Saint Louis Christian College GSP105N SPEECH 3 Credit Hours

Transcription

1 Saint Louis Christian College GSP105N SPEECH 3 Credit Hours Course Prerequisites: None Mondays April 4 June 20 8:10 10:00 p.m. MISSION STATEMENT Saint Louis Christian College pursues excellence in the Word and develops servant leaders for urban, suburban, rural, and global ministry. COURSE DESCRIPTION This skill-building course is designed to help students develop and deliver effective oral presentations. Students explore areas such as research, organization of information, logical thinking, the art of persuasion and critical listening skills. Students prepare and present several forms of speeches in class. COURSE RATIONALE During the course, you will be asked to stand before a group and deliver information, argue a position, or honor a special event. It is important you command the audience s attention and present yourself as a competent and credible speaker. In this course, you will be asked to present speeches. The goal is for you to gain more confidence in communicating in public contexts. COURSE OBJECTIVES Upon completion of this course: 1. Students will learn how to construct (research, outline, and organize) public speeches for delivery to audiences. 2. Students will be able to deliver ceremonial, informative, and persuasive speeches. 3. Students will develop analytical and critical listening skills. 4. Students will learn how to successfully manage their apprehension about communicating in public contexts. COURSE REQUIREMENTS 1. You are expected to remain attentive and proactive in the learning process. 2. These expectations include: Classroom Attendance; Classroom Participation; Class Projects; Individual Projects; Required Readings; Tests, Quizzes or Examination procedures. 3. Please refer to Course Schedule for assignments, quizzes, tests, speeches and assigned reading. 1

2 4. Exams will be given and will include a variety of questions (i.e. True/False, Multiple- Choice, Fill-in-the-Blank, Essay and Short Answer). Exams will cover the chapters indicated for each exam. Make-up exams will only be given if arrangements are made prior to the night of the exam. 5. Written assignments are to be typed in no less than 12 pt. Font. The assignments should include your name, course name and number, and mailbox number. Assignments will be returned to you via campus mail or in class. Assignments not typed will only receive half credit. 6. Course grading will be as described in the Course Evaluation section of this syllabus. 7. Questions due at the beginning of the class period as indicated. Questions can be submitted in class or via to agall@slcconline.edu Late assignments (any assignment received after class begins) will be deducted 5 pts each day. COURSE ASSESSMENT (EVALUATION) 1. Exams will count for 75 points each for a total of 225 points. 2. Peer evaluations as well as instructor evaluations will be used to determine each speech grade. The point value for each speech will vary (see below) but will total 400 points. Some factors to be considered by the instructor are (1) whether the outline reflected the guidelines for each speech, (2) did the speech meet the requirement of the topic (i.e. was it motivational or used to convince), (3) was the material organized logically, (4) was the speaker confident and enthusiastic, (5) did the speech show research and practice and fall within the allotted time and (6) was the speech free of distractions (i.e. smacking of gum, hands in and out of pockets, poor posture, lack of eye contact, etc.) Speeches not given the date they are due may not be able to be made up. 3. Self-evaluations as well as peer evaluations will be used in the grading system as well and will count for a total of 90 points. 4. Attendance and participation will count 10 points each week class meets. 5. Chapter questions will count 5 points per question. 6. Please see below the grading system that will be used for this class. COURSE POLICIES 1. Speeches are to be given on the date due. Any special circumstances or missed assignments need to be brought to the instructors attention prior to the day they are due. Speeches not given on due date may not be able to be given and therefore not graded. 2. "If you have a diagnosed learning disability, please see the Director of The Hundred (Center for Student Success) to discuss strategies that would enhance your ability to learn. The professor cannot implement any special accommodations without authorization from The Hundred. 3. Please understand the Instructor reserves the right to modify this course plan by changing topics, due dates, or even an assignment as long as it does not add to the students work load. 2

