What’s your initial reaction to the film? As you process your reaction, try to use the vocabulary and language I discussed in the PowerPoint slide deck (discourse, discourse community, warrants, multi-literacies, and white supremacy). Write a short response in a blog entry and then publish that entry, titling it CL 3/12.

I STILL NEED TO EDIT

The year is 1897, the injustice of the black race is at its prime. There were many people like Morgan, who was able to voice his dismay with the opposite race, but for a black person to speak of his struggles was unheard of. 

That was, until William Edward Bughardt Du Bois came in the picture. William Do Bois was a highly educated black man who was one of the Founders of the NAACP. When Du Bois posted his statements he took into consideration his audience and their beliefs.Du Bois mentions in his writing that whites consider blacks as a separate group of people, species described by some.  When he structured his speech he used two rhetorical triangle and used two emotional appealing factors: pathos which is emotional, ethos which is trustworthiness, as well as a little logos which is logical reasoning ( the way that he is using logos is by expressing his own experiences living as a black man in the United States). 

There are many reasons why this piece is very important to our history, it explores many counter arguments that the other people at the time did not acknowledge. We know for a fact that African Americans were treated inferior to whites, they were being denied basic laws that kept them from doing important things like voting and proper education. Du Bois is never confrontational, he is looking for sympathy, for understanding of his struggles, he wants to do nothing less than humanize his audience. He calls for action on his fence-sitters, who already stand by him, but understanding from those who do not. He is “pleading” with his audience to understand his side, to see what it feels like to be the “problem” and have everyone see you as less than human.  

“Strivings…”

The year is 1897, the injustice of the black race is at its prime. There were many people like Morgan, who was able to voice his dismay with the opposite race, but for a black person to speak of his struggles was unheard of.

That was, until William Edward Bughardt Du Bois came in the picture. William Do Bois was a highly educated black man who was one of the Founders of the NAACP. When Du Bois posted his statements he took into consideration his audience and their beliefs.Du Bois mentions in his writing that whites consider blacks as a separate group of people, species described by some. When he structured his speech he used two rhetorical triangle and used two emotional appealing factors: pathos which is emotional, ethos which is trustworthiness, as well as a little logos which is logical reasoning ( the way that he is using logos is by expressing his own experiences living as a black man in the United States).

There are many reasons why this piece is very important to our history, it explores many counter arguments that the other people at the time did not acknowledge. We know for a fact that African Americans were treated inferior to whites, they were being denied basic laws that kept them from doing important things like voting and proper education. Du Bois is never confrontational, he is looking for sympathy, for understanding of his struggles, he wants to do nothing less than humanize his audience. He calls for action on his fence-sitters, who already stand by him, but understanding from those who do not. He is “pleading” with his audience to understand his side, to see what it feels like to be the “problem” and have everyone see you as less than human.

• Warrant: unspoken values a writer thinks he shares w the readers
• These warrants are steeped and come out of the discourse of their SPECIFIC DISCOURSE COMMUNITY
• Argument Style: (evidence, reason, format, genre) comes from the discourse community.
• Knowledge: is made through discourse and creates multiplicities for individual members to use.

W. E. B Du Bois (rhetorical appeals: ethos- trustworthy, pathos- emotional) humanizes the essay

• Du Bois is the writer
• Issue: issue is that blacks were being denied basic rights (to vote) to education and suffrage, which is wrong.
• Gap: explain the disadvantage and why it is important. he’s human just like them
• Readers: white people, invoke action (change) in fence-sitters-people who are already on his side and humanize and try to find understanding in those who aren’t on his side. “a plea” he is pleading with people who do not agree with them.
• WARRANT:
• Claim: Black Americans are being denied the rights of white people and not seen as regular human beings
• Reason: they are being treated inferior to whites
• Evidence: the evidence that he uses is the real struggle that he had endured as a black man

add link to our class

otherwise fine as is

• Claim: whites should remain superior, Inclination to savagery, rebellion. he said because they were already slaves that they will rebel.
• Reasons: “Slavery in Africa continues w out ratification”, stated that they were biologically meant to be slaves and inferior to whites. Egypt as an example.
• Evidence: experience as a confederate soldier in the South
• Warrant: his experience with the KKK has brought him to believe that the white race is superior.
• Counterargument: he does not give one
• Rebuttal: None

