English with Mrs. Lamp

Sample High-Rigor, High-Engagement Speeches for Your High Schoolers

Grab my full persuasive speech unit here!

Tilbury Speech, Queen Elizabeth I (1588)

Why not use Queen Elizabeth I’s iconic 1588 Tilbury address? It’s a goldmine of rhetorical mastery and historical weight. This speech offers students a formidable challenge in analysis and a deep dive into a pivotal moment in European history.

Key elements for rigorous study:

1. Unpack Elizabeth’s use of metonymy, meronymy, and complex metaphors that elevate this speech to literary greatness.
2. Explore how Elizabeth navigated her role as a female monarch in a male-dominated military sphere.
3. Analyze Elizabeth’s masterful use of Early Modern English and its impact on audience engagement.
4. Examine how this speech contributed to the cult of Elizabeth and English national identity.

By choosing this speech, you’ll challenge your students to grapple with complex language, historical nuance, and the power of oratory in shaping national destinies. It’s an unparalleled opportunity to hone critical thinking skills while exploring a watershed moment in European history.

“My loving people,

We have been persuaded by some that are careful of our safety, to take heed how we commit our selves to armed multitudes, for fear of treachery; but I assure you I do not desire to live to distrust my faithful and loving people.

Let tyrants fear. I have always so behaved myself that, under God, I have placed my chiefest strength and safeguard in the loyal hearts and good-will of my subjects; and therefore I am come amongst you, as you see, at this time, not for my recreation and disport, but being resolved, in the midst and heat of the battle, to live and die amongst you all; to lay down for my God, and for my kingdom, and my people, my honour and my blood, even in the dust.

I know I have the body of a weak, feeble woman; but I have the heart and stomach of a king, and of a king of England too, and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realm; to which rather than any dishonour shall grow by me, I myself will take up arms, I myself will be your general, judge, and rewarder of every one of your virtues in the field.

I know already, for your forwardness you have deserved rewards and crowns; and We do assure you on a word of a prince, they shall be duly paid. In the mean time, my lieutenant general shall be in my stead, than whom never prince commanded a more noble or worthy subject; not doubting but by your obedience to my general, by your concord in the camp, and your valour in the field, we shall shortly have a famous victory over these enemies of my God, of my kingdom, and of my people.”

(2 minutes)

We Shall Fight on the Beaches (We Shall Never Surrender), by Winston Churchill

Or perhaps you’d like to start with Winston Churchill’s iconic June 4, 1940 address to the House of Commons – a complex tapestry of wartime rhetoric, historical significance, and diplomatic strategy.

Key elements for rigorous study:

1. Dive deep into the Battle of Dunkirk, the fall of France, and the critical juncture of World War II that framed this speech.
2. Unpack Churchill’s masterful use of anaphora, emotional appeal, and vivid imagery that make this speech unforgettable.
3. Examine how Churchill crafted a message for both the British public and American leadership, balancing morale-boosting with diplomatic subtlety.
4. Contrast the speech’s immediate reception with its historical legacy, exploring concepts of collective memory and myth-making.
5. Investigate the speech’s dissemination, including the misconception that it was broadcast live, and explore how different mediums affect message impact.
6. Analyze Churchill’s use of language and how it compares to modern political discourse.

This speech offers a challenging, multifaceted subject that will push students to think critically about the intersection of rhetoric, history, and international relations. It provides an opportunity to hone analytical skills while exploring a pivotal moment in 20th-century history.

“Turning once again, and this time more generally, to the question of invasion, I would observe that there has never been a period in all these long centuries of which we boast when an absolute guarantee against invasion, still less against serious raids, could have been given to our people. In the days of Napoleon the same wind which would have carried his transports across the Channel might have driven away the blockading fleet. There was always the chance, and it is that chance which has excited and befooled the imaginations of many Continental tyrants. Many are the tales that are told. We are assured that novel methods will be adopted, and when we see the originality of malice, the ingenuity of aggression, which our enemy displays, we may certainly prepare ourselves for every kind of novel stratagem and every kind of brutal and treacherous maneuver. I think that no idea is so outlandish that it should not be considered and viewed with a searching, but at the same time, I hope, with a steady eye. We must never forget the solid assurances of sea power and those which belong to air power if it can be locally exercised.

