University of Texas
AMS 321/HIS 350R
Oratory in America,
1775-Present
Unique Numbers 30841 and
39740
Tuesdays, 3:30-6:30 in
CBA 4.338
Prof. Carolyn Eastman
Email: [email protected]
Office: Garrison 3.218
Office phone: (512) 475-7263
Office hours: Wednesdays, 12:152:15 and by appointment
Course description:
From Patrick Henry’s “Give me liberty or give me death!” to Sojourner Truth’s “Ar’n’t I
a woman?” to Martin Luther King, Jr.’s “I have a dream,” oratory plays a vital role in American
history and culture. Orators have inspired or censured their audiences, spoken vividly of the
future or the past, and sought to change prevailing ideas in order to improve or purify American
society. Even in a digitized, fast-moving media environment, oratory retains an important role: it
remains an art, a vital form of political communication, a source of inspiration, and at times a
source of anxiety when Americans worry that charismatic figures might be leading us astray. As
these comments indicate, oratory is a place where ideas of community, values, ideals, and
character are articulated, debated, and enacted. Far from treating solely the most prominent white
men in American history, this topic encompasses the full diversity of American culture—finding
women, minorities, and the poor as both public speakers and as influential members of audiences.
This class analyzes the history of oratory in America on three levels. First, we examine
canonic speeches on their own in order to learn specific forms of rhetorical argument and
arrangement. These include large numbers of speeches by women and minorities, including
Frances Wright, Frederick Douglass, Aimee Semple McPherson, Malcolm X, and Barbara
Jordan. We will also examine guidebooks for public speaking over time to understand how
expectations for self-presentation have changed and how ordinary people learned the arts of
oratory. Second, we discuss scholarship that examines oratory closely to understand its place in
American culture over time. Finally, we will attempt to understand how oratory functions to
create an American public—a single audience or diverse audiences for democracy.
Required readings, available at the Co-op and on reserve at the PCL:
• Carolyn Eastman, A Nation of Speechifiers (U. of Chicago Press)
• Lawrence Levine, The Fireside Conversations (U. of California Press)
• Lawrence Levine, Highbrow/Lowbrow (Harvard U. Press)
• The McGuffey Readers, ed. Elliott Gorn (Bedford/St. Martin’s)
• Carla Peterson, Doers of the Word (Rutgers U. Press)
• Jonathan Reider, The Word of the Lord is Upon Me (Harvard U. Press)
• PACKET of readings is available at Paradigm on 24th Street (near Guadalupe)
Bring all assigned readings to class for discussion.
Requirements:
1) Active participation in class discussion (25%)
By “active,” I mean that you speak up at least three times during each class to contribute to our
conversations, and that you do so thoughtfully and with generosity to your fellow students. Your weekly
class participation grade will suffer if you’re late to class; and because we will only have thirteen class
meetings, I permit no unexcused absences.
2) 2-page word-processed, double-spaced position papers on the week’s readings, due
emailed to me each Monday before class (4% each x 9 = 36%)
These should lay out an analytical position on at least one of the major readings of the week. It should
not simply summarize the reading or react to it (I don’t care whether you liked it or not), but should
offer a thoughtful, original comment on it; another way to approach this assignment is to identify a
central tension within the document at hand. Pay attention to the weekly schedule as I request that you
write position papers about a wide range of different kinds of texts during the semester.
3) Class presentation, done once during the semester with a fellow student (9%)
You and one fellow student will team up once during the semester to begin class discussion by using a
co-written position paper (which will replace the position paper you owe that week). The position paper
should be very effective in laying out what you see as the crucial questions about that week’s readings.
In addition, you should provide some background information on the topics and histories discussed.
4) 1000-word analysis of a public speech, due by Friday, March 4 (10%)
At any point during the first 7 weeks of the semester, attend a public speech in person and discuss it.
What does the speaker argue, how does he/she make the argument, and in what ways does it succeed (or
not)? How does the speaker carry him/herself, gesture, and express emotions? Were you moved by the
speech? This can be anything from a religious, motivational, political, or argumentative speech (on the
West Mall, for example).
5) A 1000-word speech of your own composition on a topic of your choosing, due
Friday, April 15 by 5pm in my History Department box (20%)
I’ll discuss this more in class, but your job here is to compose an effective 10-minute talk. You can take
any of the formats we discuss in class: an apology, inspiration, political argument, commemoration—but
you must infuse your composition with some of the classic elements of that form of speech.
Class structure and rules of courtesy:
This is an intense reading, writing, and discussion seminar. Before you commit to taking
this class, keep in mind that we will read an average of 140 pages per week, but sometimes this
expands to even more, so please make sure your schedule permits enough time to take care with
the readings. In addition, take into account that you will be write at least 25 pages of prose during
the course of the semester.
You should come on time to all classes, stay until the end of class, turn off your cell
phone (no texting) and be considerate to your professor and classmates by refraining from talking
to those around you. Because I am strongly dedicated to enhancing concentration and thereby the
active participation of everyone, I will permit no laptops to be used in class except during class
presentations.
