“WILL V-DAY BE

ME DAY, TOO?”
ANALYSIS
Bellwork: Please get out a piece of paper and a writing utensil. You
will get a copy of the poem shortly.
ANNOUNCEMENTS
 Because of the Internet outage today, we will have our presentations on Friday and Monday
instead of today and Friday.
 Make sure that you have shared your presentation with me and that you followed all requirements.
 Slides
 Should be completed AND shared with me!
 First slide: names of group members, title of song
 Second slide: message of song, link to school-appropriate lyric video if applicable
 Remaining slides: 2 quotes per person, bullet points with visual (visually appealing)
 Song analysis guide
 Completed, including message of song, link to lyrics
 2 quotes per person with your initials by YOUR quotes
 Thorough analysis in paragraph form (2+ sentences per quote)

 Please bring your StudySync “All for Love” workbook back to school. We will use it on Tuesday.
“WILL V-DAY BE ME DAY,
TOO?”
 Background knowledge about WWII?
 Background knowledge about Langston Hughes & the
Harlem Renaissance?
BACKGROUND
 WWII/ World War 2 (1939-1945) was the biggest war ever fought. Many men died
 For the first time, black American men were fighting alongside white American men
 World War 2 was fought by the United States, England, France, and other allied countries
against the Axis powers (Germany, Italy, & its allies)
 What does “allies” mean?

 The United States and its allies were fighting to free countries from Fascism (a system of
government with a lot of oppression by its dictators)
 Dictator
 Oppression

 Black American soldiers went overseas to fight for the freedom of others, but came home
to segregation in the United States (what is segregation?)
BACKGROUND
 WWII/ World War 2 (1939-1945) was the biggest war ever fought. Many men died
 For the first time, black American men were fighting alongside white American men
 World War 2 was fought by the United States, England, France, and other allied countries against the Axis
powers (Germany, Italy, & its allies)
 What does “allies” mean? Countries that work together

 The United States and its allies were fighting to free countries from Fascism (a system of government
with a lot of oppression by its dictators)
 Dictator = harsh government leader who does not allow much freedom or equality in the country;
has a lot of unfair and unjust rules and laws
 Oppression = a situation where people are not free, and are kept from their rights (things people
should be allowed to have or do), often by violence

 Black American soldiers went overseas to fight for the freedom of others, but came home to
segregation in the United States
 Segregation = separation of people by different race or gender
BACKGROUND
 Langston Hughes, a black poet in the Harlem Renaissance
 Renaissance = revival or new life of artwork; a blossoming of creativity
 Harlem Renaissance = a lot of creativity in art (painting, writing, music) in Harlem, New York,
during the 1930s/Great Depression Era
“WILL V-DAY BE ME DAY,
TOO?”
 Listen and annotate (write on your paper)
 Circle any words you don’t know
 Write down literary devices (e.g., simile, metaphor) next to
 Devices to look for: simile, metaphor, personification, hyperbole, animalistic diction, imagery…
anything else?

 Afterwards: talk with your group about words you didn’t know. We will then talk together

GOAL: identify WHAT is being said and HOW it is being said

 EXAMPLE (P. 6)
Quote WHAT is being said HOW it is being said (literary device analysis)

“When I help this After I help the world become
world to save, shall free, will I still not be free
I still be color’s because of my skin color? [He
slave?” (56-57) is saying that’s unfair; he
SHOULD be free.]
Hughes personifies his skin color as a master, while
he compares himself to a slave. He implies that
because of the color of his skin, he would not have
control over his own life and he would be restrained;
he would not be free, and thus he feels hopeless.
However, by pointing out that he helped free others,
he claims that he should be free as well, not
controlled by his skin color.
EXAMPLE (P. 6)
Quote WHAT is being said HOW it is being said (literary device analysis)
“Will you herd me
in a Jim Crow car
like cattle?” (66-
67)
“Will V-Day Be
Me Day, Too?”
(repeated)
EXAMPLE (P. 3)
Quote WHAT is being said HOW it is being said (literary device analysis)
“Will you herd me Langston Hughes asks if the Langston Hughes utilizes a simile in order to
into a Jim Crow racist laws in the South will demonstrate that he feels like Jim Crow laws make
car like cattle?” control his life. him feel like an animal because racist laws have
(66-67) dehumanized him. During the Holocaust, people
who were Jewish were rounded up in cattle cars and
train cars to be taken to concentration camps to be
murdered. During World War II, black Americans
are fighting to free Jews and other oppressed people;
they are however, being persecuted in their own
country. By asking if white Americans are going to
fight against racist Nazis, yet still be racist against
black Americans, he points out just how evil
American racism could potentially become. It
could become no better than Nazi racism if they do
not give equal rights to black Americans.
“Will you do me
as the Germans did
the Jews?” (54-55)

“Will you still let

Old Jim Crow hold
PRACTICE (P. 3)
Quote WHAT is being said HOW it is being said (literary device analysis)
“Will you do me
as the Germans did
the Jews?” (54-55)

“Will you still let

Old Jim Crow hold
me back?” (38-39)
LOGICAL
FALLACIES
Bellwork: Please get out a piece of paper and a writing utensil. You
will get a copy of a text shortly.
ANNOUNCEMENTS
 Discussion about Culture Watchers
 Read an article from a reputable, well-known source
 Decide on YOUR stance – TAKE A SIDE!
 Use ROE evidence (not just a quote from the article)
 Don’t forget counterargument & rebuttal
LOGICAL FALLACIES NOTES
 Today you will learn
 How to identify logical fallacies in others’ writing
 How to avoid fallacies in your own writing
YOU HAVE A RIGHT TO YOUR
INFORMED
OPINION
WHAT IS A LOGICAL
FALLACY?
 A fallacy is a flaw
 A logical fallacy is a flaw in one’s logic or reasoning
 Fallacies or flaws in your reasoning will make your argument less convincing.
 There are many types of logical fallacies
 SOME TYPES OF FALLACIES
 Ad hominem - attacking the person, not the idea
 Red herring - distracting from the point
 Straw man - attacking a point that no one made
 Related: Ignoratio Elenchi (Missing the point)
 Single cause (acting like there is only one thing to blame; oversimplifying)
 Post hoc (misused syllogism) - if this, then that (wrong)
 False dichotomy/false binary - acting like it is one or the other
 Circular argument - your reasoning is only supported by itself
 Ad populum - just going for an emotion among people
 Moral equivalence - saying two things are equal when they are not
 Slippery slope - going to an extreme
 SOME TYPES OF FALLACIES
 Ad hominem – that candidate is an idiot
 Red herring –
 Straw man –
 Related: Ignoratio Elenchi
 Single cause – The big reason for homelessness is drugs.
 Post hoc (misused syllogism) –
 False dichotomy/false binary – If I don’t get an A in math, I’m dropping out, because I’ll never get into
engineering school.
 Circular argument – Mrs. Ricken is a great teacher because she is good at teaching
 Ad populum – politicians appeal to fear, patriotism, mob mentality
 Moral equivalence – a mean teacher is like Hitler
 Slippery slope – gay marriage  marry animals