3 Student s Record of Grades Speeches Special Occasion Speech /50 Informative Speech /145 Persuasive Speech /165 Other required assignments Self-Evaluation 15 points) /45 Peer Evaluation 15 points) /45 Speech Critiques 20 points) /0 End of Chapter Questions Each question 5 pts /485 Attendance/Participation /110 Subtotal /1195 GRADE TOTAL COURSE SCHEDULE Session 1 April 4 Read Ch 1 - Becoming a Public Speaker Read Ch 3 Managing Speech Anxiety Read Ch 4 Listeners & Speakers Read Ch 5 Ethical Public Speaking Questions for chapters 1, 3 5 due (see Chapter Questions in Syllabus) Speech I Have a Dream (See Course Materials for description) Review Syllabus; Course & Instructor Expectations Session 2 April 11 Read Ch 28 - Special Occasion Speeches Read Ch 2 - Giving It a Try: Preparing Your First Speech Read Ch 6 - Analyzing the Audience Questions for chapters 2, 6 & 28 due Discuss Special Occasion Speech Assignment 3

4 Session 3 April 18 Read Ch 7 - Selecting a Topic and Purpose Read Ch 8 Developing Supporting Materials Read Ch 9 Locating Supporting Materials Read Ch 10 Finding Credible Supporting Materials Read Ch 11 Orally Citing Sources Read Ch 12- Organizing the Speech Questions for Chapters 7-12 due Bring 2 typed copies of Special Occasion Speech Outline for Peer Evaluations Session 4 April 25 Speech #1: Special Occasion Speeches (Outlines Due) Speech #1: Special Occasion Speeches Read Ch 21 - Using Presentation Aids in the Speech Read Ch 22- Designing Presentation Aids Read Ch 23 - Using Presentation Software Questions for chapters due Session 5 May 2 Speech #1: Ceremonial Speeches (Continued, if needed) Read Ch 13 Types of Organizational Arrangements Read Ch 14 Outlining the Speech Read Ch 24- The Informative Speech Questions for chapters 13, 14 & 24 due Introduce Informative Speech Assignments Discuss Outlines; Presentation Aids Session 6 May 9 Read Ch 15 Developing the Introduction Read Ch 16 Developing the Conclusion Read Ch 17 Using Language to Style the Speech Questions for chapters due Bring 2 typed copies of Working Informative Speech Outline for Peer Evaluation Discuss Introductions/Conclusions Session 7 May 16 Speech #2: Informative Speeches (Outlines Due) Speech #2: Informative Speeches Session 8 May 23 Read Ch 25 The Persuasive Speech Read Ch 26 Developing Arguments for the Persuasive Speech Read Ch 27 Organizing the Persuasive Speech Questions for Ch due 4

5 Discuss Persuasive Speech Assignment Session 9 June 6 Read Ch 18 Methods of Delivery Read Ch 19 Voice in Delivery Read Ch 20 Body in Delivery Questions for Ch Session 10 June 13 Bring 2 typed copies of Persuasive Speech Outline Peer Evaluation Read Ch 29 Preparing Online Presentations Read Ch 30 Collaborating and Presenting in Groups Read Ch 31 - Speaking in Other College Courses Read Ch 32 - Business and Professional Presentations Questions for chapters due Session 11 June 20 Speech #3: Persuasive Speeches (Outlines Due) Speech #3: Persuasive Speeches QUESTIONS TO BE COMPLETED FOR INDICATED CLASSES When asked for an example, credit will not be given for textbook examples. DUE FOR CLASS SESSION 1 Chapter 1 Questions Becoming a Public Speaker 1. What are the four categories of public speaking? 2. What are the similarities and differences between public speaking and other forms of communication? 3. Define and explain the elements of communication. (i.e. Source, etc... ) Chapter 3 Questions Managing Speech Anxiety 1. What are the roots of public speaking anxiety? 2. Identify and define the four types of public speaking anxiety people experience during the speechmaking process. Chapter 4 Questions Listeners and Speakers 1. What is circular response? 2. Listening involves selective perception, which is influenced by several factors. List and define these factors. 3. List and explain the barriers to active listening. 4. What are 3 strategies for active listening? 5

