(H) Freedom is something many crave and fight for. (CS) Freedom has copious attributes and qualities that are present in “Revolution 2.0” by Wael Ghonim, “The Letter from Birmingham” by Martin Luther King Junior, and the ‘Speech at the March on Washington” by Josephine Baker. (G1) Using speech is a glorious way to show your freedom. (G2) People have to be equal to really be free. (G3) Respect is another major quality of freedom. (TH) Speech, equality, and respect all constitute freedom. (TS) To have freedom, a country needs people who are willing to speak up. (M1) Some might say that there will be riots and fights over speaking up. (m1) Not everyone will agree because each person has their own opinion. (m2) "...see someone behaving violently...", (Ghonim 345). People will get violent during protest as was present in Cairo, Egypt (M2) But things will not change if people stay silent. (m1) A country needs different ideas, thoughts, and opinions to grow. (m2) "We must discipline ourselves and refrain from foolishness or any violations of …show more content…
the law, and we must not endanger any person's life or cause harm to any public or private property," (Ghonim 345). Peaceful protests are possible and present. The rules for the protests in Egypt were to be peaceful or else be taken out. (W) To have freedom, people need speech. Conditions will remain the same if no is made aware of the issue. (trans) Speech also goes hand in hand with equality. (TS) Equality is needed for a country to be free. (M1) Some believe that equality does not exist. (m1) Social Darwinism states that some are going to be above others, it is inevitable. (m2) "An unjust law is a code that a numerical power or authority group compels a minority group to obey but does not make binding on itself. This is difference made legal," (King 235). It is legal, in compliance with the law. (M2) Conversely, all people cannot be free if there is no equality. (m1) Without equality, someone will always be on the top. (m2) "We are caught in an inescapable network of mutuality, tied in a single garment of destiny, whatever affects one directly, affects all indirectly. Never again can we afford to live with the narrow, provincial 'outside agitator' idea," (king 320). Everyone is human, all one body. (W) Not everyone will have the same freedom if equality does not exist. (trans) Like equality, respect is another important aspect of freedom. (TS) Everyone deserves respect.
(M1) Others may argue that freedom and respect have nothing to do with each other. (m1) People have to give respect to earn it. (m2) "So I did open my mouth, and you know I did scream, and when I demanded what I was entitled to, they still would not give it to me," (Baker 101). People will become entitled to more than just freedom or respect, they will want more. (M2) On the other hand, if someone respects another, they can be free. Josephine Baker was respectful, but didn’t get that same respect back, "A very important star was to sit next to me for dinner and at the last moment I discovered she didn’t want to eat with a colored woman. I can tell you it was some blow. And I won't bother to mention her name because it is not important..." (Baker 100). (W) If someone respects another and shows them that respect, they will be giving them freedom. They have trust and love and know that they are
free. (CS) Freedom means different things to everyone. (cs2) What some believe constitute it varies as well. (cs3) To have freedom, a county needs speech, equality, and respect. (cinch) Freedom is something that many have achieved and something that many need, be grateful for the freedom present in our lives today.
...hile African Americans went through journeys to escape the restrictions of their masters, women went through similar journeys to escape the restrictions of the men around them. Immigrants further strived to fit in with the American lifestyle and receive recognition as an American. All three groups seemed to shape up an American lifestyle. Today, all three of these perceptions of freedom have made an appearance in our lives. As we can see, the transition of freedom from race equality to gender equality shows that freedom has been on a constant change. Everyone acquires their own definition of freedom but the reality of it is still unknown; people can merely have different perceptions of freedom. Nevertheless, in today’s society, African Americans live freely, women are independent, and immigrants are accepted in society. What more freedom can one possibly ask for?
Many great minds have discussed their opinions on freedom and or slavery. During the 1800’s, many people, such as Frederick Douglass, became known as abolitionists, or those who oppose slavery. A major speaking point of these abolitionists were the obligations of freedom. Yet, several years later, there was still the discussion of the obligations of freedom. Two men that discussed this topic and made an everlasting impact were John F. Kennedy as well as Martin Luther King Jr. John F. Kennedy discussed it in his Inaugural Address and King discussed it in his letter, Letter from Birmingham City Jail. In the texts, Letter from Birmingham City Jail by Martin Luther King Jr. and John F. Kennedy’s Inaugural Address the topic of the obligations of freedom is frequently noted.
" Do you think you know what the words (freedom, justice, and democracy) mean? How did you derive your own meaning for these words? First, I have to disagree with James Baldwin in regards to "freedom" being an abstract unbeknownst to humans from the moment they are born. All people have intrinsic freedom.
Foner focuses, specifically, on how the definition of liberty has been molded over time. He describes how other factors played a role in the change of liberty using three interrelated themes. The first theme, as he describes it, covers the dimensions or meanings of freedom. The dimensions include “political freedom, or the right to participate in public affairs… civil liberties, or rights that individuals can assert against authority…[and] moral or ‘Christian’ ideal of freedom,” the freedom to act morally or ethically good (Foner xvii). It also includes personal freedom or being able to make individual choices free from coercion, and “economic freedom…[which covers how] the kinds of economic relations constitute freedom for… [individual’s working lives]” (Foner xviii). All these dimensions are looked at individually as they play a role in reshaping the definition of freedom or liberty.
