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
Hayes
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
Curriculum Area
Developed By
Argumentation
Grade Level
11th and 12th Grade
Speech and Communication
Time Frame
Three Weeks (90 minute
periods/5 days/week
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
Overarching Understanding
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.
Related Misconceptions
Essential Questions
Overarching
What is rhetoric?
How can we better utilize
rhetoric and persuasion?
Topical
How can we use
evidence in our favor in
an argument?
How can we use another
person’s evidence
against them in an
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Argumentation is bickering, fighting, and unproductive
conflict.
argument?
Conflict is unproductive.
Knowledge
Skills
Students will know…
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
Dependent on argument-could range anywhere from classmates, to politicians, or even
Audience 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 11 th
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 selfevaluate 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
Braet, Antoine C. "Ethos, Pathos, and Logos in Aristotle's Rhetoric: A Re -Examination."
Argumentation. 6.3 (1992): 307-320. Print.
"Communication in the High School Curriculum: Speaking and Listening; Subject Field Series,
Bulletin D-1. Revised Edition.." (1971): 1 -84. ERIC. Web. 12 Nov 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch
_SearchValue_0=ED105481&ERICExtSearch_SearchType_0=no&accno=ED105481>.
Schwarz, Baruch B. "Argume ntation and Learning." Argumentation and Education. 1. (2009): 91 126. Print.
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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
Examining the
history of rhetoric
None
-Index card with
list of possible
topics for
speeches and
presentations
Index Card
Finish readings if
not finished in
class, complete
rhetoric
worksheet
Begin developing
speech for first
assignment
2 (TUES)
Plato, Socrates,
Aristotle
3 (WED)
Ethos, Pathos,
Logos
4 (THURS)
Audience
5 (FRI)
Modern
Rhetoricians
WEEK 2
6 (MON)
7 (TUES)
8 (WEDS)
First Assignment
(Sales Speeches)
Mock Argument
Exercises to
examine ethos
pathos and logos;
assign first speech
in unit
Exercises and
discussions on
determining proper
means of
persuasion
depending on
audience
Examining
contemporary ideas
and theories of
rhetoric; sign up for
presentation order
Rhetoric
Worksheet
Perform Speech,
Audience will
provide feedback
Deliberation/Debate
style of discussion
about various topics
“Message to the
Discuss and
Grassroots,” “For analyze speeches;
None
Continue
developing first
assignment
None
Continue
developing first
assignment
Sales Speech
Outline
Begin developing
ideas for a topic
for the final unit
assignment and
begin creating an
outline of final
unit assignment
Continue reading
None
None
Read Shirley
Chisholm’s “For
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the Equal Rights
Amendment”
explain final unit
assignment
9 (THURS)
Library Day
Getting research for
assignment
10 (FRI)
Workshop Day
Workshop rough
draft of outlines
with multiple
partners; more time
to research topics if
needed
WEEK 3
11 (MON)
Practice Day
12 (TUES)
13 (WED)
14 (THURS)
15 (FRI)
Practice excerpt
from speeches to
whole class,
audience will
provide feedback
and constructive
criticism; more
time to research
topics if needed
Argumentation
Watch various
and Persuasion
videos of
Displayed
persuasion and
argumentation at
work; sign up for
speech order
Speech Day 1
Perform Speeches,
Audience will
provide feedback
and constructive
criticism
Speech Day 2
Perform Speeches,
Audience will
provide feedback
and constructive
criticism
Speech Day
Perform Speeches,
3/Discussion/Unit
Reflect on unit,
closing remarks
discuss the
and reflections
upcoming units and
how this unit relates
the Equal Rights
Amendment” and
Malcolm X’s
“Message to the
Grassroots”
Notes from
Draft a
research due at
bibliography;
end of class as an
bring a rough
exit ticket
draft of outline
Rough Draft of
Make revisions
Outline for
to rough drafts of
workshop
speeches
Revised Outline
Continue to
develop speech
None
Speech Outline
Continue to
develop speech,
finish worksheet
based off of
videos watched
in class
Speech Outline
Speech Outline
Speech Outline
Speech Outline
Speech Outline
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Day: 1 – Monday
Lesson Plan 1
Title of Lesson: Introduction to
Argumentation/Persuasion
Colorado
Academic
Standards
Statement on
Standards
Link
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.
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.
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.
- 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”)
Assessment
Instructional Sequence
Time
0:00-5:00
5:01-07:00
07:01-60:00
60:01-70:00
The teacher will . . .
The student will . . .
- 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.
- Explain to the class exactly what we will do throughout - Listen to me and ask questions as needed.
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).
- Participate in discussion, as questions, engage
Introduction to Argumentation and Persuasion
other students, and appear engaged themselves.
- I will begin by asking questions and starting up a
- Attempt to contribute something to the
discussion about a “controversial topic” that I know
conversation.
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.
