Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARMUP

  Pose the following brainstorming prompts to your students, directing them to record their responses on the Google Doc, share with a partner, and then with the class if they choose.

  • What notable speeches have you heard from leaders?
  • What impact did those speeches have?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage.

  We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.

  Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• INTRODUCTION

  Play the following video clip that offers an introduction to alternative history. Direct your students to answer the related prompts on their graphic organizer and be prepared to engage in class discussion.

  Video Clip 1: Alternative History (2:10)

  Former Biden administration speechwriter Josh Nussbaum talked about how decision making affects outcomes and cited the 1963 March on Washington as an example.

  • How does Josh Nussbaum describe alternative history, and what do the undelivered speeches offer?
  • Why does he say, "Things didn't have to happen, the way that they happened?"
  • Describe the circumstances in Washington, DC in 1963 and how the outcome could have been different for the March on Washington as Josh Nussbaum explained.

• EXPLORATION

  Have students view the following collection of video clips. They can watch each video independently, view a video with a partner, or you can jigsaw them by assigning videos to students. Students should respond to the questions on the handout. After viewing the videos, use the accompanying questions to engage in class discussion.

  Video Clip 2: Election Night Speeches 2000 (2:13)

  Josh Nussbaum shared his experience on election night 2000 as a writer for Al Gore.

  • Summarize the circumstances that occurred on the 2000 presidential election night as Josh Nussbaum explained.
  • What was the significance of having two drafts prepared for a speech that evening?

• Video Clip 3: Richard Nixon Resignation Speech (3:44)

  Josh Nussbaum discussed President Richard Nixon's decision to resign and the speech he decided to deliver.

  • How does Josh Nussbaum describe President Richard Nixon?
  • What was the significance of Nixon's "Checkers Speech" that Nussbaum highlighted?
  • According to Josh Nussbaum, how did Nixon approach the preparation for his potential resignation speech?
  • What did Nixon ultimately decide?

• Video Clip 4: Restraint in Speeches (3:13)

  Josh Nussbaum talked about the use of restraint as a strategy in speeches, highlighting John Lewis and Emma Goldman as examples.

  • Explain the significance of restraint in a speech as Josh Nussbaum highlighted.
  • How did John Lewis implement this strategy in the March on Washington speech? Why was this significant?
  • Why did Emma Goldman exercise restraint in her remarks prior to being sentenced?

• Video Clip 5: Apology Speeches (3:14)

  Josh Nussbaum talked about the effectiveness of apology speeches through President Eisenhower and Emperor Hirohito.

  • What is the "evidence" that is available regarding apologies in certain fields that Josh Nussbaum discussed.
  • Why does he say that apology speeches are important examples? How did President Eisenhower exemplify this idea?
  • Describe Emperor Hirohito's perspective on the outcome of the war and why he was not permitted to give his apology speech.

• Video Clip 6: Decisions for Speeches on National Security (2:26)

  Former Rep. Steve Israel (D-NY) and Josh Nussbaum reflected on their experiences regarding decisions to deliver speeches for the war on Iraq. Mr. Nussbaum also talked about two speeches that were prepared during the Cuban Missile Crisis.

  • Summarize Rep. Israel's experience with writing two speeches.
  • Discuss the approach Tom Daschle took to drafting his remarks about the war on Iraq and Josh Nussbaum's experience at the time. How did this experience relate to JFK's two speeches during the Cuban Missile Crisis?

• Video Clip 7: Undelivered Last Words (1:29)

  Josh Nussbaum talked about speeches that were being drafted and were not delivered due to the passing away of the individual. He highlights a speech from President John F. Kennedy.

  • What was the theme that Josh Nussbaum noted among these speeches that were not given?
  • What did President John F. Kennedy highlight in his remarks?
  • According to Josh Nussbaum, if President Kennedy had given his speech, what possible impact could that have had on our world today?

• REFLECTION

  Ask students to consider the information they learned from viewing the videos as well as class discussion and write a response to the following prompts:

  • Discuss some of the reasons why the leaders you learned about prepared two speeches.
  • Explain the significance of word choice in preparing speeches.

• EXTENSION:

  Choose one of the individuals in this lesson and research the two speeches they prepared. Discuss the circumstances they were facing, the potential outcomes for each speech, and what that person ultimately chose to do.