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Eng101-725 Professor J. Belknap October 7, 2011 Maurice Benston

For Discussion and writing: "Graduation" by Maya Angelou

1. Q: //How do the achievements for which the graduation speaker praises recent graduates from the narrator's school differ from the narrator's hopes for herself and her classmates?// A: The speaker of the graduation ceremony had hopes for the graduates to become athletes or some lesser occupation, while Ms. Angelou's hopes for her and her classmates were to become much more successful than she already perceived herself and them to be. Even though she was only twelve years old and graduating eighth grade she felt that by having that diploma she would be able to become a teacher.

2. Q: //How does Angelou use the order in which she relates the background information and events of her story to manipulate the reader's emotions?// A: Ms. Angelou manipulates the reader's emotions by making it easier for the reader to reminisce about his or her own graduation and all the pleasant memories that led up to the event. Why do you think she does this? Ms. Angelou does this to capture the reader's attention and to make it possible for the reader to be able to identify with her story.

3. connections: Compare the importance of literature in "Graduation" and in Gloria Anzaldua's "How to Tame a Wild Tongue" (p. 33). The importance of literature in both the "Graduation" and "How to Tame a Wild Tongue" is epic in scale. It is a way to keep alive one's heritage and culture as well as to teach the historical value of one's worth as a people.

What does poetry mean to Angelou here and what does it mean to Anzaldua? To Ms. Angelou poetry is a means by which to soothe your pains. It is a cure all that will both make nights less lonely and empty pots less tragic. To Ms. Anzaldua poetry is a way to express one’s self in your native tongue and recognition of existing as a people. 4. Write about a time in your life when expectations and reality didn't match up. What was the situation? I can remember in grade school I was expected to excel in my mathematics studies. However, the reality was I was not an excellent math student. For some unexplainable reason numbers bored me. I was more attentive when it came to history, science, or writing courses. How did you react? At first I reacted negatively. Whenever I was faced with a situation that involved a lesson in numbers I would become withdrawn or reclusive and find a seat in the back corner of the room. Over time I began to realize that my inattentiveness to numbers wasn't due to boredom with the subject, rather the inability to comprehend the lesson being taught. Did you adjust your expectations? Fortunately for me, I realized my dilemma at an early age and, under the guidance of my parents, was enrolled in a tutoring program. Or were you able to maintain them? I'm not sure if I met the expectations of my parents when it comes to excelling in mathematics, but I do know I'm better equipped to deal with any lesson I'm faced with today than I was when I was a youth.

Eng101-725 Professor J. Belknap October 7, 2011 Maurice Benston For Discussion and writing: "I Just Wanna Be Average" by Mike Rose

1. List the Different teachers Rose writes about in this essay, adding a sentence to each name describing his significance for Rose: A) Brother Dill - A troubled and unstable man, Brother Dill held no significance for Rose academically. B) Mr. Mitropetros - A parking lot manager who lacked viable english training, Mr. Mitropetros held no more significance for Rose academically than Brother Dill. C) Mr. Montez - A tiny man, Mr. Montez also held no academic significance for Rose. However, Mr. Montez did teach Rose that too much freedom unchecked can be very dangerous. D) Brother Slattery - Brother Slattery, who did manage to teach Rose history by using a stern voice and administering weekly quizzes, made no significant impact on Rose because, like many other teachers, he lacked the ability to engage the imagination of the students as well. E. Brother Clint - Young, powerful and very handsome, Brother Clint's academic significance for Rose was admirable in that he genuinely cared enough about Rose's grades that he actually took the time to investigate why Rose was on the track in the first place. Brother Clint was by far the driving force that steered Rose in the right direction. F. Mr. McFarland - At twenty-six and possessing a master's degree fromColumbia, Mr. MacFarland played a very significant role in Rose's life academically and socially. He awakened in Rose a desire to excel in school that had not been present since elementary school. He also became somewhat of a surrogate father, mentor, and friend.

2. This essay is from Rose's powerful book Lives on the Boundary. What boundaries does Rose write about here? Rose writes about the boundaries that are placed on individuals first by a failing school system, then themselves. What acts of classification do these boundaries serve? These acts of classification serve only to limit individuals socially and economically by limiting the accomplishments they could otherwise achieve. It is only through a broadening of the mind that one would be able to live outside those parameters.