- Discuss if any views had changed through the
- Continue to participate in discussion.
discussion and why
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71:00-80:00
80:01-90:00
- Listen and ask questions; if any.
- 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.
- 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.
5.
presentation free of the classroom podium or desk to enable full presence and
use of your body language for communicating competently
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
Assignment Required Elements
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 lighthearted 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
4. Speeches will be evaluated based on the following criteria:
 Development of topic-in other words, it wasn’t last minute
 Research and logic to present clear developed evidence-cited sources throughout
speech
 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
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.
Audiences for Assignment
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
Pitch
10
Pitch was often
used and it
conveyed
emotions
appropriately.
Preparedness
Student is
completely
prepared and has
obviously
rehearsed.
8
Pitch was often
used but the
emotion it
conveyed
sometimes did not
fit the content.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces
one word.
Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Shows a full
understanding of
the topic.
Content
7
Pitch was rarely
used OR the
emotion it
conveyed often did
not fit the content.
6
Pitch was not used
to convey emotion.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Student does not
seem at all
prepared to
present.
Speaks clearly and
distinctly most (
94-85%) of the
time.
Mispronounces no
more than one
word.
Stands up straight
Sometimes stands
and establishes eye up straight and
contact with
establishes eye
everyone in the
contact.
room during the
presentation.
Often mumbles or
can not be
understood OR
mispronounces
more than one
word.
Shows a good
understanding of
the topic.
Does not seem to
understand the
topic very well.
Shows a good
understanding of
parts of the topic.
Slouches and/or
does not look at
people during the
presentation.
Hayes
Evidence
Cites sources
properly
throughout speech
as necessary. Uses
credible and up to
date sources.
Sources pertain to
topic.
Used emotional,
ethical, and logical
appeals effectively
and throughout
entire speech
Uses credible and
up to date sources.
Sources pertain to
topic.
Professional
Delivery
Little to no verbal
fillers, fluent in
speech, natural
body movement
and gestures, used
podium or desk at
minimum.
Time-Limit
Introduction &
Conclusion
Use of Appeals
Uses sources that
are questionable
and lead to the
speaker’s
credibility being
questioned.
Sources can be off
topic.
Used little appeals
Used no sources at
all and if so,
sources were not
credible/off topic.
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
Presentation is 6-8
minutes long with
30 sec. grace
period
Presentation is 5
minutes long.
Presentation is 4
minutes long.
Verbal fillers were
apparent,
movement was
distracting,
stumbling over
words was
distracting, leaned
on podium or desk
Presentation is less
than 3 minutes OR
more than 8
minutes.
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
Used a few
emotional, ethical,
or logical appeals
throughout speech
Used no appeals
what so ever.
Introduction was
weak, conclusion
was weak.
"Rubistar." Rubistar. ALTEC, 2008. Web. 1 Dec 2011. <http://rubistar.4teachers.org>.
Hayes
Day: 2 – Tuesday
Standards
Lesson Plan 2
Title of Lesson: The “fathers” of Rhetoric
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
Link
Materials
Differentiation
Assessment
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.
Students are now preparing for the rest of the unit by gathering an understanding of the
units history and basic concepts.
- The Rhetorical Tradition
- Class Roster
- Document Projector for Readings
- Handout copies x25 (see handout list)
- The lecture notes will be in handout form as well for students to fill in blanks, if needed
a complete handout can be distributed.
Students will turn in a worksheet that demonstrates what they have learned about rhetoric
from the readings.
Instructional Sequence
Time
0:00-5:00
5:01-15:00
15:01-25:00
25:01-35:00
35:01-45:00
45:01-90:00
The teacher will . . .
- Take attendance.
- Ask students if they have any questions
about the class, assignments thus far.
-Pass out readings and put readings on
document camera.
-Begin by reading excerpt of “Gorgias” and
Phaedrus” from Plato
- Read excerpt of “From Rhetoric” by Aristotle
- Read excerpt of “From Orator” by Cicero
- Read except of “Institutes of Oratory” by
Quintillian
-Read additional readings and discuss all the
readings as a whole.
-Hand out syllogisms worksheet and explain
syllogisms.
The student will . . .
- Students will ask questions for
clarification.
-Ask questions about reading as we go
- Ask questions about reading as we go
- Ask questions about reading as we go.
- Ask questions about reading as
we go
- 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
Day: 3 – Wednesday
Standards
Lesson Plan 3
Title of Lesson: The Appeals
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.
Statement on
Standards
Link
Materials
Differentiation
Assessment
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.
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.
