Let's just say you go to the craft store, looking for some paper. You happen to bump into the crayon shelf. You also need crayons. You grab a box and your paper. Pay and leave. When you get home you want to test out your crayons. You grab a green and a purple crayon. They are both crayons, right? You have two pigs, one is pink, the other is grey. You feed them both right? If you only fed one that would be discrimination. What would you base them off? Their color? Appearance? They are equal. Because they are the same creature. They didn't do anything. They are innocent. If someone went around dissing all pink pigs, how do you think that makes them feel? Happy? Do you think that it makes them feel safe when an authoritative figure to all pigs, the farmer, disses them, hurts them? When you look at a doll. Is one less perfect because of brown hair? BLM.. Think about it.

So true :)

Explanation:

All lives matter.

  plan: i will begin with a quotation about the importance of unity in a community. then, i will state my claim that an activity will unite our school by creating a shared vision, purpose, and direction. in the body, i will use three main points that describe the different avenues the students can take: through a variety of clubs, through a special event, or through an awareness week. i will provide evidence about other towns that have unity activities and the kinds of events that they include. pictures will illustrate my three main points in action. for the ending, i will restate the main idea in a new way and pose a question to keep the audience thinking. 

the rhetorical devices that he used in "common sense" are syntax for his sentence structure and pathos for his emotion against the british unfairly treating the "americans" and logos of what documents that what happened to the pilgrims when they had the mayflower compact and how that the british were wanting to have one religion but the compact said for any religion to be accepted.