Words Change the World – Grade 11
Part One of a Three Part Lesson
Ohio Standards
Connection
Communications: Oral
and Visual
Benchmark B
Evaluate the clarity,
quality, effectiveness and
overall coherence of a
speaker’s key points,
arguments, evidence,
organization of ideas,
delivery, diction and
syntax.
Indicators:
3. Critique the clarity,
effectiveness and
overall coherence of a
speaker’s key points.
4. Evaluate how
language choice,
diction, syntax and
delivery style affect
the mood and tone and
impact the audience.
Lesson Summary:
The first part of a developmental lesson on public speaking
examines the rhetorical devices in a strong speech and leads
students to carefully examine another speech in small groups.
Students write and deliver their own speeches by Part Three.
Estimated Duration: Two to three days
Commentary:
NOTE: Words Change the World is part one of three related
lessons. Part 2 is Discovering America; Part 3 is Finding my
Voice on America. Teach the three lessons sequentially as one
leads logically to the next.
One reviewer noted, “I like the use of speeches to help [attain]
the oral communications benchmark for ELA.” Another added,
the best feature is “the aspect where the students have to
identify the characteristics of an effective speech.”
Pre-Assessment:
 Distribute Attachment A, Words that Moved the World.
 Ask students to identify the speaker and occasion for each
of the quotations listed.
Scoring Guidelines:
Evaluate the papers as a part of a class discussion. Include
discussion of the following:
 Which quotation did most students immediately recognize?
Why?
 What makes words last longer than the events they
immortalize?
 What is the power of language (particularly spoken
language)?
Determine if students require additional instruction on diction
or syntax before proceeding.
Post-Assessment:
 In cooperative learning groups, students analyze a speech on
various levels.
 They specify rhetorical devices used and provide analysis
and interpretation.
 See Attachment B, Speech Analysis Form.
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Words Change the World – Grade 11
Part One of a Three Part Lesson
Scoring Guidelines:
See Attachment C, Speech Analysis Evaluation Rubric.
Instructional Procedures:
Day One
1. Following the pre-assessment, distribute copies of one of the quoted speeches in full text.
(See Attachment D, Text of “Speech to the Virginia House of Burgesses.”)
Instructional Tip:
“Speech to the Virginia House of Burgesses” provides particularly rich rhetoric for analysis.
Choose any speech for the instruction; however, be aware that students need to have the
analytical process modeled for them.
2. Lead the class through a detailed discussion of the speech and its attributes. See Attachment
E, Discussion Points for “Speech to the Virginia House of Burgesses.”
3. For this particular example, it may be effective to listen to an audio version of the speech
before beginning analysis. Distribute highlighters, if they are available. Instruct students to
mark up/interact with the text as much as possible.
4. Review material as outlined on Attachment E with the class. Attempt to elicit as much of the
information from the class before presenting it to them.
5. Remind students that analysis requires careful reading. Careful reading requires interaction
with the text. Offer dictionaries as needed. Clarify literary allusions for them in the sample
speech. Provide literary guides as needed.
6. Review main points made in the analysis before closing the class session.
Day Two (Optional as in-class work)
7. Divide the class into small groups. Trios work best since each person in the groups assumes a
specific role.
8. Distribute Attachment B, Speech Analysis Form; Attachment C, Analysis Evaluation Rubric;
Attachment F, Common Rhetorical Devices, and Attachment G, Topics for Consideration.
Thoroughly review the parameters of the post-assessment. Remind students that the activity
follows the previous day’s analysis and discuss the two handouts.
9. Assign a due date at which time the group shares its analysis with the class.
Day Three (may not consecutively follow Day Two)
10. Groups present analyses. Allow peer evaluation with Attachment C, Speech Analysis
Evaluation Rubric, if desired.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the intent
of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified
indicator(s).
 Provide graphic organizers for students to categorize rhetorical devices.
 Provide students a variety of means to access the material: text, audio and visual.
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Words Change the World – Grade 11
Part One of a Three Part Lesson


Be available to students to clarify the text or to direct them to resources.
Challenge students to present a recently delivered speech (on video) to the class along with
an analysis.
Extensions:
 Consider having students study great speeches across time and place. Sample speeches from
Cicero, Pericles, Danton, Churchill, Golda Meir, Nelson Mandela, Elizabeth I, Sir Thomas
More, Dwight Eisenhower, and Mahatma Gandhi might provide some stimulating examples
for discussion and analysis.
