Dr. Martin Luther King Jr. delivers his iconic "I Have a Dream" speech at the March on Washington for Jobs and Freedom. In the speech, he discusses the signing of the Emancipation Proclamation 100 years prior, but how African Americans still faced injustice and discrimination. He calls for an end to racism and a fulfillment of the American ideals of equality and justice for all. He expresses his dream that one day black and white children will be able to join hands as brothers and sisters in a racially just nation.
We will explore many ways teachers can try to discuss both sides of civil rights, and the academic and common definitions of Critical Race Theory, including the definition by Fox News.
Both concerned parents and activists who have no children have been flooding school board meetings across the country yelling and threatening each other over critical race theory and how our teachers teach our children American History. What should we teach our students about slavery, abolition, the Civil War and Reconstruction, the Jim Crow Redemptionist era and the Civil Rights movement? Do we teach our white children that Black Lives Really Do Matter?
We will also discuss:
• Brief history of the anti-lynching bill that failed to pass during World War II.
• The Lost Cause Southern Mythology of the Civil War and Reconstruction.
• The competing views of civil rights history by the Dunning School and WEB Dubois in his book, Black Reconstruction.
• Racial tropes documented by the movie, Birth of a Nation.
• Types of slaves in the ancient and modern world, and in the movie, Gone With the Wind.
• The tension between the conciliatory and accommodating approach of Booker T Washington and the more aggressive activist approach of WEB Dubois.
• Thomas Sowell’s observations of Booker T Washington and WEB Dubois.
• History of American Evangelicals and Civil Rights.
• Practically speaking, Critical Race Theory is about the eternally competing approaches of Booker T Washington and WEB Dubois.
See our YouTube video after 12/15/2021: https://youtu.be/lAa_jqL3S7I
Please support our channel, if you wish to purchase these Amazon books we receive a small affiliate commission:
Reconstruction: America's Unfinished Revolution, 1863-1877, by Eric Foner
https://amzn.to/3EO6WIH
No Ordinary Time: Franklin and Eleanor Roosevelt: The Home Front in World War II, by Doris Kearns Goodwin
https://amzn.to/3opqQnY
Black Reconstruction in America, 1860-1880, by WEB Dubois
https://amzn.to/3rZHpH0
The 1619 Project: A New Origin Story, by Nikole Hannah-Jones, The New York Times Magazine
https://amzn.to/3H1XqmY
We will explore many ways teachers can try to discuss both sides of civil rights, and the academic and common definitions of Critical Race Theory, including the definition by Fox News.
Both concerned parents and activists who have no children have been flooding school board meetings across the country yelling and threatening each other over critical race theory and how our teachers teach our children American History. What should we teach our students about slavery, abolition, the Civil War and Reconstruction, the Jim Crow Redemptionist era and the Civil Rights movement? Do we teach our white children that Black Lives Really Do Matter?
We will also discuss:
• Brief history of the anti-lynching bill that failed to pass during World War II.
• The Lost Cause Southern Mythology of the Civil War and Reconstruction.
• The competing views of civil rights history by the Dunning School and WEB Dubois in his book, Black Reconstruction.
• Racial tropes documented by the movie, Birth of a Nation.
• Types of slaves in the ancient and modern world, and in the movie, Gone With the Wind.
• The tension between the conciliatory and accommodating approach of Booker T Washington and the more aggressive activist approach of WEB Dubois.
• Thomas Sowell’s observations of Booker T Washington and WEB Dubois.
• History of American Evangelicals and Civil Rights.
• Practically speaking, Critical Race Theory is about the eternally competing approaches of Booker T Washington and WEB Dubois.
See our YouTube video after 12/15/2021: https://youtu.be/lAa_jqL3S7I
Please support our channel, if you wish to purchase these Amazon books we receive a small affiliate commission:
Reconstruction: America's Unfinished Revolution, 1863-1877, by Eric Foner
https://amzn.to/3EO6WIH
No Ordinary Time: Franklin and Eleanor Roosevelt: The Home Front in World War II, by Doris Kearns Goodwin
https://amzn.to/3opqQnY
Black Reconstruction in America, 1860-1880, by WEB Dubois
https://amzn.to/3rZHpH0
The 1619 Project: A New Origin Story, by Nikole Hannah-Jones, The New York Times Magazine
https://amzn.to/3H1XqmY
Based on Edgar Allen Poe's "Philosophy of Composition" where he describes the process by which he composed "The Raven." There is also an overview of poetic devices.
