Langston Hughes

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by Devon Wilkinson2 views·Updated Jun 23, 2021
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  1. This is a presentation on Langston Hughes by Deborah Mortenson
  2. In 1619 6 to 7 million people were enslaved and
  3. came to the new country.
  4. by 1831, there were enough people that were against slavery
  5. and that's when the underground railroad started.
  6. There are many people from the north and free slaves
  7. free free people that went back to help the enslaved
  8. people. And that's where the under rail underground railroad came
  9. from. By 1857 was the Dread Scott Case and Dread
  10. Scott was a slaved that ended up being free and
  11. ended up suing.
  12. But because he was a slave, he was declared not
  13. a citizen and he had no rights to sue.
  14. By 1861, there was enough conflict in the north and
  15. south that the civil rights started.
  16. The civil war started.
  17. Um in 1896, the gym clothes laws determined step that
  18. slaves were separate but equal.
  19. Um and then by 1909, the NN the NAACP was
  20. founded Which enforced the 14th and 15th Amendment which was
  21. determined that there was equality, equality and education for whites
  22. and blacks.
  23. There's much more that happens in that timeline.
  24. But this is just a brief synopsis and this is
  25. the more positive synopsis.
  26. Um in 1920 we have the Harlem Renaissance and that's
  27. where our story starts today.
  28. But just to show what the Harlem the Harlem renaissance
  29. kicked off.
  30. And that was Jackie Robinson, who was the first black
  31. baseball player.
  32. Um in 1954 we have brown versus board of education
  33. which reversed the separate but equal determination 1955 This is
  34. another huge drop for Progress in America.
  35. We have the Emmett till case which is a 14
  36. year old that was lynched by a black all white
  37. males for possibly whistling at a woman.
  38. Um All of these men were acquitted because it was
  39. an all white all male jury In 1963, we have
  40. a much needed reform With the 250,000 people March on
  41. Washington and we have the famous, I have a dream
  42. speech In 2008 we have Barack Obama becoming the 44th
  43. president of the United States, the first black president of
  44. the United States.
  45. And as we all know, there is much more that
  46. comes after this.
  47. But what we're really focusing on here is the Harlem
  48. renaissance, especially right now in today's climate.
  49. We have such a call for diversity and representation of
  50. all cultures in our classrooms and that's why focusing on
  51. authors like Langston Hughes is wonderful for middle school students
  52. because it not only addresses a lot of the themes
  53. that we want to bring out in young adolescent literature,
  54. but he's also a writer that was way ahead of
  55. his time and wrote, directed towards Children.
  56. Okay, here is just a few north Carolina language arts
  57. standards course of study objectives that can fit into, into
  58. a lesson designed around lengthen Hughes.
  59. Um that can be analyzing particular elements of a story
  60. or poem, analysing how a dramas or poems or other
  61. literary Jonah's form or structure contributes to his meeting and
  62. comparing and contrast written stories, dramas, poems to its audios,
  63. film, stage or multimedia version, analyzing the effects of the
  64. technique unique to each medium.
  65. Here, there's so many different freedom songs and videos that
  66. can go along with Langston Hughes and the Harlem renaissance
  67. and I think combining these two would really complement each
  68. other. Well, this is the particular poem that I analyzed
  69. for my research on Langston Hughes and this poem is
  70. called The Kids In School With Me.
  71. Here. You can read the whole poem, but what I
  72. did is I took out a few literary devices that
  73. really brought in the themes that legs and Hughes was
  74. trying to address.
  75. We see repetition repeated a lot throughout the poem.
  76. The first is visually and that is the repetition of
  77. the words and in the starting the lines of the
  78. poem, 68% of the lines in this column start with
  79. either the words and or the and I think Hughes
  80. is making a strong point here because when he uses
  81. the words and or the he is addressing the similarities
  82. between the Children in this classroom and by continuing this
  83. word, these words all the way down, he's showing that
  84. these kids are all the same and that the reader
  85. really gets that by their repetition.
  86. Use word choice is another strategic intention done by Langston
  87. Hughes and one word that really catches your attention is
  88. the word tick.
  89. Um Langston Hughes says, I got to see what makes
  90. America tick.
  91. The word tick is interesting here because it almost seems
  92. out of place, but it's arriving word.
  93. So it really draws in the reader's attention.
  94. The reader asked himself what ticks o'clock can tick as
  95. it is as it count the clock Antic Also a
  96. bomb can tick.
  97. So perhaps legs and Hughes is saying, America can run
  98. like clockwork if all of these issues are addressed, but
  99. if the issues with slavery, the issues with segregation and
  100. social form are not addressed, that american be America can
  101. be like a ticking time bomb and counting down to
  102. eruption. We also see rhyme scheme a lot throughout the
  103. poem and Hughes does this intentionally to draw three years
  104. attention to certain words, One of those words being ill,
  105. which he rhymes with smile I'll is draws our attention
  106. because it asks the reader what is an aisle and
  107. I'll separates.
  108. What is a smile, a smile and first happiness and
  109. hope. Perhaps use is saying that although there is separation,
  110. all separation can be easily overcome and with a simple
  111. action such as a smile Langston Hughes was is a
  112. symbol for the Harlem renaissance and that is because he
  113. was able to work in very complex concepts of social
  114. reform and justice into poems that he directed towards Children.
  115. And this was because Langston Hughes saw Children as our
  116. answer out of the times that he saw himself in
  117. and the times that he saw his people in, he
  118. knew that writing towards Children was his best way to
  119. make a better future.