StudySync Lesson Plan Speech to the Second Virginia Convention

StudySync Lesson Plan
Speech to the Second Virginia Convention
Objectives
Time
1. Engage students in the language and main ideas of Patrick Henry's “Speech to the
Second Virginia Convention” so that they are prepared to discuss and write about the
excerpt.
2. Practice and reinforce the following Grade 9-10 ELA Common Core Standards for reading
informational text, writing, and speaking/listening, and language:
• READING: INFORMATIONAL TEXT — RI.9-10.1–6, 7–9
• WRITING — W.9-10.1-2, 4-10
• SPEAKING/LISTENING — SL.9-10.1–4, 6
• LANGUAGE — L.9-10.4, 5
155 minutes (with up to an additional 195 minutes of extension possibilities)
Materials
SyncTV Premium Lesson on Patrick Henry's “Speech to the Second Virginia Convention”
Overview
In 1775, the Second Virginia Convention met in Richmond, Virginia, about fifty miles inland from
the colonial capital of Williamsburg. British naval reinforcements had recently been called in to
quell the dissenting American colonists and were anchored off the coast of Virginia. Patrick
Henry, a delegate at the convention, sought to incite and provoke the colonists to form a
volunteer militia, arguing that any further efforts to appease the British would only weaken their
aims. Close examination of this excerpt will prepare students to consider Henry's ideas and
rhetoric, and to write thoughtful, informed, and textually-rooted responses consistent with the
ELA Common Core Standards for the high school grades.
Background (10 minutes)
1. Watch the Preview (SL.9-10.1–2). As a group, watch the video preview of the premium
lesson. Use the following questions to spur discussion and give students some context
before reading the excerpt:
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a. Consider the images and the musical accompaniment in the preview. What sorts
of emotions do they bring to mind? What was the mood in the colonies at the time
Henry delivered his speech?
b. Why do you think the House of Burgesses is described as “reluctant”? What do
you think they were reluctant about and why? Do you think their reluctance was
appropriate? Why or why not?
c. The speech contains one of the most famous rallying cries in all of American
history: “Give me liberty or give me death!” Speculate about why this has been
such an enduring slogan. Where else you have heard it repeated?
Extension (additional 10 minutes)
d. Discuss (SL.9-10.1-3). As a class, brainstorm and discuss rhetorical strategies for
connecting with as broad of an audience as possible. What are some strategies
orators employ when speaking before different audiences? For example, they
make comparisons, offer choices, and say things to make members of the
audience feel recognized and included. How do they persuade and convince?
What kinds of things do they not mention?
Extension (additional 45 minutes)
e. Research (W.9-10.7-8; SL.9-10.2, 4). Have students work individually or in pairs to
research colonial Virginia and the House of Burgesses. They will find information
on the Colonial Williamsburg site http://www.history.org/history/index.cfm. You
might suggest that small groups of students choose a particular topic or aspect of
colonial life and prepare a brief presentation.
Engaging the Text (145 minutes)
2. Read the Text (45 minutes)
a. Read and Annotate (RI.9-10.1–6, 9; L.9-10.5). Have students read and annotate the
excerpt from Patrick Henry’s “Speech to the Second Virginia Convention.” As they
read, have them pay special attention to Henry's rhetorical tactics and how they
advance his underlying goal. Have students use the annotation tool to note the
rhetorical tactics used throughout the speech. For the purposes of this lesson,
refer to these rhetorical tactics:
1. Appeals to reason or logic through references to cause and effect
and comparisons and contrasts.
2. Appeals to the character and integrity of listeners through references
to moral and ethical standards.
3. Appeals to the audience's emotions through imagery, figurative
language, rhythmic repetition, and so forth.
Finally, have students note any questions they may have while reading.
