THE GETTYSBURG ADDRESS

Speech by Abraham Lincoln

Pp54–63
Genre Elements: Speech
Remember that a speech is used to send a clear message
directly to its audience. In this lesson, you will analyze a
speech to understand its purpose and its intended audience.
Effective speeches typically include rhetorical devices—
specific words and language structures that make a message
memorable. You will also learn to recognize certain rhetorical
devices and determine how they are used to achieve an
author’s purpose.
LEARNING OBJECTIVES
- Analyze a speech to determine the author’s purpose, the
audience, and rhetorical devices used.
- Determine the contextual meaning of multiple-meaning
words.
- Recognize parallel structures and understand their
effects.
- Discuss rhetorical devices with a partner using the
terms repetition and parallelism.
SUMMARY

President Abraham Lincoln presented “The Gettysburg

Address” as part of the ceremony dedicating a burial ground
at the site of the Battle of Gettysburg. Lincoln reminds his
audience that the United States was founded on liberty and
that the Civil War is now being fought to preserve the nation
and its founding principles. He then charges his listeners to
honor the sacrifices made by the war dead by dedicating
themselves to preserving the nation and giving it “a new birth
of freedom.”
Introduction to Selection

In this lesson, you will discuss the historic speech in which

President Abraham Lincoln helped dedicate a cemetery at the site of
the Battle of Gettysburg. Here are some background notes and
important key terms:
- In this context, an address is a speech.
- A civil war is a war fought between people or regions of the
same country.
- Gettysburg is a town in the state of Pennsylvania.
- A dedication is a ceremony to honor and respect people, an
event, or a place.
CULTURAL REFERENCES: potentially unfamiliar words & phrases

- score (paragraph 1): a group of 20

- our fathers (paragraph 1): the men who founded, or set up, the United States as a
new nation
- all men are created equal (paragraph 1): the idea that all people are born with
equal rights to freedom and justice
- final resting place (paragraph 2): a cemetery, or a place where the dead are buried
- fitting and proper (paragraph 2): appropriate; correct
- poor power (paragraph 3): weak ability
- gave the last full measure of devotion (paragraph 3): died in support of their
cause
- in vain (paragraph 3): for no purpose
ESSENTIAL QUESTION

How can we come together despite our differences?

Read the explanation notes on page 54 and 55, and
underline important terms and concepts under the
subheadings “analyze purpose and audience”, “analyze
rhetorical devices”, “critical vocabulary”, and “language
conventions”. [pp54-56]
First Read of Speech [pp57–59]

Now read the “background” to the speech first, p57, then

proceed to read the speech carefully, underlining important
words (with a pencil), and gaining a general idea of what
the speecgh is about. Then, complete the “comprehension
check” exercises (in your notebook) on page 59.
Close Read of Speech [pp57–58]

Now do a second, close reading of the speech, and

complete, either with a pair or in groups, the mini close
read tasks on the margin (answer the questions in your
notebook or a sticky note).
Close Read of Speech – Continued [pp57]

Notice & Note: Analyze Purpose and Audience,

pp57.
Possible Answer: Lincoln has a serious tone,
which fits the occasion—honoring the soldiers
who died at the location.
Close Read of Speech – Continued [pp58]

Contrasts & Contradictions, p58.

Possible Answer: Lincoln compares the soldiers’ deaths,
which will be remembered for a long time, with the words of
the speech he is giving, which he says will soon be
forgotten.
Close Read of Speech – Continued [pp58]

Analyze Rhetorical Devices, p58.

Possible Answer: Repeating the word emphasizes
the importance of carrying on the mission to which
the soldiers had been devoted.
Close Read of Speech – Continued [pp58]

Language Conventions, p58.

Possible Answer: Lincoln reminds the audience that
it is important for people to participate in the
government that was created to help them.
Extension Work

1) What is the main idea in Lincoln’s

“Gettysburg Address”?
2) Lincoln mentions a historic event at the
beginning of the speech. What event does
he mention?
3) What is Lincoln asking the audience to do?
Extension Work - Answers

1) The men who fought at Gettysburg died for a

reason.
2) Lincoln mentions the founding of the United
States at the beginning of his speech.
3) Lincoln is asking the people to keep
supporting the war.
ANALYZE THE TEXT [p60]

Now, in pairs or groups, try to answer these questions

(in your notebooks using full sentences) to the best of
your ability, and take turns to share your answers with
the rest of the class (remember: you not only learn
from your teachers; you also can learn from one
another).
ANALYZE THE TEXT – Possible ANSWERS [p60]
1) Lincoln’s two main purposes were to dedicate the
cemetery at Gettysburg and to argue that the people
of the United States must keep fighting for the nation.
Lincoln directly states the first purpose in paragraph
2, by explaining why the audience has gathered. For
the second purpose, he tells his listeners that they
need to make sure that the “dead shall not have died
in vain.”
ANALYZE THE TEXT – Possible ANSWERS [p60]

2) To “dedicate” means to give time to fulfil a certain

purpose, or to honor people by naming something for
them. Lincoln repeats the word because the cemetery
will be dedicated in the soldiers’ honor and because he
wants to remind the audience that the soldiers have
given their lives for a cause—a cause for which people
should continue to fight.
ANALYZE THE TEXT – Possible ANSWERS [p60]
3) Lincoln uses parallel structure to begin paragraph 3, with the
clauses “we cannot dedicate—we cannot consecrate—we cannot
hallow—this ground.” He does this to make a point that they, the
audience, cannot make the site important; the people who died there
did that. Lincoln also uses a parallel phrase structure in the final
sentence, with the phrases “of the people, by the people, for the
people,” to remind the audience that the country’s government
belongs to its people.
ANALYZE THE TEXT – Possible ANSWERS [p60]

4) You may have named themes such as

sacrifice, duty, or unity. Remember to make
connections between your themes and
American (or Kuwaiti) values.
ANALYZE THE TEXT – Possible ANSWERS [p60]

5) The Union triumphed at Gettysburg—although at great

cost of life—and Lincoln wants his audience to believe
that the Union is able to win the war.
Critical Vocabulary & Vocabulary Strategy, p62

Pay close attention as your teacher explicates the

textual notes on these skills, and participate by
underlining (with a pencil) key words/definitions.
Then complete the exercises – this time
individually.
Critical Vocabulary & Vocabulary Strategy – Answers p62

CRITICAL VOCABULARY
Answers: 1. detract 2. resolve 3. conceive 4. Perish.
VOCABULARY STRATEGY: Multiple-Meaning Words
Answers: 1. engaged: adj., occupied, busy; 2. testing: v.,
showing; 3. poor: adj., inadequate; 4. measure: n., amount.
LANGUAGE CONVENTIONS: Parallel Structure [p63]

Before you write your letter, remember the following with regards to
parallel structures:
- The rhythmic effects of parallel structure come from the length of
phrases, the placement of words within the phrases, and the
repetition of sounds.
- When a speech is read aloud, parallel structure can make certain
words, phrases, and clauses particularly memorable to an audience.
- When using parallel structure in your writing, read the sentences
aloud to listen for a poetic or rhythmic effect.
- Think about what you want people to remember in your speech and
how you can use parallel structure.
LANGUAGE CONVENTIONS: Parallel Structure – Continued [p63]

To illustrate the use of parallel structure in other speeches,

read the following examples from Patrick Henry’s “Speech
to the Virginia Convention”:
• “The battle, sir, is not to the strong alone; it is to the
vigilant, the active, the brave.”
• “. . . those who, having eyes, see not, and, having ears,
hear not.”