Using dialogue and events from the play, demonstrate how shaw's characters wrestle with the class issue. for example, you can compare the "declassing" of liza and doolittle. another approach could be to carefully study the character of higgins and examine his relationship to social class. you may choose your own topic, but it must involve class and it must use examples from the play. your essay should be at least 400 words long.

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

the answer is slaves

douglas was a slave who turned into a statesman and he refused to celebrate the 4th of july until all slaves were emancipated or set free.