Unit Activity
Unit: The Modern Era
This activity will help you meet these educational goals:
Common Core State Standards—You will evaluate the credibility and accuracy of multiple sources of information presented in diverse formats and media (SL.2); evaluate a speaker's point of view, reasoning, use of evidence and rhetoric, word choice, points of emphasis, and tone (SL.3); deliver a speech that presents information, findings, and supporting evidence clearly and with a distinct perspective, so that listeners can follow the reasoning, alternative or opposing perspectives are addressed, and the speech is appropriate to purpose and audience (SL.4); use digital media (including textual, graphical, audio, visual, and interactive elements) in presentations to increase the clarity of findings, reasoning, and evidence and to add interest (SL.5); and produce clear and coherent writing that is appropriate to task, purpose, and audience (W.4).
Introduction
In this unit activity, you will analyze the elements of an effective speech and then write your own persuasive speech. You will also apply concepts of literary criticism to critique a poem from three different critical perspectives.
______
Directions and Analysis
Task 1: Interpreting and Writing Speeches
In this task, you will listen to a historic speech and analyze it, and then write your own persuasive speech.
Listen to President Franklin D. Roosevelt's speech to Congress on December 8, 1941 (known as the "Day of Infamy Speech" or the “Infamy Speech”) after the Japanese attack on Pearl Harbor during World War II. The transcript of the speech is provided below.
Joint Address to Congress
Leading to a Declaration of War Against Japan (1941)
by Franklin D. Roosevelt
Mr. Vice President, and Mr. Speaker, and Members of the Senate and House of Representatives:
Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.
The United States was at peace with that Nation and, at the solicitation of Japan, was still in conversation with its Government and its Emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in the American Island of Oahu, the Japanese Ambassador to the United States and his colleague delivered to our Secretary of State a formal reply to a recent American message. And while this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or of armed attack.
It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time the Japanese Government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace.
The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. In addition American ships have been reported torpedoed on the high seas between San Francisco and Honolulu.
Yesterday the Japanese Government also launched an attack against Malaya.
Last night Japanese forces attacked Hong Kong.
Last night Japanese forces attacked Guam.
Last night Japanese forces attacked the Philippine Islands.
Last night the Japanese attacked Wake Island. And this morning the Japanese attacked Midway Island.
Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday and today speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our Nation.
As Commander in Chief of the Army and Navy I have directed that all measures be taken for our defense.
But always will our whole Nation remember the character of the onslaught against us. No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory. I believe that I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost but will make it very certain that this form of treachery shall never again endanger us.
Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests are in grave danger.
With confidence in our armed forces—with the unbounding determination of our people—we will gain the inevitable triumph—so help us God.
I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7, 1941, a state of war has existed between the United States and the Japanese Empire.
a. Analyze the "Day of Infamy Speech," paying special attention to factors such as the speaker’s purpose and point of view. Explain Roosevelt’s reasoning, points of emphasis, and his use of rhetoric and tone, as well as how he links ideas. You can use both the written and audio versions of the speech to complete your analysis. You might need to do some additional research into the historical background of the speaker and the speech to complete this activity.
You can read about Roosevelt’s excellent communication skills, which helped him become an accomplished orator, and more about his life.
Type your response here:
b. Now that you have analyzed the elements of a speech, you will prepare your own speech on a topic that is relevant to your daily life. Write a persuasive speech on one of these two topics: the classes offered at your school or the extracurricular activities that your school offers
Below are some questions that you can use to narrow your focus:
· Do you feel that the school should offer certain classes that would be useful to students but that it currently does not offer?
· Has the school cut an extracurricular program that you feel is important to student development?
Use the following guidelines to write your speech and check its completeness:
Guidelines / Yes(√) / No (√)Have you carefully chosen your audience (for instance, the local school board or council or your school's principal or superintendent) keeping in mind the issues discussed in your speech as well as audience interest?
Is your language clear and easy to understand as well as appropriate for your chosen audience?
Does your speech express a clear viewpoint on the issue and try to persuade your audience to understand your line of reasoning by clearly presenting facts and evidence to support your views and by showing the links or connections between them?
Does your speech appeal to your audience’s emotions and interests with rhetorical language?
Does your speech establish a common ground with your audience so that you can discuss issues and ideas that are of importance to them? (For example: If you are trying to convince the sports club to oppose cuts to the drama department, you could talk about how unopposed cuts for one department will make it easier to introduce budget cuts for all departments; therefore, all departments must stick together.)
