NATIONAL
MATH + SCIENCE
INITIATIVE
English
Analyzing an
Argument
Grade 11
ABOUT THIS LESSON
Students will
read closely and analytically to determine
how Lincoln chooses connotative diction
and organizes ideas to craft his argument
about the future of the nation.
● determine how language is used to appeal to
logic, emotions, and trust.
● determine the meaning of vocabulary in
context.
● write an essay that analyzes how Lincoln
achieves his purpose.
●
ACKNOWLEDGMENT
Lincoln, Abraham. First Inaugural Address. Public
Domain.
TEXT COMPLEXITY
Passages for National Math and Science Initiative
(NMSI) lessons are selected to challenge students,
while lessons and activities make texts accessible.
Guided practice with challenging texts allows
students to gain the proficiency necessary to read
independently at or above grade level. The First
Inaugural Address has a readability measure that
places it beyond the grade 11–12 reading band.
Factors that contribute to the complexity of this text
include challenging academic vocabulary, complex
sentences, and allusions to historical events.
However, the scaffolded questions and guided
activities included in this lesson are designed to
make the text accessible for students in grades 11
and 12. Guided practice with challenging texts
allows students to gain the proficiency necessary to
read independently at or above grade level.
Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
T E A C H E R
OBJECTIVES
P A G E S
T
his lesson guides students through an
analysis of Lincoln’s First Inaugural
Address, focusing on the argumentation
techniques—including organization, language, and
appeals—Lincoln uses to convince his audience of
the gravity of the looming Civil War. It is important
to remember that connecting concrete devices such
as word choice to an abstract element such as tone
or author’s purpose is initially very difficult for
most students. In the lesson, the speech is divided
into three sections, each with guided questions to
help students recognize Lincoln’s carefully crafted
argument. The lesson ends with a writing prompt
that asks students to analyze how Lincoln uses the
rhetorical appeals and other devices of language to
convey his purpose.
i
English—Analyzing an Argument
COGNITIVE RIGOR
P A G E S
ELA lessons for NMSI are designed to guide
students through a continuum of increasingly
complex thinking skills, including those outlined
in taxonomies such as the Revised Bloom’s
Taxonomy and Webb’s Depth of Knowledge
Levels. As students complete the activities in this
lesson, they encounter increasingly complex tasks
that require higher-level thinking skills: identifying
main ideas within the speech (DOK Level 2)
and citing evidence and developing a logical
argument (DOK Level 3); identifying specific
details explicitly stated in the speech (Bloom’s
Remember), analyzing how those details create
rhetorical appeals (Bloom’s Analyze), and writing
an analytical essay with textual support (Bloom’s
Create). In addition, completion of the extension
activity—independent analysis of Lincoln’s
Second Inaugural Address—moves students to the
Extended Thinking DOK Level 4.
T E A C H E R
This lesson would also be accessible to many students in grade 10 Pre-AP* classes.
CONNECTION TO COMMON CORE
STANDARDS FOR ENGLISH LANGUAGE
ARTS
The activities in this lesson allow teachers to
address the following Common Core Standards:
Explicitly addressed in this lesson
RI.11-12.1: Cite strong and thorough textual
evidence to support analysis of
what the text says explicitly as well
as inferences drawn from the text,
including determining where the text
leaves matters uncertain.
RI.11-12.4: Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze how an
author uses and refines the meaning
of a key term or terms over the course
of a text (e.g., how Madison defines
ii
faction in Federalist No 10).
RI.11-12.6: 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.
RI.11-12.8: Delineate and evaluate the reasoning
in seminal U.S. texts, including the
application of constitutional principles
and use of legal reasoning (e.g., in
U.S. Supreme Court majority opinions
and dissents) and the premises,
purposes, and arguments in works of
public advocacy (e.g., the Federalist,
presidential addresses).
RI.11-12.9: Analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S.
documents of historical and literary
significance (including the Declaration
of Independence, the Preamble to the
Constitution, the Bill of Rights, and
Lincoln’s Second Inaugural Address)
for their themes, purposes, and
rhetorical features.
