Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”Grade 9-10
ABOUT THIS LESSONPresidentLyndonB.Johnson’s1965addresstoCongresstourgepassageoftheVotingRightsActrepresentsakeymomentinthecivilrightsmovementaswellasaculturallysignificantspeechinAmericanletters.Thislessonguidesstudentsthrougharhetoricalanalysisofanexcerptfromthespeech,whichisknownas“TheAmericanPromise.”Students will consider the structure of the argument, but the primary focus of the lesson is to demonstrate how writers and speakers use rhetorical techniques to create appeals to persuade their audiences to adopt a new position, take up a cause, or commit to a course ofaction.Whilethislessonishighlyscaffoldedandis designed as an introduction to rhetorical analysis, the speech lends itself to more sophisticated analysis, and teachers can use it with a variety of grade and abilitylevels.
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
TEXT COMPLEXITYPassagesforNationalMathandScienceInitiative(NMSI)Englishlessonsareselectedtochallengestudents,whilelessonsandactivitiesmaketextsaccessible.Thisexcerpthasareadabilitymeasurethatplacesitwithinthe9-10gradelevelband,butduetothepassage’srelativelyshortlengthandthelesson’sscaffolding,theexcerptshouldbeaccessibletoyoungerstudentswillguidancefromtheteacher.Guidedpracticewithchallengingtextsallowsstudentstogaintheproficiencynecessarytoreadindependentlyatorabovegradelevel.
COGNITIVE RIGOREnglishlessonsforNMSIaredesignedtoguidestudents through a continuum of thinking skills, includingthoseoutlinedintheRevisedBloom’sTaxonomyandWebb’sDepthofKnowledgeLevels.Duringthislesson,studentswillanalyzetheorganizationandstructureofanargument(DOK2),analyze how a writer or speaker uses techniques to createpersuasiveappeals(DOK3),andexplainhow writers and speakers integrate multiple claims andideastocreateacoherentargument(DOK4).ActivitieswillrequirestudentstoengageinallthinkinglevelsidentifiedintheRevisedBloom’sTaxonomy.
CONNECTION TO COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS TheactivitiesinthislessonallowteacherstoaddressthefollowingCommonCoreStandards:
Explicitly addressed in this lessonRI.9-10.1: Citethetextualevidencethatmost
strongly supports an analysis of what thetextsaysexplicitlyaswellasinferencesdrawnfromthetext.
RI.9-10.2: Determineacentralideaofatextandanalyze its development over the course
ofthetext,includingitsrelationshiptosupporting ideas; provide an objective summaryofthetext.
RI.9-10.3: Analyzehowatextmakesconnectionsamong and distinctions between individuals,ideas,orevents(e.g.,through comparisons, analogies, or categories).
RI.9-10.4: Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,andtechnical meanings; analyze the impact ofspecificwordchoicesonmeaningand tone, including analogies or allusionstoothertexts.
RI.9-10.5: Analyzeindetailthestructureofaspecificparagraphinatext,includingthe role of particular sentences in developingandrefiningakeyconcept.
RI.9-10.6: Determineanauthor’spointofvieworpurposeinatextandanalyzehowtheauthor acknowledges and responds to conflictingevidenceorviewpoints.
RI.9-10.8: Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhether the reasoning is sound and theevidenceisrelevantandsufficient;recognize when irrelevant evidence is introduced.
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
CONNECTIONS TO AP*Collegeandcareerreadinessstandardsdictatethatstudentsmustbeablereadcomplextexts,includingfoundationalandseminaltextsinAmericanliterature,independentlyandproficiently.StudentstakingtheAPEnglishLanguageexamwillbeexpectedtoperformcompetentrhetoricalanalysesofarguments and speeches, both on the multiple choice andonthefreeresponsesectionsoftheexam.*Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this material.
MATERIALS AND RESOURCES● copiesoftheStudentActivity● highlighters
Students who are unfamiliar with the civil rights movementinU.S.historymayneedbackgroundinformationaboutPresidentJohnson’saddresstoCongressin1965.Youmaywishtobeginthislesson by discussing with students the events that tookplaceinSelma,Alabama,inMarch1965,which galvanized public opinion in support of the civilrightsmovementandwhichledtoPresidentJohnson’sspeechtoCongressinsupportofthe1965VotingRightsAct.Dependingonthetimeyouhave available, you might have groups of students research various aspects of the protests in Selma, PresidentJohnson’sandothercivilrightsleaders’reactions to the events in Selma, and to the reception andhistoryoftheVotingRightsActof1965.TheLibraryofCongressandPBSbothhaveextensivephotograph, video, and article collections available for teacher and student use on the subject and would serve as appropriate beginning points for student research.
