Page 101 - The Language of Composition 4e Teacher Edition Sample.indd

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National Portrait Gallery, Smithsonian Institution; ©2022 Faith Ringgold/Artists Rights Society (ARS),
DIFFERENTIATION
DIFFERENTIA TION chapter 4
Connections to Self
Connections to Self
Baldwin’s essay is rich with ideas, claims,
Baldwin’ s essay is rich with ideas, claims,
and topics. You could allow students
and topics. Y ou could allow students
e and
choice in what they want to explore and
choice in what they want to explor
discuss, using the following instructions:
discuss, using the following instructions:
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
With your partner(s), choose at least three
With your partner(s), choose at least thr ee
of the following points that you would like
of the following points that you would like
to discuss. Y ou should find some textual
to discuss. You should find some textual
Other Voices / James Baldwin
evidence that you would like to bring to the
New York, Courtesy ACA Galleries, New York Ringgold conveys memories from or create a comment about something you
evidence that you would like to bring to the
In her quilt work, drawn from African
class, or draft a question about a passage,
class, or draft a question about a passage,
American quilting traditions, Faith
eate a comment about something you
or cr
her childhood in Harlem and uses
liked and why
, or select something else that
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
liked and why, or select something else that
metaphors to depict the process of
ou ar
e. Y
e or shar
you would like to explor
you would like to explore or share. You are
e
overcoming challenges.
choosing topics that you have something to
choosing topics that you have something to
What argument does Ringgold
say about to begin our class conversations.
say about to begin our class conversations.
make in this text? How does this
quilt support Baldwin’s concluding
The rhetorical situation (in 1963)
paragraph of his speech?
The published essay’s original title: “The
Negro Child—His Self-Image”
Children’s awareness of realities
this conspiracy and that he must never make his larger, more daring, more beautiful and more
peace with it. And that one of his weapons for terrible, but principally larger — and that it Identity and self-knowledge
refusing to make his peace with it and for belongs to him. I would teach him that he The purposes of education
destroying it depends on what he decides he is doesn’t have to be bound by the expediencies of The paradoxes of education
worth. I would teach him that there are currently any given administration, any given policy, any The line(s) of reasoning; the connections
very few standards in this country which are given morality; that he has the right and the between sections or claims
Christian values
worth a man’s respect. That it is up to him to necessity to examine everything. I would try to Communism and Castro
begin to change these standards for the sake of show him that one has not learned anything “Criminal”
the life and the health of the country. I would about Castro when one says, “He is a Commu- Gary Cooper and American “heroic
suggest to him that the popular culture — as rep- nist.” This is a way of his learning something ancestors”
resented, for example, on television and in about Castro, something about Cuba, some- The references to American history
comic books and in movies — is based on fanta- thing, in time, about the world. I would suggest The different New York Cities
sies created by very ill people, and he must be to him that he is living, at the moment, in an The use of language, including terms for
aware that these are fantasies that have nothing enormous province. America is not the world race
to do with reality. I would teach him that the and if America is going to become a nation, she Baldwin’s list of what he would teach
press he reads is not as free as it says it is — must find a way — and this child must help her Baldwin’s tone
and that he can do something about that, too. to find a way to use the tremendous potential 1963 and today (connections)
I would try to make him know that just as and tremendous energy which this child rep- The infographics
American history is longer, larger, more various, resents. If this country does not find a way to use The textbook study questions
more beautiful, and more terrible than anything that energy, it will be destroyed by that energy. Connections to other texts we have read
anyone has ever said about it, so is the world 1963
207
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DIFFERENTIATION
Connections to Text
Baldwin’s piece can be a good vehicle for will carefully choose his support in delibera-
discussing Aristotle’s ideas of deliberative tive discourse. Students might analyze which
discourse—speech intended to exhort the parts of Baldwin’s piece support his cause as
listener either to do something or to not do dignitas or bonum, and which parts support
something. Aristotle recognized that in order his cause as utilitas, followed by discussion
to be able to persuade someone to act in of the effectiveness of Baldwin’s choices.
the future, the person would need to be con- After reading closely, students might form
vinced that the course of action is either good groups and create charts listing the items of
in and of itself or good for him or her (dignitas support Baldwin uses in his essay and which
[worthy] and bonum [good] or utilitas [useful]). of Aristotle’s criteria applies to each piece of
These are the criteria from which the speaker evidence Baldwin uses.
Other Voices / James Baldwin 207
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