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Instructional Module 6: At - A - Glance

Standards Review Evaluating the Credibility of Arguments

Overview

In this module, students will review the standards from this component to assess and reflect on their learning.

Standards Addressed R 2.8 Evaluate die credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).

Teacher Resources

Texts • "The Speech They Only Wish They Could Make" by Richard A. Katula • "The Gettysburg Address" by Abraham Lincoln

Additional Resources • Reading Check Questions, Short Constructed Response, and Answer Key

Culminating Task After reading two texts, students will answer multiple-choice questions and write a rationale for each choice selected. Then, they will write a text-based short constructed response.

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Instructional Focus R 2.8 Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text.

Instructional Focus This section contains two reading selections with eight multiple-choice questions and one short constructed response. Students should read the selections. Then answer the questions and complete the short constructed response that follows.

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Extension Students will write a rationale for each answer they selected, explaining why the answer they selected is the best choice.

After completing this Standards Review, students should reflect on what they have learned so far and what they can do to become more proficient with the standards they are studying in this component. It would be appropriate to include this reflection in the student's learning log or portfolio.

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Directions: This section contains two reading selections with eight multiple-choice questions arid one short constructed response. Read the selections. Then answer the questions and complete the short constructed response that follows. /^'<m\

When Abraham Lincoln delivered the Gettysburg Address, he considered it a failure. Today it is considered one of the outstanding speeches in history. In his article, Richard Katula writes about the greatness of the speech. Read the article and the Gettysburg Address below. Use information from the article and the Gettysburg Address to answer the questions that follow.

The Speech They Only Wish They Could Make by Richard A. Katula

from The Boston Globe November 21,1999

1 One hundred and thirty-six years ago last Friday, in the aftermath of the bloodiest battle of the Civil War, a huge crowd gathered around a 12- by 20-foot stage in Gettysburg, Pa., to dedicate the country's first national cemetery. Edward Everett, the premier orator of the time, was the featured speaker. President Abraham Lincoln was invited as an afterthought to give "a few appropriate remarks."

2 Everett delivered, mostly from memory, a Periclean eulogy lasting two hours. B.B. French played a funeral dirge, and then Ward Hill Lamon, an aide, introduced the president.

3 Lincoln rose, took two sheets of paper from his breast pocket, looked at them, and then spoke 270—some say 272—of the most important words ever uttered. He sat down to ^ polite applause from the crowd, turned to Lamon and pronounced the speech "a flat , ' failure." He rarely mentioned it again.

4 Shortly thereafter, a letter arrived from the venerable Everett saying, "I should be glad if I could flatter myself that I came as near to the central idea of the occasion in two hours as you did in two minutes."

5 Everett, the Dorchester native who had been a minister, Harvard College professor, legislator, statesman, and a vice-presidential candidate in 1860, knew quality when he heard it. The Gettysburg Address became America's most celebrated speech. Why? It's a fitting question in this season of accelerating oratory from the men who would hope to be presidential candidates.

6 The sources of the Gettysburg Address's greatness remain a centerpiece of academic discourse, and scholars who enter into the debate do so with both reverence and trepidation. The key is to measure it by applying three timeless principles of the ancient art of rhetoric: timeliness, timelessness, and eloquence.

7 First, the speech is timely. Lincoln delivered a classic eulogy, an "epitaphios logos," containing two parts: praise for the dead and advice for the living. The structure of the address is also timely as Lincoln moves from the birth of the nation—"our fathers brought forth upon this continent a new nation"—to the death of the soldiers, to the rebirth of the -^-v nation and "a new birth of freedom." Thus, the soldiers did not die in vain, but to preserve !. _ the nation, a most worthy cause.

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g Great orations must also be grounded in timeless principles, and Lincoln's address was. Lincoln held up the overarching principle of equality as a way to resolve the essential contradiction in our two founding documents: the Declaration of Independence, which states that all men are created equal, and the Constitution, which did not prohibit slavery. By declaring equality the overriding concern—the principle for which our soldiers had died—he changed the course of our national destiny, turning it once and for all time toward the pursuit of this worthy ideal.

