Great Speeches:
Winston Churchill, Abraham Lincoln and Martin Luther King
I. Introduction:
1. Grade/Subject/State Learning Standards: This lesson plan is designed for 8th grade
English/Language Arts. The lesson plan refers to the following textbook: Holt Literature
and Language Arts Textbook (Second Course) published by Holt, Rinehart, and Winston.
The lesson plan is specifically designed to be used for studying the following California
state standards for English 8 English/Language Arts and Chapter Four of the textbook:
a. Standard 3.5--Identify and analyze recurring themes (for example, good vs.
evil) across traditional and contemporary works.
b. Standard 3.6--Identify significant literary devices (i.e. metaphor, symbolism,
dialect, irony) that define a writer’s style and use those elements to interpret
the work
2. Scope and content to be covered:
a. This lesson plan involves students studying three excerpts of Winston
Churchill’s speeches delivered in 1940, and comparing to/contrasting
them with President Abraham Lincoln’s Gettysburg Address and Dr.
Martin Luther King’s “I Have a Dream” Speech.
b. After analyzing Lincoln’s and King’s speeches on pages 329-335 of the
Holt Textbook, students will identify which literary devices each author
used. Students will then read and analyze Churchill’s speeches to identify
his use of literary devices. Students will compare/contrast Churchill’s use
of literary devices (specifically refrain and allusion) with Lincoln’s and
King’s.
(1) “Refrain” is defined as the use of repeated words, sentences or
phrases to build rhythm or emphasize important themes or
messages, or create a special effect.
(2) “Allusion” is defined as the reference to familiar religious,
historical or cultural terms that people share.
c. Students will then reexamine the following themes previously studied
while reading “The Diary of Anne Frank” and “Camp Harmony” (the
story of young Japanese-American girl who writes of being interred in a
relocation camp during World War II):
(1) Innocent people often bear the burden of blame for the things
they didn’t do.
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
(2) In a struggle with the state, individuals are often helpless
victims.
(3) People value freedom.
(4) Good vs. evil.
d. Students will identify the themes contained in three Winston Churchill’s
speeches (excerpts), compare/contrast how theses themes are addressed in
Churchill’s three speeches with the way they are addressed in “The Diary of Anne
Frank” and “Camp Harmony”, and ultimately be able to describe Churchill’s
interpretation of these themes.
3. Summary of activities:
a. Entire class reads a brief biography of Winston Churchill, focusing on his
leadership role after the Fall of France.
b. Entire class reads/ analyzes three of Churchill’s speeches (excerpts)
c. With assistance of teacher, students complete a worksheet to identify use of
literary devices.
d. Students view a copy of a photo of Churchill typed speech (excerpt) to
understand how Churchill prepared the text for effective speaking.
e. Students participate in a collaborative activity (Four Corners activity) to
describe Churchill’s interpretation of recurring themes previously analyzed in
“The Diary of Anne Frank” and “Camp Harmony”.
f. Students complete a One-Pager worksheet to describe the purpose/meaning
of Churchill’s choice of allusion in the excerpts from his three speeches.
g. Students complete a written assessment (two brief essay questions).
II. Guiding question: How does Winston Churchill use the power of the English
language to rally the forces of freedom to take a stand against a tyrannical state?
III. Learning Objectives: Students will be able to:
a. Identify the literary devices used by Winston Churchill in the excerpts of three of
his speeches, to include refrain and allusion.
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
2
b. Describe in detail the purpose/meaning of the allusions used in Churchill’s
speeches.
c. Describe the themes of these speeches, and identify evidence of these themes in
the form of specific words, sentences, or phrases.
d. Understand how Winston Churchill valued the ideals and ideas of democracy and
freedom.
IV. Background Information for the Teacher. Interesting background information on
how Churchill’s crafted the style of his speeches can be viewed at the following website:
http://www.winstonchurchill.org/i4a/pages/index.cfm?pageid=283 (The Churchill
Centre: Finest Hour featured article: His Speeches: “How Churchill Did It”: Author: Dr
Stephen Bungay)
V.
