Gwendolyn Brooks Poem

During the 1900’s, society limited the rights of African Americans. Gwendolyn Brooks was a writer who experienced discrimination from the white population, and even African Americans who were fairer in complexion. She originally wrote about the oppression of African Americans, and their day-to-day struggles. Later on, she expanded her writings to include the struggles of African Americans everywhere. By the end of her life, she inspired thousands of young writers to write about things they’re passionate about. The impact Gwendolyn Brooks has on my life is incomparable to any other important figure I've studied. It's the steps that she took that made her a global leader and will impact my development as a global leader.

     Gwendolyn Brooks is the female poet who has been most responsive to changes in the black community, particularly in the community’s vision of itself. The first African American to be awarded a Pulitzer Prize; she was considered one of America’s most distinguished poets well before the age of fifty. Known for her technical artistry, she has succeeded in forms as disparate as Italian terza rima and the blues. She has been praised for her wisdom and insight into the African Experience in America. Her works reflect both the paradises and the hells of the black people of the world. Her writing is objective, but her characters speak for themselves. Although the

The division between whites and blacks was clearly prevalent and the United States of America was a racially discriminatory society reinforced by its racist laws. Hughes took the initiative to speak his mind via poetry, resulting in his piece “I, Too”. In this poem, Hughes clearly signifies one thing: Just because his skin color is different from whites, does not mean that they get to sing the National Anthem louder. Arguing that all American citizens are the same, disregarding their skin color, Hughes applies in this poem a master-slave relationship. The assumed white master shows disrespect to his servant by sending him away whenever visitors come over, because he is ordered to eat secluded from the company. However he seems to not be faze by this and actually finds it funny, supported by “But I laugh” (5). Furthermore, not only does he find amusement in this unpleasant situation, but the isolation has a positive effect on him “And grow strong” (7), implying that even though he submits to his master, his spirit will not be diminished.

Through his poem “Theme for English B”, Langston Hughes expresses his will to exterminate discrimination by proving that despite different skin colors, Americans all share similarities and learn from each other. Langston wrote the poem in 1900, when black Americans were not considered Americans. He talks about a black student being assigned to write a paper about himself. The audience is thus the student’s professor – the representation of the white Americans. Since the professor said: “let that page come out of you---Then, it will be true.”, the student began wondering “if it’s that simple”. He then describes himself to explain why it isn’t simple: he is “twenty-two”, “the only colored in class”, and lives in the poor community Harlem.

W.E.B. DuBois’ “Returning Soldiers,” an editorial piece written in May of 1919 for the NAACP’s publication The Crisis lays out for not just returning soldiers, but for African-Americans as a whole that the war is not over. While the Great War of 1914-1918 may have ended, there is still a greater war to continue to fight on the American homefront. “Returning Soldiers” calls out the United States government on the charges against its people as seen by DuBois and reiterates and rejuvenates the reader for the fight it still needs to take on. The black man soldier may have escaped the battlefields of France and now be able to shed the uniform that symbolizes the systematic injustices he faced, but upon returning, in his “civil garb” he is still a soldier, only in a different military.

The Civil War was one of America’s most brutal battles in history. Majority of which being white, male soldiers. Over the years, many historians have argued the actual involvement of blacks during the civil war era. Many claiming that they were doing nothing more than assisting the actual, white soldiers in combat such as, nurses, and wagon drivers, not actually picking up the gun and shooting alongside in battle. Most people look over the fact that almost ten percent, or 180,000, of the Union army were African American. Though a small fraction of the amount of total soldiers during the war, their involvement is still significant. These soldiers recruited and voluntarily, committing the same acts of bravery of any Caucasian solider, due to the prejudice against them, they were pushed to the back burner and treated with disrespect, virtually diminishing their extensive courageous acts. Nevertheless these soldiers made an impact in world changing war.

