Month: May 2019
Revision of the Electoral College
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Do we Need the Electoral College?
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A Role of Narrator in Poe’s Works
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Suspense in the Cask of Amontillado by Edgar Allan Poe
How does Poe create suspense in The Cask of Amontillado? In the story The Cask of Amontillado, Poe creates a lot of suspense. This story was in an unnamed Italian city at a carnival when a man takes revenge on his friend who he thinks has done him wrong. He makes the reader think that they are going to get to the wine that Montresor wants to show Fortunato, but they never quite get there. The writer is always making it where you want to keep reading the book to see what is coming next. In this book, the writer makes it easy to picture what is happening.
There are many ways that Edgar Allen Poe uses suspense, foreshadowing, and imagery in The Cask of Amontillado. At the beginning of this story, Montresor asks Fortunato more than once, if he has somewhere that he needs to be. Fortunato finally answers with no and Montresor decides that it will be safe to follow through with his plan. It almost seems like he is giving Fortunato a chance to turn back or Montresor isn't wanting to kill Fortunato. He also takes advantage of Fortunato since he is very drunk and doesn't know exactly what is going on. This makes it a lot easier for Fortunato to go along with what Montresor asks him to do.
When Montresor asks him more than once about his plans the reader can get the idea that something bad is going to happen. Montresor wants to make sure nobody is going to come looking for Fortunato and that's why Montresor keeps asking Fortunato if he has plans. This gives the reader the idea that Montresor is probably going to do something other than show Fortunato the wine. This makes the reader think that Montresor is going to hurt or kill Fortunato.
Suspense is shown in the story by the characters being at a carnival where it is happy and cheerful and then it says they're slowly going down into a dark, damp crypt. The reader gets the idea as they get deeper into the tunnels, something bad will eventually happen. Montresor keeps asking Fortunato about his health and seems to be acting like she's worried about him but he doesn't really care. Fortunato says he shall not die of a cough. This foreshadows an end to Fortunato. When Fortunato says he shall not die of a cough, this is true since he died from dehydration and starvation.
Poe is able to create suspense throughout the whole story by talking about the tunnels and how damp and dark they are and the presence of death. The way he writes this story shows dark imagery. You can imagine Montresor taking Fortunato into the tunnels and how dark it is. The reader can imagine Montresor building the wall and even how drunk Fortunato is. It's amazing how many things you can imagine just by the way Poe wrote the story.
The suspense was also shown when Montresor chained Fortunato and then slowly started building the wall to close him in where he couldn't get out. He would stop to look at him or listen to him and it made you wonder if he was dead yet. This book was constantly making you wonder what was going to happen next or if Fortunato was dead. This story also made the reader wonder if Montresor was just playing around and was going to let Fortunato go. The story made you wonder if they would ever get to the wine, but they never did. It's crazy what someone would do just to kill a person. The Cask of Amontillado was a weird story but a very interesting story to read.
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America’s Classics: the Cask of Amontillado
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Pride and Revenge in the Cask of Amontillado
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One of Poe’s most Extraordinary Works
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What should we Know about Fortunato
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Mother Teresar’s Legacy
Not all of us can do great things. But we can do small things with great love. This quote was spoken by the renowned Mother Teresa. Mother Teresa was a Roman Catholic Nun and a Missionary. She dedicated her life to helping the ill and poverty-stricken. She spent multiple years in India where she established the Missionaries of Charity, a religious fellowship to serving the ones in a significant amount of need. In 1979, Mother Teresa was granted with the Nobel Peace Prize. Nineteen years after her death, the Roman Catholic Church canonised her as Saint Teresa. Today, Mother Teresar's legacy still continues to live.
CHILDHOOD
Agnes Gonxhe Bojaxhiu was born on the day of August 26, 1910, in Skopje, Macedonia (FYROM). On the day after her birth, she was baptized and deemed that day as her True Birthday. Also at the age of five she underwent her first communion. She was the child of Nikola and Dranafile Bojaxhiu and the younger sister to Aga and Lazar Bojaxhiu. Agnes father was an entrepreneur and had the ability to provide his dearest with every essential. He was also exceptionally involved in politics. Her mother was a vital participant in community church pursuits. Together they were both grocers. The family possessed a good standing and had the capability to afford two residences. Around the age of eight, a tragic death left her and her family shook. Agnes father was dead. The cause of his death is still undisclosed but speculations say that political enemies may have poisoned him. Since Dranafile knew she was now the contributor for the family, she started a textile business to provide for her family. In the aftermath of her father's death, Agnes became extraordinarily close to her mother, a pious and compassionate woman who instilled in her daughter a deep commitment to charity. (HarperSanFrancisco, 1997) Her mother had a great influence on Agnes life and inspired her to do things. Though they were not wealthy, Drana invited the town to have dinner with her and her family. "My child, never eat a single mouthful unless you are sharing it with others," she counseled her daughter. When Agnes asked who the people eating with them were, her mother uniformly responded, "Some of them are our relations, but all of them are our people." (Mother Teresa Biography) Also as a child, Agnes sung in the local choir and frequently was asked to sing alone. At age twelve she felt a religious, spiritual, and helping calling.
RELIGIOUS CALLING
When she reached eighteen, she left her family, never to see them again, to become a missionary nun in the Institute of the Blessed Virgin Mary (the Loreto Sisters). (Chidiac 470) This took place in Dublin, Ireland around the year 1929. Here she acquired the name of Sister Mary Teresa. She chose the name Teresa because her favorite saint was Saint Teresa of Lisieux, a patron saint of missionaries. (Libby Laux) Sister Teresa commenced her evangelist efforts in Darjeeling, India where she instructed affluent children at the St. Teresar's school. Nearly two years later, in 1931, she got sent to Calcutta to educate children on geography at St. Mary's High School. This school was for all girls and it was run by the Sisters of Loreto. Most girls there were from middle-class families, unlike St. Teresar's in Darjeeling, India. St. Maryr's was near maybe the most horrible part of Calcutta, known as Moti Jhil. Moti Jhil was a horrible town that was greatly populated with penniless and starving people, unbolted sewers, and diseases. Throughout Sister Teresa's time at St. Mary's, she was affected by how poverty was neighboring this great school and instructional environment. She frequently went to the hovels on Saturdays to assist and lend a helping hand to the poverty-stricken people of Moti Jhil. Six years later, on May 24, 1937, she took her Final Profession of Vows and with that acquired the name, which the world recognizes her with today, Mother Teresa. (Who is Mother Teresa?) She stayed at St. Maryr's as a teacher, and in the year of 1944 she grew into the schoolr's principal. Though Mother Teresa loved St. Maryr's and just loved the children there, she equally enjoyed helping those in need and felt she had a calling there.
A NEW CALLING
September 10, 1946, Mother Teresa was riding a train from Calcutta to the Himalayan Foothills for a retreat. It was then when she says Christ spoke upon her told her to leave St. Maryr's and form a new religious community and go to the aid of the needy in Calcutta. She could not deny the mission for that would be breaking faith, but leaving the Sisters of Loreto convent without consent would be unfeasible for the reason as to which she took a vow of obedience. In January of 1948, she was granted permission to seek this new vocation. On August 17, 1948, clad in a white blue-bordered saree, Mother Teresa walked past the gate of the convent, which had been her habitat for almost two decades, to enter the world of poor, a world that needed her, a world which He wanted her to serve, a world she knew of as her own! (Who is Mother Teresa?) Soon after, Mother Teresa did six months of fundamental medical instruction and then returned to Calcutta. She turned her calling into actual work and actions.
