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A few ways that historical events have influenced literature
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(An analysis of how the authors Hughes, Clifton and McElroy and how they use history in their works.) Each person wakes up and they have this experience where they remember the past. They remember the day before or something that happened to them. In their mind it is their history and it shows up in their day to day actions. Our history shapes us in different ways. If we grew up with an abusive parent, then our action might reflect on our experiences. Lives are a mixture of moments that have shaped us into who we are. Society is the same way. We have evolved to fit the time period. At one point we relied fully on the land, with the only cover up was a piece of animal skin. We hunted and grew all of the food we ate. As years have gone by we have found different way to make clothing and our food isn’t always directly hunted or gathered by the people who eat it. Society has evolved. And yes, at one point there was a thing called slaves. We would like to think that the United States is a wonderful country and has done nothing wrong. America is amazing, but we have to remember what we have done wrong, so we can prevent it from happening again. Slavery became one major part of the US history and it revealed itself when we take a look at the poetry found from that time period. Hughes, Clifton and McElroy all used their history and heritage in their poems through three different ways: coming out of oppression, working class and the mere history of the people. Hughes discussed the social issues that occurred when the slaves stopped being oppressed. After the Civil War there were many hard feelings. White had to cope with not owning the people who worked for them and African American had to figure what they needed to. However people real... ... middle of paper ... ...e they come from, but people all face it differently. They all want to remember the past, but some are focused on the future. Ambitions of people can move a society forward and they want to prove to themselves that they can hold their own against white people. Some focus on society and the foundation of society. The workers is what builds up society and because of this, the world can’t live without African Americans or the working class. Lastly, we have to look to our history. People have to remember the past and what we have gone through. The past can protect us from making future mistakes and to remember all that has happened to ancestors. People love their heritage. It isn’t about the trials. Trials are painful, but it is remembering that people have done hard things and we can do hard things also. It is up to us to decide on what we have to do and never give up.
In order to fully analyze this piece, one must know the writer, some background on Hughes is that he was born on February 1, 1902. His parents divorced while he was still just a child, which would lead to him to be raised by his
Hughes urges his fellow workers (white workers) to stop working separate and form a “team” to demolish the idea of the rich getting richer, and get the working class stronger, without being segregated by color and/or race. “Let us new lessons learn, All workers, New life-ways make, one union form.”
Because of that, his writing seems to manifest a greater meaning. He is part of the African-American race that is expressed in his writing. He writes about how he is currently oppressed, but this does not diminish his hope and will to become the equal man. Because he speaks from the point of view of an oppressed African-American, the poem’s struggles and future changes seem to be of greater importance than they ordinarily would. The point of view of being the oppressed African American is clearly evident in Langston Hughes’s writing.
Harmon, William, and C. Hugh Holman. A Handbook to Literature. 8th ed. Upper Saddle River, NJ: Prentice Hall, 1999.
Like most, the stories we hear as children leave lasting impacts in our heads and stay with us for lifetimes. Hughes was greatly influenced by the stories told by his grandmother as they instilled a sense of racial pride that would become a recurring theme in his works as well as become a staple in the Harlem Renaissance movement. During Hughes’ prominence in the 20’s, America was as prejudiced as ever and the African-American sense of pride and identity throughout the U.S. was at an all time low. Hughes took note of this and made it a common theme to put “the everyday black man” in most of his stories as well as using traditional “negro dialect” to better represent his African-American brethren. Also, at this time Hughes had major disagreements with members of the black middle class, such as W.E.B. DuBois for trying to assimilate and promote more european values and culture, whereas Hughes believed in holding fast to the traditions of the African-American people and avoid having their heritage be whitewashed by black intellectuals.
The last educational technology website is the Stanford History Education Group. This website provides teachers with history lessons along with history and civic assessments. It is another wonderful resource for history and government teachers. The website offers a set of curriculum called, “Reading Like a Historian.” The lessons are focused on a historical question and includes a set of primary sources for students to utilize. Reading Like a Historian is more than memorizing historical facts it is about investigating historical questions. While students are investigating these historical questions, they will be using a variety of reading strategies like, “sourcing, contextualizing, corroborating, and close reading.” The lessons are about both
...rst and foremost she was a proud woman. Hughes on the other hand chose to revel in his heritage, his main focus was African American history and the many tribulations associated with his race. Both had the same goal, racial equality through art but chose to go in completely different directions to achieve it.
for them is like. Hughes saw the life and dreams of many African-Americans destroyed and the line in
During the early 1950’s America was racially segregated. Segregation played a tremendous role across the country, as Negros were separated through restrooms, schools, Workforce, and housing. Throughout this era, a wide range of events occurred which led this era to constantly being profoundly known for its impact on the development of America’s society. Langston Hughes was constantly reminded of his limited freedom and the challenges he dealt with, due to being an African American. Langston Hughes poem, “Harlem” describes the limitations of achieving the ideal “American Dream” amongst African Americans. Throughout the poem, Hughes primarily focuses towards the struggles African Americans faced daily, in order to achieve
The civil rights movement may have technically ended in the nineteen sixties, but America is still feeling the adverse effects of this dark time in history today. African Americans were the group of people most affected by the Civil Rights Act and continue to be today. Great pain and suffering, though, usually amounts to great literature. This period in American history was no exception. Langston Hughes was a prolific writer before, during, and after the Civil Rights Act and produced many classic poems for African American literature. Hughes uses theme, point of view, and historical context in his poems “I, Too” and “Theme for English B” to expand the views on African American culture to his audience members.
This image is the author’s perspective on the treatment of “his people” in not only his hometown of Harlem, but also in his own homeland, the country in which he lives. The author’s dream of racial equality is portrayed as a “raisin in the sun,” which “stinks like rotten meat” (Hughes 506). Because Hughes presents such a blatantly honest and dark point of view such as this, it is apparent that the author’s goal is to ensure that the reader is compelled to face the issues and tragedies that are occurring in their country, compelled enough to take action. This method may have been quite effective in exposing the plight of African-Americans to Caucasians. It can be easily seen that Hughes chooses a non-violent and, almost passive method of evoking a change. While Hughes appears to be much less than proud of his homeland, it is apparent that he hopes for a future when he may feel equal to his fellow citizens, which is the basis of the “dream” that has been
Harmon, William, and C. Hugh Holman. A Handbook to Literature. New Jersey: Prentice Hall, 1996.
...urvive, and conquer life and society’s challenges. Hughes was an advocate and speaker for his community. He uses the memory of his past to instill pride in his African American community.
Hughes, a.k.a. Langston, a.k.a. The "Harlem". The [1951] Literature. 5th ed.
...nt of the Black race by religion and the church. I feel Hughes was successful in this endeavor. Hughes sums his whole perspective of religion, the church and the Black race, when he told a reporter, “Religion is one of the innate needs of mankind. What I am against is the misuse of religion.” (qtd. Emanuel 914).