6 Chapter 5 Questions Ethical Public Speaking 1. What is ethics? 2. What is ethos? Give an example of someone who you believe demonstrates ethos. 3. Identify and explain the ground rules for ethical speaking? 4. What is plagiarism, and how can you avoid it? DUE FOR CLASS SESSION 2 Chapter 2 Questions Giving It a Try: Preparing Your First Speech 1. List each of the steps in the speechmaking process. 2. Name at least three places where you could gather supporting materials. 3. What three things should a speaker consider when selecting a topic to speak on? Chapter 6 Questions Analyzing the Audience 1. What is audience analysis? 2. Define and give an example of attitudes, beliefs and values. 3. Interviews use at least two types of questions. Cite them and give an example of each. Chapter 28 Questions Special Occasion Speeches 1. What is a special occasion speech? What is its main goal? 2. What is a speech of introduction? What key elements make up a good speech of introduction? 3. What should a speaker include in a speech of acceptance? 4. What is a speech of presentation? What are its guidelines? 5. What is a roast? A toast? 6. What is a eulogy? What guidelines should you follow when delivering one? 7. What is a speech of inspiration? What should a speaker include in this type of speech? DUE FOR CLASS SESSION 3 Chapter 7 Questions Selecting a Topic and Purpose 1. Public speaking can be classified into three general speech purposes. List these purposes, and give an example of each. 2. What are some factors to consider when narrowing a topic? 3. What is a specific speech purpose? What is a thesis statement? Give an example of a general purpose, a specific purpose, and a thesis statement. Chapter 8 Questions Developing Supporting Material 1. What are the five types of supporting materials? 2. What is a narrative? What purpose does it serve? 3. What is testimony? Identify the two types of testimony, and give an example of each. 4. What are facts? Identify the two types of statistics, and give an example of each. Chapter 9 Questions Locating Supporting Materials 1. What is the difference between primary and secondary research? 6

7 2. Oftentimes speakers get sidetracked when they begin doing research. What things should you consider in order to avoid this? Chapter 10 Question Finding Credible Supporting Materials **You must have online Internet access for these questions** Each answer MUST be accompanied by the URL address to verify the source. 1. What is the purpose of locating supporting material on the Internet? 2. Use the Internet to find the following: a. The lyrics of a song mentioning the word America. b. A magazine article that provides a direct quote from the president of the United States. c. Current statistics on the number of homeless people in the United States. d. A comparison of the annual incomes of men and women in the United States (ten years ago and currently). e. The rate of divorce during the last decade. f. The number of results for the term persuasive speech. Chapter 11 Questions Orally Citing Sources 1. What is source reliability? 2. What is a source qualifier? 3. Write an example of a source citation that is presented in a direct quotation. 4. What are the guidelines for citing statistics in a speech? Chapter 12 Questions Organizing the Speech 1. What are main points? How many main points should you use? 2. In addition to the main points, what other two items need to be present in the body of the speech? 3. What are transitions? Give two examples of transitions. 4. What are the three principles of organizing main and supporting points? DUE FOR CLASS SESSION 4 Chapter 21 Questions Using Presentation Aids in the Speech 1. What are presentation aids? How do you decide whether to use them? 2. What are some functions of visual aids? Chapter 22 Question Designing Presentation Aids 1. Regardless of the type of aid used, there are some guidelines for creating all visual aids. List three of them. Chapter 23 Questions Using Presentation Software 1. How can a speaker avoid hiding behind an electronic presentation? 2. What are the different types of objects you can insert into PowerPoint presentations? 7

8 DUE FOR CLASS SESSION 5 Chapter 13 Question Types of Organizational Arrangements 1. Identify and explain five types of organizational arrangements. Chapter 14 Question Outlining the Speech 1. Identify and explain the five types of outlines covered in the chapter. 2. Why are keyword outlines the preferred speaking outlines? Chapter 24 Questions The Informative Speech 1. What is the goal of informative speaking? What is the goal of your informative speech? 2. What s involved in defining information? What are three ways in which you can define something. Give an example of each method you listed. 3. List the four approaches to informative speeches, and give specific examples of each. 4. What are five tips for effective informative speeches? DUE FOR CLASS SESSION 6 Chapter 15 Questions Developing the Introduction 1. The textbook mentions seven techniques designed to win the audience s attention. Please identify at least five of them. 2. What are some functions of an introduction? Provide an example of introducing the purpose and topic within the introduction of a speech. 3. How do you motivate the audience to accept your goals? Cite an example of how you would do this. 4. In the introduction, the audience needs to be given a reason to believe the speaker. What should the speaker do in the introduction in order to achieve this goal? Chapter 16 Questions Developing the Conclusion 1. What are the four functions of a conclusion? 2. Explain what a call to action is, and provide an example of ending a speech with one. Chapter 17 Questions Using Language to Style the Speech 1. Explain what the text means by style. 2. Define figure of speech. Define three types of figures of speech, and give an example of each. 3. What is abstract language? Give two examples to demonstrate how you can make an abstract word more concrete. 4. What three things can a speaker do to convey confidence and conviction? 8