On December 21, 1948, the first thing she decided to do help the people in the hovels. Only thing Mother Teresa wanted to do was help and aid and she felt that was her obligation. In the beginning she was alone but volunteers began to join and help her achieve this mission Christ has given her. Shortly after, she commenced an open-air school and initated a home for the moribund and poor in a tumbledown building. Because of this, she persuaded the government to contribute money to her. On October 7, 1950, Mother Teresa was granted consent from the Vatican to begin a new congregation which in the course of time became the Missionaries of Charity. It started off with only 13 members but it went on to develop into one of the most notable and acknowledged congregations world-wide.
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Mother Teresa: a Charismatic Leader
A charismatic leader is a very skilled communicator, they are fluent or persuasive in speaking or writing, and because of that they are able to convey on a profound, enthusiastic dimension with their followers.
There normally have talent to convey with a big number of people is what makes them really good in business and politics. Charismatic leaders are often known as the best to deal with problems and in showing passion on their line of work.
Mother Teresa is a good example of a charismatic leader; because of her work devotion to the poor. She was a catholic nun that after spending precisely 20 years teaching other nuns at St. Maryr's School for Girls, decided to chase what she believed was her destiny.
She called herself the Jesus spouse for all eternity. Mother Teresa was known for her charity, selfishness and courage; her capacity for hard work and organization. She devoted her life to what she believed in with fidelity end joy.
Before she made what she called her destiny a reality, Mother Teresa moved to India and became an Indian citizen, she did a basic medical training in Patna, India. She also was the founder of a school in Kolkata, India.
Mother Teresa had to wait for the Vatican approval that took 2 years in order for her to found the Missionaries of Charity that started only with twelve members and then she was joined by her formers students. Following that in the years 1950r's and 1960r's she started to create a nursing home, many mobile clinics, an orphanage and a family clinic. She did not stop in Europe, in 1965 she opened a foundation in Venezuela, in 1968 in Tanzania, and in 1971 she opened her first charity house in the New York.
It was in 1979 when Mother Teresa received a Nobel Peace Prize. From this year until 1997 she was able to gather 4,000 followers and a little less than 600 foundations in 123 countries.
During her life she never stopped traveling around the world visiting her charity foundations and fulfilling her destiny, given love to the unloved and taking care of the uncared for, until her final days.
Mother Teresa died on September 5th 1997, the day of her funeral not only the poor were there to pay their respect, but people from high social class from Presidents to Queens all over the world were also there to pay their respect. She was loved by everyone!
Mother Teresa Used to say Let us always meet each other with a smile, for the smile is the beginning of love.
Advantages and Disadvantages of a Charismatic leader
We can say that A Charismatic leader has many advantages. They normally are impetus for social change. On the other hand, they are not able to work properly on an organization that is not flexible upon a situation.
Advantages
- They motivate their followers to work as a group for the same mission;
- Their organization is united because they make sure every follower understands their vision and mission;
- They are devoted to their mission.
Disadvantages
- Their organizations can be vulnerable when the leader is not around anymore;
- They can become self-centered and forget about the law.
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What do we Know about Mother Teresa?
Mother Teresa as most people know her, was born in Shkup, Albania in 1910 with the name of Agnes Gonxha Bojaxhiu. She was the third, and youngest child of Nicholas and Rosa Bojaxhiu, a wealthy Albanian couple. Agnesr's parents were very involved in the roman catholic church and knew it would be good for their kids to grow up with the religion as well. Nicholas, Teresar's father, died at the age of forty-two when Agnes was only eight years old, and left the family with not only an emotional loss, but a severe loss in financials which changed the familyr's circumstances. Although this was such an unfortunate incident, it brought the family closer together (Parks; Chidiac, 470).
At a very early age of twelve, Agnes knew she was meant to be something more in the catholic community. She felt she had a calling. She did some research for six years before she turned eighteen, and decided she wanted to work with the Loreto Sisters and be a missionary nun in the Institute of the Blessed Virgin Mary. Her mother was hesitant on her leaving, but she blessed her and knew she was in the hands of Jesus Christ. When she was eighteen, she moved and left her family behind to receive her religious training and learn English in Rathfarnam, Ireland. Shortly after, she moved to Calcutta, India and began to teach geography at a girlr's high school starting in 1929. Agnes received the name Teresa after her patron, St Therese of the Child Jesus (Parks; Chidiac, 470).
After becoming the principle of the school and working at this school for twenty years, she had a call within a call as she says, on a train ride to Darjeeling on September 10th, 1946 that profoundly changed her life forever (Chidiac, 470). In Mother Teresar's book called, My Life for the Poor she says on page 7,
The message was quite clear: I was to leave the Covent and help the poor whilst living among them. It was an order. I knew where I belonged, but I did not know how to get there. I felt intensely that Jesus wanted me to serve him among the poorest of the poor, the uncared for, the homeless. Jesus invited me to serve him and follow him in actual poverty, to practice a kind of life that would make me similar to the needy in whom he was present, suffered and loved. Just by this quote by Mother Teresa, you can tell she would give up anything to serve god even if she didnt know where it would take her.
This call with in a call was god asking Sister Teresa to serve to the most poverty stricken, the dying, the most lonesome, the uneducated and the neediest of all the people in Calcutta, and she didnt hesitate. She immediately applied for freedom from the Loretto Sisters to serve to the needy. In 1948, she was granted permission to work as a free nun, and the Catholic church granted her permission to begin a new religious order, called the Missionaries of Charity (Teresa, 8). She left the convent with only what she was wearing on her back, five rupees, and a rosary. She gave four of the rupees to the poor, and the last one to a priest. The same afternoon, a man had heard about her actions of selflessness and gave the priest fifty rupees to give to her. This goes to show how karma works in miraculous ways.
Just imagine leaving home and going to a completely new place with close to nothing. This is what Sister Teresa did. On December 21, 1948, Teresa opened her first slum school in Moti Jheel in Calcutta (Parks). Her goal was to teach the poorest of children how to read, write, but also to teach them basic daily skills like how to bathe. She worked in this school for two years and then the Catholic church gave her permission to start a religious order called the Missionaries of Charity on October 7th, 1950. As she was the head of this mission, Sister Teresa became Mother Teresa and she also got her Indian Citizenship. The goal of the order was to help dying people, poor people, or any one less fortunate have a place to stay or get back on their feet. You could then apply to be a sister in her order by being healthy of mind and body, having the ability to learn, having common sense and a cheerful disposition (Teresa, 16). Once you were a sister, you would go through different vows before committing your life long vows to help unfortunate people.