Activity OneAnalyzethepromptasawholeclass.Spendtimebrainstormingwithstudentswhat“promises”ourcountryoffersitscitizens.Studentsmayreferto the promise of “life, liberty, and the pursuit ofhappiness”alludedtointheDeclaration of Independence, or they may discuss concepts as varied as the free market system, representative democracy,orpubliceducation.Youmayaskstudents to discuss the role of voting in our system of government and whether they believe that part of America’spromisetoitscitizensistherighttovote.
Downloadthesonganditslyricstoplayforyourstudents, and ask them to speculate why it became asignificantandmeaningfulsongforcivilrightsprotesters.Beforetheyreadthespeech,havestudentsspeculatewhyPresidentJohnsonmightwanttorefertothesonginaspeechaboutvotingrights.
Activity TwoDependingontheabilitylevelofyourstudents,you may wish to have students read sections of this excerptoutloudduringtheirfirstencounterwiththetext,oryoumayusearecordingofthespeechtoplayforstudents.ArecordingofthePresidentgivingthe address is available on www.americanrhetoric.com in thesite’sonlinespeechbank.
Giventhepassage’slength,considerhavingstudentsreadtheexcerptinsections.Guidedquestionsincluded in the margins can be used as part of a whole class discussion, or you may assign them to be completedbycollaborativelearninggroups.
Thequestionshelpstudentsfocusonkeywords,phrases, and allusions that help create persuasive appeals.Bepreparedtohelpstudentsunpacktheallusions,whichrangefromBiblicalallusionstoallusionsfoundinU.S.foundationaldocuments.AskstudentstoconsiderwhyMr.JohnsonwouldalludetothesesourceswhenaddressingCongress,andbyextension,theAmericanpeople.
Activity ThreeConsidercompletingActivityThreeasawholegroup.Discusswithstudentsthedifferentpurposeswriters and speakers have when addressing an audience, including to entertain, to inform, to describe,ortopersuade.Besuretoacknowledgethatspeakers and writers may have multiple purposes whenaddressinganaudience.
Activity FourActivityFourmaybecompletedovertwoorthreeclassperiods.Beginbyreviewingforstudentsthedifferent types of appeals—logical, emotional, andethical.Ifthislessonrepresentsstudents’firstencounterwiththeappeals,referthemtothe
AsstudentscompleteeachpartoftheActivity,theywill encounter less scaffolding, so that when they reachPartE,theywillbeworkingindependently.Ifyou have a wide range of abilities in your classroom, you may decide to have students who need more supportcompletePartsAandB,andstudentswhoneedlesssupportcompletePartsC-E.YoualsomaydecidetocompletePartsA,B,andCtogetheras a whole group, and allow students working in collaborativegroupstofinishtheActivitymoreindependently.
Activity FiveReviewthetermsconcession and counterargument withstudents.Becausetheseideasmaybenewtostudents,completeActivityFiveasawholegroup.Discusswithstudentswhyspeakersandwritersmaywish to use counterarguments and concessions in theirworks.
Johnsonaddressedthenation[toexplainwhyCongressneededtopasshisvotingrightsbill,which was designed to protect the right to voteforallcitizens.][ThetitleofPresidentJohnson’sspeechis“TheAmericanPromise,”although many historians also call it the “We ShallOvercome”speech.]
2. Answerswillvary,butstudentsmaysuggestthatAmericansarepromised“life,liberty,andthepursuitofhappiness”intheDeclaration of Independence.StudentsmayalsosuggestthatAmericansarepromisedvariousfreedoms,includingfreedomofreligionandspeech.Makesure that students consider the idea of voting rightsduringthisdiscussion.
3. Answerswillvary.Studentsmaysuggestthat the title implies that oppressed groups will“overcome,”orriseabove,theobstaclesthatpreventthemfromsharinginAmerica’spromisestoitscitizens.StudentsmightpredictthatPresidentJohnsonalludestothesongbecausehewantsallAmericanstoovercometheobstaclesofracismandinjustice.
