Wednesday, March 05, 2008

 

Letters from Mississippi

Choose three letters in the first section of the book, Letters from Mississippi (up to page 39). Identify one argument in each letter. Post it and its evidence or support, then summarize each letter. Give the page numbers the letters are on. This is due by Monday, March 10. Bring the handout beginning with page 41 to class Monday also. We will be reading essays from Children of the Movement next week. Continue to keep your writing and vocabulary logs.

Today in class I demonstrated how to annotate the text. We read letters students suggested then analyzed them. The lesson today was annotation. We didn't have time to complete the student conferences. We will continue next week Monday and Wednesday. If you have any worries, you can go early. I also told students that I was available after 3 on MW or after 12 noon TTh if you let me know. One-on-one is the best way to succeed in college. One visit with me can really effect your performance.

In the later class, I asked students to read the next section of the book, pages 41-73. Everyone can start reading the next section and annotating the text, looking at arguments. Since I didn't assign this to the earlier class, you will not be held responsible for this material. I put copies of the next section in the bin outside of my class.

Comments:
This letter is from John and Cleo it is about the evidence that I got from the letters that they wrote: The evidence is if a person votes in Mississippi they would likely be either beaten, fired from their jobs, or thrown in jail. Once the individual incarcerated they will be beaten again and again by their own people who were black like them. And if they did not beat them they will be beaten themselves until their bones stuck out. My evidence comes from page 18 when Mr. and Mrs. Hamer’s was fired from their jobs which they worked on a cotton field for years, and once they were registered voters they were fired from their jobs of 30 years or more. The evidence of being beaten came when Ms Hamer was throw in jail and beaten, by a black woman. The jailers were beaten and were told if they did not beat the black people they would get beaten as well. The jailers were feed corn liquor to assist them in beating the black people.
In conclusion this letter was about the brutality and wrongful doing that goes on behind bars and closed doors the government is not doing any thing about this and their needs to be a change in life. More freedom for black people to become desegregated and allowed to do what the white folks were allowed to do, black people were limited in doing things that were important to them and to the next generation which John and Cleo just expressed if someone would stop the brutality and wrongful doing in the jail houses it would prevent them from coming out handicapped or dead.
 
Pg.18 “Dear John and Cleo,”
“…have you experiencing what is important to me…” It seems that this writer wants their parents to understand how passionate he or she is in labeling the movement with high importance. Additionally white America was acting as if the movement was not important. While the nation focused on the movement in Mississippi, Americans also seemed to be unaware of some of the “incidents of terror” going on in Mississippi. The author points close attention to Mrs. Hammer whom was photographed in the student newspaper. She was fired from her job of eighteen years and banned from the premises because she registered to vote as a black person. Later as she continued into civil rights work she was jailed. While incarcerated, the prisoners who beat her happened to be blacks whom were coerced to do so. Even her husband was fired from his job in which he had been on longer than her. Examples of horrifyingly detailed experiences would seem to be this writer’s tools to express not only their will to want to be a part of the movement but why it should be of importance to their parents as well.
 
Who wrote this response to the letter? It is not clear what the argument is and what the support is?

The summary can introduce the argument. Rewrite this more clearly so I can see the previously stated elements: argument, evidence or support and summary.

Look at student responses to the earlier "Letters from Mississippi" assignment.
 
Theresa Smith March 7, 2008 English 201A 10-11 Letters from
Mississippi

This letter was written by Gene who did not realize the commitment to education, religion, and freedom was so severe in this country.
Gene finds it disturbing and reassuring. Disturbing because she was afraid the faith of some of the young girls may run into difficulties if violence occurs. Reassuring because if it survives or already has survived such thing, it will be a might stay for the committed people it will become intellectual. Page20.
In conclusion Gene has come to reality that her dedication and commitment is very much needed. There are a lot of American’s in this world that does not understand the movement. They are not safe but they are staying dedicated and committed to what they no basically out of sight out of mind and if you are not their to witness the movement you will never know.

































































































































































































































































































































