Preparation for Teaching this Lesson.
a. Students will need to be exposed to some background information on Winston
Churchill, especially the European wartime situation leading to his leadership role in
1940. Accordingly, the following web sites are provided for student reading/viewing
prior to/during the teaching of this lesson:
http://www.bbc.co.uk/history/worldwars/wwtwo/churchill_defender_01.shtml (Winston
Churchill: Defender of Democracy. Author: Geoffrey Best)
http://www.bbc.co.uk/history/worldwars/wwtwo/launch_ani_wwtwo_movies.shtml
(World War Two movies: click on Launch the Animation and go to “Dunkirk”)
b. Excerpts from three of Churchill’s speeches to be used in this lesson plan are
included as an enclosure to this lesson plan. However, teachers can go to the
following websites (all part of the Churchill Centre website) to read/print out the
entire speeches.
http://www.winstonchurchill.org/i4a/pages/index.cfm?pageid=393
http://www.winstonchurchill.org/i4a/pages/index.cfm?pageid=420
http://www.winstonchurchill.org/i4a/pages/index.cfm?pageid=418
VI Suggested Activities:
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
3
a. After reading/analyzing Lincoln’s and King’s speeches, the class will read the
excerpts from three Churchill’s speeches (see enclosures 1). With assistance
from the teacher, students will attempt to identify examples of literary devices
(specifically refrain and allusion) used by Churchill. Students will complete the
enclosed worksheet (enclosure 2) titled “Literary Devices in Churchill’s
Speeches” to note examples of literary devices.
b. With assistance from the teacher, students will briefly discuss how Churchill
addresses the same recurring themes that are contained in “The Diary of Anne
Frank” and “Camp Harmony”, and any evidence (words, sentences, or phrases)
that can be used to support Churchill’s different/same interpretation of these
themes. Students might suggest some of the following comments:
-In “Camp Harmony” the main character feels that some Americans did
not support the ideals of democracy, but Churchill is actually trying to
rally Americans to defend/support democracy in Europe.
-“The Diary of Anne Frank might leave some people feeling that evil is
too powerful, but Churchill wants people to do their duty and stand up to
challenge evil tyranny.
-Both “The Diary of Anne Frank” and Winston Churchill’s speeches are
hopeful because they both express the feeling that, in spite of the presence
of evil, people are good.
-The main character in “Camp Harmony” demonstrates what happens to
individuals when they are caught in the struggle between states, but
Winston Churchill’s speeches demonstrate how democratic governments
can rescue and liberate people from tyranny.
c. Students will view copies of photos depicting Churchill’s typed speeches to see
how Churchill prepared the text for effective speaking. Students will understand
so-called psalm style of text (see enclosure 3).
d. Students will then participate in a Four Corners Poster collaborative activity.
Instructions for this activity are included in the enclosure titled “Four Corners
Poster Activity (see enclosure 4). Students will use this activity to find/discuss
evidence of Churchill’s interpretation of the recurring themes previously
contained in “The Diary of Anne Frank” and “Camp Harmony”, and determine
compare/contrast Churchill’s interpretation of these themes.
e. Homework Assignment: Students will complete a One-Pager worksheet (see
enclosure 5) to further study Churchill’s use of allusion. Instructions for
completing a One-Pager are contained on the reverse side of the One Pager
worksheet.
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
4
VII. Assessment: Students will write two-three paragraph responses to the following
written essay prompts:
a. “The Diary of Anne Frank” and “Camp Harmony” provide examples of innocent
people who suffered as victims of tyranny, or because some people had little faith
in the ideals of democracy. How could one say that Churchill’s speeches address
these same arguments in a more hopeful manner? Cite examples from
Churchill’s speeches to support your answer.
b. Compare and contrast Winston Churchill’s three speeches with Lincoln’s
“Gettysburg Address” and Martin Luther King’s “I Have a Dream” speech and
describe how the three speakers each address the ideals of freedom and
democracy in regard to their target audience and long/short term goals.
VIII. Extending the Lesson: Students can continue studying the subject of Winston
Churchill’s ability to inspire at the following web site:
http://www.bbc.co.uk/history/worldwars/wwtwo/hitler_churchill_01.shtml (Secrets of
Leadership: Hitler and Churchill)
IX. Additional Information
a. Grade Level: 8th grade
b. Subject Area: English
c. Time required: Recommend three separate hour periods (to include time for
assessment)
d. Lesson plan author’s name/affiliation: Steve Rodriguez
Montgomery Middle School
Sweetwater Union High School District
Chula Vista, CA
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
5
We Shall Fight on the Beaches
June 4, 1940
House of Commons
The position of the B. E.F had now become critical As a result of a most skillfully conducted
retreat and German errors, the bulk of the British Forces reached the Dunkirk bridgehead. The
peril facing the British nation was now suddenly and universally perceived. On May 26,
"Operation Dynamo "--the evacuation from Dunkirk began. The seas remained absolutely
calm. The Royal Air Force--bitterly maligned at the time by the Army--fought vehemently to
deny the enemy the total air supremacy which would have wrecked the operation. At the
outset, it was hoped that 45,000 men might be evacuated; in the event, over 338,000 Allied
troops reached England, including 26,000 French soldiers. On June 4, Churchill reported to the
House of Commons, seeking to check the mood of national euphoria and relief at the
unexpected deliverance, and to make a clear appeal to the United States.
