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Reading Frederick Douglass in the Era of Barack Obama Discussion Guide The Mean

Reading Frederick Douglass in the Era of Barack Obama Discussion Guide The Meaning of the Fourth of July" speech discussion Download this guide or click on the "printer friendly" link above, including more in-depth discussion questions.  *Why?* questions do not work in discussion and lead to speculation and grandstanding  Use questions that lead people to the text and how it works do very well example: what does Douglass try to achieve when he says, "__"  *How* questions work well example: how does Douglass convince his audience of ....  The other *W* questions work also: where, when, what -- especially as they point to the speech o What, according to Douglass, is wrong with 1850s America? o What does this speech tell us about today's United States? o What other speech or writing would you compare to this? The Meaning of the Fourth of July" topic questions  What is the rhetorical question in his speech?  What did the audience expect of Douglass?  Why was it essential for Douglass to argue that he was a man? ( better: what is a "man" in Douglass’ speech? how does Douglass argue that he is a man? does he need to?)  What are the implications of his words in 1852 today?  How did the 1850s advance the war?  Have we moved forward as a country?  What is citizenship?  Why this speech and why now? “The Meaning of the Fourth of July” other discussion suggestions  What parts of the speech do you find particularly powerful, and why?  If Douglass were alive today, what might he be working on?  Who was Douglass’ audience?  Did the audience expect this speech?  Are speeches important in society? What do they do? How do they work? Discussion leader empowerment 1 www.masshumanities.org Reading Frederick Douglass in the Era of Barack Obama Discussion Guide Tips for Touchy Topics:  You are the leader -- except in very small groups, leaderless discussion turns into the perpetration of serial statements -- not enlightening.  Think about the speech beforehand, and choose 2 or 3 topics you want to “cover.” Steer the discussion with one or more of the following methods.  There is no absolute right to taking turns: Ask people react to the previous speaker when you think the topic is fruitful. Get the group to help you with this by shutting down the first person who violates the rule. Once done with a topic, call upon someone who had a hand up previously.  Put up a sheet in the back of the room where people can write down their unmet issues, so you can dip into it. Clearly, this does not work outside.  No, not all opinions are created equal: some lead to discussion, and some close off discussion. You need the former.  Set an allotted time per speaker (45 seconds is usual). Shut down the first person who goes over time. If you even let one go, the discussion is in trouble. If you do it a couple of times, the group will help you. Discussion two-step format that allows everyone to get one word in edgewise right at the start: 1. Take inventory: start the discussion by going around the room asking for one-word reactions to the reading of the speech. Keep track of some of them, and then return to the people whose "one word" seems interesting or provocative, or to sum up something, and ask them to explain. 2. When an interesting question or issue comes up, agree with the group to discuss that particular angle for a set amount of time, say 5 minutes, so that people can participate in that topic, rather than each take turn to say something that they had in mind from the beginning. In-depth discussion questions for smaller groups, or groups that have read something other than the speech:  Look at the opening. How does Douglass characterize himself and his relationship with the audience? Why do you think he describes himself in those terms?  Does Douglass stick to that (apologetic) tone, or does he change at some point? How would explain how and why he changes?  Does Douglass use "we" and "us" or "you"? If he changes, when does he address the audience as "you" and when does he talk about "us" and "we"? How would you explain this?  If you were a member of the group of female abolitionists who had invited Douglass to give the speech, how might you feel about his criticism of the founders and other parts of American history and life? Would you feel personally attacked, or would you agree with his attacks--or both? 2 www.masshumanities.org Reading Frederick Douglass in the Era of Barack Obama Discussion Guide  Why does Douglass attack the church, especially given the fact that many abolitionist groups were affiliated with churches? Was this dangerous, and if so, why did he do it?  What parts of the speech do you find particularly powerful, and why? What would they made you feel or think about if you were a member of his audience when Douglass delivered this speech?  In the 19th century, oratory was considered both a form of entertainment and a crucial element in public life. To be effective, oratory was expected to address the mind (presumably with information and logical arguments) as well as the imagination and heart (presumably with images and ideas that made you feel a particular way) in order to convince the will (to take a particular action). What parts of this speech might have appealed to the mind and what parts to the heart? If most of his listeners were already abolitionists, what do you think he was trying to accomplish with respect to persuading them to take action?  What kinds of things does Douglass quote? What impression does this, and his speaking style, give you of what kind of person he was. Would you have found him impressive? DO you find him impressive? If so, does this contribute to the effectiveness of his argument in any way?  If you were a member of the audience listening to this speech, at what points in the speech might your mood change? How and why? And how would you feel at the conclusion of the speech, and why? Does it matter that he ends with the hymn? Topics that might need to be explained before or during the discussion – See the FYI Reading and Resource Guide In addition, Wikipedia is a pretty good source of information on these – for example http://en.wikipedia.org/wiki/Pro-slavery  The Fugitive Slave Law  The Constitution used as a defense of slavery (while the Declaration of Independence was used as a defense of freedom)  The meaning of "jubilee."  Arguments that were made for and against slavery.  Attacks (both verbal and physical) made against abolitionists. (In many ways, Douglass is trying to steady the abolitionists so they don't succumb to pressure from the other side. People need to know what those pressures were.) It is particularly useful to give people samples of arguments in favor of slavery. Usually they don't know those arguments, and as a result, they don't understand why abolitionists are making particular argument BACK. 3 www.masshumanities.org uploads/Philosophie/ discussion-guide.pdf