Part 1:

Olivia Bratton, Ian Balaratna, Casey Capetola,

ENGL 137H

November 20, 2020

Work Plan: History of a Public Controversy, Teaching of Evolution in Schools

 

Duties of Each Member:

Olivia Bratton – Role of Goalkeeper, specifically focusing on research regarding the religious arguments against evolution and for the teaching of creation, narrator, iMovie editor, working on video script.

Ian – gathering historical context, organizing historical research, Narrator, help with iMovie editing, and working on video script. Keep discussions on track “Park Ranger”

Casey – role of record keeper; researching scientific arguments regarding evolution; narrator; help with iMovie editing; working on video script

Timeline:

• Nov 23-29: Continue researching information for your respective sections.
• Nov 30: Meet with our research and start to format the video while considering the information we have obtained from our research.
• Dec 2: Collect pictures and videos for the video, and begin to develop a script.
• Dec 4: Finish the script, begin putting contents of the video together
• Dec 6: Video Draft Due 
• Dec 7: Video editing and narrating 
• Dec 9:  Finalizing the finishing touches of the video 
• Dec 14: Final video cuts by noon

 

DAY 1

Our group assigned roles and brainstormed many controversial topics such as

• Tearing down of historical statues
  • BLM movement
• Teaching of evolution in schools
• Electoral College/systems of election
• Edward Snowden
• Hate Speech
• Salary Caps

We also assigned specific categories to research

 

DAY 2  Recap of our research so far (articles we use):

Liv:

Ken Ham and Michael Behe

Debate: creationism vs evolution in schools (skim for ideas)

Anti defamation League 

Religious Doctrine in the Science Classroom

 

Joseph O. Baker

Acceptance of Evolution and Support for Teaching Creationism in Public Schools: The Conditional Impact of Educational Attainment

BBC

Creationism and Intelligent Design

 

Ian:

Roper, Jon. The Illustrated Encyclopedia of the Presidents of America. Hermes House, 2011. Contains a section about the Scopes Trial on page 162.

PBS

Background on society’s beliefs surrounding religion and science, as well as the effects of the trial on teaching evolution.

New York Times

The personal beliefs of John Scopes and context for the Butler Act

Inherit the Wind

A play based on the events of the Scopes Trial that was first performed in the fifties amidst similar paranoia over communism in the United States.

Casey:

National Science Teachers Association

Importance of teaching evolution in Schools

NPR

Teaching Evolution: A State-byState Debate

 

Stanford Encyclopedia of Philosophy

Evolution

 

US National Library of Medicine National Institutes of Health

Genetics and the causes of evolution: 150 years of progress since Darwin

 

 

 

DAY 3  Looking into the Stasis Questions

Conjecture: Is there an act to be considered?

Why is there a debate behind teaching evolution?

• There is a fundamental debate between advocates of “intelligent design”–the theory that an intelligent force had a role to play in the creation of the universe” (NPR)–and the theory of evolution–referring to “the changes in the proportions of biological types in a population over time” (Stanford).
  • Where there are conflicting ideals, it is logical for there to be arguments as to which avenue is the suitable solution.

What are examples of evolution vs. creationism?

• One popular case that covered the issue of evolution vs. creationism was the Scopes trial.
  • This trial brought the debate between evolution and creationism to the national forefront
• In the early 2000s, policymakers in at least 16 states examined the issue and came to some sort of legal conclusion to define how these ideas would be covered in educational material (NPR)

Definition: How can the act be defined?

What does the teaching of evolution entail? Casey 

“In a popular textbook, Douglas Futuyma gives a more expansive definition:

[biological evolution] is change in the properties of groups of organisms over the course of generations…it embraces everything from slight changes in the proportions of different forms of a gene within a population to the alterations that led from the earliest organism to dinosaurs, bees, oaks, and humans. (2005: 2)” (Stanford)

• Organisms that exist today originate from changes in properties of previous generations
• Changes at a genetic level can range from slight to large
• “Descent with modification”
  • Spread of alleles, variants, trait values, character states

Evolution can be reasoned through concepts such as natural selection, genetic drift, mutation, or migration.