3. connections: Rose is put to the vocational track accidentally and remains there for two years because his parents are unequipped to help him. Compare his response to his experience to those of Maya Angelou in "Graduation" (p. 20), whose "classification" may not be accidental but certainly is unfair. Rose's reaction to his experience mirrors that of Maya Angelou's in "Graduation" in that he feels slighted by the educational system. His desire to excel academically is as genuine as Maya Angelou's, however with an educational system that frowns upon the less scholastic student he feels trapped.

4. "Students will float to the mark you set," Rose writes (par. 11). Write about a time in your life when this was true of you, and reflect more generally on your life as a student. Have you found that your educational experiences thus far have pushed you to exceed what you originally thought was possible? My educational experiences thus far have definitely pushed me to exceed my original expectations. I never thought that at age 44 I would be just as eager now to achieve a college degree as an 18 year old freshman. Although I love to read, I only read occasionally and with very little regard for any critical or analytical thinking regarding the material I just read. Has traditional motivation (such as getting good grades) worked for you? Receiving good grades is the driving force that keeps me interested in pursuing a higher education. It's the satisfaction of knowing that my effort to learn and understand the material I've been given has not gone unnoticed. I could not imagine attending school for monetary gain. What kind of educational system might motivate all students? The kind of educational system that might motivate all students would be the type of institution that recognizes not only the achievements of the student but the effort that individual makes as well. Too often students are put to the vocational track because of their lack of academic prowess, despite the fact that the same student makes every effort to excel by being attentive and participating in class, and completing homework assignments. It's this lack of concern on the part of the school system that makes it easy for a student to give up and quit school because he/she feels the school has given up and or quit on them.

Eng101-725 Professor J. Belknap October 7, 2011 Maurice Benston

For Discussion and writing: "Letter From Birmingham Jail" by Martin Luther King, Jr.

1. List the other historical movements to which King compares the civil rights movement. What is the purpose of including this information? King compares the Civil Rights Movement to the prophets of the eighth century B.C., and the Apostle Paul. The purpose of including this information is to appeal to the so-called Christian conscience of the clergymen.

2. Describe what king does in the two sentences that make up his second to last paragraph (par 49). How do these two variations on an apology sum up his approach to argument in this essay? King uses a twist on apology that can be considered sarcasm. The two variations sum up his approach in that it shows that he is not asking their forgiveness for telling the truth but rather asking God's forgiveness for //not// telling the truth.

3. connections: Compare King's understanding of race to Zora Neale Hurston's in "How It Feels To Be Colored Me" (p. 182). Be careful to note ways they agree as well as ways in which they disagree. King's understanding of race is that regardless of race, creed, or skin color, all men are created equal. Hurston feels the same way, but she sees color as merely an outer shell that holds the more important contents inside. At times she doesn't even see herself as having a color. She only sees herself as being.

4. Pick a law people might break because they think it is wrong. If you might do so too, write an essay in which you defend your actions. If you would not, write an essay in which you argue against those that would. Consider the reasons King cites for his violations of the law. Fortunately, I can not think of one law that I feel I might break in this era. I would not argue against anyone that would do so as I am a firm believer in a person's right to choose his/her own destiny.

Eng101-725 Professor J. Belknap October 7, 2011 Maurice Benston

For Discussion and writing: "The Declaration of Independence" by Thomas Jefferson

1. How many examples of wrongs done by the Crown to the colonies are offered here? There are 18 wrongs done by the crown offered here. What is the effect of this list? The effect of this list is to show the repeated and lengthy acts of wrongdoing committed against the colonies.

2. In small groups, compile lists of all the differences between the first and second drafts of the declaration. Write up a summary of these changes and an analysis of how they make the final document more effective. The grammatical errors are corrected to include commas, capitalizations, the removal of semi-colons, and rearrangement of sentences. The changes include the entire Government as opposed to just the Govenors, and renders the document a more professional and authoritative work rather than a hastily crafted draft.

3. **connections:** Compare the Declaration. And George Orwell's "Shooting an Elephant" (p. 284). How do these two condemnations of theBritish Empire differ? The Declaration's condemns the British Empire for it's refusal to abide by the laws of humanity with respect to the people of the colonies, while Orwell's condemnation stems from the oppressive nature of the British empire.

4. Think aboutAmericatoday. From your personal experience and observations, discuss how it meets the promise of the opening of the Declaration's second paragraph, and how it does not. The Declaration meets the promise of the opening of the second paragraph in that it is recognized by virtue of the law that all men are created equal and have inherent and inalienable right. However, it does not meet this promise in that racism still exists and factions of the law and Government, who are supposed to operate under the Declaration, do not treat all men equally in matters of the law.

