Lesson 3: Presidential Speeches

Lesson Details Subject: Social Studies Learning Levels: Intermediate, Middle School, High School Author(s): Thomas Avery, Leonard Duck, and Laura Hallett Submitted by:

Abstract This three-part lesson focuses on the use of presidential speeches from World War II and the current Mid East conflict. Students will work in cooperative teams to analyze two speeches. Each group will complete a KWL chart based on each speech. The lesson is divided into three 30-minute sessions. The first session will be to analyze President Franklin D. Roosevelt's speech after the bombing of Pearl Harbor on December 7, 1941. The second session will be to analyze President George W. Bush's speech after the World Trade Center and Pentagon bombings on September 11, 2001. The teacher will need to have a written transcript and/or audio copy of both speeches before beginning the session. During the third session, students will compare/contrast both sets of posters using a Venn diagram. Lesson fundamental understandings: Essential Questions: Fundamental understanding: America’s role in the world during World War II America’s role in current global conflicts America’s role as it is perceived by Americans and other countries Essential Questions: How do we view United States’ role in the world and how do others view the United States’ role? How does media affect the view of the United States? Standards National Standards United States History Standards (25) Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs (27) Understands how the Cold War and conflicts in Korean and Vietnam influenced domestic and international politics (28) Understands domestic policies in the post-World War II period (30) Understands developments in foreign policy and domestic politics between the Nixon and George W. Bush presidencies (31) Understands economic, social, and cultural developments in the contemporary United States State Standards State standard(s): (4.5.4) Identify sources of information people use to form an opinion. (5.5.6) Identify ways conflicts can be resolved in a peaceful manner that respects individual rights. (8.5.2) Explain ways in which nations interact. Clark County School District Standards: Students apply knowledge of people, places, and environments to understand the past and the present and to plan for the future. Students describe the general chronological organization of history and know how to Organize major events and people to explain historical relationships. Students understand that societies are diverse and have changed over time. Students identify and describe people and events that have shaped the history of Nevada. Students know the United States is part of an interconnected world. Clark County School District Objectives: [(5) 2.5] chronologically organize major events and people of United States history [(5) 4.9] differentiate between facts and opinions [(5) 4.10] demonstrate concern and respect for the rights of others [(5) 4.11] develop awareness of the role of the media in forming public opinion [(5) 4.7] identify the significance of individual contributions which have helped shape American democracy [(5) 5.1] describe the interdependence and common traits of people in the world [(5) 5.2] discuss the importance of the exchange of ideas between cultures [(5) 5.4] discuss the relationship and interaction of the United States with other nations of the world [(5) 5.5] discuss how different cultures view global issues from different perspectives [(5) 5.6] describe how local, national, and global problems can be interrelated [(5) 5.7] describe how technological advances have impacted communication between nations of the world and have helped people meet the needs of society [(5) 5.8] investigate and describe different forms of government Lesson Prerequisite Skills Knowledge and skills: Read nonfiction Interpret political messages Analyze pictures Listening skills Essential vocabulary: Propaganda, Media, Conflict, Global, Terrorism, Patriotism, Point of view, Perspective, Censorship, Foreign Policy, Perception, Perceived Teacher Information/Situations/Setting/Time Number of sessions: 3 Time/session: approx. 30-45 minutes per session Learning Style: Cooperative groups Speeches need to be printed before beginning. If an audio copy is not available, the teacher may consider reading the speeches aloud. Assessment Formative assessment will be based on students’ answers to focus questions at the end of the lesson. Focus Questions: How do we view United States’ role in the world? How do others view the United States’ role? How does media affect the view of the United States? How has media changed since WWII? What is the purpose of these forms of media? Contrast two things from these two time periods. Compare two things from these two time periods. Final Venn Diagrams will also be collected for evaluation. Student Activity/Tasks Students will work in small cooperative groups to listen to the speeches. They will discuss the speeches and record what they know, what they want to know, and what they have learned about the speeches. Enrichment/Alternate Activity: Students can research additional speeches that were given by other significant individuals of the two events. (Churchill, Hitler, Blair, Bin Laden, Chretien) Cross-Curricular: The following subjects are imbedded throughout the unit: Reading, Art, Language Arts, Geography, Geology, and Cartography Technology Requirements/Tools/Materials Internet Access Audio and/or video copies of speeches Transcripts of speeches Inspirations (software program)can be used to record information on Venn Diagrams and KWL Charts. Acknowledgements: Additional Resources Main URL: Related Lessons Copyright © 1997-2003 Career Connection to Teaching with Technology USDOE Technology Innovation Challenge Grant Marshall Ransom, Project Manager All rights reserved.