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The central theme of southern history
Essay on southern history
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“Southern History” is about what the speaker learned in her classroom, a misrepresented and distorted view of slavery. Natasha Trethewey draws from personal experience to write this poem. I imagine she is the only black student in a classroom with predominantly white students, which already puts her at a disposition, as it is 1966. The teacher, presumably white, tells the class that “before the war, they (the slaves) were happy...quoting our textbook”(1-2). Natasha is aware of these lies; however, she doesn’t speak out against this injustice, as she is powerless. The rhyming couplet at the end encompasses the theme of being inferior, and connects the words lie and I together, which illustrates the guilt the speaker feels.
The poem “Southern Road” by Sterling Brown is about a man in prison contemplating his life. On either side of the jail fences, his life is depressing, and the blues tone sets the mood. Two prominent characteristics of the poem is the low language dialect and onomatopoeia. Brown uses these literary devices to paint a picture. He does not mention that the protagonist is black or that he is from the south, but from his dialect, the readers are able to tell his ethnicity. The literary devices used in the poem reveals the story of the protagonist and captivates the hardships of African American.
Memory is a common motif for southern literature. Eudora Welty’s novel The Optimist’s Daughter is no exception to this generalization as it strongly entails both aspects of memory – remembrance and forgetfulness. The stark dichotomy of memory can be looked at as both a blessing and a burden. Characters throughout this novel and so many other pieces of southern literature struggle with the past which they wish to keep, but cannot fully, and a past from which they want to escape, but cannot fully. Memory, in its purest form, can best be described as a creature’s mental capability to accumulate, hold on to, and retrieve information. In southern literature, this same definition can be applied to memory. The south, plain and simple, is all about heritage, and this same concept can be applied to the literature of the south. There are those things the south wants to remember and those things it wants to forget. The antebellum age of the south was between the dawn of the United States and the beginning of the civil war. The south has many memories about the time period prior to the war, both good and bad. There are the parts of their heritage which they wish to remember such as the plantation south and strong family ties as well as those they wish to forget, such as slavery, their loss of the civil war, and the reconstruction period that the civil war led to. The south’s loss in the civil war may have been hard to cope with, but it still has had the longest lasting impact. One simple question with so many complex answers can be asked to sum up the feelings of the south – “heritage or hate”.
Throughout Natasha’s poem, she writes about when she was young and how she was one of the few white colored persons in a black society as well as her hardships. In the poem she is a white kid and makes dresses, when she goes to school there are only two white kids. In the poem she lives in a black society and her mouth is washed out with soap because she lies which shows how she can and is punished in ways that are
When sorting through the Poems of Dorothy Parker you will seldom find a poem tha¬t you could describe as uplifting or cheerful. She speaks with a voice that doesn’t romanticize reality and some may even call her as pessimistic. Though she doesn’t have a buoyant writing style, I can empathize with her views on the challenges of life and love. We have all had experiences where a first bad impression can change how we view an opportunity to do the same thing again. Parker mostly writes in a satirical or sarcastic tone, which can be very entertaining to read and analyze.
It is true that old days were really hard to live in, especially if the person was dark skin. This poet’s main idea of this poem “ I, too” was that, he wanted to let people know what he, and most of the African American people were going through. He wanted to let people know that color should not define your personality, and people should accept the fact that people with dark skin were humans just like others. People should have accept them and treat them equally and respectfully. Also one of the things I liked in the poem was that, he was using word sing as a expression of a word of talk, he was not really singing but he was saying it
A person cannot change their body; therefore, they cannot change the color of their skin. Trethewey uses phrases like “cold lips stitched shut”, “expression of grief”, “language of blood”, and “muck of ancestry” in order to describe the constant verbal abuse and ignorant insults she received due to the nature of her genetics. The words of the body, which describe her physical features, are paired with the negatively connotated words to compare racism in the 70s and 80s with current racism in America. In comparison, Trethewey dissects the issue of racism by describing the lack of monuments for black soldiers as disrespect. In the poem “Pilgrimage”, Trethewey describes the lack of memorials for the Native Guard in Mississippi as a clear sign of Southern racism. Mississippi is “a graveyard for skeletons of sunken riverboats”, “hollowed by a web of caves . . . like catacombs.” The city floods with the soldiers from the Civil War, but the bodies are “stone, white marble, on Confederate Avenue.” The soldiers honored in Mississippi are Confederate generals and colonels. Mississippi distinctly decided against recognizing and celebrating one of the first all-Black regiments for the Union, the Native
The places in which we live are an integral and inescapable aspect of who we are, as they largely determine culture, community, and determine the outlook that one has on the rest of the world. In the American South, physical and cultural geography has played a particularly important role in the historical and modern contexts of racial relations. The dynamic between enslaved peoples and the natural landscape is a complex one that offers innumerable interpretations, but inarguably serves as a marker of the wounds created by institutional racism and human enslavement. In her collection of poems entitled Native Guard, Natasha Trethewey utilizes external features of the natural environment in the South in order to communicate the repressed grief, both personal and collective, which can arise as a result of inflicted systemic violence. Through comparing part one of Native Guard, which focuses on
The poetry gives an account of how the meaning of the Declaration is not exhausted by its author-- words will acquire a will greater than person who penned them. As he says referring to Jefferson’s work, “there were slaves then, / But in their hearts the slaves believed him, too / And silently took for granted / That what he said was also meant for them.” The will of the Declaration extended to the slaves that were not included in the original intent. Hughes’ interpretation signifies how the Declaration has become a rallying cry for equality. It’s inspired people of all kinds to recognize that America was built on these ideals that have grown to extend to more than just who the founders applied them to at the time. Slaves silently believing in these words is a true testament to how we are a nation built on the ideals of the document that we must constantly work to progress into. As we expand our meaning of men being equal, we are growing into the nation this document has always laid out to us but did not necessarily intend at
The poem also focuses on what life was like in the sixties. It tells of black freedom marches in the South how they effected one family. It told of how our peace officers reacted to marches with clubs, hoses, guns, and jail. They were fierce and wild and a black child would be no match for them. The mother refused to let her child march in the wild streets of Birmingham and sent her to the safest place that no harm would become of her daughter.