ENG101-725 Maurice Benston November 2, 2011

For Discussion and Writing: James Baldwin "Notes of a Native Son."

1. Identify all of the different storiesBaldwintells in "Notes of a Native Son." James Baldwin talks about his dad's life before his death. He talks about his childhood while in school. He talks about growing up during segregation and not being able to eat at the diners. He talks about what it was like for him to grow being black. He also talked about theHarlemriot.

2. How does Baldwin relate the story of his relationship with his father to the story of the relationship between black and whiteAmerica?Baldwin’s relationship with his father was strained because of all the pain and bitterness his father experienced. This pain and bitterness made it difficult for him to establish contact with other people, even his own children. It is this same pain and bitterness that strains relationships between black and whiteAmerica.

3. connections: CompareBaldwin's prose style to that of Martin Luther King Jr., in "Letter from Birmingham Jail" (p. 203). There are obvious similarities; what are they, and what are the differences? The similarities ofBaldwin's prose style to that of King's is the appeal to the emotions of the reader. The difference is that King had the answers to correcting the ills ofAmericawhileBaldwinstill sought the answers.

4. Write about a moment in your life when you were extremely angry. How did you handle it, and what does the experience tell you about yourself now? I can remember when I was a young adult how I became very angry with my girlfriend when I found out she cheated on me. At such a young age I wasn't emotionally equipped to handle such an affair of the heart, so I reacted negatively. My reaction did nothing to remedy the situation but rather made matters worse, and ultimately ended in a breakup. The experience tells me about myself now that no matter how angry I become to react negatively will only bring about negative results. There is always a positive approach to any situation regardless of how slighted one may feel.

ENG101-725 Maurice Benston November 8, 2011

Comparison Between Plato's "The Allegory of the Cave" and Frederick Douglas' "Learning to Read and Write"

In "The Allegory of Plato's Cave" it is clear to see that the prisoners' distorted perception of the world is not a voluntary occurrence but one of forced circumstance. "... here they have been from childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads." (P. 292) The same can be said about the young life of Frederick Douglas who was born a slave in 1818 inMaryland.

As in "Allegory" where the slaves were subjected to the darkness of the cave with only the light of the fire to cast an eerie glow upon the wall, thereby causing them to believe the shadowy figures on the wall were realistic beings, Frederick Douglas also was subjected to the darkness. The mental darkness of the mind.Douglas' enslavers felt, "...that education and slavery were incompatible with each other." (P. 130) As a result he was forbidden to read and had to resort to some very unusual methods to learn how to do so. These methods included, "...making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers." (P. 130) "When I was sent on errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge." (P. 130)

It was through these methods of enlightenment thatDouglaslearned the sad truth about the origins of slavery. In "Allegory", it isn't until a prisoner is released from the darkness of the cave that he is able to see what reality truly is. This is not a sudden realization but rather a gradual one which is both physically and psychologically painful because first the prisoner's sight must adjust to the light of reality, and second he must be able to comprehend what is being seen. Only then is he able to see things clearly and differentiate this true reality from the non-reality he has been subjected to for a significant portion of his life.Douglasexperiences this pain firsthand when he is finally released from the mental darkness and brought into the light of reality. This realization causes him great pain, "I was now twelve years old, and the thought of being a slave for life began to bear heavily upon my heart." (P. 131) ". Douglas goes on further to say, "I often found myself regretting my own existence, and wishing myself dead; and but for the hope of being free, I have no doubt but that I should have killed myself, or done something for which I should have been killed." (P. 132)

In "Allegory", upon learning what reality truly is, the prisoner, in his zeal to share this new found knowledge, returns to the cave to reveal this truth to the prisoners that are still held captive. Doing so only causes him to be ridiculed by the prisoners who can only see him as the non-realistic figure that he also once thought was reality. Instead of becoming discouraged by this negative response and unwillingness on the part of the prisoners to become enlightened, he returns to this new world of reality with a thirst to gain even more knowledge than he already possesses. Douglas also shares this new found knowledge with those who have been subjected to the mental darkness that he was forced to endure by writing and speaking out about his experiences.

Eng101-725 Maurice Benston November 12, 2011

For Discussion and Writing: Rachel Carson - Obligation to Endure

1. When Carson cites Albert Schweitzer's "Man can hardly even recognize the devils of his own creation" (par. 2), what devils is she thinking of? She is thinking of the man-made chemicals that are destroying the earth and ultimately its inhabitants. 1a. what point is she trying to make? She is pointing out that man, in his quest to "progress", is not considering the consequences his chemical creations are having on the earth and its inhabitants.