Handouts
Document Camera
Roster Sheet
Lecture notes can be put on a handout complete for lecture if someone needs the hard
copy of notes.
Students will turn in their exit ticket of writings that they’ve created during the class period
that demonstrate how they applied the appeals.
Instructional Sequence
Time
0:00-5:00
The teacher will . . .
-Take attendance
-Answer any questions
The student will . . .
-Ask questions
5:01-10:00
-Discuss homework (syllogism worksheet)
10:01-30:00
-Return to readings from previous day and
discuss the unfinished readings
- Explain the three appeals
-Look back at all of the readings from previous
day and discuss what appeals were seen in
readings.
-Hand out Ethos, Pathos, Logos worksheet and
explain assignment
- Hand in homework, ask questions about
homework
- Ask questions
31:00-50:00
50:01-85:00
85:01-90:00
- Listen
-Discuss readings
-Ask questions
- 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
Day: 4 – Thursday
Standards
Lesson Plan 4
Title of Lesson: Who’s Listening
(Audience)
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
Statement on
Standards
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.
Exercise Handouts
Document Camera
Roster Sheet
Writing Utensils
Students will be given the exercise as a handout and I will also walk them through a couple
of the examples.
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.
Materials
Differentiation
Assessment
Instructional Sequence
Time
0:00-5:00
The teacher will . . .
- Take attendance
- Answer 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
- Conclude class and remind students to work
on their sales presentation
-Ask questions
-Participate in discussion
-Complete worksheet
-Ask questions and write in planners as
needed.
85:01-90:00
The student will . . .
-Ask questions
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
Day: 5 – Friday
Standards
Lesson Plan 5
Title of Lesson: Modern Rhetoricians
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
Link
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.
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
Assessment
Students will be handed out their own copy of the readings; we will read aloud as well.
I will observe and listen to the comments the students make about the readings.
Instructional Sequence
Time
00:00-5:00
5:01-15:00
15:01-45:00
45:01-55:00
55:01-80:00
80:01-90:00
The teacher will . . .
- Take attendance
-Answer questions
-Read excerpt from “The Signifying . . .”
- Read excerpt from “From a Grammar of
Motives,” “From a Rhetoric of Motive,” and
“From Language as Symbolic Action”
- Read excerpt from “From the Meaning of
Meaning”
- Discuss and analyze the techniques and
methods of the authors from the readings
- Answer and questions about sales
presentations and provide clarity
-Pass around sign-up sheet for presentations
The student will . . .
-Ask questions
- Ask questions, make comments, etc.
- Ask questions, make comments
- Ask questions, make comments
- Participate in discussion
- 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.
14.
2.
15.
3.
16.
4.
17.
5.
18.
6.
19.
7.
20.
8.
21.
9.
22.
10.
23.
11.
24.
12.
25.
13.
Hayes
Day: 6 – Monday
Standards
Lesson Plan 6
Title of Lesson: First Assignment (Sales
Speech)
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
Statement on
Standards
Link
Materials
Differentiation
Assessment
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.
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.
Evaluation sheets
Class Roster
Class Speech List
Marker
Stopwatch
Students will present their speeches with the use of a visual aid.
Both the students and I will provide verbal and written feedback on the evaluation sheets.
Instructional Sequence
Time
00:00-5:00
5:01-90:00
The teacher will . . .
-Take attendance
-Answer any and all questions
-Go over presentation order
- Start presentations
- Provide feedback and ask questions after
each presentation
-Fill out evaluation forms
The student will . . .
-Listen, ask questions, make comments
- 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
Day: 7 – Tuesday
Standards
Lesson Plan 7
Title of Lesson: More Argumentation
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.
Statement on
Standards
Link
Materials
Differentiation
Assessment
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.
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.
Markers
Whiteboard
Document Camera
Venn Diagram Handout
Class Roster
Instructions for the day are written on the board, spoken orally and repeatedly, copies of
instructions can be provided.
Students will turn in their Venn Diagram showing their knowledge of deliberation and
debate.
Instructional Sequence
Time
0:00-5:00
5:01-15:00
15:01-52:30
52:31-88:00
88:01-90:00
The teacher will . . .
The student will . . .
- Take attendance
- Ask questions
- Answer any and all questions
- Pose a few questions for each student to
- Listen, make comments, think, ask
think about for deliberation/debate topics, see if questions
the students have anything they want to
discuss
- Lay out the rules and guidelines for a
- Participate in deliberation
deliberation without actually telling students
we are having a deliberation
- Split the class in two and have one side argue - Participate in debate
the affirmative of a subject and the other argue
the negative.
- Explain what we just did and hand out Venn - Ask any further questions.
diagram for students to fill out and hand in next
time
Hayes
Handouts:

