https://docs.google.com/document/d/18lMrK4Jn50PULVuVK1W34_8tIifUJKRz-QARt_rMOM8/edit?usp=sharing

 

#1 – Childhood ignorance to parental situation: I am not sure how I will word this to make more sense, but my idea is to highlight how great my childhood was even with dealing with separated parents.

#2 – Importance of a diverse world: I grew up in not only a diverse household, but I attended different kinds of schools with all types of people. I felt that this prepared me to be able to talk to anyone despite who they are.

#3 – Growing up mixed: I was thinking the common, “Where do I belong?” statement and turning it into how I believe that focusing on where we belong takes away from fully experiencing whatever space one already exists in.

In my TED Talk presentation, I was very nervous and it was obvious due to my inconsistent eye contact and hesitant speaking voice. My movements were also awkward at times, since I was not very sure of myself and how I should have been positioned during the speech. Compared to other speakers who I had seen go before me, they were very confident and fluid in the way that they spoke. I also  could tell how well practiced they were; I am not saying I was not well practiced, but they seemed very prepared for the type of speech we all were giving. They also had good audience  involvement, which I felt I lacked. Even though I did use a reference to Beaver Stadium, I can assume that my audience probably could not relate much to the topic of my speech, which could have led to a lack of focus from the audience. I thought that I presented this topic the best I could, given the mass amounts of information that came along with it. I condensed as much as I could into my TED Talk to make sure the broad span of the history of child protective services could be taken in by an audience. I gave a brief history, while also explaining the relevancy that my topic has in today’s society. I also liked my visual aid and thought it was very succinct, but enough to help the audience follow along with the presentation. Almost all of my images were clear and in HD, which helped make my visual aid more professional like. Overall, I thought my presentation was well-done and though it was not perfect, I still felt good about the way I performed. Next time I give a speech, I need to have more confidence and I think I will do better than I did.

TED Outline Format

Oral Content

Topic: Child Protective Services

Purpose: To talk about the history of social services and how it came about

Thesis Statement: Child Protective Services have created an environment that protects children from neglect and abuse after ignorance of many instances of this maltreatment.

Introduction

Attention Strategy/Orienting Material:  Story on 1^stchild protective services case

– 10-year-old who lived on West 41st Street, in the Hell’s Kitchen section of Manhattan

-1874, no laws protecting children from physical abuse

-Mary Ellen physically abused by adoptive mother

Body

• Main Idea – Child Protective Services came about after the Mary Ellen case once recognized that there were no laws or agencies protecting children
• CAPTA
  • Beginning and why it was created
  • What does it do (maybe funding)
• Progression over time to it today
  • What is its role today
  • How does it impact child protection in todays society

• Main Idea – What has social services done (the numbers
• What type of victims
  • Age
  • Family relationships
• Abuse
  • Types
  • how prevalent

• Main Idea – The legacy of social services and how it impacts society
• How has it helped in these cases
  • meaning in society
  • how its specifically helped in certain communities
• What could be better
  • funding
  • resources/job outlook
  • ethnic neighborhoods

Conclusion

Concluding Remark –

Reference Page(s)

www.nytimes.com/2009/12/15/health/15abus.html

Visual Content

In this column, offer brief slide description and its function alongside the idea it is intended to support.

Slide One

Picture of Mary Ellen

Slide Two
Picture of CPS logo

Slide Three 

CPS stat 

Slide Four

CPS Stat

Slide Five

Picture of children helped

Thesis: Both the March on Washington For Freedom and Jobs and the Women’s March On Washington use their different rhetorical situations as a call to action; engaging the civic buy using stylistic choices and intrinsic proofs to exploit denied rights of two historically oppressed groups.

Intro: More than 50 years later after the peak of the Civil Rights Movement, more and more groups are still fighting for their basic freedoms promised by the Constitution. With inspiration stemming from both the early efforts of civil rights leaders and women’s rights leaders, change is still being fought for through the use of protests and mass gatherings. Though times have changed, the fight for equality is still active and needed, by examples of the Black Lives Matter Movement and reproductive rights activists, that are still fighting despite the controversy surrounding the groups.