These are the slides from the Symposium presented at the IRA convention April 30, 2012. "Engaging Different Learners: Can't We Foster Inclusive Literacy?"
1. A clear, complete thesis that is consistently supported by evidTatianaMajor22
1. A clear, complete thesis that is consistently supported by evidence/details from Kafka's "Metamorphosis" and the secondary sources throughout the essay. The thesis should not be contradicted by major details of the story or explanations/arguments from the secondary sources.
2. A framework for your analysis that is one of the frameworks we've covered or a combination of multiple frameworks.
3. An original title that is appealing and accurately reflecting the topic, point, and/or purpose of the essay.
4. An introduction that effectively introduces your topic in a compelling way for your reader, and a conclusion that wraps up your argument and its broader implications for your reader.
5. Paragraphs that focus on specific topics necessary for the development of your thesis and that build logically and fluidly toward the conclusion for the most part.
6. Consistent and correct documentation of sources using MLA format (though if you're not an English major and want to practice a different format, that's fine too, just make sure you do it correctly and consistently throughout, or you'll have to revise it).
I HAVE A DREAM
Martin Luther King, Jr.
I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the
history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation
Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been
seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly
crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a
lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still
languished in the corners of American society and finds himself an exile in his own land. And so we've come here today
to dramatize a shameful condition.
In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent
words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every
American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be
guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has
defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred
obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient f ...
Public Speaking Techniques One of the things you may hav.docxgertrudebellgrove
Public Speaking Techniques
One of the things you may have noticed about this course is that it took us nine sessions before
we start to talk in earnest today about speeches as a part of leadership communication. This
was for a reason. While we as a society inherently focus on speeches as a very public forum to
test a leader's ability to inspire a vision, take charge, and create a sense of magnetism, the truth
is that most leaders communicate much more in other settings which are not so public. Most
leaders spend much more time in small group meetings, interacting with people
person-to-person, making calls, drafting memos, and the like, than they will ever spend making
speeches. These other forms of communication are, in many respects, just as important if not
more so than any speech a leader could giv
But nonetheless, speeches are an important part of a leader's job. While they may be infrequent
for many leaders, speeches provide one of the best platforms for a leader to inspire a collective
vision within his/her followers. They are a very public way of displaying the pathos and ethos of
the leader's message and can provide a memorable way to cement values into a corporate
culture
One of the reasons we spent so much time prior to this week on the topic of knowing yourself,
knowing your audience, and crafting a message is that these are essential elements of any
good speech. Great speeches don't just happen; they require a great deal of foresight, practice,
and cultivation. One of the books we read for this course, Talk Like TED, provides some of the
basics of what it takes to create a compelling speech. We will look at some of these elements
together in this session by looking at Martin Luther King's "I Have a Dream" speech. While most
of us will never have the chance to speak from the steps of the Lincoln Memorial to a crowd of
tens of thousands, my hope is that, by dissecting his speech, we can gain some insight into how
to create our own speeches that can inspire others towards a common goal, much as MLK did
with his speech.
Text of the "I Have a Dream" Speech
First, let's read the text of the "I Have a Dream" speech together:
I am happy to join with you today in what will go down in history as the greatest demonstration
for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the
Emancipation Proclamation. This momentous decree came as a great beacon light of hope to
millions of Negro slaves who had been seared in the flames of withering injustice. It came as a
joyous daybreak to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the life of the
Negro is still sadly crippled by the manacles of segregation and the chains of discrimination.
One hundred years later, the Negro lives on a lonely island of poverty in the midst o ...
I HAVE A DREAM ... (Copyright 1963, MARTIN LtrTHER KING,LizbethQuinonez813
"I HAVE A DREAM ..."
(Copyright 1963, MARTIN LtrTHER KING, JR.)
Speooh by the Rev. MARTIN LuTHER KING
At the "March on vYashington"
I am happy to join with you today in what will go down
in history as the greates•t demonstration for freedom in
the history of our nation.
Five ~core years ago a great American in whose sym
holic shado·w we stand today signed the Emancipation
Proclamation. This momen:tous cleeree is a great beacon
light of hope to millions of Negro slave·s who had been
~e.arrd in the flames o[ withering injushcc. It came as a
joyous daybre,ak to end the long night of their captivity.