“It is generally agreed that some degree of spatial isolation between populations increases the likelihood that they will diverge sufficiently that they become incapable of interbreeding. Martin & Willis (2010) presented an analysis of the genetic basis of adaptation to local conditions in geographically isolated populations of the monkeyflower Mimulus guttatus and partial reproductive isolation between them. Schluter et al. (2010) described work on the genetics of adaptation of sticklebacks to freshwater habitats, again documenting how natural selection to local conditions can drive populations apart.” (US Library)

Additionally, various studies on groups such as domestic animals helped to supplement Darwin’s initial theory of evolution with concrete evidence.

“Modern genetics has played an important part in the development of efficient methods of artificial selection, and in revealing the history of farm animals and plants. Brown (2010) described how the diversity generated by traditional breeders, to which Darwin frequently referred, is being eroded by modern farming practices, with possible negative consequences for farming communities in the developing world. Dan Bradley further elaborated on this theme of domestication with results from the study of DNA sequence polymorphisms in cattle (Murray et al. 2010). It turns out that cattle domestication is more diffuse than originally thought, probably involving multiple events and introgression from wild aurochs.” (US Library)

What does the teaching of creationism entail? Liv

“Creationism is a religious belief that God or a divine being created the universe or humankind. Typically, creationists subscribe to the account of creation presented in the Bible’s Book of Genesis. Creation science attempts to prove that God created the world by refuting evolution and offering interpretations of scientific data to “prove” the creation account in Genesis.”

(Anti defamation League)

 

• All the forms of life existing today were created by the actions of God
• The organisms created by God can’t produce new forms of organism – only God can do this
• The most common theory follows the accounts in the Biblical Book of Genesis, but most religions have their own creation story
• Modern creationism uses scientific evidence to support scripture
• (BBC)

“Creationists claim to have discovered evidence for the biblical flood. It has pointed to the absence from the fossil record of intermediate forms between known species, and it is argued that certain species could not have evolved gradually because of their particular chemical or physical make-up. Organs such as the eye are cited as being ‘irreducibly complex’ (what is the use of half an eye?) and could not have evolved step-by-step as is suggested by Darwin and therefore must have been created.

It is argued that because creationists follow this theoretical approach, that it can subsequently be called a “science”.”

• (Ken Ham and Michael Behe)

“Christians who take the Bible literally believe the world was created by God in seven days. In recent years, some Christians have put forward the idea of an ‘intelligent designer’ as an alternative to the science of evolution.”

• (BBC)

 “Intelligent Design states that – due to the very complexity and organization of life and the failure of science to explain it all completely – the intervention of an intelligent designer was a critical component of life on earth. For many of its adherents, the intelligent designer is God or a supreme being.”

• (Anti defamation League)

Quality: How serious is the act?

How has this affected education as a whole? Is this framed as a positive or negative advancement in education?

Although courts tend to rule on the side of strictly teaching evolution, public opinion seems to be extremely conflicted on this issue. People who view the strict teaching of evolution as undermining Christianity, view these decisions as very negative. 

“Creationism continues to maintain a relatively high level of subcultural resonance. Meanwhile, evolution has won many court battles but has not been able to win a majority in the court of public opinion. Legal decisions about evolution have merely narrowed the limits within which local politics play out (Berkman and Plutzer 2009), and have not produced a large shift in public views.”

• Joseph O Baker

This controversy has had immense impacts on education. Evolution is now the only scientific theory that is allowed to be taught in public schools. 

“Religious explanations for humankind, the diversity of life on earth, or the universe, including Creationism, Creation Science, or Intelligent Design may not be taught as science under any circumstances. Evolution – the only scientific explanation for the history of life on earth – must only be taught as scientific fact.”

• Joseph O Baker

 

Policy: Should this act be submitted to some formal procedure? What should be done about this new trend?

