1. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Power of Words: The Effectiveness of Rhetoric in Letters and Speeches of the Civil War Period A WebQuest/KnowledgeQuest 11 th Grade for AP English Language and Composition Designed by: Vernal Pope and Evelyn Scott vpope@cherrycreekschools.org vpope@cherrycreekschools.org escott5@cherrycreekschools.org Grandview High School 8/12/05

2. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens Directions for Students  Click once OR press the space key to advance to the next slide  Press the backspace key to go back one slide  Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually.  Follow the directions on each slide

3. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens Introduction for Students  Do you remember when you were young what you might have said in response to someone who was teasing you or calling you names? “Sticks and stones may break my bones, but names will never hurt me.” Maybe you didn’t use these exact words, but one thing to consider is that the words that were used did hurt. People use words all the time that heal or hurt or help or hinder etc. In other words, words are powerful! Words are what help us to communicate on a personal, local, national or international level.  Throughout history words have been used to enslave a people or liberate a people. Prior to and during the Civil War, words influenced those who lived in the South as well as those who lived in the North. Here is a brief collection of letters and speeches from 1851-1864 for your consideration in understanding rhetoric and the power of words.  What rhetorical strategies are used in a speech and a letter and what are their impacts on an audience or a reader?

4. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Task for Students…  Students will read an American speech and letter from 1851-1864 and write a reflection on both.  Students will next write an analytical essay on either the speech or letter that they found on the website.  Students will write a speech or letter to the person or organization of their choice that has a tone of persuasive political intent, or fosters community, or seeks to eradicate discrimination.

5. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students  1. Define “rhetoric.”  2. What does close reading mean?  3. What is the difference between a letter and a speech?  4. List the traits of a letter.  5. List the traits of a speech.

6. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students  6. For what purpose might an early American writer have used a letter to convey his or her message?  7. For what purpose might an early American writer have used a speech to convey his or her message?

7. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students  8. List the elements of an argument and persuasive appeals.  9. Read and discuss both early American speech and letter noting the author’s use of language and rhetorical strategies.  http://memory.loc.gov/ammem/doughtml/words.html American Memory Collection on Frederick Douglass http://memory.loc.gov/ammem/doughtml/words.html  http://memory.loc.gov/ammem/alhtml/malhome.html American Memory Collection on Abraham Lincoln http://memory.loc.gov/ammem/alhtml/malhome.html  http://memory.loc.gov/ammem/gwhtml/gwhome.html American Memory Collection of George Washington http://memory.loc.gov/ammem/gwhtml/gwhome.html  http://memory.loc.gov/ammem/mcchtml/wombib.html# EB American Memory Collection Women’s History-- Manuscripts http://memory.loc.gov/ammem/mcchtml/wombib.html# EB http://memory.loc.gov/ammem/mcchtml/wombib.html# EB

8. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students  10. Find both an early American speech and letter; read it; and write a reflection on both.  11. What are the rhetorical purposes of both the speech and letter that you found from the American Memory Collection?  12. What rhetorical strategies do the writers use to convey their purposes?

9. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students  13. Describe the audience for whom these works were intended to be read.  14. Identify words or phrases that give you clues about the author’s purpose and audience.  15. Write an analytical essay on either the speech or letter that you found on the website.

10. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students  16. What purpose does each persuasive appeal serve in a letter and a speech?  17. Based on the early American speech or letter that you found in Part II, write a speech or letter to the person of your choice that has a tone of persuasive political intent, or fosters community, or seeks to eradicate discrimination.

11. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens Evaluation for Students  Evaluation Rubric Evaluation Rubric Evaluation Rubric

12. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens Conclusion for Students  Students will understand rhetoric and the power of language. Students will understand how writers or speakers use rhetorical strategies to convey their ideas and purposes. As students continue throughout the course of the year, their critical reading and thinking skills will gain more depth. As a result they will become stronger writers and better communicators.

13. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens Credits & References  Template created 2005 by An Adventure of the American Mind – Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO. An Adventure of the American Mind – ColoradoThe WebQuest PageGolden High SchoolAn Adventure of the American Mind – ColoradoThe WebQuest PageGolden High School

14. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Designed by: Vernal Pope and Evelyn Scott vpope@cherrycreekschools.org vpope@cherrycreekschools.org escott5@cherrycreekschools.org Grandview High School 8/12/05 The Power of Words: The Effectiveness of Rhetoric in Letters and Speeches of the Civil War Period A WebQuest/KnowledgeQuest 11th Grade for AP English Language and Composition The Power of Words: The Effectiveness of Rhetoric in Letters and Speeches of the Civil War Period A WebQuest/KnowledgeQuest 11th Grade for AP English Language and Composition

15. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluationDirections  Click once OR press the space key to advance to the next slide  Press the backspace key to go back one slide  Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually.  Follow the directions on each slide

16. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluationIntroduction  This lesson is designed as an introduction to rhetoric for AP English Language and Composition students to help prepare them for the national AP Exam. It is a collaborative effort to promote the library awareness within students and introduce them to the wealth of resources available to them on a local and national level.  The purpose of this letter is to introduce students to rhetoric, close reading, rhetorical strategies, and the elements of argument through exploration of letters and speeches of the civil war era.

17. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation About Your Learners  This lesson is for 11 th grade AP English Language and Composition students.  It may be helpful to lead students in a discussion of the purpose letters and speeches are used today.

18. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Learning Standards…  Students will understand rhetoric and the power of language. Students will understand how writers or speakers use rhetorical strategies to convey their ideas and purposes. As students continue throughout the course of the year, their critical reading and thinking skills will gain more depth. As a result they will become stronger writers and better communicators. Students will write reflections, and analytical essay on rhetorical strategies, and speech or letter with political intent.

19. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation …Learning Standards  1. Students read and understand a variety of materials.  using a full range of strategies to comprehend essays, speeches, autobiographies, and first-person historical documents in addition to the types of literature mentioned above.  2. Students write and speak for a variety of purposes and audiences.  3. Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization,  and spelling.  4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing.  5. Students read to locate, select, and make use of relevant information from a variety of media, reference, and  technological sources.  6. Students read and recognize literature as a record of human experience.  knowing what constitutes literary quality based on elements such as the author's point of view, the author's selection of significant details, theme development, and the author's reflection of events and ideas of his or her lifetime; and  critiquing the content of written work and oral presentations.

20. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation The Process  This is a one to two week interdisciplinary lesson. There are three parts to the lesson. The teacher could end the lesson at any part if they chose to do so.

21. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation The Process  Begin by defining “rhetoric.” Allow the students to take notes.  2. Discuss what it means to do a close reading. Explain to students that this is what the AP exam asks them to do.

22. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation The Process  Next: Discuss or have students answer these questions on paper.  3. What is the difference between a letter and a speech?  4. List the elements of an argument and persuasive appeals.  5. List the traits of a letter.  6. List the traits of a speech.

23. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation The Process  Students should continue responding to the following questions:  7. For what purpose might an early American writer have used a letter to convey his or her  message?  8. Under what conditions might an early American writer have used a speech to convey his or her message?

24. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation The Process  9. Students are to read and discuss both early American speech and letter noting the author’s use of language and rhetorical strategies.  10. Read the letter and speech and excerpt from Lincoln, Todd, Douglass, and Wendell Phillips. The links are provided; Write a reflection on both the letter and speech.  11. What are the rhetorical purposes of both the speech and letter that you found from the American Memory Collection? 9. Read and discuss both early American speech and letter noting the author’s use of language and rhetorical strategies.  10. Find both an early American speech and letter; read it; and write a reflection on both.  11. What are the rhetorical purposes of both the speech and letter that you found from the American Memory Collection?

25. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation The Process  12. What rhetorical strategies do the writers use to convey their purposes?  13. Describe the audience for whom these works were intended to be read.  14. Identify words or phrases that give you clues about the author’s purpose and audience.

26. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation The Process  15. Write an analytical essay on either the speech or letter that you found on the website.  16. What purpose does each persuasive appeal serve in a letter and a speech?  17. Based on the early American speech or letter that you found in Part II, write a speech or letter to the person of your choice that has a tone of persuasive political intent, or fosters community, or seeks to eradicate discrimination.

27. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Resources Needed  Hard Copies of the following are needed: –Lincoln’s Gettysburg Address –The letter requesting Lincoln’s attendance to the dedication of Gettysburg –Mary Todd’s letter to Lincoln requesting the removal of a general –Wendell Phillip’s letter in the preface of the Narrative of the Life of Frederick Douglass –Letter to Hodges –Sojourner Truth’s speech “Ain’t I a Woman”

28. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Resources Needed  If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.  It would also be helpful to link the names of books suggested to Amazon or other online sources.

29. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Resources Needed  The students will need access to computers to access the American Memory Collection.  Laminated copies of copies the original documents would be helpful for students  A list of rhetorical strategies terms and elements of argument will also be helpful for students.

30. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluationEvaluation  Learners will be evaluated on the following items: Responses to questions, Reflections on Speech and Letter, Analytical Essay and their own speech and letter. A rubric will be used to score students individually.  Students will understand rhetoric and the power of language. Students will understand how writers or speakers use rhetorical strategies to convey their ideas and purposes. Click the link for the Evaluation Rubric

31. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluationConclusion  As students continue throughout the course of the year, their critical reading and thinking skills will gain more depth. As a result they will become stronger writers and better communicators.

32. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Credits & References  Template created 2005 by An Adventure of the American Mind – Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO. An Adventure of the American Mind – ColoradoThe WebQuest PageGolden High SchoolAn Adventure of the American Mind – ColoradoThe WebQuest PageGolden High School