RI.11-12.10: By the end of grade 11, read and
comprehend literary nonfiction in
the grades 11–CCR text complexity
band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 12, read and
comprehend literary nonfiction at the
high end of the grades 11–CCR text
complexity band independently and
proficiently.
SL.11-12.1: Initiate and participate in a range of
collaborative discussions (one-onone, in groups, and teacher-led) with
diverse partners on grades 11–12
topics, texts, and issues, building on
others’ ideas and expressing their own
clearly and persuasively.
Pre-AP* is a trademark of the College Entrance Examination Board. The College Entrance Examination Board was not involved
in the production of this material.
Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
English—Analyzing an Argument
concrete details, quotations, or
other information and examples
appropriate to the audience’s
knowledge of the topic.
c. Use appropriate and varied
transitions and syntax to link
the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas
and concepts.
d. Use precise language, domainspecific vocabulary, and techniques
such as metaphor, simile, and
analogy to manage the complexity
of the topic.
e. Establish and maintain a formal
style and objective tone while
attending to the norms and
Implicitly addressed in this lesson
conventions of the discipline in
RI.11-12.2: Determine two or more central ideas of
which they are writing.
a text and analyze their development
f. Provide a concluding statement
over the course of the text, including
or section that follows from
how they interact and build on one
and supports the information
another to provide a complex analysis;
or explanation presented (e.g.,
provide an objective summary of the
articulating implications or the
text.
significance of the topic).
W.11-12.2: Write informative/explanatory texts to
L.11-12.4: Determine or clarify the meaning of
examine and convey complex ideas,
unknown and multiple-meaning words
concepts, and information clearly
and phrases based on grades 11–12
and accurately through the effective
reading and content, choosing flexibly
selection, organization, and analysis of
from a range of strategies.
content.
a. Use context (e.g., the overall
a. Introduce a topic; organize complex
meaning of a sentence, paragraph,
ideas, concepts, and information so
or text; a word’s position or function
that each new element builds on that
in a sentence) as a clue to the
which precedes it to create a unified
meaning of a word or phrase.
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
CONNECTION TO COMMON CORE
tables), and multimedia when useful LITERACY STANDARDS FOR HISTORY/
SOCIAL STUDIES GRADES 11–12
to aiding comprehension.
RH.11-12.4: Determine the meaning of words and
b. Develop the topic thoroughly by
phrases as they are used in a text,
selecting the most significant and
including analyzing how an author
relevant facts, extended definitions,
uses and refines the meaning of a
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T E A C H E R
P A G E S
c. 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.
d. Respond thoughtfully to diverse
perspectives; synthesize comments,
claims, and evidence made on
all sides of an issue; resolve
contradictions when possible;
and determine what additional
information or research is required
to deepen the investigation or
complete the task.
iii
English—Analyzing an Argument
key term over the course of a text
(e.g., how Madison defines faction in
Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex
primary source is structured,
including how key sentences,
paragraphs, and larger portions of the
text contribute to the whole.
CONNECTIONS TO AP*
P A G E S
Analysis of persuasive texts is an integral part of
the AP English Language Exam and is therefore
an important element of the AP English Language
curriculum. When they sit for this exam, students
are expected to read an argument independently and
to evaluate the writer’s diction, language, syntax,
and organization to determine his/her purpose and/
or attitude toward his/her subject.
T E A C H E R
*Advanced Placement and AP are registered trademarks of
the College Entrance Examination Board. The College Board
was not involved in the production of this material.
MATERIALS AND RESOURCES
●
copies of Student Activity
ASSESSMENTS
The following kinds of assessments are embedded
in this lesson
● guided questions
● graphic organizers
● fill-in-the-blank sentence templates
● writing assignment
iv
Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
English—Analyzing an Argument
●
●
●
●
●
“Identifying Claims”
“Finding Appeals in Contemporary
Speeches”
“How Appeals Are Created”
“Close Reading: Understanding the
Appeals”
“Dialectical Journals—Rhetorical Analysis
and Persuasion: Compiling Evidence and
Writing Commentary”
The graphic organizer that introduces this lesson
illustrates some of the literary and rhetorical
elements that create appeals and reinforces the
idea that it is very difficult to separate one type
of appeal from the others. Since an appeal is
not a concrete device—one that you can point
to in the text—students must learn to recognize
the various techniques, devices, and strategies
writers and speakers use to create appeals.
