Analysis of a speech

Pupils do not only engage in lessons, but also in history and civics lessons. The procedure hardly differs. Worksheet 1 introduces students to Aristotle’s rhetorical triangle. The philosopher laid the foundation for the following centuries with his rhetoric. The terms logos, ethos and pathos are explained with the help of a text and a diagram and entered in a sketch. Afterwards speeches are analyzed, all epochs offer themselves. On the student side, the tasks for online research are made available.

If a speech analysis is to be written, it must first be worked out how it will be structured. Since it differs only minimally from other types of essays, the discussion can be kept quite short using Worksheet 2. In addition, a list of stylistic devices should be offered. The homepage offers a short and a detailed list of stylistic devices.

A lesson on Goebbels can be found on the page Lehrer Online.

Lesson modules with material and solutions for analyzing Hitler’s speeches can be found HERE.

Another possibility is to analyze a political leaflet of the “White Rose”. The texts can be found on the page of the “White Rose Foundation”. With this page, students can also research properly. Worksheet 3 provides background and movement information, the text of the sixth leaflet, assignments, and a table of hand-held solutions for the teacher. It is important to address why the resistance movement distributed leaflets and did not make speeches. Experience has shown that students, despite history lessons, have little access to the era of National Socialism.

If one’s own opinion is to be discussed for speech, the page lends itself to the discussion.

Writing and designing one’s own texts first of all means to verbalise the art, experiences, events, places, people and emotions in such a way that they take shape and come alive in the reader or listener. The reader then not only sees the written or printed letters and words, but he sees places and people, he hears sounds, he feels moods and sensations.

That is why it is especially important that the students learn to set their linguistic impulses in a very conscious and address-oriented way.

This already begins with the essay essay, goes beyond the writing of parallel texts and the continuation of narration up to own stories after a picture impulse, a scenario or even only a cue.

The individual components and materials can be found in the right margin column.