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To show first hand to the whites the inequality’s and hardships that the blacks face, the entire first section is in a narrative and a descriptive format. The use of these types of essays lets the readers feel more involved in the story and feel things for themselves. Split into two sections within itself, this first paragraph juxtaposes two stories — one about a “young Negro boy” living in Harlem, and the other about a “young Negro girl” living in Birmingham. The parallelism in the sentence structures of introducing the children likens them even more — despite the differences between them — whether it be their far away location, or their differing, yet still awful, situations. Since this section is focused more towards his white audience, King goes into a description of what it was like living as an African American in those times— a situation the black audience knew all too well. His intense word choice of describing the boy’s house as “vermin-infested” provokes a very negative reaction due to the bad

Practically everyone in the story has a hidden agenda for his or her actions. The protagonist, a 22-year-old named Helga, was a teacher at an institute of higher learning called Naxos where the true agenda was not education but instead was teaching Blacks their accepted status in life—lower than that of Whites. She became convinced that she needed to leave Naxos after hearing a speech from a visiting white preacher whose remarks she found offensive. The preacher stated that if everyone acted like those from Naxos “there would be no race problem, because Naxos Negros knew what was expected of them” because they “knew enough to stay in their places” (Larsen 1724). At the beginning of the story, the reader would feel sympathy towards the workers at Naxos, who truly believed they were preparing the students for better lives and sympathy for Helga who tried to convince the new principle, Dr. Anderson, as to the true state of affairs. Helga failed to realize, however, that Dr. Anderson was aware of the situation at Naxos but felt that for change to occur there needed to be “more people like you, people with a sense of values, and proportion, an appreciation of the rarer things of life” (Larsen 1735). Helga mistakenly became offended at Dr. Anderson’s compliment by calling her “a lady” with “dignity and breeding” because of her belief that being able to trace one’s ancestry was more important that one’s actions (Larsen 1735).

It demonstrates that even without juridical discrimination; hate speech, lowered expectations, and dismissive behavior can have devastating effects on achievement. Black members of the blue-eyed group forcefully remind whites that they undergo similar stresses, not just for a few hours in a controlled experiment, but every day of their lives. Although these concepts are food for thought… they are merely preludes to the main course. The most important lesson to be learned here is that just one person can make a difference.       Next we join a group of 40 teachers, police, school administrators and social workers in Kansas City - blacks, Hispanics, whites, women and men.

This exemplum shows the author’s viewpoint well; not only is the school overpopulated with 1,500 students, but it is also mainly filled with minorities, as given by the principal’s statement “this would not happen to white children.” (page 244) It reinforces his purpose by giving the audience an example of how his perspective is true in order to allow the readers to consider the author’s argument.

Greed can be a powerful motivating force, evident through the positive impact it had on Industrialization in America during the Gilded Age. During this time new inventions became plentiful, but where there were new inventions there also had to be new businesses to back these inventions up and allow them to be successful. Wealthy business owners were able to help in this regard. They already had the capacity to help facilitate the creation of these new inventions, but it did not stop there. This is where greed came in. Greed is the intense and selfish desire for wealth, and it was this that empowered the rich during this time to expand upon their already successful businesses to become even more rich and powerful than they were before. This led to a surge of businesses in the country, and it was all due to greed. It was this desire for more that led to an increase in productivity in the country that helped with the spread of technology throughout it which made it more enticing for immigrants coming to America.

[The students] were subjects of unspeakable hatred. White students yelled insults in the halls and during class. They beat up the black students, particularly the boys. They walked on the heels of the black until they bled. They destroyed the black student’s lockers and threw flaming paper wads at them in the bathrooms. They threw lighted sticks of dynamite at Melba Pattillo Beals, stabbed her, and sprayed acid in her eyes. The acid was so strong that had her

Teaching in a multicultural society is difficult, it’s a balancing act, you have to be able to help the students from other cultures be able to easily integrate into a new society and culture, but you also don’t want to make your students from another culture lose their sense of identity. There’s no solid answer for how to maintain both of these at once, it’s incredibly difficult. The fictional novel White Bread by Christine Sleeter shows us how fifth grade teacher Jessica Westerfield attempts to keep this balance while also dealing with a tumultuous marriage and finding herself. I was not a fan of the novel, I thought that it’s lesson was predictable and one that was lacking evidence for it’s actual effectiveness as the book was fictional, although I want to state that I do agree with the lesson in that it is important for students of other cultures to have their cultures be represented in the classroom and not squashed by ours. I would have found the lesson more valuable had the book been more realistic, and had less fluff, such as the flashback chapters to the 19th and early 20th century. The final big complaint I had with the book were the characters, they seemed less human and more corpses on strings putting on a grim masquerade. That being said, I did get sucked into the story, and agree with the message it was trying to convey, however fumbled it was. First, however, I’ll write about the realism.