9 DUE FOR CLASS SESSION 8 Chapter 25 Questions The Persuasive Speech 1. What is persuasion, and what is persuasive speaking? Give an everyday example of persuasion. 2. How are persuasive and informative speeches different, and how are they similar? 3. How can you determine whether your topic and goals are persuasive? 4. What are Aristotle s three modes of persuasion called? Give an everyday example of each one. 5. Describe someone you consider to be a credible speaker. How much does the person s credibility depend on his or her message as compared to who he or she is? Chapter 26 Questions Developing Arguments for the Persuasive Speech 1. What is reasoning? Give an example of reasoning that you follow every day. 2. What is an argument? Give an example of an argument that you have recently heard in the media. 3. Identify the three types of evidence and give an example of each. 4. You can determine the strength of the evidence by using three tests. Explain these. Chapter 27 Questions Organizing the Persuasive Speech 1. What three factors should you consider when choosing an organization pattern? 2. Explain Monroe s motivated sequence. Be sure to identify all five steps in order. 3. Describe the Problem-Solution Pattern of Arrangement. 4. Describe the Comparative Advantage Pattern of Arrangement. 5. Describe the Refutation Pattern of Arrangement. DUE FOR CLASS SESSION 9 Chapter 18 Questions Methods of Delivery 1. What is effective delivery, and what are the four qualities of an effective delivery? 2. Identify and explain each of the four methods of delivery. Chapter 19 Question The Voice in Delivery 1. If speakers have inadequate control over their voices, they may lose their audiences attention. Speakers can learn to control vocal delivery by practicing seven different elements. Identify and discuss each of these elements. Chapter 20 Questions The Body in Delivery 1. What is the aural channel, and what is the visual channel? 2. What are the four ways in which nonverbal behavior works well with verbal components of a speech? 3. What are three functions of physical gestures? 9

10 DUE FOR CLASS SESSION 10 Chapter 29 Questions Preparing Online Presentations 1. What is the difference between real-time presentations and recorded presentations? 2. List the four formats for online presentations. Chapter 30 Questions Collaborating and Presenting in Groups 1. What are task roles? Cite four examples. 2. What are interpersonal roles? Cite two examples. 3. What are counterproductive roles? Cite three examples. 4. Making group decisions can be very difficult. One way to approach effective group decisions is through Dewey s six-step process. Identify the six steps. Chapter 31 Questions Speaking in Other College Courses 1. Have you participated in a debate before? If so, in what ways did you follow the guidelines outlined in this chapter? Chapter 32 Questions Business and Professional Presentations 1. What is a case study? 2. Identify the five types of presentations and give an example of each. 3. What are the four steps in the basic sales technique? COURSE STUDENT LEARNING RESOURCES (BIBLIOGRAPHY) O Hair,D., Stewart, R., & H. Rubenstein. A Speaker s Guidebook.Fifth Edition Boston: Bedford/St.Martin s. (2012) COURSE INSTRUCTOR CONTACT INFORMATION Amy A. Gall Phone number: (636) calls taken 9 am 7 pm agall@stlchristian.edu 10