Theresa Smith English 201A 10-11 Letters from Mississippi
Gene did not realize the commitment to education, religion, and freedom was so severe in this country.
Gene finds it disturbing and reassuring. Disturbing because she was afraid the faith of some of the young girls may run into difficulties if violence occurs. Reassuring because if it survives or already has survived such thing, it will be a might stay for the committed people it will become intellectual. Page20.
In conclusion Gene has come to reality that her dedication and commitment is very much needed. There are a lot of American’s in this world that does not understand the movement. They are not safe but they are staying dedicated and committed to what they no basically out of sight out of mind and if you are not their to witness the movement you will never know.
 
Theresa Smith March 6,2008 English 201A 10-11 Letters from Mississippi
Bret has an argument that will help the children in the future; he would like to become a school teacher so that he will be allowed to educate young black children. Bret does not want a reward no pat on the back, he does not want comfort or security just to become a school teacher. Bret fills like he is in the right place and is able to get the proper training in order to protect him from harms way.
Bret tells us he wants to fulfill himself not prove himself. He does not want to pursue his spiritual growth. Bret says he want to teach at a Negro school after graduation. Pg 27
In conclusion Bret wants to make a change in life he wants to help the blacks read, write and speak clearly so they can get what they want, by gaining power and becoming more educated. Enrolling in school and finishing with a high school diploma, and own their way to college. Bret knows how hard black people have it so he does not want a reward or a standing ovation just the opportunity to help other stand strong with out struggle.
 
Erik Del Nero
3/8/08
English 201 B
10-12
Letters from Mississippi pg 21-22

To me the story on June 21st is about safety. White people did not feel that comfortable with blacks, because of their skin color. Between the two races safety was always an issue. The two races just accepted that safety was just a word and not reality. That is very sad.
No matter what race you were you always felt fear that something bad was just about to happen. The white people and black people were afraid to talk to one another because of the hatred between the two. At times the two were afraid of themselves. All the people who lived in Mississippi in this time period were asking him or her-self am I a racist. Many white people said that their not racist but they were prejudice toward the black people which is the same thing.
In conclusion most of the people of the two races were confused and didn’t know what to do with one another. Safety was the main concern between the two races.
 
Erik Del Nero
3/8/08
English 201 B
Arguments

This letter is to Gene’s Mom and dad. The arguments for this letter are on religion.
1. How people have different views on faith
2. Faith is a huge part of religion. (pg 20)

June 21 Letter (pg 21)
1. The major argument in this letter is safety.
2. racism

June 27 (pg 26)
1. The arguments of this letter are about
 
English 201, 10-12

p31 (Dear Mom and Dad,)

Argument
: It [the death of three people] could be you.

Evidences:
1.They were in Oxford only a few days before-they couldn’t already be in such danger.
2.…here you are on a beautiful campus trying so hard to understand just what danger is anyway.
3.A lot of kids are trying to be real casual and cool and funny about everything so they don’t worry their folks.

Summary
: After missing three of volunteers, Barbara sent the letter to her supportive parents to give them the sense of dangerous reality she must confront but the significance of this summer project.


p45 (Canton, July 3)

Argument
: We were told that we are uninvited guests in the county.

Evidences:
1.A couple of car-loads of cops pulled up suddenly and stood around while we unloaded all the suitcases and …
2.The county sheriff and the chief of police asked us to go down to the police station to register.
3.We were told that the girls might be raped by the very Negroes whom we have come to help…
4.The tape said that our presence here is very much resented by the white citizens and that they would be happy if we were to change our minds and go home.

Summary
: 25 Freedom School teachers who arrived in Canton realized that they are not welcomed by white people in this area from the officials’ attitude and their complicate process.

p58 (Flora, July 13)

Argument
: The faith of these people here is amazing and not a dead form, like in most Northern churches.