In 1964, the author, Jonathan Kozol, is a young man who works as a teacher. Like many others at the time, the grade school where he teaches is segregated (teaching only non-white students), understaffed, and in poor physical condition. Kozol

11). Due to his recent revelation to the reality of his identity, he encountered a series of plateaus during which he contemplated whether he should associate with the “colored” race or with the white race. He was now aware of his true identity: partially African-American and partially white. From this point onward, he endeavored to understand whether he is black or white. He did not know where he belonged in society. He contemplated his responsibility to his race versus his responsibility to himself. He tried to embrace life as a ““colored”” man at times, and other times he chose to pass as white. His life was full of contradictions and he could not decide which racial community to assimilate in. He eventually realized that his personal identity did not align with the pre-established racial boundaries.

To engage a large audience, Staples appeals to readers with his use to two different points of views throughout the essay: societal views and black views. Staples tries to connect with the readers by giving examples of unconscious thoughts that run through the minds of most people when in the same situation as the “white women.” In his opening sentence, Staples calls the women a “victim.” In her own eyes, she herself was “victim” due to the influence of generalized stereotypes presented in our culture. She becomes quick to judge based on Staples appearance: his skin tone. Because of his color, his every action becomes nothing but threats and anxiety on the women. “She casted a back worried glance. To her, the youngish black- broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a

One of Beverly Tatum’s most popular works, Why Are All the Black Kids Sitting Together in the Cafeteria?, outlines racial identity development and shows us what it means to be Black in today’s society. Tatum uses reasonable examples of her experience both as a parent and as a college professor. She is able to get readers to think in ways that might not be comfortable but are necessary and compelling. Recognizing understanding and embracing

When you live in the suburbs of Atlanta, it was easy to forget about whites. Whites were like those pigeons: real and existing, but rarely seen or thought about…everyone had seen white girls and their mother coo-coing over dresses; everyone had gone to downtown library and seen white businessmen swish by importantly, wrists flexed in front of them to check the time as though they would change from Clark Kent into Superman…those images were a fleeing as cards shuffled in a deck, where as the ten white girls behind us were real and memorable (179).

The education system in Bayonne was also far from ideal, and Gaines shows the injustices Black children face versus their white peers. The students are forced to get down on their knees to use the benches as desks or do their work in their laps (36). The students are so incredibly disadvantaged that they do not even have desks to write on to do their work, whereas the White children presumably have a well furnished school. This clear distinction between children’s’ learning environments shows just how bad the racism in Bayonne truly was. They are merely innocent children and they are already treated differently from their white peers. Gaines describes Grant’s class to show readers the circumstances of the Black community in comparison to the White school district. Additionally, the school year, according to Grant is only,” five months, and when the children are not needed in the field” (36). Even though slavery had been abolished almost a century prior, the Black children were still deprived of a proper education due to the field work that they were forced to complete. Grant also has to attempt to ration his supplies, because the school board does not give him an adequate amount for the year and at one point tells a

The highly ranked white people from the hotel ballroom affected the narrator’s invisibility by humiliation, embarrassment, and publicly degrading him. They ridiculed him while he gave a speech that took much time and effort on his part, and belittled

Anne was immediately confused by their presence because they seemed to be just like her except for skin color. On one occasion all the children were playing together in the lobby of a movie theater. Anne was with some local white children playing, but when it was time to enter the movie lobby the white children went in one direction and Anne went in after her friends. Her disapproving mother quickly stopped Anne and they left the theater. Before this instance Anne had never considered the coincidence that all the white children watched the movie from the bottom terrace and all the African America children from the top terrace. While thinking about the difference Anne realized that the bottom terrace and side entrance was much more luxurious than the raggedy top terrace, where she and her mother usually sat (38-2). After this the difference in skin color became much more apparent to her in everyday life. Anne was motivated to find the answers as to why she was treated differently because of the color of her skin.