...the timeline for the Literature of the Harlem Renaissance 1919-1940 on pp. 1377-1378 of the Norton Anthology of African American Literature and identify what you believe are three primary events that occurred and explain why you believe they had a significant impact on the period. The three primary event is: a. In 1919 W.E.B. Dubois organized first Pan American Congress in Paris. b. In 1920 ratification of the 19th Amendment granting women the right to vote. c. In 1923 – 33 the Harlem Renaissance The three events had a significant impact because women could not vote in the election as men could and vote their opinions on who they want as President. The Harlem Renaissance was a rebirth and express of African American culture as...
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...The Harlem Renaissance is the most influential movement in African American literary history. During this period, Harlem drew numerous black writers, artists, musicians, poets and scholars, acting as a cultural center for the movement. The Harlem renaissance came during a time when African Americans were still suffering under Jim Crow laws. Participants sought to re-conceptualize black America apart from the stereotypes that had influenced their relationships to their heritage and each other up to this point. This renaissance is unusual for its ties to the civil rights movement as participants also sought to break free of the moral values and shame about aspects of their lives which reinforced racist beliefs. There were many participants within...
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...The Jazz Age: Prevailing Opportunities for African Americans Thesis and Outline Thesis: The increased popularity of jazz music led to a growing acceptance of African American culture and presented African Americans the opportunity to gain social status. Introduction During the Jazz Age, jazz music, primarily dominated by African Americans before 1920, began to gain popularity among whites and transformed into an important aspect of American culture. The increased popularity of jazz music led to a growing acceptance of African American culture and presented African Americans the opportunity to gain social status. The Beginnings of Jazz music and Prevailing Opportunities for African Americans Music has always played an essential part in African...
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...Company’s production of Spunk: Three Tales by Zora Neale Hurston at the 14th Street Playhouse on September 25, 2013, presented the audience with a very culturally embellished version of Hurston’s original three tales: “Sweat,” “Story in Harlem Slang,” and “The Gilded Six Bits.” Zora Neale Hurston strived to portray the reality of life as an African American in the early 1900s through native dialect in her short stories and novels. Her most notable production, Their Eyes Were Watching God, is a prime example of her effort to illustrate the life of the everyday Negro in search of a better life. Each of the short stories portrays a different, yet comparable view on African American culture in separate areas of the United States. Director Hilda Willis depicts this play, adapted by George C. Wolfe, in the most literal variation of Hurston’s original stories; the actors from True Colors Theatre Company perform the short stories verbatim. This production is energized with selections of blues music to help the audience feel the attitude of the era in which the play occurs. Wolfe’s adaptation of Hurston’s Spunk infused the original three short stories with delineative and characteristic blues music, highlighting the mood during the era of the Harlem Renaissance and Black Migration. “Sweat” tells the story of a woman named Delia who suffers in an abusive relationship with her husband, Sykes. Her husband tries multiple methods of coercing Delia to leave, including verbal abuse and bringing...
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...The Roaring Twenties It was the Bee’s Knees to feel the Heebie-Jeebies while living young and free as a sensual Dumb Dora through the radical Roaring Twenties, an era that was absolutely unforgettable in American history! Organized doctrines advocating political, social, and all other rights of women equivalent to those of men, made the ideas of feminism possible. This was a new term that came about during the Progressive Era, a term that caused women to express their self-worth by capturing the world by it’s tail and launching a revolutionary era that lasted three decades; as Frances Willard said, “a wider freedom is coming to the women of America” (Textbook)… Within the first few years of the 1920s, the new culture that the generation had created was already set into motion. The youth no longer had the desire to act or dress like the older generation, they wanted something different. Through the fashion, entertainment and beauty industries women worked up the courage to reject the stuffy ways of the Victorianism lifestyle, and simply transition to a more advanced wild life of the conspicuous Flappers. In the late eighteenth century, the Victorian era was a widely known style that was commonly related to morals and structures based off of Christianity. Family and economic life for women was outrageously boring; a typical day for a woman would look like cleaning, gardening, plus taking care and cooking for her household. Women weren’t allowed to have real jobs...
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...History 112 05/09/2013 World War I triggered a number of important changes in American society: gradual and immediate. At war’s end, with the return of male workers, women were expected to quit their jobs. Between 1910 and 1920, only 500,000 more women were added to the workforce. The war had harsh consequences for immigrant families. Further immigration to the United States was halted. Many immigrant families already in the country faced fierce social and job discrimination in an antiforeign climate whipped up by the war. Most African American civil rights leaders supported World War I and some 400,000 African Americans Discrimination was common. Where they saw combat, African American soldiers served with distinction. Many returning black soldiers questioned why the liberties and freedoms they had fought to preserve in Europe were denied them in their own country. Civil rights leader W.E.B. Du Bois expressedresentment. American economy slows as war-time production ends. Returning troops face difficult adjustment to civilian society. Many women and minority workers faced with loss of jobs as men returned to the workforce. Despite contribution to war effort, returning African American I troops continue to face discrimination and segregation. Death and destruction of war leads to feelings of gloom among many Americans. Migration to the North World War I accelerated the migration of African Americans to northern cities. This immigration began after the Civil...
