Revealing The Invisible By Sherry Marx: Summary

When a reader opens their textbook to Alexie’s story, they immediately perceive the sections that are broken up by grade levels. Having Alexie use this method helps the reader understand how each grade level affected him as a person. Each grade level specifies a problematic situation Alexie encountered. For example, in the ninth grade, Alexie passed out “after a basketball game in an overheated gym” (Alexie 323). Alexie was diagnosed with diabetes. However, when the Chicano teacher ran up to Alexie, he stated, “What’s the boy been drinking? I know all about these Indian Kids. They start drinking real young” (Alexie 323). Alexie’s ethnicity made the teacher assume that he was drunk. Making this type assumption conveyed an act of direct racism. For each grade level, Alexie ends his story with an opinion-based sentence. For the ninth grade, Alexie expresses, “Sharing dark skin doesn’t necessarily make two men brothers” (Alexie 323).

The book I would like to tell you about is called Among the Hidden. The author of this book is Margaret Peterson Haddix. In this book, there is a boy named Luke Garner who has never been able to leave his backyard. He has only been able to quickly peak through blinds for fear of being seen. Until the day the workers started cutting the trees down, Luke was able to experience a little fresh air while rough-housing with his brothers in their isolated backyard farmland. The reason for this is because of the population law. The government believed that there wasn’t enough food to feed the growing population, so they made the law that there is only a maximum of two children allowed in each family. That meant that Luke was an illegal third

The occasion was in the year 1996 in the gang-ridden streets of South Central, Los Angeles while California was on the ballot for affirmative action. Corwin, a newspaper reporter, was covering the shooting of a teenage boy. The victim turned out to be John Doe, a student from Crenshaw high school. In his pocket revealed an “A” paper on the French Revolution; he was a gifted student who had a bright future ahead of him. Before he knew it, Corwin realized that South Central isn’t just a place full of gang activity, but rather a place filled with hidden successes. This motivated the author to approach the high school the boy had attended to shine light on the students who shared a similar background story. Miles Corwin decided to set the location at a predominately black school such as Crenshaw because it would be an ideal place to set his book. Afterward, Corwin successfully explained how “affirmative action” put these gifted students at a disadvantage. Furthermore, he was able to describe the obstacles these students would have to deal with such as abuse, financial instability, and the poor education system. Thus, Corwin would set his tone as concerned and hopeless of the students who faced the impending, one-way trip they will be part of : graduation

In Susan Griffin’s work titled “Our Secret”, she discusses the relationship between the present-day and the earlier life of different people. She also compares the private and public lives of other people. Her piece is set during World War Two in the 1940s. Throughout the entire piece, Griffin compares the lives of people evolved in World War Two, people who were affected by the war, and her own life. She shows how even though they lived separate lives, they are still closely related.

From the beginning of the story, we are shown racial inequalities. Ellison introduces us to our character who is a broke and hungry African American economically struggling to save his lady friend’s, Laura’s, life. The protagonist “got no birth certificate to

In Hispanic culture, they tend to look at the teacher, as knowing it all. This is because they come from a very different place, then whey they are now. This is not always the case, but they leave the whole education situation the teacher, and members of

The time of racism, segregation, and discrimination in the Civil Rights era was a difficult time for many people: whites, other races, and even children. Racism brought the realization to many people to think about how racism might affect their children and the way they were brought up. The real interesting fact is, that even though most Americans showed concern towards children there wasn 't a large percentage that took in consideration the feelings, thoughts, and affects that African- Americans and other racial children, including whites had towards the consent segregation, discrimination, and racism that went on in the Civil Rights era. Even the