Love is not always an easy adventure to take part in. As a result, thousands of poems and sonnets have been written about love bonds that are either praised and happily blessed or love bonds that undergo struggle and pain to cling on to their forbidden love. Gwendolyn Brooks sonnet "A Lovely Love," explores the emotions and thoughts between two lovers who are striving for their natural human right to love while delicately revealing society 's crime in vilifying a couples right to love. Gwendolyn Brooks uses several examples of imagery and metaphors to convey a dark and hopeless mood that emphasizes the hardships that the two lovers must endure to prevail their love that society has condemned.

The story of African American soldiers in the American Civil War is often a forgotten one. The history of the war is usually presented as white Northerners versus white Southerners as blacks waited on the sidelines as their fate was determined. This portrayal is highly inaccurate considering over 180,000 African American troops fought in the war and eventually obtained their own regiments under the United States Colored Troops as a part of the Union Army. Composed on May, 22, 1863, the USCT strengthened the Union Army’s numbers and contributed significantly to battles such as the Skirmish at Island Mound and Fort Wagner. Even with their contributions, African American soldiers are often overlooked in favor of other narratives. However, black historian George Washington Williams was one of the first to write the history of black troops today. His belief was that the history of black troops and their valor were a major contribution to American Civil War history. While controversial at the time, this view is not uncommon today and historians have continued to study the significance of black troops. Gregory J. W. Urwin and other historians recently wrote a critique on the treatment of black soldiers, acknowledging atrocities against them were committed often. Urwin tries to provide a honest history to the brutality of the black solider.

The Civil War caused a shift in the ways that many Americans thought about slavery and race. Chandra Manning’s What this Cruel War Was Over helps readers understand how soldiers viewed slavery during the Civil War. The book is a narrative, which follows the life of Union soldier who is from Massachusetts. Chandra Manning used letters, diaries and regimental newspapers to gain an understanding of soldiers’ views of slavery. The main character, Charles Brewster has never encountered slaves. However, he believes that Negroes are inferior. He does not meet slaves until he enters the war in the southern states of Maryland and Virginia. Charles Brewster views the slaves first as contraband. He believes the slaves are a burden and should be sent back to their owners because of the fugitive slave laws. Union soldiers focus shifted before the end of the war. They believed slavery was cruel and inhumane, expressing strong desire to liberate the slaves. As the war progresses, soldiers view slaves and slavery in a different light. This paper, by referring to the themes and characters presented in Chandra Manning’s What this Cruel War Was Over, analyzes how the issue of slavery and race shifted in the eyes of white Union soldiers’ during Civil War times.

Dehumanization is a big part of World war II, it is the reason why World War II is the deadliest war in human history, it is also the reason why the soldiers were willing to point their gun at another human being and to end “its” life without a blink. Not only was dehumanizing a big part of this, racism also played a big role as well. Racism is very powerful; it enlarges the hate towards the differences and made people treat their enemies as subhuman. Just as John Dower had mentioned in his book War Without Mercy, “Race hate fed atrocities, and atrocities in turn fanned the fires of the race hate. The dehumanization of the Other contributed immeasurably to the psychological distancing that facilitates killing, not only on the battlefield but also in the plans adopted by strategists far removed from the actual scene of combat” (11).

The book is written by, Slotkin, Richard. Lost Battalions: The Great War and the Crisis of American Nationality. New York, N.Y: Henry Holt and Company, 2005. Print. During the Great War, American Nationality and a nation struggling with inequalities came to the forefront. Slotkin concentrates his writings on the heroic African American troops of the 369th Infantry and the legendary 77th “lost battalion” composed of New York City immigrants. These brave men fought in a foreign war they didn’t even believe in; what they were really fighting for was the right to be treated equal