But 100 years late<r the Negro still is no•t fre·e. One hun
dred years later the 1i.fe of the Negro is still badly
erippled by the manacles of s-t•grPg-ation and the chains of
discriminatio11. One hnndred years later the Ne,gro live·s
on a lone,Jy i:"]and of poverty in the mids1t of a va1S1t ooean
of matE>.rial prospc·rity. Out> hundred years later the
~egro is still larugui~hed iu the comer~s o.f Ame·rican
~oci. ety and find;:; himself in exile in his own land. So
wo '''<' come hf'rP torlay to r1r.amatize a s,hameful condition.
In a sense we've come to our nation's capital to cash
a eheck. Whrn the a. reb it ects of our Re:publie wrote the
magnificent. wonls of the Constitution a.nd the Declaration
o1 Independence, they we·re signing· a promiss'Cl<ry note to
which eve·ry American wa:" to fall heir. 'I'his no,te was a
promise that all nwn-yc::;, bla,ek men as we11 as white
rmm-wonld he g1mnmtPt'd the unalienable rights of life,
liherty a]l(l the pnrsni1 of ha.ppine'Ss. It is obvious today
tha.t Amcri(·a lms <lcfaulted on this promissory note inso
far as hP>r citi7.ens of co.Jo,r arr concP:rned. Instead of
2
honoring ih1s sacn'd ohli,gation, America ha.s given the
Nngro p0ople a bad check, a check which has come back
marked ''insufficient fn nds.''
But we refus.e to helieve that the bank of justice is
bankrupt. We rp.fnse to belie\·~~ t.ha.t there are insufficient
fuwls in the grea.t vaults of opportunity orf this nation.
So we've come to cash this check, a check that will give
ns upon oemand the rirhes of freedom and the s·ecurity of
justice.
\Ve haYe a.bo come to this hallowed spot to remind
Ame.rica of the fipJ·ce urgency of now. 'l'hi:-; is no time to
l'llgagc in the luxury of cooling off or to t.ake the tran
quilizing dmg of graduali::;m. Now is the time to make
real the promi~r·s of democracy. Now is the time to rise
from the dark nnll clrsolate valley of segregation to the
,.unlit path of racial justi<·P. Now is the time to li.ft our
uation from the quicksands of raeial injustice to the solid
r()ek of brotherhood.
Xow is t.he time to mak0 justice a reality for all of
God's children. It would be fatal for the nation to over
look the urgency of the moment. This swelt.ering summer
of the i\eg:ro's legitimate disconte.nt. will not pass until
there is .an invigorating autumn of free ...
Surname1
Surname2
Name:
Instructor
College:
Course:
Date:
Speech Analysis: I Have a Dream
In summary, the general idea that Martin Luther King Junior Jr. is trying to pass across in his “I have a dream” speech is the opinion that there is rampant inequality in the country which is contributing to discrimination in employment and also the thought that African Americans are still not enjoying the freedom that was hoped for. In the speech, Martin pints out that African Americans live in the country as though they are in exile. He explains that the Poverty level is high among African Americans due to lack of jobs.
The other revelation by the speech is the idea that African Americans are not enjoying the right to freedom. In the speech, Martin reveals that whites are exploiting African Americans. What martin means by this is that whites are still using African Americans as a means to their goals. Additionally, Martin reveals that the existing constitution is not being implemented effectively. What martin is trying to achieve through his speech is create a sense of urgency. His main intention in the speech is to restore virtue that is amidst decay. To conclude, the “I have a dream speech” has a prophetic message in it. The prophetic message that this speech is trying to pass across is that good time are coming in the future.
Work Cited
King, Martin Luther. I have a dream. Edizioni Mondadori, 2015.
Myers, Peter. "Martin Luther King, Jr. and the American Dream." First Principles 50 (2015): 1-21.
"I HAVE A DREAM ..."
(Copyright 1963, MARTIN LtrTHER KING, JR.)
Speooh by the Rev. MARTIN LuTHER KING
At the "March on vYashington"
I am happy to join with you today in what will go down
in history as the greates•t demonstration for freedom in
the history of our nation.
Five ~core years ago a great American in whose sym
holic shado·w we stand today signed the Emancipation
Proclamation. This momen:tous cleeree is a great beacon
light of hope to millions of Negro slave·s who had been
~e.arrd in the flames o[ withering injushcc. It came as a
joyous daybre,ak to end the long night of their captivity.
But 100 years late<r the Negro still is no•t fre·e. One hun
dred years later the 1i.fe of the Negro is still badly
erippled by the manacles of s-t•grPg-ation and the chains of
discriminatio11. One hnndred years later the Ne,gro live·s
on a lone,Jy i:"]and of poverty in the mids1t of a va1S1t ooean
of matE>.rial prospc·rity. Out> hundred years later the
~egro is still larugui~hed iu the comer~s o.f Ame·rican
~oci. ety and find;:; himself in exile in his own land. So
wo '''<' come hf'rP torlay to r1r.amatize a s,hameful condition.