On March 25, 1963, the archbishop of Calcutta formally blessed the new order of the Missionary Brothers of Charity (Parks). Roughly six years later, they got the blessing from Pope Paul VI. The workforce behind the Missionaries of Charity swelled to thousands, usually sisters and brothers of the Catholic Church, helping the world's poor at 200 centers in over 25 countries. (Stevenson). During this time, the AIDS epidemic was going around India and Mother Teresa took infected children and victims under her wing and took care of them. With Indiar's population rapidly growing at this time, there were so many sick people that Mother Teresa and her charity took care of. Mother Teresa then started to open more houses of the Missionaries of Charity first in Venezuela, followed by Rome, Ceylon, Tanzania, and Australia. Her name and her story started to spread and made its way to the U.S. where she opened facilities for people infected with AIDS and another house was made for victims of rape back in India. She enjoyed working in the west because she commented that though the West was materially prosperous, there was often a spiritual poverty.
Her health started to decline in the 80r's and she was forced to give up her position in the Missionaries of Charity to another nun. A few days after her eighty seventh birthday in 1997, she passed away from a heart attack. The sisters and brothers of the Missionaries of Charity still go on today to help the needy in memory of Teresa. Since Mother Teresar's death, the Missionaries of Charity have added 163 houses in eleven countries on five continents, totaling 757 centers in 134 countries so far (Bose and Faust 111).
- With the money she received from her Nobel Peace Prize, She asked that the award money be spent to feed Calcutta's poor, as this award honored their lives and the importance of helping them (Stevenson).
- She started one of her homes for the dying by finding an abandoned Hindu temple and creating a home for them. This goes to show how dedicated she was to helping others.
- She received the Medal of Freedom, the highest ranked United States civilian award and also received many honorary degrees from universities around the world.
Through all her social work, she received many humanitarian prizes and honors. She was awarded the Pope John XXIII Peace Prize and the Joseph Kennedy Jr. Foundation Award in 1971 and the Nobel Peace Prize in 1979 (Parks). All in all, Mother Teresa not only took physical care of these hurting people but showed them love through Jesus. She will always be remembered for her selfless character throughout her whole entire life. She changed the lives of the most disadvantaged people. Through the research about this amazing woman, I can certainly say, myself, and everyone should be more like her. To let go of the materialistic things and to really help someone in need is so important. Living in the U.S., I believe itr's hard to understand the things some of these people go through in less fortunate countries. Granted, with current medicine a lot of people can be healed, but showing love to people in need like Mother Teresa did is what people actually need. I strongly suggest everyone to get involved in their communities to help others. I can say myself that I am a part of Phi Mu at Kennesaw State University and one of my biggest goals through this chapter is to raise money for sick kids at Childrenr's Healthcare of Atlanta. Mother Teresar's story only makes me want to get out and make a bigger impact!
Works Cited
- Bose, Ruma, and Lou Faust. Mother Teresa, CEO: Unexpected Principles for Practical Leadership. Vol. 1st ed, Berrett-Koehler Publishers, 2011.
- Chidiac, Anthony. The Spirituality of Mother Teresa. Australasian Catholic Record, vol. 93, no. 4, Oct. 2016, pp. 469“477. EBSCOhost, login.proxy.kennesaw.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=120562532&site=eds-live&scope=site.
- Parks, Joyce M. Mother Teresa. Salem Press Biographical Encyclopedia, 2013. EBSCOhost, login.proxy.kennesaw.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=88802025&site=eds-live&scope=site.
- Stevenson, Keira. Mother Teresa. Mother Teresa, Aug. 2017, p. 1. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=b6h&AN=18053290&site=brc-live.
Vardley, Lucinda. Mother Teresa:A Simple Path. Ballantine Books, 1995.
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Impact of Mother Teresa
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Mother Teresa: Champion of Human Rights
Agnes Gonxha Bojaxhiu (Mother Teresa), was a very divine women, she dedicated her life to help others. She set goals for herself and accomplished so much in her life, that even after she had passed she was recognized as a saint by Pope Paul VI in 2016. Mother Teresa was born August 26 1910, Uskup (now Skopje). Won The nobel peace prize in 1979. Then peacefully on September 5 1997, in Calcutta India she passed away.
Mother Teresa devoted her life to god. She later became a missionary to spread the teachings that she was taught. She moved to an Irish community with nuns with missions in India. She continued to share her teachings at St. Mary's High School in Calcutta, there were many comforts in the suffering and poverty she noticed outside the convent walls. So moved with the thought of the needy and the sight of the poor, she began working among them in the slums of Calcutta. She was then granted by the Convent, but with no funds to leave and share her beliefs. Mother Teresa worked every day with voluntary helpers and with the financial support it was possible to expand the scope of her work. Finally, in 1950 on October 7, She received permission from The Holy See to start The Missionaries of Charity.
The Society of Missionaries was spread all over the world, including the Soviet Union. Mother Teresa provided effective help to the most struggling in more than one country starting in Asia, Africa, and Latin America moving to North America, Europe and australia. The Missionaries of Charity all throughout the world were so moved by her devotion, the lay Missionaries of Charity try to follow her spirit and charism in their families and share it with others.
Mother Teresa Contribution
The Nobel Peace Prize was given to Mother Teresa in 1979. The Prize committee expressed that Mother Teresa has the recognition in bring help to the suffering humanity. For so many years Mother Teresa worked so selflessly in bringing attention in the harshest places, to the poor and the sick. Her main contribution according to the award was her devoted emphasis on helping the needy and having respect for every individual human being she came across. The committee has placed special effort on the spirit that has inspired her activities and which is the tangible expression of her personal attitude and human qualities.
The impact this person had on the world was a huge impression that compassion in any form is what takes innate value to another life. Many others were inspired to tackle new challenges like fighting world hunger and support the sick. Mother Teresa contributed to world peace by her selfless character and her devoted efforts to care for every individual in need.
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A Huge Inspiration of Mother Teresa
At the age of twelve, Mother Teresa heard a call from God. Her missionary was to serve and show the love of God. When she turned 18, she left her home and joined the sisters of Loreto. She then in 1931 became the patron saint of missionaries. (Mother Teresa to Become a Saint after Pope Francis Recognizes 2nd Miracle)
She was born on August 26, 1910. Agnes (her maiden name) was the youngest of 3 children. When she was 8 years old, her father died.(Mother Teresa to Become a Saint after Pope Francis Recognizes 2nd Miracle) Mother Teresa attended a public school. In school she felt a calling to become a nun. By the age of 18, she moved to Ireland to practice the faith.(Vatican Declares Mother Teresa a Patron Saint of Calcutta.)
Mother Teresa was one who cared for the poor and homeless. She focused on giving the love and kindness of God. When she turned 36, she felt another call from god to help the needy in India.(Mother Teresa) While she was there, she fed the poor as much as she could, she gave them shelter, and she gave them care. A group called the Missionaries of Charity was formed by her.(Mother Teresa) Agnes was also awarded the Nobel Peace Prize in the year of 1979.(Mother Teresa) She became a saint because of the amazing works she did, such as helping the poor, feeding the hungry, cared for the sick, and praying to God to help all the people.
After her death in 1997, lots of her sisters worked under 610 organizations.(Associated Press) She has won 9 awards such as the Nobel Peace Prize, Kennedy Prize, and Honorary citizenship of the United States. (Mother Teresa Fact Sheet - Mother Teresa of Calcutta) Mother Teresa died September 5, 1997. Her feast day is September 5. She is the patron saint of Archdiocese of Calcutta at a Mass. (Mother Teresa)
Mother Teresar's birth, stories, and works are truly amazing. Teresa became a saint in September 2016.(Mother Teresa) She is a huge inspiration because she teaches all of us to be selfless. Her work can also teach us that helping the homeless is a way we can help God. It can also help us grow closer to God.