2. Carson writes, "Much of the necessary knowledge is now available but we do not use it" (par. 21). How does Carson use scientific and historical facts in her argument? Carson uses scientific and historical facts in her argument by citing scientist and their opinions and scientific studies and their results. How does she make the available knowledge more usable? She makes the available knowledge more usable by giving examples of alternative natural methods to curb the overpopulation of insects or a particular species of weeds, plants, or trees. 3. connections: Compare this essay to Verlyn Klinkenborg's "Our Vanishing Night" (p. 234). How does each write about the unintended consequences of the developments that comprise what Carson calls "our modern way of life" (par. 13)? Carson writes about the unintended consequences of the developments that comprise what Carson calls "our modern way of life" by describing how man is destroying the environment and its inhabitants, and the natural order of selection of a species, with the use of chemicals. While Klinkenborg describes how this destructiveness is achieved by the overabundance of unnatural light. They both give scientific proof as evidence to their claims. 4. Organic farming has become more popular since Carson wrote Silent Spring; many supermarkets now have sections of organic produce and other products. Unfortunately, these products are often more expensive than their chemically farmed counterparts, leaving people with a decision to make about whether to spend extra money for food that many people think is better for them and better for the environment. Do you think the extra expense is worth it? I think the extra expense is worth it if you are able to afford it. 4a. Why or why not? I think the extra expense is worth it because, it will prevent an individual from either becoming ill from the chemically produced food, whereby he'll become hospitalized and have to spend more than the extra expense of purchasing organic food for hospitalization, or ultimately die. The extra expense is also worth it because it will be saving the planet from the destruction that the chemicals place on it and its inhabitants.

ENG101-725 Maurice Benston November 12, 2011

For Discussion and Writing: "What's Eating America?" Michael Pollan

1. Americans don't just grow corn to eat it on the cob. What else do we do with corn now?

We use corn as animal feed, cooking oil, coloring, sweetener, gloss coating, joint compound, linoleum, fiberglass, adhesives, liquor, and fuel.

2. Much of Pollan's argument consists of him connecting causes and effects - actions taken and the resulting, often unexpected consequences. How is this kind of explanation different from the explanation of, say, how a car engine works, or the carbon cycle?

This kind of explanation is different in that it puts a positive spin on the uses of corn products while it denounces the methods used to fertilize the soil the corn grows in. 2a. What does Pollan use his cause and effect explanations for?

Pollan uses his cause and effect explanations to show that although some causes are beneficial to the production of corn those same beneficial causes can have negative consequences on the environment and the its inhabitants. 2b. How does he use them to make his larger argument?

He uses them to show that despite the positive benefits of ammonium nitrate on soil as a fertilizer the overall damage to the earth and its inhabitants far outweigh these benefits and should be a cause for alarm. 3. connections: Read Pollan's essay next to Rachel Carson's "The Obligation to Endure" (p. 83). While their subjects are very different, both write about the impact of humans on the natural world, and both touch on particular critical agricultural practices. How do their treatments of their subjects compare - their uses of tone, their conclusions?

Their uses of tone and conclusion convey to the reader the urgency to consider alternative methods to food production that will save the earth from pollution and radiation. 4. Pollan writes, "The discovery of synthetic nitrogen changed everything - not just for the corn plant and the farm, not just for the food system, but also for the way life on earth is conducted" (par. 8). These changes we're not foreseen or planned for when the decision was first made to use ammonium nitrate as a fertilizer. Can you think of another invention or advance that "changed everything" in ways it wasn't intended to?

Roentgen's X-rays revolutionized the medical industry. WORKS CITED http://www.ndt-ed.org/EducationResources/CommunityCollege/Radiography/Introduction/history.htm (November 13, 2011).
 * Radiography**: X-rays were discovered in 1895 by Wilhelm Conrad Roentgen (1845-1923) who was a Professor at Wuerzburg University in Germany. Working with a cathode-ray tube in his laboratory, Roentgen observed a fluorescent glow of crystals on a table near his tube. The tube that Roentgen was working with consisted of a glass envelope (bulb) with positive and negative electrodes encapsulated in it. The air in the tube was evacuated, and when a high voltage was applied, the tube produced a fluorescent glow. Roentgen shielded the tube with heavy black paper, and discovered a green colored fluorescent light generated by a material located a few feet away from the tube. He concluded that a new type of ray was being emitted from the tube. This ray was capable of passing through the heavy paper covering and exciting the phosphorescent materials in the room. He found that the new ray could pass through most substances casting shadows of solid objects. Roentgen also discovered that the ray could pass through the tissue of humans, but not bones and metal objects. One of Roentgen's first experiments late in 1895 was a film of the hand of his wife, Bertha. It is interesting that the first use of X-rays were for an industrial (not medical) application, as Roentgen produced a radiograph of a set of weights in a box to show his colleagues.