Academic honesty:
Students should be fully aware of university rules regarding academic dishonesty, which
can mean (but is not limited to) cheating, plagiarism, collusion, falsifying academic records, and
any other act designed to give unfair academic advantage to the student. I assume that students
will fully comply throughout the semester; I will observe all university procedures in resolving
violations if they occur. See the Student Judicial Services at http://deanofstudents.utexas.edu/sjs/.
Special needs:
Upon request, the University provides appropriate academic accommodations for
qualified students with disabilities. To determine if you qualify, contact the Dean of Students at
(512) 471-6259; 471-4641 TTY. I will work with you to make all appropriate arrangements; be
sure to provide me with a copy of the certification letter.
Blackboard and your email account:
I will post lecture outlines, class announcements, office hours, and information about
exams on Blackboard: login at https://courses.utexas.edu/webapps/login/. Keep your email
address current on UT Direct for class communication—and make sure your mailbox isn’t full.
Grading:
I’m very straightforward about my grading policies and will be happy to post the general
guidelines I use on Blackboard or discuss them with you individually. Throughout the semester I
will provide ample feedback on your work—from helping you rethink the argument to a line-byline copyediting of your prose: it is one of my goals as a teacher to help you express yourself in
the most effective manner possible. I am always happy to discuss grades with students—but
please do so within three weeks of receiving the essay back from me.
Absences, holy days, late assignments, and make-up exams:
I adhere to strict rules about turning in assignments on time and coming to class every
week, so keep me apprised immediately of anything affecting your ability to do so. Therefore,
athletes must present us with a letter from the Athletics Department detailing all excused
absences. If you need to reschedule an assignment due to the observation of a religious holy day,
it is university policy that you must notify me at least fourteen days prior to that event.
Unexcused late assignments will lose 4 points per late day, including weekend days. There will
be no make-up opportunities in this class except in extreme circumstances. If you receive
permission to turn in something late, you must complete all assignments within two weeks of the
original due date to receive credit.
1. January 18: Declaring Independence
2. January 25: No class, as I must be out of town for professional reasons.
3. February 1: Speaking in Public in the Early Republic
Read: Eastman, Nation of Speechifiers, chapters 1-3
Illustrations from Method to Learn to Design the Passions (1734), 6pgs. PACKET
Caleb Bingham, “General Instructions for Speaking” from Columbian Orator, pp. 23,
+“Lines Spoken at a School Exhibition,” 1 pg. + “Dialogue between a White
Inhabitant of the United States and an Indian,” 3pgs. PACKET
Priscilla Mason, “Salutatory Oration,” 3 pgs. PACKET
4. February 8. Fiery Oratory in the Opposition to Oppression in Antebellum America
Read: David Blight, “Introduction” to The Columbian Orator, 16 pgs. + “Dialogue Between a
Master and Slave,” 3 pgs. PACKET
Frederick Douglass, “What to the Slave is the Fourth of July?” (1852) PACKET
William Lloyd Garrison, description of hearing Frederick Douglass speak in public
(1840s) PACKET
Peterson, Doers of the Word, pp. 1-87, 119-45
Maria Stewart, “Address Delivered at African Masonic Hall” (1833), 6 pgs. PACKET
Sojourner Truth, two accounts of her “Ar’n’t I a Woman?” speech (1851), 4 pgs.
PACKET
bell hooks, “Talking Back,” from Talking Back (1989), 5 pgs.
5. February 15. American Pride in American Oratory
Read: Edward G. Parker, “Introduction” to The Golden Age of American Eloquence (1857), 13
pgs. PACKET
Donald M. Scott, “The Popular Lecture and the Creation of a Public,” Journal of
American History 66 (1980): 791-809. PACKET
Levine, Highbrow/Lowbrow, pp. 1-81
Gorn, ed., The McGuffey Readers, pp. 1-33, 59-78, 92-101, 143-69
Required, Wed., Feb. 16 at 7pm: Attend the talk “The Body in Aesthetic Experience” by
Vittorio Gallese, a neuroscientist from Parma, Italy who researches questions of memory
and the body
6. February 22. Abraham Lincoln, Orator at a Time of National Crisis
Read and Listen: Michael P. Johnson, “Introduction: Lincoln, Wordsmith,” 10 pgs. PACKET
Abraham Lincoln, “House Divided” speech (1858), 9 pgs. PACKET
Lincoln, “Address at the Cooper Institute” (1860), 19 pgs. PACKET
Jefferson Davis, “Farewell Address” (1861), 5 pgs. PACKET
Lincoln, “First Inaugural Address” (1861), 10 pgs. PACKET
Lincoln, “Gettysburg Address” (1863), 1 pg. PACKET and listen to a wide range of
people read the Gettysburg Address at www.americanrhetoric.com, including
Sam Waterston, Colin Powell, Jeff Daniels, and others; also check out video at
http://www.youtube.com/results?search_query=gettysburg+address&aq=f
Lincoln, “Second Inaugural Address” (1864), 2 pgs. PACKET
7. March 1. Chautauqua, The Most American Thing in America
Read and Listen: Charlotte Canning, The Most American Thing in America, 1-24, 33-58, 155-78.