Class Response

• Claim: it would be a waste to give Black Americans rights
• Reason: “white Americans will always see them as slaves” the 14th and 15th amendment is used to aid black Americans because they couldn’t do it for themselves.
• Evidence: “Slavery continues in Africa w out ratification” common law of the race since the beginning of the race.
• Warrant: Black Americans are inferior to whites
• Counterargument: no
• Rebuttal: no

Multiliteracies: Mirabelli (servers) discourse from a discourse community start spreading information. Discourse can be rhetics

Hes using fear

W. E. B Du Bois

Use ethos (trust worthy). pathos (emotional). logos (reason). He is using his personal experience as a black man – anecdotal evidence. Black life is undocumented at this time. Hoping for empathy or sympathy. wants empathy more, what it feels like to be a “problem” not even a person according to majority of America.

The way that discourse community influence warrants is they are both a shared belief of a group but the way that it influences warrants is by showing the values that are tied together.

writer: John Tyler Morgan

• Writer: John Tyler Morgan Tennessee born, Alabama, lawyer, multiple political parties, was a confederate general, becomes senator to Alabama served for 30 years. Defeats Blair Bill, which was for funding to the south for public education. Defeats the Force Bill.
• Issue: The Race Question in the United States (citizenship and voting rights)
• The Gap: he said that black people were meant to be slaves, says that it was all arranged by the hand of the Creator, God. Naturalists. He doesn’t think fence-sitters understand that whites will always be superior because black people were slaves, therefor the education would be wasted because they are naturally inferior.
• Readers: Fence-sitters (white),
• Massanarchy: suspicion and panic and fear. using EMOTIONAL APPEAL

• Claim: whites should remain superior
• Reasons: unwelcome into white family. in you interbreed you will have inferior offspring.

• Rhetorical appeal, emotional appeal: making reader feel, motivates the reader to a particular action. Ethos appeal: trust the writer through the persona he creates.
• Reason appeal: logic: claim, reason, evidence.
• Style: word choice, jargon, metaphor, similie

Annotation of PvF “The Race Question in the United States”

• John Tyler Morgan – a royal racist ass in charge of two major bills:
• The Blair Bill was apposed by him because he thought that it would lead to “over-education of blacks” which would lead them to “unwarranted federal intrusion into state affairs”
• The Force bill federal supervision of voting, to prevent blacks to vote.
• “defranchising blacks” wrote a book called: “Shall Negro Majorities Rule?” saying that African descent is “naturally inferior to whites”. differences between the races were in God’s hands, “have been arranged by the hand of the Creator..” He stated it was wrong for someone black to be intertwined with a white family. Morgan was not the worst out of some other people at the time, like Thomas Dixon, who wanted brutality against blacks and even stated something about black rapist.
• 14th and 15th amendments, ” the purpose of these amendments was to protect the negro race from the active hostility of the white race….the race question appeared in the admitted inferiority of the negroes, as a race; and, in the other case, it admitted aversion between the races”.
• worried about black people getting involved in politics and what not.
• Indian inferiority, “.. the Indians, while they eagerly acquired the ownership of negro slaves, refused the bondage of slavery for their race, and have perished, rather than submit to such humiliation”
• prejudice: “it equally affects and controls both races in all their relations, and it is immutable, – grounded in convictions and sentiments that either race can yield”

Annotation of The Mismeasure of Man 82-92

• Morton: “….human races must have been separate from the start…”
• Author: “But separate, as the Supreme Court once said, need not meant unequal..” (85)
• Morton surveyed drawings from Egypt and said that blacks were menials, “they were numerous in Egypt, but their social position in the ancient times was the same that it is now, that of servants and slaves…” (85)
• Author in response: “had been captured in warfare ; sub-Saharan societies depicted blacks as rulers.”
• Measurements of the skulls were not correct (89)
• “so much for Indian inferiority” was stated by the author in response to wrong measurements made by Morton to try to show Indians as inferior.