If your classroom has a projector, consider reading and annotating the first couple
of paragraphs as a class, using the projector to model the annotating skills you
wish them to use. Then have students complete the rest on their own. These
annotations are visible to the teacher after the students submit their writing
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assignments or beforehand if using the “mimic” function to access the students’
accounts.
b. Discuss (RI.9-10.1–6, 9; SL.9-10.1–3). Once students finish reading and annotating,
discuss the following question as a class:
How does Henry use his rhetorical skills to make an urgent plea to his
audience? Is his plea effective? Discuss how he instills a sense of urgency.
Extension (additional 20 minutes)
c. Listen and Discuss (SL.9-10.1–3). As a class, listen to the audio reading of the text.
Remember that this text was originally spoken, not written. What are some of the
different effects of reading the text versus hearing it read aloud?
d. Comprehend (RI.9-10.1–6, 9; L.9-10.4, 5). Have students complete the multiplechoice
questions. Collect papers or discuss answers as a class.
3. Watch SyncTV (40 minutes)
a. Watch. Either watch the SyncTV discussion associated with Patrick Henry's
“Speech to the Second Virginia Convention” as a class or ask students to watch it
on their individual computers.
b. Focus (RI.9-10.1–2, 4–6, 9; SL.9-10.1–3) From 1:30-2:30 mark, the students focus on
how Henry imbues his call to action with a sense of urgency. Pay attention to how
his pleas are bolstered with this urgency, and the examples the SyncTV students
use.
c. Focus (RI.9-10.1–2, 5–6, 9; SL.9-10.1–3) In the section of the episode from roughly
4:10-5:25, the SyncTV students bring up a number of different rhetorical tactics
that Henry uses in his address. Have students focus on the variety of different
tactics introduced in this portion.
d. Focus (RI.9-10.1, 5–6, 9; SL.9-10.1–3) For most of the episode, the SyncTV students
discuss how Henry argues his case, but from 6:00-6:30 they discuss how Henry
makes the other side look bad.
e. Discuss (RI.9-10.1–6, 8–9; SL.9-10.1–3). After students watch the model discussion,
have a conversation with the class about the ideas discussed in the SyncTV
episode that stood out the most. What new thoughts do they have after hearing
the students' discussion? Divide students into small groups (3-4 students). Move
around the room monitoring the groups as students use the SyncTV episode as a
model to discuss some of the following questions:
1. Discuss portions of the excerpt wherein Henry uses reason or logic,
moral persuasion, and emotion to appeal to his audience. Do you
think he is successful in these appeals? Why or why not?
2. In addition to being a politician and a delegate, Patrick Henry was
also an attorney. Discuss the tactics he uses that might be employed
in a court of law. How does he use 'courtroom tactics' to bolster his
argument?
3. One student states that Henry “uses the past actions of the British
government to predict their future behavior.” Is this fair, or is this
fallacious? Why/why not?
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4. How does Henry mix facts and logic with assumptions and poetic
imagery? Does this mixture strengthen or hurt his speech? When
might reliance on facts and logic be insufficient?
5. What is a slogan? What do they hope to accomplish and inspire?
What kind of danger is inherent in sloganeering? What is the
difference between a slogan and a “sound bite”?
6. Who is the audience here? Is Henry only speaking to the delegation
at the convention, or is he hoping his words carry further? To whom
are Henry's words directed?
Extension (additional 20 minutes)
f. Discuss Logical Fallacies (RI.9-10.1–2, 5–6, 8–9; SL.9-10.1–3). Henry's speech
(and other similar political speeches) are a good opportunity to introduce students
(if they haven't been introduced yet) to the concept of logical fallacies, errors in
reasoning that undermine the effectiveness of an argument. Provide examples of
logical fallacies first (Purdue Online Writing Lab - owl.english.purdue.edu is a good
place to start) and then apply these concepts to the excerpt from Henry's speech.