I have, myself, full confidence that if all do their duty, if nothing is neglected, and if the best arrangements are made, as they are being made, we shall prove ourselves once again able to defend our Island home, to ride out the storm of war, and to outlive the menace of tyranny, if necessary for years, if necessary alone. At any rate, that is what we are going to try to do. That is the resolve of His Majesty’s Government-every man of them. That is the will of Parliament and the nation. The British Empire and the French Republic, linked together in their cause and in their need, will defend to the death their native soil, aiding each other like good comrades to the utmost of their strength. Even though large tracts of Europe and many old and famous States have fallen or may fall into the grip of the Gestapo and all the odious apparatus of Nazi rule, we shall not flag or fail. We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender, and even if, which I do not for a moment believe, this Island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God’s good time, the New World, with all its power and might, steps forth to the rescue and the liberation of the old.”

(5 minutes)

Give Me Liberty of Give Me Death, by Patrick Henry

Another great option is Patrick Henry’s electrifying 1775 address to the Second Virginia Convention – a key moment in American pre-revolutionary discourse that challenges students to engage with complex historical, rhetorical, and philosophical concepts.

Key elements for rigorous study:

1. Delve into the mounting tensions between the American colonies and Great Britain, exploring the Coercive Acts, the First Continental Congress, and the climate of colonial resistance.
2. Dissect Henry’s use of ethos, pathos, and logos, examining how he builds credibility, appeals to emotion, and constructs logical arguments.
3. Explore Enlightenment concepts of liberty, social contract theory, and the right to revolution as they manifest in Henry’s argumentation.
4. Analyze Henry’s powerful use of repetition, antithesis, and climax, particularly in his iconic closing statement.
5. Examine how Henry acknowledges and refutes opposing viewpoints, providing a model for constructing persuasive arguments.

This speech offers a challenging subject that will push students to engage critically with foundational concepts in American political thought and the art of persuasion. It provides an opportunity to develop advanced analytical skills while exploring a defining moment in the lead-up to the American Revolution. This makes it an ideal choice for educators who demand intellectual rigor, historical depth, and sophisticated rhetorical analysis from their students.

“I ask gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motive for it? Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? No, sir, she has none. They are meant for us: they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging. And what have we to oppose to them? Shall we try argument? Sir, we have been trying that for the last ten years. Have we anything new to offer upon the subject? Nothing. We have held the subject up in every light of which it is capable; but it has been all in vain. Shall we resort to entreaty and humble supplication? What terms shall we find which have not been already exhausted? Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament. Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne! In vain, after these things, may we indulge the fond hope of peace and reconciliation. There is no longer any room for hope. If we wish to be free– if we mean to preserve inviolate those inestimable privileges for which we have been so long contending–if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained–we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of hosts is all that is left us!

They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance by lying supinely on our backs and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? Sir, we are not weak if we make a proper use of those means which the God of nature hath placed in our power. The millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable–and let it come! I repeat it, sir, let it come.

It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace– but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!”

(8 minutes)

2^nd Inaugural Address, by Abraham Lincoln

Here’s a student favorite & CCSS aligned choice: Abraham Lincoln’s Second Inaugural Address – a brief but profoundly complex oration that stands as a pinnacle of American political rhetoric and offers students a rich, multifaceted subject for analysis.

Key elements for rigorous study:

This speech presents a challenging text that will push students to engage with complex ideas at the intersection of rhetoric, history, and political philosophy. Its deceptive simplicity masks layers of meaning, making it an ideal subject for close reading and critical analysis. Lincoln’s Second Inaugural offers an unparalleled opportunity to explore a pivotal moment in American history through the lens of one of its most consequential speeches.

1. Explore the final days of the Civil War, the complex politics of Reconstruction, and Lincoln’s evolving views on slavery and reunification.
   
2. Unpack Lincoln’s masterful use of parallel structure, allusion, and measured tone to convey his message of healing and unity.
   
3. Examine Lincoln’s strategic use of scripture and literary devices, challenging students to identify and analyze these sophisticated elements.
   