Evidences:
1.He (a 75 years old teacher) spends nearly all his spare time in reading the Bible, and like many of the people here, he takes its teachings to heart.
2.The services are lively.
3.…it seems like the people follow the theory of Love Thy Enemy better than any people I’ve come in contact with.
4.They have every reason to hate the white man, but I think they really don’t…

Summary
: Doug wrote about vivid Southern faith which is different with Northern faith that became an external religion.
 
Ammnah Babikir
Eng.201b
3-08-08

Questions of Content:

1. Why does Adler think it is fine to mark up a book of your own? Adler says that there are two ways in which one can own a book. One way is by paying for it and the other is by writing in. Which you establish full ownership because when you write in your book, you make a part of you. He goes on to say that marking up a book is indispensable to reading it because 1. It keeps you awake consciously and wide awake 2. Reading it is active, it is thinking, and thinking tends to express itself in words, spoken and written. The book that is written in is usually closest analyzed, well thought- through. Writing also helps you remember the thoughts you had, or the thoughts the author expressed.

2. How many kinds of book owners are there? Which kind does Adler clearly think is best? What is your opinion? “There are three kinds of book owners. The first has all the best-sellers-unread, untouched. (This delude individual owns wood pulp and ink, not books.) The second has a great many books- a few of them read through, most of them dipped into, but all of them as clean and shiny as the day they were bought. (This person would probably like to make books his own, but is restrained by a false respect for their physical appearance.) The third has a few books or many-every one of them dog-eared and dilapidated, shaken and loosened by continual use, marked and scribbled in from front to back. (This man owns books.) The author clearly respects the third individual best. I do agree with Adler’s philosophy behind marking up books. I think that it does help engrave the material that the book has to offer its readers.

3. What are three useful results of marking in a book when reading it? Which do you think matters most?1. It keeps you awake consciously and wide awake 2. Reading it is active, it is thinking, and thinking tends to express itself in words, spoken and written. 3. The book that is written in is usually closest analyzed, well thought- through. Writing also helps you remember the thoughts you had, or the thoughts the author expressed. All of these methods matter, they all connect to each other.

4. How can writing in a book result in “conversation” with its author, as Adler claims? Why is such a conversation useful? Because the author knows more about the book than you do. The reader may reach an alternate conclusion based on a different interpretation in which the book brought out prior to the author writing the book; or vice versa. The conversation is useful because it can reach beyond the bindings, glue, and threads that make up the book. it has the ability to shed new light into the mind of both the author and the reader. It allows the imagination to wander off creating new relms of reality.

5. Beginning with paragraph 16, Adler describes how he marks a book; which one of his techniques seems most useful to you, and why? 1,2, 4 , 5 ,6 , and 7.

Suggestions for Writing

1. Write a paragragh in which you discuss the value of Adler’s advice for a student in a subject or course other than English. For instance, annotating in a psychology book would be tremendously helpful. there are a lot of facts, famous phylosophers's names and techniques that have to be engraved in your mind in order to help you pass the class. I studied my notes and aced all of my tests and quizes which resulted in me getting an A in the course last semester. this was the ultimate result of me taking precise notes as best as I could and paying close attention to the material given.
 
Sophia Andrews

Pg. 12
June 18 Dear family and friends

Argument: No politician can afford to be moderate
Evidence: there were voted out recetly for voting against an extreme piece of anti- Negro legislation.
Evidence: in the past six years over 60 Methidist ministers have been forced out of the Southern half of the state alone
Evidence: merchants who meet the terms of the civil rights groups are economically coerced to change or leave.
Evidence: all widely read newspapers simply deny the white guilt for violence and usually ignore incidents entirely.
Evidence: national news on TV is interrupted by local commercials or by saying “ the following is an example of biased untrue Ynkee reporting”

In this essay Mike is targeting the issue of blacks wanting the whites to know who they are, what they are trying to do and etc.
 