Additionally, students must understand that even
those techniques, devices, and strategies do not
fit neatly into categories. For example, a writer or
speaker might use a particular word to indicate his
specialized knowledge of a subject and thereby
create an ethical appeal, but he might use another
highly connotative word to create emotional
appeal. Teachers should spend some time
discussing this graphic prior to beginning the actual
reading of the text in this lesson.
After reviewing the appeals, teachers should begin
the lesson on Lincoln’s First Inaugural Address
by reading aloud the first section of the speech
and having students follow along with the text.
Teachers should also point out the vocabulary
words in the shaded box. Although students who
are very experienced with analytical reading
activities might be able to complete the guided
questions independently, most students will benefit
from having the teacher lead a discussion of the
first set of questions. Teachers should emphasize
that answers for these questions should be drawn
from the actual text, either directly or inferentially.
Once the entire class has completed Part I, teachers
may ask students to complete Parts II and III with
a partner or in small groups. It will probably still
be helpful, however, for the teacher or a student to
read this section of the speech aloud before students
complete questions. Also, teachers may need to
model responses to some of the questions in Part II,
especially if students have had limited experience
in analyzing how speakers or writers use patterns of
diction to create tone and/or achieve a purpose.
Notes about language in Parts II and III:
Teachers may want to call attention to
Lincoln’s ironic use of the phrase “my
rightful masters” (line 56). Although he
follows this phrase with the appositive “the
American people,” teachers should point out
the subtle reference to slavery if students do
not notice it, which they probably will not
unless they are very sophisticated readers.
● Teachers should also be sure that students
recognize the words “preserve, protect,
and defend it” (line 73) as part of the
presidential Oath of Office. Students should
be encouraged to think about Lincoln’s
subtle reminder here that he is, after all,
the President and that he takes the duties
and responsibilities of this position very
seriously.
●
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T E A C H E R
T
his lesson assumes that students have
previously encountered and analyzed
persuasive texts that make use of the
rhetorical appeals—logical, emotional, and
ethical—and the rhetorical strategies employed
by writers and speakers to create those appeals. If
some or all of the students are not familiar with
these concepts or need additional practice before
tackling this challenging speech, teachers may want
to use one or more of the following NMSI lessons
to introduce these ideas:
P A G E S
TEACHING SUGGESTIONS
v
English—Analyzing an Argument
Before completing the chart and answering the
questions on “The Speech as a Whole,” students
should complete a jigsaw activity as follows:
Divide students into three small groups and
assign each group one of the sections of the
speech. In these groups, students should
summarize the purpose and the main points
of their assigned section.
● Students should then form new groups of
three with one person from each original
group in each new group. Each student in
this new group should then share the purpose
and main points of his/her assigned section
with his/her group members.
● Teachers should monitor these group
activities to ensure that students stay on task
and share accurate information about the
text.
P A G E S
●
For more advanced students, teachers might extend
the lesson by having them read independently
Lincoln’s Second Inaugural Address and write
an essay in which they analyze how Lincoln uses
rhetorical devices to achieve his purpose in that
speech.
T E A C H E R
Before completing this activity, teachers may
want to use or review the NMSI student resource
“Reading and Questioning Connections.” This
resource teaches students to generate and answer
meaningful questions about a text.
Students may complete the chart and the
remaining questions about “The Speech as a
Whole” individually or with a partner. Using this
information, they should then write an essay in
which they analyze Lincoln’s use of rhetorical
appeals and other devices of language to convey his
purpose. At the end of this Teacher Overview is a
rhetorical analysis scoring guide teachers can use to
assess student writing.
This is probably not a lesson that can be completed
effectively in one class period. Students need time
to grapple with this challenging text and analyze
the carefully crafted wording and structure of this
argument.
vi
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English—Analyzing an Argument
Part I:
3. This is Lincoln’s official speech after taking the
Oath of Office as President.
“I appear before you to address you briefly
and take, in your presence, the oath prescribed
by the Constitution of the United States. . . .”