4. Delve into concepts of justice, divine providence, and national guilt as they manifest in Lincoln’s argumentation.
   
5. Analyze how Lincoln achieves profound impact in just 701 words, offering lessons in concision and precision of language.
   
6. Explore Lincoln’s vision for post-war America and how it relates to broader concepts of democracy, federalism, and national identity.

“Fellow countrymen: at this second appearing to take the oath of the presidential office there is less occasion for an extended address than there was at the first. Then a statement somewhat in detail of a course to be pursued seemed fitting and proper. Now, at the expiration of four years during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation little that is new could be presented. The progress of our arms, upon which all else chiefly depends is as well known to the public as to myself and it is I trust reasonably satisfactory and encouraging to all. With high hope for the future no prediction in regard to it is ventured.

“On the occasion corresponding to this four years ago all thoughts were anxiously directed to an impending civil war. All dreaded it ~ all sought to avert it. While the inaugural address was being delivered from this place devoted altogether to saving the Union without war insurgent agents were in the city seeking to destroy it without war ~ seeking to dissolve the Union and divide effects by negotiation. Both parties deprecated war but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish. And the war came.

“One eighth of the whole population were colored slaves not distributed generally over the union but localized in the southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was somehow the cause of the war. To strengthen perpetuate and extend this interest was the object for which the insurgents would rend the Union even by war while the government claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with or even before the conflict itself should cease. Each looked for an easier triumph and a result less fundamental and astounding. Both read the same Bible and pray to the same God and each invokes His aid against the other. It may seem strange that any men should dare to ask a just God’s assistance in wringing their bread from the sweat of other men’s faces but let us judge not that we be not judged. The prayers of both could not be answered ~ that of neither has been answered fully. The Almighty has His own purposes. “Woe unto the world because of offenses for it must needs be that offenses come but woe to that man by whom the offense cometh.” If we shall suppose that American slavery is one of those offenses which in the providence of God must needs come but which having continued through His appointed time He now wills to remove and that He gives to both North and South this terrible war as the woe due to those by whom the offense came shall we discern therein any departure from those divine attributes which the believers in a living God always ascribe to Him. Fondly do we hope ~ fervently do we pray ~ that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue until all the wealth piled by the bondsman’s two hundred and fifty years of unrequited toil shall be sunk and until every drop of blood drawn with the lash shall be paid by another drawn with the sword as was said three thousand years ago so still it must be said ‘the judgments of the Lord are true and righteous altogether.’

“With malice toward none with charity for all with firmness in the right as God gives us to see the right let us strive on to finish the work we are in to bind up the nation’s wounds, to care for him who shall have borne the battle and for his widow and his orphan ~ to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations.”

Speech (8 minutes)

Citizenship in a Republic, by Theodore Roosevelt

My students love Theodore Roosevelt’s “Citizenship in a Republic” address – a rich exemplar of early 20th-century political thought that challenges students to engage with complex ideas about citizenship, democracy, and personal responsibility.

Key elements for rigorous study:

1. Dive deep into the Progressive Era, exploring how Roosevelt’s speech reflects and shapes the political and social climate of the time.
2. Unpack Roosevelt’s masterful use of metaphor, particularly in the famous “Man in the Arena” passage, examining how he constructs a powerful argument for active citizenship.
3. Explore Roosevelt’s conception of civic virtue, the role of the individual in democracy, and the balance between rights and responsibilities in citizenship.
4. Examine how Roosevelt’s extensive reading and his own experiences as a statesman and adventurer inform his rhetoric and ideas.
5. Analyze Roosevelt’s use of vivid imagery, emotional appeal, and varied sentence structure to convey his message effectively.

This speech offers a challenging text that will push students to think critically about the nature of citizenship, the value of striving, and the complexities of democratic participation. Its enduring popularity provides an opportunity to examine how and why certain rhetorical moments transcend their historical context.

Roosevelt’s “Citizenship in a Republic” offers a multifaceted subject that combines historical significance with philosophical depth and rhetorical power. It challenges students to engage with foundational concepts of American democracy while honing their analytical skills, making it an ideal choice for a high-level persuasive speech unit.

“It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat. “

(2 minutes)

Inaugural Address, by John F. Kennedy

Another classic: try John F. Kennedy’s Inaugural Address – a landmark oration that challenges students to engage with complex ideas of citizenship, global politics, and the power of language in shaping national identity.