 Students present their analyses of speeches to other audiences: elementary school students,
other classes, a special school assembly, or a parent-teacher organization.
Vocabulary:
See Attachment F, Common Rhetorical Devices.
Interdisciplinary Connections:
Discipline: Social Studies
Standard: Government
Benchmark: A. Evaluate, take and defend positions about issues concerning the alignment of
the characteristics of American democracy with realities in the United States today.
Indicator: 2. Explain, using examples, how political parties, interest groups, the media and
individuals influence the political agenda and decision-making of government institutions.
Technology Connections:
 Students may use the Internet to gather information and data.
 Students use VCR, DVD players, or other playback device to view or listen to speeches.
 Students may use computers to create graphics.
 Students use device to play recorded music.
Research Connections:
Cawletti, Gordon. Handbook of Research on Improving Student Achievement. Arlington, VA:
Educational Research Service, 1999.
RESEARCH-BASED BEST PRACTICES
 Incorporate direct teaching that exhibits key features and systematic steps.
 Teach students multiple learning strategies that promote metacognition by providing
modeled, guided practice and application.
 Incorporate cooperative learning.
LANGUAGE ARTS (Squire 1995)
 Incorporate extensive reading of varied kinds of material.
 Foster interactive learning.
 Extend students’ background knowledge.
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Words Change the World – Grade 11
Part One of a Three Part Lesson
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






Utilizing meaning-making skills and strategies such as summarizing, questioning and
interpreting.
Organize instruction into broad, thematically based clusters of work.
Teach critical reading/writing skills.
Emphasize discussion and analysis.
Provide balanced attention to different forms of reading, writing and speaking.
Provide early intervention.
Expose students to varied kinds of literature.
Provide assessment that reflects the content and process of instruction.
Marzano, Robert J., Jane E. Pollock and Debra Pickering. Classroom Instruction that Works:
Research-Based Strategies for Increasing Student Achievement, Alexandria, VA: Association for
Supervision and Curriculum Development, 2001.
1. Summarizing and note-taking are two of the most powerful skills to help students identify
and understand the most important aspects of what they are learning.
2. Cooperative learning grouping has a powerful effect on student learning. This grouping
includes the following elements:
 Positive interdependence
 Face-to-face interaction
 Individual and group accountability
 Interpersonal and small group skills
 Group processing
3. Setting objectives and providing feedback establishes a direction for learning and a way to
monitor progress. This provides focus on learning targets and specific information to allow
the student to make needed adjustments during the learning process, resulting in increased
student learning.
4. Generating and testing hypotheses engages students in one of the most powerful and analytic
of cognitive operations. It deepens students’ knowledge and understanding. Any of the
following structured tasks can guide students through this process:
 Systems analysis
 Problem solving
 Historical investigation
 Invention
 Experimental inquiry
 Decision-making
 Cues, questions and advanced organizers help students retrieve what they already know
about a topic. Activating prior knowledge is critical to learning new concepts.
4
Words Change the World – Grade 11
Part One of a Three Part Lesson
Pressley, Michael. Reading Instruction that Works: The Case for Balanced Reading. New York:
Guilford Press, 1998.
Cognitive strategies like thinking aloud, constructing images, summarizing, predicting,
activating prior knowledge, questioning, clarifying and analyzing text structure can promote
reading instruction beginning in grade 2 and continuing into high school. These are
comprehension strategies used by excellent readers.
Tovani, Cris. I Read It, But I Don’t Get It. Portland, Maine: Stenhouse Publishers, 2000.
How to Improve Student’s Reading Comprehension
A. Become a passionate reader of what you teach
B. Model how good readers read
1. Teach students why it is important to have a purpose for reading, and teach them how to
establish a purpose. This is done by giving students ACCESS tools.
2. Access Tools
a. Preparing to Think Aloud
1) Select a short piece of text
2) Foresee difficulty
3) Read the text out loud and stop often to share your thinking
4) Point out the words in the text that trigger your thinking
b. Marking Text (Helping readers pay attention and remember what they read by writing
codes directly on the page of the text or on Post-It-Notes/stickies)
1) PK (Prior Knowledge) is a code in the margin accompanied with a
note/connection that begins with “This reminds me of….”
2) ? (Question) is a code in the margin accompanied with a note/connection that
begins with “I wonder…?”
