...people like Alexie and Douglass taught themselves to read and write, so that they were able to overcome the oppressors that used this very language against them. One of the ways that many writers use to learn how to write is through the imitation of another source. Benjamin Franklin, a founding father of the USA, along with being a renowned author on a series of subjects himself, made use of this technique. In Learning to Write, Franklin mentioned that he found himself delighted with a book, and wished to imitate it: “I took some of the papers, and making short Hints of the Sentiment in each Sentence, laid them by a few Days, and then...
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...English 122 26 April 2013 Learning To Read And Write Enslavement is a word that carries many meanings. Man can be enslaved by force, behind prison walls, by chains, or by one’s very own mind. Liberation is yet another word that brings to mind many meanings. Liberating one’s self can be the act of relieving that force, climbing the prison wall, breaking the chain, or freeing your mind from the very oppressions that hold it down. Fredrick Douglass and Malcolm X both shared the unfortunate common bond of oppression and enslavement and both found salvation and liberation through reading. Though the commonality of liberation was shared, the stories by which their journeys were told couldn’t have differed more. Through the essays of “Learning to Read” by Malcolm X and “Learning to Read and Write” by Fredrick Douglass, we see how their rhetorical techniques differ. After observing both essays we will come to understand why it is that due to his strong, convincing tone Malcolm X conveys a better story and catches our attention with his rhetoric better than Douglass. To fully understand how liberation is achieved and how enslavement of the mind can be completely abolished, we must join both Douglass and X in learning how read. Fredrick Douglass was born a slave and was never given the luxury of education until his master instructed his wife to teach Douglass to read. Taking advantage of being in the situation he was placed in, Douglass did whatever he could to further his knowledge...
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...this essay. In American society, being able to read and write is superior to any form of communication and is the norm for most. What if I told you about two individuals who were not as fortunate and were incapable of these skills? Who were deemed unworthy and too oppressed to learn to read and write through the normal route? Sherman Alexie and Frederick Douglass were the two people mentioned, they were people who were determined and sought out their own passage in learning these skills. In “Learning to Read and Write’’, Douglass focuses on overcoming the challenges of having to teach himself literacy as an enslaved man, on the other hand, Alexie’s essay, “Superman and Me”, focuses on the obstacles of him...
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...something. He most likely did it a certain way to remember who took the fruits from off the tree. The punishment of that would be severely harsh whippings (David Blight, editor Narrative of the Life of Frederick Douglass, 13). Old Barney is the father slave to young barney which is the son slave. Old Barney’s job description is to care for the houses and make the farm look more acceptable. Old Barney was treated poorly by his slave masters. According to the...
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...Frederick Douglass was an advocate for the end of slavery. After escaping from slavery, Douglass subscribed to a abolitionist magazine and worked towards freeing other slaves. Frederick’s views relate significantly to those of Walt Whitman. Walt Whitman also sought freedom and equality . Whitman’s views can be seen in “I Hear America Singing” when he writes “The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing” (Whitman, “I Hear America Singing” 10-11). In this quote, Whitman discusses how women should be able to contribute to society regardless of gender. This is similar to Douglass’ views because he discusses how everyone should be able to work together in society regardless of race. In The Narrative...
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...HIST 123 Name Garrett Kilduff Pritchard Douglass, Narrative of the Life of Frederick Douglass Study Guide What kind of book is this? This book is a narrative and an autobiography What kind of historical source? This is a primary historical source in the fact that this was told through the eyes of someone who lived and witnessed this time in history. Who wrote this book? When was it published? What is the book’s purpose? Who was supposed to read this book? This book was written by Frederick Douglass himself and it was published in 1845. The purpose of this book was to inform the readers about the horrors of slavery and the effects it had on the people. I also believe that since this book was written during the time of slavery, he wanted to persuade people against it. I believe he wished everyone, especially children during the time to read it to realize the horrors of such an institution. Who were William Lloyd Garrison and Wendell Phillips? What were their roles in book? William Lloyd Garrison is the Founder of the American Anti-Slavery Society, while Wendell Phillips s the president of the society. These men played roles in getting Frederick Douglass to publish his work and story about slavery. Mr. Garrison also hired Frederick for the cause of abolishing slavery. Briefly describe the author of this book – i.e., birth date and location, geographical movements, life when book was published. Based on the course/textbook...
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...idea of human freedom. Frederick Douglass, born a slave, died a saving grace, is a man whose contribution to the abolition of...
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...Frederick Douglass, Narrative of the Life of an American Slave, Written by himself. New York: Blight, 2003. Frederick Douglass was known as the most important African American leader and intellectual in the 19th century. He became a major figure in the crusade for abolition, the drama of emancipation and the effort to give meaning to black freedom during reconstruction. He tells stories about the 20 years of living the life as slave to his amazing and courageous escape. Douglass portrayed the core meaning of slavery, for both individuals and of the nation in his narrative. His multiple meanings of freedom as an idea and reality of mind and body and of the consequences of its denial were his themes in the book. The narrative also uncovers Douglass’s symbolic strategies in moral and economic slavery, the master-slave relationship, the psychology of slaveholder, the aims and arguments of abolitionists and the impending political crisis between North and South. He believed in equal rights as throughout his narrative dreamed of being free and wondered why slaves where treated the way they were. Born Frederick Augustus Washington Bailey in Tuckahoe, Maryland. He never new his exact age as there was never any record of his birth. Not knowing this information made him realize early on that there was a difference and unfairness in equality as he commented on he never met a slave in his life who could tell when their birthday was or how old they were. He continued saying...
