Alfred M. Green delivered the following speech in Philadelphia in April 1861, the first month of the Civil War. 
African Americans were not yet permitted to join the Union army, but Green felt that they should strive to be 
admitted to the ranks and prepare to enlist. Read the speech carefully. Then write an essay outline in which you analyze 
the methods that Green uses to persuade his fellow African Americans to join the Union forces. 
The time has arrived in the history of the great 
Republic when we may again give evidence to the 
world of the bravery and patriotism of a race in 
whose hearts burns the love of country, of freedom, 
5 and of civil and religious toleration. It is these grand 
principles that enable men, however proscribed, when 
possessed of true patriotism, to say, “My country, 
right or wrong, I love thee still!”
It is true, the brave deeds of our fathers, sworn and 
10 subscribed to by the immortal Washington of the 
Revolution of 1776, and by Jackson and others in the 
War of 1812, have failed to bring us into recognition 
as citizens, enjoying those rights so dearly bought by 
those noble and patriotic sires. 
15 It is true that our injuries in many respects are 
great; fugitive-slave laws, Dred Scott* decisions, 
indictments for treason, and long and dreary months 
of imprisonment. The result of the most unfair rules 
of judicial investigation has been the pay we have 
20 received for our solicitude, sympathy and aid in the 
dangers and difficulties of those “days that tried 
men’s souls.”
Our duty, brethren, is not to cavil over past 
grievances. Let us not be derelict to duty in the time 
25 of need. While we remember the past and regret that 
our present position in the country is not such as to 
create within us that burning zeal and enthusiasm 
for the field of battle which inspires other men 
in the full enjoyment of every civil and religious 
30 emolument, yet let us endeavor to hope for the future 
and improve the present auspicious moment for 
creating anew our claims upon the justice and honor 
of the Republic; and, above all, let not the honor and 
glory achieved by our fathers be blasted or sullied by 
35 a want of true heroism among their sons. 
Let us, then, take up the sword, trusting in God, 
who will defend the right, remembering that these are 
other days than those of yore; that the world today is 
on the side of freedom and universal political 
40 equality; that the war cry of the howling leaders of 
Secession and treason is: “Let us drive back the 
advance guard of civil and religious freedom; let us 
have more slave territory; let us build stronger the 
tyrant system of slavery in the great American 
45 Republic.” Remember, too, that your very presence 
among the troops of the North would inspire your 
oppressed brethren of the South with zeal for the 
overthrow of the tyrant system, and confidence in the 
armies of the living God—the God of truth, justice 
50 and equality to all men. 
* A slave who sued in federal court for his and his family’s freedom 
Rubric:
• Responds to the prompt rather than restate or rephrase the prompt, and
the thesis clearly takes a position rather than just stating that there are
pros/cons.
• Uniformly offer evidence to
support claims.
• Focus on the importance of
specific words and details
from the passage to build an
argument.
• Organize and support
an argument as a line of
reasoning composed of
multiple supporting claims,
each with adequate evidence
that is clearly explained.
• Explain how the writer’s
use of rhetorical choices
contributes to the student’s
interpretation of the passage.
1. Explaining the significance or relevance of the writer’s rhetorical choices
(given the rhetorical situation).
2. Explaining a purpose or function of the passage’s complexities or tensions.
3. Employing a style that is consistently vivid and persuasive.