Comparative Analysis Text 1 a is an extract from Frederick Douglas’s autobiography “Narrative of the Life of Frederick Douglass, an American Slave” published in 1845, this text is addressing children’s education, as is text 1 B a letter of appeal sent by the Executive Director of Oxfam, aiming to persuade one to donate to give children an education. Text 1 A is presented as an autobiography of a “slave” who describes how he educated himself to speak the English language, as for text 1 B uses the technique of persuasion and trust to get the audience’s attention in donating money to their cause. This shows that both texts have similarities in their theme; however the texts are differently presented appropriate to the texts. The genre of the texts differ greatly in text 1 A and text 1 B. Different perspectives of ideas are presented in the two texts in order to accomplish their purpose.
Adventures of Huckleberry Finn Essay Assignment The use of the “n-word” in Huckleberry Finn has recently been an issue to students and teachers that read this novel in class. The word “nigger” shows up over two hundred times in the book. The publisher, New South Books decided to change the word to “slave”, which has caused much controversy. “Translating” the text has helped teachers and students feel more comfortable with reading the book, but it is argued that changing “nigger” to “slave” takes away the original meaning, and causes the story to become unclear. Although, changing the word to “slave” prevents issues concerning the “n-word” and changes the text so it is less offensive to readers.
The extracts view on African American education is the most misinterpreted. Blacks had a burning desire to educate themselves after being given their freedom. The ignorance described in a most negative way by the three textbooks was a lot of time a strategy used by blacks to undermine their masters. Blacks started their own schools after being given their freedom along with starting churches and developing other sorts of organizations. Within the black desire to self improve their social status many obstacles did await them.
Brown v. Board of Education History books have led American students to believe that the civil rights movement and the Brown decision started with Thurgood Marshall and the Brown V. Board case. Researching the topic through Parting the Waters, Eyes on the Price and Thurgood Marshall American Revolutionary, I found the story of Charles Hamilton Huston’s, as well as the Howard law school’s, involvement in the case; a story that is very often left out of history. The readings and videos shed light on the early cases, conditions, the disparities in facilities, materials, teachers as well as transportation and the daily discrimination that African Americans faced to receive an education. Starting with Plessy v. Ferguson, the law of the land
People learn that the south was the only part of the United States that had slaves and were slaveholders, this may be true about the 90’s part of slavery, but no one is told about how horribly involved the north was! Even when I told my grandma what the book I was reading was about she stopped me and said “are you sure you aren’t talking about the south?” Even someone who lived closer to the time of slavery was not exposed to this. I also think it is like this because teachers and writers always need to find a way to simplify something for students. The main thing most people focus on is having a good side and bad side, and when we are taught that the north didn’t work their slaves as hard as the south because they didn’t work on plantations we tend to think that slavery was not an issue there or even a thing. Also we learn that some African Americans were free in the north and we tend to process this as all the slaves were free in the north.
The most important message in this document is that education of simple things can bring about a wonderful change. Learning is the key to change. If people can learn that they are not so different, like black people and white people, then perhaps everyone could get along better and worry about bigger issues. Obviously people were shocked at the end of the Civil War, and the South had to give up slavery which was a way of life for them for many years. The Reconstruction of the South started to work of the issues of racism and discrimination.
Also, even most of the black people who could read failed the literacy test that involved interpreting the Constitution.  However, as the decades passed, the ideology of the people toward the black suffrage started to change. The people realized that laws such as the Fifteenth Amendment and the civil rights Act of 1875 made during the Reconstruction period were important and that those should be followed. During the African-American Civil Rights Movement period, the black people gained their suffrage back and the segregation in public places was prohibited. President Lyndon B. Johnson met with several civil rights leaders and discussed about the improvements in the African-American lives in the United States.
Not having access to certain aspects in life can cause a lot of pressure in society. One planter claimed, “What I want here is Negroes who can make cotton and they don’t need education to help them make cotton.” After the slaves were freed, black people had an overwhelming desire to learn. Education was “the next best thing to liberty”. Since they had no previously been allowed to have schools, many different ages of blacks had to learn to read and write. There was an overwhelming amount of education that “took place outside of the classroom” as well.
With the emancipation of slaves as an outcome of the Civil War, the earnest education of newly freed men, women and children finally became an issue. Thus, the birth of the HBCU grew out of this series of events. While many private black institutions of higher education were founded in the years immediately following the Civil War, the Morrill Act of 1890 brought about several additional black public schools to further the educational needs of African Americans who had long been left out of the American pursuit of happiness, Says (Dr. Robert R. Jennings(aces.edu)). After slavery ended after the Civil War the education of freed slaves became a dispute. Two-hundred-fourteen thousand, or sixteen percent of all African-American higher education students in the nation are studying at
Teaching black children almost until the day he died, Benezet, who believed in the intellectual capacity of black children at a time when such thinking was unpopular, even among some abolitionists, was instrumental in establishing the Philadelphia School for Negroes in the early 1770s. Benezet directly challenged assertions if innate black inferiority, stating, “their capacity is as good, and as capable of improvement as that of whites.” Benezet was a pioneering force behind the nation’s first abolition society known as, The Pennsylvania Abolition Society; he also worked overtime to ensure the passage of the Act for the Gradual Abolition of Slavery by the Pennsylvania Assembly in 1780. He is also the founder of The Society for the Relief of Free Negroes Unlawfully Held in Bondage, the first American society dedicated to the cause of