In-Class Contextual Analysis: Gettysburg

by Susan Gayle Todd
Fall 2008

This assignment is designed for an 80-minute class; it may be divided for two 50-minute sessions.

Objectives

Students will be able to demonstrate their understanding of class lectures and text reading (Chapter 4 Good Reasons) about contextual analysis by writing an in-class essay.

Materials/Equipment

• Printed copies of speech: in this case the speech of Colonel Chamberlain in the film, Gettysburg.
• DVD player and projector
• DVD Gettysburg
• Doc cam
• Paper copy of assignment
• Computers

Procedure

1. Explain to students that today’s activity will provide analysis practice for them, and it will also serve to assess their grasp of our discussion and reading assignment on contextual analysis.
2. Hand out transcripts of Colonel Chamberlain’s speech to dissenting troops.
3. Introduce the film/historical situation, and play the film segment, including the important moments leading up to the speech: Chamberlain’s losses of troops; the sudden charge that Chamberlain’s troops be the flankers in the upcoming battle; Chamberlain’s meeting with the person speaking on behalf of the so-called traitors, etc.
4. With an emphasis on ethos, invite discussion of Chamberlain’s rhetorical situation: speaker, audience, topic, purpose, as well as his use of rhetorical appeals: ethos, pathos, logos.
5. Project the following assignment on the doc cam, and allow students the remaining 45 minutes of class to complete the essay and submit it via the Teacher Folder or email.

For the remaining time in class today, write an analysis of Colonel Chamberlain’s use of ethos in his speech from the movie Gettysburg. This should be a contextual analysis that takes into account what you learned about the situation leading up to the speech, such as Chamberlain’s training and experience, his character and relationship to his staff, and external pressures complicating the situation. Refer to passages in the printed speech, as well as audio- and visual evidence in the film.

You’ll be given 45 minutes to compose and submit the essay. The grade you make will carry the same weight as a Research Summary grade.