ENG101-725 November 18, 2011 Maurice Benston


 * Homework 4:** Comarison on **"**Can We Know the Universe" George Orwell and "What is Science"

Analyzing Orwell's "What is Science" it seems the writer is against science as a front runner to all other fields of study. In Sagan's "Can We Know the Universe?" it seems the writer favors science but on a grander scale than just an embodiment of knowledge, but rather a way of thinking.

Orwell's main idea is that scientist should be open to learning more about fields of study other than their own, which will give them a greater appreciation for the arts and humanities. On the other hand, he feels the non-scientist should also be open to learning more about science.

Sagan's main idea is that science should be embraced as a way of thinking rather than an embodiment of knowledge. Sagan feels that despite the vast acquired knowledge man already possesses he will never be able to fully understand all that makes up the entire universe.

The difference between the two writers is that Orwell seems to be against science as an isolated field of study, while Sagan embraces scientific study as a "pleasure" and "kind of ecstasy."

The similarities can be seen when each writer describes the need for science to be more than the narrow field of study than it is currently viewed as.

In my opinion, I think both writer's have a valid point in that it would indeed benefit the non-scientist to have at the very least a working knowledge of science so that he/she can be informed as to the many scientific breakthroughs and what they mean to his/her health and continued survival on this planet. On the other hand it is equally important for the scientist to come out of his/her isolation to be acquainted with the arts and humanities so that he/she will have a greater appreciation for the natural wonders of the world that exist and thrive on this planet and in the universe, and continue to do so without his/help help in improving it.

ENG101-725 Maurice Benston November 30, 2011

"Is Google making Us Stupid?"

Although I am strong supporter of technological advances in all areas of life I must agree with the writer's opinion concerning man's decreased dependance on his own intellect in place of the artificial intelligence of a computer. As I read this article I also experienced what the writer described as the inability to fully concentrate on the few paragraphs that were being read. I too felt that I was “dragging my wayward brain back to the text.” (par.1, p.1) I immediately associated this lack of concentration with the fact that while surfing the web I often skim through the information that is presented to me without actually taking the time to fully read the material, or I'll be easily distracted by the hyperlinks that “don’t merely point to related works; they propel you toward them.” (par.3, p.1) I must admit that I am a bit surprised by my inability to curl up with a good book anymore. It’s certainly not that the material I read is boring because I pride myself on choosing material that is of great interest to me. I like history books, true crime novels, and poetry of every genre. However, it has become an excercise in futility to sit for long periods of time and fully immerse myself in the text. If asked what I thought of a long passage or a lengthy novel I would only be able to give you brief details of those areas of the prose that interested me the most as I unconciously skimmed over what I deemed to be impertinent parts of the text, as if I were an editor charged with the task of deciding what parts of the material to retain for my mental records and which parts to discard. Just as it bothers Carr, it bothers me. Why? Because this way of thinking can ultimately cause you to stop thinking for yourself.

How so? Well, instead of immersing yourself in a lengthy article, set of instructions, or reading material which may posses the answers to whatever problems you may be facing, and using your own intellect to reason and determine the best course of action to take, one could easily become reliant on the information provided by the artificial intelligence which may very well be designed/programmed to point you in the direction of a desired response/answer that may not be to your benefit. Take for instance the many advertisements on television that are designed to sell products to cure everything from the common cold to migraine headaches. These advertisements are designed to lead you to believe that the product is going to cure you of your illness, and because you are feeling discomfort in the area the comercial speaks of you truly believe this is the medication you need. In that same advertisement the spokesperson tells you that the side effects of the medication you are about to go out in the pouring rain to purchase to ease your headache is going to cause liver damage, nose bleeds, and swelling in both ankles, but the millions of dollars that were spent to design the commercial were spent so well that you didn’t even give the harmful side effects so much as a cursory glance when they scrolled across the bottom of the screen. This is the same effect the lack of deep reading can cause in us. We lose the ability to reason for ourselves what’s good and what’s bad. Instead we skim through or over text and pick and choose what we deem to be pertinent information.

