1. Ohio Core Curriculum Standards
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
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.
2. Grade levels identified: 11
3. Purpose, Background & Context
The purpose of this lesson is to have students evaluate the effectiveness of persuasive texts, based on the presentation, the language, the audience appeal, and the lasting impact. This lesson can be used in an American English classroom, American History course, or Communications course. The lesson can be implemented to meet multiple standards.
4. Goals/Objectives/Student Outcomes/ Performance Expectations
Students will access prior knowledge of Lincoln’s influence in the American Civil Rights Movement
Students will predict the lasting impact of both of Lincoln’s addresses.
Students will judge the effectiveness in persuasion from the first address to the second. They will debate the appeal of each.
Students will justify a position based on prose, images and discussion.
Students will utilize and analyze Lincoln’s persuasion using four main techniques.
5. Materials
Image of lasting impact of First and Second Inaugural Address
Image of Lincoln’s audiences during both first and second inaugurations
Actual speeches of Lincoln from inaugurations
6. Procedures
1. Post through projector an image of the documented first inaugural address of Lincoln
2. Lead class discussion questioning the preservation method of the document
3. Post through projector an image of Lincoln’s second inaugural address located on the north wall of the Lincoln Memorial
4. Compare and contrast the preservation methods of both while predicting why the methods differ.
5. Post through projector an image of Lincoln’s audience during his first inaugural address.
6. Analyze the photographic elements (lighting, angle, etc.), the audience, and focal point
7. Post through projector an image of Lincoln’s audience during his second inaugural address
8. Analyze the photographic elements (lighting, angle, etc.), the audience, and focal point
9. Compare and contrast the effect each has on the viewer and distinguish which image matches each address
10. Listen to and follow along in provided text to each of Lincoln’s inaugural addresses
11. Highlight words or phrases that are meant to be persuasive
12. Using all of the images and the language in provided speeches, identify (in attached chart) when, how and where Lincoln uses the persuasive techniques (reciprocation, commitment and consistency, similitude, and authority)
13. Complete a side-by-side comparison of the charts to prioritize the historical impact each will have
7. Assessment of Outcomes
Class discussion is the primary assessment, even though students will be held accountable through a pre, mid and post assessment throughout the month
Charts and notes from discussions will be collected on participation
Individual classroom persuasive presentations will be utilized to evaluate their use of similar persuasive techniques
8. Extensions and Adaptions
Students will complete outlining, a rough draft, and a final essay in defense of their selection of which text was more persuasive and how it was persuasive
Using the Library of Congress resources, students will complete a presentation comparing and contrasting Abraham Lincoln’s Second Inaugural Address to Martin Luther King Jr.’s “I Have a Dream” speech, while still utilizing the aforementioned standards