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'Appalachia': A Culture Dive
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One of the Don West poems that I really enjoyed was “Voice of the Cracker”. This poem started off heavy with labor of removing the mountains and coal mine marked by his father. The poem does not stop there though, as the songs do, the poem continued to explain how the government frame his as a lyncher and a member of the KKK but the cracker goes on to explain he is not the created image. The cracker is a man gaining an education and looking forward to the future of unity.The end of the poem is filled with hope. “Oh. I’m the Cracker, And I’m learning-- Of unity, Not hate, To look And talk straight” (145). The message found in this song is contrasted with the song “They’ll Never Keep Us Down”. In this song the woman is looking for a fight and she is looking to get revenge for the blood poured into the dirt to rip the coal out of the ground. …show more content…
The woman is not looking for a future of peace and does not care how she is framed.
She rather is out for revenge, not unity or to stop any hate. “We won't be bought, we won't be sold To be treated right, well that's our goal There ain't no way they can ever keep us down” ( “They’ll Never Keep Us Down”). The poem “Toil and Hunger” is a poem that shows more anger than that of “Voice of the Cracker”. “Toil and Hunger” is a girl explaining how her father was a miner and was born hungry and died hungry not able to ever gain enough for a full belly (121). All his hard work never lead to him having the reward of plentiful food. This poem reminds me of my favorite song from this week, “I Hate The Company Bosses”. This song held the most weight for me since she talked not only of fighting or dying, but explained the whole situation of her life. She talked about how her baby died of starvation and how hard working her husband was without
reward. The poem and the song spoke the same language explaining that the men were hard working and how starvation still plagued their families. “But my darlin' blue-eyed baby, She starved to death for milk.”(“I Hate The Company Bosses”). The only difference was in the song she talked more of how the bosses live the high life with everyone below dies. The poem “Symbols” shows a hopelessness that can be heard in the voice of Hazel Dickens singing “Black Lung”. The poem compares the symbols that the preachers points out in church from that symbols that are seen in coal mining areas of the Appalachia. The symbols of the church are contrasted with the hunger and cold, and people covered with dust like the dead (121). The song Black Lung is more a centralized account only focusing on one man, but it tells of the story of how he was sickened by Black Lung and asking God why he was the one with the disease. This is also the writing out of the songs and poems pointed out that the man loved the mine since it gave him work; with the continuation of the song though it can be seen that the mine is what killed the man. If it hadn’t been Black Lung the man would have likely died of other causes from the mine where it be the mine falling in or the starvation running through the mining camps. The images of labor and the coal mine specifically was the painting of death. Death seemed to touch each of the songs and poems in one way or another. In the song “Black Lung” specially this theme can be seen. “Cold as that waterhole down in the dark cave Where I spent my life’s blood, digging my grave”(“Black Lung”).Starvation was a common theme, pointing out the hard work was leading to minimal wages that were obviously not fair. The resistance of the people was more seen in the songs. The women all spoke of the boss and how they did not treat the workers fairly. The song that showed the resistance the most was “I am a Union Women”. This song was put out to try to get people to join the union, more specifically the NMU. After the song was over, if you were not moved to join the union, you would at least talk about it which is half the battle of growing your army.
Many writers begin writing and showing literary talent when they are young. Paul Laurence Dunbar, born and raised in Dayton, Ohio, was already editor of a newspaper and had had two of his poems published in the local newspaper before he’d graduated from high school. His classmate, Orville Wright, printed The Tattler which Dunbar edited and published for the local African American community. After graduating from high school, he was forced to get a job as an elevator operator which allowed him spare time for writing. He finally gained recognition outside of Dayton when, in 1892, he was invited to address the Western Association of Writers and met James Newton Matthews who praised his work in a letter to an Illinois newspaper. In 1892, he decided to publish his first book of poems entitled Oak and Ivy and four years later his second book of poems Majors and Minors was published. People began to see him as a symbol for his race, and he was thought of artistically as “a happy-go-lucky, singing, shuffling, banjo-picking being… in a log cabin amid fields of cotton” (Dunbar, AAW 2). Dunbar’s poems, written alternately in literary and dialect English, are about love, death, music, laughter, human frailty, and though Dunbar tried to mute themes of social protest, social commentary on racial themes is present in his poetry.