Natasha Trethewey is an accomplished poet who is currently serving as United States Poet Laureate appointed by the Library of Congress and won the Pulitzer Prize for her collection of poems, Native Guard in 2007. She grew up mixed race, black and white, in Gulfport, Mississippi, and when her parent’s divorced she moved with her mother to Atlanta. Her mother, Gwen, remarried and at a young age Natasha was a eyewitness in the physical and psychological abuse that her new stepfather hurled upon her mother. After graduating from high school, Natasha set off to go to school in Athens, Georgia at the University of Georgia. During Trethewey’s freshman year, her mother was murdered by her stepfather and she works through her grief by writing poetry (Wilson). In her poem, “What is Evidence”, Natasha Trethewey expresses her feelings of her mother being physically abused and murdered by her stepfather through irony, figurative language, and diction.
Analyzing the poem’s title sets a somber, yet prideful tone for this poem. The fact that the title does not say “I Speak of Rivers,” but instead, “The Negro Speaks of Rivers” (1) shows that he is not only a Negro, but that he is not one specific Negro, but in his first person commentary, he is speaking for all Negroes. However, he is not just speaking for any Negroes. Considering the allusions to “Mississippi” (9) and “Abe Lincoln” (9) are not only to Negroes but also to America, confirms that Hughes is talking for all African Americans. This poem is a proclamation on the whole of African American history as it has grown and flourished along the rivers which gave life to these people.
...ites a short 33-line poem that simply shows the barriers between races in the time period when racism was still openly practiced through segregation and discrimination. The poem captures the African American tenant’s frustrations towards the landlord as well as the racism shown by the landlord. The poem is a great illustration of the time period, and it shows how relevant discrimination was in everyday life in the nineteen-forties. It is important for the author to use the selected literary devices to help better illustrate his point. Each literary device in the poem helps exemplify the author’s intent: to increase awareness of the racism in the society in the time period.
By this Langston means people will not only see the color of his skin, but the beauty and capability he has on the inside. People will see that he is really beautiful—nothing and no one to be embarrassed by—and they will be ashamed by their earlier behavior. Hughes ends the poem by again stating, "I, too, am America" (line 18) showing his true pride and ownership of a country that was never very hospitable to him. Hughes is a talented poet who uses metaphors and his own style of writing to create the effectiveness of his overall message. He uses metaphor throughout the poem for the readers to dig deeper and see underneath the surfaces. He starts out by stating that he, too was an American, but that he is treated like someone the “family” would be ashamed of. Separated from the rest of the society, eating in another room, being given a different treatment than the others. The speaker never let these actions get the best of him. He decided to bide his time where he has been sent and grow stronger and work hard to obtain and enjoy all the rights that all people in the U.S. shall enjoy regardless of their race or
Towards the middle of the poem the realist in Hughes comes out. He goes into the doubts that most African Americans had at the time. He says, "Down South in Dixie only train I sees got a Jim Crow car set aside for me." Another interesting technique he adds is when he capitalizes the "WHITE FOLKS ONLY" and "FOR COLORED" signs. He either does this to draw attention to the cause, or to try and know what it feels like to have these signs sticking in your face. He specifically mentions Birmingham, Mississippi, and Georgia during the poem. These were key cities that were into segregation of the South. "When it stops in Mississippi will it be made plain everybody's got a right to board the freedom train." Hughes almost is becoming a little agitated in the poem when he refers to these cities, especially when he is talking about Birmingham. "The Birmingham station's marked COLORED and WHITE, the white folks go left, the colored go right." In this part of the poem, he is questioning whether or not this Freedom Train is too good to be true. He sounds like he doubts a little of what this Freedom Train is all about. He knows there is a train, but there have been a lot of promises before that were not fulfilled, he does not want to get his hopes up before he finds out more about this train.
As previously stated race plays an important role within the poem and as such race as a theme it can be seen throughout. Race can be seen from the beginning of the poem where Nichols says “Show me the woman that would surrender her little black dress.” This is likely referring to the skin colour of the narrator as they wear it. This idea is reinforced with the use