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An Issue of Culture in Everyday Use
In the story Everyday Use by Alice Walker, we hear a story from the viewpoint of the mother which is referred as mama in the story who is an African American woman who received a visit from her daughter Dee. Mama along with her other daughter Maggie, who still live poor in the Deep South while Dee has moved onto a more successful life. Mama and Maggie has embraced their roots and heritage, whereas Dee on the other hand wants to get as far away from the heritage and tradition as possible. During her return back home, Dee attention is drawn to a quilt. It is this quilt and the title of the piece that centers on the concept of what it means to integrate oner's culture into their everyday life.
To begin with a quilt is defined as a coverlet made of scrapes and fragments stitched together to forming a pattern (Webster). The quilt in the story was made by Grandma Dee, Big Dee, and Mama whor's love and heritage was poured into this quilt, but made from scraps of dresses and shirts and part of Grandpar's Civil War uniform. The quilt is filled with memories and was hand stitched by the family which is part of the tradition of the family. Mama suggests that Dee take other ones, but Dee rejects the offer because they were stitched by machine (Walker, p.114) and the old ones were done by hand. Mama says that she had promised them to Maggie. Dee then replies that Maggie would be backward enough to put them to everyday use (Walker, p.114). Mama says she hope Maggie will use them every day. This begins what is means to use and misuse heritage of a family or even a tradition.
Mama is really looking forward to Maggie using the quilt as a practical everyday item. She sees the quilts for their functional use that the quilt was made to use in everyday life. Meanwhile, Dee finds this thought to be absurd tot eh way of thinking. Dee thinks they are too valuable and priceless to be using as everyday necessities. Instead she believes that she should hang them. These two ideas of how to use the quilts are in complete contrast of one another and how the heritage could ben used. Mama finds them practical, Dee finds them fashionable. The way in which each woman wants to use the quilt is in accordance with their characters.
Alice Walkerr's use of characterization plays a big part in how these two women feel about the quilt. Mama is a strong, traditional African American woman, whereas Dee finds herself aboard the Civil Rights Movement. In an article entitled Personal Names and Heritage: Alice Walker's 'Everyday Use, the author uses Clara and Inger Juncker comment from their book Black Roses in describing Deer's African American stance: Dee has joined the movement of the Cultural Nationalism, whose major spokesman was the black writer LeRoi Jones (Imamu Baraka).
Walker exemplifies this entire concept in the character of Dee. She is described as always being fashionable and when she appears at the house, she is wearing a long dress of bright colors, adorned with bracelets, and a current fad in hairstyle. Even prior to her arrival, we learned that Dee has always been different. She has never wanted to stay at home and embrace her familyr's hard work. Instead she was always determined to get as far away from her home roots as possible. Yet here we have Dee coming back to claim her heritage roots so she can admire them on a wall as art. Dee also does this with the churn top and dasher. She plans on using them as centerpieces for a table. Again she is using everyday items as art.
This then challenges how one integrates culture into their life. It is obvious that Mama and Maggie use the items around their house as practical, every day, useful items. While as Dee only wants to use the same items to show off her heritage. The title of this piece suggests that one could find both the uses of art and practicality in items. Depending on how one feels about the item, it would seem it dictates its use; like Dee wants to embrace her heritage, but not her roots whereas Mama and Maggie can embrace their heritage regardless of the items. Therefore, they use them practically but appreciate where they came from.
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Symbolism and Character Development in Everyday Use
In summary, everyday use is a short story told from Mamar's point of view, she is described as a "big-boned woman with rough, man-working hands" (Walker, P. 1126). At the very start of the story, Mama awaits for the return visit of Dee, her eldest daughter. Mama and her younger daughter, Maggie, stands next to each other as they both hesitantly awaits the arrival of Dee. As they are waiting, the audience receives a taste of Mama's life and her relationship with Dee. Apart from Mama and Maggie, we learn that Dee have always desired more than her family history or Mama could offer her. Dee is educated and is clearly intelligent and driven, we get the sense that her achievements have come at the cost of her mother and her younger sibling.
When Dee finally showed up at the scene, she was accompanied by a young man named Hakim-a-barber, whom Mama refers to as "Asalamalakim". As soon as Dee showed up, it was clear that she was not the same person she is now then when she left, starting with the fact that she insisted on being called, Wangero rather than her original name, Dee. Both Dee and her boyfriend are more focused on getting artifacts than truly connecting and engaging with Mama and Maggie. They searched through Mamar's belongings in hope of finding original pieces of old rural black life (history), a life and history that Dee has long ago divorced herself from. Dee continuously shoots insults at Mama and Maggie, indirect as casual chit-chat, directed at Mama and her sister. Dee demands on obtaining old quilts that are put away for Maggie. After Mamar's endurance of Deer's inappropriate insults, mama informs "Wangero" to take two other quilts not intended for Maggie and depart. Dee advices Maggie to make something of herself and mockingly direct at her Mama that she contains no understanding of her own heritage. Next, Dee and Hakim-a-barber got into their car and depart.
Analysis:
In Everyday Use, Walker uses the possessions found in Mamar's home that represent culture, heritage and tradition. Dee arrives to visit her mother and at her arrival, she saw her motherr's house as a symbol of her childhood and background. Dee begins to notice her surroundings. The first thing she paid attention to was the benches. As she takes time to the admiration of the benches, Dee says, You can feel the rump prints (Walker 112). This scene from the story clearly conveys to the audience that the author intentionally put that sentence to tell the readers that the benches hold a history. In other words, the benches have been in home for many years. Therefore, the benches stand as a representation of the characters past and experiences. There are many symbols to consider, but another symbol that the author utilize is the butter churn and dash. When talking about these items, the author tells, there were a lot of small sinks; you could see where thumbs and fingers had sunk into the wood (Walker, P.112).
The author is trying to sending a message the audience that there is history behind the butter dash. Some of the characters good and bad past experiences are contained within the butter dash. The butter dash may be an everyday use item; however, some good and bad experiences that have taken place in our everyday life around the table took place in the present of the butter dash (if the household possesses one). With all this being said, it means that every time you would trough a stare at the butter dash, the remembrance of these experience are in a way, relieved. The author proceeds on describing the butter dash by saying that it was made of beautiful light yellow wood, from a tree that grew in the yard where Big Dee and Stash had lived (Walker, P.112).
The description of the butter dash represent the history. The fact that the author included the remembering of the history tells the audience that the author puts values heritage. With these items, the author tells the audience of their history. This shows the authorr's gratitude of knowing the history behind things. The author is clearly concerned about the sensitive artifacts of the African American past. By writing the story everyday use, the author clearly demonstrate that she recognizes the need to preserve the fragile artifacts of the African American past. In other words, the appreciation of the benches and the butter churn are items that represent African American traditions. Walker strongly believe that there is a need to explain the significance of concerning the African American culture and heritage and the author used these everyday items to symbolize that importance.