There are dozens of logical fallacies in the world of argumentation, but for the
sake of this excerpt, focus on a few of the most prevalent (you are of course
welcome to incorporate more):
4. Think (10 minutes)
1. Hasty generalization — a conclusion based on insufficient evidence
or biased reasoning
2. Post hoc ergo propter hoc — assuming that if 'B' occurred after 'A'
then 'A' must have caused 'B' (also known as false cause)
3. Begging the claim — assuming in the claim something that needs to
be proven in the body of the argument
4. False dichotomy — reducing an argument to a choice between 'A'
and 'B', when a 'C' (or more) exists
5. Ad hominem — Attacking an opponent's character without
addressing the argument at hand
a. Respond (W.9-10.1, 4, 9). Ask students to read the “Think” questions, watch the
corresponding video clips, and respond to the questions with brief written
answers, either in class or for homework.
5. Write (50 minutes)
a. Discuss (SL.9-10.1). Read the prompt you have chosen for students, and then
solicit questions regarding the prompt or the assignment expectations. Whichever
prompt you choose, be clear about the assignment expectations and share the
rubric that will be used to evaluate the assignment.
b. Organize (RI.9-10.1–6, 8–9; W.9-10.1-2, 5). Ask students to go back and annotate
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the text with the prompt in mind. They should be organizing their thoughts and the
points they’ll address in their writing as they make annotations. If you’ve worked
on outlining or other organizational tools for writing, this is a good place to apply
them.
c. Write (W.9-10.1-2, 4, 5, 9-10). Have students go through the writing process of
planning, drafting, revising, editing, and publishing their writing responses.
d. Review (W.9-10.4–6). Use the StudySync “Review” feature to have students
complete one to two evaluations of their peers’ work based on your chosen
review rubric. Have the students look at and reflect upon the peer evaluations of
their own writing. What might you do differently in a revision? How might you
strengthen the writing and the ideas?
Extensions (additional 100 minutes)
e. Write (W.9-10.1–2, 4–6, 9–10). For homework, have students write an essay using
one of the prompts you did not choose to do in class. Students should publish
their responses online.
f. Speak (SL.9-10.1-4, 6) It's important to note that most delegates at the Second
Virginia Convention were in favor of diplomatic resolution. They were wary of the
toll that military action against the powerful British army would bring. Have
selected students take the role of a delegate who is scheduled to speak
immediately after Henry and offer a rebuttal to his address. Encourage them to
use one or more of the rhetorical tactics covered in the lesson, including logical
fallacies. Ask students who are listening to evaluate the speakers’ points of view,
reasoning, and use of evidence and to identify any fallacious reasoning and/or
exaggerated or distorted evidence.
g. Analyze Arguments (RI.9-10.8–9; W.9-10.1–2, 9) Continuing from the prior
Extension lesson on logical fallacies, have students choose a particular fallacy and
write a paragraph about where it appears in Henry's address. Where does Henry
fall victim to the selected fallacy? What would be a stronger counterargument?
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SUPPLEMENTARY MATERIALS
Key Vocabulary
1. ceremony (n.) - considerate or polite behavior
2. revere (v.) - to show great respect or honor towards someone
3. arduous (adj.) - long and difficult
4. comport with (ph v.) - to be in agreement or accord
5. subjugation (n.) - the state of dominating or controlling someone (usually a group)
6. remonstrate (v.) - to protest, formally and with reproach
7. supplication (n.) - the act of begging or pleading for something, with humility
8. inviolate (adj.) - safe, free from possibility of injury or harm
9. treason (n.) - the act of betraying one's nation, usually with the attempt of subverting or
overthrowing the active government
10. solace (n./v.) - comfort, support
Reading Comprehension Questions
1. Henry begins his speech by _____________.
a. complimenting the other speakers
b. apologizing for what he will say
c. explaining why he must speak out
d. urging the delegates to fight
2. In this speech, what does Henry use the lamp to symbolize?
a. the threat from the British
b. the delegates at the convention
c. his achievements and experiences
d. the search for truth
3. Which of the following claims does Henry make in the third paragraph of the excerpt?
a. the British have sent warships and are preparing to strike
b. there is little hope the British will reconcile, based on past behavior
c. the delegates shouldn't trust the British
d. all of the above
4. Using imagery and figurative language, Henry compares the colonists to_____________
in the hands of the British.