Key elements for rigorous study:

1. Explore the Cold War era, the Space Race, and the changing dynamics of global politics that frame Kennedy’s speech.
2. Dissect Kennedy’s masterful use of parallelism, antithesis, and chiasmus, particularly in the iconic “ask not” line, examining how these devices contribute to the speech’s power and memorability.
3. Investigate Kennedy’s conception of civic duty, American exceptionalism, and the role of the United States on the world stage.
4. Analyze Kennedy’s use of short, punchy sentences and rhythmic cadences, exploring how these stylistic choices enhance the speech’s impact.
5. Examine how Kennedy addresses the Soviet Union without direct mention, balancing firmness with diplomacy.
6. Explore how Kennedy positions the struggle against communism as a moral and ideological battle, not just a geopolitical one.

This speech presents a high-level text that will push students to engage with complex ideas at the intersection of rhetoric, history, and political philosophy. Its deceptive simplicity masks layers of meaning, making it an ideal subject for close reading and critical analysis.

Kennedy’s Inaugural Address offers an unparalleled opportunity to think critically about the nature of citizenship, the responsibilities of global leadership, and the power of language in shaping national and international policy.

“In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from this responsibility–I welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it–and the glow from that fire can truly light the world.

And so, my fellow Americans: ask not what your country can do for you–ask what you can do for your country.

My fellow citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man.

Finally, whether you are citizens of America or citizens of the world, ask of us here the same high standards of strength and sacrifice which we ask of you. With a good conscience our only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth God’s work must truly be our own.”

Farewell Address, Dwight D. Eisenhower

A unique and relevant choice could be Dwight D. Eisenhower’s Farewell Address – a prophetic oration that challenges students to grapple with complex ideas about the balance of power, the role of technology in society, and the future of American democracy.

Key elements for rigorous study:

1. Explore the post-World War II era, the escalating Cold War, and the rapid technological advancements that frame Eisenhower’s concerns.
2. Examine Eisenhower’s use of ethos as a war hero and two-term president, and how he employs logos to construct a reasoned argument about potential threats to American democracy.
3. Unpack the concept of the “military-industrial complex,” challenging students to understand its implications then and now.
4. Investigate Eisenhower’s views on the proper balance between national security and democratic ideals, and the role of government in scientific research.
5. Analyze Eisenhower’s careful word choice and measured tone, exploring how these elements contribute to the speech’s gravitas and enduring impact.
6. Evaluate the accuracy of Eisenhower’s warnings by tracing their relevance through subsequent decades up to the present day.
7. Explore how this speech continues to be cited in contemporary debates about defense spending, government contracts, and the influence of special interest groups.

This speech offers a super engaging text that will push students to think critically about the complex interplay between government, industry, and scientific progress. Its relevance to current issues makes it an excellent springboard for discussions about the long-term consequences of policy decisions.

Eisenhower’s Farewell Address provides a multifaceted subject that combines historical significance with ongoing political relevance. It challenges students to engage with fundamental questions about the nature of American democracy and the responsibilities of citizenship in an increasingly technological age.

By studying this speech, students will not only hone their analytical skills but also gain insights into the foresight required of effective leadership. This makes it an ideal choice for a high-level persuasive speech unit that aims to connect historical rhetoric with contemporary concerns.

Nobel Speech, by Mother Theresa

Another interesting choice could be Mother Teresa’s 1979 Nobel Peace Prize Acceptance Speech – a profound address that challenges students to engage with complex ideas about global poverty, the nature of peace, and individual responsibility in the face of systemic injustice.

Key elements for rigorous study:

1. Explore the global political climate of 1979, the role of the Nobel Peace Prize in international discourse, and Mother Teresa’s position as a religious figure on a secular world stage.
2. Examine Mother Teresa’s use of anaphora, her strategic employment of personal anecdotes, and her deft balance of humility and moral authority.
3. Investigate Mother Teresa’s conception of peace as intrinsically linked to poverty and her argument for seeing the poor as agents of peace rather than objects of charity.
4. Analyze Mother Teresa’s use of simple, yet powerful language to convey complex moral ideas, and how this contributes to the speech’s global resonance.
5. Explore how Mother Teresa navigates religious themes in a secular context, making her message accessible to a diverse global audience.
6. Evaluate the ongoing applicability of Mother Teresa’s ideas about individual action and global responsibility in addressing current world issues.

