Part 4
Additional Resources
The following are suggested additional resources. However, this list is by no means exhaustive.
Therefore, the names and addresses of the following search engines are provided in case you need
to find further supplementary materials.
SEARCH ENGINES
Individual Search Engines
• Ask <www.ask.com>
• Bing <www.bing.com>
Meta-Search Engines
• Brainboost <www.answers.com/topic/brainboost-1>
• Dogpile <www.dogpile.com>
• HotBot <www.hotbot.com>
• Ixquick <https://ixquick.com/>
Part 4, p. 621
Specialized Search Engines
• Answers <www.answers.com>
• Best of the Web Blogs <http://blogs.botw.org/>
HELPFUL WEBSITES FOR TEACHERS AND STUDENTS
General Information
• Internet FAQ Archives <www.faqs.org/faqs>
• Internet Public Library <www.ipl.org>
Facts and Statistics
• Environmental Protection Agency <www.epa.gov>
• Gallup polls <www.gallup.com>
• FedStats <http://fedstats.sites.usa.gov/>
Part 4, p. 622
• United Nations Web Server <www.un.org/en/index.html>
• U.S. Census <www.census.gov>
News, Newspapers, and Periodicals
• British Broadcasting Corporation <www.bbc.co.uk>
• CNN <www.cnn.com>
• National Public Radio <www.npr.org>
Public Speaking
• American Rhetoric <www.americanrhetoric.com>
• Freedom Forum First Amendment Center <www.firstamendmentcenter.org>
• History Channel: Famous Speeches & Audio <www.history.com/speeches>
Style Sheets
The websites listed below are good references for students.
• American Psychological Association (APA) style <www.apastyle.org>
• APA Research Style Crib Sheet
<https://www.csus.edu/indiv/s/stonerm/apa%20crib%20sheet.pdf>
• Chicago Manual of Style Online <www.chicagomanualofstyle.org/home.html>
TEACHING WITH VIDEOS/DVDS
For sample speech videos and transcripts online, refer to the following sources:
• American Rhetoric <www.americanrhetoric.com>
Boyer, M., Pollard, V., Kuzma, L., & Haney, P. (2002). At the movies: A continuing dialogue
on the challenges of teaching with film. International Studies Perspective, 3, 89–94.
Costanzo, W. V. (1992). Twelve great films on video and how to teach them. (ERIC Document
Reproduction Service No. ED342033).
Communication Education, 40, 393–400.
Trier, J. (2006). Teaching with media and popular culture. Journal of Adolescent & Adult
Literacy, 49, 434–438.
Part 4, p. 625
For examples of how feature films can be applied to specific communication courses, refer to
the following sources:
Fisher, B. J. (1992). Exploring ageist stereotypes through commercial motion pictures.
Teaching Sociology, 20, 280–284.
Griffin, C. L. (1995). Teaching rhetorical criticism with Thelma and Louise. Communication
Education, 44, 165–176.
Griffin, K., & Sherriffs, E. (1994). Teaching values through American movies. (ERIC
Document Reproduction Service No. ED373543).
Jarvis, S. E., & Soo-Hye, H. (2010). Teaching citizenship: Student-led documentary film
projects in the communication classroom. Communication Teacher, 24(1), 35–42.
Johnson, S. D., & Iacobucci, C. (1995). Teaching small group communication with The Dream
Team. Communication Education, 44, 177–182.
Part 4, p. 626
stories. Speech Communication Teacher, 7, 11–12.
Proctor, R. F. (1995). Teaching communication courses with feature films: A second look.
Communication Education, 44, 155–157.
ORDERING EDUCATIONAL PUBLIC SPEAKING VIDEOS/DVDS
• Broadcast Education Association (BEA) <www.beaweb.org>
• Cerebellum Corp., Standard Deviants videos <www.sdlearn.com>
Part 4, p. 627
Part 5
Sample Speeches for Analysis and Discussion
PERSUASIVE
Global Terrorism Today and the Challenges of Tomorrow by Robert S. Mueller
SPECIAL OCCASION
Eulogy of the Columbia Space Shuttle Astronauts by George W. Bush
Global Terrorism Today and the Challenges of Tomorrow by Robert S. Mueller
On April 7, 2008, Director of the Federal Bureau of Investigation, Robert S. Mueller, addressed an
audience of British allies at the Chatham House in London, England. In the spirit of Winston
Churchill during World War II, Mueller makes a call for “fraternal association” in the war against
global terrorism. Mueller’s persuasive speech follows the organization of Monroe’s motivated
Part 5, p. 628
It is important to remember that any numbers we can give do not account for those persons and
plots who have not come onto our radar screens. We can say with certainty that we have been able
to prevent other attacks, but we take little comfort from that.
Terrorists continue to try to get past our collective defenses every day. They continue to
attempt large-scale, coordinated attacks, such as the 2006 London-based plot to bomb airliners
In the wake of the September 11th attacks, our path was clear. We knew our enemies were al
Qaeda terrorists, and together, we went after them—from their training camps, to their funding, to
their leadership. Working together, we diminished their sanctuary in Afghanistan, froze millions
of dollars in finances, and captured or killed many top leaders.
But al Qaeda will not go quietly into the night. It is resilient. Its network is now diffuse. And it
Global Terrorism Today and the Challenges of Tomorrow by Robert S. Mueller
The middle tier is perhaps the most complex. We are finding small groups who have some ties
to an established terrorist organization, but are largely self-directed. Think of them as al Qaeda
franchises—hybrids of homegrown radicals and more sophisticated operatives. The July 7th
bombers are an example of this middle layer. Two of them trained at camps in Pakistan, but they
came back to Britain and lived among you while they plotted their attacks. The arrests last
to kidnap a single British soldier from the streets of Birmingham, behead him, and post the video
on the Internet.
And that is just the international terrorist threat. The FBI also devotes substantial resources to
investigating domestic terrorist threats. We will never forget the 168 victims of the Oklahoma City
bombing. And we also have to protect our citizens, our infrastructure, and our economy from