There once was a time when I could ask for a telephone number and have it memorized before the days end. Now I rely on my phone to do that for me. There was a time when I could remember what tasks I had to accomplish or meetings I had to attend. Now I rely on my phone to do that for me as well. My phone wakes me up in the morning, puts me to bed at night with the soulful sounds of R&B, and reminds me of which classes I am required to attend. The days of me using my own memory for such things are long removed from my life, but that is not what scares me. What does scare me is that the founder of Google believes that “...if you had all the world’s information directly attached to your brain, or an artificial brain that was smarter than your brain, you’d be better off.” (par.4, p.3) This way of thinking is what fueled the Nazi war machine. Their belief was that the “Superman” could be designed by first ridding the world of the inferior races and breeding only full blooded Germans possesing blue eyes and blonde hair. Let us hope and pray that the founders of Google are not interested in ridding the world of those of us with inferior intellect.

ENG101-725  October 25, 2011   Maurice Benston   Essay #2 Draft **"Non-Violent Direct Action"** Did the non-violent direct action, which King describes in his “Letter from Birmingham Jail,” successfully transform Birmingham, Alabama from a segregated to a just society in 1963? It goes without saying that the "Non-Violent Direct Action" of the Civil Rights Movement was a very effective method used for bridging the gap that seperated the races in 1963, and while it put the spotlight on the many injustices that befell blacks at the hands of a cruel and unjust system of white segregationists, it can be argued that Birmingham, Alabama was not transformed from a segregated to a just society in 1963. This does not negate the fact that the situation in Birmingham, Alabama did change dramatically, but it does say that the change did not come about without further sacrifices and loss of innocent lives.

As we reflect on the events of 1963, we can see that the injustices continued to take place well into the mid to late 60’s. The bombing of the Sixteenth Street Baptist Church, to name a few, proved that segragationist were willing to take the lives of innocent children if necessary. Although the perpetrators of this heinous crime were identified the amount of clout they had in the community, police force, and City Government made it possible for them to escape punishment for the crime until years later. Then there is the senseless murders of two Civil Rights supporters, James Reeb, a white minister from Boston, and Viola Liuzzo, a white homemaker from Detroit, that proved that some of the white residents were even willing to murder members of their own race if they interfered or aided blacks in their struggle to attain civil rights. What's not clear is the reason why such hatred of another human being, based soley on the color of his/her skin, was exhibited by a race of people who not only witnessed the atrocities of Hitler's Nazi Germany, but were involved in bringing such atrocities against humanity to an end. The attacks against unarmed men, women, and children were so viciously inhumane that "They literally whipped folk all the way back to the church," remembered one marcher. "They even came up in the yard of the church, hittin' on folk. Ladies, men, babies, children -- they didn't give a damn who they were." It was morbidly Ironic that ABC was showing a documentary on Nazi war crimes, Judgment at Nuremberg. Many viewers thought the clips of the violence at Selma was part of the film. "The violence in Selma was so similar to the violence in Nazi Germany that viewers could hardly miss the connection," wrote SCLC's Young.

Through the diligence of the Civil Rights Movement The President of the United States, London B. Johnson, signed in to law The Voting Rights Act of 1965, which grew out of both public protest and private political negotiation. Starting in 1961, with the non-violent demonstrations in Georgia, and Birmingham. These demonstrations attracted national media attention and pressured the U.S. government to protect Black's constitutional rights. Newspaper photos and TV broadcasts of Birmingham's racist police commissioner, Eugene "Bull" Connor, and his men violently attacking the protesters with water hoses, police dogs, and nightsticks awakened the conscience of white America and brought about a desegragated and just society that is reflected in Birmingham, Alabama by the fact that today Blacks have the right to vote in elections, are able to sit in and dine at desegregated restaraunts, and are able to attend the same schools as whites.

**WORKS CITED** Civil Rights Movement 1955-1965: Birmingham. http://www.watson.org/~lisa/blackhistory/civilrights-55-65/selma.html (19 December, 2011). Cozzens, Lisa. "Brown v. Board of Education." African American History. http://fledge.watson.org/~lisa/blackhistory/early-civilrights/brown.html (19 December, 2011). Cozzens, Lisa. "The Civil Rights Movement 1955-1965." African American History. http://fledge.watson.org/~lisa/blackhistory/civilrights-55-65 (19 December, 2011).