The Learning Tree

From 1865 to 1900 African Americans, despite being presumed free; blacks quickly realized they were only free from was the whippings, break-ups from their families, and sexual exploitation. (Experience History 457) African Americans were still force to live with the hostility of whites. It has taken blacks a long time to be freed from the hatred, and discrimination of white southerners, and after decades’ racism among whites still exist today.

In the United States, racial segregation has been a controversial issue throughout the years. The colored and the white were separated not only in residential regions but also in educational systems. Students were unable to attend their prefered school due to the color of their skin. The fight for equality was difficult to achieve, but cases such as the Plessy v. Ferguson and Brown v. Board of Education pushed for the equality of all men and women. These cases were not the only factors for racial equality. Novels, such as To Kill a Mockingbird, aided the push for equality as it made the audience aware of the inequality put upon colored men and women. The idea of one race being superior to the other still exists. Although the common world may not think of it, racial prejudice is a common issue. There are many towns that continue to be segregated due to the societal views on race. To this day, the concept of “separate but equal” is continued rather than alleviating the problems of prejudice.

In Chapter 4 of his book, which is aptly titled “Postwar Passions”, Daniels chooses to focus on the experiences of African-Americans in the post-WWI era, specifically focusing on race riots that occurred during the “Red Summer” of 1919. (104) There is a long-standing history of racial discord between whites and African-Americans, but the post-WWI years are a unique time. It has been more than fifty years since slavery has been abolished, but it will still take another forty plus years before discrimination on the basis of race is made illegal in America. Industrialization after the turn of the century and blatant racism in the South led to the migration of millions of African-Americans to northern

‘A Talk to Teachers’ by James Baldwin published on December 21, 1963 is a very brave and direct message to teachers on how they are contributing to the prejudice in society during that time period. Baldwin’s tone in this essay shifts frequently however, the constant tone that enhances his purpose of this essay is urgency. Baldwin’s urgency to make teachers change the prejudice view on “negros” and the false history that is being taught about African Americans. For he refers to it as “any negro who is born in this country and undergoes the American educational system runs the risk of being schizophrenic.”

The black race has faced many hardships throughout American history. The harsh treatment is apparent through the brutal slavery era, the Civil Rights movement, or even now where sparks of racial separation emerge in urbanized areas of Baltimore, Chicago, and Detroit. Black Americans must do something to defend their right as an equal American. “I Am Not Your Negro” argues that the black race will not thrive unless society stands up against the conventional racism that still appears in modern America. “The Other Wes Moore” argues an inspiring message that proves success is a product of one’s choices instead of one’s environment or expectations.

The life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination… the Negro is still languished in the corners of American society and finds himself in exile in his own land (qtd. in W.T.L. 235).

The story occurs in the early 1900s, between the Great Depression and World War II, and it set in the deep South where “Jim Crow Laws” is in place. Though slavery was abolished, racism is present

The discriminating social stratification in 1950’s developed a set of servile behavior on the blacks. They were thought to be inferior to whites, and were treated accordingly. Moreover, different parts of the country had various ranges of sensitivities while dealing with the blacks. For example, in Mississippi things were particularly tense after the Parker lynch case. No black man would dare look into any white man’s eyes in fear of the repercussions. On the bus, a man warned Griffin to watch himself closely until he caught onto Mississippi’s ways. In an extreme case like this, it was vital to learn about their roles and behave accordingly.

     Growing up in the north, and being white, we were taught in school what the conditions were in the south and all over America for blacks. I never really thought much of it, like many kids my age, because it never affected me. I’ve been told by teachers, speakers, and whoever else my school would bring in to tell us about what it was like for blacks back in the 1940’s and the 1950’s. After I read the book, Coming of Age in Mississippi, I realized what it was really like

The book Coming of Age in Mississippi goes into detail about a very prominent time in United States history. The book takes us back to a time where the issue of civil rights began to rise eventually reaching its peak marking this an unforgettable time in history for that generation and for generations to come. During this time the south in general was already a tough place to be in, but the in the Deep South things were even worse, which is where the story takes place. Not only was race a huge issue other things factored into these trying times such as huge levels of poverty, and various acts of violence. Although all of these factors played a crucial part to the make-up of the Civil Rights Movement, the one that stands out the most is prejudice with the other factors such as unfair gender roles and poverty falling suit behind.

What can we do better for our country instead of making a mockery towards the blacks who are poorly educated, and have severe economic issues by not providing equal opportunities and not providing schools for them? And could these actions really lead blacks to crime, violence, and laziness? W.E.B Du Bois’ The Souls of Black Folks provides his readers a second – hand experience of what racism and segregation was like during the late eighteen hundred. In addition, he presents major themes such as double – consciousness, the color – line, and most important “the Veil”. The importance of “The Veil” describes the real-life experience of what life is like for an African American living in a nation that is divided up into two race groups and receiving terrible treatments. In Du Bois’ “introduction” he states that the greatest problem that blacks face during the twentieth Century was the color – line. The main reason that the color – line is such a problem during the twentieth Century is because it’s tough for the blacks to achieve

On February 1st, I visited the Britton Macon Area School. The teacher I observed was Ms. Richardson. She teaches a self-contained classroom for middle and high school grades. I started the observation at 8:00 A.M. until 11:32 A.M.

Many African Americans had moved north during the Great Migration to escape conditions in the south, but found that discrimination was still prevalent in northern cities. African Americans not only had difficulties finding jobs, but still felt the stigma of being black. Living within the time of legal discrimination, many African Americans soon realized that though they may have escaped the violence of the south, they still had to deal with the challenges and setbacks of being black in America. The Great Migration began in the 1910s and 1920s during World War I. The second wave of migration of Blacks to the north and west began in the 1940s during and after World War II (Alexander, 1998, p. 352). With the war going on, many black people found jobs due to the numerous openings of those fighting in the war. But once the war ended, white soldiers came back, finding blacks filling their jobs and wanting them back. Black men had particularly difficult times finding jobs; “they were the last to be hired or accepted in the unions and were the first to be let go during the Depression” (Dyer, 2001). Not only did the new immigrants face tension with whites over jobs, but also with Northern blacks, who believed that the migrants “threatened their social, economic and political security” (Tolnay 1997, p.1216).

It is now over a century and a half since President Abraham Lincoln took the courageous step of issuing the emancipation proclamation that essentially laid the foundation for the freeing of African-Americans from slavery. Since then, African-Americans have been engaged in a never-ending struggle to effectively appropriate this hard fought freedom. The election of Barack Obama into the highest office of the United States is perhaps a significant enough achievement that speaks volumes of just how far African-Americans have come. However, a closer look at Americas social, economic and political fabric reveals a grim truth – that close to two centuries after gaining their freedom, African-Americans are still discriminated based on their racial identity. Of course the amount and form of discrimination is quite different from the total oppression of the slavery years, but still, for many African-Americans, it appears as though very little has changed. From housing to education to employment, African-Americans face numerous challenges that further taint the sacred values contemplated by the founding fathers of America. This essay takes a critical view at racial discrimination in schools with respect to African-American students.

Ms. Gruwell was more dedicated and determined than the other teachers at Woodrow Wilson High School. Even though she was warned by other faculty and staff members, she went in with an unbiased opinion of the students in her class. She led the classroom by not showing her frustrations when something went wrong or if a fight broke out. Instead of complaining about the lack of resources that the school provided her with, she found ways to get it herself by working more jobs. In order for her to lead the classroom, she tried to find common ground between her and the students. She tried to make them feel comfortable with her as their teacher. Her