"It was illegal to aid and comfort a Jew in Hitler's Germany. Even so, I am
In the minds of the general population many would argue that the most significant part of any piece of literary, artistic, or vocal work is the title. The title often times resonates through the heart of an audience, while simultaneously imprinting specific emotions and thoughts in their psyche. In Lawrence Levine’s “The Quest for Certainty”, the title is used to address the motivation enslaved African-Americans possessed in which they ultimately utilized to create sacred music. An understanding of the title “The Quest for Certainty” needs to first be analyzed in a contextual manner, to understand its power. Quest is defined as “a long or arduous search for something” . This “something” that quest is referring to in context of African-American slavery is freedom.
I feel inspired and patriotic every time I see a car’s back bumper sticker featuring an American flag stating, “Freedom Isn’t Free!” The moral clarity of those words rings as true as the Liberty Bell. Those Americans that do not fathom the significance of the motto Freedom Isn’t Free suffer from the very problematic “victim/slave mentality,” which ultimately will become a future reality should more citizens not heed the simple message the sage language conveys. Yes it indeed bears repeating, “Freedom Is Not Free!” Its acquisition from King George’s England involved struggle, its maintenance throughout the first two and a quarter centuries of our Great Republic required sacrifice and its continuation demands perseverance. Wise people fully realize that struggle, sacrifice and perseverance are the vital characteristics of freedom, democracy and independence.
Every individual has their own definition of freedom. Depending on time, place, religion, or race, this definition varies, but essentially comes back to one point: all men, regardless of anything, are created equally, and therefore have a right to be free. " The Declaration of Independence," by Thomas Jefferson, and Martin Luther King, Jr.'s "I Have A Dream" are two works addressing this concern. Although Jefferson and King led extremely different lives over 150 years apart, both faced issues of human equality that drove them to write two of the most influential works in American history.
According to the Collins Dictionary, “freedom” is defined as “the state of being allowed to do what you want to do”(“freedom”). The definition of freedom is simple, but make yourself free is not easy. Concerning about some common cases which will take away your freedom, such as a time-cost high education attainment. In this essay, I shall persuade that everyone should try his or her best to insist on pursuing freedom. For the individual, it appears that only if you have your personal freedom, can you have a dream; for a country, it seems that only if the country is free, can the country develop; for mankind, it looks like that only if people has their own pursuit of freedom, can their thoughts evolve.
Those who profess to favor freedom, and yet depreciate agitation, are men who want crops without plowing up the ground. They want rain without thunder and lightning. They want the ocean without the awful roar of its many waters. This struggle may be a moral one; or it may
Freedom has been discussed and debated for a while now and yet no one can completely agree that it exists. Since the Civil, War America has been conditioned to be divided politically. The conflict over the meaning of freedom continues to exist from the civil war, throughout the sixties and in the present. The Civil War was fought over the question of what freedom means in America. The issue was in the open for all to see: slavery. Human slavery was the shameless face of the idea of freedom. The cultural war in the sixties was once more about the question of what freedom is and what it means to Americans. No slaves. Instead, in the sixties and seventies four main issues dominated the struggle for racial equality: opposition to discriminatory immigration controls; the fight against racist attacks; the struggle for equality in the workplace; and, most explosively, the issue of police brutality. For more than two centuries, Americans demanded successive expansions of freedom; progressive freedom. Americans wanted freedom that grants expansions of voting rights, civil rights, education, public health, scientific knowledge and protections from fear.
The idea of freedom can be seen throughout Collection 2 in our textbook. Freedom can be seen in the short story “The Censors” by Luisa Valenzuela when it talks about the freedom of speech. Addition to that, an article “A People’s History Of The 1963 March On Washington” by Charles Euchner shows freedom in its article when it talks about the segregation occurring to colored men. Lastly, freedom is shown in the graphic novel “Persepolis 2: The Story Of A Return” by Marjane Satrapi as it shows high restriction.
According to Frederick Douglass, having freedom meant having control over one’s life without being dominated and controlled by others.
Throughout history freedom has had many different meanings and definitions; based on race, gender, and ethnicity. According to the dictionary freedom means the state of being free or at liberty rather than in confinement or under physical restraint (“freedom” def. 1). Freedom may seem like something given to everyone however it was something workers had to fight for. Not everyone believed that workers’ rights needed to be changed, which led to a long battle between workers, employers and the government. To the working class people freedom meant making higher wages, having regulated hours, workable conditions and the right to free speech.
...n people have nothing. If people had more compassion for others the United States would not have all the problems that it does today. Mrs. Erin Gruwell had compassion for the students; when they saw how much she cared they changed their perspectives on life. Against all odds toward against Mrs. Erin Gruwell, she had the power of human will to teach the student. The writer introduced several scenarios on how young innocent children were influenced by family and friends of the same racial background to create hatred and gang’s violence against other races. Five messages in Freedom Writer are: Non judgmental, Racism, having compassion, the power of the human will, and education. Being non judgmental, having compassion and having human will helped Mrs. Erin Gruwell educate the children at Woodrow Wilson Classical High School. Segregated by race, united with education.