The depiction black struggles within Dunbar’s dialect poetry makes Dunbar’s poetry beneficial for the black race. For example, in “An Ante-bellum Sermon,” when Dunbar writes “But when Moses wif his powah Comes an' sets us chillun free, We will praise de gracious Mastah, Dat has gin us liberty; An' we'll shout ouah halleluyahs, On dat mighty reck'nin' day, When we'se reco'nised ez citiz', Huh uh! Chillun, let us pray!”, he is depicting a common feeling of African Americans. Although this poem takes place before the Civil War, and before Dunbar’s birth, both of Dunbar’s parents were ex-slaves, which gave him an understanding of slavery. With an understanding of slavery, Dunbar was able to depict the desire for slaves to be rid of the unjust system. Beyond that, the idea is still applicable to the time in which he lived. From one issue to another, people anticipate equality while in dire situations. Similarly, in “Song,” Dunbar depicts the harmful race relations from his time. Instead of the black experience being told from a sympathizer perspective, Dunbar has a better understanding of what it was like to be black in the 1890s. The competition and hate between flowers symbolizes the conflict between white and black people. Through this metaphor, especially at the end when they celebrate the death of all daisies when he writes “In de fiel’ de flags is wavin’ in a tantalizing’ way, Kin o’ ‘joicin’ case de daisies all is daid,” Dunbar depicts the hateful race relations of his time. Dunbar’s representation of black issues brings attention to them, which benefits African Americans.

In France during the time of 1918, Henry johnson and Needham Roberts were guarding a post. Needham Roberts heard clicks, and was injured, not able to fight. Henry Johnson fought a battle of 100 germans leaving 4 dead. When Henry Johnson returned home, he was hurt and ill but still was not honored because there was segregation during that time. There was segregation between Black soldiers and white soldiers.This topic is connected to conflict and compromise because there is segregation for conflict and for compromise they finally realized blacks should have the same rights and freedom as whites.

In the poem: Theme for English B by Langston Hughes, the audience gets a chance to read about the speaker, who is a African American college student living in Harlem who attends a predominantly white college. The speaker’s English instructor assigns an assignment, quoting at the begging of the poem “Go home and write a page tonight. Let that page come out of you— then, it will be true” (Hughes 4-5). The speaker immediately questions what his English instructor has to say about the truth, with the fact of them being from two different worlds. The speakers states “I am the only colored student in my class”, which already puts him at a racial disadvantage. The speaker struggles with finding a common barrio between being colored and finding a common truth with his English instructor, during a time where the color of your skin made you a bull’s eye for racism and there were no common barrio between black and white people.

The usage of words in Eliot’s poem, like ‘trampled edges’ ‘damp souls’ ‘brown waves’ ‘tear’ ‘muddy skirts’ ‘aimless’, are description of countries and people after wars. In the same way, the style of this poem; no rhyme, no meter, no punctuation, shows people situation during and in between the War World one and the World War two. They are dispersed, nothing as how it used to be. It shows a picture of poor people and that is the theme. One of the most influential results of wars on society is the creation of a marginalized people and racism. There are servants who work for upper-classed people “the damp souls of housemaids” not one or two housemaid but many. In Spicer’s poem, the wars results, also, pointed out by the use of words, style and theme. The words in the poem describe wars; ‘humiliating’ ‘disguises ‘tougher’ ‘white and aimless signals’ ‘no one listen’ all of those words are description of people conditions while wars are spreading. For example, the ‘white and aimless signals’ (L11) refers to the white flag which associates with surrendering. This poem was written during the Civil War, so in line nine, ‘pepper and salts’ may refer to race black and white. The African-American people were fighting to get their rights. The last word in the same line the poet mentions ‘the death’ and the sentence is continued in the next line ‘that young men hope for’ (10), this means that the Afro-American are fighting to get their rights even if this way may take their life from them, they will fight till the end. The style of the poem is very confused; there are lines with a word or two as if it takes time to complete these sentences as in wars there is nothing obvious and complete before the end of it. The poet critics the industry world and how it destroy the environment and people’s minds, and these are parts of the