Matthew Tasby Eng.201B said
On pg.19-in the middle of the pg-One student speaks of how "impressive" the top level directors of the project seem to be.The argument seems to be that the "negro" people are more than capable of performing above and beyond their white opposition. In continuing explaination of the letter, the author uses a bold statement ; "I trust them..." This suggests that the author feels that the group,SNCC, has proper guidence from its leaders. Also the author feels particularly passionate for these "top level directors" and their ability to proactively make a difference in mississippi. Upon further thought I also realized that these letters probably were intended to influence as well as inform. The emphasis on how knowledgable the SNCC's leaders were was brilliantly connected to the leadership ability of "negro" people. Bob Moses in particular is described; "he is a careful thinker, expresses himself with great economy and honesty,and with every word one is amazed at the amount of caring in the man." The author even refers to Bob Moses as a man with a Jesus like image. "He is more or less the Jesus of the whole project, not because he asks to be, but because of everyone's reaction to him." As the author continues to identify Mr. Moses as such a powerfully important figure in the movement they make it a point to mention almost very last that he is a "negro". This suggest that this part of the letter was not only to inform people about the wonderful things that black people were doing in the movement, but to also express how quite opposite black people actually are from the stereotypes that whites believe, or sometimes even just act as if they believe to be true.
 
Carmen Truong
Sabir 10-12
(pg.25) Argument:
Bill is writing this letter for his dad to let him know that he is safe and living safe at the moment, but he doesn’t know what will happen next, so obviously something could happen badly and his dad is worried.
Evidence
1. Well for some time I feared the same thing myself. (pg. 26)
2. Bill is afraid to be in with agitators and a dangerous brand of screwballs.
3. Bill has seen almost every battle-field, which sounded like he is living in a bad place.
Summary:
Bill told his dad about his plans for summer about the volunteer, but his dad thought it was a lie, now that Bill really left, his dad is very worried and of course doesn’t want anything happen to his son. It sounded like Bill is a good son, because he told his dad he’s sorry if this frightens or saddens you.

(pg.26) Argument:
Bonnie is willing to help fight for injustice and racial even though Bonnie loves his parents a lot and have to leave his family. This shows how much he wants to leave.
Evidence:
1. “This letter is hard to write because I would like so much to communicate how I feel and I don’t know if I can. Pg. 26
2. I can only hope you have the sensitivity to understand that I can both love you very much and desire to go Mississippi. (pg. 26)
3. I have no way of demonstrating my love. (pg. 26)
Summary:
Bonnie is going through hard times, although he left home, but is still writing letter home to make sure his parent won’t worry much about him and tells them that he loves them a lot. Bonnie wants to fight for something that mean a lot to him and willing to sacrifice.

(pg.27) Argument:
Bret wants to gain experience by leaving home to Mississippi where he can teach in Negro schools.
Evidence:
1. I want to fulfill myself, not to prove myself. (pg.27)
2. I do not want to spend my life in the pursuit and enjoyment of comfort and security. (pg.27)
3. The freedom schools could be the most practical kind of preparation for such career. (pg. 27)
Summary:
Bret seems like he want to do something more amazed out there instead of staying home and do nothing type. He wants to do something that’s more valuable to him.
 
Dylan: Letters from Mississippi

The character Bret has a life changing arguement about how he would like to become a school teacher so that he will be allowed to educate young black children. Bret does not want a reward, he doesn't want comfort or security just to become a school teacher. Bret fills like he is in the right place and is able to get the proper training in order to protect him from harms way.
Bret tells us he wants to fulfill himself not prove himself. He does not want to pursue his spiritual growth. Bret says he want to teach at a Negro school after graduation.
Afterall, Bret wants to make a change in life he wants to help the blacks read, write and speak clearly so they can get what they want, by gaining power and becoming more educated. Bret knows how hard black people have it so he does not want a reward or a standing ovation just the opportunity to help other stand strong with out struggle. Enrolling in school and finishing with a high school diploma, and own their way to college.
 
