The following documents come from a variety of sources and were written for many different reasons. What can we infer from these documents about the goals and purposes of Freedom Summer?

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<li>What, if any, differences did you notice in how Judith Frieze Wright described her experience as a Freedom Rider in the video versus in the articles written at the time?</li>
<li>Wright say

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<li>African Americans can be seen as having a "hyphenated identity" (black and American—an identity that combines race and nationality).

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<li>Review: Who wrote and delivered the "I Have a Dream" speech? When?</li>
<li>Who was the intended audience for this speech?

Use some or all of the following questions to guide your class's analysis of the two photographs taken by Bill Aron.

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<li>What kind of image does this title conjure up? What do you think "Ashkenazi eyes" look like?

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How might each of these songs speak to one&rsquo;s experience as a worker?</li>
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How might these two songs contribute to a worker&rsquo;s feeling part of a larger, collective e

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What is the central message of this song?</li>
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How does the sound, as opposed to the words, deliver this message?</li>
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When do you think a song like this might have

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<li>How does the image this title conjures up fit with your idea of a Passover seder?

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<li>What was John Lewis' experience with discrimination when he was growing up?
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<li>How do you think these experiences influenced him?
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<li>What is John Lewis' view on Gay/Lesbian

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<li>What is going on here?

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<li>What is going on here? What do you see that makes you say that?</li>
<li>What do the slogans on the placards suggest to you?

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<li>If Julie Iny were to do the 5 part identity activity we did earlier, how might she have filled out her card?</li>
<li>With what part of her identity was Julie uncomfortable?

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<li>If Angela Warnick Buchdahl were to do the 5 part identity activity we did earlier, how might she have filled out her card?</li>
<li>What made Angela uncomfortable with her identity?</li>
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