told that. But what else are you? You are ex—

slaves. You didn’t come here on the "Mayflower." You came here on a slave ship —— in chains,

like a horse, or a cow, or a chicken. And you were brought here by the people who came here on

the "Mayflower." You were brought here by the so—called Pilgrims, or Founding Fathers. They

were the ones who brought you here.

We have a common enemy. We have this in common: We have a common oppressor, a common

exploiter, and a common discriminator. But once we all realize that we have this common

enemy, then we unite on the basis of what we have in common. And what we have foremost in

common is that enemy —— the white man. He’s an enemy to all of us. I know some of you all

think that some of them aren’t enemies. Time will tell.

In Bandung back in, I think, 1954, was the first unity meeting in centuries of black people. And

once you study what happened at the Bandung conference, and the results of the Bandung

conference, it actually serves as a model for the same procedure you and I can use to get our

problems solved. At Bandung all the nations came together. Their were dark nations from Africa

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and Asia. Some of them were Buddhists. Some of them were Muslim. Some of them were

Christians. Some of them were Confucianists; some were atheists. Despite their religious

differences, they came together. Some were communists; some were socialists; some were

capitalists. Despite their economic and political differences, they came together. All of them

were black, brown, red, or yellow.

The number—one thing that was not allowed to attend the Bandung conference was the white

man. He couldn’t come. Once they excluded the white man, they found that they could get

together. Once they kept him out, everybody else fell right in and fell in line. This is the thing

that you and I have to understand. And these people who came together didn’t have nuclear

weapons; they didn’t have jet planes; they didn’t have all of the heavy armaments that the white

man has. But they had unity.

They were able to submerge their little petty differences and agree on one thing: That though one

African came from Kenya and was being colonized by the Englishman, and another African

came from the Congo and was being colonized by the Belgian, and another African came from

Guinea and was being colonized by the French, and another came from Angola and was being

colonized by the Portuguese. When they came to the Bandung conference, they looked at the

Portuguese, and at the Frenchman, and at the Englishman, and at the other —— Dutchman ——

and learned or realized that the one thing that all of them had in common: they were all from

Europe, they were all Europeans, blond, blue—eyed and white—skinned. They began to

recognize who their enemy was. The same man that was colonizing our people in Kenya was

colonizing our people in the Congo. The same one in the Congo was colonizing our people in

South Africa, and in Southern Rhodesia, and in Burma, and in India, and in Afghanistan, and in

Pakistan. They realized all over the world where the dark man was being oppressed, he was

being oppressed by the white man; where the dark man was being exploited, he was being

exploited by the white man. So they got together under this basis —— that they had a common

enemy.

And when you and I here in Detroit and in Michigan and in America who have been awakened

today look around us, we too realize here in America we all have a common enemy, whether

he’s in Georgia or Michigan, whether he’s in California or New York. He’s the same man: blue

eyes and blond hair and pale skin —— same man. So what we have to do is what they did. They

agreed to stop quarreling among themselves. Any little spat that they had, they’d settle it among

themselves, go into a huddle —— don’t let the enemy know that you got [sic] a disagreement.

Instead of us airing our differences in public, we have to realize we’re all the same family. And

when you have a family squabble, you don’t get out on the sidewalk. If you do, everybody calls

you uncouth, unrefined, uncivilized, savage. If you don’t make it at home, you settle it at home;

you get in the closet —— argue it out behind closed doors. And then when you come out on the

street, you pose a common front, a united front. And this is what we need to do in the

community, and in the city, and in the state. We need to stop airing our differences in front of the

white man. Put the white man out of our meetings, number one, and then sit down and talk shop

with each other. [That’s] all you gotta do.

Hayes

I would like to make a few comments concerning the difference between the black revolution

and the Negro revolution. There’s a difference. Are they both the same? And if they’re not, what

is the difference? What is the difference between a black revolution and a Negro revolution?

First, what is a revolution? Sometimes I’m inclined to believe that many of our people are using

this word "revolution" loosely, without taking careful consideration [of] what this word actually

means, and what its historic characteristics are. When you study the historic nature of

revolutions, the motive of a revolution, the objective of a revolution, and the result of a

revolution, and the methods used in a revolution, you may change words. You may devise

another program. You may change your goal and you may change your mind.

Look at the American Revolution in 1776. That revolution was for what? For land. Why did they

want land? Independence. How was it carried out? Bloodshed. Number one, it was based on

land, the basis of independence. And the only way they could get it was bloodshed. The French

Revolution —— what was it based on? The land—less against the landlord. What was it for?

Land. How did they get it? Bloodshed. Was no love lost; was no compromise; was no

negotiation. I’m telling you, you don’t know what a revolution is. ’Cause when you find out

what it is, you’ll get back in the alley; you’ll get out of the way. The Russian Revolution ——

what was it based on? Land. The land—less against the landlord. How did they bring it about?