3) T ([I] Think) is a code in the margin accompanied with a note/connection that
refers to inferences or conclusions a reader draws and begins with “I think….”
4) Use highlighters for words, passages, or paragraphs that are not understood by the
reader. Next to the highlighted text, write a description of the fix-up strategy the
reader tried to clear up his confusion.
Homework and/or Home Connections:
 Distribute extra copies of the pre-assessment so students may ask parents and grandparents if
they recognize the quotations. Require students to report results to the class.
 Students interview parents and friends about memorable speeches in their lives and create a
class list.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of its
contents, by the Ohio Department of Education. The Ohio Department of Education does not
endorse any particular resource. The Web addresses listed are for a given site’s main page,
5
Words Change the World – Grade 11
Part One of a Three Part Lesson
therefore, it may be necessary to search within that site to find the specific information required
for a given lesson. Please note that information published on the Internet changes over time,
therefore the links provided may no longer contain the specific information related to a given
lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: sources for speeches including http://www.archives.gov,
http://www.whitehouse.gov, http://www.americanrhetoric.com, Literary
Guides like Allusions: Cultural, Literary, Biblical and Historical: A Thematic
Dictionary by Laurence Urdang and Frederick G. Ruffner, Common
Knowledge: A Reader's Guide to Literary Allusions, by David Grote. General
reference resources including dictionaries and thesauruses
For the students: copies of all attachments, highlighters, access to resources
Attachments:
Attachment A, Words that Moved the World
Attachment A, Words that Moved the World Answer Key
Attachment B, Post-Assessment: Speech Analysis Form
Attachment C, Speech Analysis Evaluation Rubric
Attachment D, Text of “Speech to the Virginia House of Burgesses”
Attachment E, Discussion Points for “Speech to the Virginia House of Burgesses”
Attachment F, Common Rhetorical Devices
Attachment G, Topics for Consideration
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Words Change the World – Grade 11
Part One of a Three Part Lesson
Attachment A
Words that Moved the World
Speaker
Occasion
Quotation
I have a dream that one day this nation will rise
up and live out the true meaning of its creed:
"We hold these truths to be self-evident, that all
men are created equal."
And so, my fellow Americans: ask not what your
country can do for you—ask what you can do for
your country.
I know not what course others may take; but as
for me, give me liberty or give me death!
…we here highly resolve that these dead shall
not have died in vain, that this nation shall have
a new birth of freedom, and that government of
the people, by the people, for the people shall not
perish from the earth.
General Secretary Gorbachev, if you seek peace,
if you seek prosperity for the Soviet Union and
Eastern Europe, if you seek liberalization: Come
here to this gate! Mr. Gorbachev, open this gate!
Mr. Gorbachev, tear down this wall!
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 crew of the space shuttle Challenger
honored us by the manner in which they lived
their lives. We will never forget them, nor the
last time we saw them, this morning, as they
prepared for their journey and waved goodbye,
and "slipped the surly bonds of earth" to "touch
the face of God."
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Words Change the World – Grade 11
Part One of a Three Part Lesson
Attachment A, Answer Key
Words that Moved the World
Speaker
Martin Luther
King, Jr.
Occasion
“I Have a Dream”
Washington, DC
1963
John F. Kennedy
Inaugural Address
1961
Patrick Henry
"Speech to the Virginia
House of Burgesses,”
1775
“Gettysburg Address”
1863
Abraham Lincoln
Ronald Reagan
“Remarks at the
Brandenburg Gate”
West Berlin
1987
Franklin D.
Roosevelt
Pearl Harbor Address
1941
Ronald Reagan
“The Space Shuttle
Challenger Tragedy”
1986
Quotation
I have a dream that one day this nation will rise
up and live out the true meaning of its creed:
"We hold these truths to be self-evident, that all
men are created equal."
And so, my fellow Americans: ask not what your
country can do for you—ask what you can do for
your country.
I know not what course others may take; but as
for me, give me liberty or give me death!
…we here highly resolve that these dead shall
not have died in vain, that this nation shall have
a new birth of freedom, and that government of
the people, by the people, for the people shall not
perish from the earth.
General Secretary Gorbachev, if you seek peace,
if you seek prosperity for the Soviet Union and
Eastern Europe, if you seek liberalization: Come
here to this gate! Mr. Gorbachev, open this gate!
Mr. Gorbachev, tear down this wall!
