Rhetoric of Civil Rights

1. Rhetoric of Civil Rights WebQuest intended to teach students about our history as a mixed-culture American people, how words affect action, and that they can read better, write more effectively and think more profoundly than they ever thought they could

2. Are words enough? “Herein lie buried many things which if read with patience may show the strange meaning of being black here in the dawning of the Twentieth Century. This meaning is not without interest to you, Gentle Reader; for the problem of the Twentieth Century is the problem of the color-line” (DuBois – Souls of Black Folk, 1903). Through this project we will take a close look at Civil Rights from the Emancipation Proclamation through the words of Malcolm X and Dr. Martin Luther King, Jr. In this study you will use the Internet to view graphic images, hear inspiring speeches, imagine the life of one less fortunate than you, and read powerful words. Via this experience, I hope that we will provide ourselves the answers to the following Essential Questions. Are we all equal? Do racial differences truly exist, and do they matter? What are our rights as humans? What is social injustice? What prevents justice from prevailing? How can injustice be fought? What is the power of words in this fight?

3. my words to you I have made every attempt to make this an interesting project for you, but I also intend to challenge you. Some of the texts you read and some of the tasks on which I put you will be difficult, but that’s part of being an upper-classman in high school. Many of you are going on to college, and all of you are going on to become citizens of this community and of the world. I also, therefore, hope to develop your social conscience and your ability to analyze and evaluate issues that plague us as humans via the texts used to express them. In order for you to be successful in this endeavor, I need you to be with me. By that I mean that you are to be in class, focused and ready to work, listen and share your thoughts. If you fall behind, you will have difficulty catching up without me and the rest of the class to support you. If you skip parts, the carefully scaffolded structure I have developed for you will fall apart. If you choose to zone out and not pay attention to what we’re doing and how it all fits together, none of it will make sense and you will be lost. Don’t let that happen to you. Instead, stay with me. If you do, you will learn a lot. I want you to succeed. I want you to become stronger readers and writers. I want you to become socially conscious citizens of the world. Sincerely, Mrs. Contino

4. Introduction The work will be broken down daily. Most of the work is to be done individually, though we will be selecting groups today, such that you will have people with whom to work on certain elements of the project. Sometimes we will work in class, and a lot of time you will be given work to do at home.   All tasks are numbered. When you provide your response to me, please identify it with the correct task number. Whereas shorter responses (sentences) may be hand-written, I prefer that longer responses be typed. Several tasks or questions allow you to simply click a link, view an image, and answer a brief question. Answers are always to be provided in Quanswer form, unless otherwise indicated. Each of those questions is numbered, and your responses should be numbered correspondingly. Twelve tasks will require you to provide your answers in paragraph form, and I expect you to remember that paragraphs begin with topic sentences and they do not ramble.   Two tasks will ask you to respond in a mini-essay; these are the tasks that require synthesis of what you have learned and, whereas the basic structure of an essay is to be followed (intro with thesis, body paragraphs that begin with topic sentences and build on each other, conclusion that sells your answer), what goes into those paragraphs and how you sell it is part of your grade. There are two mini-projects within this larger project. Twice you will conduct a bit of research that you will then present to the class. Once you will research with your group. In all cases you are to be prepared for your presentations with a visual aide and notes. The final element of this project is a seven-paragraph essay that allows you to pull all of the thinking and writing you have done so far in the project together to answer a culminating question. I suggest that you keep all of your responses after I return them to you, for they may be helpful as you write your final essay.

5. Timeline If President Abraham Lincoln freed the slaves with the Emancipation Proclamation in 1863, why did… • black grandmothers have to get up and move on the bus so a white boy could sit down until 1956? • black children have to go to separate schools until 1954? • black Christian children die in their church in 1963? • black men have to eat lunch at separate restaurants until 1964? • black voters fear going to the polls until 1965? • black women have to raise their children in separate neighborhoods until 1968? And why, oh why, did Medgar Evers’ blood pour on his front lawn in front of his children, JFK’s blood spray the lap of his wife, Dr. Martin Luther King, Jr.’s blood splatter the hotel balcony, Malcolm X’s wife rush to cover her four children from the blood of her husband’s gunshot wound? So many events can be identified as instrumental in the achievement of Civil Rights for African Americans that to have a firm grasp of them can prove difficult. You will find it helpful, however, to reference the abridged timeline I created of the path to Civil Rights.