Since the Scopes trial, the government has progressively separated itself from religion.

The law that John Scopes was accused of violating, the Butler Act, was overturned in 1967.- New York Times

The Scopes Trial captured the attention of the nation.

“Sometimes referred to as the ‘true trial of the century,’ it attracted such interest that at one point the town contemplated moving it to a baseball field with a capacity to seat 20,000 people.”- New York Times

The trial brought about a time where evolution was not taught in schools.

“The verdict did have a chilling effect on teaching evolution in the classroom, however, and not until the 1960s did it reappear in schoolbooks.”- PBS

The play Inherit the Wind shows the resistance Bertram Cates, a character who represented John Scopes, met before and during the trial at the hands of the religious community of the town and country.

The hostility that Scopes was met with was unacceptable and unchristian. 

Even if this argument remains in society, it would be in the best interest of the community if such violence is restricted. 

The church has been perceived as anti-science because of these actions, which has caused some to renounce the faith.

The theory of evolution and science provide ideas that attempt to solve questions presented by the universe. Religion is built on this same objective, but addresses the spiritual matters of the universe over the concrete. Both of these institutions have solid claims about the order of the universe, but none is fully complete.

It would be best for the church and science to welcome such developments as evolution, and work together for a progressive understanding of the universe.

Such examples of this cooperation have led to major developments in the sciences (Priest Gregor Mendel and hereditary sciences).

Part 2: FRAMING THE ISSUE

Part 2: 

As a group, write one to two paragraphs describing your multimedia project. In this description, you will explain what makes the issue you’ve chosen a public controversy and identify a set of framing questions (5-7) you will want to explore.

You will also explain how you will historicize the controversy. Lastly, you will explain the media (image choices, audio, sourcing) you plan to use to present your topic and why you’ve made those choices.

The division between the Theory of Evolution and the Church has existed since the publishing of Darwin’s Origin of Species. Even though the education system has shifted to embrace the teachings presented by Darwin and science over the years, the controversy still remains. Is it a school’s primary mission to instill religious and moral values in students, while also bringing them enlightenment to the world’s operation through science? Does the theory of evolution specifically contradict the teachings of the church? These are the questions that have been at the center of this debate since the theory was introduced. They were also the central discussions of the famous Scopes Trial in 1925. Even though Scopes was convicted in the trial, the argument presented by the defense seemed understandable compared to some points presented by the prosecution. These tensions would remain as religious teachings were slowly phased out of public schools in the 1950s and 1960s through cases such as Engel v. Vitale and Abington School District v Schempp. The controversy remains after a century of debate, but it has shifted in form. Now the argument over evolution in schools ultimately includes the balance between the teaching of science and religion in schools around the country.

This documentary will highlight this divide through religion and science through the use of historical context, legislative decisions on the topic of evolution and religious teachings, and the emotions present in society on the topic of evolution. Information on the Scopes Trial and ideas and scenes presented in the play Inherit the Wind will be used as the foundations for the historical argument and will be the topics of the introduction and conclusion of the video. This movie will not direct the audience to one side at the expense of the other. Instead, it will properly inform the audience on the division between religion and science and the history behind it to the point where they can interpret the material and form their own conclusions. 

Framing Questions: 

• Is the teaching of creation in schools important to upholding the truth and trust behind all of Christianity?
• Does the general public favor the teaching of evolution or creationism, or both?

• How have the debates for prioritization of evolution and or creationism shifted since the release of Darwin’s theory? 
• How have shifts in legislation surrounding the teaching of evolution and the bible reflected changes in society’s opinions?

• How should religious values be balanced with scientific education in the classroom?
  • Should educational institutions be responsible for equally educating students on both perspectives?
• Should the creation ideals of other religions be considered in the same light as Christianity?

 

TED Outline Format

Oral Content

 

Topic: World War I

 

Purpose: Demonstrate How World War I caused the power structure of Europe and the strategies of warfare to shift and cause further damage to the continent and the world in the twentieth century.