Bloodshed. You haven’t got a revolution that doesn’t involve bloodshed. And you’re afraid to

bleed. I said, you’re afraid to bleed.

[As] long as the white man sent you to Korea, you bled. He sent you to Germany, you bled. He

sent you to the South Pacific to fight the Japanese, you bled. You bleed for white people. But

when it comes time to seeing your own churches being bombed and little black girls be

murdered, you haven’t got no blood. You bleed when the white man says bleed; you bite when

the white man says bite; and you bark when the white man says bark. I hate to say this about us,

but it’s true. How are you going to be nonviolent in Mississippi, as violent as you were in Korea?

How can you justify being nonviolent in Mississippi and Alabama, when your churches are

being bombed, and yourlittle girls are being murdered, and at the same time you’re going to

violent with Hitler, and Tojo, and somebody else that you don’t even know?

If violence is wrong in America, violence is wrong abroad. If it’s wrong to be violent defending

black women and black children and black babies and black men, then it’s wrong for America to

draft us and make us violent abroad in defense of her. And if it is right for America to draft us,

and teach us how to be violent in defense of her, then it is right for you and me to do whatever is

necessary to defend our own people right here in this country.

The Chinese Revolution —— they wanted land. They threw the British out, along with the Uncle

Tom Chinese. Yeah, they did. They set a good example. When I was in prison, I read an article

—— don’t be shocked when I say I was in prison. You’re still in prison. That’s what America

means: prison. When I was in prison, I read an article in Life magazine showing a little Chinese

girl, nine years old; her father was on his hands and knees and she was pulling the trigger ’cause

he was an Uncle Tom Chinaman, When they had the revolution over there, they took a whole

generation of Uncle Toms ——just wiped them out. And within ten years that little girl become

[sic] a full—grown woman. No more Toms in China. And today it’s one of the toughest,

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roughest, most feared countries on this earth —— by the white man. ’Cause there are no Uncle

Toms over there.

Of all our studies, history is best qualified to reward our research. And when you see that you’ve

got problems, all you have to do is examine the historic method used all over the world by others

who have problems similar to yours. And once you see how they got theirs straight, then you

know how you can get yours straight. There’s been a revolution, a black revolution, going on in

Africa. In Kenya, the Mau Mau were revolutionaries; they were the ones who made the word "

Uhuru" [Kenyan word for "freedom"]. They were the ones who brought it to the fore.The Mau

Mau, they were revolutionaries. They believed in scorched earth. They knocked everything aside

that got in their way, and their revolution also was based on land, a desire for land. In Algeria,

the northern part of Africa, a revolution took place. The Algerians were revolutionists; they

wanted land. France offered to let them be integrated into France. They told France: to hell with

France. They wanted some land, not some France. And they engaged in a bloody battle.

So I cite these various revolutions, brothers and sisters, to show you —— you don’t have a

peaceful revolution. You don’t have a turn—the—other—cheek revolution. There’s no such

thing as a nonviolent revolution. [The] only kind of revolution that’s nonviolent is the Negro

revolution. The only revolution based on loving your enemy is the Negro revolution. The only

revolution in which the goal is a desegregated lunch counter, a desegregated theater, a

desegregated park, and a desegregated public toilet; you can sit down next to white folks on the

toilet. That’s no revolution. Revolution is based on land. Land is the basis of all independence.

Land is the basis of freedom, justice, and equality.

The white man knows what a revolution is. He knows that the black revolution is world—wide

in scope and in nature. The black revolution is sweeping Asia, sweeping Africa, is rearing its

head in Latin America. The Cuban Revolution —— that’s a revolution. They overturned the

system. Revolution is in Asia. Revolution is in Africa. And the white man is screaming because

he sees revolution in Latin America. How do you think he’ll react to you when you learn what a

real revolution is? You don’t know what a revolution is. If you did, you wouldn’t use that word.

A revolution is bloody. Revolution is hostile. Revolution knows no compromise. Revolution

overturns and destroys everything that gets in its way. And you, sitting around here like a knot

on the wall, saying, "I’m going to love these folks no matter how much they hate me." No, you

need a revolution. Whoever heard of a revolution where they lock arms, as Reverend Cleage was

pointing out beautifully, singing "We Shall Overcome"? Just tell me. You don’t do that in a

revolution. You don’t do any singing; you’re too busy swinging. It’s based on land. A

revolutionary wants land so he can set up his own nation, an independent nation. These Negroes

aren’t asking for no nation. They’re trying to crawl back on the plantation.