(Excerpt from Speech)
I have, myself, full confidence that if all do their duty, if nothing is neglected, and if the best
arrangements are made, as they are being made, we shall prove ourselves once again able to
defend our Island home, to ride out the storm of war, and to outlive the menace of tyranny, if
necessary for years, if necessary alone. At any rate, that is what we are going to try to do.
That is the resolve of His Majesty's Government-every man of them. That is the will of
Parliament and the nation. The British Empire and the French Republic, linked together in their
cause and in their need, will defend to the death their native soil, aiding each other like good
comrades to the utmost of their strength. Even though large tracts of Europe and many old
and famous States have fallen or may fall into the grip of the Gestapo and all the odious
apparatus of Nazi rule, we shall not flag or fail. We shall go on to the end, we shall fight in
France, we shall fight on the seas and oceans, we shall fight with growing confidence and
growing strength in the air, we shall defend our Island, whatever the cost may be, we shall
fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in
the streets, we shall fight in the hills; we shall never surrender, and even if, which I do not for
a moment believe, this Island or a large part of it were subjugated and starving, then our
Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle,
until, in God's good time, the New World, with all its power and might, steps forth to the
rescue and the liberation of the old.
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
6
'The Few'
August 20, 1940
House of Commons
On August 15, the crisis of the battle of Britain was reached. All the resources of Fighter
Command in the South were used. The most difficult and dangerous period of the Battle of
Britain was between August 24 and September 6, when the German attack was directed
against the R.A.F airfields in the South of England with considerable success. In this speech
Churchill coined the phrase "The Few" to describe the R.A.F fighter-pilots. The phrase stuck.
The final sentence of this speech, including the use of the word "benignant," is a good
example of Churchill's choice of unexpected and assertive adjectives to make a phrase
memorable.
(Excerpts from Speech)
The gratitude of every home in our Island, in our Empire, and indeed throughout the
world, except in the abodes of the guilty, goes out to the British airmen who, undaunted
by odds, unwearied in their constant challenge and mortal danger, are turning the tide of
the world war by their prowess and by their devotion. Never in the field of human
conflict was so much owed by so many to so few. All hearts go out to the fighter pilots,
whose brilliant actions we see with our own eyes day after day; but we must never forget
that all the time, night after night, month after month, our bomber squadrons travel far
into Germany, find their targets in the darkness by the highest navigational skill, aim their
attacks, often under the heaviest fire, often with serious loss, with deliberate careful
discrimination, and inflict shattering blows upon the whole of the technical and warmaking structure of the Nazi power. On no part of the Royal Air Force does the weight of
the war fall more heavily than on the daylight bombers who will play an invaluable part
in the case of invasion and whose unflinching zeal it has been necessary in the meanwhile
on numerous occasions to restrain.
These are important steps. Undoubtedly this process means that these two great
organisations of the English-speaking democracies, the British Empire and the United
States, will have to be somewhat mixed up together in some of their affairs for mutual
and general advantage.
For my own part, looking out upon the future, I do not view the process with any
misgivings. I could not stop it if I wished; no one can stop it. Like the Mississippi, it just
keeps rolling along. Let it roll. Let it roll on full flood, inexorable, irresistible, benignant,
to broader lands and better days.
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
7
Enclosure 1 page 2
Their Finest Hour
June 18, 1940
House of Commons
(Excerpt from Speech)
What General Weygand called the Battle of France is over. I expect that the Battle of Britain is
about to begin. Upon this battle depends the survival of Christian civilization. Upon it depends
our own British life, and the long continuity of our institutions and our Empire. The whole fury
and might of the enemy must very soon be turned on us. Hitler knows that he will have to
break us in this Island or lose the war. If we can stand up to him, all Europe may be free and
the life of the world may move forward into broad, sunlit uplands. But if we fail, then the
whole world, including the United States, including all that we have known and cared for, will
sink into the abyss of a new Dark Age made more sinister, and perhaps more protracted, by
the lights of perverted science. Let us therefore brace ourselves to our duties, and so bear
ourselves that, if the British Empire and its Commonwealth last for a thousand years, men will
still say, "This was their finest hour."