In a sense we've come to our nation's capital to cash
a eheck. Whrn the a. reb it ects of our Re:publie wrote the
magnificent. wonls of the Constitution a.nd the Declaration
o1 Independence, they we·re signing· a promiss'Cl<ry note to
which eve·ry American wa:" to fall heir. 'I'his no,te was a
.
Il 100% dei clienti sono persone e se non comprendiamo le persone non comprendiamo il business. Spesso però dimentichiamo che anche noi dobbiamo farci comprendere, perché il significato della comunicazione è nel risultato ottenuto e quello che crediamo di esprimere non sempre coincide con quello che in realtà viene percepito. Migliorare l'interazione con gli stakeholder permette di individuare il minimo deliverable che genera il massimo ritorno sugli investimenti, senza sprecare tempo e soldi per capire come 'targetizzare relazioni sinergiche'.
Il titolo della presentazione è stato generato con un utilissimo strumento: http://phibbi.com/generatore/stronzate-web-economy/
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. I
am
to join with
you todayHAPPYin what will go down
in history as the
GREATEST
DEMONSTRATION
FOR FREEDOM
in the history
of our nation.
3. Five score years ago,
A
GREAT
AMERICAN
in whose symbolic shadow we stand today,
signed
the Emancipation
Proclamation.
4. This
momentous decree
came as a
great beacon light of hope
to millions of Negro slaves
who had been
SEARED IN THE FLAMES OF WITHERING
INJUSTICE.
It came as a joyous daybreak to end
the long night of their captivity.
5. But
one hundred years later,
the Negro still is not free.
One hundred years later,
the life of the Negro is still sadly
crippled by the manacles of segregation
and the chains of discrimination.
6. One hundred years later,
the Negro lives on a
in the midst of a vast ocean of
material
prosperity.
7. One hundred years later,
the Negro is still
languished in the
corners of American
society
and finds himself an
EXILE in his own
9. In a sense
we've come to
our nation's capital
to c a s h a c h e c k .
When the architects of our republic
wrote the magnificent words of the
Constitution and the Declaration of
Independence,
they were signing a promissory
note to which every American was
to fall heir.
10. This note
was a promise that all men,
yes, black men as well as white
men,
would be guaranteed the
"unalienable Rights" of
"Life,
Liberty and
the pursuit of Happiness."
11. It is obvious today that
America
has defaulted on this promissory
note,
insofar as her citizens of
color
are concerned.
12. Instead of honoring
this sacred obligation,
America
has given the
Negro people a bad check,
a check which has come back
marked
"insufficient
13. But we refuse
to believe that the
bank of justice
is bankrupt.
We refuse
to believe that there are
insufficient funds
in the
great vaults of opportunity of this nation.
nation.
14. And so,
we've come to
cash this check,
a check that will give us upon
demand
the riches of freedom
and
the security of justice.
15. We have also come to this
hallowed spot
to remind America of the
fierce urgency of Now.
This is no time to engage in the
luxury of cooling off or
to take the tranquilizing
drug of gradualism.
16. Now
is the time to make real the
promises of democracy.
Now
is the time to
rise from the dark and desolate
valley of segregation to the
sunlit path of racial
17. Now
is the time to lift our nation from
the quick-sands of racial
injustice to
the solid rock of brotherhood.
Now
is the time to make justice
a reality for all of God's
18. It would be FATAL
for the nation to overlook the
urgency of the moment.
This sweltering summer of the Negro's
legitimate discontent
will not pass until there is an
invigorating autumn
of freedom and equality.
19. Nineteen sixty-three
is not an END, but a
BEGINNING.
And those who hope that the
Negro
needed to blow off steam and
will now be content
will have a
RUDE AWAKENING
if the nation returns to business as
20. And there will be neither
rest
nor
tranquility
in America
until the
NEGRO
is granted his citizenship rights.
21. The
whirlwinds of revolt
will continue to shake the
foundations of our nation until the
BRIGHT DAY OF
JUSTICE EMERGES.
22. But
there is something that I must say
to my people,
who stand on the
warm threshold
which leads into the palace of
JUSTICE:
23. In the process of gaining our
rightful place,
we must not be
GUILTY
of wrongful deeds.