When you want a nation, that’s called nationalism. When the white man became involved in a

revolution in this country against England, what was it for? He wanted this land so he could set

up another white nation. That’s white nationalism. The American Revolution was white

nationalism. The French Revolution was white nationalism. The Russian Revolution too ——

yes, it was —— white nationalism. You don’t think so? Why [do] you think Khrushchev and

Mao can’t get their heads together? White nationalism. All the revolutions that’s going on in

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Asia and Africa today are based on what? Black nationalism. A revolutionary is a black

nationalist. He wants a nation. I was reading some beautiful words by Reverend Cleage, pointing

out why he couldn’t get together with someone else here in the city because all of them were

afraid of being identified with black nationalism. If you’re afraid of black nationalism, you’re

afraid of revolution. And if you love revolution, you love black nationalism.

To understand this, you have to go back to what [the] young brother here referred to as the house

Negro and the field Negro —— back during slavery. There was two kinds of slaves. There was

the house Negro and the field Negro. The house Negroes — they lived in the house with master,

they dressed pretty good, they ate good ’cause they ate his food —— what he left. They lived in

the attic or the basement, but still they lived near the master; and they loved their master more

than the master loved himself. They would give their life to save the master’s house quicker than

the master would. The house Negro, if the master said, "We got a good house here," the house

Negro would say, "Yeah, we got a good house here." Whenever the master said "we," he said

"we." That’s how you can tell a house Negro.

If the master’s house caught on fire, the house Negro would fight harder to put the blaze out than

the master would. If the master got sick, the house Negro would say, "What’s the matter, boss,

we sick?" We sick! He identified himself with his master more than his master identified with

himself. And if you came to the house Negro and said, "Let’s run away, let’s escape, let’s

separate," the house Negro would look at you and say, "Man, you crazy. What you mean,

separate? Where is there a better house than this? Where can I wear better clothes than this?

Where can I eat better food than this?" That was that house Negro. In those days he was called a

"house nigger." And that’s what we call him today, because we’ve still got some house niggers

running around here.

This modern house Negro loves his master. He wants to live near him. He’ll pay three times as

much as the house is worth just to live near his master, and then brag about "I’m the only Negro

out here." "I’m the only one on my job." "I’m the only one in this school." You’re nothing but a

house Negro. And if someone comes to you right now and says, "Let’s separate," you say the

same thing that the house Negro said on the plantation. "What you mean, separate? From

America? This good white man? Where you going to get a better job than you get here?" I mean,

this is what you say. "I ain’t left nothing in Africa," that’s what you say. Why, you left your

mind in Africa.

On that same plantation, there was the field Negro. The field Negro —— those were the masses.

There were always more Negroes in the field than there was Negroes in the house. The Negro in

the field caught hell. He ate leftovers. In the house they ate high up on the hog. The Negro in the

field didn’t get nothing but what was left of the insides of the hog. They call ’em "chitt’lin’"

nowadays. In those days they called them what they were: guts. That’s what you were —— a

gut—eater. And some of you all still gut—eaters.

The field Negro was beaten from morning to night. He lived in a shack, in a hut; He wore old,

castoff clothes. He hated his master. I say he hated his master. He was intelligent. That house

Negro loved his master. But that field Negro ——remember, they were in the majority, and they

hated the master. When the house caught on fire, he didn’t try and put it out; that field Negro

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prayed for a wind, for a breeze. When the master got sick, the field Negro prayed that he’d die. If

someone come [sic] to the field Negro and said, "Let’s separate, let’s run," he didn’t say "Where

we going?" He’d say, "Any place is better than here." You’ve got field Negroes in America

today. I’m a field Negro. The masses are the field Negroes. When they see this man’s house on

fire, you don’t hear these little Negroes talking about "our government is in trouble." They say,

"The government is in trouble." Imagine a Negro: "Our government"! I even heard one say "our

astronauts." They won’t even let him near the plant —— and "our astronauts"! "Our Navy" ——

that’s a Negro that’s out of his mind. That’s a Negro that’s out of his mind.

Just as the slavemaster of that day used Tom, the house Negro, to keep the field Negroes in

check, the same old slavemaster today has Negroes who are nothing but modern Uncle Toms,

20th century Uncle Toms, to keep you and me in check, keep us under control, keep us passive

and peaceful and nonviolent. That’s Tom making you nonviolent. It’s like when you go to the

dentist, and the man’s going to take your tooth. You’re going to fight him when he starts pulling.

So he squirts some stuff in your jaw called novocaine, to make you think they’re not doing

anything to you. So you sit there and ’cause you’ve got all of that novocaine in your jaw, you

suffer peacefully. Blood running all down your jaw, and you don’t know what’s happening.

’Cause someone has taught you to suffer —— peacefully.

The white man do the same thing to you in the street, when he want [sic] to put knots on your

head and take advantage of you and don’t have to be afraid of your fighting back. To keep you

from fighting back, he gets these old religious Uncle Toms to teach you and me, just like

novocaine, suffer peacefully. Don’t stop suffering ——just suffer peacefully. As Reverend

Cleage pointed out, "Let your blood flow In the streets." This is a shame. And you know he’s a

Christian preacher. If it’s a shame to him, you know what it is to me.