6. Review In American History you have learned, and as an American citizen with a social conscience you are aware, of much of the history of the path to Civil Rights. In order to refresh your memory, I would like you to view this video. As you watch, take notes that trace the issues, people, ideas, challenges and strategies for achieving rights.

7. Emancipation Proclamation • (1)In summary, what did the Emancipation Proclamation give? What were its shortcomings? Then click on the first page of the actual document. On what date was this proclamation to take effect? • (2)On that day (or if it’s easier, with the 13th amendment), how many blacks were freed? (Please search the Internet for that answer, but be sure to cite your source.) • (3)Where did they go? (Look at this map showing the black population in 1890, 27 years after Emancipation Proclamation: ) • Think for a moment now. Consider the circumstances in which they lived for lifetimes. Then consider that on one day, fifteen words have set them free. Nothing to write here; just think. • What were these people supposed to do? What were they to do now? • On that same day, what did many white Southerners lose?

8. Reconstruction • (4)What was Reconstruction? Click on these two links, read the texts and write a three sentence summary. • Major Martin L. Delaney • Ayers and Blight. • (5)What inherent problems with Reconstruction do you find? Meaning, why was it not easy to enact and why were the results mixed?

9. Reconstruction • (6)What happened to whites during Reconstruction? Read the two links below and write a three-sentence summary. • Click on map for a few southern states to see what happened to the value of their farmland • Compare life of whites before war to after:   • (7)What did white Southerners blame for the problems of the south after the war? Identify two specific problems and how they tie it to the cause.

10. Reconstruction • (8)What was supposed to be done for blacks during Reconstruction? • (a) Read the Web site section titled Forty Acres and a Mule and write a one-sentence summary. • (b) Look online for information about the Freedman’s Bureau and give me a one-sentence summary of its purpose. • It is now understood that the U.S. government provided very little in the way of economic help to the newly freed slaves during Reconstruction, and it had been proposed that the government make reparation payments to slaves' descendants in recognition of the enormous crime of slavery. • Tonight go online (reputable sources!) and find out more about these proposals and how they might be implemented. (Be sure to cite your source!) • Tomorrow as a group you will work together to list three arguments in favor of this idea and three arguments against it. (As a class we will discuss the idea.)

11. Reconstruction • (9)What happened to blacks afterward? • (a)Intimidation and poor working conditions: List three • Blacks felt compelled to work for their former masters. • (b) Under what conditions were they invited to work? • (c)Violence: Write out one example of violence they endured. • (d)Black codes: Local laws established during the summer of 1865 and into the fall of 1866 -- allowed to fruition by Andrew Johnson's administration -- the black codes controlled and restrict and constrain the lives of the freed people. List three black codes you found.

12. Reconstruction (10)KKK • (a)When and where was it founded? • (b)On what grounds was it founded? • (c)What did Arthur Little, whose family lived in the south during Reconstruction, perceive about blacks and for what reason he felt the need for the KKK?

13. Reconstruction (11)Education • (a)Whites in the North heard stories of the terrible treatment of blacks in the South. They felt not enough had been done to help the new American citizens, and they identified one thing to do as the most important. What was it? • (b)The government supported education of blacks through the Freedman’s Bureau, whose job, among other things, was to build schools. No doubt, the southern white reaction to this would not have been all positive. How did one worker for the Bureau help combat this negativity? • (c)What kinds of problems did these schools encounter? Click on this link then a few of the internal links and list three problems. • (d)Apply this importance of education to your own life. Do you see why this country, state, school district…and I think it’s imperative that you be in school and learn? Why is that?