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 crew of the space shuttle Challenger
honored us by the manner in which they lived
their lives. We will never forget them, nor the
last time we saw them, this morning, as they
prepared for their journey and waved goodbye,
and "slipped the surly bonds of earth" to "touch
the face of God."
8
Words Change the World – Grade 11
Part One of a Three Part Lesson
Attachment B
Speech Analysis Form
Title of
work
Speaker
Date of
delivery
(if known)
Place
Situation
Brief
paraphrase
Specifics:

Literary or
rhetorical
device
Quotation
Interpretation /Explanation
Include a narrative on the back of this page to clarify and/or summarize
information on this table.
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Words Change the World – Grade 11
Part One of a Three Part Lesson
Attachment C
Analysis Evaluation Form
Poor
Identifies two or fewer
rhetorical or literary elements
Barely relates work to a
context
Includes irrelevant or
superfluous information
Incorporates excess or
irrelevant quotations; some
fail to add to the explanation
or support the ideas
Provides little critical
commentary
Lacks focus or selects an
inappropriately broad or
narrow focus
1
Score
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Excellent
Identifies at least four
rhetorical or literary elements
Places work in meaningful
context (historical,
biographical, social, cultural,
philosophical, etc.)
Includes author information
relevant to interpretation
Quotes or paraphrases text as
needed; each adds to the
explanation and support of
ideas
Provides substantial critical
commentary
Focuses on a select number of
key points, neither too broad
or too narrow
Evaluator comments:
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Words Change the World – Grade 11
Part One of a Three Part Lesson
Attachment D
"Speech to the Virginia House of Burgesses,” Patrick Henry
1.
2.
3.
4.
delivered 23 March 1775
No man thinks more highly than I do of the patriotism, as well as abilities, of the very
worthy gentlemen who have just addressed the House. But different men often see the
same subject in different lights; and, therefore, I hope it will not be thought disrespectful
to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I
shall speak forth my sentiments freely and without reserve. This is no time for ceremony.
The questing before the House is one of awful moment to this country. For my own part,
I consider it as nothing less than a question of freedom or slavery; and in proportion to
the magnitude of the subject ought to be the freedom of the debate. It is only in this way
that we can hope to arrive at truth, and fulfill the great responsibility which we hold to
God and our country. Should I keep back my opinions at such a time, through fear of
giving offense, I should consider myself as guilty of treason towards my country, and of
an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.
Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut
our eyes against a painful truth, and listen to the song of that siren till she transforms us
into beasts. Is this the part of wise men, engaged in a great and arduous struggle for
liberty? Are we disposed to be of the number of those who, having eyes, see not, and,
having ears, hear not, the things which so nearly concern their temporal salvation? For
my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to
know the worst, and to provide for it.
I have but one lamp by which my feet are guided, and that is the lamp of experience. I
know of no way of judging of the future but by the past. And judging by the past, I wish
to know what there has been in the conduct of the British ministry for the last ten years to
justify those hopes with which gentlemen have been pleased to solace themselves and the
House. Is it that insidious smile with which our petition has been lately received? Trust it
not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss.
Ask yourselves how this gracious reception of our petition comports with those warlike
preparations which cover our waters and darken our land. Are fleets and armies necessary
to a work of love and reconciliation? Have we shown ourselves so unwilling to be
reconciled that force must be called in to win back our love? Let us not deceive
ourselves, sir. These are the implements of war and subjugation; the last arguments to
which kings resort. I ask gentlemen, sir, what means this martial array, if its purpose be
not to force us to submission? Can gentlemen assign any other possible motive for it?
Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation
of navies and armies? No, sir, she has none. They are meant for us: they can be meant for
no other. They are sent over to bind and rivet upon us those chains which the British
ministry have been so long forging. And what have we to oppose to them?
Shall we try argument? Sir, we have been trying that for the last ten years. Have we
anything new to offer upon the subject? Nothing. We have held the subject up in every
light of which it is capable; but it has been all in vain. Shall we resort to entreaty and
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Words Change the World – Grade 11
Part One of a Three Part Lesson
Attachment D (Continued)
"Speech to the Virginia House of Burgesses,” Patrick Henry
humble supplication? What terms shall we find which have not been already exhausted?
Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could
be done to avert the storm which is now coming on. We have petitioned; we have
remonstrated; we have supplicated; we have prostrated ourselves before the throne, and
have implored its interposition to arrest the tyrannical hands of the ministry and
Parliament. Our petitions have been slighted; our remonstrances have produced
additional violence and insult; our supplications have been disregarded; and we have
been spurned, with contempt, from the foot of the throne! In vain, after these things, may
we indulge the fond hope of peace and reconciliation. There is no longer any room for
hope. If we wish to be free -- if we mean to preserve inviolate those inestimable
privileges for which we have been so long contending--if we mean not basely to abandon
the noble struggle in which we have been so long engaged, and which we have pledged
ourselves never to abandon until the glorious object of our contest shall be obtained -- we
must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of hosts is all
that is left us!
5. They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But
when shall we be stronger? Will it be the next week, or the next year? Will it be when we
are totally disarmed, and when a British guard shall be stationed in every house? Shall we
gather strength by irresolution and inaction? Shall we acquire the means of effectual
resistance by lying supinely on our backs and hugging the delusive phantom of hope,
until our enemies shall have bound us hand and foot? Sir, we are not weak if we make a
proper use of those means which the God of nature hath placed in our power. The
millions of people, armed in the holy cause of liberty, and in such a country as that which
we possess, are invincible by any force which our enemy can send against us. Besides,
sir, we shall not fight our battles alone. There is a just God who presides over the
destinies of nations, and who will raise up friends to fight our battles for us. The battle,
sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we
have no election. If we were base enough to desire it, it is now too late to retire from the
contest. There is no retreat but in submission and slavery! Our chains are forged! Their
clanking may be heard on the plains of Boston! The war is inevitable -- and let it come! I
repeat it, sir, let it come.
6. It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace -- but there is
no peace. The war is actually begun! The next gale that sweeps from the north will bring
to our ears the clash of resounding arms! Our brethren are already in the field! Why stand
we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or
peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty
God! I know not what course others may take; but as for me, give me liberty or give me
death!
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Words Change the World — Grade 11
Part One of a Three Part Lesson
Attachment E
Discussion Points
"Speech to the Virginia House of Burgesses,” Patrick Henry
Patrick Henry threads images of slavery and freedom through the speech using precise word
choice and extended metaphors. Instruct students to mark the speech, underlining images of
slavery and highlighting images of freedom.
Patriotic and religious overtones strengthen these connotations:
 “...I should consider myself as guilty of treason towards my country, and of an act of
disloyalty toward the Majesty of Heaven...”
 “great and arduous struggle”
 “We have petitioned; we have remonstrated; we have supplicated; we have prostrated
ourselves before the throne...”
 “the holy cause of liberty”
 “The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave.”
 “Forbid it, Almighty God!”
Henry dramatically moves from the general to the specific as he repeats, embellishes and extends
his images of slavery and freedom.
The flight for freedom is referred to as a journey, an odyssey.
The symbolic lamp of freedom and enlightenment guide the steps of the freedom fighter.
The struggle is a storm whose gales sweep from the north.
Henry uses both classical and Biblical allusions to reinforce his arguments. (See words in
italics.)
Language techniques strengthen the cadence of the call to arms.
Repetition and parallel structure:
 “We have petitioned; we have remonstrated; we have supplicated; we have prostrated
ourselves before the throne, and have implored its interposition to arrest the tyrannical
hands of the ministry and Parliament. Our petitions have been slighted; our
remonstrances have produced additional violence and insult; our supplications have been
disregarded; and we have been spurned, with contempt, from the foot of the throne!”
 “-- we must fight! I repeat it, sir, we must fight!”
Rhetorical questions lead the audience to accept the final apostrophe and final declaration:
“Forbid it, Almighty God! I know not what course others may take; but as for me, give me
liberty or give me death!”
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Words Change the World — Grade 11
Part One of a Three Part Lesson
Attachment E (Continued)
Discussion Points
"Speech to the Virginia House of Burgesses,” Patrick Henry
1. No man thinks more highly than I do of the patriotism, as well as abilities, of the very
worthy gentlemen who have just addressed the House. But different men often see the
same subject in different lights; and, therefore, I hope it will not be thought disrespectful
to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I
shall speak forth my sentiments freely and without reserve. This is no time for ceremony.