Venn Diagram
Homework:

Complete Venn diagram
Hayes
DELIBERATION
DEBATE
Hayes
Day: 8 – Wednesday
Standards
Lesson Plan 8
Title of Lesson: Speech Analyst Day
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
Link
Materials
Differentiation
Assessment
Students will address standards 2.1.a and 2.2.a through reading and analyzing selected
speeches.
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.
Markers
Whiteboard
Class Roster
Final Assignment Handouts
Document camera
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.
I will listen and observe the comments and reactions to the speeches from the students.
Instructional Sequence
Time
00:00-5:00
The teacher will . . .
-Take attendance
-Collect Venn diagrams
-Answer any and all questions
The student will . . .
-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
- Introduce “For the Equal . . .” discuss the
speech and analyze the methods and
techniques used
- 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
-Ask questions and make comments
-Participate in discussion
47:31-88:00
88:01-90:00
- Ask questions and make comments
- Participate in discussion
- Ask questions, make comments
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 selfexecuting, 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.
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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
Hayes
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
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
Assignment Required Elements
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.
7. Speeches will be 6-8 minutes in length with 30 seconds latitude on either side
8. Notecards will be used
9. Speeches will be evaluated based on the following criteria:
 Development of topic-in other words, it wasn’t last minute
 Research and logic to present clear developed evidence-cited sources throughout
speech
 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
5. Presentation free of the classroom podium or desk to enable full presence
and use of your body language for communicating competently
10. Visual aids are welcomed in this assignment but not required.
Hayes
Audiences for Assignment
Myself, your classmates
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
Day: 9 – Thursday
Standards
Lesson Plan 9
Title of Lesson: Library Day
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
Statement on
Standards
Link
Materials
Differentiation
Assessment
Students will address standard 4.1.d through gathering research for their final speech
topic and developing a bibliography.
Students understand the importance of logical appeals when it comes to argumentation
and persuasion therefore it is imperative to gather good information.
Computer Lab reservation
Index Cards
Computer login information
Class Roster
Students will have a chance to type up their speeches and gather research on the
computers and in the library.
Students will turn in their note cards with the research and the sources they gathered
written on the note cards.
Instructional Sequence
Time
00:00-5:00
5:01-10:00
10:01-88:00
88:01-90:00
The teacher will . . .
- Welcome class and take attendance.
- Provide a short, in depth lesson on
researching, the do’s and don’ts, etc.
- Help students with their research and writing
their speeches.
- Wrap up Lab Day and ask if anyone has any
questions.
- Remind students to bring a draft of speech
tomorrow
The student will . . .
- Find a computer and login.
-Listen, ask questions
-Write their information on the note cards I
passed out, write down the sources in
proper MLA format
- Ask questions.
Handouts;