14. Reconstruction (12)Voting • (a)Re-read the words of the Emancipation Proclamation. What rights does it give blacks? Inherently does it give blacks the right to vote? How so or not? • (b)What did Southerners see wrong with black suffrage (the right to vote)? (Clickthen read pages 165 to 166) • (c)Read the Civil Rights Act of 1866. What did it give? Why was it enacted?

15. Reconstruction Voting • (13)Somehow they were still prevented from exercising one of these rights. • (a)Read the letter from Calhoun, Georgia requesting government support for 1867 vote. How does he convince his audience? • (b)Read Frederick Douglass’ appeal to congress to secure AA’s right to vote. How does he convince his audience? • (c)Find the text for the 14th Amendment online. When was it adopted and what did it give? (Cite your source.) • (d)Find the text for the 15th Amendment. When was it adopted and what did it give? (Cite your source.) • (14)When black men are given the right to vote, they elect hundreds of black legislators to state and national offices, even though the elections are preceded by threats and violence. What did these newly elected politicians do for the South? (Click then read pages 169-170.)

16. Civil Equality Mini Research Project Earlier in this project I explained the various facets of equality, one of which is civil equality, or equality before the law. Once blacks had representation in government, great strides were made in this regard. One of Reconstruction's greatest legacies is participation by African Americans in national politics. As a class we will now research this. One group will prepare a map showing how many African Americans currently serve in the U.S. Congress from each state. One group will prepare two graphs, charts or images EACH illustrating some aspect of African Americans' participation in politics, historically or in the present day, either as officeholders or as voters. (This group may NOT cover Obama.) Two groups will prepare biographical profiles EACH of two African Americans who served either in Congress or in some other prominent position in the federal government, one from the Reconstruction Era and one from today. (This group may not cover Obama.) The presentation of each profile should take two minutes. One group will prepare biographical profiles of two African Americans whose successes marked exceptional achievements for African Americans of their time periods. One group will prepare a summary of Obama’s work prior to his election to the Presidency. I do not want his educational background; rather, once he began working, what did he do for the people and in what capacities? The presentation of this profile should take five minutes.

17. Social Equality Blacks would never achieve social equality without equal education. In 1872 blacks had social rights by law but were not actually receiving them. • (15)I want you to understand that certain legislators did believe they should be upheld by congress. How did Charles Sumner of Massachusetts attempt to do so in 1872? Specifically, he uses as precedence WHAT document to help his cause? Explain why this precedence (allusion) may have been effective for his audience? • (16)What was the Civil Rights Act of 1875? • (17)What happened to the Civil Rights Act of 1875 in 1883? Explain, as best you can, how it was justified? • (18)What problem does the writer of this Harpers’ Weeklyarticle identify? What does he prescribe as solution? • (19)Take a look at this lithograph (picture) of a commemorative poster, per se, entitled Heroes of The Colored Race. Tell me a little about who the man depicted on the center left is, who some of the white men depicted are, and who commissioned the lithograph (meaning, who decided it should be created.) How does its creation tie into what’s going on in the country at this time? • (20)Plessy vs. Ferguson • (a) Look it up on your own and explain what it was and what happened as a result of it. (Cite your source.) • (b)This ruling is inherently wrong. What does Charles Sumner in 1872 point out as the potential problem of such a situation? • (c)How would our classroom be different if this ruling still stood today? How would you feel about that?

18. Social Equality Blacks will also never achieve social equality unless some of the absurd assumptions about them are crushed. Today we deal with all kinds of stereotypes: baller, nerd, emo, goth, etc. No doubt there are still racial stereotypes that oppress us today. At the time blacks were trying to achieve social equality, one of their biggest barriers were the stereotypes whites had about them. (21) Visit the Jim Crow Museum of Racist Memorabilia. Have each member of your group select a different stereotype from the list at the bottom, click on it, and write a three-sentence description of the characteristics that have been stereotyped and how this stereotype would provide an obstacle for blacks at the time.