I. Main Idea – The March on Washington For Freedom and Jobs was scheduled to ease the mass tension throughout the nation and was during a heightened peak of steady victories for the Civil Rights Movement, while the Women’s March on Washington was constructed as a result of the inauguration of Donald Trump and his administration, who had made comments that were associated with the goals to limiting civil and human rights (History.com)

A. The audience for the marches were similar in that it was an outcry to legislation to reconsider, and the legislators are historically white, older men, but what was different is that the protestors, or the speakers, in either march pertained to specific groups.

1. 1. Women’s march audience consisted of women, lqbtq members, and immigrants, since the march was for women, but was in protest of President Donald Trump.
   2. The March on Washington For Freedom and Jobs’ audience consisted of African Americans and other allies of the Civil Rights Movement.

B. The times in which the marches took place were both during heightened times of tension, but were different in the context of each of their situations

1. 1. Women’s march took place in 2017, where women relatively have all of their rights. Also white women were the majority of the protestors, therefore the march was more privileged and more respected.
   2. The March on Washington for Freedom and Jobs was not respected or condoned by a majority of the nation, since it took place during the 1960s, and African Americans had little to no rights and were massive3ly discriminated against. Those who attended the march were also in fear for their lives, in contrast to the Women’s March where there was no general consensus of fear for marching.

II. Main Idea – Both posters use stylistic choices to draw in their distinct audiences

A. Women’s march poster used color, and font size to emphasize key points.

1. Used pink font to emphasize the main points which were the words, “JOIN US.”
2. Also used dark blue boxes as a contrast to the white background to draw the attention to the important facts about the march like the time, date, location, purpose.

B. The March on Washington flyer used the placement of text and font size to help promote the march.

1. The name of the march and the date are the biggest font and then right under in smaller text the appeal and demands are listed. This helps to guide the reader’s eye to find the main points of the flyer.
2. The flyer also uses second person point of view to make the audience feel as if it is there responsibility, as part of a community, to participate in the fight for their fundamental rights.

III. Main Idea – Intrinsic proofs were used to motivate the protestors to participate and engage.

A. Both march flyers use logos by using an appeal that insinuates the exigence of denied rights is everyone’s problems, not just the oppressed groups.

1. 1. The list of demands in the Mach on Washington flyerestablishes the goals and the logic behind the march.
   2. The website and link to more information establish the Women’s Marchs’ credibility as a reliable and meaningful event.

B. Pathos is evoked by the language within the flyers.

1. 1. The Women’s March has wording that says, “The rise of the woman = the rise of the nation,” meant to empower women and encourage them to participate, on the basis that they should rise and help the nation.
   2.  In theMarch on Washington For Freedom and Jobs, the use of the words “crisis”, “denied freedom”, “unemployed”, invokes a reaction that would promote engagement in the march.

Outline of Speech

Topic: The March on Washington

Purpose:    A call to action of every American interested in fighting for the cause of equality and the desire to fight for the freedoms promised in the Constitution and throughout foundational American ideals.

Thesis Statement: The March on Washington flyer effectively uses the rhetorical situation of the time as a call to the civic to engage the public in the exigence of inequality for African Americans, which does so by including the ethos of prominent civil rights activists and using stylistic elements to emphasize the main issues organizers wanted to promote.

Introduction

Attention Strategy:  Quote from “I Have A Dream…” by the Rev. Martin Luther King Jr. –  “We have come to this hallowed spot to remind America of the fierce urgency of now. This is not time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy.”

Orienting Material:  The March on Washington was held in August of 1963, at the steps of the Lincoln Memorial in Washington, D.C. The march had a large attendance of 250,000 protestors along with several prominent leaders such as Martin Luther King Jr. who gave his famous “I Have A Dream…” speech. The march was in light of the inequality of African Americans, and was a public outcry to persuade John F. Kennedy and Congress for equal rights legislation, which came later in 1964, with the Civil Rights Act.

Preview:   During this analysis of the March on Washington flyer, I will discuss how stylistic elements in the flyer allow the rhetorical situation of the Civil Rights Movement to enforce pathos and ethos.