Culture:
The items such as the benches, the butter dash and the quilts obviously signify African American culture and heritage. Among the other everyday items, the quilts are the most important symbol that the author utilize in the story Everyday Use. When Dee carried the quilts out, the author digs into thorough details about the meaning behind these quilts. The author says, in both of [the quilts] were scraps of dresses Grandma Dee had worn fifty and more years ago. Bits and pieces of Grandpa Jarrellr's Paisley shirts. And one teeny faded blue piece, about the size of a penny matchbox, that was from Great Grandpa Ezrar's uniform that he wore in the Civil War (Walker, P.113).
The quilts symbolizes the complete past of the family that dates back to the time of the Civil War. The quilts hold great importance to the culture, and not only representation of the past. They also symbolize the hard work of the family members. The African American quilts are clear symbols representing the African American tradition. According to African American history of the quilts, the purpose of the quilts was a productive way for the African American slave women to pass time, and finally, the quilts were used and needed as a necessity to keep slaves warm during the winter time. Even though some people, for instance Dee, view the quilts as something that should be used as a mean of beautification. On the other hand, the author does view the quilts the same way. Walker believes that The quilts represents history and tradition. In other words, the author uses these quilts to symbolize the appreciation and respect of African American culture. According to Houston A. Baker, Jr., and Charlotte Pierce-Baker, the quilts, in their patched and many-colored glory offer not a counter to tradition, but, in fact, an instance of the only legitimate tradition of ?the people that exists (311). In other words, the quilts in Everyday Use are one of the only symbols that represent traditions during that time era. In Everyday Use, the quilts are the most significant part making up the story, and the author uses the quilts to show the traditions of African-American heritage.
Heritage
The author portray the appreciation she contain towards preserving and respecting the African American culture and heritage through the development of the characters. The she story contains three main characters. Mama is one of the main characters that shows the most transformation in character. In the story, Mama starts off by discussing her daughters. She clearly see Dee as the lovelier and more intelligent daughter. She seems to think highly of Dee. She says, [Maggie] thinks her sister has held life always in the palm of one hand, that ?no is a word the world never learned to say to her (Walker, P.109). Mama says this because she recognizes that Dee always gets everything she desires, and no one ever denies her anything, including Mama. Mama knows that Dee has unusual ways that does not resemble the ways of Mama or Maggier's, but in some ways Mama seems to look up to Dee and longs for Dee to accept her. Tuten agrees by saying, Mamar's distaste for Deer's egotism is tempered by her desire to be respected by her daughter (Walker, P.125).
The character of Mama changes during the quilt scene as she come to realize that Maggie shares the appreciation of culture and heritage, and Deer's appreciation is entirely different from theirs. In the action of the quilt scene, Dee is basically demanding Mama to give her the quilts, and Mama says, when I looked at her like that something hit me in the top of my head and ran down to the soles of my feet (Walker, P. 113). In other words, the truth hits Mama quicker than lightning. The truth is that the Dee is the daughter that does not know or understands the true appreciation of African American culture. Tuten says the story is ultimately about Mamar's awakening to one daughterr's superficiality and to the otherr's deep-seated understanding of heritage (Walker, P.125). In Everyday Use, the author uses Mamar's change in how she views her daughters to help defend her point, which is the importance of keeping the values and traditions in the African American culture.
Tradition
Mama expresses herself as a big boned woman with rough, man-working hand. She references conditions that were useful and necessary to survive for her ancestors. She can kill and clean a hog as mercilessly as a man and can work outside all day, breaking ice to get water for washing (Walker, P.115). So she is able to survive with the help of these methods that were passed on by her family from generation to generation. She has the ability to actually use these abilities and thus be independent.
Mama is a tough and relaxed individual. When Dee badly show that she wants the quilts her grandmother made, Mama team with her daughter Maggie: I did something I never had done before: hugged Maggie to me, then dragged her on into the room, snatched the quilts out of Miss Wangeror's hands and dumped them into Maggies lap(Walker, P.117). Mama does not want to surrender the quilts to Dee, she wants Maggie to have the quilts for everyday Mama portrays a mighty character who recognizes the value of her culture and fights for it.
It obviously clear how very different Dee is from her family. One of the things that makes it so obvious ifs the fact that she is an educated woman and her family holds no educational background. Dee went to Augusta school. While Dee is educated, it come at a cost for her family because she uses her knowledge to present her dominance to her family at her return. The author uses expressive oppositions: she washed us in a river of make-believe, burned us with a lot of knowledge(Walker, P. 117), and the author goes on with words like pressed and shove to show Deer's not so attractive attitude. She is determined to gain knowledge and be different from her ancestors. She uses her reading ability like a weapon to show her family how well educated she is and how small they are in their illiteracy.
Conclusion
In conclusion, Alice Walker utilizes symbolism and character development to express her personal emotions of culture and heritage, which is the extreme importance of maintaining and respecting the strong value of family and traditions. The symbols of the benches, the butter dash, and the quilts help represent the history of African American traditions. The character development of Mama, Dee, and Maggie help to show the different points of views that one may have about heritage, and Mamar's fundamental eye opener of discovering which daughter values the same things as her in the same way. The change in Mama permits her to stand up to a daughter in a way that she has not before. The setting of the yard aids in telling the story behind the culture and heritage. Walker defends her perception on the extreme importance of protecting and admiring the value of African American culture and heritage.
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Main Theme in Everyday Use Novel
Alice Walker brings a repetitive topic in her work: the portrayal of concordance and in addition the contentions and battles inside African-American culture. "Everyday Use" centers around an experience within individuals from the rustic Johnson family. This encounter which happens when Dee and her boyfriend come back to visit Dee's mom and more youthful sister Maggieis basically an experience between two distinct translations to deal with, African American culture. Narrator utilizes portrayal and imagery to feature the contrast between these translations and at last to maintain one of them, demonstrating that culture and legacy are parts of everyday life.
Begining of the story is to a great extent engaged with describing Mrs. Johnson, Dee's mom and the story's storyteller. All the more particularly, Mrs. Johnson's dialect focuses to a specific connection amongst herself and the physical environment, she sits tight for Dee "in the yard that Maggie and I made so spotless and wavy" . The yard, indeed, is "not only a yard. It resembles a broadened family place, as well as favorite place of her life. Her portrayal of herself in like manner demonstrates a recognition and solace with her environment and with herself: she is "a vast, enormous boned lady with unpleasant, man-working hands" at the end of the day, she knows the truth of her body and acknowledges it, notwithstanding discovering solace (both physical and mental) in the way that her "fat keeps [her] sweltering in zero climate" . Mrs. Johnson is generally at home with herself; she acknowledges her identity, and consequently, Walker suggests, where she remains in connection to her way of life.
Mrs. Johnson's girl Maggie is depicted as rather ugly and unattractive: the scars she bears on her body have in like manner scarred her spirit, and, subsequently, she is resigning, even unnerved. Mrs. Johnson concedes, in a cherishing way, that "like great looks and cash, speed cruised her by" .She "lurches" as she peruses, however plainly Mrs. Johnson thinks about her as a sweet individual, a little girl with whom she can sing melodies at chapel. In particular, in any case, Maggie is, similar to her mom, at home in her conventions, and she respects the memory of her progenitors; for instance, she is the girl in the family who has figured out how to knit from her grandma.