This speech offers a unique and interesting text that will push students to think critically about the relationship between individual actions and global change. It provides an opportunity to explore how moral arguments can be constructed and presented on an international stage.

Mother Teresa’s Nobel speech provides a multifaceted subject that combines ethical philosophy with practical calls to action. It challenges students to engage with fundamental questions about human dignity, global inequality, and the nature of peace itself.

By analyzing this speech, students will not only hone their analytical skills but also confront challenging ethical questions about global citizenship and individual responsibility. This makes it an ideal choice for an advanced, honors, or 11th/12th grade persuasive speech unit that aims to connect personal ethics with broader global issues, encouraging students to think deeply about their own roles in addressing world problems.

“I believe that we are not real social workers. We may be doing social work in the eyes of the people, but we are really contemplatives in the heart of the world. For we are touching the Body Of Christ 24 hours. We have 24 hours in this presence, and so you and I. You too try to bring that presence of God in your family, for the family that prays together stays together. And I think that we in our family don’t need bombs and guns, to destroy to bring peace–just get together, love one another, bring that peace, that joy, that strength of presence of each other in the home. And we will be able to overcome all the evil that is in the world.

There is so much suffering, so much hatred, so much misery, and we with our prayer, with our sacrifice are beginning at home. Love begins at home, and it is not how much we do, but how much love we put in the action that we do. It is to God Almighty–how much we do it does not matter, because He is infinite, but how much love we put in that action. How much we do to Him in the person that we are serving.”

Woman’s Rights to the Suffrage, by Susan B. Anthony

Another strong choice can be found in Susan B. Anthony’s “Woman’s Rights to the Suffrage” – a bold and incisive address that challenges students to engage with complex ideas about civil rights, constitutional interpretation, and the nature of democracy in 19th-century America.

Key elements for rigorous study:

1. Explore the women’s suffrage movement, the 14th and 15th Amendments, and the broader landscape of civil rights in post-Civil War America.
2. Examine Anthony’s interpretation of the Constitution, particularly her argument that the 14th Amendment already granted women the right to vote.
3. Analyze Anthony’s use of logical argumentation, appeal to American ideals, and strategic deployment of ethos as a citizen unjustly prosecuted.
4. Investigate how Anthony challenges prevailing notions of gender roles and the relationship between gender and citizenship.
5. Analyze Anthony’s use of powerful, declarative language and how it contributes to the speech’s persuasive force.

This speech offers a high-level text that will push students to think critically about the foundations of American democracy, the evolving interpretation of constitutional rights, and the role of citizen activism in shaping national policy.

Anthony’s “Woman’s Rights to the Suffrage” provides a multifaceted subject that combines legal argumentation with moral appeals for justice. It challenges students to engage with fundamental questions about equality, citizenship, and the mechanisms of social change in a democratic society.

By analyzing this speech, students will not only hone their analytical skills but also confront challenging questions about the nature of rights, the power of individual action, and the long struggle for equality in America. This makes it an ideal choice for a high school persuasive speech unit that aims to connect historical rhetoric with ongoing debates about civil rights and equal protection under the law.

“Friends and fellow citizens: I stand before you
tonight under indictment for the alleged crime of having voted at the last
presidential election, without having a lawful right to vote. It shall be my
work this evening to prove to you that in thus voting, I not only committed no
crime, but, instead, simply exercised my citizen’s rights, guaranteed to me and
all United States citizens by the National Constitution, beyond the power of
any state to deny.

The preamble of the Federal
Constitution says:

“We, the people of the United
States, in order to form a more perfect union, establish justice, insure
domestic tranquility, provide for the common defense, promote the general
welfare, and secure the blessings of liberty to ourselves and our posterity, do
ordain and establish this Constitution for the United States of America.”