 

Thesis Statement: World War I brought about changes in the rules of warfare and the hierarchy of Europe that allowed for dictators to rise and rip apart the continent.

 

Introduction

Attention Strategy/

Orienting Material:         How will you begin this presentation in a way that appropriately garners audience attention?

Discuss the assassination of Franz Ferdinand, and the shock it brought to the world.  Many of us have wondered how our lives could change if we went back in time and changed one of our actions. However, I am quite an unusual person, a history buff for clarification. I imagine about what would have happened if the chauffer driving Archduke Franz Ferdinand through the streets of Sarajevo had not taken a wrong turn into the range of an assassin’s bullets. Yes, the fate of millions and the stability of the Western World was ultimately determined by an accidental turn. 

Show how the situation escalated into World War (Austria declares war on Serbia, Russia declares war on Austria, Germany declares war on Russia, etc.) 

Thesis statement. 

Body

Main Idea – Before World War I, the affairs of Europe had been dictated by the monarchs of century-old dynasties. The war forced many of these rulers to give up their sovereignty, leaving an opening for tyranny to consume European politics. 

A. Establish Context on ruling houses of Europe (Hohenzollern, Romanov, Windsor, Habsburg) 

1. 1. Year houses took control of their respective countries 
   2. Show close relationship between houses (George V first cousin of Tsar and Kaiser Wilhelm) 

B. Explain how the War forced rulers to renounce their thrones 

1. 1. Kaiser flees to Holland, Tsar assassinated, George V name change, Karl I flees to Madeira 
   2. Nazism rises in Germany; Russian revolution leads to Bolsheviks establishing Soviet Union 

 

Main Idea – World War I brought about the introduction of modern technology into warfare, which made it and future conflicts more damaging to armed forces and civilians.

A. War on land: Tanks, machine guns, bolt-action rifles, poisonous gas, airplanes introduced; cavalry units, dress uniforms, and open warfare phased out.

B. War on the seas: Unrestricted submarine warfare, advanced naval mines.

 

Main Idea – The shifts brought about by World War I set the foundation for future tensions and conflict in Europe

A. Treaty of Versailles and the paranoia of allied leaders

B. The Red Scare and the rise of Fascism

C. World War II and the Cold War

 

Conclusion: What became of the Monarchs and how has the world changed?

Romanovs martyrs of the Russian Orthodox Church

Karl I beatified by Catholic Church

Wilhelm II at first worried by the Third Reich, but supports Hitler after victories in Poland, France, Holland, etc.

Windsor family remain figures of unity in Britain.

World moves towards peace after technological developments of war could lead to absolute annihilation

Concluding Remark – If you were on the streets of Sarajevo when Archduke Ferdinand drove by on his way to death, and you had knowledge of what was to come, would you change history. Europe has become peaceful, but it has come at a price of lost history, millions of death, and a loss of faith.

 

 

Reference Page(s)

Ballard, Robert D., et al. Ghost Liners: Exploring the World’s Greatest Lost Ships. Little, Brown and Company, 1998. 

Browning, Pete, and Patrick Walsh-Atkins. Cambridge International AS Level: History of the USA 1840-1941. Cambridge University Press, 2013. 

Fry, Platagenet Somerset. Kings & Queens of England and Scotland. Dorling Kindersley Ltd, 2006. 

Keitch, Charlie, and Josh Blair. “Fighting in the Trenches” Imperial War Museums, Imperial War Museums, 8 Dec. 2017, www.iwm.org.uk/learning/resources/fighting-in-the-trenches. 

Keitch, Charlie, and Josh Blair. “What Impact Did the First World War Have on Aircraft and Aerial Warfare?” Imperial War Museums, Imperial War Museums, 7 Dec. 2017, www.iwm.org.uk/learning/resources/what-impact-did-the-first-world-war-have-on-aircraft-and-aerial-warfare. 

New York Times Company, editor. The New York Times Page One: Major Events 1900-1997 as Presented in The New York Times. Bbs Pub Corp, 1997. 