There’s nothing in our book, the Quran —— you call it "Ko—ran" —— that teaches us to suffer

peacefully. Our religion teaches us to be intelligent. Be peaceful, be courteous, obey the law,

respect everyone; but if someone puts his hand on you, send him to the cemetery. That’s a good

religion. In fact, that’s that old—time religion. That’s the one that Ma and Pa used to talk about:

an eye for an eye, and a tooth for a tooth, and a head for a head, and a life for a life: That’s a

good religion. And doesn’t nobody resent that kind of religion being taught but a wolf, who

intends to make you his meal.

This is the way it is with the white man in America. He’s a wolf and you’re sheep. Any time a

shepherd, a pastor, teach [sic] you and me not to run from the white man and, at the same time,

teach [sic] us not to fight the white man, he’s a traitor to you and me. Don’t lay down our life all

by itself. No, preserve your life. it’s the best thing you got. And if you got to give it up, let it be

even—steven.

The slavemaster took Tom and dressed him well, and fed him well, and even gave him a little

education —— a little education; gave him a long coat and a top hat and made all the other

slaves look up to him. Then he used Tom to control them. The same strategy that was used in

those days is used today, by the same white man. He takes a Negro, a so—called Negro, and

make [sic] him prominent, build [sic] him up, publicize [sic] him, make [sic] him a celebrity.

And then he becomes a spokesman for Negroes —— and a Negro leader.

Hayes

I would like to just mention just one other thing else quickly, and that is the method that the

white man uses, how the white man uses these "big guns," or Negro leaders, against the black

revolution. They are not a part of the black revolution. They’re used against the black revolution.

When Martin Luther King failed to desegregate Albany, Georgia, the civil—rights struggle in

America reached its low point. King became bankrupt almost, as a leader. Plus, even financially,

the Southern Christian Leadership Conference was in financial trouble; plus it was in trouble,

period, with the people when they failed to desegregate Albany, Georgia. Other Negro civil—

rights leaders of so—called national stature became fallen idols. As they became fallen idols,

began to lose their prestige and influence, local Negro leaders began to stir up the masses. In

Cambridge, Maryland, Gloria Richardson; in Danville, Virginia, and other parts of the country,

local leaders began to stir up our people at the grassroots level. This was never done by these

Negroes, whom you recognize, of national stature. They controlled you, but they never incited

you or excited you. They controlled you; they contained you; they kept you on the plantation.

As soon as King failed in Birmingham, Negroes took to the streets. King got out and went out to

California to a big rally and raised about —— I don’t know how many thousands of dollars. [He]

come [sic] to Detroit and had a march and raised some more thousands of dollars. And recall,

right after that [Roy] Wilkins attacked King, accused King and the CORE [Congress Of Racial

Equality] of starting trouble everywhere and then making the NAACP [National Association for

the Advancement of Colored People] get them out of jail and spend a lot of money; and then they

accused King and CORE of raising all the money and not paying it back. This happened; I’ve got

it in documented evidence in the newspaper. Roy started attacking King, and King started

attacking Roy, and Farmer started attacking both of them. And as these Negroes of national

stature began to attack each other, they began to lose their control of the Negro masses.

And Negroes was [sic] out there in the streets. They was [sic] talking about [how] we was [sic]

going to march on Washington. By the way, right at that time Birmingham had exploded, and the

Negroes in Birmingham —— remember, they also exploded. They began to stab the crackers in

the back and bust them up ’side their head —— yes, they did. That’s when Kennedy sent in the

troops, down in Birmingham. So, and right after that, Kennedy got on the television and said

"this is a moral issue." That’s when he said he was going to put out a civil—rights bill. And

when he mentioned civil—rights bill and the Southern crackers started talking about [how] they

were going to boycott or filibuster it, then the Negroes started talking —— about what? We’re

going to march on Washington, march on the Senate, march on the White House, march on the

Congress, and tie it up, bring it to a halt; don’t let the government proceed. They even said they

was [sic] going out to the airport and lay down on the runway and don’t let no airplanes land. I’m

telling you what they said. That was revolution. That was revolution. That was the black

revolution.

It was the grass roots out there in the street. [It] scared the white man to death, scared the white

power structure in Washington, D. C. to death; I was there. When they found out that this black

steamroller was going to come down on the capital, they called in Wilkins; they called in

Randolph; they called in these national Negro leaders that you respect and told them, "Call it

off." Kennedy said, "Look, you all letting this thing go too far." And Old Tom said, "Boss, I

can’t stop it, because I didn’t start it." I’m telling you what they said. They said, "I’m not even in

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it, much less at the head of it." They said, "These Negroes are doing things on their own. They’re

running ahead of us." And that old shrewd fox, he said, "Well If you all aren’t in it, I’ll put you

in it. I’ll put you at the head of it. I’ll endorse it. I’ll welcome it. I’ll help it. I’ll join it."