It was we, the people; not we, the
white male citizens; nor yet we, the male citizens; but we, the whole people,
who formed the Union. And we formed it, not to give the blessings of liberty,
but to secure them; not to the half of ourselves and the half of our posterity,
but to the whole people – women as well as men. And it is a downright mockery
to talk to women of their enjoyment of the blessings of liberty while they are
denied the use of the only means of securing them provided by this
democratic-republican government – the ballot.

For any state to make sex a
qualification that must ever result in the disfranchisement of one entire half
of the people, is to pass a bill of attainder, or, an ex post facto law, and is
therefore a violation of the supreme law of the land. By it the blessings of
liberty are forever withheld from women and their female posterity.

To them this government has no just
powers derived from the consent of the governed. To them this government is not
a democracy. It is not a republic. It is an odious aristocracy; a hateful
oligarchy of sex; the most hateful aristocracy ever established on the face of
the globe; an oligarchy of wealth, where the rich govern the poor. An oligarchy
of learning, where the educated govern the ignorant, or even an oligarchy of
race, where the Saxon rules the African, might be endured; but this oligarchy
of sex, which makes father, brothers, husband, sons, the oligarchs over the
mother and sisters, the wife and daughters, of every household – which ordains
all men sovereigns, all women subjects, carries dissension, discord, and
rebellion into every home of the nation.”

(4 minutes)

“Ain’t I a Woman?” — Sojourner Truth

A class favorite is often Sojourner Truth’s “Ain’t I a Woman?” – a groundbreaking address that challenges students to engage with complex ideas about race, gender, and the intersectionality of oppression in 19th-century America.

Key elements for rigorous study:

1. Explore the complex landscape of abolitionism, women’s rights, and racial politics in antebellum America.
2. Analyze Truth’s use of personal narrative, repetition, and rhetorical questions to build a powerful argument.
3. Investigate the speech’s various transcriptions and the controversy surrounding its dialect representation, exploring issues of authenticity and representation in historical records.
4. Examine Truth’s use of religious imagery and how it strengthens her argument in the context of 19th-century Christian reform movements.
5. Analyze how Truth challenges contemporary notions of femininity and womanhood, particularly in relation to race and class.

This speech offers a truly unique and fascinating text that will push students to think critically about the intersections of race, gender, and class in American society. Its brevity belies its complexity, making it an excellent subject for close reading and in-depth analysis.

Sojourner Truth’s “Ain’t I a Woman?” provides a multifaceted subject that combines personal testimony with broader social critique. It challenges students to engage with fundamental questions about identity, equality, and the nature of womanhood in a society structured by racial and gender hierarchies.

By analyzing this speech, students will not only hone their analytical skills but also explore ways to effectively challenge dominant narratives. This makes it an ideal choice for a high-level persuasive speech unit that aims to connect historical rhetoric with ongoing debates about social justice. The speech’s contested textual history also provides an opportunity to discuss issues of historical methodology and the challenges of recovering and interpreting the voices of marginalized historical figures.

“Well, children, where there is so much racket there must be something out of kilter. I think that ‘twixt the negroes of the South and the women at the North, all talking about rights, the white men will be in a fix pretty soon. But what’s all this here talking about?

That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain’t I a woman? I could work as much and eat as much as a man – when I could get it – and bear the lash as well! And ain’t I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother’s grief, none but Jesus heard me! And ain’t I a woman?

Then they talk about this thing in the head; what’s this they call it? [member of audience whispers, “intellect”] That’s it, honey. What’s that got to do with women’s rights or negroes’ rights? If my cup won’t hold but a pint, and yours holds a quart, wouldn’t you be mean not to let me have my little half measure full?

Then that little man in black there, he says women can’t have as much rights as men, ’cause Christ wasn’t a woman! Where did your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing to do with Him.

If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to be able to turn it back , and get it right side up again! And now they is asking to do it, the men better let them.

Obliged to you for hearing me, and now old Sojourner ain’t got nothing more to say.”

(3 minutes)

I Have a Dream, by Martin Luther King, Jr

No 11th grade persuasive speech unit would be complete without Martin Luther King Jr.’s iconic “I Have a Dream” speech – a pinnacle of American oratory that challenges students to engage with complex ideas about race, justice, and the very essence of the American promise!