The Narrators characters shows, and also their physical aspects, shows their connection to their way of life. Mrs. Johnson, as explained, has "man-working hands" and can "kill a hoard as cruelly as a man"; obviously this detail is intended to demonstrate an unpleasant life, with extraordinary presentation to work. Symbolic importance can likewise be found in Maggie's skin, her scars are actually the engravings upon her body of the heartless voyage of life. Most clearly and in particular the blankets that Mrs. Johnson has guaranteed to give Maggie when she weds are exceedingly representing, speaking to the Johnsons' Rituals. These Quilts were followed by Grandma Dee and after that Big Dee. These figures in family history who were dissimilar to the present Dee, assumed responsibility in instructing their way of life and legacy to their generation. The bedcovers themselves shoes/represents history, of pieces of dresses, shirts, and regalia, every one of which speaks to those individuals who fashioned the family's way of life, its legacy, and its qualities.
Most importantly, these pieces of the past are not just portrayals in actual; they are not removed from day by day life. This, basically, is the essential issue of "Regular Use": that the development and support of its legacy are important to every social gathering's self-ID, however that additionally this procedure, so as to succeed, to be original, must be a piece of family individuals' utilization consistently.
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Depiction of Mama in Everyday Use Movie
Nowadays, the younger generation seems to drift away from their roots and there is a story of Alice Walker named Everyday Use portraying a picture of this phenomenon. The story then was adapted to the same name movie following the plot and keeping the same characters. Although both the story and movie represent that Mama wants to keep the items from their familyr's past and give it to someone who would appreciate the familyr's heritage, I prefer to watch the movie because it is more authentic and has more sense of progression.
In the story, Mama is stronger as she is a large, big-boned woman with rough, man-working hands. She can kill and clean a hog as mercilessly as a man. Moreover, when mentioning about Dee, Mama already has animosity towards her. Although she likes the different qualities Dee possesses, she is sometimes threatened because those qualities are unfamiliar to her. She seems to resent the education as well as the air of superiority of Dee over the years She washed us in a river of make-believe, burned us with a lot of knowledge we didnt necessarily need to know. Pressed us to her with the serious way she read, to shove us away at just the moment, like dimwits, we seemed about to understand.. She clearly understands that Maggie is destined to live a life which is similar to her while Dee lives in a world which she would never know a world making Dee depreciate her. Therefore, the story is on the track of playing out that animosity as Dee finally puts her too far.
In the movie, however, Mama appears to be gentler. There is a scene showing her embracing Deer's picture, which really touches viewers and offers them a glimpse of a motherr's unconditional love towards her daughter. Moreover, instead of harshly describing the limitation of Maggie as in the story, she shows more love towards her shy daughter. She looks at Maggie affectionately because she knows what has happened to her little daughter. Moreover, because of her unconditional love, she has some illusions about Dee. She is delighted when Dee promised to come home after years, and she is first confusing and disappointed as well as irritated by Deer's superior attitude towards her and Maggie.
Especially, the discussion between Dee and Mama when the former announces she has changed her name to Wangero becomes more comedic and sounds more ironic. At that time, the way Mama looks at Dee changes as if she does not know whether the girl in front of her is her beloved Dee or not. During the meal, she kind of protects Maggie and sees that Maggie has accepted the injustices of the world. In Maggie, she seems to see herself. She gradually realizes the separation which exists between Dee and the family when Dee acts strangely and superiorly during the meal. She learns something that she has never known about her daughter, and her realization of that knowledge drives the plot. Thanks to watching the video, readers can have a clearer picture of what the author wants to say because the quality of the movie is high, the setting is authentic, and the acting is good. Furthermore, the movie gradually and quietly describes many of Walkerr's important details about costumes and setting through painfully bright dress and the sunglasses of Dee, the peaceful swept yard in front of the house, and the worn handle on the butter churn.
In conclusion, although both the story and the film all have high quality and focus on the importance of maintaining oner's heritage as well as challenge people to appreciate their own roots, the movie is easier to understand and has a little more sense of progression than in the story as it helps viewers picture the plot and to understand the personality of each character.
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Black Power Movement in Everyday Use Novel
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Significant Symbols in Everyday Use
Symbols are marks used to represent an object or function. The symbols in the story are practical for Mama and Maggie and representative for Dee. Mama and Maggie both create and use everyday their familyr's heritage, but Dee only wants praise and credit for what her family has created. Alice Walker uses symbols to depict Maggie and Mama as practical souls and Dee as a romantic soul.
Everyday Use by Alice Walker Symbolism
In Everyday Use, the churn is a symbol of heritage for Dee, while it is still practical and used everyday by mama and Maggie. Dee feels the need to display her heritage rather than use it practically like Mama and Maggie. When Dee arrived and they sat down to eat dinner, she noticed the churn in the corner of the room. She excitedly jumped up and said that she knew there was something she wanted to ask for. This churn top is what I need, she said (56). She went on to tell them that she could use the churn top as a centerpiece for the alcove table(56). Dee wanting the churn top for decoration indicates that she is more interested in showing off what her family has done, rather than the fact that it is a tool used everyday by Mama and Maggie.
Another symbol Walker uses is the bench. The bench also symbolizes heritage for Dee. Mama says that although Hakim- a- barber did not eat the food because it was unclean, Dee was delighted by everything, even the fact that we still used the benches her daddy made (55). Dee cried, i never knew how lovely these benches are(55). When Dee sees the bench, she sees old and poor, because these were built when they could not afford chairs for the table. Although Dee appreciates the bench her dad built for its age, Mama and Maggie appreciate it because it is where they sit to eat dinner. It still has a practical purpose for them, Maggie just likes it because it is old and a part of her family history.
The quilts mentioned in Everyday Use are important symbols in the story. These symbolize the way Dee looks at things made by her ancestors compared to the way Maggie and Mama see things. After Dinner, Dee looks in the trunk at the end of mamas bed. She comes out of the room with two quilts and asks mama, Can I have these old quilts? (57). Mama asks her to take different ones, because she has promised those to Maggie. Dee gets mad at mama because Maggie cant appreciate the quilts (58). Mama asks Dee what she would do with the quilts and she said Hang them, in a curious voice as if that was the only thing you do with quilts (58). Dee does not see that Mama and Maggie need the things that she thinks are decorations. Dee, again, wants to display her heritage as a work of art, while Mama and Maggie see them as things that should be used everyday.
The symbols used in Everyday Use show that Dee is more into displaying her heritage to make herself feel better about her life rather than using them in a way that properly represents and expresses her ancestors ways. Mama and Maggie are shown as more practical people, while Dee is looking for approval from people of her own ethnicity. Dee is displaying the parts of her unhappy life that she thinks make her look authentic or good. She picks and choose the parts that she wants to acknowledge, which shows the romantic she truly is. She is skipping over the pain of creating and enjoying the peace of displaying, while Mama and Maggie have embraced the life they have built, all parts of it. The good, the bad, and the ugly.