24. Let us not seek to satisfy our thirst
for freedom by
drinking from the cup of bitterness
and hatred.
We must forever conduct our
struggle on the high plane of
DIGNITY
and
DISCIPLINE.
25. We must not allow our
creative protest to degenerate
into
physical violence.
Again and again,
we must rise to the
MAJESTIC HEIGHTS
of meeting
physical force
with soul force.
26. The marvelous new
militancy which has
engulfed
the Negro community
must not lead us to a
distrust of all
WHITE
27. for many of our white
brothers,
as evidenced by their
presence here today,
have come to realize
that
their destiny
is tied up with
our destiny.
28. And they have come to
realize that
their freedom
is inextricably bound to
our freedom.
32. There are those who are
asking the devotees of
civil rights,
"When will you be
satisfied?"
33. We can never be satisfied as
long as the
Negro
is the VICTIM of the
unspeakable horrors
of police brutality.
34. We can never be satisfied
as long as our bodies,
HEAVY with the
FATIGUE of travel,
cannot gain lodging in the
motels of the highways and
the hotels of the cities.
35. We cannot be satisfied as
long as the
negro's
basic mobility is from a
SMALLER GHETTO
to a
LARGER
36. We can never be satisfied
as long as our children are
STRIPPED
of their
self-hood
and robbed of their
dignity
by signs stating:
"For Whites Only."
37. We cannot be satisfied
as long as a
Negro
in Mississippi
CANNOT VOTE and a
Negro
in New York
believes he has
NOTHING
for which to vote.
38. No, no,
we are not satisfied,
and we will not be
satisfied until
"JUSTICE
rolls down like
waters, and
RIGHTEOUSNESS
like a mighty stream."
39. I am not unmindful
that some of you
have come here out
of great
TRIALS
and
TRIBULATIONS.
Some of you have
come fresh from
narrow jail cells.
40. And some of you have
come from areas where
your quest -- quest for
freedom left you
BATTERED
by the storms of
persecution and
STAGGERED
by the winds of police
brutality.
42. Continue to work with the
faith
that unearned suffering is
redemptive.
43. Go back to MISSISSIPPI,
go back to ALABAMA,
go back to SOUTH CAROLINA,
go back to GEORGIA,
go back to LOUISIANA,
44. Go back to the
SLUMS and GHETTOS
of our northern
cities,
knowing that
somehow this
situation can and
will be
changed.
45. Let us not
wallow in the
valley of DESPAIR,
I say to you today,
my friends.
46. And so even though we face
the DIFFICULTIES of
today and tomorrow,
47. I still have a
DREAM.
It is a DREAM
deeply rooted in the
American dream.
48. I have a dream that
one day this nation
will rise up and live
out the true meaning
of its creed
49. "We hold these truths to be self-
evident, that all men are created
equal."
50. I have a dream that one day on the red hills of
Georgia, the sons of former slaves and the
sons of former slave owners will be able to sit
down together at the table of brotherhood.
51. I have a dream that one day even the state of
Mississippi, a state sweltering with the heat of
injustice, sweltering with the heat of
oppression, will be transformed into an oasis
of freedom and justice.
52. I have a dream that my four little children will
one day live in a nation where they will not be
judged by the color of their skin but by the
content of their character.
54. I have a dream that one day, down in Alabama,
with its vicious racists, with its governor having
his lips dripping with the words of
"interposition" and "nullification"
55. -- one day right there in Alabama little black
boys and black girls will be able to join hands
with little white boys and white girls as sisters
and brothers.
57. I have a dream that one day every valley shall
be exalted, and every hill and mountain shall
be made low, the rough places will be made
plain, and the crooked places will be made
straight;
58. "and the glory of the Lord shall be revealed
and all flesh shall see it together."
59. This is our hope, and this is the faith that I go
back to the South with.
60. With this faith, we will be able to hew out of
the mountain of despair a stone of hope.
61. With this faith, we will be able to transform
the jangling discords of our nation into a
beautiful symphony of brotherhood.
62. With this faith, we will be able to work
together, to pray together, to struggle together,
to go to jail together, to stand up for freedom
together, knowing that we will be free one day.
63. And this will be the day -- this will be the day
when all of God's children will be able to sing
with new meaning:
64. My country 'tis of thee, sweet land of liberty, of
thee I sing.
65. Land where my fathers died, land of the
Pilgrim's pride,
78. And when this happens, and when we allow
freedom ring, when we let it ring from every
village and every hamlet, from every state and
every city,
79. we will be able to speed up that day
when all of God's children, 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: