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The two ants walk around the city streets among rambunctious people, carrying heavy sacks twice their size. They shout at the people to help them, but no one understands their language. They maneuver their way through the labyrinth of heavy feet threatening to crush them. Skittering from one side of the street to the other while dragging their three children behind them. The couple yells at them to catch up, pay attention; but like the children they are, they continue to fool around. Suddenly, a can of Raid is placed in front of them. The ultimate destroyer, the hurdle they cannot avoid. That’s how my parents see English, a hurdle that cannot be avoided. They can’t seem to find a way past it no matter how many times they attempt to. People …show more content…
stand on the sidelines, laughing at their powerlessness. They try to crush them with their weakness, but yet, expect them to survive. If they get stepped on, do they not suffer? Are they not injured? Parents try so hard to guide their children into what seems like the right direction, and yet their children take them for granted. They ignore their commands. They ignore the rules. And many, recklessly fool around. When do you realize your parents do everything for a reason? My parents don’t wish for me, the condescending experiences they felt. When do you realize that what they tell you to do, do matter? Seventeen years ago, my parents came to America.
They came not knowing a lick of English, and to this day, they still don’t understand it that well. They constantly badgered me about school. Drilling me on math. Drilling me on science. Drilling me on English. They encouraged me to take higher level classes and pushed me to work hard. All because they don’t want me carrying the heavy burden they have to carry with them everyday. They don’t wish for me to work in a low paying job like they do. They don’t wish for me to struggle. They don’t wish for me to be stepped on. So I do carry around an undeniably visible aura of pressure. Pressure to do good. Pressure to do better. Pressure to be the best I can be. Obviously I can’t be Einstein, but I should listen to their advice and try. It was only when I was older that I accepted that my parents were not trying to “deprive me of my freedom” or “keep me away from society.” And it’s not that they don’t comprehend what today’s generation is like; it’s that they only know what they’ve learned and experienced in the past. Parents don’t want you to make the same mistakes that they did or do anything wrong, but mistakes are always inevitable. Now that I’m mature enough to understand, I know that my protests are only
trivial. In the end, your parents are only trying to help you. They help you find your way through the labyrinth because they care. They tell you how to avoid the ominous feet and how to cross the street. Who wants to end up being roadkill? They tell you what to do because one day they won’t be there to tell you anymore. One day you’ll have to carry your own heavy sacks. One day they won’t be there to help you jump over that can of Raid. One day you will have to find your own way through the labyrinth.
Throughout history, the youth of the generation challenges the status quo. At the zenith of physical vigor and sensitivity, we expose ourselves to influences of a broader world. Subtlety is lost, acute distinctions of what was black and white suddenly become the different shades of gray. Our appetite for curiosity shape our worldview. Life becomes visceral, and truth is revealed rather than logically proven. In the graphic novel, March by John Lewis, he tells the story of his youth as he reflects on the past. His generation refused to accept the narrow confines of the social norm and sought to break free. Their nonviolent protests was not only an act of resistance but that of also self-expression. The societal dogma of segregation and institutional racism would finally come to surface during the early years of his youth. We can gain further insight of this historical time from the following passages.
Throughout the history of America our people have tried to live up to the founding ideals, and they have come close to achieving them. In the placard 2N it states “These young people expressed their disappointment in the traditional way of life through their clothing, music, food, and even transport…” this quote shows that the people of America lived up to the ideal of rights in this time period by letting these people have their right to express
As much as I hate to admit it, that is what my father called to tell me when the Supreme Court overturned California’s Proposition 8, an amendment to the California Constitution banning Same-Sex Marriage in the state, deeming it unconstitutional. It was his belief that since he had voted for it to pass—which it did—those overturning it neglected his vote, effectively stripping him of his right to do so. I quickly pointed out to him that they didn’t take away anything and what he was really upset about was that he—or anyone else—did not have the right to deny the LGBT Community of their rights. Realizing that he did not understand what I had just told him, I brought up the other civil rights movements in the United States, specifically women’s rights and suffrage, which seems like a no-brainer nowadays, but their fight for suffrage alone took the better part of a century, and I asked him if he thought we should have the right to vote against their right to vote. It was the first time my father didn’t have a rebuttal. It wasn’t until after the argument ended that I realized how similar the two movements truly were.
During the 1960’s young adults began to challenge traditional social norms through new forms of self-expression and opinion. New organizations arose to provide a platform for social change and the realization of new agendas to include the fight for free speech and the breakdown of segregation. Throughout the 1960’s more than 70,000 participated activism throughout thirteen states (Anderson 47). Over the course of the sixties many activist organizations fought side by side for their rights as a full American citizen.
English is an invisible gate. Immigrants are the outsiders. And native speakers are the gatekeepers. Whether the gate is wide open to welcome the broken English speakers depends on their perceptions. Sadly, most of the times, the gate is shut tight, like the case of Tan’s mother as she discusses in her essay, "the mother tongue." People treat her mother with attitudes because of her improper English before they get to know her. Tan sympathizes for her mother as well as other immigrants. Tan, once embarrassed by her mother, now begins her writing journal through a brand-new kaleidoscope. She sees the beauty behind the "broken" English, even though it is different. Tan combines repetition, cause and effect, and exemplification to emphasize her belief that there are more than one proper way (proper English) to communicate with each other. Tan hopes her audience to understand that the power of language- “the way it can evoke an emotion, a visual image, a complex idea, or a simple truth”- purposes to connect societies, cultures, and individuals, rather than to rank our intelligence.
You have probably spent your day sitting in a classroom, learning important facts so that you can go to college or get a good job after you graduate from high school. But if you had been born one hundred years ago, you might have ended up working long and hard for meager wages in a factory. Similarly, if you had been born fifty or seventy-five years ago, you might have wound up working in the fields of California instead of getting a good education. Life was unfair for a lot of workers in the early-to-mid-twentieth century, especially for children and migrant farm workers. Two people, however, worked hard to change all that—Mary Harris “Mother” Jones and Cesar Chavez. Both championed the rights of workers and called for laws that guaranteed
While it is completely normal for the youth generation to rebel, it seemed as though the coming-of-age baby boomer generation had a lot more to rebel about. Throughout the sixties and into the seventies, “the issues of the student protest movements range from racial discriminations, the war on poverty, and the war in Vietnam, to particular policies of the universities.” Student protests against the Vietnam War was fueled in part by the desire to be independent from obligation. “Obligation,” as in the obligation to go to war just because the government said so, the obligation to do what their parents did, and the obligation to not question authority. Many students—and many Americans in general—were unsure abo...
My parents sometimes got the notion that they knew everything in my life. They constantly advised me to eat my vegetables, do my homework, and put the toilet seat down after going to the bathroom. Yet, I felt as if my mother and father never understood what I went through in school due to the fact that they grew up in a totally different country. I’m sure that if I were raised in an Asian country, no one would pull their eye sockets back and start singing some gabble that didn’t even include a real character in any Asian alphabet, because we would all have the same face. My folks just moved to the “land of opportunity” in hopes of getting me a bright future; a land that has high school kids shooting up fellow students and teachers. Some future.
I come from a low income family with no background. My parents do not speak English. When we first moved to America, I had to teach myself English and then teach it to my parents. It is agonizing and heartbreaking to see how hard my parents work for my siblings and I. As immigrants, they work day and night in order to provide us with a better education and life. My mom leaves for work at 4 am and comes back at 7pm. My dad leaves at 5 am and comes back at 8 pm. Ever since my sister and I were young, we had to act like adults. We did all the chores, study, cook and more. My parents sacrificed a lot for me, just so I would have a taste of success that they never...
The 1960s and early 1970s were a complicated era were young adults offered serious critique about major aspects of the nation. In 1960s and 1970s, students were involved in movements like the civil rights movement, the anti-Vietnam War movement, and the women’s movement. In essence, those movements reformed the government policy and changed almost every American life today.During the 1960s and early 1970’s students protesters sought to fix issues they endured in society. For instance, the student protesters aimed to gain more democracy. Nonetheless, it is not very easy to just demand aspects and hope they will come true. Furthermore, those student protestors faced problems and obstacles. In attempt of facing issues they choose nonviolence
Throughout history there have been countless cases where groups of people have fought for their freedom. They have fought their battles in political debates, protests, and in the most extreme cases war. The oppressed continuously try to escape their oppressors, under the assumption that their oppressors live in complete sovereignty. People did not know then and still do not understand today that the environment they inhabit is the key factor that controls communal freedom. In Wallace Stevens “Disillusionment of Ten O’ Clock” and Walt Whitman’s “Song of Myself” both speakers affirm that society does not allow individual freedom to exist in this world.
Over the course of the semester, I feel that I have grown as a writer in many ways. When I came into the class, there were skills I had that I already excelled at. During my time in class, I have come to improve on those skills even more. Before I took this class I didn’t even realise what I was good at. This is the first class where I felt I received feedback on my writing that helped me to actually review my work in see what areas I lacked in and where I succeeded. Some of the skills I had shocked me as I didn’t think I had those capabilities in me.
“We 're channeling the voices of the next generation to speak for themselves about what they want the world to become. In spite of everything--war, the economy, environment--youth have a
We were responsible for managing our homework and schedules. We were not nagged into studying, and did not rely on their reminders to do our work. This was not a burden for me, but a freedom. They encouraged us to put every effort we could into our work, but if we didn’t we were the ones who would bear the consequences. We were punished for never “encouraged” to do well with money or treats. My mother and father emphasized the personal responsibility and consequences of education, instead of using material items as incentives. Because I felt responsible for my education, I wanted to do the best possible. I knew my efforts in school reflected on me personally, and I wanted to do well. I knew that if I could not get A’s in my classes because of a difficulty understanding or learning material, or for other similar reasons, it was fine, but if I only did not get A’s because I did not put effort into my work, it was my fault, my responsibility, and my regret I had to deal with. This understanding and outlook has helped me to do well in school, and motivated me to be a determined, hardworking
It 's not that they didn’t care about my education, but it was because of the language barrier. Both of them were born and raised in Mexico.They left their families in order to come to the united states with the idea to give the opportunity to their daughters to amazing things. Therefore, they weren’t the parents that signed up to be part of the parents association or went on field trips when parent volunteers were required. They were never able to help me with my homework and never understood that a 3.5 GPA was really good. I never hold this against my parent 's because I know that it isn’t their fault for not knowing these things. Both my parents didn’t have the opportunity to go to college, they didn 't know a thing about the college process. I knew that if I really wanted to go to college, I had to do the best I could to reach out to my teachers and counselors for help. Fortunately throughout high school, I have had AVID teachers that have supported me. I had the pleasure to meet two of the most wonderful teachers, Mrs.Larsen and Mr.