4. Concretedevices:rhetorical techniques such as allusions and connotative diction Abstractidea:how Mr. Johnson persuades his audience to support the Voting Rights Act.
importantbattlefieldsintheRevolutionaryandCivilWars,andSelmaisabattlefieldinthecivilrightsmovement.Alltheselocationsareassociatedwiththefightforfreedom—eitherfrom a tyrannical government, from the horrors
of slavery, or for the freedom to participate fully inAmericandemocracy.
3. Thewordsinboldmakeusfeelsympathyandpity for the protestors in Selma by showing that they are the victims of discrimination andviolence.
4. ThePresidentrejectedthereactionofthoseopposing voter registration reform by criticizing their“pride”and“satisfaction”indenyingvotingrightstoAmericancitizens.HefindshopeinthatCongressiswillingtoengageindebateontheVotingRightsAct.
7. ThechallengepresentedbythecivilrightsmovementisonetoAmericanvaluesandidentity.Thischallengeisdifficultbecauseitthreatens our sense of who we are as a people andwhatweconsiderimportant.
8. Paraphrase:Individuals would achieve nothing if they gave up their values and principles in order to win something.Mr.JohnsonusesthisallusiontosuggestthatifAmericansgiveupour values and principles, we would fail as a nation.
9. “Allmenarecreatedequal”—Declaration of Independence “governmentbyconsentofthegoverned”—Declaration of Independence “givemelibertyorgivemedeath”—PatrickHenry’sSpeech to the Virginia Convention
10. Answerswillvary.Mr.Johnsonarguesthatdignity comes from all individuals having equal opportunitiestoparticipateinsociety.Thisisanextensionofthedenotativemeaningoftheworddignity, which means being worthy of respect andhonor.
theysworeanoathtodefendtheConstitution,andtheConstitutionstatesthatnooneshouldbe denied the right to vote based on their race or skincolor.
16. ThePresidentrepeatsthesespecificwordsto emphasize the urgency and importance of Congress’stask.Theycannotletobstaclessuchas hesitation or compromise derail them from theirmissiontofightinjustice.
●Americawasfoundedwiththepurposeofprovidinglibertyandequalitytoitscitizens.Bydenyingtherighttovotetoallpeople,we are rejecting the values upon which we arefounded.(Paragraph12)
● In many parts of the country, people are denied the right to vote because of the coloroftheirskin,whichisaninjustice.(Paragraph17)
●Thecurrentlawsdonotprotectallcitizens’rights if leaders are intent on denying them, whichisaninjustice.(Paragraph21)
Part B1. allusions, connotative diction, repetition2. Answerswillvary.Studentspotentiallycould
create statements using any of the sentence starters.
3. Answerswillvary.Studentsmaydiscusshowthe emotional appeal helps make the audience want to make sure all citizens are treated fairly andjustly.
Part C1. ...tobelievethatallAmericancitizensneedto
already has laws in place to combat voter registrationfraud.ThePresidentarguesthat these laws are ineffective because local votingofficialsdonotsupportorenforcethem.
1. c.SomeindividualsmayclaimthatCongressshouldwaitandnotrushthroughtheVotingRightsAct,orthatCongressshouldofferStates compromises that would weaken the VotingRightsAct.ThePresidentarguesthat“thetimeforwaitingisgone,”asAfricanAmericanshavewaitedmorethan100yearsforjustice.
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Activity Two: Reading the SpeechReadthefollowingexcerptfromPresidentJohnson’sspeech“TheAmericanPromise.”Asyouread,make note of different rhetorical devices such as diction, details, repetitions, and allusions that help create persuasiveappeals.Intherightcolumn,writeyourreactionstothespeechandanswerthequestionsassociatedwiththeboldtype.
Mr.Speaker,Mr.President,MembersofCongress:
(1)Ispeaktonightforthedignity of man and the destiny of democracy.
(2)Iurgeeverymemberofbothparties,Americansofallreligions and of all colors, from every section of this country, tojoinmeinthatcause.
(3)Attimeshistoryandfatemeetatasingletimeinasingleplacetoshapeaturningpointinman’sunendingsearchforfreedom.So it was at Lexington and Concord. So it was a century ago at Appomattox. So it was last week in Selma, Alabama.
(4)There,long-suffering men and women peacefully protested the denialoftheirrightsasAmericans.Manywerebrutallyassaulted.Onegoodman,amanofGod,waskilled.