9 Finally, the address is eloquent. Delivered with grace and sincerity, the speech stands as a gem of the English language. Lincoln used classical rhetorical techniques such as parallel phrasing, cadence, metaphor, and allusion to achieve his high oratorical tone. But while borrowing from the poetic, Lincoln's words remain speakable as oratory. Thus, the address has become literature as much as it remains oratory.

1 0 The Gettysburg Address remains the most important speech in American history because it completes the vision of our founders. Through his brief remarks, Lincoln joined a chorus of illustrious American political philosophers of the time, men such as Ralph Waldo Emerson, Daniel Webster, Theodore Parker, and Frederick Douglass, who were asking what it meant to be an American.

11 Comprising just 10 sentences, it has triumphed over time, condemnation, obscurity, parody, and comparison. In these closing days of the millennium, as countdowns of top one-hundreds proliferate, this oration should top everyone's list of best speeches—and stand as a model of what political rhetoric, at its best, can be.

The Gettysburg Address

Four scores and seven years ago our fathers brought forth on this continent a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate-^we can not consecrate—we can not hallow— this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us— that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, 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.

President Abraham Lincoln, November 19,1863

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President Abraham Lincoln, November 19,1863

•The Speech They Only Wish They Could Make," The Boston Globe, November21,1999 by Richard A. Katula. ^***K

Copyright 1999 by The Globe Newspaper Company. Reprinted by permission of The Globe Newspaper Company via -. ) the Copyright Clearance Center.

1. The main purpose of Katula's article is to A. argue that speechmaldng should be taken more seriously. B. analyze each sentence of Lincoln's Gettysburg Address. C. capture the emotion of honoring the courage of the soldiers. D. provide insight into what made Lincoln's speech great.

2. According to Katula, President Lincoln "was invited as an afterthought to give 'a few appropriate remarks.'" Based on information in this article, this statement is A. deceptive. B. symbolic. C. ironic. D. persuasive.

Read the sentence from paragraph 4 of Katula's article in the box below.

I should be glad if I could flatter myself that I came as near to the central idea of the occasion in two hours as you did in two minutes.

3. Which of the following best expresses what Edward Everett was saying to Abraham Lincoln in this statement?

A. He was scolding Lincoln because his speech was too brief for the occasion. B. He was revealing that he was more concerned about time than content. C. He was admiring Lincoln's ability to make his point in a few words. D. He was attempting to be polite to the President of the United States.

4. In paragraph 5, Katula establishes Everett's accomplishments in order to A. show he respects Everett more than Lincoln. B. demonstrate Everett's qualifications forjudging the speech. C. present the source material for Lincoln's speech. D. show the author's disdain for Lincoln's speaking abilities.

5. In paragraph 6, the word rhetoric means A. celebrated poetry. 8. informal discussion. C. formal essay. D. effective speech.

6. In paragraph 8 of Katula's article, what does the phrase "overriding concern" mean? A. a problematic issue B. protected by law v-"\ C. of greatest importance D. no longer a worry

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7. In paragraph 3 of the Gettysburg Address, Lincoln speaks of "that cause for which they gave the last full measure of devotion." That cause was to

{ A. hallow the ground where they died. B. preserve the nation. C. finish the work that they had started. D. seek personal honor.

Read the sentence from the Gettysburg Address in the box below.

But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow—this ground.

8. Which of the following writing techniques does the sentence illustrate? A. parallel structure B. subordination C. metaphor D. sensory imagery

Short Constructed Response

Katula states that a classic eulogy contains two parts: praise for the dead and advice for the living. How does the Gettysburg Address meet Katula's definition of a classic eulogy? Use relevant and specific evidence from the Gettysburg Address to support your answer.

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Correct Answers

l.D 2.C 3.C 4.B S.D 6.C 7.B 8. A

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