P46-48 (Itta Bena, June 28)
Argument;
I want to try to give you a description of Itta Bena and the place where we’re staying.
Evidence;
1.The Negro neighborhood hasn’t got a single paved street in it. It’s all dirt and gravel roads.
2.These have the most uncomfortable benches imaginable.
3.She owns her place, so she doesn’t have to worry about being thrown out.
4.The house has a living room, … The only running water in the palce is in the toilet.
Summery;
Roy wants to repot how blacks are live in the Itta Bena. He described how black’s town is poor also this town is close by white town. He said, “To get over to the white and downtown area you have to either walk past several warehouses, small factories, etc, or cross the railroad tracks.” He also described Rosa Lee William’s (who is owner of house Roy’s staying) unbelievable house situation and how she survived hard situation in that town.

P46 (Ruleville, July 5)
Argument;
We were really expecting much worse.
Evidence;
Most of us would not have been too surprised if everybody had been arrested as we crossed the Miss. Border and/ or beaten.
Summery;
Some of the volunteers who came in to Mississippi, they thought worst. However it’s mild compared to what they expected.

P50 (Mileston, June 30)
Argument;
You really had to be here to appreciate it.
Evidence;
I took a hath. But no ordinary bath’cause there’s no running wather.
Summery;
The white volunteer who stays black’s house to tell how they are shower without running water. So he tells his new experience with appreciation.
 
Argument(p.15)June 18th Dear Family and Friends.
Ashley Dorsett

Argument-Just the security percautions are scary. Beware of cars without tags, they are always danger.
Evidence-Never go out alone, never go out after dark,never be the last one out of a mass meeting.
(2)-Watch for cops witout a name badge, listen for an accelerating car outside.
(3)- If you wake up atnight thinking there is danger, wake everybody up.
(conclusion)- Some of the negro field secretaries told how they played like real Uncle Toms to the cop when in danger.
(Summary)- Even though they were white they still put themselves in danger jus by wanting to help with the civil rights movement.
 
Chesi/Raymond
English 201B
Instructor: Sabir
April 23, 2008


July, 27 Greenville
By Barb

ARGUMENT:
Now were faced with the problem that if we don’t support, these kids in their demonstrations, were not going to get the respect ad cooperation we need from.

EVIDENCE # 1

The old Negro leaders threatened to put an all in the papers branding us as communists.

EVIDENCE # 2
A lot of poor Negroes who are just beginning to get active accuse the old Negroes leader of being directly under the thumb of the white power structure.

EVIDENCE # 3
But it seems they are in positions, and have been where they could work changes instead of blocking them.



SUMMERARY
The Mississippi student union wants to have a demonstration, in Greenville was there are many middle class Negroes, but COFO does not want to see that happen. Now Mississippi Student Union is counting on the old Negro leaders to fight for the demonstration. However, the Negro leader is afraid to push forward because they are going to be label as communists. Now the Mississippi student feels like the old Negro leaders are not promoting union leadership at all. They are not about fighting for making changes, because when it comes down for change they don’t fight for them.
 
Ammnah Babikir
Eng.201 b

Letters of Mississippi: The Long walk to the Courthouse

Oxford June 24,
In this letter written by volunteers, this person describes the five different areas in which blacks are able to exercise their rights. However, some of these territories hold grew great danger, many of them own land despite the laws of the whites who govern the towns. The purpose of the organization that blacks demonstrated is to get them into the courthouse in order for them to vote.

In this picture, you see an empty room with desks, no white people, and a confederate flag on the back of the door that is meant to turn away black voters and show them that they are not accepted. Behind the courthouse is where they would shoot the black people and through their bodies in the river during these times of segregation. People still didn't turn away from voting.

It was a catch 22 situation for the blacks when it came time for them to vote. They were asked questions they couldn't answer and weren't able to pass because the questions were legality terms. The whites would be asked one or two questions and passed regardless of their educational status. Their voter's registration rights were unjustifiably disregarded due to the racist stereotypes of black people in Mississippi.
 
We moved Chesi and Raymond to Long Walk.
 
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