Note: Teachers may want to briefly discuss
the purpose of an inaugural address and/or
the actual oath taken by the President at this
ceremony.
4. concerns of the Southern states who were
threatening to secede from the Union
“Apprehension seems to exist among the
people of the Southern States. . .endangered.”
6. a quote from one of his own speeches, the
Republican Party platform
7. lines 19–23
His quote refers to his commitment to uphold
states’ rights, and he says that he has said so
again and again. His audience can therefore
trust his words (ethical appeal).
8. Not only does he have no power as President
to interfere with states’ rights but he also is
unwilling to do so even if he could.
This distinction reinforces his claim to the
South that he will uphold their rights.
9. What he has said previously claims that he
will uphold states’ rights. These words are
published for all to see. He states that it would
be against the law for him to interfere with
states’ rights. He has never said anything to the
contrary.
10. The right of states to make their own laws to
govern themselves is necessary to maintain
democracy.
The leaders of the Republican Party, including
Lincoln, as a statement of their beliefs (their
party platform).
the Southern states who are threatening to
secede
12. states’ rights—their “property, peace, and
security”
The White House—and Lincoln individually—
will honor the rights of the states to govern
themselves.
13. All states will be treated equally.
The Southern states will not be singled out for
punishment or negative treatment.
14. reassuring
16. to reassure the South
17. logical
“It [evidence that he will not threaten the
peace and prosperity of Southern States] is
found in nearly all the published speeches”
(lines 11–12).
Republican platform guaranteeing “rights of
the States” (lines 19–23)
his assurance that he will extend the protection
of “the Constitution and the laws” to “all the
States” (lines 27–28)
22. Lincoln’s repetition of the words “Union,”
“perpetual,” and “perpetuity” appeal to the
listener’s sense of belonging. His description
of the maturation of the United States from
Declaration of Independence to establishment
of a Constitution to the current time suggests
personal involvement and investment in a
Union not to be taken lightly. His use of the
phrase “plighted and engaged” connotes
an emotional union akin to marriage. He
describes himself as a caretaker, accountable
to his “rightful masters, the American people.”
23. As Lincoln describes it, a contract may
be cancelled or violated by one party; a
government proper, however, cannot be
cancelled or violated without the agreement of
all parties.
24. If a contract is broken, the contract still exists;
if a contract is rescinded, it no longer exists.
(He is suggesting that the agreement that forms
a government can only be changed or dissolved
by agreement of all parties involved.)
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T E A C H E R
Many of the questions in this lesson may elicit
multiple correct answers. Following are some
suggested answers for selected questions.
P A G E S
ANSWERS
ix
English—Analyzing an Argument
T E A C H E R
P A G E S
25. Examples: “law” (lines 30, 31, 33), “legal”
(line 40), “lawfully” (lines 47, 49), “legally”
(line 50), “laws” (lines 53, 55)
Lincoln uses these words to establish a logical
appeal through common sense, comparison/
contrast, and precedent.
26. No state can legally secede from the Union.
His description of the nature of the government
and his assertion that withdrawing from the
government (the Union) is a violation of the
Constitution and therefore to be considered
“insurrectionary” (line 51).
27. to defend the Constitution by taking
appropriate measures if States attempt to
secede
He says it is the “declared purpose of the
Union that it WILL Constitutionally defend and
maintain itself” (lines 58–59).
31. determined
32. warn the Southern States that appropriate
action will be taken if they attempt to secede
33. He uses both emotional appeals (appealing
to their sense of unity) and logical appeals
(references to contracts and to the law).
34. people in the Southern States
35. The Southern States are threatening to secede;
if they do so, they will no longer be “fellowcountrymen.”
37. Lincoln has a greater stake because he has
sworn an oath to “preserve, protect, and
defend” the Union; people in the Southern
States have not sworn an oath to destroy it.
38. He doesn’t want to stop speaking. He really
wants to persuade the Southern States to
remain part of the Union, and he wants to give
them every reason—and every opportunity—to
do so.
39. to persuade the South to give up its attempt to
secede
x
40. primarily emotional. He uses highly
connotative words (“assail,” “aggressors,”
“enemies,” “passion,” “patriot,”
“hearthstone,” “angels”) to appeal to the
Southern States not to “break our bonds of
affection” but to be ruled by “the better angels
of our nature.”