A matter of hours went by. They had a meeting at the Carlyle Hotel in New York City. The

Carlyle Hotel is owned by the Kennedy family; that’s the hotel Kennedy spent the night at, two

nights ago; [it] belongs to his family. A philanthropic society headed by a white man named

Stephen Currier called all the top civil—rights leaders together at the Carlyle Hotel. And he told

them that, "By you all fighting each other, you are destroying the civil—rights movement. And

since you’re fighting over money from white liberals, let us set up what is known as the Council

for United Civil Rights Leadership. Let’s form this council, and all the civil—rights

organizations will belong to it, and we’ll use it for fund—raising purposes." Let me show you

how tricky the white man is. And as soon as they got it formed, they elected Whitney Young as

the chairman, and who [do] you think became the co—chairman? Stephen Currier, the white

man, a millionaire. Powell was talking about it down at the Cobo [Hall] today. This is what he

was talking about. Powell knows it happened. Randolph knows it happened. Wilkins knows it

happened. King knows it happened. Everyone of that so—called Big Six —— they know what

happened.

Once they formed it, with the white man over it, he promised them and gave them $800,000 to

split up between the Big Six; and told them that after the march was over they’d give them

$700,000 more. A million and a half dollars —— split up between leaders that you’ve been

following, going to jail for, crying crocodile tears for. And they’re nothing but Frank James and

Jesse James and the what—do—you—call—’em brothers.

[As] soon as they got the setup organized, the white man made available to them top public

relations experts; opened the news media across the country at their disposal; and then they begin

[sic] to project these Big Six as the leaders of the march. Originally, they weren’t even in the

march. You was [sic ] talking this march talk on Hastings Street —— Is Hastings Street still

here? —— on Hasting Street. You was [sic] talking the march talk on Lenox Avenue, and out on

—— What you call it? —— Fillmore Street, and Central Avenue, and 32nd Street and 63rd

Street. That’s where the march talk was being talked. But the white man put the Big Six [at the]

head of it; made them the march. They became the march. They took it over. And the first move

they made after they took it over, they invited Walter Reuther, a white man; they invited a priest,

a rabbi, and an old white preacher. Yes, an old white preacher. The same white element that put

Kennedy in power ——labor, the Catholics, the Jews, and liberal Protestants; [the] same clique

that put Kennedy in power, joined the march on Washington.

It’s just like when you’ve got some coffee that’s too black, which means it’s too strong. What

you do? You integrate it with cream; you make it weak. If you pour too much cream in, you

won’t even know you ever had coffee. It used to be hot, it becomes cool. It used to be strong, it

becomes weak. It used to wake you up, now it’ll put you to sleep. This is what they did with the

march on Washington. They joined it. They didn’t integrate it; they infiltrated it. They joined it,

became a part of it, took it over. And as they took it over, it lost its militancy. They ceased to be

angry. They ceased to be hot. They ceased to be uncompromising. Why, it even ceased to be a

march. It became a picnic, a circus. Nothing but a circus, with clowns and all. You had one right

Hayes

here in Detroit —— I saw it on television —— with clowns leading it, white clowns and black

clowns. I know you don’t like what I’m saying, but I’m going to tell you anyway. ’Cause I can

prove what I’m saying. If you think I’m telling you wrong, you bring me Martin Luther King and

A. Philip Randolph and James Farmer and those other three, and see if they’ll deny it over a

microphone.

No, it was a sellout. It was a takeover. When James Baldwin came in from Paris, they wouldn’t

let him talk, ’cause they couldn’t make him go by the script. Burt Lancaster read the speech that

Baldwin was supposed to make; they wouldn’t let Baldwin get up there, ’cause they know

Baldwin’s liable to say anything. They controlled it so tight —— they told those Negroes what

time to hit town, how to come, where to stop, what signs to carry, what song to sing, what speech

they could make, and what speech they couldn’t make; and then told them to get out town by

sundown. And everyone of those Toms was out of town by sundown. Now I know you don’t like

my saying this. But I can back it up. It was a circus, a performance that beat anything Hollywood

could ever do, the performance of the year. Reuther and those other three devils should get a

Academy Award for the best actors ’cause they acted like they really loved Negroes and fooled a

whole lot of Negroes. And the six Negro leaders should get an award too, for the best supporting

cast.

Hayes



Argumentation and persuasion is such a huge piece of communication. Usually when people hear

the word argumentation, they think of negative conflict; however, conflict and argumentation for

that matter can be good and extremely positive. Through the use of judicial speeches and

presentations, we as a class will explore this idea more in depth.

