Page 95 - The Language of Composition 4e Teacher Edition Sample.indd

KEY CONTEXT Baldwin delivered the following speech to a group of New York City 4
schoolteachers in 1963, the height of the movement for equality for Black people in
the United States. In addition to the conflicts of the civil rights movement of the BUILDING CONTEXT chapter 4
1950s and 1960s, the United States was also engaged in an international Cold War
eachers,” originally
Baldwin’
s “A T
alk to T
with the Soviet Union and several other communist countries during this era. As a Baldwin’s “A Talk to Teachers,” originally
titled “The Negr
o Child—His Self-Image,”
result, several American ideals — including equal rights and freedom of speech — were titled “The Negro Child—His Self-Image,”
may best be seen in the historical context
being tested on an individual and institutional level. Other Voices / James Baldwin may best be seen in the historical context
of the eventful year of its delivery. John
Note: This essay includes the N-word, which we have chosen to reprint in this of the eventful year of its delivery . John
F. Kennedy’s nationally televised speech
textbook to accurately reflect Baldwin’s original intent as well as the time period, F . Kennedy’ s nationally televised speech
on June 6, 1963, appealed to the nation
on June 6, 1963, appealed to the nation
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
culture, and racism depicted in the text. We recognize that this word has a long to take action to guarantee civil rights to
to take action to guarantee civil rights to
history as a derogatory and deeply hurtful expression when used by white people all Americans regardless of race. Martin
dless of race. Martin
egar
all Americans r
toward Black people. Baldwin’s choice to use this word relates to that history. While Luther King Jr .’ s “I Have a Dr eam” speech
Luther King Jr.’s “I Have a Dream” speech
the use of that word in Baldwin’s context reflects his personal experiences and the on August 28 injected momentum into the
on August 28 injected momentum into the
context in which he wrote this speech, the use of it in our current context is very often movement. Baldwin’s appeal to teachers
s appeal to teachers
movement. Baldwin’
hurtful. Be mindful of context, both Baldwin’s and yours, as you read.
followed on October 16. The Kennedy
followed on October 16. The Kennedy
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
assassination overshadowed everything
assassination overshadowed everything
gin b
y s
e
s b
a
t c
hild. M
a
o civiliz
e th
al anim
al.
ci
an is a s
o
y t
t w
e ar
a
yin
g th
ugh
dut
o
e livin
g thr
’
et
et’s begin by saying that we are living through duty to civilize that child. Man is a social animal. on November 22, and the following sum-
on November 22, and the following sum-
L a very dangerous time. Everyone in this room He cannot exist without a society. A society, in mer saw the momentous passing of the
He cannot exist without a society. A society, in
L a very dangerous time. Everyone in this room
mer saw the momentous passing of the
is in one way or another aware of that. We are in a turn, depends on certain things which everyone Civil Rights Act of 1964. A brief timeline
is in one way or another aware of that. We are in a
turn, depends on certain things which everyone
Civil Rights Act of 1964. A brief timeline
within that society takes for granted. Now, the
revolutionary situation, no matter how unpopular within that society takes for granted. Now, the assignment on civil rights history might be
revolutionary situation, no matter how unpopular
assignment on civil rights history might be
crucial paradox which confronts us here is that
that word has become in this country. The society
that word has become in this country. The society crucial paradox which confronts us here is that helpful to initiate discussion prior to r ead-
helpful to initiate discussion prior to read-
in which we live is desperately menaced, not by
in which we live is desperately menaced, not by the whole process of education occurs within a ing and to deepen discussion of content
the whole process of education occurs within a
ing and to deepen discussion of content
social framework and is designed to perpetuate
Khrushchev, 1 1 social framework and is designed to perpetuate after students have read the piece. What
Khrushchev, but from within. So any citizen of but from within. So any citizen of
ead the piece. What
after students have r
this country who figures himself as responsible— the aims of society. Thus, for example, the boys does Baldwin’s piece add to the movement
the aims of society. Thus, for example, the boys
this country who figures himself as responsible —
does Baldwin’
s piece add to the movement
and girls who were born during the era of the
and particularly those of you who deal with the
and particularly those of you who deal with the and girls who were born during the era of the towar d civil rights in America?
toward civil rights in America?