The questing before the House is one of awful moment to this country. For my own part,
I consider it as nothing less than a question of freedom or slavery; and in proportion to
the magnitude of the subject ought to be the freedom of the debate. It is only in this way
that we can hope to arrive at truth, and fulfill the great responsibility which we hold to
God and our country. Should I keep back my opinions at such a time, through fear of
giving offense, I should consider myself as guilty of treason towards my country, and of
an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.
2. Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut
our eyes against a painful truth, and listen to the song of that siren till she transforms us
into beasts. Is this the part of wise men, engaged in a great and arduous struggle for
liberty? Are we disposed to be of the number of those who, having eyes, see not, and,
having ears, hear not, the things which so nearly concern their temporal salvation? For
my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to
know the worst, and to provide for it.
3. I have but one lamp by which my feet are guided, and that is the lamp of experience. I
know of no way of judging of the future but by the past. And judging by the past, I wish
to know what there has been in the conduct of the British ministry for the last ten years to
justify those hopes with which gentlemen have been pleased to solace themselves and the
House. Is it that insidious smile with which our petition has been lately received? Trust it
not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss.
Ask yourselves how this gracious reception of our petition comports with those warlike
preparations which cover our waters and darken our land. Are fleets and armies
necessary to a work of love and reconciliation? Have we shown ourselves so unwilling to
be reconciled that force must be called in to win back our love? Let us not deceive
ourselves, sir. These are the implements of war and subjugation; the last arguments to
which kings resort. I ask gentlemen, sir, what means this martial array, if its purpose be
not to force us to submission? Can gentlemen assign any other possible motive for it?
Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation
of navies and armies? No, sir, she has none. They are meant for us: they can be meant for
no other. They are sent over to bind and rivet upon us those chains which the British
ministry have been so long forging. And what have we to oppose to them?
4. Shall we try argument? Sir, we have been trying that for the last ten years. Have we
anything new to offer upon the subject? Nothing. We have held the subject up in every
light of which it is capable; but it has been all in vain. Shall we resort to entreaty and
14
Words Change the World — Grade 11
Part One of a Three Part Lesson
Attachment E (Continued)
Discussion Points
"Speech to the Virginia House of Burgesses,” Patrick Henry
humble supplication? What terms shall we find which have not been already exhausted?
Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could
be done to avert the storm which is now coming on. We have petitioned; we have
remonstrated; we have supplicated; we have prostrated ourselves before the throne, and
have implored its interposition to arrest the tyrannical hands of the ministry and
Parliament. Our petitions have been slighted; our remonstrances have produced
additional violence and insult; our supplications have been disregarded; and we have
been spurned, with contempt, from the foot of the throne! In vain, after these things, may
we indulge the fond hope of peace and reconciliation. There is no longer any room for
hope. If we wish to be free -- if we mean to preserve inviolate those inestimable
privileges for which we have been so long contending--if we mean not basely to abandon
the noble struggle in which we have been so long engaged, and which we have pledged
ourselves never to abandon until the glorious object of our contest shall be obtained -- we
must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of hosts is all
that is left us!
5. They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But
when shall we be stronger? Will it be the next week, or the next year? Will it be when we
are totally disarmed, and when a British guard shall be stationed in every house? Shall we
gather strength by irresolution and inaction? Shall we acquire the means of effectual
resistance by lying supinely on our backs and hugging the delusive phantom of hope,
until our enemies shall have bound us hand and foot? Sir, we are not weak if we make a
proper use of those means which the God of nature hath placed in our power. The
millions of people, armed in the holy cause of liberty, and in such a country as that which
we possess, are invincible by any force which our enemy can send against us. Besides,
sir, we shall not fight our battles alone. There is a just God who presides over the
destinies of nations, and who will raise up friends to fight our battles for us. The battle,
sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we
have no election. If we were base enough to desire it, it is now too late to retire from the
contest. There is no retreat but in submission and slavery! Our chains are forged! Their
clanking may be heard on the plains of Boston! The war is inevitable -- and let it come! I
repeat it, sir, let it come.
6. It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace -- but there is
no peace. The war is actually begun! The next gale that sweeps from the north will bring
to our ears the clash of resounding arms! Our brethren are already in the field! Why stand
we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or
peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty
God! I know not what course others may take; but as for me, give me liberty or give me
death!
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Words Change the World — Grade 11
Part One of a Three Part Lesson
Attachment E (Continued)
Discussion Points
"Speech to the Virginia House of Burgesses,” Patrick Henry
COMMENTARY:
In his carefully crafted speech, Patrick Henry delivers a fiery ultimatum to the British.