Judicial speeches are used as a means of arguing for a change to a policy, to create a new policy,

or to get rid of a policy. They are meant to advocate a point for someone or something. Once

again, whether in an academic setting, professional, or casual setting, at some point in time an

individual will have to argue their stance on an issue. This presentation will prepare individuals

for the time that they will have to do such a thing.

Objective:


methods


Provide an opportunity to express ones opinion on a current policy or issue in today’s

society


6. Each student will decide on a policy or an issue that they feel needs to be changed,

addressed, or gotten rid of. The policy or issue can be a serious issue such as health care,

or a more light-hearted issue such as banning reality television. The idea is to present an

argument using appeals (with emphasis on logical appeals) to persuade the audience that

this policy or issue is something that really needs to be taken into consideration.






speech


Use of transitions as a smooth and clear bridge between ideas, structure and the

entire organizational pattern






5. Presentation free of the classroom podium or desk to enable full presence

and use of your body language for communicating competently


Hayes



Due Date

The presentations will take place on days 13, 14 and 15 of this unit. Each individual will hand in

a copy of their outline to me on the day that they speak as well as a copy of the rubric.

Points Possible



Hayes

Lesson Plan 9

Day: 9 – Thursday Title of Lesson: Library Day

Standards Research and Reasoning: 4.1.d: Design and defend a set of diverse research strategies (e.g.

cross referencing bibliographies, creating annotated bibliographies, researching source

credentials) to identify information appropriate to the needs of a research question, hypothesis,

or thesis statement


Students will address standard 4.1.d through gathering research for their final speech topic and developing a bibliography.

Link Students understand the importance of logical appeals when it comes to argumentation and persuasion therefore it is imperative to gather good information.

Materials Computer Lab reservation Index Cards Computer login information Class Roster

Differentiation Students will have a chance to type up their speeches and gather research on the computers and in the library.

Assessment Students will turn in their note cards with the research and the sources they gathered written on the note cards.



00:00-5:00 - Welcome class and take attendance. - Find a computer and login.

5:01-10:00 - Provide a short, in depth lesson on researching, the do’s and don’ts, etc.

-Listen, ask questions

10:01-88:00 - Help students with their research and writing their speeches.

-Write their information on the note cards I passed out, write down the sources in proper MLA format

88:01-90:00 - Wrap up Lab Day and ask if anyone has any questions. - Remind students to bring a draft of speech tomorrow

- Ask questions.

Handouts;

Index Cards

Homework:

Index card with research, sources, and topics; Rough draft of speech

Hayes

Lesson Plan 10

Day: 10 – Friday Title of Lesson: Workshop

Standards Oral Expression: 1.2.b: Propel conversations by posing and responding to questions that

probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or

issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and

creative perspectives. Reading: 2.1.a: Analyze how an author’s choices concerning how to structure specific





persuasiveness or beauty of the text. Writing: 3.2.a: Articulate a position through a sophisticated claim or thesis statement and

advance it using evidence, examples, and counterarguments,


Students will address standard 1.2.b through workshop as they pair, or group up and discuss what needs to be fixed. Partners will read each other’s speeches to address standards 2.1.a and 2.2.a but standard 3.2.a will be addressed by the speech writer him/herself.

Link Students have work shopped speeches in previous units so they understand what to do. When it comes to what to look for, students should be thinking about previous lesson plans.

Materials Students speeches Class Roster Writing Utensils

Differentiation Students will read their speeches aloud and partners will reread the speeches.

Assessment Students will show me their work shopped drafts as “exit tickets.”




- Ask questions

5:01-10:00 - Have students pair up and explain the workshop and how it will go.

- Listen

10:01-88:00 - Help students as they workshop -Workshop with each other

88:01-90:00 - Answer questions, discuss how the workshop went, remind students to make revisions necessary and bring in their drafts on Monday

-Ask questions, make comments, listen

Homework:

Make revisions to drafts and bring in revised copy for Monday along with bibliography

Hayes

Lesson Plan 11

Day: 11 – Monday Title of Lesson: Practice Day


clear and distinct perspective, such that listeners can follow the line of reasoning, alternative

or opposing perspectives are addressed, and the organization, development, substance, and

style are appropriate to purpose, audience, and a range of formal and informal tasks. Oral Expression: 1.2.b: Propel conversations by posing and responding to questions that

probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or

issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative

perspectives. Writing: 3.1.a: Use a range of elaboration techniques (such as questioning, comparing,



advance it using evidence, examples, and counterarguments, Writing: 3.3.b: Deliberately manipulate the conventions of standard English for stylistic

effect appropriate to the needs of a particular audience and purpose. Research and Reasoning: 4.1.d: Design and defend a set of diverse research strategies

(e.g. crossreferencing bibliographies, creating annotated bibliographies, researching source

credentials) to identify information appropriate to the needs of a research question,

hypothesis, or thesis statement Research and Reasoning: 4.2.a: Synthesize information to support a logical argument


Students will address standards 1.1.a and 1.2.b through presenting parts of their speech and giving feedback to those that give their speeches. Students will address standards 3.1.a, 3.2.a, and 3.3.b by writing their speech outlines and molding it to address the rhetorical purposes. Students will address standards 4.1.d and 4.2.a through integrating the research they’ve found into their speeches to support their arguments and citing it appropriately.

