WILL GIVE BRAINLIST Answer from

Frederick Douglass’s address, “What to the Slave Is the Fourth of July?” (1852)

What is the speaker’s viewpoint? What is his claim?

What reasons does the speaker provide to support his viewpoint or claim?
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How valid are the speaker’s reasons for his claim? Use evidence from the text to support your answer.
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What evidence does the speaker provide to support his reasons?
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Is the speaker’s evidence relevant and sufficient? Use evidence from the text to support your answer.
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Does the speaker use fallacious reasoning or logical fallacies? Use evidence from the text to support your answers.
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What counterclaims or alternate claims does the speaker address, and how does he respond to them?
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How effective is the speaker’s response to counterclaims or alternate claims? Use evidence from the text to support your answer.
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Write a one-paragraph evaluation of the speaker’s argument.

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Explanation:

In the 1850s abolition was not a widely embraced movement in the United States. It was considered radical, extreme, and dangerous. In “What to the Slave Is the Fourth of July?” Frederick Douglass sought not only to convince people of the wrongfulness of slavery but also to make abolition more acceptable to Northern whites.

At the invitation of the Rochester Ladies Anti-Slavery Society, Frederick Douglass delivered this speech on July 5, 1852, at Corinthian Hall in Rochester, New York. It was reported and reprinted in Northern newspapers and was published and sold as a forty-page pamphlet within weeks of its delivery. The 500 to 600 people who heard Douglass speak were generally sympathetic to his remarks. A newspaper noted that when he sat down, “there was a universal burst of applause.” Nonetheless, many who read his speech would not have been so enthusiastic. Even Northerners who were anti-slavery were not necessarily pro-abolition. Many were content to let Southerners continue to hold slaves, a right they believed was upheld by the Constitution. They simply did not want to slavery to spread to areas where it did not exist. In this Independence Day oration, Douglass sought to persuade those people to embrace what was then considered the extreme position of abolition.

He also sought to change minds about the abilities and intelligence of African Americans. In 1852 many, if not most, white Americans believed that African Americans were inferior, indeed, less than fully human. Douglass tries to dispel these notions through an impressive display of liberal learning. His speech gives ample evidence of knowledge of rhetoric, history, literature, religion, economics, poetry, music, law, even advances in technology.

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hope that ! : )