Prompt 1 : The activities in the Mismeasure of Man and the individuals discussed in last night’s reading that match Swales benchmark for a discourse community in a couple ways. One being Swales “a discourse community has mechanisms of intercommunication among it’s members”. The communication between scientists and their findings. They were citing each other in their work.

Prompt 2 : The way that this discourse community spread the knowledge they were responsible for creating by academic journals the spreading of information from scientists. By citing each other as well as the establishment itself.

Prompt 3 : the way that they set the foundation for American Jim Crow laws (segregation) is by the writing that they kept in their academic journals. I think that it showed the discrimination of studies that tried to fake that blacks were inferior with their research (using science to not give citizenship) with study of comparison of a black man to chimpanzee (reference HW 2/13).

Annotation PvF 20-38

• contradictions with the fourteenth amendment, “…by 1911 The Supreme Court has heard 607 Fourteenth Amendment cases: 312 involved corporations” and only thirty included the issues with rights to African Americans.
• Slaughter- House cases : miller said the primary intention of this amendment was to abolish slavery and that the thirteenth amendment had given African Americans rights the addition of a new amendment would be unnecessary (21).
• White League: killed hundreds of black people to keep blacks from participating in the political process.
• Harlan: thirteenth amendment didn’t only get rid of slavery but also badges of servitude, “insisted on extensive interpretations of the Thirteenth Amendment…Harlan found additional support in the Fourteenth Amendment for Congress to enact the 1875 Civil Rights Act to create new right for United States citizens” (25).
• I’m struggling with this text- I’m getting confused .

Annotation of The Mismeasure of Man 62-82

• “Hard-liners” believed that blacks were inferior and their biological status justified enslavement.
• “Soft-liners” believed that blacks were inferior but did not think that people’s freedom depended on their intelligence. Disagreed about whether or not proper education can bring them “up to the level of whites” as well as disagreeing about the “biological or culturalroots of black inferiority” (64).
• There was a difference between the skull sizes that made blacks inferior, then there was a unilinar scale done of a black mans skull and a chimpanzee by Nott and Gliddon, 1868 that attempted to portray that blacks are even inferior to monkeys, by changing the appearance of the skulls.
• “… the white leaders of Western nations did not question the propriety of racial ranking during the eighteenth…” thought it was funny.
• Homo sapiens afer (The African black): “ruled by caprice” (Linnaeus, 1758)
• Homo sapiens europaeus: “ruled by customs” (Linnaeus, 1758)
• Attempt to compare blacks to gorillas (67) as well as apes (68) by Nott and Gliddon once again.
• J. F. Blumenbach “attributed racial differences to the influences of climate” he determined his ranking by reading books written by blacks.
• monogenism– origin from a single source (Adam and Eve)
• “human races were separate biological species”
• Degenerationism
• Recapitulation: higher creatures repeat the adult stages of lower animals during their own growth. Comparing adult blacks to white children (72).
• Charles White, argued against the climate theory, he rejected extention of polygeny. He said that the physical differences show inferiority because black women don’t look like European “blushing” women.
• “Louis Agassiz—America’s theorist of polygeny” (74). Didn’t count himself as an opponent to slavery. two “iconic” things: 1. “Centers of Creation” he believed everything was put in it’s proper place and never moved from the centers. 2. Became a “taxonomist splitter” (76)
• Agassiz (a joke) had never seen a black person in Europe, so when in America he saw one, he automatically came to the conclusion that they were a different species.