Works Cited
- Walker, Alice. Everyday Use. In Love & Trouble: Stories of Black Women. New York: Harcourt, 1973. 49-59
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Assessments in Physical Education
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Benefits of Mandatory Physical Education
In order to maintain excellent health in school the students are required to attend physical education classes. Advocate groups argue against having mandatory physical education classes, however, the pros outweigh the cons. It is imperative that schools require physical education classes due to the benefits students reap now and into the future.
Physical education classes tend to spark an interest among the youth, which in turn provides for a healthier lifestyle and a reduction in weight. For example, according to Royalty Education., physical education prevents serious illnesses, such as heart disease, cancer, diabetes, and osteoporosis (Pros and Cons: Mandatory PE in Schools.). Had the DHHS not taken actions recommending that the youth engage in one hour of physical education per day, chances are that many children may have elected not to participate in any form of physical activity. By not engaging in physical activities at an early age, physical inactivity may continue throughout the childr's life. By neglecting physical activity as a youth, they are placed at a greater risk for debilitating diseases and illnesses as an adult. For example, according to Medline Plus exercise strengthens your heart and improves your circulation, which lowers the risk of heart diseases (Benefits of Exercise). Exercise also yields positive results, enhances external physical characteristics, and elevates oner's self-esteem. The benefit to a continuous exercise regime is lowering the risk of disease and illnesses, which will result in longevity.
Healthy choices, for the most part, yield well-nourished and well-developed children. According to Centers for Disease Control and Prevention, over 1/3 of children and adolescents in the Unites States are considered either overweight or obese (Healthy Schools). These health concerns promote the need for mandatory physical education classes in schools. The US Department of Health and Human Services (DHHS) appears to agree when they took action to provide guidance on healthy physical activity habits. In that, the DHHS established a national recommendation for youth between the ages of 6 to 17 recommending that they should engage in at least one hour of physical activity per day (Healthy Schools). By following the physical activity recommendations, statistics could eventually show a reduction in weight, sustained health, and an improvement in self-esteem among the young. Perhaps, equally as important is to incorporate the physical activity in such a way that the youth are willing participants so that it is not viewed as an obligation. Also, in order to succeed with these recommendations, the youth must first set attainable goals and document their progress. By following these recommendations, the youth are on their way to living a healthier lifestyle.
Students benefit from taking mandatory physical education classes, however, physical education, weight training, and cardio workouts may result in significant injuries to students and may interfere with other courses of studies offered. For example, robsonforensic.com reports that over 60,000 U.S. students suffer some type of injury annually while partaking in physical education classes (Miele-Pascoe). In addition, students that are not athletically inclined run the risk of being bullied by more well-rounded athletes. Horseplay could ultimately result in suicide, school shootings, and students avoiding taking part in physical activity altogether. Equally important, physical education classes may severely interfere with the studentr's choice of enrolling in other required courses that might determine whether or not they are accepted into competitive universities. For example, the Ohio news publication West Life notes that many school board personnel believe that PE requirements should be waived for students with heavy academic loads (qtd in Pros and Cons: Mandatory PE in Schools.). Instead of throwing a dodgeball or running an extra lap, students could have elected to take a college prep course with this time. In order for students to meaningfully participate in electing classes, they should have a choice as to whether or not to take part in physical education courses.
Although mandatory physical education classes tend to interfere with students core academic studies, there are also benefits to participating in P.E. classes. For example, P.E. classes enhance the students ability to learn. Furthermore, it is shown that students who are physically active tend to have better grades, school attendance, and cognitive performance, (Healthy Schools). Some may think that physical education classes are just a waste of time, but in reality they tend to help children in the long-run. Physical activity helps the children concentrate, which in turn helps the childrenr's performance in class, sports, and life in general. Physical activity also maintains the childrenr's thinking, learning, and judgement skills acute as they get older. According to Medline Plus, exercise stimulates oner's body to release proteins and other chemicals that improve the structure and function of oner's brain, (Benefits of Exercise). Not only does exercise help children concentrate and perform better in core classes, it also helps to prepare them for the physical and emotional challenges they will confront in life.
The best way of maintaining excellent health while in school is by attending mandatory physical education classes. By participating in these mandatory physical education classes, one will acquire good habits, which in return yields a healthier lifestyle well into adulthood.
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Role of Physical Education in School
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Physical Education and School Requirements
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Standards for Physical Education
The National Standards for Physical Education are written to ensure physical literacy. These standards do not focus solely on the physical demand or ability of an individual. Each standard relies on physical literacy which incorporates 3 domains of learning: psychomotor, cognitive and affective. In addition, the standards are there to provide physical competency to include motivation, attitude, psychological and social skills. The standards are developed to guide educators in the teaching process to ensure that children take part in their physical education as well as develop an understanding of the importance of physical activity to build upon through years to becoming or maintaining a healthy lifestyle later in life.
Physical education standards are the foundation for teaching physical education in the public school. Standards are meant to guide planning, aid in the implementation of skills and guide assessment. In addition, standards ensure teacher and student accountability, and are used as a tool to focus on learning expectations and outcomes. The standards are written so that all students regardless of race, socio-economic status, gender, experiences, or opportunities can succeed according to Every Student Succeeds Act. The standards are written with respect to grade-level bands K-5, 6-8, and 9-12. Within each band specific grade-level specific outcomes are written to ensure skills, activities, and expectations are developmentally and age appropriate.
The National standards are the basis for the Arizona state standards. National standards use broad terminology with specific learning outcomes described in detail. As of 2015, AZ adopted the National Standards for Physical Education. These standards make it possible to ensure all individuals have the same opportunity for achieving a lifelong healthy lifestyle. In addition, the standards aide in curriculum writing which lead to ensuring that learning outcomes are followed, assessed and adapted to the individual student. These standards outline the expectations of what a student should know and be able to do based on their development and age. The state standards are broken down by performance indicators throughout to assess the individual using the following criteria: E-emerging, M-maturing, and A-applying to show competency. Each indicator is based on developmentally appropriate tasks. As an example, a kindergarten through second grade skill may be hopping. A kindergartener may be at the emerging stage, a first graded at the maturing stage and finally when making it to second grade the student would be most competent on the skill and reach the applying stage. Dependent upon the individualr's ability, exposure, and desire they may reach different milestones at varying stages due to individual differences, the standards help assess this.
Knowing the standards and the specific learning outcomes will aid in becoming highly qualified physical education teacher. The breakdown for specific grade-level and developmentally appropriate outcomes will be used to guide instruction. It will also aid in knowing if there is an opportunity or need to expand the expectations for specific students or if remediation is required.
Standards provide students with highly qualified educators that can ensure an unbiased, quality and equitable educational experience that promotes a healthy lifestyle for all individuals now and in the future.
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Emotional Learning Disability and Physical Education
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Asthma and Physical Education
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Self Identity during the Harlem Renaissance
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Literature during the Harlem Renaissance
Literature During the Harlem Renaissance
In all my life, I have never been free. I have never been able to do anything with freedom, except in the field of my writing. Langston Hughes
During World War I, many job opportunities became available in northern factories so, African Americans ventured from the rural southern states to urban northeast cities such as Chicago, New York, and Detroit. They did this in order to obtain more profitable jobs but, mainly to escape Jim Crow segregation which was less extreme in the north. This movement, better known as the Great Migration, led six million African Americans to a fresh start and new racial identity, one apart from slaveryr's grip on the South. Primarily, these individuals met their destination point in Harlem, New York, the heart of what would be referred to as the New Negro Movement or the Harlem Renaissance. The Harlem Renaissance marked the first time in American history in which the white population noted the cultural presence of African Americans and offered modernized ways of understanding African Americans by encouraging people to participate in various forms of art, enabling them to express themselves, because expression was one pathway that led to freedom.
