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Anglophoneworlds.pdf
1.
UNED Madrid Sede Gregorio
Marañón ANGLOPHONE WORLDS FROM A HISTORICAL AND CULTURAL PERSPECTIVE
2.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 2 © UNED May 10 (2022/23) UNIT 6: Historical Text #6
3.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 3 © UNED ▪ Martin Luther King. “I have a dream” (1963) Contents
4.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 4 © UNED Introduction The information in this introduction is NOT part of the text commentary. It is only provided to help you understand the historical document. You are recommended to do research on the context and the text before discussing a historical text, but this preliminary research is not part of your text commentary.
5.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 5 © UNED Contents ▪ Early 1960s America ▪ Civil Rights Movement and the March on Washington ▪ Martin Luther King ▪ “I have a dream” Introduction
6.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 6 © UNED Early 1960s America ▪ The 1960s started off as the dawn of a golden age to most Americans. On January 20, 1961, the handsome and charismatic John F. Kennedy became president of the United States. ▪ His confidence that, as one historian put it, “the government possessed big answers to big problems” seemed to set the tone for the rest of the decade. ▪ However, that golden age never materialized. On the contrary, by the end of the 1960s, it seemed that the nation was falling apart. Introduction (Source: https://www.history.com/topics/1960s/1960s-history)
7.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 7 © UNED Early 1960s America ▪ During his presidential campaign in 1960, John F. Kennedy had promised the most ambitious domestic agenda since the New Deal: the “New Frontier,” a package of laws and reforms that sought to eliminate injustice and inequality in the United States. ▪ John F. Kennedy’s inaugural address reflected his confidence that his administration would chart a historically significant course in both domestic policy and foreign affairs. ▪ The contrast between this optimistic vision and the pressures of managing daily political realities at home and abroad would be one of the main tensions running through the years of his administration (e.g., Vietnam War, the Cuban Missile Crisis and racial tensions.) Introduction (Source: https://www.history.com/topics/1960s/1960s-history)
8.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 8 © UNED Civil Rights Movement and the March on Washington ▪ Martin Luther King, Jr., a young Baptist minister, rose to prominence in the 1950s as a spiritual leader of the civil rights movement and president of the Southern Christian Leadership Conference (SLCC). ▪ By the early 1960s, African Americans had seen gains made through organized campaigns that placed its participants in dangerous situations but also gathered attention for their plight. ▪ One such campaign, the 1961 Freedom Rides, resulted in vicious beatings for many participants, but led to the Interstate Commerce Commission ruling that ended the practice of segregation on buses and in stations. Introduction (Source: www.history.com/topics/civil-rights-movement/i-have-a-dream-speech)
9.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 9 © UNED Civil Rights Movement and the March on Washington ▪ Similarly, the Birmingham Campaign of 1963, designed to challenge the Alabama city’s segregationist policies, produced the searing images of demonstrators being beaten, attacked by dogs and blasted with high-powered water hoses. ▪ Around the time MLK wrote his famed “Letter from Birmingham Jail,” King decided to move forward with the idea for another event coordinated with Negro American Labor Council (NACL). Introduction (Source: www.history.com/topics/civil-rights-movement/i-have-a-dream-speech)
10.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 10 © UNED Civil Rights Movement and the March on Washington ▪ Thanks to the efforts of prominent Civil right activists, the logistics of the March on Washington for Jobs and Freedom came together by the summer of 1963. ▪ Scheduled for August 28, the event was to consist of a mile-long march from the Washington Monument to the Lincoln Memorial, in honor of the president who had signed the Emancipation Proclamation a century earlier and would feature a series of prominent speakers. ▪ Its stated goals included demands for desegregated public accommodations and public schools, redress of violations of constitutional rights and an expansive federal works program to train employees. Introduction (Source: www.history.com/topics/civil-rights-movement/i-have-a-dream-speech)
11.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 11 © UNED Civil Rights Movement and the March on Washington ▪ The March on Washington produced a bigger turnout than expected, as an estimated 250,000 people arrived to participate in what was then the largest gathering for an event in the history of the nation’s capital. ▪ Along with notable speeches by Randolph and Lewis, the audience was treated to performances by folk luminaries Bob Dylan and Joan Baez and gospel favorite Mahalia Jackson. Introduction (Source: www.history.com/topics/civil-rights-movement/i-have-a-dream-speech)
12.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 12 © UNED Martin Luther King ▪ Martin Luther King Jr. was a social activist and Baptist minister who played a key role in the American civil rights movement from the mid-1950s until his assassination in 1968. ▪ King sought equality and human rights for African Americans, the economically disadvantaged and all victims of injustice through peaceful protest. ▪ He was the driving force behind watershed events such as the Montgomery Bus Boycott, the Birmingham campaign and the 1963 March on Washington, which helped bring about such landmark legislation as the Civil Rights Act and the Voting Rights Act. Introduction (Source: www.history.com/topics/black-history/martin-luther-king-jr)