19. Social Equality Joel Chandler Harris • (22)Using your own aptitude for online researching, I want you to discover Joel Chandler Harris. In one paragraph, you will answer the following questions: Who was Joel Chandler Harris? What stories did he wrote? What was Joel Chandler Harris’ contribution to the changing view of African American people? • Georgia Encyclopedia • Chandler criticism • (23)The Uncle Remus stories were quite popular. Click on this copy of the book entitled Uncle Remus – His Stories and Sayings. Look at the cover, the frontispiece, page i, pages xix and xx, and the two stories on pages 3-11. In one paragraph explain to me why you think they were popular and how the stories you read fit into your analysis of what his contribution was to the changing view of African American people.

20. Social Equality Regardless the efforts of Chandler and others, the Southern white view of blacks was still so negative. • (24)I want you to read Frederick Douglass’ article entitled “The Color Line” and explain in one paragraph, using support from his essay, why the hatred persisted. (Ultimately this is going to help us get at why those in power are so set against social equality of the weaker group.)

21. Rhetoric of Civil Rights, Part Imid to late 19th century

22. The Negro Problem (25)Back in 1865, what did this one black man say fellow blacks needed to do?   (26)Back in 2008, what did thisone black man say fellow black men needed to do? (You need listen only until you’ve heard what he asks, but you may listen longer if you’d like!) (27)So, think about this. (Just think – don’t write.): How WERE they to make successes of themselves? Let’s see what the great thinkers of the time thought!

23. The Negro Problem WEB DuBois • (28)Watch the video and read about him at the NAACP website and an article from University of Buffalo. Then write one paragraph summarizing your findings • (29)In one sentence, describe his appearance. • (30)How much were people paying to see him speak in 1904? • His exhibit for the 1900 Paris World’s Fair. • View the exhibit and click on the photos. • Search the web on your own to find out where his exhibit was placed at the Fair and what effect it had on the exhibit. • (31)Then write one paragraph in which you answer the following questions: • What was he hoping to accomplish with this? • How does it seem to fit with his philosophy for advancement for his people? • Based on its placement and ultimately the effect it probably had on the exhibit, how effective was he with it?

24. The Negro Problem WEB DuBois • “The Talented Tenth” • Read the essay • (32)Answer all questions on the sheet in Quanswer form (carefully numbering your responses as indicated). • (33)In one analytical paragraphexplain his idea and your opinion of it. • How did he believe African Americans were going to achieve social equality? • How does his background contribute to this? • What problems might there be with it? • Why might it be a good plan? • Do you think it would work or not? Meaning, would whites accept it AND would it be successful for blacks?

25. The Negro Problem Booker T. Washington • (34)Who was he? • (35)Describe his appearance. • (36)As we did with DuBois, we are now going to determine how Washington believed African Americans were going to achieve social equality. Read Washington’s address to the Atlanta Exposition in 1893, also known as Atlanta Compromise and answer all questions on the sheet in Quanswer form. • (37)Read about Washington’s Tuskegee Institute and explain the type of education received at the college.

26. The Negro Problem Booker T. Washington • (38)In one analytical paragraph explain his idea and your opinion of it. • How did he believe African Americans were going to achieve social equality? • How does his background contribute to this? • What problems might there be with it? • Why might it be a good plan? • Do you think it would work or not? Meaning, would whites accept it AND would it be successful for blacks? • (39)This man agrees with him (written six years later). What support does he give for blacks being better suited to this line of training? What analogy does he make near the end that seems convincing? • (40)The point Mack Pearsall is making in this excerpt of an interview is not easy to grasp, but I want you to try. In it he explains the irony of those whites who insisted on continuing to segregate the schools, even in 1971. What happened to the public schools down there because of it? What happened to the local economy because of that? What’s the irony, then? How does this relate to Washington’s ideas? (Four sentences)