(5)There is no cause for pride in what has happened in Selma.There is no cause for self-satisfaction in the long denialofequalrightsofmillionsofAmericans.But there is cause for hope and for faith in our democracy in what is happeningheretonight.
(6)Forthecriesofpainandthehymnsandprotestsofoppressed people have summoned into convocation all the majesty of this great Government—the Government of the greatestNationonearth.
(7) Our mission is at once the oldest and the most basic of this country: to right wrong, to do justice, to serve man.
(8)Inourtimewehavecometolivewithmomentsofgreatcrisis.Ourliveshavebeenmarkedwithdebateaboutgreat issues; issues of war and peace, issues of prosperity anddepression.ButrarelyinanytimedoesanissuelaybarethesecretheartofAmericaitself.Rarely are we met with a challenge, not to our growth or abundance, our welfare or our security, but rather to the values and the purposes and the meaning of our beloved Nation.
(9) The issue of equal rights for American Negroes is such an issue. Andshouldwedefeateveryenemy,shouldwe double our wealth and conquer the stars, and still be unequal to this issue, then we will have failed as a people andasanation.
1.Definedignity:
2.Howdoestheideaof freedom connect the locations listed in Paragraph3?
3.Whatistheconnotative effect of the bold words in Paragraph4?
4.Whatgroupofpeople is he addressing inParagraph5.WhatisJohnson’spoint?
5.Convocation means “a gathering ofpeople.”Whatissue has brought together “this great Government”?
6.WhatvaluesdoesJohnsonidentifyinParagraph7?
7.WhatchallengetoAmerica’svaluesdoesJohnsonidentifyinParagraphs8and9?Why is this challenge difficult?
(12)Thiswasthefirstnationinhistoryoftheworldtobefoundedwithapurpose.ThegreatphrasesofthatpurposestillsoundineveryAmericanheart,NorthandSouth:“All men are created equal”—“government by consent of the governed”—“give me liberty or give me death.” Well, those are not just clever words, or those are not just empty theories.IntheirnameAmericanshavefoughtanddiedfortwo centuries, and tonight around the world they stand there asguardiansofourliberty,riskingtheirlives.
(13)Thosewordsareapromisetoeverycitizenthathe shall share in the dignityofman.Thisdignitycannotbefoundinaman’spossessions;itcannotbefoundinhispower,orinhisposition.Itreallyrestsonhisrighttobetreatedasamanequalinopportunitytoallothers.Itsaysthat he shall share in freedom, he shall choose his leaders, educate his children, and provide for his family according to hisabilityandhismeritsasahumanbeing.
(14)Toapplyanyothertest—todenyamanhishopesbecause of his color or race, his religion or the place of his birth—isnotonlytodoinjustice,itistodenyAmericaandtodishonorthedeadwhogavetheirlivesforAmericanfreedom.
(17)Yet the harsh fact is that in many places in this country men and women are kept from voting simply because they are Negroes.
(18)Everydeviceofwhichhumaningenuityiscapablehasbeenusedtodenythisright.TheNegrocitizenmaygoto register only to be told that the day is wrong, or the hour
8.Thebiblicalallusion in paragraph 10comesfromMatthew16:26.ParaphrasethisverseandexplainwhyJohnsonreferstoitin his speech about equal voting rights for allcitizens.
9.Identifytheorigins of the three historical allusions in Paragraph12.
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
islate,ortheofficialinchargeisabsent.Andifhepersists,and if he manages to present himself to the registrar, he may bedisqualifiedbecausehedidnotspellouthismiddlenameorbecauseheabbreviatedawordontheapplication.
(20)For the fact is that the only way to pass these barriers is to show a white skin.
(21)Experiencehasclearlyshownthattheexistingprocess of law cannot overcome systematic and ingenious discrimination.No law that we now have on the books—and I helped put three of them there—can ensure the right to vote when local officials are determined to deny it.
(22) In such a case our duty must be clear to all of us. The Constitution says that no person shall be kept from voting because of his race or his color. We have all sworn an oath before God to support and defend that Constitution. We must now act in obedience to that oath.
(23)...Thistime,onthisissue,theremust be no delay, no hesitation and no compromise with our purpose.
(24)We cannot, we must not, refuse to protect the right ofeveryAmericantovoteineveryelectionthathemaydesiretoparticipatein.Andwe ought not and we cannot and we must not waitanother8monthsbeforewegetabill.We have already waited a hundred years and more, and the timeforwaitingisgone.
