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Racial discrimination in the civil rights movement
Racial discrimination in the civil rights movement
Racial discrimination in the civil rights movement
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The civil rights movement may have technically ended in the nineteen sixties, but America is still feeling the adverse effects of this dark time in history today. African Americans were the group of people most affected by the Civil Rights Act and continue to be today. Great pain and suffering, though, usually amounts to great literature. This period in American history was no exception. Langston Hughes was a prolific writer before, during, and after the Civil Rights Act and produced many classic poems for African American literature. Hughes uses theme, point of view, and historical context in his poems “I, Too” and “Theme for English B” to expand the views on African American culture to his audience members. Looking at the historical context of each poem shows that the political movements of the time had a large effect on Hughes’s two poems. The timeline between the two poems is an interesting one to analyze. “I, Too” was written in nineteen twenty-six and “Theme for English B” was written in nineteen fifty-one (Rampersad). Many events relating to the civil rights movement happened during the years between the two poems. The nineteen twenties were filled with racism, intolerance, and …show more content…
The speaker talks about how challenging his assignment to write about the truth when everybody’s truth is different (15). Race was a large factor in how the speaker saw himself. He was born in the South, a place where colored culture and people were widely rejected. The speaker has never felt free in his life: how could he complete this assignment about writing about the truth when it could not set him free? This is where “I, Too” and “Theme for English B” draw similarities. Race is an obstacle both speakers had to face but were able to successfully overcome it. In fact, the speakers embraced their race and made it their life’s determination surpass all
To begin, these two poems discuss racism in the United States of America towards African Americans. Both poems were written during two completely different eras. One being from 1926 while the other dates from 2014. These two poems have been written almost 100 years apart, yet this subject is still as relevant today as it was in 1926. When Langston Hughes wrote “I, Too,” in 1926, I don’t think that he would’ve ever expected that a century
The writing of Langston Hughes in “I too” is significantly dependant on his point of view. The actions that occur in the poem are as realistic as they can get because Langston Hughes is speaking from the heart. He passed through the Harlem Renaissance and faced constant struggles with racism. Because of that, his writing seems to manifest a greater meaning. He is part of the African-American race that is expressed in his writing. He writes about how he is currently oppressed, but this does not diminish his hope and will to become the equal man. Because he speaks from the point of view of an oppressed African-American the poem’s struggles and future changes seem to be of greater importance than they ordinarily would.
“Theme for English B” and “Let American be American again” share some similar elements. These poems both written by Langston Hughes both explain about inequality. Theme for English B revolves around the separation of the black and white man; the differences within each race were segregation was at a high point. Let America be America again revolves around the concept that America is supposed to be the land of the free, but to another race or background; it’s a total opposite. (I guess that being colored doesn’t make me not like the other folks who are other races. - Theme for English B). ...
...nly country to force the race into slavery, they were just the last to free the slaves, and also had the worst treatment for the blacks. For years races were discriminated in the country of America, and it still this way today. Poets such as Langston Hughes, Lucille Clifton, and Colleen McElroy were evolutionary poets who wrote about their desire for freedom and equal treatment. Langston Hughes poems were more about the building up of the tension that existed in all of his people who were ready to start fighting for their freedom. Colleen McElroy wrote about how the blacks in America still were apart of there past because of the color of their skin and simply just because of where they were from. Lucille Clifton wrote about the desire for the recognition her race and all of the other races of America, besides the Whites, would finally be appreciated for their work.
He opens the poem with the line, “I, too, sing America” (Hughes 1). He claims that he is an American and thus should have a voice too. Although prior to the Civil Rights Movement when African Americans were not yet recognized as more than slaves, Hughes envisions a day where they will sit down at the table with the whites. This idea is shown when he states, “Tomorrow, /I’ll be at the table/ When company comes. / Nobody’ll dare/ Say to me, / ‘Eat in the kitchen’” (Hughes 8-13). He is dreaming of a more all-encompassing and all-around greater America. The poem closes with the line, “I, too, am America” (Hughes 18). Hughes illustrates what it means to be a true American by asserting himself and claiming his citizenship, regardless of what others may
“Poetry is the rhythmical creation of beauty in words.” –Edgar Allan Poe. Poetry is one of the world’s greatest wonders. It is a way to tell a story, raise awareness of a social or political issue, an expression of emotions, an outlet, and last but not least it is an art. Famous poet Langston Hughes uses his poetry as a musical art form to raise awareness of social injustices towards African-Americans during the time of the Harlem Renaissance. Although many poets share similarities with one another, Hughes creatively crafted his poetry in a way that was only unique to him during the 1920’s. He implemented different techniques and styles in his poetry that not only helped him excel during the 1920’s, but has also kept him relative in modern times. Famous poems of his such as a “Dream Deferred,” and “I, Too, Sing America” are still being studied and discussed today. Due to the cultural and historical events occurring during the 1920’s Langston Hughes was able to implement unique writing characteristics such as such as irregular use of form, cultural and historical referenced themes and musical influences such as Jazz and the blues that is demonstrative of his writing style. Langston Hughes use of distinct characteristics such as irregular use of form, cultural and historical referenced themes and musical influences such as Jazz and the blues helped highlight the plights of African-Americans during the Harlem Renaissance Era.
When reading the literature of Langston Hughes, I cant help but feel energetically charged and inspired. Equality, freedom, empowerment, renaissance, justice and perseverance, are just a few of the subject matter Hughes offers. He amplifies his voice and beliefs through his works, which are firmly rooted in race pride and race feeling. Hughes committed himself both to writing and to writing mainly about African Americans. His early love for the “wonderful world of books” was sparked by loneliness and parental neglect.
Equality is an ever-present theme throughout Hughes’ poetry. In “Theme for English B,” Hughes presents us with musical and effective language, an intense social statement, and a very important sense of equality, shocking us into reality.
For instance, the poem “I Too, Sing America,’ Hughes talks about the oppression on racial grounds as experienced by the African Americans. In the poem, the protagonist complains about the unequal treatment he receives from the white, and thus an indication that the issue of racism dominates. Unlike Hurston, Hughes’ writings indicate some hope that the situation will eventually change for the better. For instance in the poem ‘I Too, Song America,’ the narrator hopes that the country will realize some transformation, which could restore equality and eliminate racism and other forms of prejudice (Rampersad). Nonetheless, the entire poem seems to depict America as a nation filled with racism and discrimination. Even though the two writers differ, one can note some commonalities, and thus an indication that the writers address the same issues. For instance, Hurston and Hughes affirm that the African Americans face discrimination on racism grounds, and thus making their lives miserable and
During the Harlem Renaissance, both Claude McKay and Langston Hughes developed an analysis of their time period through poetry. Each writer has a different poem but allude to the same theme. The White House by Claude McKay and I, Too, Sing, America by Langston Hughes makes a relevant comparison to the racial inequality during the 1900s. Both make a point about how White America has withheld equal rights from Blacks or Black America, making it hard for them to survive. More specifically, The White House speaks about the type of oppression being experienced during racial segregation and trying to triumph over it while I, Too, Sing, America speak about what created their oppression and envisioning change in the future.
Hughes is an impactful poet who cares about African American voices being heard. The Harlem Renaissance, and a fight to keep equal rights for African Americans is an influence to his creative poems are. One of the most compelling aspects of Hughes’s poetry is his form of his poems. Hughes’ poems I read use free verse structures. In my opinion, I think Hughes uses this form in order to stick out from other African American poets in the Harlem Renaissance. Another compelling aspect of Hughes’ poetry is his choice of storylines to the poems to fit a specific moral. In “The Weary Blues”, Hughes uses a female character to express how lonely she is until she meets a man who tells her what she has to do in order to not be lonely anymore; which is to give up half of what she already has to him. In my opinion, the female is the African American who wants to know how to become accepted in America, and the man is the White American telling her how to get accepted in American without being discriminated. In the end of the poem, Hughes As a reader of Hughes’ poems, I have learned that a reader has to learn about his complete life story, find the significance, and search for deeper meanings of the poem in is order to analyze his poems. If a person is writing an essay about Langston Hughes, they also have to use references to figure out what some words meant, and what the early 1900's
...tatement the speaker explains to the instructor “you are white, yet a part of me as I am a part of you, that’s American’’ (30-33). Both Langston Hughes and Countee Cullen deliver a clear message that no matter what age or race you are, we are all equal, and although these were two different experiences the core to both was racism. These themes show that they have a common topic. Cullens poem contains a rhyme scheme of a,b,c,b; while Hughes has chosen to write in free verse. ‘’Incident’’ and ‘’Theme for English B’’ are both written in first person, using pronouns such as “I.” These poems have similar characteristic within their themes, and structures but they still carry their own unique details. Whether it’s more than a difference in a topic, or even just changing the way that the poem is set up; you can find differences in poems no matter how similar they may seem.
The focus is centered around cultural and racial problems as opposed to physical problems. In the poem, Theme for English B by Langston Hughes, the story follows a young African American male who has succeeded in his life despite the racial barrier. He describes himself as a person with dreams and ambitious just like everyone else, but he has held back by the color of his skin, and therefor is treated differently than his classmates. This is shown through the poem when the author says “You are white--- / yet a part of me, as I am a part of you.” This quote shows Hughes’ belief that everyone is created equal, regardless of their skin color. The poem challenges that narrow minded view that had been implicated on African Americans. In the poem Indian Boarding School: The Runaways by Louise Erdrich, a racial and cultural struggle is also seen as Native Americans struggle to maintain their grip on the heritage that is being yanked away from them through Americanization. This is shown through the quote: “We watch through cracks in boards as the land starts rolling, rolling till it hurts to be here, cold in regulation clothes.” The person describes the torture they feel to be locked up in a room, dressed in uniforms and forced to conform to rules that they don’t agree with. They watch the world continue and they feel that they have ceased to be a part of it. Overall, both poems challenge society’s
Going home and writing an essay is what every teenager looks forward to after the bell. The thrill of the pen on the paper, the excitement of the clicking keys. I bet you are having a flashback to one of your essay memories at this very minute. The poem “Theme for English B” by Langston Hughes is about Hughes getting assigned to write a paper that “comes out of you”. Hughes proceeds to go to his house, write his paper, and portray what he feels on the separation and segregation of different cultures and races. Through his wide arsenal of literary devices, Hughes provides us with a clear theme. There is no valid reason for human beings to be divided, yet society pulls us apart.
Overall, Hughes poem “Theme for English B” has a good amount of lessons/truths to inherit. Hughes poem teaches us about some history of America in the 20th century, such as racial discrimination and racial tension, considering America is “the land of the free”. Hughes also explained to the listeners that students can teach their teachers and that we shouldn’t racially discriminate other people in any way. Without a doubt, “Theme for English B”s theme is about racial tension or racial