27. The Negro Problem How did their theories differ? • (41) Based on you readings so far of both Washington and DuBois, tell me what you think is the basic difference between the two philosophies. • Next read these several links about DuBois and Washington: • (42)What does this article identify as the ideological difference between Washington and DuBois? (Begin reading with the paragraph near the bottom that begins “During this period” and read through the paragraph that begins “The culmination of. Please cite a specific sentence, in quotes.) • (43)According to DuBoisWashington did WHAT to blacks? Washington suggested they give up WHAT? Yet what does his image of the hand mean? (from “No, he replied” through the paragraph that begins “As Washington began.” • (44) Read the first four paragraphs of DuBois’ response to Washington entitled “Of Mr. Booker T. Washington and Others.” • (a)According to paragraph 1, to what does DuBois credit the positive response to Washington’s plan? • (b)What was the Southern radical interpretation of Washington’s speech? (Paragraph 3) • (c)From paragraph 4, what does it seem Washington thought of DuBois’ ideas? (Cite the image that helped you understand this.) • (45)After some backlash to his Compromise speech, Washington penned an article in which he further elaborates on his theory of black education. Read the first paragraph of “Education Will Solve the Race Problem. A Reply” (1900) • (a)Whereas his initial plan seemed to suggest that blacks be educated in agriculture, he now claims that he believes black education should be WHAT? (Find the phrase that begins “begins in the home” and copy it from that phrase through the end of the sentence.) • (b)Whom else does he believe will be educated by his plan? • (46)How did Washington’s followers feel about DuBois when Washington died? Specifically address the term “sugar coating” and “ipecac.”

28. Rhetoric of Civil Rights, Part II1920s, 1930s and 1940s In this section we will attempt to answer the following question. Don’t answer it yet – I will ask it again when the time is right: If the Civil Rights Law of 1866, and of course the Fourteenth and Fifteenth Amendments, remain in the Constitution, and they put into law the rights of blacks, why was it not until the 1960s that these rights were actually enjoyed?

29. Issues of Concern • (47)Even though you might think that Jim Crow laws would have either been formally abolished by the federal government or fallen out of favor by 1922, that was not the case. In protest of these laws, WHAT was sold at a women’s state convention that year? • (48)For what reason was DuBoisgiven the Spingarn medal in 1920? What is that medal? • (49)This 1922 article about a meeting of the Sunrise Club, a debate was held. What was the subject of the debate and who wins it? Ultimately, then, what issue is still of concern? • (50)What change of heart does DuBois seem to have in 1923? What do you think is going on? • (51)In the 1940s in the South there existed an at-times workable, amiable relationship between whites and blacks. Read the abstract of this interview with Jonathan Worth Daniels, then click on the “Benefits of White Paternalism for Blacks” link. Describe the relationship his father had with blacks and provide your reaction to that in a few well-considered sentences. In your response consider Daniels’ comment about understanding race relations in the time in which they occurred, benefits experienced, and long-term effect of these benefits might be, etc.

30. Harlem Renaissance • (52)What is the Harlem Renaissance? (a five-sentence expository paragraph) • (53)What is the New Negro movement? What did it hope to achieve?

31. PART II SYNTHESIS If the Civil Rights Law of 1866, and of course the Fourteenth and Fifteenth Amendments, remain in the Constitution, and they put into law the rights of blacks, why was it not until the 1960s that these rights were actually enjoyed? In a four paragraph mini-essay, synthesizing your learning from this project so far and citing at least four items of evidence from our research, please answer that question. (Label this Part II Synthesis)

32. Rhetoric of Civil Rights, Part III1950s and 1960s Civil rights movement as we know it

33. People and Events Mini Research Project For the list of people and events that we just compiled, we will now conduct a mini research project. For the event or person you have been assigned, please research online using academically-sound sources. You will present your findings to the class in a 1-2 minute presentation with a hard-copy of a visual aid. (By this I mean that you are expected to stand up in front of the class and tell us what you found, using a printout from the Internet of an image as your visual.) You will turn your notes (with source/s cited) and image (with source cited) to me. Recalling what you learned in American History last year and what you know as a citizen with a social conscience, make a list of the key leaders and organizations of the Civil Rights movement of the 1950s and 1960s. What were some of the victories of the movement? Think of brave things people did and what it may have achieved for the social equity of blacks. What were some of its tragedies?