13.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 13 © UNED Martin Luther King ▪ King’s philosophy of nonviolence was put to test during the Birmingham campaign of 1963, in which activists used a boycott, sit-ins and marches to protest segregation, unfair hiring practices and other injustices in one of America’s most racially divided cities. ▪ Arrested for his involvement on the Birmingham campaign, King penned the civil rights manifesto known as the “Letter from Birmingham Jail,” an eloquent defense of civil disobedience addressed to a group of white clergymen who had criticized his tactics. ▪ King was awarded the Nobel Peace Prize in 1964 and is remembered each year on Martin Luther King Jr. Day, a U.S. federal holiday since 1986. Introduction (Source: www.history.com/topics/black-history/martin-luther-king-jr)
14.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 14 © UNED The Speech: “I have a dream” ▪ The March on Washington culminated in King’s most famous address, known as the “I Have a Dream” speech, a spirited call for peace and equality that many consider a masterpiece of rhetoric. ▪ Unlike his fellow speakers, King didn’t have the text ready for advance distribution by August 27. He didn’t even sit down to write the speech until after arriving at his hotel room. The final section of his eloquent and iconic speech is indeed believed to have been largely improvised. Introduction (Source: www.history.com/topics/civil-rights-movement/i-have-a-dream-speech)
15.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 15 © UNED The Speech: “I have a dream” ▪ King began his speech slowly but soon showed his gift for weaving recognizable references to the Bible, the U.S. Constitution and other universal themes into his oratory. ▪ Pointing out how the country’s founders had signed a “promissory note” that offered great freedom and opportunity, King noted that “Instead of honoring this sacred obligation, America has given the Negro people [...] a check which has come back marked ‘insufficient funds.’” ▪ King nevertheless maintained a positive, uplifting tone, imploring the audience to go back home “knowing that somehow this situation can and will be changed.” Introduction (Source: www.history.com/topics/civil-rights-movement/i-have-a-dream-speech)
16.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 16 © UNED The Speech: “I have a dream” ▪ Around the halfway point of the speech, Mahalia Jackson implored him to “Tell ’em about the ‘Dream,’ Martin.” Whether or not King consciously heard, he soon moved away from his prepared text [the “I have a dream” segment did not appear in his original written text.] ▪ Repeating the mantra, “I have a dream,” he offered up hope to “one day live in a nation where they [brothers] will not be judged by the color of their skin” and the desire to “transform the jangling discords of our nation into a beautiful symphony of brotherhood.” ▪ “And when this happens,” he added, “Black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: ‘Free at last! Free at last! Thank God Almighty, we are free at last!’” Introduction (Source: www.history.com/topics/civil-rights-movement/i-have-a-dream-speech)
17.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 17 © UNED Steps Follow these steps, please: ▪ Reading ▪ Classification of the text ▪ Nature of the text ▪ Location ▪ Author ▪ Addressee ▪ Analysis of the text ▪ Conclusions drawn from the analysis ▪ Personal assessment of the historical text Martin Luther King. “I have a dream” (1963)
18.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 18 © UNED Step 1: Reading ▪ Read the text carefully several times (at least three times) ▪ Look up at a dictionary all the words/expressions you don’t really understand. ▪ Underline or highlight the most important sentences. ▪ Review any concept that it is not clear to you (Wikipedia, atlases, etc.) ▪ Reread the text as many times as necessary. You can download (and listen to) the speech here: https://www.americanrhetoric.com/speeches/eleanorr ooseveltdeclarationhumanrights.htm Martin Luther King. “I have a dream” (1963)
19.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 19 © UNED Step 2: Classification of the text ▪ Nature of the text → legal (law, bill, constitution, ...), journalistic (article, interview, ...), political (speech, declaration), documental (census, property register, ...), historiographic (written after something happened), literary (memoirs, letters,... ), etc. ▪ Location → (1) place and time; (2) description of the historical context ▪ Author → (1) name of the author[s], (2) information on the author[s], (3) is the author different than the person signing it? ▪ Addressee → who is the addressee? Information about the addressee Martin Luther King. “I have a dream” (1963)
20.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 20 © UNED Step 3: Analysis of the text ▪ Explain in a simple way the content of the document: What is it about? What does it say? ▪ Distinguish between main and secondary ideas. ▪ Don’t forget both, explicit and implicit aspects. You can describe the ideas in the text: ▪ in the order that they are exposed, paragraph by paragraph, ▪ or thematically (by themes). Martin Luther King. “I have a dream” (1963)
21.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 21 © UNED Step 4: Conclusion ▪ Historical value of the text. ▪ What does it teach us about a particular historical place and time? ▪ The rhetorical effects of the text. ▪ ... Martin Luther King. “I have a dream” (1963)
22.
Anglophone Worlds from
a Historical and Cultural Perspective | Slide # 22 © UNED Step 5: Personal assessment of the historical text ▪ What’s your personal assessment of the text? ▪ Do you think this declaration made a difference in American history? ▪ Do you think the ideas on the text are still relevant? Why? ▪ ... Martin Luther King. “I have a dream” (1963)
23.
Commentary of Literary
Texts in English | Slide # 23 © UNED Next week... ✓ Analyze the remaining historical texts at home: Robert F. Kennedy’s “On the Assassination of MLK” (1968) and Barack H. Obama’s “Inaugural Address” (2009)
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