The detailed points of his argument, laced with emotionally-charged language, show his deep
connections to historical and biblical texts.
Henry begins by inviting his audience to debate the attributes of liberty and slavery. He
declares his thesis: I consider it as nothing less than a question of freedom or slavery; and in
proportion to the magnitude of the subject ought to be the freedom of the debate.
His thesis reverberates through the repeated images of freedom and slavery. Symbol,
allusion, reversal, metaphor, alliteration, repetition, parallelism, onomatopoeia and apostrophe
act as his messengers. Henry’s tone escalates from satiric understatement to hyperbolic fervor.
His tightly structured argument features detailed proof after each assertion. The closing lines not
only conclude the argument, but also mirror the thesis: I know not what course others may take;
but as for me, give me liberty or give me death!
A subtle irony pushes Henry to suggest that the Southern colonies follow the next gale
that sweeps from the north and join their brethren who are already fighting the British empire.
Who would know better the vocabulary of the underdog, the vocabulary of the subjugated than
the southern slaveholder?
Time has proven the power and scope of this speech greater than Henry’s original intent.
Today, universal voices cry, Give me liberty or give me death!
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Words Change the World — Grade 11
Part One of a Three Part Lesson
Attachment F
Common Rhetorical Devices
Rhetorical
Device
Alliteration
Definition
Example
repetition of the initial consonant
sounds beginning several words in
sequence
“Let us go forth to lead the land we love."
President J. F. Kennedy, Inaugural 1961
Allusion
reference to previous history or
literature
“Suffer not yourselves to be betrayed with
a kiss.”
Patrick Henry, Speech to Va. Burgesses
1775
Biblical allusion—Jesus Christ was
betrayed by Judas Iscariot, who identified
him to authorities by kissing his cheek.
Climax
arrangement of words, phrases, or
clauses in an order of ascending
(or descending) power
“Our petitions have been slighted; our
remonstrances have produced additional
violence and insult; our supplications have
been disregarded; and we have been
spurned, with contempt, from the foot of
the throne!”
Patrick Henry, Speech to Va. Burgesses
1775
Epithet
Attributing to a person or thing a
quality or description—by the
addition of a descriptive adjective
or by a descriptive or metaphorical
apposition
“the Majesty of Heaven”
Patrick Henry, Speech to Va. Burgesses
1775
Parallel
structure
requires that the elements of a
"But in a larger sense, we cannot dedicatesentence that are alike in meaning -we cannot consecrate--we cannot hallowor function be alike in construction -this ground."
Abraham Lincoln, Gettysburg Address
1863
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Words Change the World — Grade 11
Part One of a Three Part Lesson
Attachment F (Continued)
Common Rhetorical Devices
Repetition
(anaphora)
Repetition of the same word or
group of words at the beginning of
successive clauses, sentences or
lines.
“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.”
Winston Churchill, House of Commons, 4
June 1940
Reversal
(antithesis)
Juxtaposition of contrasting words
or ideas (often, although not
always, in parallel structure).
“It came as a joyous daybreak to end the
long night of their captivity.”
Martin Luther King, Jr. “I Have a Dream”
1963
Rhetorical
Question
(A question asked, but not meant
to be answered.) To affirm or deny
a point strongly by asking it as a
question.
“Shall we try argument?”
Patrick Henry, Speech to Va. Burgesses
1775
Metaphor
A comparison made by referring to “I have but one lamp by which my feet are
one thing as another.
guided, and that is the lamp of
experience.”
Patrick Henry, Speech to Va. Burgesses
1775
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Words Change the World — Grade 11
Part One of a Three Part Lesson
Attachment G
Topics for Consideration
For analysis
APPLICABLE IDEAS
ASSUMPTIONS
AUTHOR’S BELIEFS
CONCLUSIONS
FACTS & OPINIONS
FUNCTIONS
INCONSISTENCIES/FALLACIES
LEAST ESSENTIAL PART
LITERARY FORM(S)
MOTIVE
POINT OF VIEW
PREMISE
RELATIONSHIPS
THEME
For evaluation
AGREE WITH...
BELIEVE
BETTER IF...
CRITICIZE
DEBATE
DEFEND
DETERMINE
DISAGREE WITH...
EVALUATE
JUDGE
JUSTIFY
OPINE
PREFER
THINK
19