34. People and Events WEB DuBois and Booker T. Washington were advocating for social equality for blacks through their effective rhetoric around the turn of the century. Sixty years later, Martin Luther King, Jr. and Malcom X were advocating for the same thing, though with different words suggesting different means to the same end. In our final textual analyses of this project, we will look at the words of the two most famous Civil Rights leaders of the 1960s and compare their philosophies.

35. People and Events Malcolm X • (54)Using this website, answer the following questions: • (a) What caused Malcolm X to turn from a bright student with so much potential to a street thug? • (b) Why did he choose X for his last name? • (c) What experience led him to believe, for a while, in integration? • (d) How did he die? Yes, I am aware he was assassinated, but write one-two sentences in summary of the incident. • (e) Click on QUOTES from the right column menu and read the one under the “From articles and speeches” section. With whom does Malcolm X want brotherhood? What does he mean by brotherhood?

36. People and Events Malcolm X “Ballot or the Bullet” speech • Listen to the first ten minutes of his hour-long speech. • Analyze the rhetoric of the speech. • Take the first two pages of the speech and separate the work, such that each member takes between three and four paragraphs. • For your section, you are to make a list of the various tools of rhetoric: alliteration, metaphor, graphic language, repetition, and racial terms. As you create your list, you should write next to your example the paragraph from which it came. • (55)Tomorrow your group will create a master list and will answer the following questions about the content of the speech itself. • (a)Who seems to be the primary audience of his speech, and why do you think so? • (b)He calls the white folks “crackers” and other unflattering things, knowing that they too are listening. Why do you suppose he does that? • (c)He says, “No, I’m not an American.” What does he say he IS? • (d)What, to Malcolm X, is Black Nationalism? • (e)What does his statement “It’ll be the ballot or the bullet” mean? • (f)What were some of his strongest points?

37. People and Events Dr. Martin Luther King, Jr. • (56)Using reputable sources from the Internet, and citing the source for each fact, answer the following questions. • (a) What was King’s profession? • (b) Whose teachings did King follow? • (c) What prize did he win in 1964 and, according to the entity that issues the award, for what reason/s did he win? • (d) How did he die? Write one-two sentences in summary of the incident.

38. People and Events Dr. Martin Luther King, Jr. “I have a dream” speech • Listen to the first ten minutes of the speech. • As you listen read the text I have provided, pay attention to imagery, allusion and repetition. Write down the examples of each as we go. • (57)At the conclusion of the speech, in your groups you will explain the effect of two images, two allusions, and one example of repetition. (The allusions themselves will need to be explained as well.)

39. People and Events Dr. Martin Luther King, Jr. “Letter from Birmingham Jail” • On your own, read pages 1-3 of the speech. • (58)In your groups answer the annotated questions. • (59)Discuss the final question I have posed, then individually write a one-paragraphresponse that thoroughly answers the question.

40. PART III SYNTHESIS To many Americans, and perhaps to you at this point, the philosophies of these men seem opposite. We think of Martin Luther King, Jr. as the advocate of nonviolence, delivering his goosebump-inducing “I Have a Dream” speech from the steps of the Lincoln Memorial. Malcolm X, the black nationalist, however, is remembered for encouraging African Americans to fight racial oppression through “the ballot or the bullet” and “by any means necessary.” From these soundbytes, it appears as if the men couldn’t be further apart in their ideology, but were they truly opposites? Were they really? Does it matter? Is there strength in their differences? What if they could have converged? The answers to these questions will be discussed in class.

41. Rhetoric of Civil Rights, Part IVAnalysis of the Violence controlled groups find it difficult "to locate the source of their unease, let alone remedy it [they feel a] 'contradictory consciousness' mixing approbation and apathy, resistance and resignation“ (T.J jacksonLears).