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NATIONAL
MATH + SCIENCE
INITIATIVE
English
Analyzing an Argument
Grade 11
Read carefully the following speech by Abraham Lincoln. Answer the questions that follow it to analyze
Lincoln’s use of argumentation techniques.
Argumentation Techniques: A writer or speaker relies on various types of appeals—logical, emotional,
and ethical—to develop his argument. Before reading the speech by Abraham Lincoln, review this graphic
organizer that shows some of the strategies writers and speakers use to create appeals.
Logical Appeals
Emotional
Appeals
Ethical
Appeals
syntax
details
references to experts
ciƟng authority
dicƟon
personal
anecdote
allusions
humor
celebrity
endorsements
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1
English—Analyzing an Argument
5
Part 1
March 4, 1861
Fellow citizens of the United States: in compliance with a custom as old as the government itself,
I appear before you to address you briefly and take, in your presence, the oath prescribed by the
Constitution of the United States, to be taken by the President “before he enters on the execution
of his office.”
I do not consider it necessary, at present, for me to discuss those matters of administration about
which there is no special anxiety, or excitement.
Apprehension seems to exist among the people of the Southern States that by the accession of a
Republican administration their property and their peace and personal security are to be
10 endangered. There has never been any reasonable cause for such apprehension. Indeed, the most
ample evidence to the contrary has all the while existed and been open to their inspection. It is
found in nearly all the published speeches of him who now addresses you. I do but quote from
one of those speeches when I declare that “I have no purpose, directly or indirectly, to interfere
with the institution of slavery where it exists. I believe I have no lawful right to do so, and I have
15 no inclination to do so.” Those who nominated and elected me did so with full knowledge that I
had made this and many similar declarations, and had never recanted them. And, more than this,
they placed in the platform for my acceptance, and as a law to themselves and to me, the clear
and emphatic resolution which I now read:
20
“Resolved: that the maintenance inviolate of the rights of the States, and especially the right
of each State to order and control its own domestic institutions according to its own judgment
exclusively, is essential to that balance of power on which the perfection and endurance of
our political fabric depend, and we denounce the lawless invasion by armed force of the soil
of any State or Territory, no matter under what pretext, as among the gravest of crimes.”
I now reiterate these sentiments: and, in doing so, I only press upon the public attention the most
25 conclusive evidence of which the case is susceptible, that the property, peace, and security of no
section are to be in any wise endangered by the now incoming administration. I add, too, that all
the protection which, consistently with the Constitution and the laws, can be given, will be
cheerfully given to all the States when lawfully demanded, for whatever cause—as cheerfully to
one section as to another.
apprehension—concern
accession—taking of office
recant—take back publicly
inviolate—pure
2
Vocabulary:
domestic—having to do with one’s country
or state
reiterate—repeat
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English—Analyzing an Argument
1. Note the date at the beginning of the speech. With what historical event does this date coincide?
2. Who is Lincoln’s primary audience for this speech?
Copy the phrase that supports your answer.
3. What is the occasion for Lincoln’s speech?
Copy the information that best supports your answer.
4. In their inaugural addresses, presidents often list their accomplishments or describe their
goals. Lincoln, however, says that he will not address matters “about which there is no special anxiety,
or excitement.” In this address, delivered in 1861, what more urgent or more important matters might
he wish to address instead?
5. In context, what does the word “apprehension” (line 8) mean?
What clue from the text helps you determine the meaning of the word “apprehension”?
According to Lincoln, what is causing apprehension “among the people of the Southern States”?
6. What evidence does Lincoln provide to calm that apprehension?
7. In which lines does Lincoln quote from one of his own previous speeches?
How does Lincoln use his own words to create an ethical appeal?
8. In these lines, Lincoln says that he has no “lawful right” and no “inclination” to interfere with slavery.
What distinction is he making between these two ideas?
Why does he make this distinction?
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3
English—Analyzing an Argument
9. How does Lincoln use facts and precedent in lines 8–16 to appeal to logic?
10. Summarize the resolution Lincoln quotes in lines 19–23.
Who wrote this resolution and for what purpose?