Paterson, Michael. Nicholas II, The Last Tsar. Robinson, 2017. 

Retallack, James. Germany in the Age of Kaiser Wilhelm II. St. Martin’s Press Inc., 1996. 

Roper, Jon. The Illustrated Encyclopedia of the Presidents of America. Hermes House, 2011. 

Spilling, Michael, editor. Small Arms Visual Encyclopedia. Amber Books, 2011. 

“Blessed Karl of Austria: Who Is Karl?” Blessed Karl of Austria: Emperor and King, The Emperor Karl League of Prayer, U.S.A. / Canada, 2020, www.emperorcharles.org/biography. 

“House of Hohenzollern” The British Museum, The British Museum, www.britishmuseum.org/collection/term/BIOG152000. 

“House of Romanov” Beinecke Rare Book & Manuscript Library, Yale University Library, 2019, brbl-dl.library.yale.edu/vufind/Author?author=Romanov%2C+House+of. 

“How Britain Invented the Tank in the First World War” Imperial War Museums, Imperial War Museums, 2020, www.iwm.org.uk/history/how-britain-invented-the-tank-in-the-first-world-war. 

“How Gas Became a Terror Weapon in the First World War” Imperial War Museums, Imperial War Museums, 2020, www.iwm.org.uk/history/how-gas-became-a-terror-weapon-in-the-first-world-war. 

“The Habsburg Images: Cigoli, Terzio and Reichle”, The Burlington Magazine, 128 (995), 103–           06. 

“The U-Boat Campaign That Almost Broke Britain” Imperial War Museums, Imperial War Museums, 2020, www.iwm.org.uk/history/the-u-boat-campaign-that-almost-broke-britain. 

Slide One: Image of Archduke Franz Ferdinand’s assasination

Slide Two: Map of Europe in 1914

Slide Three: Monarchs of Europe in 1914

Slide Four: Monarchs of Europe after War

Slide Five: Technological Breakthroughs for land war (Tank, airplane, Richtofen, gas masks, trench warfare, cavalry)

Slide Six: Casualties of War: Lusitania and Britannic

Slide Seven: Total War and Nuclear Bomb

Slide Eight: Images of Romanovs, Karl I, and Windsor family

Images Selected so far:

 

We are on the final push for our paradigm shift papers and what a process it has been! I have learned more about World War I than I could have imagined, and my research has only reinforced my initial claims about the war.

This project has strengthens both my research skills and my writing. With the help of my peer reviewers, I was able to present the vast amounts of information I gathered on World War I in a manner that was organized for the reader. They gave strong support not only for my evidence and context, but also the transition sentences that I separated different themes with. I was able to identify areas of improvement, such as the introduction from their comments, and I believe their assistance will benefit my final draft immensely.

As I said previously, I have learned a lot about World War I through my large amount of sources. Here is a collection of fun facts that I have learned.

• Gas attacks used to be commenced by releasing canisters from the edge of a trench. However, the wind could change, which would bring the gas back into your trench and bring agony to your comrades. Gas cartridges were redesigned to be shot across no man’s land to the enemy trenches, and the problem was solved.
• Before becoming the Red Baron, Manfred von Richthofen was enlisted in a German cavalry unit. He was reassigned to the air squadrons when cavalry units were phased out of the conflict.
• A nurse stationed on HMHS Britannic, a sister ship of the infamous RMS Titanic, is the only known person to survive the sinking of both of these ocean liners, she was a steward on the Titanic back in 1912 and would survive both ships and the war.

World War I has often been overshadowed by World War II, an event that is heavily connected to it. The objective of my paper is to remind the reader that if it were not for World War I, the political and military structures of Europe would be much different, and World War II may not have been a reality. World War I brought down centuries of political order in countries through the abdication of their monarchs, and the rules of war were rewritten, a decision that made the campaigns of World War II so destructive.