Have you prepared a list of possible counterarguments to your views and tried to prepare responses to them?
(If applicable) Did you use make use of different kinds of media (audio-visual presentations, videos, pictures, text, interactive elements, etc.) to make your speech more interesting and informative for your audience?
Type your response here:
c. Practice recording your speech. A few pointers will help you improve your elocution. Remember to articulate your words clearly. Use the speaking tone most appropriate to your content. Make use of pauses to precisely reflect sentence and paragraph structure. This pacing will enhance the impact of your speech. Remember to vary your pitch and volume appropriately to effectively reflect shifts in ideas in your speech.
Record your speech several times. Use the drop box to submit the best recording to your teacher.
Task 2: Literary Criticism
In this task, you will apply concepts of New Criticism, which you learned about earlier in the unit. New Criticism was a school of literary criticism that emerged in the mid-twentieth century. It rejected the traditional critical view that literature should be studied in the context of the author’s life, views, and purpose. Instead, New Critics such as John Crowe Ransom and William K. Wimsatt stated that a work of literature must be appreciated for its own sake, independent of its author’s life or purpose and the reader’s biases and emotional response. Ransom's publication of his book The New Criticism in 1941 marked the start of this literary school of thought.
a. In this part of the activity, you will read and analyze Elizabeth Barrett Browning’s famous Sonnet 43.
Sonnet 43
by Elizabeth Barret Browning
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday’s
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints,—I love thee with the breath,
Smiles, tears, of all my life!—and, if God choose,
I shall but love thee better after death.
Now, critique the poem using these three different approaches:
1. First, analyze the poem with a special emphasis on its historical background and Elizabeth Browning’s life story (a historical or biographical approach).
2. Next, analyze the poem from the New Criticism perspective, closely examining the form and content of the text itself without any reference to the historical or biographical context or to your personal response to the poem.
3. Finally, write about your own personal reaction (emotional response) to the poem. Try to explain how you approached the poem and how your opinion could shape or change its meaning.
You may have to conduct additional research to complete this activity. Your whole analysis should be about three to five paragraphs in length with at least one paragraph devoted to each critical approach.
You can use the following resources to complete this activity:
· how Elizabeth Barrett Browning's life story influenced interpretations of Sonnets from the Portuguese for many years
· a short biography of Elizabeth Barrett Browning
You can refer to this analysis of “Mary Had a Little Lamb” as a sample to guide your response. The analysis demonstrates the kind of information you can include for each of the three analyses, although it applies to a very different kind of text than the Barret Browning poem you will analyze.
Type your three critical approaches here:
b. In this part of the activity you will evaluate your three critiques of the poem. You will first need to recall what you learned about intentional and affective fallacies in this unit. W. K. Wimsatt and Monroe Beardsley coined both terms. The term intentional fallacy refers to the idea that an author’s purpose or intention in writing a work of literature has no importance in appreciating or critiquing that work. The term affective fallacy refers to the idea that how a work affects a reader or what emotions it arouses in the reader have no importance in appreciating or critiquing that work. Read this Knowledge Article to learn more about New Criticism and the affective and intentional fallacies.
Evaluate your first and last analyses from your previous response. Explain the disadvantages of emphasizing background information, such as historical context and personal biases and emotions, when critiquing a poem. Be sure to include examples from your analyses. List any advantages or disadvantages in using the New Critical approach when evaluating a poem, including examples from your analyses. End your response with a summary of the advantages and disadvantages of each of the three approaches. Your answer should be four to five paragraphs in length.
Type your response here:
______
Resources
Document any references you used for this project below. At minimum, include a title and URL for any Internet resource:
______
Evaluation
Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit.
Task 1: Interpreting and Writing Speeches
Analysis / Speech Writing and DeliveryDistinguished
(4 points) / · The student shows a thorough understanding of the speaker’s purpose and point of view, and gives compelling evidence to support his or her conclusion.
· The student demonstrates an excellent grasp of the speaker’s logic and line of reasoning and how he connects ideas.
· The student provides an in-depth focus on points of emphasis in the speech.
· The student effectively analyzes the speaker’s tone and use of rhetoric in the speech.
· The student demonstrates thorough effort and research in collecting and citing compelling information to support the analysis. / · The student shows thorough effort and research in collecting and citing compelling information to support his or her viewpoint.