Body

1. Main Idea– The rhetorical situation of the Civil Rights Movements was very blatant and well known, therefore the use of it to engage the public, made it so that there was a foundational understanding of the issues at hand.

Support – The main purpose of the march was to exploit the exigence of denied jobs and freedoms to Americans, specifically those of color.

Specific Support  – Though the march was mainly a push for rights for African Americans, race was not as advertised, as one would assume it would be, but rather every American was targeted for being affected by these prominent issues like jobs and freedom.

Specific Support – The demands of denied Americans were plainly laid out, allowing for protestors to know exactly the issues being protested and fought for, eliminating potential confusion that could take away from the cause.

Support – The timing of the march helped to intensify already strong, emotional responses, therefore further urging the public to engage and participate in the march.

Specific Support – The event was well planned and the timing was intentional through careful planning, shown by the list of co-chairmen and information centers, such as the local coordinating committee.

Specific support – The year of 1963 was also the centennial of the Emancipation Proclamation, so the feeling of empowerment, because of past legislation, helped to rally those protesting and reassure that through marching, people could induce changes.

2. Main Idea– The organization of words and phrases were used as        stylistic elements throughout the flyer to emphasize the main ideas organizers wanted potential protestors to immediately see.

Support – The purpose of the march was described by wording that infers the exigence of inequality is everyone’s problem.

Specific Support – Used second person point of view, such as “we”, rather than making this a singular problem for one group.

Specific Support – Noted that “America faces a crisis…,” introducing the problem as being a national issue, not regional, which implies all Americans should be concerned.

Support – Font size and the specific placing of phrases, was also a stylistic choice that primed people with the key points that would later engage them to participate.

Specific Support – The problems concerned of jobs and freedom were emphasized by being bolded and largely-sized.

Specific Support – List of demands was placed in the center of the flyer and right under the name of the march.

3. Main Idea– The ethos was established in the flyer by labeling it as an appeal from popular civil rights activists, which makes the audience perceive the flyer as a call to the civic.

Support – Main speakers were African American, therefore, they can use their personal experiences to relate and engage the audience’s attention or support.

Specific Support – Martin Luther King Jr. was very active in the cause and the black community and had already made impactful efforts, since he led the Montgomery Bus Boycott in 1955, and was the first president of the Southern Christian Leadership Conference (SCLC).

Specific Support – Roy Wilkins, president of the NAACP at the time, was also part of the march, which helped to specifically bring awareness to the legislation that goes into gaining these rights.

Support – The call to the civic aspect of the flyer creates a space where the public feels an added push to engage, especially with the backing of such prominent leaders

Specific Support – An appeal from those perceived as celebrities or well-known figures in the public, can also encourage people interested in seeing them for history or bragging reasons; and though it is not an ethical response from the flyer, it still engages people to participate.

Specific Support – The public may also fear they are missing out, and may be called civically only due to the fact that it will be a big and monumental event.

Conclusion

Summary Statement– The flyer of the March on Washington used stylistic elements and the rhetorical situation of the Civil Rights Movement, to employ ethos and pathos unto potential protestors, further encouraging them to engage in the fight against the exigence of inequality.

Concluding Remark– Use of a quote in “I Have A Dream…” by the Rev. Martin Luther King Jr – “We cannot walk alone. And as we walk we must take the pledge that we shall always march ahead.”

Reference Page(s)

Biography.com Editors. “Martin Luther King Jr.” Biography.com, A&E Networks Television, 28 Aug. 2019, www.biography.com/activist/martin-luther-king-jr.

History.com Editors. “March on Washington.” History.com, A&E Television Networks, 29 Oct. 2009, www.history.com/topics/black-history/march-on-washington.

King, Martin Luther. “I Have a Dream by Martin Luther King, Jr; August 28, 1963.” The Avalon Project, Yale Law School, avalon.law.yale.edu/20th_century/mlk01.asp

“March on Washington for Jobs and Freedom.” The Martin Luther King, Jr., Research and Education Institute, 30 May 2019, kinginstitute.stanford.edu/encyclopedia/march-washington-jobs-and-freedom

 

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