42. Why the violence? How many people lost their lives in the 1950s and 1960s in the effort to gain social equality for blacks? I think after everything we’ve learned so far we recognize the depth of fear and ignorance each race feels toward the other, but we haven’t really looked into why the black reaction to the continued oppression should be so violent in itself. (60)T.J. Jackson Lears suggests that controlled groups find it difficult "to locate the source of their unease, let alone remedy it [they feel a] 'contradictory consciousness' mixing approbation and apathy, resistance and resignation". In one paragraph explain what Lears is saying and what you believe to be at the root of the violence in Detroit in 1967 and in other race riots throughout the ‘60s?

43. The Kerner Commission President Lyndon Johnson, after sending in the Army to quell the mayhem, wanted to understand this same issue. For that purpose, he created the Kerner Commission. In his remarks upon signing the order establishing the Commission, Johnson asked for answers to three basic questions about the riots: "What happened? Why did it happen? What can be done to prevent it from happening again and again?" Its finding was that the riots resulted from black frustration at lack of economic opportunity. The report faulted government for failed housing, education and social-service policies. The report also aimed some of its sharpest criticism at the mainstream media portraying only the white man’s perspective. The report's most infamous passage warned, "Our nation is moving toward two societies, one black, one white—-separate and unequal." (61)Reverend Martin Luther King Jr., pronounced the report a "physician's warning of approaching death, with a prescription for life." Explain his metaphor.

44. Kerner, 30 years later • (62)In 1997, thirty years after the initial Kerner Commission report, an extension of the commission (Eisenhower Foundation) conducted a follow-up study. Read the transcript of PBS’ Jim Lehrer’s interview with members of the commission and write an expository paragraph that summarizes the findings.

45. Rhetoric of Civil Rights, Part VWhere are we now? “I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character” (Dr. Martin Luther King, Jr., 1963)

46. Has King’s dream come true? • Due to the sacrifices made by many people and the words that inspired them, progress has been made since the Civil Rights movement of the 1960s. Read about the changes.   • (63) From the “Removing Racial Barriers to Educational Opportunity” section, select three changes and, in one-two sentences each, connect them to a person or an event that helped precipitate that change. • (64)In one well-considered paragraph, answer this question: are we done? Read this epilogue and give me your reaction. Are we all socially equal now? In your experience with racism (both its economic impact as identified in the paragraph and by what you may see on the news AND its social implications) still a problem in this country? • (65)What recourse do those still suffering injustice have in this country? (Use the information in both links below to answer this question in one to two sentences.) • Department of Justice • U.S. Department of Education

47. Rhetoric of Civil Rights, CONCLUSION Just words

48. Just words? In the 2008 Presidential election Hillary Clinton had been charging that Barack Obama, her rival for the Democratic presidential nomination, was great at offering voters words, but not substance. And Barack Obama responded by recalling great words that had impacted America. “Don’t tell me that words don’t matter. ‘I have a dream’ Just words. ‘We hold these truths to be self-evident, that all men are created equal.’ Just words. ‘We have nothing to fear but fear itself.’ Just words. Just speeches. It’s true that speeches don’t solve all problems, but what is also true is that if we can’t inspire the country to believe again, then it doesn’t matter how many plans and policies we have.”

49. Words! I claim that words have power. Words DO matter. Words can change the world. Based on your previous knowledge, understanding of what you learned throughout this project, application of your own experience to these issues, analysis of the situations and rhetoric behind it, and synthesis of others’ ideas, I now want you to evaluate the truth of my claim. Your thesis will include the phrase words have power. To help you, look back at the twelve different paragraphs you wrote for this project so far, as well as the two mini-essays and mini-research projects. Think about those whose primary texts we read. Whereas you will be hard-pressed to prove that words directly drive action, you should be able to prove (if that is your aim) that there is power in words. I expect that your response will be about seven paragraphs in length and should address a counter-claim. We will discuss this at greater length before you begin.