A poem by E.E. Cummings and Langston Hughes appeared to share some similarities. The poems are “i sing of Olaf glad and big” and “I, Too” and both are closely related to Walt Whitman’s, Song of Myself. Whitman wrote a long poem celebrating himself. Cummings writes about how war is considered good, but Olaf feels very opinionated about the topic. Cummings express his opinions through this character, "i sing of Olaf glad and big/ whose warmest heart recoiled at war"(1-2). Cummings informs the reader that Olaf recoils at the topic of war which indicates that Cummings too dislikes war. Hughes poem expresses his thoughts about the topic of racism. In the poem hughes says, “I, too, sing America”(1), which goes along with the title of Cummings poem. Both authors talked about touchy subjects around their time period. I think both brought back the whole idea of Whitman’s “Song of myself” of being out of society’s norms of keeping opinions to oneself.
The two poems are two extreme sides of the Negro mentality. They do not leave opportunity for other Blacks to move. They are both required complete conformity. The short story was about Blacks weighting their options. It shows that Blacks can think logically about their action.
Paul Laurence Dunbar was born in a northern town near Dayton, Ohio on June 27, 1872 (Brawley 12). His parents instilled in him the value of an education, and he excelled at the all-white Dayton Central High-school where he held the titles of class president, the president of the school literary society, and the editor of the school's newspaper (15). Dunbar was extremely well learned; he spoke and wrote in Standard English, but just as often his poetry was written in black dialect. As one of the first professional African American literary figures (Baym 1038), Paul Laurence Dunbar's poetry consists of two distinct styles: his dialect pieces with the simple rhyme schemes of the ballad lyrical form, such as his 1897 poem When Malindy Sings, and his classical poetry that has more complex rhyme and form, and is written in Standard English like his 1897 poem, We Wear the Mask. The dialect poem, When Malindy Sings, is a result of what Dunbar called the mask, and what W.E.B. Dubois would later call double-consciousness. It portrays black society through the eyes of white America and how they wish to see it, while the poem written in classical form, We Wear the Mask, displays Dunbar’s true thoughts concerning his identity and the identity of his race.
Paul Dunbar was born into a tough life from the beginning. His parents were slaves and shortly they separated after his birth but this helped Dunbar later on in his career because Dunbar would draw stories from their plantation life (Paul Poetry Foundation). He had to grow up without two parents and had to tough it out on his own. Dunbar also was financially unable to attend college and eventually moved to Chicago and befriended Frederick Douglass (Paul Poetry Foundation np). These events affected his life by not allowing Dunbar to attend college and sharpen his writing skills and Douglass helped him gain more reputation. Dunbar challenged the literary world by trying to make them read within the words and not just read the words. He fought slavery through his poetry and always referred to people as “we” and never “I”. This is important because Dunbar wanted to stand up for the whole black community and it is important he inspired so many people to read his poems. Dunbar impacted modernism by writing some o...
Paul Laurence Dunbar is one of the most influential African American poets to gain a nationwide reputation. Dunbar the son of two former slaves; was born in 1872 in Dayton, Ohio. His work is truly one of a kind, known for its rich, colorful language, encompassed by the use of dialect, a conversational tune, and a brilliant rhetorical structure. The style of Dunbar’s poetry includes two distinct voices; the standard English of the classical poet and the evocative dialect of the turn of the century black community in America. His works include a large body of dialect poems, standard English poems, essays, novels, and short stories. The hardships encountered by members of is race along with the efforts of African Americans to achieve equality in America were often the focus of his writings. http://www.dunbarsite.org/
One pattern that is easily identified is that of religiosity. The mission of this poem was to reminds the slaves that God would free them one day, just like he did the Israelites. However, in order for a slave to believe that, he or she needed to have a belief in something greater than his or her current situation. Yet, they could not be impatient with this belief and think that it was coming soon. In “An Ante-bellum Sermon,” Dunbar tells his audience “Don’t you git to brigity;/An’ don’t you git to braggin’/Bout dese things, you wait an’ see.” If a poem was spoken like this during slavery, it would be sure to prompt the slaves not take their freedom into their own hands. Therefore, throughout the poem Dunbar is consistently reminding them that they will have to suffer first in order to one day gain their humanity and freedom. With an understanding of these Black Arts patterns, the mission of the poem is
Whitman’s poem was written in the mid-1800s during the industrial revolution, but Hughes’ poem was written in the 1900s during the Civil Rights Movement. This is important because the Civil Rights Movement established the signing of the Declaration of Independence and the Industrial Revolution moved at a slow place but there were still issues with slavery. Whitman’s poem was free verse while Hughes’ poem was traditional rhyme/rhythm. The tone of Whitman’s poem was patriotic and celebratory (I HEAR America singing, the varied carols I hear); because he was paying tribute to the success of the individuals; however, the tone of Hughes’ poem was sarcastic and frustrated (to build a “homeland of the free,’’ because he didn’t feel like some individuals were allowed to experience the American Dream. Whitman’s theme of his poem was that individuals and liberties make America great. On the other hand, Hughes’ theme of his poem expressed that individuals felt excluded from the “homeland of the free.” The purpose of Whitman’s poem is praise for universal brotherhood. However, Hughes’ poem’s purpose was to inform individuals about inequality, meaning that not everyone has the same liberties in America. Whitman’s poem focused on the jobs of the workers, while Hughes’ poem focused on race, social status, and a list to represent the “I am’’ phrase; (I am the Negro bearing slavery’s scars). He also