Many people would still overlook World War I when viewing modern conflicts, citing World War II as the most damaging human conflict in history. It was my mission as a writer to show the audience that the shifts that occurred in World War I has much more dramatic effects on Europe and the rest of the world. I believe that I have succeeded through my extensive research and analysis of the war, the weapons it was fought with, and the monarchs who abdicated because of it.

 

I. Introduction

In the renown movie The Sound of Music, Georg von Trapp, a retired Austrian Navy Captain, is recruited by Nazi German officials to join the Fuhrer’s navy. This conflicted man is torn between his pride in his Austrian homeland, the safety of his family, and the fear of disobeying the occupying Nazis. Von Trapp’s strong distrust of the Germans leads him and his family to flee the country to the United States. Georg von Trapp upholds the traditions of Austria and refuses to promote the rise of Fascism, which contradicts many of his values. His struggle represents the old society of Europe and its incapacity to fend of the rising tide of evil. Many had lost faith in the continent’s established order several decades earlier and allowed for institutions to be fully consumed by tyranny. Figureheads of nations such as Kaiser Wilhelm II, Franz Joseph, and Tsar Nicholas II were replaced by Adolf Hitler, Benito Mussolini, and Josef Stalin. This shift resulted in millions of deaths and a divided Europe for the remainder of the century. The Great War had brought an end to these monarchs’ dynasties, and the void left after it changed history. Society may define World War II as the most horrific of human conflicts, but they often overlook the war that directly led to it. World War I brought about changes in the rules of warfare and the hierarchy of Europe that allowed for dictators to rise and rip apart the continent.

II. Body Paragraphs

A. “Literature review” or a review of the shift

1. 1. Definitions (if necessary)
   2. a. Define Europe under the old world order
   3. b. Establish context about the royal houses affect by the War: (Romanov: Russia, Habsburg-Lorraine: Austria, Hohenzollern and minor thrones: Germany, Saxe-Coburg Gotha: United Kingdom).
   4. c. Establish context on the former rules, traditions, and strategies of warfare: the use of cavalry, single shot rifles, sabers, open-battlefield warfare, decorative uniforms.
   5. d. Outline the industrialization of Europe during the late 1800s and the products of this new production: machine guns, U-Boats, airplanes, tanks.
   6. 2. Establish the before/after of the shift — make observations from primary texts i.e. speeches, popular culture, ads, TV shows, magazines, political discourse–debates, highbrow magazine articles (New Yorker, Harpers, Atlantic, etc.)
   7. a. Demonstrate the rise of nationalism in Europe.
   8. b. Use English satire and propaganda pieces to show the country’s resistance to Germany’s rise in influence.
   9. c. Explain the changes that occurred in Russia in 1905, and the tension that nearly caused the Tsar to give up the throne.
   10. d. Show how the rise of the Bolsheviks in Russia led to the Red Scare in the United States and other countries.
   11. e. Address how the foreign policy of the United changed as a result of the war.
   12. f. Show how the League of Nations and other groups put tight restrictions on Germany, which led to the rise of Nazism.
   13. g. Show how technology and strategies developed in the Great War led to changes in World War II and future conflicts: (Unrestricted submarine warfare, trenches, tanks, aerial bombardment, gas attacks, automatic weapons, etc.).

 

B. Analysis of Causes

1. 1. What reasons do scholars give for the shift?: Scholars cite technological advancements for leading to the new methods of warfare in World War I. a. Expand on events such as the Sinking of the Lusitania.
   2. Expand on context established through definitions in previous paragraphs. Countries needed a scapegoat for the losses of war. Absolute monarchs and other figureheads served as the primary leader to punish. These leaders who had established stability were replaced with radicals who reshaped the institutions of their respective countries.
   3. What evidence exists to support analysis of the causes?: Research newspapers, political documents, and war strategy to give the reader insight.