In the novel Evidence of Things Unseen, Marianne Wiggins tells the story of Fos, a World War I vet who is fascinated with radiance and all things that give off light , especially his very own X-ray machine. He falls in love with a girl named Opal and they get married. In a series of events, Fos and Opal adopt a child and name him Lightfoot. Throughout the novel, Fos expresses his love of science and his belief that it can solve any problem. Towards the end, Fos and Opal, with their son, go to work for a government facility where Fos takes pictures and Opal helps with the bookkeeping. Unknown to them, though, the facility was erected for the sole purpose of perfecting the atomic bomb. While staying at this place, Opal and Fos find out that they are both suffering from radiation sickness, Opal succumbing to the effects more rapidly than Fos. He believes that this is due to the X-ray machine, since Opal was X-rayed more often than Fos. Finally, the atomic bombs are dropped on Japan, and Fos puts two and two together: he had contributed to the making of the atomic bomb. This, coupled with Opal’s failing health, causes Fos to feel betrayed by science. An article titled “Out of the nuclear shadow: Scientists and the struggle against the Bomb” by Zia Mian, shows the perspective of some of the scientists behind the making of the atomic bomb; Mian also urges the audience to stop the building of nuclear weapons. Both these texts work to convince the audience not to take science at

He tells the story of a young African girl in order to make the audience feel sympathy. He writes, "She can no longer attend the all-Negro school in her neighborhood because her mother died only recently after a car crash. Neighbors say if the ambulance hadn't come so late to take her to the all Negro hospital the mother might still be alive." This story is told so the audience will understand the blatant disregard for African American lives. It is told to make people realize that a change needs to be made and

teacher who was supposed to take him in and teach him, help nurture him, encourage him, and inspire his will to learn did nothing but completely write him off for the simple fact that this child didn’t speak english. She “couldn’t deal with him” so she sat him in a corner and ignored him. The situation was no different when Grillo was sent to another class, yet again he was sat in a corner the only difference this time being that the teacher was a little nicer about telling him he wasn’t wanted. However despite the sweetness she injected into her voice Luis still knew he wasn’t wanted, so due to his mistreatment he became reluctant to talk to anyone; even to ask to go the bathroom. As Grillo got older his outlook on school only got worse, he became a troubled child

I have always thought and been taught that racism was a form of ignorance; people used stereotypes are the easy route, instead of looking at the individual outside of the whole. But Kelley’s thoughts on the topic rang very true to me—“Racism is knowledge…is learned behavior…” (7). When we are babies, we don’t notice or care if someone is of a different race, socioeconomic standing, sexuality; we just see them as people. It’s through repeated actions that we learn what separates us from the “other”. As a young child, my neighbor was my best friend. We played every day until I moved, but our families still kept in touch. It was until probably the 3rd or 4th grade that I realized he wasn’t like me, he had Down syndrome. Of course, that didn’t make a difference to me then or now, but I find it to be a striking example in my own life that as a young person, I was unable to see anything different about us, to me we were the same, we were

Johnathon Scott Halloway’s Confronting the Veil explores the scholarly and social history of Abram Harris Jr., E. Franklin Frazier, and Ralph Bunche during their early careers. These notable men formed an alliance that led the Division of Social Sciences at Howard University during the New Deal. During these years they eventually started a movement of young black radical scholars. At the nucleus of their intellectual radicalism was the notion that class status was to blame for African American’s more than race for black Americans’ degraded position in society. This notion was compared to idea that race was the issue and the answer to the question of Holloway’s study of Harris, Frazier, and Bunche exam ines how the three promoted the

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.

However, many Hispanic families were and in some cases, still are viewed as lower-class citizens. According to Barrientos, “To me, speaking Spanish translated into being poor. It meant waiting tables and cleaning hotel rooms. It meant being left off the cheerleading squad and receiving a condescending smile from the guidance counselor when you said you planned on becoming a lawyer or a doctor” (561). They are not respected in a lot of communities, they live dirty, and they have bad jobs. These stereotypes are reasons why Barrientos did not want to be called Mexican and never wanted to learn Spanish. If diversity had been celebrated when Barrientos was a child, as it is celebrated and honored now, she would have grown up speaking Spanish and being proud of her heritage.

You can give the cupcakes to all the students, but none of those Mexicans expect Jose, he is the only one who does what he is suppose to do in class, all the rest just work my nerves.” Quoted above, are three verbatim statements from a teacher stated to her Hispanic students in her first grade classroom. The last statement