PACKET
Russell Conwell, “Acres of Diamonds” (1880s?), 33 pgs. PACKET and listen to Conwell
reading from this speech at www.americanrhetoric.com
Agnes Rush Burr, from Russell H. Conwell and His Work (1917), 43 pgs. PACKET
Levine, Highbrow/Lowbrow, 85-168
YOUR 1000-WORD ANALYSIS OF A PUBLIC SPEECH IS DUE IN MY HISTORY
DEPARTMENT BOX BY 5 PM ON FRIDAY, MARCH 4
8. March 8. Self-Improvement, Self-culture, and a Twentieth-Century Salesman-Self
Read: Emma Griffith Lumm, selections from The Twentieth-Century Speaker (1899), 20 pgs.
PACKET
Levine, Highbrow/Lowbrow, 171-256
Dale Carnegie, selections from How to Win Friends and Influence People (1936), 25 pgs.
HANDOUT
9. March 22. Radio: The President Reaches a Public by New Technologies
Read and Listen: Levine, The Fireside Conversations, pp. 1-159
Franklin Delano Roosevelt, Fireside Chats #1, #7, and #16 (1933, 1935, and 1940), 16
pgs. PACKET and view at http://millercenter.org/scripps/archive/speeches
10. March 29. Presidents as “Great Communicators”
Read and View: Richard Nixon, “Checkers” speech (1952), 12 pgs. PACKET
First 1960 Presidential debate (Nixon v. Kennedy), 15 pgs. PACKET
John F. Kennedy’s Inauguration Speech (1961), 4 pgs. PACKET
Ronald Reagan, First Inaugural Speech (1981), 5 pgs. PACKET
Reagan, Speech on the Challenger disaster (1986), 2 pgs. PACKET
All of the above speeches are available for viewing at
http://millercenter.org/scripps/archive/speeches
(Senator) Barack Obama, Speech at the 2004 Democratic National Convention, 5 pgs.
PACKET available on YouTube:
http://www.youtube.com/watch?v=eWynt87PaJ0
(President-elect) Barack Obama, Remarks on Election Night (2008), 4 pgs. PACKET:
view at http://elections.nytimes.com/2008/results/president/speeches/obama-victory-speech.html
11. April 5. There Is Something Wrong in America: Civil Rights Oratory
Read and View: Reider, The Word of the Lord is Upon Me, 1-15, 158-247
Martin Luther King, Jr., “Address to the March on Washington,” (1963), 5 pgs. PACKET
Keith Miller, “Voice Merging and Self-Making: The Epistemology of ‘I Have a Dream’,”
Rhetoric Society Quarterly 19 (1989): 23-31. PACKET
Robert F. Kennedy, “Remarks on the Assassination of MLK” (1968), 2 pgs. PACKET
and view at: http://www.youtube.com/watch?v=MyCWV_N0EsM
(Senator) Barack Obama, “A More Perfect Union” (2008), 10 pgs. PACKET: view at
http://www.youtube.com/watch?v=1qAtZ9N6FiY
12. April 12. No class, so you can complete your own public speech. 1000-word public
speech (text) is due by Friday, April 15 in my History Department Box
13. April 19. There Is Something Wrong in America, Part II: Protest Nation
Read and View: Mario Savio (Free Speech Movement), “Speech in Sproul Plaza” (1964), 2 pgs.
PACKET and listen to the audio at
http://www.youtube.com/watch?v=tWO2IFSDGUQ&feature=related
Malcolm X, “The Ballot or the Bullet,” (1964) 20 pgs. PACKET and listen to the audio at
http://www.brothermalcolm.net/mxwords/whathesaid13.html
Betty Friedan, “The Crisis in Women’s Identity,” (1964) 12 pgs. PACKET
Cesar Chavez, “Address at the Commonwealth Club,” (1984), 7 pgs. PACKET and listen
to the audio at http://esl-bits.net/listening/Media/CesarChavez/default.html
14. April 26. I Apologize: Political and Sexual Scandals and the Art of Apology
Read and View: Richard Nixon, “Remarks on Leaving the White House” (1974), 5 pgs.
PACKET and view at:
http://www.americanrhetoric.com/speeches/richardnixonresignationspeech.html
Jimmy Swaggart, “Apology Sermon” (1988), 5 pgs. PACKET and view portions of this
speech at: http://abcnews.go.com/US/video/jimmy-swaggart-affair-apology9876022 (apologies for the ad)
Susan Wise Bauer, “Jimmy Swaggart’s Model Confession,” in The Public Grovel, 9 pgs.
PACKET
Mark Sanford, Press Conference about extramarital affair (2009): view at
http://www.youtube.com/watch?v=1qAtZ9N6FiY
15. May 3. Coming together: Final Thoughts