11 Description of I Have a Dream Speech Time: 1-2 minutes The I Have a Dream speech is the first speech of the semester. The purpose of the speech is to help students become comfortable in front of the class and briefly share a dream. The inspiration for the speech is modeled on Martin Luther King Jr. s famous I Have a Dream speech. The subject of the speech should center around something that is important to you. Below are some questions to help select your topic: What gets you excited? What makes you angry? What brings you to tears? What gives you great joy? What is your hope, dream, passion for your life, your family, the church, or the world? The speech does not necessarily need to be weighty or serious. Have fun! The important point is to communicate your passion to the class and become more comfortable in public speaking. Sample Topics: I have a dream that everyone will love Steak-n-Shake chili. I have a dream that the church will become the center of the world s creative arts. I have a dream that St. Louis Christian College will have 500 students. I have a dream that we can provide clean water for the rest of the world. I have a dream that young men will become the husbands they need to be. I have a dream that every Christian family will get out of debt. The speech should be typed, manuscript, double-spaced, and 1 1½ pages. Outline: The Introduction (first sentence) should clearly spell out your topic and gain the audience s interest. The Body should give specifics about your dream, why you are passionate about the subject, and clearly show the need for the fulfillment of your dream. The Conclusion should conclude the speech in a memorable way and help the audience want to join with you in fulfilling your dream. (A helpful way to accomplish this is to imagine what the world would be like if your dream is fulfilled, i.e. what are the positive results of your fulfilled dream? Or in a negative sense, what are the negative results of your dream not being fulfilled?) 11

12 I Have a Dream Speech Evaluation Form Speaker: Evaluator: Topic: Date: GENERAL CONSIDERATIONS Speech adapted to audience/occasion? Worthwhile topic? Clear purpose? Topic properly narrowed? Ideas interesting/imaginative? STRUCTURE Attention-getting introduction? Clear organizational pattern / logical flow of ideas? Effective closure? CONTENT Ideas developed / do you complete your thoughts or leave us hanging? Valid reasoning? SPEAKER Poise Oral style Grammar Preparation Passion DELIVERY VOICE: Conversational Volume, pitch, rate varied Articulation Pronunciation Vocal intrusions (um, ah) BODY LANGUAGE: Natural Eye contact Gestures Nonverbal distractions ENCOURAGEMENT & SUGGESTIONS (use back if needed) 12

13 Description for Speech #1 Special Occasion Speech Time: 2 4 minutes The special occasion speech provides students with practice in preparing and delivering a basic public speech. The content of this speech should be a fictional speech of introduction, toast, or eulogy concerning an individual or individuals with whom the audience is familiar. Choose a person to speak about (e.g., a historical figure, a current film or television star, a person in the class), and construct a speech that discusses the qualifications or positive personal qualities of that person. The goal is to learn how to (a) adapt a topic to your audience, (b) use a clear presentational pattern, (c) present an extemporaneous speech, and (d) formulate a key-word outline (which you will turn in to your instructor before you give your speech). You must: provide an introduction to gain the audience s attention and a clear, relevant statement of purpose. use a clear organizational pattern that allows the audience to follow your speech (follow your key-word outline). provide closure and leave the audience with information that is interesting. Examples of Topics speech of introduction for the president of the United States toast at the wedding of two well-known television stars eulogy of a famous historical figure Hints: Remember, this speech can mix factual events with fictional events. Be creative! Make sure that you focus on the interesting aspects of your speech topic. Do not merely provide a list of the events or achievements. Create a vivid and memorable image that will be interesting to the audience. 13

14 Title: Outline Worksheet for Special Occasion Speech #1 Speaker: Specific Purpose: Thesis Statement: Introduction I. Attention-getter: II. Establishment of ethos: III. Thematic statement: IV. Preview (each main point): First... Next... Finally... (Transition) Body I. Main idea #1 (narrative/story) (Internal summary) (Transition to conclusion) II. Main idea #2 (significance of narrative) (Internal summary) (Transition to conclusion) Conclusion I. Summary: II. Review (each main point): III. Tie to the introduction: IV. Creative concluding thought (end with impact): Works Cited/References* *May not be needed for this speech. 14

15 Time: 4 5 minutes Description for Speech #2 Organizing and Outlining the Informative Speech All informative speeches have an identifiable introduction, body, and conclusion with at least three verbal citations. Introduction: The introduction should compel the audience to listen (with an attention getter) and provide a preview. The preview usually includes the thesis statement and an overview of the main points. Body: Most informative speeches should contain no more than three main points, organized in a way that helps the audience make sense of the message. Once the main points and organizational pattern are set, identify what evidence supports which main point and place these sub-points in the correct location. Conclusion: All informative speeches should include a brief summary of the main points. No new information should be given to the audience in the conclusion. An effective conclusion leaves the audience thinking about the speaker s message. Outlining the Informative Speech: A detailed outline is mandatory and should include the following sections: title, statement of specific purpose, thesis statement, introduction, body (including internal summaries and transitions), conclusion, and references. Presentation/Visual Aids: Will count for 25 points of speech grade total. 15

