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SEAL Speech Writer
LESSON
K
6
Subject(s) Rigor/Relevance n
o 5
U.S. History 2 Framework w
l 4
C D
e 3
d
2 B
g A
Grade Level 11 e 1
12345
Application

Instructional Reading: Students read a variety of grade level materials, applying
strategies appropriate to various situations.
Focus Writing: Students write for a variety of purposes and audiences with
sophistication and complexity appropriate to the grade level.
Listening: Students listen for a variety of purposes appropriate to the
grade level.
Speaking: Students speak for a variety of purposes and audiences with
sophistication and complexity appropriate to the grade level.
Student  Students will demonstrate their understanding of the political and
social ideas of certain persons or historical movements in U.S.
Learning history.
 Students will demonstrate ability to use effective, persuasive
speech to influence an audience.
Performance Overview
Each student will prepare a speech for a historical figure after
Task researching the major issues of the historical period in which the figure
lived. The student should become familiar with the issues faced by the
person and his or her point of view. The student will effectively voice
the figure’s point of view in a prepared speech to the class.

Description
1. Distribute the assignment sheets and the planners (attached) and
have students select their historical figures from the List of
Historical Figures and Audiences (attached).
2. Students research their historical figures using library resources,
the Internet, and any others.
3. Distribute Scoring Guide (attached) to students before the date of
the speech.
4. After preparing a planner and a transparency of it, students deliver
the speech to the class with the aid of the planner.
5. After the speech, students display the transparency of the planner
to the class.

1
Essential  Gather information from a variety of sources, including electronic
sources, and summarize, analyze, and evaluate its use for a report.
Skills (e3)
 Identify, collect, and/or select pertinent information while
reading. (e5)
 Prepare and deliver individual speeches by gathering information,
rehearsing, making eye contact, speaking loudly enough,
delivering information in a well-organized fashion, and appealing
to the needs of the target audience. (e10)
 Summarize, synthesize, and organize information while reading.
(e24)
 Define a position on a controversial topic and write a persuasive
essay or make an oral presentation likely to persuade a specific
audience to change an opinion or take a particular action. (e27)
 Know how to find and read information from a variety of
electronic sources. (e28)
 Synthesize and evaluate ideas from several selections on similar
topics. (e38)
 Write a speech to amuse, to inform, or persuade a specific
audience. (e55)

Scoring Guide See attachment.

Attachments/  Assignment Sheet: Speech Writer
Resources  Planner
 List of Historical Figures and Audiences

Submitted by: Barbara McNulty, Boothbay Region High School

2
Assignment Sheet: Speech Writer
Assignment

You have been hired to write a speech for an historical figure to deliver to a group of people who do not
agree with his point of view:

 He wants is a short speech, directly to the point, that incorporates his major issues and beliefs in a
very persuasive tone.
 He wants you to capture the essence of his message and come up with some memorable new slogan
or expression that the people will be able to remember.
 He wants the audience to hear concrete examples of what his beliefs will mean to them and how
they can help the cause.

While you may not agree with the message of the speech, you must do your best to present the point of
view effectively. You will then take the role of the historical figure and deliver the speech to the class.

Preparation

Before you write the speech, do research and prepare a planner. The planner will list the issues and points
of view of the person for whom you are writing the speech. Then you will prepare a transparency of the
planner that you will show to the class after your speech.
You will hand in three things:

 Planner (2 copies)
 Speech
 Transparency

You will deliver the speech to the class using one copy of the planner.

Assessment

You will be evaluated in two ways. The grade for this entire activity is a test grade, which includes your
work on the planner/transparency, the quality of your search for information about the speaker, your
speech, and the amount of effort you put into this project. Your speech by itself will be assessed using the
4-point rubric, which will show whether you have met the standards.

3
Planner
Name/Description of historical figure:
____________________________________________________________________

First major issue:

____________________________________________________________________
Point of view/Opinion on this issue:

____________________________________________________________________

How this would affect listener:

____________________________________________________________________

Second major issue:

____________________________________________________________________

Point of view/Opinion on this issue:

____________________________________________________________________

How this would affect listener:

_______________________________________________________________

My slogan is

_______________________________________________________________

4
List of Historical Figures and Audiences
1. Eugene Debs in 1894 to voters
2. Republican senator in 1890 about the Sherman Anti-Trust Act to U.S. Senate
3. Democratic senator in 1890 about the Sherman Anti-Trust Act to U.S. Senate
4. 12-year-old mine worker in 1892 to a state legislature
5. Social Darwinist in 1892 to a state legislature
6. Nativist in favor of the Chinese Exclusion Act 1882 to U.S. Congress
7. Populist in 1892 to voters
8. Senator in favor of limiting Japanese immigration in 1907 to U.S. Senate
9. New York City citizen against Tammany Hall in 1870 to New York voters
10. Anti-Saloon League leader in 1893 to voters
11. Jane Addams in 1890 speaking to a group of people
12. Populist in 1896 to voters
13. Tammany Hall politician in 1870 to New York legislature
14. Queen Liliuokalani in 1892 to American diplomats
15. Pro-Imperialist in 1896 to U.S. Congress
16. Anti-Imperialist in 1896 to U.S. Congress
17. John Muir in 1891 to businessmen
18. Upton Sinclair in 1906 to U.S. president’s cabinet
19. Jacob Riis in 1904 to the congressional committee for housing
20. Robert La Follette in 1903 to a meeting of state governors
21. Edward Bellamy in 1903 to mayors
22. Anti-Saloon League leader in 1900 to Temperance Union meeting
23. Suffragette in 1915 to the Georgia state legislature
24. Anti-Suffragette in 1915 to editorial staff of Ladies Home Journal
25. Suffragette in 1915 to people opposed to the ERA
26. White mayor of Charleston, S.C., in 1900 to the Voter Registration Board
27. Black preacher in 1910 to state legislature investigating lynching
28. WEB DuBois in 1897 to Tuskegee Institute graduation
29. Booker T. Washington in 1897 to Tuskegee Institute graduation
30. Shipping magnate in 1902 to Congress
31. Missionary to China in 1903 at a fund raising activity
32. Socialist presidential candidate in 1912 to voters
33. American diplomat in 1900 to a delegation from the Philippines
34. AFL union leader in 1910 to prospective AFL members
35. Quaker prison reformer in 1900 to Philadelphia City Council
36. Proponent of Open Door Policy in 1900 to Senate Foreign Relations Committee
37. Businessman in 1893 to hired Pinkertons
38. Member of Coxey’s Army in 1894 to members of the House of Representatives
39. New York female garment worker in 1911 to New York City Safety Commission
40. Anarchist in 1901 to union members
41. Factory owner in 1899 to union representatives
42. Capitalist in 1904 to Senate committee investigating monopolies
43. Ida Tarbell in 1906 to U.S. attorney general’s staff
44. Socialist in 1900 to factory workers

5
Scoring Guide

Speech Writer Assignment

Student: _______________________________________________

Evaluator: ______________________________________________

Score each of the following characteristics on a scale of 4 to 0, where 4 = surpasses expectations,
3 = high-quality performance, 2 = satisfactory performance, 1 = minimum quality performance, and
0 = does not meet expectations.

The speech clearly stated the historical figure’s point of view.

The speech correctly stated the historical figure’s point of view.

The speech was delivered in a tone and mood appropriate to the message.

The speech was persuasive to me.

The speech was one page. (yes, no)

The speech included an appropriate and memorable slogan. (yes, no)
The slogan was

This is how the speaker’s beliefs will have an effect on me:

The speaker asked me to