Introduction

In this exercise model, students examine primary sources in the archives, then craft and deliver collaborative impromptu speeches summarizing their observations.

Because this course was part of a learning-community entitled “Telling Brooklyn Stories,” my students examined a variety of maps of areas surrounding their Brooklyn campus. (This activity fits into a larger semester-long project about maps. View a complementary exercise here.) The model can be used with any topic or set of primary sources; likewise, the public speaking component can be incorporated into non-communications courses (I have shared helpful evaluation guidelines here).

I want students in my public speaking courses to see themselves as people who can communicate effectively in a variety of contexts. I shape curricula to move from impromptu speeches to formal speeches requiring more preparation and research. Activities such as this one, a low stakes assignment in which they are likely to succeed, allow students to build confidence and to practice the verbal and non-verbal delivery techniques they learn in class.

The activity requires critical thinking and teamwork, and pushes students to synthesize their analysis in a clear and competent way. The group speech promotes collaboration. And the skill of informal speaking will benefit students no matter what field they pursue.

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Students should be able to:

• compare and contrast a suite of historical maps
• effectively summarize their conclusions in a 4 minute impromptu group speech

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[expand title=”Context” tag=”h3″]Through an in-class collaborative glossary exercise conducted before the visit to the archives, students learn about types of maps (for example: manuscript, political, topographical, thematic) and key terminology (for example: legend/key, scale, title, neatline).

Students have already learned elements of effective verbal and nonverbal delivery.* Particularly important to this exercise are well-crafted introductions, conclusions, and transitions. Students have already conducted individual impromptu speeches in advance of this group speech exercise.

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[expand title=”Visit” tag=”h3″]Number of Visits: 1
Duration of Visit: 2 hours 15 minutes

This activity fits into a larger semester-long project about maps. View a complementary exercise here.

Agenda

Archives staff lead an introduction to maps. They use various examples from the collections to illustrate key terminology and to differentiate map types.

In small groups of 4 – 6, students compare and contrast three maps: a transit map, a manuscript map, and a commercial map of downtown Brooklyn.

The instructors provide students with a handout to guide analysis.

Wrap Up

Together, each group takes 10 minutes to develop a short impromptu speech on one or more of their maps. They determine the map(s) they want to discuss; the content of their speech; and who will deliver the introduction, main points, and conclusion.

Each group then delivers their 4 minute speech to the class.

At the end of the visit, the instructor provides general feedback on the quality of the content, organization, and delivery of the impromptu speeches.[/expand]

[expand title=”Assessment” tag=”h3″]Speeches are evaluated on content (quality of analysis and information), delivery (verbal and nonverbal), and organization (meeting time requirements, clear main points, clear introduction, clear transitions, clear conclusion).  

Students are graded as a group on the content and organization of the speech. Each individual is evaluated on his or her own delivery. In order to reduce student anxiety, instructors should provide the evaluation forms well before any public speaking assignment.[/expand]

[expand title=”Archival Materials Used” tag=”h3″]

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[expand title=”Further Reading” tag=”h3″]

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