“I hear Mexicans are taking your jobs away. Do they sneak into town at night, and as you’re walking home with a whore, do they mug you, a knife at your throat, saying I want your job?” (Baca 1039) Baca is very intent with his speaker who obviously sympathizes with the Mexicans in this story, most likely the narrator is of Mexican descent and does not agree with the thought that Mexicans are stealing jobs. “The rifles I hear sound in the night are white farmers shooting blacks and browns whose ribs are jutting out and starving children, I see the poor marching for little work, I see small white farmers selling out to clean-suited farmers living in New York, who’ve never been on a farm.” (Baca 1039) Baca like Levine could easily be considered as the narrator of the poem, he speaks from a place in his heart that he knows well. The poem was written the year that Baca was released from prison, Baca spent five years in prison while teaching himself to read and write. Baca as a writer and as a person fits the image and profile of being confined and finding freedom which as previously stated relates so closely to justice. There are powerful moments in this poem where it relates so closely to the previous theme, “What Work Is,” the Mexicans know what work is,
The poem opens a thought of the American Dream, about what he wants America to be, and his hope for the country. The beginning line of the poem entails that America has to be the same America it once was, to me it’s a lie. America back then practiced slavery and oppression, it destroyed the lands of people to build their own homes. The ideal of an “America” was all a dream. It’s what they wanted for their America to be. We as people should be able to rise up and redefine the American equality and take back our land. The poem serves a powerful message of equality. The theme of this poem is against injustice and inequalities that exist in America and that can corrupt the American dream. All characters in the novels we read for the semester i.e. The African, Quick skills, and Tucker, have a lot of similarities with the poem, “Let America Be America Again”. They led their people to freedom by fighting against slavery and restrictions. The African escaped from his master. The African vowed to be free and never be enslaved again. Quickskill came to liberate the fellow slaves, who were enslaved in his master 's plantation. Tucker realized that he had some worth, and wanted freedom for his family. All three of these characters laid their lives on the line for their fellow men. They would rather prefer to die with dignity rather than become a white man’s property. They wanted
...struggle for dignity as a black person in the early/mid twentieth century. “Democracy” is a slightly stern and direct request to take action and fight for civil rights. “Theme for English B” is a compassionate and low-key personal anecdote that reiterates the unpracticed concept that “all men are created equal”. Despite the difference in tone and subject, all four poems relate to the central theme that dignity is something that white men may take for granted, but Langston Hughes, as a black man and a writer, sees and feels dignity as fight and a struggle that he faced and that the black community as whole faces every day.
Lastly, Langston Hughes’s poem, “The Negro Speaks Of Rivers”, ends with “I’ve known rivers: / Ancient, dusky rivers. / My soul has grown deep like the rivers (8-10). The speaker voices out his last breath to which from an analytical standpoint, the theme of death arises. Langston Hughes follows T.S. Eliot’s suggestion as he cries out for the African-American race to alienate themselves by embracing their own artistic form, claiming that black is beautiful.
The text is a poem called “Remembering Nat Turner”, written by Sterling Allen Brown. The poem is about an African American who walks the route of the slave rebellion of 1831, where he is given impressions about the rebellion from black and white people. The poem is a part of his first collection called Southern Road, which was first published in 1932. The original reader of Sterling Brown’s Southern Road.
The “Ballad of Birmingham” is a poem created to remember a horrific event and view a strong relationship between a mother and her daughter during the Civil Rights Movement in Birmingham, Alabama. Dudley Randall expresses their relationship through a ballad, as if writing a hymn to remember a strong bond between a mother and child, only to have the bond ripped away by racial violence. Through Randall’s dialog between the daughter and mother, the reader can sense the close bond as the daughter pleads:
In 1920, Langston Hughes became the voice of black America. He was the inspirational voice of the African-Americans, the hope and motivation of many. Langston wrote about freedom of creative expression, about ordinary people leading ordinary lives, politics, America, dreams, equality and inequality. No surprise was created when his poem: “I, Too, Sing America” was about a black man wish and hopes to live a life with equality. This poem conveys the fact that despite the differences of color, all people living in America are Americans and have the right to be treated equally. Langston’s poem “I, Too, Sing America” illustrates the hope of equality, ambition and freedom of an oppressed person.