 

C. Critique of the shift: What are scholars saying about the consequences/implications of the shift?

1. 1. Possible questions to explore: Is there a consensus or disagreement about the implications of the shift?  What are points of contention? What do these points of contention indicate? How might points of contention be resolved?
   2. – Should monarchies have been upheld after the war?
   3. – Did war strategy already change before the war?
   4. – Could World War II have been prevented if different measures were taken after World War I?
   5. – Is Europe in need of monarchies today
   6. Use historical texts and interpretations to analyze these questions and their answers.
   7. Possible questions to explore, continued: What is the greater significance of the shift? Why does this shift ultimately matter?
   8. World War I not only killed millions of individuals, but also led to millions of further deaths in World War II and the conflicts surrounding the Cold War.
   9. Europe was thrown into disarray for eight decades because of this conflict, but eventually came to peaceful terms.
   10. Centuries of European history were torn down through eliminating country’s monarchies, as well as the physical damage that would occur in countries in both World Wars with the adoption of total war.

III. Conclusion

The war to end all wars brought about major technological changes and shifts in political systems that would lead to further conflict in the following decades. It is difficult to see what the world would be like if World War I had never occurred. If the driver chauffeuring Archduke Ferdinand had not taken a wrong turn in the streets of Sarajevo, the life of the Austrian heir would have been saved and the conflict may have been averted. However dramatic these events and changes were for Europe, the continent should still seek to uphold its established traditions. Monarchies are ultimately meant to unite the population of a country around common figures and values. When Europeans threw away their long-held identities, they were overtaken by sinister forces, who preyed on their insecurities. World War I led to dramatic changes in the fabric of Europe and proved that deconstruction is not the best method to reform a country with. Europe has shifted towards peace since, the fall of the iron curtain, but its society is still plagued by the decisions that came about from this mentality.

1. Identify your chosen focus for the Paradigm Shift project. Indicate the boundaries of your intended focus as clearly as possible. What is the story that you seek to tell? As you now envision it, how long of a time period is covered by the expected focus – several centuries, just the last decade? Remember that the story should end in the present day.

If any member of society were to state a horrific conflict that has occurred in human history, the answer would most likely be World War II. Images of genocide, kamikaze attacks, and the wholly evil Adolf Hitler come to mind whenever this war is mentioned. World War II’s effects on the world were tremendous, but they are small in comparison to its predecessor, World War I.

The war to end all wars is often overshadowed by the conflict that followed it, but it led to many more significant changes in society, and brought about World War II as a result.

I will describe how this conflict changed the rules of war, and how it changed the balance of power in Europe indefinitely.

This will be a sad tale, one of a driver who took a wrong turn in Sarajevo and indirectly got millions of people killed. It is one of mustard gas, tired emperors meeting death, ruling parties being wiped out by revolution, and injustice that leads to further conflict.

I will look at the history of Europe and the world from a very different society in 1914 to the present day. Many events happened in the twentieth century, but a large portion of them have roots in the Great War.

2. Why is this specific shift significant enough to merit your close investigation and the attention of your audiences? Why does this shift need to be explored and understood?

World War I changed the course of human history, yet it is often ignored, as society looks to World War II and more recent conflicts to define evil in the world. The world would have been a different place if Archduke Franz Ferdinand left Sarajevo unharmed, and I seek to prove the immense fallout of this conflict to the audience.

 

I am comfortable with speaking in public, but watching a recording of myself doing it has been too much for me up to this point. Now I know that these reviews are for my own benefit, and I welcome them.

1. What do you feel you did well on?: I felt that I knew the material that I was presenting very well. My father’s story about the 747 was very easy for me to recall. I am also an air travel enthusiast, and the 747 is a commonplace at airports. I have had the priviledge of flying on the jet and learning about it over time, so the historical information I presented was  very familiar to me.

I also felt that I kept the speech at a reasonable pace. I was not rushed, and the speech was not significantly over the limit.  In all honesty, I could have talked about this plane all day, and I am proud of myself for compressing so much information into a limited time frame.