a. thieves
b. children
c. slaves
d. beggars
5. Why, according to Henry, must the colonists act now rather than later?
a. the British empire is in a moment of weakness and transition
b. the colonists will only continue to be weakened and subjugated further
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c. the British will send more ships and militias every year
d. all of the above
6. "We have petitioned; we have remonstrated; we have supplicated; we have prostrated
ourselves before the throne..."
The underlined words above are used by Henry to ___________.
a. suggest that violence is likely the only means left
b. explain that previous courses of action have been futile
c. give an emotional depiction of their subjugation under British tyranny
d. all of the above
7. “Shall we acquire the means of effectual resistance, by lying supinely on our backs, and
hugging the delusive phantom of hope, until our enemies have bound us hand and foot?”
Which of the following is closest in meaning to the underlined word?
a. passively
b. angrily
c. confusedly
d. suspiciously
8. Which of the following words best describes the goal of Henry's speech?
a. incitement
b. reassurance
c. investigation
d. self-promotion
9. How would you best describe Henry's opinion of hope, as stated in his address?
a. He believes it is dangerous.
b. He believes it is necessary.
c. He believes it is natural.
d. He believes it is stupid.
10. “Let us not, I beseech you, sir, deceive ourselves.” Which of the following is closest in
meaning to the underlined word?
a. defy
b. honor
c. beg
d. support
Answer Key
1. A
2. D
3. D
4. C
5. B
6. D
7. A
8. A
9. C
10. C
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Further Assignments
1. Have students compare and contrast the “Speech to the Second Virginia Convention”
with another famous political speech. Suggest students choose a speech from
www.historyplace.com/speeches and write an essay of 300 words. (W.9-10.1–2, 9;
SL.9-10.1–3)
2. “Speech to the Second Virginia Convention” was not, in fact, transcribed when Henry
gave it. Biographer William Wirt cobbled together Henry's remarks based on
eyewitness testimony and notes from Henry’s estate that he collected three decades
later. Ask students how knowing this affects their interpretation of the excerpt. Ask
them to discuss the factors that could have affected the accounts that Wirt gathered.
(RI.9-10.7, 9; SL.9-10.1–3)
3. Point out that Henry uses a lot of figurative language in this speech: similes,
metaphors, even exaggeration. Ask students what purpose this figurative language
serves. Do they think his inclinations toward colorful language and heightened
dramatics make the speech less effective, or more? Invite students to rewrite a couple
of paragraphs from the excerpt without figurative language. (RI.9-10.4, 8–9; SL.9-10.3;
L.9-10.5)
4. Have students read Thomas Paine's Common Sense, a pamphlet of the same period
that stoked colonial discontent against the British. Ask students to write an essay
describing how the texts use different rhetorical approaches and styles to achieve a
similar end. (W9-10.1–2, 9; RI.9-10.1–6, 8–9)
5. Patrick Henry was often at odds with other important figures of the American
Revolution. Over time his differences increased. By 1788, the colonists had won their
struggle for independence and Virginians were considering whether to ratify the
proposed U.S. Constitution. Students may wish to read excerpts from the debates
between Patrick Henry and James Madison, author of the Constitution here
http://people.sunyulster.edu/voughth/henry_and_madison.htm. Ask students to write
a summary of the two positions and then explain, in writing, (1,2,whether they think
Henry’s views in 1788 were the logical outcome of his speech in 1775. (W.9-10.2, 7–9)
6. Ask students to go back through this excerpt and identify some of the many questions
Henry asks. Point out that they can identify questions by the use of the question mark
at the end. Ask students to choose five questions and practice rewriting them as
statements. Note that they will need to change the order of the subject and verb as
well as the end punctuation to do this. (ELL)
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