(25) So I ask you to join me in working long hours—nights and weekends if necessary—to pass this bill.AndIdon’tmakethatrequestlightly.ForfromthewindowwhereIsit with the problems of our country I recognize that outside this chamber is the outraged conscience of a nation, the grave concern of many nations, and the harsh judgment of historyonouracts.
(26)Butevenifwepassthisbill,thebattlewillnotbeover.WhathappenedinSelmaispartofafarlargermovement which reaches into every section and State of America.It is the effort of American Negroes to secure for themselves the full blessings of American life.
(27)Theircausemustbeourcausetoo.Because it is not just Negroes, but really it is all of us, who must overcome the crippling legacy of bigotry and injustice.
(28)And we shall overcome.
12.WhatisthepurposeofParagraphs18and19?
13.InParagraph20,what conclusion does Johnsondrawaboutvotingregistration?
14.InParagraph22,whospecificallyhas sworn an oath to support the Constitution?
15.WhydoesJohnsonbelievehisprimary audience should act to pass the VotingRightsAct?
16.Whatideaconnects the underlined words and phrasesinParagraphs23and24?
17.InParagraph25,whatdoesJohnsonask his primary audiencetodo?
18.WhydoyouthinkJohnsonmakesanallusion to the song “WeShallOvercome”inParagraph28?
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Activity Three: Understanding the Speaker’s PurposeThefirststepinperformingarhetoricalanalysisisdeterminingthespeaker’sorauthor’spurpose for making hisorherargument.
Anauthor’s purpose refers to the reason why a writer or speaker decides to discuss or address aparticulartopic.Anauthororspeakermaywanttoentertainhisorheraudience,toinformtheaudience about an issue, to describe something unfamiliar or complicated, or to persuade the audiencetoadoptaposition.Dependingonhisorherargument,theauthororspeakermayhavemultiplepurposes.
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Activity Four: Developing Central Ideas and Persuasive Appeals PresidentJohnsonoffersreasonsandcreatespersuasiveappealstosupporttheclaimsinhisargument.
Part B:Tosupporttheirarguments,speakersandwritersusedifferentrhetoricaltechniques,includingallusions, connotative diction, and repetition, in order to create appeals that persuade the audience to adopt a certainpositionortoactinaspecificway.
Three Types of Appeals● Logical appeal(logos)—Thewriterorspeakerappealstotheaudience’slogicbyconstructinga
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Part C:RereadParagraphs12-14,whichcontainsinformationthathelpssupportClaim1.
(12)Thiswasthefirstnationinthehistoryoftheworldtobefoundedwithapurpose.ThegreatphrasesofthatpurposestillsoundineveryAmericanheart,NorthandSouth:“All men are created equal”—“government by consent of the governed”—“give me liberty or give me death.”Well,thosearenotjustcleverwords,orthosearenotjustemptytheories.IntheirnameAmericanshavefoughtanddied for two centuries, and tonight around the world they stand there as guardians of our liberty, risking theirlives.
(13)Thosewordsareapromisetoeverycitizenthatheshallshareinthedignity of man.Thisdignitycannotbefoundinaman’spossessions;itcannotbefoundinhispower,orinhisposition.Itreallyrestsonhisrighttobetreatedasamanequalinopportunitytoallothers.Itsaysthatheshallshareinfreedom,he shall choose his leaders, educate his children, and provide for his family according to his ability and his meritsasahumanbeing.
5. Theboldwordsinparagraph12arehistoricalallusionsthathelpdefinetheconceptofdignity of man.What values are promoted by the boldwordsinparagraph12?Howdothesevaluessupporttheconceptof dignity of man?
English—Analyzing Rhetorical Appeals in Lyndon B. Johnson’s “The American Promise”
Activity Five: Understanding Counterarguments and Conflicting ViewpointsInordertomakeaneffectiveargument,writersandspeakersmustconsiderallsidesoftheissue.Whenusedcorrectly, concessions and counterargumentscandemonstratethataspeakerisreasonableandinformed.
a. Paragraph11:Some individuals might say that the problem of African American voting rights does not affect the majority of people in the country, so we do not need to worry about it or to create new laws to address it. President Johnson offers a counterargument by suggesting that providing equal voting rights for all citizens is an American problem, not a problem for one group of people.