16 Title: Outline Worksheet for Informative Speech #2 Specific Purpose: Thesis Statement: Introduction I. Attention-getter: II. Establishment of ethos: III. Thematic statement: IV. Preview (each main point): First... Next... Finally... (Transition) Body I. Main idea #1 A. Subpoint and/or supporting material (such as a statistic or a quotation) 1. Sub-subpoint (optional) 2. Sub-subpoint (optional) B. Subpoint and/or supporting material 1. Sub-subpoint (optional) 2. Sub-subpoint (optional) (Internal summary) (Transition) II. Main idea #2 A. Subpoint and/or supporting material 1. Sub-subpoint (optional) 2. Sub-subpoint (optional) B. Subpoint and/or supporting material 1. Sub-subpoint (optional) 2. Sub-subpoint (optional) (Internal summary) (Transition) III. Main idea #3 A. Subpoint and/or supporting material 1. Sub-subpoint (optional) 2. Sub-subpoint (optional) B. Subpoint and/or supporting material 1. Sub-subpoint (optional) 2. Sub-subpoint (optional) (Internal summary) (Transition to conclusion) Conclusion I. Summarize (overall theme): II. Review (each main point): III. Tie to the introduction: IV. Creative concluding thought (end with impact): Works Cited/References* *Need at least three sources. 16

17 Description for Speech #3 Organizing and Outlining the Persuasive Speech Action Time: 6 8 minutes Organization plays a central role in a persuasive speech: The speech must logically establish why the audience must change a belief, attitude or action. (Unless audience members believe there is something wrong with what they are doing or feeling, they are unlikely to change.) While other persuasive designs are also effective in preempting psychological resistance to change, the most widely used organizational pattern for public speaking is Monroe s motivated sequence. Monroe s motivated sequence (problem-solution format) Gain the audience s attention Attention-getters grab the audience, arousing curiosity about what the speaker is going to say. To help avoid the effects of psychological resistance, the preview statement should be omitted. Identify unfulfilled needs The speaker must establish a clear, urgent, and unfulfilled need in the mind of the audience. This is a critical step in the sequence. No solutions should be proposed during this stage. Propose a solution that satisfies Present the solution to the needs or problems described in Step 2. During this stage, speakers must also identify and eliminate possible objections to the solution. Visualize the resulting satisfaction Intensify audience members desire for the solution by getting them to visualize what their lives will be like once they ve adopted it. Use vivid images and verbal illustrations to support the benefits of the proposed solution. Define specific actions In the final step, the speaker must turn the audience s agreement and commitment into positive action. Tell audience members what they need to do to obtain the described solution and its benefits. Making the most of Monroe s motivated sequence To make the most of Monroe s motivated sequence, the steps should be followed in sequence. The sequence closely resembles a problem-solution organizational format, but it digresses from linear logic in several ways. In the attention step, the structure tends to deviate from linearity by noting potential objections and dispelling audience concerns or problems with a solution. The most critical principle in Monroe s sequence is the identification of the audience s needs before proposing a solution. Outlining the persuasive speech Each of the five steps in Monroe s motivated sequence should be represented by a Roman numeral. Main points and subpoints are represented by capital letters and numbers, respectively. (See outline worksheet.) **Presentation/Visual Aids: Will count for 25 points of speech grade total. 17

18 Title: Outline Worksheet for Monroe s Motivated Sequence Persuasive Speech #3 Speaker: Specific Purpose: I. Introduction A. Attention-getter: B. Establishment of ethos: (Transition) II. Need A. Main idea #1 with supporting material (such as a statistic or quotation) 1. Subpoint (optional) 2. Subpoint (optional) B. Main idea #2 with supporting material 1. Subpoint (optional) 2. Subpoint (optional) (Internal summary) (Transition) III. Satisfaction A. Main idea #3 with supporting material 1. Subpoint (optional) 2. Subpoint (optional) B. Main idea #4 with supporting material 1. Subpoint (optional) 2. Subpoint (optional) (Internal summary) (Transition) IV. Visualization A. Main idea #5 with supporting material 1. Subpoint (optional) 2. Subpoint (optional) B. Main idea #6 with supporting material 1. Subpoint (optional) 2. Subpoint (optional) (Internal summary) (Transition) V. Action A. Summarize and review taking action (overall theme including each step of Monroe s motivated sequence) B. Tie to Introduction C. Creative concluding thought (end with impact) Works Cited/References (Need at least three sources.) 18

