CONSIDER the key people, events, and ideas we’ve studied this unit, including:

• Muhammad Ali’s religious and political awakening, and his refusal to be drafted into the U.S. military.

• The protest at Howard University, and the dispute over the definition and responsibilities of a Black institution.

• Malcolm X’s insistence that Black liberation can only happen with the exclusion of White people.

• The separatist ideology of the Nation of Islam (NOI), as explained by Hon. Elijah Muhammad.

• James Baldwin’s skepticism of that ideology, and his advocacy for love and empathy over hatred and fear.

CONSIDER the specific systems at the center of each conflict: military, sports/entertainment, education, political, economic, and religious. How have those systems in particular been informed by the historically racist society in which they operate.

Step 2.
COMPOSE a cohesive argument (1200-1500 words) that responds to this question:

If a group finds itself marginalized, oppressed, or otherwise harmed by a given system, and it intends to liberate itself…

Should that group work within the rules, context, and boundaries, of that system?

OR

Should that group work to subvert, disrupt, and dismantle that system?

Your argument should address the following questions: Can members of that group benefit from that system? Can they ever become full members of a divided society, with all the rights and privileges therein? Can both “sides” coexist and share the same interests and values, or does the nature of that division make the damage irreparable? And if there can be no justice, how does that group ever find peace?

Note: While our course material focuses on these questions in the context of Black America, you may discuss the needs of any group that’s been historical marginalized by any significant social system.

Your reasons for arriving at that answer represent the CLAIMS of your argument. Your argument should be divided into separate Claims that each offer a different perspective on your argument. Each separate Claim should vary from the others. Claims should help clarify the Thesis without repeating it.

The examples that you use to back up your reasons represent the SUPPORT of your argument. These examples (key names, data, details and quotes) are meant to strengthen your argument, not to be your argument. Use only the references necessary to back up your original ideas; avoid summarizing entire texts in place of critical thinking.

Your explanation for the relevance of those examples represents the WARRANTS of your argument. This is where the critical thinking happens. This is where the argument is made. This is where you tell us why the examples you chose matter. Strong warrants can mean the difference between a thoughtful discussion using the text, and a simply a book report on that text. Warrants should represent what YOU have to say.

Your preemptive response to possible objections to your argument represent the REBUTTAL of your argument. This is a new section to include this time around. Consider who would argue against your point of view on this issue, and why. Be on the lookout for parts of your argument that leave it vulnerable to attack.

Sweeping generalizations, inaccurate references, weak explanations, conflations and contradictions represent FALLACIES in your argument. You don’t want any of these.

Your argument should include key details and ideas featured in the assigned texts for this Unit (see Step 1). How might the people featured in those texts answer the question at hand based on the events detailed in each text? Again, use the text to support your ideas, not the other way around.

You should present a focused argument with a clear point of view that properly applies the Elements of Argumentation, as outline above. It should be clear that 1) you understand the role of each argument component, and that 2) you’ve composed your argument to include each of those components. Your argument should be cohesive and deliberately constructed; components should logically connect.