Link Students have already given a speech for this unit they now understand more what to expect.

Materials Evaluation sheets Class Roster Class Speech List Marker Stopwatch

Differentiation Students will present their speeches to the audience. Assessment Students will be given written and verbal feedback from myself as well as the students in

the audience.



Hayes


-Ask questions

5:01-88:00 - Listen to students as they practice excerpts of the speeches to the class as a whole

- Provide feedback and ask questions

- Perform and excerpt from speech, with caution to not reveal too much but enough to get help. Excerpt should be one that the student wants help on -Students in audience will listen and provide feedback and ask questions after each presentation

88:01-90:00 -Answer questions -Explain what will be taking place tomorrow -Remind students to keep working on their speech and keep practicing

-Listen and ask questions

Handouts;

Evaluation Sheets

Homework:

Continue to develop speech

Hayes

Lesson Plan 12

Day: 12 – Tuesday Title of Lesson: Argumentation and Persuasion Displayed

Standards Reading: 2.1.a: Analyze how an author’s choices concerning how to structure specific





persuasiveness or beauty of the text.


Students will address standards 2.1.a and 2.2.a as they watch argumentation and persuasion in videos. Literacy is more than reading, analyzing, and comprehending words on paper, it is also analyzing and comprehending many different forms of text, in this case the medium is visual.

Link Students have already analyzed readings, now they will analyze another form of text in video.

Materials Projector DVD Player DVD with examples of argumentation and persuasion complied Class Roster

Differentiation Students are able to view the videos, listen to what is being said and if need be I can create transcripts of the videos.

Assessment I will listen and observe the comments and reactions of the students to the videos.




- Ask questions

5:01-12:00 - Pass out worksheet that has to deal with video and explain worksheet

- Listen

12:01-88:00 - Watch videos on persuasion and argumentation and analyze videos and conduct discussions between videos

- Watch videos -Participate in discussions

88:01-90:00 - Remind students about presentations tomorrow, have them sign up on sign-up sheet

- Listen -Sign up for speeches

Hayes

Handouts;

Video worksheet

Homework:

Finish video worksheet, continue to develop and practice speech; polished outline

Hayes

Questions for Persuasive/Argumentative Videos

Examples of videos watched:

http://www.youtube.com/watch?v=yMLZO-sObzQ

http://www.youtube.com/watch?v=QwRISkyV_B8

http://www.youtube.com/watch?v=2xZp-GLMMJ0

1. What were some of the different methods of persuasion and argumentation in the videos?

2. What appeals did you notices in the videos?

3. For the videos that were really persuasive, what worked for them?

4. For the videos that were so persuasive, what didn’t work for them?

5. What did you learn from the videos, or rather, what might you experiment with that you saw

in the videos?

http://www.youtube.com/watch?v=yMLZO-sObzQ

http://www.youtube.com/watch?v=QwRISkyV_B8

Hayes

Informative Speech Sign-Up List

Day 13 (Wednesday) Day 14 (Thursday) Day 15 (Friday)

1. 2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

(Day 13 Overflow) 14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

(Day 14 Overflow)

Hayes

Lesson Plan 13

Day: 13 – Wednesday Title of Lesson: SPEECH DAY!




style are appropriate to purpose, audience, and a range of formal and informal tasks. Writing: 3.1.a: Use a range of elaboration techniques (such as questioning, comparing,











Materials Evaluation sheets Class Roster Class Speech List Peer Evaluation sheets Marker Stopwatch

Differentiation Students will have different outlines based on their public speaking level. Students can range from having index cards to their full sentence outline.

Assessment Students will be given written and verbal feedback from myself as well as the students in the audience.





Hayes

5:01-90:00 - Start presentations - Provide feedback and ask questions after each presentation -Fill out rubric


Handouts;

Rubric

Homework:

Continue to develop speech if you haven’t presented, bring polished outline

Hayes



Argumentation and persuasion is such a huge piece of communication. Usually when people hear

the word argumentation, they think of negative conflict; however, conflict and argumentation for

that matter can be good and extremely positive. Through the use of judicial speeches and

presentations, we as a class will explore this idea more in depth.

Judicial speeches are used as a means of arguing for a change to a policy, to create a new policy,

or to get rid of a policy. They are meant to advocate a point for someone or something. Once

again, whether in an academic setting, professional, or casual setting, at some point in time an

individual will have to argue their stance on an issue. This presentation will prepare individuals

for the time that they will have to do such a thing.

