Ruby Bridges Story Essay

Australian theatre practitioners use various performance styles, techniques and dramatic conventions to help portray their ideas to their audiences and make them feel a particular way to the ideas presented in a play. Without the use of these styles, techniques and conventions it wouldn’t be possible for the practitioners to emphasise their ideas. In the play ‘Ruby Moon’ Matt Cameron the playwright uses various techniques such as symbolism, transformational acting, cyclical and episodic dramatic structure and a fractured fairytale.

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

Violent crowds of people gathered around the school. “We don’t want you here,” a man yelled.” “If you go in there, I’ll poison you,” a woman said as she shook a black girl doll in a coffin. The mob continued to yell and raise their signs as four federal marshals escorted a child. A six year old African American girl. The girl walked through the mob like they weren’t even there. If she was scared, she showed no sign of it. All she showed was courage. She came to this school to get a good education and a mob of protesters wasn’t going to get her to leave. This wasn’t any ordinary girl. This was Ruby Bridges.

Starting her second education, she was forced to drop out to care for her ailing grandmother. With Jim Crow’s Law, heavily in affect, her childhood was greatly influenced by the segregation between white people and black people in almost every part of their lives.

Ruby Bridges faced innumerable types of racism. First, Ruby had to be surrounded by Federal Marshals in order to enter the school owing to the fact that the protesters were so vicious. Second, parents were taking their youngsters out

The black characters in the novel are all victims of this “separate but equal” mentality; the younger characters yearn for real equality and the older characters have settled in to their lives by accepting their “fate.” The existing structures of society in Bayonne, Louisiana prevent black characters such as Grant Wiggins and Vivian from ever breaking out of their social class; both are forced to remain in their lives as teachers of young black children who will also grow up to live limited lives. Wiggins says of his classroom, “I’m the teacher... and I

Ruby Bridges had a difficult and eventful childhood. For example, Ruby, an African American at the age of six moved to New Orleans. That year Ruby was the first African American to go to a white school (“Ruby Bridges”). As a child going to a white school Federal Marshals had to go to school with a lot and the

Ruby Bridges was an important figure for the Civil Rights Movement because she took initiative. The brave six year old was the first African American to attend an all white school, as a result would eventually end racial segregation. Culture “It is the way we eat, sleep, talk, play, care for the sick, relate to one another, think about work, arrange our kitchen, and remember our dead. It includes the language we speak the religion or spirituality we practice (or do not), and the clothing, housing, food, and rituals…”(Sparks and Edwards 55). Ruby's culture is explored fully in the movie through her family and home. There is a connection to Ruby's culture through her mother’s cooking, their outdoor activities, and their clothing. In the documentary, the audience is exposed to two different cultures. Of course there is one that is the dominant culture which creates conflict. Dominant culture “it is the culture of the people who hold the social, political, and economic power in the society” (Sparks and Edwards 57). The white people were the dominant culture during the time and reacted violently towards Ruby because they were afraid of the change. One could understand the reasons why these people reacted the way they did because they had not been exposed to new cultures. Although, violence acts towards a little girl was not the answer. Ruby was able to make a stand without physically harming anyone. Another major idea explored in this documentary was racism which is “an attitude, action, or practice of an individual or institution, backed by societal power, that undermines human and legal rights or economic opportunities of people because of specific physical characteristics, such as skin color” (Sparks and Edwards 77-78). The Marshals were there to protect Ruby so the racist acts were not pushed to another level. Although, Ruby was terrified from all the comments that

The route the children are designated to take, in addition, is specified in the writing to inspire in the audience fear. The segregated school for Black students is located within a mass of railroad tracks, warehouses, and red-light districts, all notably dangerous locations for children to be in. By specifically mentioning that Ellison had “forbidden words” added to his vocabulary, he implies that he had interacted with the many unsavory individuals in the area to the extent of learning immoral materials or skills (Ellison 4433). This emotional appeal enforces the idea that impressionable children are innocent and that their actions were forced upon them by the adults in control. It also appeals to the parental instinct to protect children and preserve their future. By being forced to maintain continuous exposure to dangerous environments and professions of ambiguous morality, the Black children are victims of tarnishing and possible injury by the White authority purposefully segregating the children to hazardous areas. The strategy in specifying the unfortunate circumstances the African American children are facing is for causing the White adults to appear as villains who impose professionals of socially denigrated on innocent children. In contrast, Ellison, despite not doing anything particularly virtuous, is designated the ‘hero’ to be cheered for along with all his associates and peers, who are also victims.

Ruby Bridges was a young African- American girl from Louisiana that scored high enough on the placement test administered to be sent to William Frantz Elementary—an all-white school in New Orleans, Louisiana. Two biographies of Ruby Bridges that were written for different audiences—one from Hilbert.edu and one from Nytimes.com—will be used to portray the role Ruby Bridges had in securing liberties to minority schoolchildren through tone and purpose. The strengths and weaknesses of the biographies will also be examined.

Lastly, people came from all over Louisiana to protest this little girl from going to the school. They released all of there rage and confusion to this little girl in order to stop the means of mixed schools. The white racist people did not understand that she (ruby) was the same as them just different in color. The parents even suffered from this hate that these people held in there hearts and minds. The Father was fired from his job because his african american daughter attended an all white schools. Overall, all hate was focused on this topic in Louisiana at this

Standing up for yourself as an African-American during that time was a very rare and risky thing, especially if you were a woman. Ruby had only one teacher in a one student classroom because nobody wanted to teach her, they thought she was a waste of breath, time, energy and life. The principal didn't want

Born on September 8th 1960, six years later Ruby Bridges would be the first African-American child to attend an all white southern elementary school. After moving from her hometown Tylertown, Mississippi to New Orleans, Louisiana in hope of a better life she was one of the many black children chosen to take the test. This test would determine whether the schools would become integrated or not obviously being designed for them to fail, but six passed one being Ruby. In November of 1960 when the Louisiana State Legislature could no longer fight segregation in schools Ruby would be the only African-American child attending William Frantz Elementary School. Ruby paved the way for Civil Rights actions, this makes her a Civil Rights Activist Leader and an inspiration to many.

In the Ruby Bridges story that she wrote she expressed how she felt and what she was felling at this time. Ruby Bridges was considered in the category of being an integrate to the people in her school the parents of the children in the school the teachers and she was constantly threatened. The first story tells what was happening such as “protesters carrying signs,yelling insults,and throwing things.” The tim that Ruby was alive the people in her world were very racist against the color of her skin.

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.