19 MARTIN LUTHER KING, JR Martin Luther King Jr. s I Have a Dream Speech As far as black Americans were concerned, the nation's response to Brown was agonizingly slow, and neither state legislatures nor the Congress seemed willing to help their cause along. Finally, President John F. Kennedy recognized that only a strong civil rights bill would put teeth into the drive to secure equal protection of the laws for African Americans. On June 11, 1963, he proposed such a bill to Congress, asking for legislation that would provide "the kind of equality of treatment which we would want for ourselves." Southern representatives in Congress managed to block the bill in committee, and civil rights leaders sought some way to build political momentum behind the measure. A. Philip Randolph, a labor leader and longtime civil rights activist, called for a massive march on Washington to dramatize the issue. He welcomed the participation of white groups as well as black in order to demonstrate the multiracial backing for civil rights. The various elements of the civil rights movement, many of which had been wary of one another, agreed to participate. The National Association for the Advancement of Colored People, the Congress of Racial Equality, the Southern Christian Leadership Conference, the Student Non-violent Coordinating Committee and the Urban League all managed to bury their differences and work together. The leaders even agreed to tone down the rhetoric of some of the more militant activists for the sake of unity, and they worked closely with the Kennedy administration, which hoped the march would, in fact, lead to passage of the civil rights bill. On August 28, 1963, under a nearly cloudless sky, more than 250,000 people, a fifth of them white, gathered near the Lincoln Memorial in Washington to rally for "jobs and freedom." The roster of speakers included speakers from nearly every segment of society -- labor leaders like Walter Reuther, clergy, film stars such as Sidney Poitier and Marlon Brando and folksingers such as Joan Baez. Each of the speakers was allotted fifteen minutes, but the day belonged to the young and charismatic leader of the Southern Christian Leadership Conference. Dr. Martin Luther King Jr. had originally prepared a short and somewhat formal recitation of the sufferings of African Americans attempting to realize their freedom in a society chained by discrimination. He was about to sit down when gospel singer Mahalia Jackson called out, "Tell them about your dream, Martin! Tell them about the dream!" Encouraged by shouts from the audience, King drew upon some of his past talks, and the result became the landmark statement of civil rights in America -- a dream of all people, of all races and colors and backgrounds, sharing in an America marked by freedom and democracy. For further reading: Herbert Garfinkel, When Negroes March: The March on Washington...(1969); Taylor Branch, Parting the Waters: America in the King Years, (1988); Stephen B. Oates, Let the Trumpet Sound: The Life of Martin Luther King Jr. (1982). "I HAVE A DREAM" (1963) I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. 19

20 20 NOVEMBER 16, 2015 But 100 years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition. In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men - yes, black men as well as white men - would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check that has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so we've come to cash this check, a check that will give us upon demand the riches of freedom and security of justice. We have also come to his hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children. It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end but a beginning. Those who hoped that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone. And as we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating "for whites only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which

21 to vote. No, no we are not satisfied and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream. I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair. I say to you today my friends - so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal." I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. 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!" 21

22 And if America is to be a great nation, this must become true. And so let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania. Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from the curvaceous slopes of California. But not only that; let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of Tennessee. Let freedom ring from every hill and molehill of Mississippi - from every mountainside. Let freedom ring. And when this happens, and when we allow freedom ring - when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children - black men and white men, Jews and Gentiles, Protestants and Catholics - will be able to join hands and sing in the words of the old Negro spiritual: "Free at last! Free at last! Thank God Almighty, we are free at last!" Source: Distribution statement: Accepted as part of the Douglass Archives of American Public Address ( on May 26, Prepared by D. Oetting ( Permission is hereby granted to download, reprint, and/or otherwise redistribute this file, provided this distribution statement is included and appropriate point of origin credit is given to the preparer and Douglass. 22