Key elements for rigorous study:

1. Explore the Civil Rights Movement, the March on Washington, and the broader sociopolitical landscape of 1960s America.
2. Examine King’s masterful use of anaphora, metaphor, allusion, and other rhetorical devices that contribute to the speech’s power and memorability.
3. Analyze King’s strategic references to the Declaration of Independence, the Constitution, the Emancipation Proclamation, and the Bible, exploring how he weaves these texts into a compelling argument for racial justice.
4. Investigate King’s philosophy of nonviolent resistance and his vision of a just, integrated society.
5. Study the speech’s rhythm, cadence, and King’s use of the African American preaching tradition to enhance its emotional impact.
6. Unpack King’s use of vivid imagery and symbolism, particularly his extended metaphors of promissory notes and dreams.
7. Examine how King balances urgent calls for change with an optimistic vision of the future, and how this approach serves his broader political goals.

This speech offers a rich text that will challenge students to think critically about the nature of American democracy, the long struggle for civil rights, and the power of language to inspire social change.

King’s “I Have a Dream” provides a multifaceted subject that combines soaring rhetoric with incisive social critique. It challenges students to engage with fundamental questions about equality, justice, and the gap between American ideals and reality.

By analyzing this speech, students will not only hone their analytical skills but also confront challenging questions about race, citizenship, and the ongoing struggle for a more perfect union. This makes it an ideal choice for a high-level persuasive speech unit that aims to connect historical rhetoric with contemporary issues of social justice.

The speech’s status as a cultural touchstone also provides opportunities to discuss how iconic texts are remembered, repurposed, and sometimes oversimplified in popular memory, encouraging students to engage with the full complexity of King’s message.

“I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification – one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed and all flesh shall see it together.

This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

This will be the day, this will be the day when all of God’s children will be able to sing with new meaning “My country ’tis of thee, sweet land of liberty, of thee I sing. Land where my father’s died, land of the Pilgrim’s pride, from every mountainside, let freedom ring!”

This Is Water, by David Foster Wallace 

The most modern speech on the list, David Foster Wallace’s “This Is Water” is a deceptively simple yet philosophically rich address that challenges students to engage with complex ideas about mindfulness, ethics, and the nature of adult life in contemporary society.

Key elements for rigorous study:

1. Explore Wallace’s engagement with existentialism, phenomenology, and Buddhist concepts of mindfulness and presence.
2. Examine Wallace’s use of anecdotes, repetition, and casual language to convey profound ideas, and how this approach subverts traditional expectations of a commencement address.
3. Analyze Wallace’s focus on “learning how to think” and what this means in the context of higher education and adult life.
4. Investigate Wallace’s subtle critique of consumer culture, default settings, and the challenges of maintaining empathy and awareness in modern society.
5. Study Wallace’s use of the fish parable and other metaphors to illustrate abstract concepts.
6. Explore Wallace’s arguments about choice, awareness, and moral responsibility in everyday life.
7. Examine Wallace’s discussion of the ego, self-centeredness, and the challenge of overcoming our natural default settings.
8. Contrast this speech with more traditional commencement addresses, exploring how Wallace both conforms to and subverts the genre.

This speech offers a unique and captivating text that will push students to think critically about the purpose of education, the nature of consciousness, and the ethical challenges of adult life. Its conversational tone belies its philosophical depth, making it an excellent subject for close reading and analysis.

Wallace’s “This Is Water” provides a multifaceted subject that combines existential philosophy with practical life advice. It challenges students to engage with fundamental questions about meaning, choice, and the often-overlooked significance of everyday experiences.

By analyzing this speech, students will not only hone their analytical skills but also confront challenging questions about how to live a meaningful and ethical life in a complex, often overwhelming world. This makes it an ideal choice for a rigorous persuasive speech unit.

“Our own present culture has harnessed these forces in ways that have yielded extraordinary wealth and comfort and personal freedom. The freedom all to be lords of our tiny skull-sized kingdoms, alone at the center of all creation. This kind of freedom has much to recommend it. But of course there are all different kinds of freedom, and the kind that is most precious you will not hear much talk about much in the great outside world of wanting and achieving…. The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day.
That is real freedom. That is being educated, and understanding how to think. The alternative is unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing.”

Grab my full persuasive speech unit here!