To what specific group within his audience does Lincoln appeal by including this resolution in his
speech?
11. In context, what does the word “reiterate” (line 24) mean?
Why does Lincoln reiterate the ideas from the resolution in the paragraph that follows it?
12. What does Lincoln specifically promise will not be endangered by his administration?
What is the underlying message here to people of the South?
13. Paraphrase the last sentence in this passage.
What promise does this statement offer to the Southern states?
14. Read again Part I of Lincoln’s speech, paying particular attention to his word choice. Which of the
following words best describes Lincoln’s tone in this section of his speech?
angry
stern
cheerful
reassuring
apprehensive
15. Copy below the best evidence from the text to support the tone you have selected:
4
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English—Analyzing an Argument
16. Lincoln’s primary purpose in this section of his speech is to
17. In this section of his speech, does Lincoln rely primarily on logical, emotional, or ethical appeals or on
some combination of these?
Give evidence to support your answer:
Part II
I hold that, in contemplation of universal law and of the Constitution, the Union of these States is
perpetual. Perpetuity is implied, if not expressed, in the fundamental law of all national
governments. It is safe to assert that no government proper ever had a provision in its organic
law for its own termination. Continue to execute all the express provisions of our National
Constitution, and the Union will endure forever—it being impossible to destroy it except by
35 some action not provided for in the instrument itself.
30
Again, if the United States be not a government proper, but an association of States in the nature
of contract merely, can it, as a contract, be peaceably unmade by less than all the parties who
made it? One party to a contract may violate it—break it, so to speak; but does it not require all
to lawfully rescind it?
Descending from these general principles, we find the proposition that in legal contemplation the
Union is perpetual confirmed by the history of the union itself. The Union is much older than the
Constitution. It was formed, in fact, by the Articles of Association in 1774. It was matured and
continued by the Declaration of Independence in 1776. It was further matured, and the faith of all
the then thirteen States expressly plighted and engaged that it should be perpetual, by the Articles
45 of Confederation in 1778. And, finally, in 1787 one of the declared objects for ordaining and
establishing the Constitution was “To Form a More Perfect Union.”
40
But if the destruction of the Union by one or by a part only of the States be lawfully possible, the
Union is LESS perfect than before the Constitution, having lost the vital element of perpetuity.
50
It follows from these views that no state upon its own mere motion can lawfully get out of the
Union; that Resolves and Ordinances to that effect are legally void; and that acts of violence,
within any State or States, against the authority of the United States, are insurrectionary or
revolutionary, according to circumstances.
I therefore consider that, in view of the Constitution and the laws, the Union is unbroken; and to
the extent of my ability I shall take care, as the Constitution itself expressly enjoins upon me,
55 that the laws of the Union be faithfully executed in all the States. Doing this I deem to be only a
simple duty on my part; and I shall perform it so far as practicable, unless my rightful masters,
the American people, shall withhold the requisite means, or in some authoritative manner direct
the contrary. I trust this will not be regarded as a menace, but only as the declared purpose of the
Union that it WILL Constitutionally defend and maintain itself.
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5
English—Analyzing an Argument
In doing this there needs to be no bloodshed or violence; and there shall be none, unless it be
forced upon the national authority. The power confided to me will be used to hold, occupy, and
possess the property and places belonging to the government, and to collect the duties and posts;
but beyond what may be necessary for these objects there will be no invasion, no using of force
against or among the people anywhere. Where hostility to the United States, in any interior
65 locality, shall be so great and universal as to prevent competent resident citizens from holding
the Federal offices, there will be no attempt to force obnoxious strangers among the people for
that object. While the strict legal right may exist in the government to enforce the exercise of
these offices, the attempt to do so would be so irritating, and so nearly impracticable withal, that
I deem it better to forego for the time the uses of such offices.
60
perpetual—everlasting
perpetuity—eternity
rescind—repeal, cancel
insurrectionary—revolutionary
Vocabulary:
enjoins—commands
practicable—practical
withal—besides
forego—postpone
18. Summarize the first paragraph of this section of the speech.
19. What do you think Lincoln means by each of these phrases?
“universal law”:
“fundamental law”:
“organic law”:
20. What does the word “perpetual” mean?
What does the word “perpetuity” (line 31) mean?