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
8
Enclosure 1 page 3
LITERARY DEVICES USED IN WINSTON CHURCHILL’S
SPEECHES
Examples of Refrain
(Note for teacher) Suggested responses might include:
We shall go on to the end, we shall fight in France….we shall fight on the beaches
Upon this battle…Upon it depends…
If we can stand…If we fail…
…therefore brace ourselves….and so bear ourselves….
….so much owed by so few many to so few.
Night after night, month after month
…keeps rolling along. Let it roll. Let it roll on full flood
Examples of Allusion (Note for teacher) Suggested responses might include:
Like the Mississippi…
Christian civilization
Dark Age
God’s good time
Broad and sunlit uplands
perverted science
New World
the old (world)
Who was Churchill’s audience? What was he trying to accomplish with his
speeches?
(Note for teacher) Suggested responses might include:
Churchill was trying to rally his own citizens, the citizens of those countries that had been overrun by the
Nazi’s, and the citizens of the United States.
He was trying to inspire then to not give up the fight, and to get them prepared for future conflict.
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
9
He was trying to rally the United States to support the British effort, so they would at least be willing to
provide support in the form of material and money. He was trying to appeal to their love democracy and
freedom, and their fears of the evil of Nazi tyranny.
Enclosure 2
For this enclosure refer to page 220 of Never Give In! (The
Best of Winston Churchill’s Speeches)
Request this page (photo of speech text in psalm-style) be
added to the Churchill Centre site –
(REQUESTED)
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
10
Enclosure 3
Instructions for Four Corners Activity
Note: Upon completion of this activity students should be able to understand how
Churchill interpreted the same recurring themes contained in “”The Diary of Anne
Frank” and “from Camp Harmony.”
1. Place poster paper in four corners of the classroom. Place one of these sentences on
each of the four posters (at top of paper). These sentences represent the recurring themes
contained in “The Diary of Anne Frank” and “Camp Harmony”:
a. Innocent people often bear the burden of blame for the things they didn’t do.
b. In a struggle with the state, individuals are often helpless victims.
c. People value freedom.
d. Good vs. evil.
2. Groups of up to 5 students will be assigned to each poster paper. Each group will be
handed copies of the 3 Churchill speeches previously read/analyzed in class.
3. Students will be given a few minutes to read/review the three speeches.
4. Each group will work together to identify words, sentences, or phrases from the three
speeches that are in any way related to the theme written on their respective poster paper.
Once identified, students will neatly write the word, sentences or phrases on the poster
paper (recommend each group pick one of their members to do the writing on the poster
paper).
5. After five minutes each student group will rotate to another corner. The group
members will read what has been written by the previous group, and work together to see
if any other words, sentences or phrases can be added to the paper.
6. After five minutes each student group will rotate to the next corner and repeat the
process. Student groups will continue to repeat the above process until they return to
their original corner.
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
11
8. Upon returning to their original corner, students will read everything written on their
poster paper. Each group will pick a spokesperson. At the teacher’s direction, the
spokesperson will read the written comments aloud to the rest of the class.
9. Finally, with the teacher serving as a facilitator, students can discuss what conclusions
people might draw about Churchill’s interpretation of such things as the pursuit of
freedom, his hope for democracy, his willingness to confront evil/tyranny, and his ability
to rally people to join him in the fight for these ideals.
Enclosure 4
Enclosure 5
One-Pager for _______________________________
Picture
Quote
Explanation of picture and/or quote
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
12
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Questions
Instructions for One Pager
1. The One Pager is a single-page response to one allusion used by Winston
Churchill in his speeches.
2. After reading his speeches, select one allusion used by Winston Churchill in
his speeches.
3. In the quote frame of the worksheet, write the allusion as it is expressed in
the speech.
4. In the picture frame of the One Pager worksheet draw your visual
interpretation of the allusion (i.e. a symbol that reflects impressions, feelings
or thoughts regarding this allusion). You can use colored pencils.
5. In the Explanation of the picture and/or quote frame of the worksheet, write
down related words, sentences or phrases that the allusion evokes in your
mind.
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
13
6. In the same frame, provide your comments regarding the following question:
Based on his use of this allusion, what can we conclude about Churchill’s
interpretation of any of the following recurring themes:
(1) Innocent people often bear the burden of blame for the things
they didn’t do.
(2) In a struggle with the state, individuals are often helpless
victims.
(3) People value freedom.
(4) Good vs. evil.
7. In the questions frame, develop two questions you might have about Winston
Churchill’s speeches.
Enclosure 5 page 2
NEH Summer 2006 Institute “Churchill and America”
Co-sponsored by The Churchill Centre www.winstonchurchill.org and
Ashbrook Center for Public Affairs www.ashbrook.org and
www.TeachingAmericanHistory.org
14