Objective:


methods


Provide an opportunity to express ones opinion on a current policy or issue in today’s

society


11. Each student will decide on a policy or an issue that they feel needs to be changed,

addressed, or gotten rid of. The policy or issue can be a serious issue such as health care,

or a more light-hearted issue such as banning reality television. The idea is to present an

argument using appeals (with emphasis on logical appeals) to persuade the audience that

this policy or issue is something that really needs to be taken into consideration.






speech


Use of transitions as a smooth and clear bridge between ideas, structure and the

entire organizational pattern






5. Presentation free of the classroom podium or desk to enable full presence

and use of your body language for communicating competently


Hayes



Due Date

The presentations will take place on days 13, 14 and 15 of this unit. Each individual will hand in

a copy of their outline to me on the day that they speak as well as a copy of the rubric.

Points Possible



Hayes



Student Name: ________________________________________

CATEGORY 10 8 7 6






















Hayes



Uses sources that are questionable and lead to the speakers credibility being questioned. Sources can be off topic.




















Hayes

Lesson Plan 14

Day: 14 – Thursday Title of Lesson: SPEECH DAY 2!






















Hayes



Handouts;

Rubric

Homework:


Hayes



Student Name: ________________________________________

CATEGORY 10 8 7 6






















Hayes























Hayes

Lesson Plan 15

Day: 15 – Friday Title of Lesson: Speech Day 3




















Hayes





Handouts;

Rubric

Homework:


Hayes



Student Name: ________________________________________

CATEGORY 10 8 7 6






















Hayes























Hayes

Self-Reflection

I would assume that any individual going into the field of teaching would take one look at

duty of creating a unit plan and tremble just a little bit at how monstrous it appears, because that

is exactly what I did. However, with my inspiration to teach in mind and a strong determination

to take on any task that will get me to my desired go, I did what I had to do and completed this

unit plan. During the process of working on the unit plan I began to realize how essential it is to

plan out every move down to the nearest minute. I learned a lot just through the process of

putting the unit plan together and by the time I finished, I became a vessel of newly obtained

knowledge, but of course, it was no easy task to get the plan completed.

To complete the given assignment, I begin by following Dr. Reid’s plan for finishing the

task, which involved breaking down the unit plan into sections and completing them as we went

throughout the semester. I start with the UbD template which I struggled a little bit on when it

came to the more in depth questions, but as I began to work through them the unit plan as a

whole began to unfold itself to me. I believe that after completing the UbD, it demonstrates how

I can work backwards and align all of the elements and standards with a unit plan that is still

under construction. The way I created the UbD makes it so that anyone reading the UbD

understands exactly what I’m trying to accomplish with my unit and why I want to do that, and

how I plan on executing the task.

The rationale, which was the next plan of action on Dr. Reid’s schedule, was also a

difficult task for me to begin with, but I believe that, just like the UbD, is shows anyone that

reads it, exactly what I am doing, how I am doing it, and why I am doing it. To begin with, the

rationale was difficult, as I had stated before, but when I looked back on the readings of

Smagorinsky, the overall goal for the rationale and how to obtain that goal became clear and I

was about to gather research to justify my instructional decisions in a coherent and persuasive

manner.

Once the UbD and the rationale were completed, everything else began to fall into place

and it was just a matter of work and time to complete the overall assignment. The lesson plans

involved a lot of creativity on my part as well as looking back at classes I have taken throughout

my academic career to put together lessons I felt would be the most beneficial and advantageous

to the students in this unit. I integrated many of the lessons I went through as a student in

communication and speech with my own creativity. For example, the sales presentation

assignment is an idea that I adapted from current Colorado State professor, Dr. Karyl Sabbath,

but the idea of having audience exercises and analyzing videos on persuasion are ideas that I

created. The culminating assessment is both an adaptation from many professors and teachers I

have had throughout my academic career in addition to some tweaks to the assignment on my

own creative end. I feel that the culminating assessment will definitely lead to the students

demonstrating everything they have learned throughout the unit because I have seen this project

play out and the success that comes with it. The rubric for the assignment (an analytical rubric) is

also a combination of ideas from Rubistar and evaluations I felt were necessary. For example,

“introduction” and “use of appeals” are concepts from my own making, while “time limit” is a

Rubistar product. The way I assigned points allows for a variety of outcomes where the lowest

possible grade if the assignment is completed would be a D.

I believe that due to the effort and creativity that I put into this assignment that it is worth

a 97/100. If I had more time it would be spent editing formats and going more in depth with

some of the lessons, but I believe for the amount of time I was given, the lesson plans are

efficient for an actual class.

unit plan - wikispacesplan.pdfhayes unit plan: rhetoric: the power of persuasion and argumentation...

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