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...EVENT: Black Vace newspaper – in the library 2pm on Friday 4/27 Donations to PFAU library. HBCU – groups all over the world to come together. • Mixed races – either intentional or unintentional. o Mulatto – ½ black (this is an offensive term which the root word is mule) o Quadroon – ¼ black o Octoroon – 1/8 black Video – Fisk singers and early white gospel video • Literacy was a problem – acapella singing. • Gospel – “Good news” • Fisk = HBCU in 1866 Video: the history of gospel music 02 • In the African heritage it had to be the music, the preacher and the religious. o Had to be the preacher and the response • Music was to be free but then brought Christianity which was pulled out from that they say. • Involving percussion tones • Melees tone – not singing the tone right to but to shape it. We wear the mask poem: Paul Laurence Dunbar (1872 – 1906) • Mask – façade, disguises you, hides you, masquerade, protection, performers. Performance v. rituals • Ritual o Gospel • Performance o For others/benefits o Entertainment o Image Video: Education on Minstrel – goes into the Images topic • Developed in 1820. • T.D. Rice • Jim crow presents himself as an African (black face) by performing how the Africans perform. Performance within a performance. • Compromise of 4, etc. o Paid performances • Call and response Images: • Co-opted • Corruption of the history image • Massive available – were everywhere. • The images like...
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...ESSEX COUNTY COLLEGE Humanities Division ENG 232—African and Caribbean Literature Course Outline Course Number & Name: ENG 232 African and Caribbean Literature Credit Hours: 3 .0 Contact Hours: 3.0 Lecture: 3.0 Lab: N/A Other: N/A Prerequisites: Grade of “C” or better in ENG 102 Co-requisites: None Concurrent Courses: None ------------------------------------------------- Course Outline Revision Date: Fall 2010 ------------------------------------------------- Catalogue Description: This course examines the literary traditions of sub-Saharan Africa and the Caribbean through an intensive study of selected works. Negritude is explored in its own right but also in its relationship with the literature of Europe and the Harlem Renaissance. Particular emphasis is placed on the socio-cultural and political forces that shaped this literature as well as the mode of presentation. General Education Goals: ENG 232 is affirmed in the following General Education Foundation Categories: Humanistic Perspective and Global and Cultural Awareness of Diversity. The corresponding General Education Goals are respectively as follows: Students will analyze works in the field of art, music, or theater; literature; and philosophy and/or religious studies; and will gain competence in the use of a foreign language; and Students will understand the importance of global perspective and culturally diverse peoples. Course Goals: Upon successful completion of...
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...Outline Thesis statement: In addition to the frequent references to nature, certain animals have symbolic weight in Their Eyes Were Watching God. The animal with the greatest symbolic charge in this novel is the mule. Mentioned frequently throughout “Their Eyes Were Watching God”, the mule obviously represents the carrier of heavy loads and burdens, but it can also, and does, represent stubborn resistance. The mule serves to illustrate the strained relationship between Janie and Joe Starks. The figure of the mule can also refer not only to Janie herself but to any black woman struggling for independence. Janie identifies with the mule, which remains stubbornly independent despite its masters efforts to beat it down. Ironically, while Jody's position in the city gives him the power to free the mule, his pride and ambition cause him to virtually enslave his wife. He can free Janie only by his death. The mule is also a symbol of the control that men have over things. Watson’s mule was worked hard and was not fed properly so he didn’t look healthy. Women are associated with this mule because the men in Eatonville made them work hard and they were not treated fairly (49). Some of the women in the town worked just as hard as the men and they were not allowed to enjoy a lot of the things men got to. The men liked to relax on the porch and play checkers. None of the women got to participate in these activities. This segregation was unfair to the women of Eatonville. Janie...