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...Testimonies of African american ex slaves show and express the same inequality that has been going on for years before the civil war. On October 1869 white men broke into Abram colby’s house and took him into the woods to be whipped. Abram was whipped a long period of three or more hours and after he was severely beaten he was asked a question by the white men who were whipping him. “Do you think you will ever vote another demanded radical ticket?” which Abram answered “I will not tell you a lie” obtaining himself a thousand more licks (The meaning of reconstruction, 324). African Americans still struggles through the fight over equal rights. Abram was an example that explained why voting was not a safe action to do for newly freed men. In 1872 Emanuel Fortune expressed the fact that white would not sell land to colored men. The excuse land owners would give the colored men was that they did not sell small quantities of land. This testimony that Fortune shares shows how white people were closed minded about giving colored people opportunities (The meaning of reconstruction, 326). In 1872 Henry M. Turner explained how colored people were not getting payed for their work. He also explained how white men who employed colored people found ways to bring colored employees into debt with them by the en of the year. Employers would then force them to work for they now owe (The meaning of reconstruction, 327). Turner also expressed how colored...
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...Narrative of the Life of Frederick Douglass The horrible things that slaves went from their masters and from all slavery caused slaves to be denied their rights. In the "Narrative of the Life of Frederick Douglass," Douglass has the ability to show the psychological battle between the white slave holders and their black slaves, which is shown by Douglass' own intellectual struggles against his white slave holders. I will focus on how education allowed Douglass to understand how slavery was wrong, and how the Americans saw the blacks as not equal, and only suitable for slave work. I will also say what is different on how Douglass' view was very similar the women’s in America, and the role that Christianity played in his life as a slave and then as a free man. The novel clearly shows the children's bad behavior when they were not regularly allowanced. Douglass says, "Our food was coarse corn meal boiled, which was called mush. It was put into a large wooden tray or trough, and set down upon the ground. The children were then called, like so many pigs, and like so many pigs they would come and devour the mush; some with oyster-shells, others with pieces of shingle, some with naked hands, and none with spoons. He that ate fastest got most; he that was strongest secured the best place; and few left the trough satisfied" (Douglass 41-42). This clearly shows how children where treated like animals and their inability to act in the manner of a normal educated child. Slave children...
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...12A30 Abstract Samuel Clemens is a well know author from the late 1800’s to early 1900’s. He wrote many books as well as short stories. Two of his most well-known books are Tom Sawyer and Huckleberry Fin. These books and the characters were based on what was occurring at time of the writings, example; the end to the Civil War, and his own life experiences. Some of these characters he admired and some he did not. Still, all of them make these two books a great read to all people. Let us look at some of these characters he portrays in the story of Huckleberry Finn. The novel of Huckleberry Finn was written at the end of the Civil War, at the time slavery was coming to an end. The southerners did not want to give up slavery as they needed these men and women to attend to their farmland, as this was their main source of income in the south during this time. After this war, Congress amended the Constitution to abolish slavery but this did not hold up in all of the states. This book is written from this time period. The first character to be discussed is Huck himself. Twain has portrayed Huck to be an intelligent and thoughtful individual. A young boy of 13, whose father is a drunk and leaves for months on end, eventually dying, leaving Huck homeless, dirty and hungry. An elder widow takes Huck into her home and tries to reform him; gives him schooling and religious training that he never got with his father. Huck is too set in his ways to stay here and would rather...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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...MALCOLM X Learning to Read Malcolm Little, born in Omaha, Nebraska, in 1925, was reborn Malcolm X in his twenties while imprisoned for burglary. (He considered "Little" a slave name and chose the "X" to signify his lost African tribal name.) His conversion to Islam under the Nation of Islam and his rigorous self-education led him to a life ofpolitical activism marked by hatred, violence, and hope. For a time, as the foremost spokesman of the Nation of Islam, Malcolm preached a separatist philosophy with racist rhetoric; on breaking with the Nation of Islam and converting to orthodox Islam after a pilgrimage to Mecca, Malcolm again changed his name (to El-Hajj Malik El-Shabazz) and philosophy, moving closer to the integrationist goals of the mainstream civil rights movement. Not quite a year later, he was assassinated. "Learning to Read" is an excerpt from The Autobiography of Malcolm X (1965), which was written by Alex Haley from interviews completed shortly before Malcolm's death. While ghostwritten, Malcolm's fierce intelligence and passion are evident; it is easier to miss the sometimes surprising moments of humor, but look for them because they give a fuller sense of the man. It was because of my letters that I happened to stumble upon starting to acquire some kind of a homemade education. I became increasingly frustrated at not being able to express what I wanted to convey in letters that I wrote, especially those to Mr. Elijah Muhammad. In the street, I had been the...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF GEORGE ORWELL’S ANIMAL FARM By HAZEL K. DAVIS, Federal Hocking High School, Stewart, OH S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of George Orwell’s Animal Farm 2 INTRODUCTION Animal Farm is an excellent selection for junior and senior high students to study. Although on one level the novel is an allegory of the 1917 Russian Revolution, the story is just as applicable to the latest rebellion against dictators around the world. Young people should be able to recognize similarities between the animal leaders and politicians today. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., they should be interested in exploring how language can control thought and behavior. Animal Farm is short and contains few words that will hamper the reader’s understanding. The incidents in the novel allow for much interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches, and to work out alternative endings. The novel can be taught collaboratively with the history department as an allegory of the Russian Revolution, allowing students to draw parallels...
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....................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write to: PENGUIN GROUP (USA) INC. Academic Marketing Department 375 Hudson Street New York, NY 10014-3657 www.penguin.com/academic In Canada, write to: PENGUIN BOOKS CANADA LTD. Academic Sales 90 Eglinton Ave. East, Ste. 700 Toronto, Ontario Canada M4P 2Y3 Printed in the United States of America A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion 3 AN...
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