Introduction

Educational Goals

Students will read two speeches given by Queen Elizabeth I.  While the language in the speeches might seem difficult for modern audiences, her speeches are still convincing.  She carefully chose the words and images in her speeches to have a specific effect on her listeners. 

When she was the queen of England, no one expected Elizabeth to rule alone.  Her speeches demonstrate how she used political power , religious ideology , and gender roles  to rule as no other English woman had done before.  

After reading, students should be able to

  • Summarize the queen’s message to her audience in each of the speeches. 
  • Explain how Elizabeth's word choice and imagery was intended to persuade her audiences.   

Perceptive Options

Images of Elizabeth I and her world are included in most pages to help students visualize the speaker, audience, and context of the two speeches.

Names of important people are color coded throughout the book to assist making connections between people.  

Important words and phrases are bolded in the text of the speeches and background information.  

Linguistic Options

Recorded audio is available for the text of both speeches.  Click on the audio at the bottom of the pages to read along as the text is read fluently aloud.  

A movie adaptation of the second speech is also included.

Cognitive Learning Methods

Before each speech there is a page of background information.  The background pages give the reader historical context of the speech in order to understand who the Queen is speaking to and what she is speaking about.

The glossary includes terms and people that might be unfamiliar to the reader.  Many of the historical facts and people mentioned are linked to internet sites with additional information.

The coaches also give support for understanding the speeches.  Click on the coaches at the bottom of this page to meet them and understand their roles. 

After each speech, there are student response questions.  Students can summarize their thinking as they read.  At the end of the book, students can summarize their takeaways.  While this is one way students can represent their understanding, these responses are meant to support, not assess understanding.