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...English 11 EN 981 = Semester One / EN 991 = Semester Two COURSE DESCRIPTION The central purpose of this course is to extend students’ growth in all communication arts. Reading, writing, listening, discussing, speaking, using language, understanding media, using technology, and employing research skills will be applied to help students enhance their abilities to become creative and critical thinkers. Language Arts B.11/12.1 B.11/12.2 B.11/12.3 C.11/12.1 C.11/12.2 C.11/12.3 D.11/12.1 D.11/12.2 E.11/12.1 E.11/12.2 E.11/12.3 E.11/12.4 E.11/12.5 F.11/12.1 Key Learning Targets Create substantial pieces of proficient writing to effectively communicate with different audiences for a variety of purposes, including literary analyses. Apply the writing process to create and critique writing composed in a variety of situations. Edit and critique writing for clarity and effectiveness. Use advanced presentation skills on self-selected and assigned topics. Evaluate oral messages for accuracy, logic and usefulness. Summarize and evaluate the validity and relevance of ideas, arguments, hypotheses and evidence presented in a discussion. Identify and analyze the history, origin and usage of English words and phrases. Compare and analyze the use of symbol systems and expressions in other cultures’ languages. Use advanced computer skills to assist in the acquisition, organization, analysis and communication of information. Develop and apply criteria to evaluate various...
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...Complex Systems in Education CSE ESSAYS COURSE Complex Course on Writing English and American Essays for Advanced Students English Language Programs Division Bureau of Educational and Cultural Affairs Writing 2 United States Information Agency, Washington, D. C. 1999 2 3 How to Use this Complex Course Частные уроки Английского Языка 387-1231 MIND Speaks to MIND – Selected American Essays 4 Preface Some years ago, a visitor to our office, a professor of English at a large foreign university, asked if the English Language Programs Division had published a book of American essays for foreign students – especially students at the advanced level. Having to respond in the negative, I was, nonetheless, “intrigued” by the idea of a collection of essays that would form a source of stimulating ideas or thoughts that could be thoroughly examined in the EFL classroom, discussed and debated in free conversation, and perhaps, ultimately, lead to a significant growth in the exchange of information between cultures – via the printed page. From this rationale, then, there issues an explanation for the title, Mind Speaks to Mind, which itself is an “exchange of information” between the editor and Edward Hoagland in his essay, “On Essays”! And, readers are encouraged to study this essay first as a type of guideline concerning the nature/purpose of the essay. It is found on page 26. For ease of reference, the essays are presented in alphabetical order according...
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...THE GLENCOE LITERATURE LIBRARY Study Guide for Great Expectations by Charles Dickens i Meet Charles Dickens In addition to writing short stories and novels, Dickens wrote essays and journalistic pieces, and edited a weekly periodical filled with fiction, poetry, and essays. First titled Household Words, the magazine was later retitled All the Year Round. Dickens contributed to this publication several serialized novels, including Great Expectations, and writings on political and social issues. Dickens was born on February 7, 1812, in Landport, Portsea, England. He was the second child and eldest son of eight children. Dickens’s father, who worked as a clerk in the Navy Pay Office, was a spendthrift who often mismanaged the family money. In 1822 the family moved to London and soon found itself in financial crisis. The family was forced to live in poverty, and Dickens was no longer able to go to school. One of the most traumatic periods of his life began in February 1824, when his father was sent to debtors prison. Young Dickens, only twelve years old, was forced to go to work for several months pasting labels on bottles. This experience was painful and socially humiliating to him, and images of the factory haunted him for the rest of his life. These images provided a backdrop to much of his fiction, which often focused on class issues; the plight of the poor and oppressed; and lost, suffering children. As an adult, he championed social and political causes designed...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...Cultural Moves AMERICAN CROSSROADS Edited by Earl Lewis, George Lipsitz, Peggy Pascoe, George Sánchez, and Dana Takagi 1. Border Matters: Remapping American Cultural Studies, by José David Saldívar 2. The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture, by Neil Foley 3. Indians in the Making: Ethnic Relations and Indian Identities around Puget Sound, by Alexandra Harmon 4. Aztlán and Viet Nam: Chicano and Chicana Experiences of the War, edited by George Mariscal 5. Immigration and the Political Economy of Home: West Indian Brooklyn and American Indian Minneapolis, by Rachel Buff 6. Epic Encounters: Culture, Media, and U.S. Interests in the Middle East,1945–2000, by Melani McAlister 7. Contagious Divides: Epidemics and Race in San Francisco’s Chinatown, by Nayan Shah 8. Japanese American Celebration and Conflict: A History of Ethnic Identity and Festival, 1934–1990, by Lon Kurashige 9. American Sensations: Class, Empire, and the Production of Popular Culture, by Shelley Streeby 10. Colored White: Transcending the Racial Past, by David R. Roediger 11. Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico, by Laura Briggs 12. meXicana Encounters: The Making of Social Identities on the Borderlands, by Rosa Linda Fregoso 13. Popular Culture in the Age of White Flight, by Eric Avila 14. Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom, by Tiya Miles 15. Cultural Moves: African Americans and the Politics of...
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