All-School Patriotic
Speech Festival
Reference Source
• Johnson, M. (2003). Primary
Sources in the Library: A
Collaboration Guide for
Library Media Specialists.
Worthington, Ohio: Linworth.
• Started at Eagleview Middle
School, Colorado Springs, CO
• All 8th graders participate
• Select one piece from any of
four categories
• Project takes one month
• Have students develop your
own school list
• Can be simplified for
elementary school or made
more challenging for high
school
Library Introduction to
Historic School Recitation
• Use Making of America Web site
• Samuel Woodworth’s 1831 book:
Melodies, Duets, Trios, Songs, and
Ballads, Pastoral Amatory,
Sentimental, Patriotic, Religious, and
Miscellaneous. Together with
Metrical Epistles, Tales, and
Recitations.
• Study recitation pieces from over
170 years ago.
• Go to
http://www.hti.umich.edu/m/moagrp
• Click on <MoA Books>
• Click on <Browse MoA Books>
• Click on <W>
• Click on <Wo>
• Scroll to and click on <Woodworth>
• Search for <patriot*>
• Click on <results details>
• View as <image>
and/or
• Use American Memory Web site
• Read several selections from
“Life Histories” on experiences
with recitation in schools during
the 1930’s
• Discuss why memorization is or
isn’t useful to students today
• Discuss what students might
learn from past great orators
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Go to http://memory.loc.gov
Click on <Collection Finder>
Click on <List All Collections>
Click on <Life Histories, Federal
Writers’ Project>
• Click on <Search by Keyword>
• Type in <recitation>
• Take your pick. “Recitation” is
highlighted.
Peter A. Gilbert,
educator:
“It is not great ideas
alone that move
people’s hearts and
minds, but great ideas
eloquently expressed.
Introduction to Patriotic
Speeches
• Use U.S. National Archives “Digital
Classroom” Web site
• Listen to “A Date Which Will Live in
Infamy” excerpt
• View Roosevelt’s draft
• Study new vocabulary
• Identify speech techniques:
repetition, alliteration, emotionally
charged words, appeal to selfpreservation, and assurance of
moral superiority
Other activities:
• Compare Roosevelt’s speech
to Patrick Henry’s “Give Me
Liberty” speech
• Interview elder citizens who
actually heard Roosevelt’s
speech
History Collaboration
• Research individual who gave
the speech selected
• Give students one noncompetition speech without
speaker’s name, title, or
occasion—Students use clues to
guess speaker, time period,
issues, vocabulary meanings,
possible audience, etc.
• Research era of chosen speech
English Collaboration
• Students each analyze selected
speech, using form
• Whole class writes 5-paragraph
essay on same non-competition
speech
• Then each student writes 5paragraph essay on own
selected speech
Other Collaboration
• Drama: Work on historic oratorical
style
• Drama and Art: Help with costumes
for Festival
• Art: Plan and prepare Festival
decorations (lots of flags and
bunting)
• Cooking: Study and prepare
“historic” recipes for Festival
refreshments
Still more:
• Music: Choose and practice
patriotic songs for audience
Sing-Along at Festival
• Technology: Prepare PowerPoint
of song lyrics
• Parents’ club: Possible source
of refreshments and prizes
• Community groups: Judges,
prizes, publicity
Competition
• Everyone presents in class
(receive judging form in
advance)
• Top # in each category compete
in Semi-Finals
• Top Semi-Final Winners present
at Festival Finals
• Over-all champion is named
Possible Judges
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School board members
District administrators
City council members, legislators
Professors of English or speech
Active or retired military personnel
War veterans, medal winners
Former POW-MIAs
Police or fire fighters
Community activists
Festival!
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Pledge and national anthem
Sing-Along
Speeches by Finalists
Exhibition pieces by rest of class
members before, between and after
Finalists
• Sing-Along during judging
computation
• Awards ceremony
• Refreshments!!!