Third Reich, when educated to the purposes when educated to the purposes
minds and hearts of young people—must be Third Reich, 2 2
minds and hearts of young people — must be
prepared to “go for broke.” Or to put it another
of the Third Reich, became barbarians. The
prepared to “go for broke.” Or to put it another of the Third Reich, became barbarians. The
way, you must understand that in the attempt to
paradox of education is precisely this—that as
way, you must understand that in the attempt to paradox of education is precisely this — that as
correct so many generations of bad faith and
correct so many generations of bad faith and one begins to become conscious one begins to BUILDING CONTEXT
one begins to become conscious one begins to
cruelty, when it is operating not only in the examine the society in which he is being educated. AP ®
examine the society in which he is being educated.
cruelty, when it is operating not only in the
AP Teaching Tip. You might call students’
classroom but in society, you will meet the most The purpose of education, finally, is to create in attention to the note about the essay’
classroom but in society, you will meet the most
The purpose of education, finally, is to create in
attention to the note about the essay’s use s use
fantastic, the most brutal, and the most deter- -
fantastic, the most brutal, and the most deter a person the ability to look at the world for him- of the N-word, and consider how best to d, and consider how best to
a person the ability to look at the world for him-
of the N-wor
mined resistance. There is no point in pretending self, to make his own decisions, to say to himself navigate it with your students. The AP
self, to make his own decisions, to say to himself
mined resistance. There is no point in pretending
®
navigate it with your students. The AP
that this won’t happen. this is black or this is white, to decide for himself Language CED includes statements about Language CED includes statements about
this is black or this is white, to decide for himself
that this won’t happen.
Since I am talking to schoolteachers and I
whether there is a God in heaven or not. To ask
Since I am talking to schoolteachers and I whether there is a God in heaven or not. To ask teaching matur e, or “contr
teaching mature, or “controversial,” con-oversial,” con-
questions of the universe, and then learn to
am not a teacher myself, and in some ways am questions of the universe, and then learn to tent, and you might share them with your e them with your
am not a teacher myself, and in some ways am
tent, and you might shar
fairly easily intimidated, I beg you to let me leave live with those questions, is the way he achieves students (and other constituents), too. You ou
fairly easily intimidated, I beg you to let me leave
live with those questions, is the way he achieves
students (and other constituents), too. Y
that and go back to what I think to be the entire his own identity. But no society is really anxious might also give students some historical might also give students some historical
that and go back to what I think to be the entire
his own identity. But no society is really anxious
purpose of education in the first place. It would
purpose of education in the first place. It would to have that kind of person around. What societ- context for his use of the wor d “Negr
to have that kind of person around. What societ-
context for his use of the word “Negro” and o” and
ies really, ideally, want is a citizenry which
seem to me that when a child is born, if I’m the ies really, ideally, want is a citizenry which other terms for race that he uses.other terms for race that he uses.
seem to me that when a child is born, if I’m the
will simply obey the rules of society. If a society
child’s parent, it is my obligation and my high will simply obey the rules of society. If a society
child’s parent, it is my obligation and my high
1 Nikita Khrushchev was Premier of the Soviet Union from 1958
to 1964. — Eds. 2 Nazi Germany under Adolf Hitler from 1933 until 1945. — Eds. CLOSE READING
Key Passage. The highlighted text is a
201 Key Passage.
rich passage suited for close reading. Stu-
rich passage suited for close r eading. Stu-
dents can annotate this key passage in the
dents can annotate this key passage in the
s digital platform, or you can print it to
book’
book’s digital platform, or you can print it to
be annotated by hand.
05_sheatlc4e_40925_ch04_170_315.indd 201 12/10/22 2:34 PM
CLOSE READING DIFFERENTIATION
To introduce this speech, you might ask stu- Scaffolding
dents to identify what features of the opening Paragraph 2 moves rather rapidly through
paragraph contribute to the pace Baldwin important claims about “the purpose of educa-
sets. His assertive prose and his parenthetical tion” and “society.” It also includes several
commentary propel the reader (and listener) claims about identity. In order to explore Bald-
forward as he presents his argument. You win’s line of reasoning in this paragraph, you
can also ask them to discuss what strategies might reprint it and break it into statements of
he uses in the first paragraph to engage his a sentence or two and share the copy with
audience and introduce his subject.
your students (on a screen or in print). To help
them see the paragraph’s intertwined logic,
you could have them highlight the references
to “society” and to “the purpose of education”
in different colors. Then, ask them (or lead
them in a discussion) to trace how the state-
ments lead to the claim that ends the para-
graph in the final three sentences. (Those
sentences could also be a thesis for the essay.)
Other Voices / James Baldwin 201
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