What effect does Lincoln create by ending the first sentence in this paragraph with “perpetual” and
beginning the second sentence with “perpetuity”?
Read the rest of this section of the speech and highlight these two words every time they occur. What
effect does Lincoln hope to produce with this repetition?
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English—Analyzing an Argument
21. What connotations does the word “union” have?
Note that Lincoln uses the proper noun form of this word twice to refer to the United States in the first
paragraph of this section. Circle these two uses of “Union.”
Read this entire section of the speech and circle the word “union” (capitalized or not) every time it
occurs. What effect does Lincoln hope to produce with this repetition?
22. How does Lincoln’s word choice in these paragraphs help to create emotional appeal?
23. In the second paragraph, what contrast does Lincoln establish between a “government proper” and a
legal contract?
24. What is the difference between breaking a contract and rescinding it?
25. Underline all the words Lincoln uses in this passage to refer to law or to legal actions. How do these
references help create logical appeal?
26. What claim does Lincoln make in lines 49–52?
What evidence has he used to build his case for this claim?
27. In lines 53–59, what action does Lincoln promise to take?
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English—Analyzing an Argument
What is his justification for this action?
28. To what entity does Lincoln refer with the words “the national authority” (line 61)?
29. What duties does Lincoln promise to take with regard to ALL states in the Union?
30. What three actions does Lincoln say he will NOT take?
31. Read again Part II of Lincoln’s speech, paying particular attention to his word choice. Which of the
following words best describes Lincoln’s tone in this section of his speech?
determined
compassionate
dismayed
threatening
32. Lincoln’s primary purpose in this section of his speech is to
33. In this section of his speech, does Lincoln rely primarily on logical, emotional, or ethical appeals or on
some combination of these?
Give evidence to support your answer:
Part III
70
75
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In YOUR hands, my dissatisfied fellow-countrymen, and not in MINE, is the momentous issue
of civil war. The government will not assail YOU. You can have no conflict without being
yourselves the aggressors. YOU have no oath registered in heaven to destroy the government,
while I shall have the most solemn one to “preserve, protect, and defend it.”
I am loathe to close. We are not enemies, but friends. We must not be enemies. Though passion
may have strained, it must not break our bonds of affection. The mystic chords of memory,
stretching from every battle field and patriot grave to every living heart and hearthstone all over
this broad land, will yet swell the chorus of the Union when again touched, as surely they will
be, by the better angels of our nature.
Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
English—Analyzing an Argument
assail—violently attack
aggressor—one who attacks first
Vocabulary:
loathe—reluctant (adj.); as a verb it means
to despise
34. To what specific group of people does Lincoln address these final two paragraphs of his speech?
35. What is ironic about Lincoln’s use of the phrase “fellow-countrymen”?
36. What is the meaning of the word “momentous”?
Why is this word appropriate in the phrase “the momentous issue of civil war”?
37. What stark contrast does Lincoln establish in the final sentence of the first paragraph?
38. What does Lincoln mean when he says he is “loathe to close” his address?
39. Lincoln’s primary purpose in this section of his speech is to
40. In this final section of his speech, does Lincoln rely primarily on logical, emotional, or ethical appeals
or to some combination of these three?
Give evidence to support your answer.
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9
English—Analyzing an Argument
The Speech as a Whole
41. Use your answers to the previous questions to complete the chart below.
Section
Purpose in this section
Appeal(s) Lincoln uses to
achieve his purpose
Textual evidence of
appeal(s)
1
2
3
42. In one complete sentence, state Lincoln’s primary purpose in this speech.
Provide three pieces of textual evidence to support your statement of purpose.
10
Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
English—Analyzing an Argument
43. Does Lincoln use valid evidence to support his argument in the speech?
Explain your answer, citing specific textual evidence from the speech.
Writing Assignment
Read carefully Lincoln’s First Inaugural Address. Then write an essay in which you analyze how Lincoln
uses the rhetorical appeals and other devices of language to convey his purpose. Be sure to include textual
evidence in your essay.
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English—Analyzing an Argument
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Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.