Index Cards
Homework:

Index card with research, sources, and topics; Rough draft of speech
Hayes
Day: 10 – Friday
Standards
Lesson Plan 10
Title of Lesson: Workshop
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
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.
Writing: 3.2.a: Articulate a position through a sophisticated claim or thesis statement and
advance it using evidence, examples, and counterarguments,
Statement on
Standards
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.
Students speeches
Class Roster
Writing Utensils
Students will read their speeches aloud and partners will reread the speeches.
Students will show me their work shopped drafts as “exit tickets.”
Materials
Differentiation
Assessment
Instructional Sequence
Time
00:00-5:00
The teacher will . . .
- Take attendance
- Answer any and all questions
The student will . . .
- Ask questions
5:01-10:00
- Have students pair up and explain the
workshop and how it will go.
- Help students as they workshop
- Listen
10:01-88:00
88:01-90:00
-Workshop with each other
- Answer questions, discuss how the workshop -Ask questions, make comments, listen
went, remind students to make revisions
necessary and bring in their drafts on Monday
Homework:

Make revisions to drafts and bring in revised copy for Monday along with bibliography
Hayes
Day: 11 – Monday
Standards
Lesson Plan 11
Title of Lesson: Practice Day
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.
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,
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: 4.1.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
Statement on
Standards
Link
Materials
Differentiation
Assessment
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.
Students have already given a speech for this unit they now understand more what to
expect.
Evaluation sheets
Class Roster
Class Speech List
Marker
Stopwatch
Students will present their speeches to the audience.
Students will be given written and verbal feedback from myself as well as the students in
the audience.
Instructional Sequence
Time
The teacher will . . .
The student will . . .
Hayes
00:00-5:00
- Take attendance
- Answer any and all 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
88:01-90:00
-Answer questions
-Explain what will be taking place tomorrow
-Remind students to keep working on their
speech and keep practicing
-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
-Listen and ask questions
Handouts;

Evaluation Sheets
Homework:

Continue to develop speech
Hayes
Day: 12 – Tuesday
Standards
Lesson Plan 12
Title of Lesson: Argumentation and
Persuasion Displayed
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 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.
Projector
DVD Player
DVD with examples of argumentation and persuasion complied
Class Roster
Students are able to view the videos, listen to what is being said and if need be I can
create transcripts of the videos.
I will listen and observe the comments and reactions of the students to the videos.
Materials
Differentiation
Assessment
Instructional Sequence
Time
00:00-5:00
The teacher will . . .
- Take attendance
- Answer any and all questions
The student will . . .
- Ask questions
5:01-12:00
- Pass out worksheet that has to deal with video
and explain worksheet
- Watch videos on persuasion and
argumentation and analyze videos and conduct
discussions between videos
- Remind students about presentations
tomorrow, have them sign up on sign-up sheet
- Listen
12:01-88:00
88:01-90:00
- Watch videos
-Participate in discussions
- 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?
Hayes
Informative Speech Sign-Up
List
1.
Day 13 (Wednesday)
Day 14 (Thursday)
(Day 13 Overflow)
2.
14.
3.
15.
4.
16.
5.
17.
6.
18.
7.
19.
8.
20.
9.
21.
10.
22.
11.
23.
12.
24.
13.
25.
Day 15 (Friday)
(Day 14 Overflow)
Hayes
Day: 13 – Wednesday
Standards
Lesson Plan 13
Title of Lesson: SPEECH DAY!
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: 4.1.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
Statement on
Standards
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.
Evaluation sheets
Class Roster
Class Speech List
Peer Evaluation sheets
Marker
Stopwatch
Materials
Differentiation
Assessment
Students will have different outlines based on their public speaking level. Students can
range from having index cards to their full sentence outline.
Students will be given written and verbal feedback from myself as well as the students in
the audience.
Instructional Sequence
Time
00:00-5:00
The teacher will . . .
-Take attendance
-Answer any and all questions
-Go over presentation order
The student will . . .
-Listen, ask questions, make comments
Hayes
5:01-90:00
- Start presentations
- Provide feedback and ask questions after
each presentation
-Fill out rubric
- Listen to the speeches
-Provide feedback and ask questions after
each presentation.
Handouts;

Rubric
Homework:

Continue to develop speech if you haven’t presented, bring polished outline
Hayes
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
Assignment Required Elements
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.
12. Speeches will be 6-8 minutes in length with 30 seconds latitude on either side
13. Notecards will be used
14. Speeches will be evaluated based on the following criteria:
 Development of topic-in other words, it wasn’t last minute
 Research and logic to present clear developed evidence-cited sources throughout
speech
 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
5. Presentation free of the classroom podium or desk to enable full presence
and use of your body language for communicating competently
15. Visual aids are welcomed in this assignment but not required.
Hayes
Audiences for Assignment
Myself, your classmates
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
Pitch
10
Pitch was often
used and it
conveyed
emotions
appropriately.
Preparedness
Student is
completely
prepared and has
obviously
rehearsed.
8
Pitch was often
used but the
emotion it
conveyed
sometimes did not
fit the content.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces
one word.
Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Shows a full
understanding of
the topic.
Content
7
Pitch was rarely
used OR the
emotion it
conveyed often did
not fit the content.
6
Pitch was not used
to convey emotion.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Student does not
seem at all
prepared to
present.
Speaks clearly and
distinctly most (
94-85%) of the
time.
Mispronounces no
more than one
word.
Stands up straight
Sometimes stands
and establishes eye up straight and
contact with
establishes eye
everyone in the
contact.
room during the
presentation.
Often mumbles or
can not be
understood OR
mispronounces
more than one
word.
Shows a good
understanding of
the topic.
Does not seem to
understand the
topic very well.
Shows a good
understanding of
parts of the topic.
Slouches and/or
does not look at
people during the
presentation.
Hayes
Evidence
Cites sources
properly
throughout speech
as necessary. Uses
credible and up to
date sources.
Sources pertain to
topic.
Used emotional,
ethical, and logical
appeals effectively
and throughout
entire speech
Uses credible and
up to date sources.
Sources pertain to
topic.
Uses sources that
are questionable
and lead to the
speakers credibility
being questioned.
Sources can be off
topic.
Used no sources at
all and if so,
sources were not
credible/off topic.
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
Time-Limit
Presentation is 6-8
minutes long with
30 sec. grace
period
Presentation is 5
minutes long.
Presentation is 4
minutes long.
Verbal fillers were
apparent,
movement was
distracting,
stumbling over
words was
distracting, leaned
on podium or desk
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
Use of Appeals
Introduction was
weak, conclusion
was weak.
"Rubistar." Rubistar. ALTEC, 2008. Web. 1 Dec 2011. <http://rubistar.4teachers.org>.
Hayes
Day: 14 – Thursday
Standards
Lesson Plan 14
Title of Lesson: SPEECH DAY 2!
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: 4.1.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
Statement on
Standards
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.
Evaluation sheets
Class Roster
Class Speech List
Peer Evaluation sheets
Marker
Stopwatch
Materials
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.
Instructional Sequence
Time
00:00-5:00
The teacher will . . .
-Take attendance
-Answer any and all questions
-Go over presentation order
The student will . . .
-Listen, ask questions, make comments
Hayes
5:01-90:00
- Start presentations
- Provide feedback and ask questions after
each presentation
-Fill out rubric
- Listen to the speeches
-Provide feedback and ask questions after
each presentation.
Handouts;

Rubric
Homework:

Continue to develop speech if you haven’t presented, bring polished outline
Hayes
Oral Presentation Rubric : Final Unit Project: Judicial Speech
Teacher Name: Mr. Hayes
Student Name:
________________________________________
CATEGORY
Pitch
10
Pitch was often
used and it
conveyed
emotions
appropriately.
Preparedness
Student is
completely
prepared and has
obviously
rehearsed.
8
Pitch was often
used but the
emotion it
conveyed
sometimes did not
fit the content.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces
one word.
Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Shows a full
understanding of
the topic.
Content
7
Pitch was rarely
used OR the
emotion it
conveyed often did
not fit the content.
6
Pitch was not used
to convey emotion.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Student does not
seem at all
prepared to
present.
Speaks clearly and
distinctly most (
94-85%) of the
time.
Mispronounces no
more than one
word.
Stands up straight
Sometimes stands
and establishes eye up straight and
contact with
establishes eye
everyone in the
contact.
room during the
presentation.
Often mumbles or
can not be
understood OR
mispronounces
more than one
word.
Shows a good
understanding of
the topic.
Does not seem to
understand the
topic very well.
Shows a good
understanding of
parts of the topic.
Slouches and/or
does not look at
people during the
presentation.
Hayes
Evidence
Cites sources
properly
throughout speech
as necessary. Uses
credible and up to
date sources.
Sources pertain to
topic.
Used emotional,
ethical, and logical
appeals effectively
and throughout
entire speech
Uses credible and
up to date sources.
Sources pertain to
topic.
Uses sources that
are questionable
and lead to the
speakers credibility
being questioned.
Sources can be off
topic.
Used no sources at
all and if so,
sources were not
credible/off topic.
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
Time-Limit
Presentation is 6-8
minutes long with
30 sec. grace
period
Presentation is 5
minutes long.
Presentation is 4
minutes long.
Verbal fillers were
apparent,
movement was
distracting,
stumbling over
words was
distracting, leaned
on podium or desk
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
Use of Appeals
Introduction was
weak, conclusion
was weak.
"Rubistar." Rubistar. ALTEC, 2008. Web. 1 Dec 2011. <http://rubistar.4teachers.org>.
Hayes
Day: 15 – Friday
Standards
Lesson Plan 15
Title of Lesson: Speech Day 3
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: 4.1.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
Statement on
Standards
Link
Materials
Differentiation
Assessment
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.
Students have already given a speech for this unit they now understand more what to
expect.
Evaluation sheets
Class Roster
Class Speech List
Peer Evaluation sheets
Marker
Stopwatch
Students will have different outlines based on their public speaking level. Students can
range from having index cards to their full sentence outline.
Students will be given written and verbal feedback from myself as well as the students in
the audience.
Instructional Sequence
Time
The teacher will . . .
The student will . . .
Hayes
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 rubric
- Listen to the speeches
-Provide feedback and ask questions after
each presentation.
Handouts;

Rubric
Homework:

Continue to develop speech if you haven’t presented, bring polished outline
Hayes
Oral Presentation Rubric : Final Unit Project: Judicial Speech
Teacher Name: Mr. Hayes
Student Name:
________________________________________
CATEGORY
Pitch
10
Pitch was often
used and it
conveyed
emotions
appropriately.
Preparedness
Student is
completely
prepared and has
obviously
rehearsed.
8
Pitch was often
used but the
emotion it
conveyed
sometimes did not
fit the content.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces
one word.
Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Shows a full
understanding of
the topic.
Content
7
Pitch was rarely
used OR the
emotion it
conveyed often did
not fit the content.
6
Pitch was not used
to convey emotion.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Student does not
seem at all
prepared to
present.
Speaks clearly and
distinctly most (
94-85%) of the
time.
Mispronounces no
more than one
word.
Stands up straight
Sometimes stands
and establishes eye up straight and
contact with
establishes eye
everyone in the
contact.
room during the
presentation.
Often mumbles or
can not be
understood OR
mispronounces
more than one
word.
Shows a good
understanding of
the topic.
Does not seem to
understand the
topic very well.
Shows a good
understanding of
parts of the topic.
Slouches and/or
does not look at
people during the
presentation.
Hayes
Evidence
Cites sources
properly
throughout speech
as necessary. Uses
credible and up to
date sources.
Sources pertain to
topic.
Used emotional,
ethical, and logical
appeals effectively
and throughout
entire speech
Uses credible and
up to date sources.
Sources pertain to
topic.
Uses sources that
are questionable
and lead to the
speakers credibility
being questioned.
Sources can be off
topic.
Used no sources at
all and if so,
sources were not
credible/off topic.
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
Time-Limit
Presentation is 6-8
minutes long with
30 sec. grace
period
Presentation is 5
minutes long.
Presentation is 4
minutes long.
Verbal fillers were
apparent,
movement was
distracting,
stumbling over
words was
distracting, leaned
on podium or desk
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
Use of Appeals
Introduction was
weak, conclusion
was weak.
"Rubistar." Rubistar. ALTEC, 2008. Web. 1 Dec 2011. <http://rubistar.4teachers.org>.
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.
Hayes