The Harlem Renaissance, a movement of the 1920s and early 1930s, was headed by the the Great Migration of African Americans to Harlem, New York. Due to the influx of African Americans, this neighborhood became the core of the golden age in black culture that was embodied through literature, music, dance, and art. This time highlighted an era of celebration and pride of a culture that was disgraced for many years and allowed all cultural groups to pay attention to the feelings that consumed African Americans regarding their past and what their culture has to offer. The expression of these topics through diverse mediums displayed a balance between the horrors African Americans had endured as well as the victories they had achieved, while providing insight on feelings towards not only the Harlem Renaissance but, the converging historical time periods of the Great Migration, Jazz Age, and Great Depression. This time period allowed the exposure of many black intellectuals such as Langston Hughes and Jacob Lawrence, who were just a few of the brave voices of this movement.
Langston Hughes was one of the most famous poets and influential thinkers of the Harlem Renaissance. Hughes, born in Missouri but raised mainly in Kansas by his grandmother who had once been enslaved, developed a deep admiration for those, like his grandmother, who were what he referred to as low-down folks or poor people who had a strong sense of pride and emotion regarding black culture. Hughes briefly attended Columbia University in 1921, during the time of the Harlem Renaissance, where he dropped out and became a prominent voice in Harlem. Hughes held his strong sense of racial pride through his literary works and portrayed the concerns of the black community by promoting equality, celebrating African American culture, and denounced racism and transgressions towards blacks. In addition to this, his works were also shaped by the movement due to his love for the popular pastime of jazz music and his incorporation of this in the rhythms of his poetry and the parallel between the way in which jazz freed itself from traditional musical forms and the freeing nature of his works. Not only did the time period influence Langston Hughes works, but Hughes himself influenced other aspiring storytellers such as Jacob Lawrence.
Jacob Lawrence was an American artist that illustrated the various subjects relating to the time period but, focused on the story of the Great Migration, depicting the struggles faced by African Americans on the road to freedom. Lawrence was born in New Jersey but, came from a family who originated in South Carolina and Virginia that migrated north in hopes of economic opportunity. At the age of thirteen, Lawrence moved to Harlem where he attended art classes at the Harlem Art Workshop in New York Public Libraryr's 135th Street Branch. Due to it being near impossible for African Americans to attend typical art academies, Harlem provided education for African Americans striving to fulfill such a profession. Despite his ability to attend an art academy, Lawrence came from poverty so, he developed a strong work ethic that was highlighted in his later works regarding his theme of social protest of the civil rights movement and his beliefs regarding African Americans and their participation in the workfield. In addition, despite financial hardships, Lawrencer's mother placed high regard in the upkeep of a beautiful home which attributed to Lawrencer's eye for art and visual relationships. Lawrence portrayed his experiences in Harlem and the aspiring lives of African Americans. Lawrence also provided a view of the poverty, crime, police brutality, and racial issues of Harlem in a more sarcastic manner. Throughout his career, Lawrence was exposed to the various African American artists that influenced his work and led to collaborations such as his illustrations of the Migration Series that coincided with Langston Hughes book of poetry called One-Way Ticket.
The Great Migration was an important topic in Langston Hughes poetry and specifically in his poem titled One-Way Ticket. In this poem, Hughes explicitly identifies the poemr's correlation to history by stating, I pick up my life; And take it with me; And I put it down in; Chicago, Detroit, Buffalo, Scranton; Any place that is North and East (Hughes, One-Way Ticket 1-6). By reading this, the reader can understand the reference of the Great Migration and the movement of African Americans in order to escape southern oppression as he repeatedly states Any place that is North and East- And not Dixie Any place that is North and West- And not South (Hughes, One-Way Ticket 6-7, 12-14), indicating the movement north in order to stay away from the south. After this, he explicates his feelings towards what is occurring in the south and gives reason behind the desire to move northward by saying, I am fed up; With Jim Crow laws; People who are cruel; And afraid, Who lynch and run, Who are scared of me; And me of them (Hughes, One-Way Ticket 15-21). This line specifically shows Hughes bitterness and pain regarding the fear of black people by whites and the horrible past events that occurred such as lynching, shedding light on the subject while instilling the wrongness of the situation to all of his readers. Hughes ends the poem by explaining the significance of moving north saying, I pick up my life; And take it away; On a one-way ticket- Gone up North, Gone our West, Gone! (Hughes, One-Way Ticket 22-27). By stating this, Hughes demonstrates the permanentness of the situation and the fact that African Americans were forced to leave their lives behind to start anew. In addition to this, he finishes the poem by repeating the word gone in order to, again, show that he is fed up with the treatment of blacks and is moving to regain control over his life. This poem highlighting the Harlem Renaissance was illustrated by Jacob Lawrence in his piece also titled One-Way Ticket.
Jacob Lawrence illustrated many poems by Langston Hughes, one of which being One-Way Ticket. While overall, Lawrence used many colors in his drawings and paintings to indicate the feelings the art was intended to invoke, in this drawing, his choice of utilizing colors of black and white illustrate the overall mood of the seriousness and hardship that African Americans faced during the Great Migration. This drawing correlates to Hughes poem in the sense of the gloomy scene of having to pick up oner's life due to mistreatment and oppression. As seen in the drawing, people of all ages and families are sitting around on what seems to be boxes or luggage. Lawrence employs repeated overlapping of shapes and people in order to indicate the unity of the movement. In addition, he enlarges specific features, such as the hands and feet of certain individuals to demonstrate the hardships and hardworking nature of the lives, experiences, and maltreatment of the African Americans. Overall, Lawrence composed powerful images by simultaneously using perspective and flatness in order to create effective representations of the dense, multi-faceted poems of Langston Hughes. While this is just one piece of the greater story depicted by the book of poetry titled One-Way Ticket, the overall combination of images and poetry in a visual narrative, renders the story of the journey of African Americans in seeking a better life.
The Great Migration, the movement of African Americans to the north for job opportunities and better treatment, brought a flow of individuals to the city of Harlem, New York, where African American ancestral practices, principles, culture, and religion flourished. The movement to this city, the mecca of black culture, led into the Harlem Renaissance where African Americans were able to shape their culture and create outlets for their peers to understand the horrors of their past and reflect on their new, blossoming culture. In this environment, individuals such as Langston Hughes and Jacob Lawrence were able to show their inspiration, pain, and feelings regarding the various social issues pertaining to African Americans. Whether it be in collaboration or individually, Hughes and Lawrence managed to share their stories by taking advantage of their one route to freedom, expression in both poetry and art.
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Literature During The Harlem Renaissance. (2019, May 23).
Retrieved November 5, 2025 , from
https://studydriver.com/2019/05/page/11/
An Overview of Italian Renaissance
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An Overview Of Italian Renaissance. (2019, May 23).
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https://studydriver.com/2019/05/page/11/