2. What are some areas to improve?

As I stated in my post presentation comments, I did not know where to look for this  speech. With an in-person audience, it’s easy to gauge where to look throughout your time at the podium, but this new setup threw these guidelines out. The camera view of the audience were located below my presentation slide, so I spent my time looking between there and the camera. I did not want to spend my time fixated on the camera, as that may have broken my concentration when I needed to refer to photos.

There were a few pauses scattered throughout the speech, but they were not detrimental to the message and overall presentation of the speech. I paused when I commented about my grandmother, as it is an emotional scene considering her condition. I would much rather pause to collect myself, rather than going on with upended emotions.

3. What are three things that happened that you weren’t aware of?:

1. I thought that my class camera view tab would be visible to the audience, but it is not. If it were displayed in the location lower on my screen, it may have been easier to see why I directed a lot of my eye contact in that direction.
2. My voice was not monotone! I always thought that my voice would be monotone in speeches as it has deepened. However, I was able to emphasize points with emotion and make my pronunciation cohesive and easy to understand.
3. I did not use my hands excessively for gestures. When I am very comfortable in a speaking environment, and I know my material well, I can become animated with my gestures. I wanted to sit on my hands as a preventative measure, but it turns out that I did not need to. I kept my hands lower down, and placed all of my photos on one slide so I did not need to move my hands upwards. This could have been a temptation for me to keep them there.

I. Opening

A. Captures audience attention: Supporting photograph of Singapore Airlines 747 (This intro may need to be shortened. Please assist with cutting measures.)

It was days before Halloween in the year 2000, and my grandfather was preparing to leave Singapore to attend my parents wedding in the States. He was scheduled to fly to Taiwan on Halloween and catch Singapore Airlines Flight 006 to the United States. However, as my grandfather was making preparations to leave, my aunt from Malaysia called him and convinced him to fly with her family to the wedding. He managed to book a seat on her flight, but did not have enough time to cancel his previous reservations. On Halloween, a typhoon swept through the airport at Taipei and Singapore Airlines Flight 006, the Boeing 747 pictured in this photo, was fully fueled and preparing for takeoff. The pilots’ view of the runway was compromised by the storm, and they ended up taking off on a runway closed for construction, hitting equipment on the surface at full speed, and erupting into flames. My grandfather flew safely to America, aware of how he had cheated death.

B. Leads into speech topic

If you talk to any member of my family about their travels, they will always have a memory, whether it be bright or unsettling, about the Boeing 747. The jumbo jet, which is also referred to as the “Queen of the Skies”, has established itself as the ultimate form of transportation over its fifty years of service. The vision behind this behemoth, its effect on the international travel market, and its legacy have made the 747 into one of man’s most significant creations in history, and an artifact that embodies the civic nature of a global world it created.

II. Body

A.  Main point: The Creation of the 747 intended to cater to the common man and open the world to masses.

1. 1. 1. Subpoint: Air travel would not be a privilege for the wealthy anymore, but an opportunity for all to experience the world
      2. Supportmaterial: Brainstormed by Boeing and Pan Am CEOs to be twice as large as any plane of the market.

B. Main point: The 747 has served in many ways since 1970, whether it be moving customers, cargo, heads of state, or the space shuttle

1. 1. 1. Subpoint: The plane became a commonplace in society due to its presence at the airport, in pop culture, and important moments in history.
      2. Supportmaterial: Air Force One, 9/11

C. Main point: The 747 has created a legacy that is surpassed by no other airliner.

1. 1. 1. Subpoint: Symbolizes the power and prestige of an airline and the country it represents.
      2. Supportmaterial: The 747 has transported a group of travelers equal to over eighty percent of the human race. https://www.airspacemag.com/flight-today/747-worlds-airliner-180951414/

III. Conclusion

A. Review or summary

The 747 is starting to become a part of the past. Even if this plane does not cruise the skies in the future, its legendary spirit and purpose will still soar.

B. Call to action or memorable statement

The world has not been the same since the introduction of the jumbo jet, and it is in our best interest to follow the opportunities the 747 created and immerse ourselves in the glory of this world.