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Racism in Hughes' Poetry, 2008.
This paper compares and contrasts the theme of race in three poems by Langston Hughes; "Mother to Son", "Harlem, A Dream Deferred" and "The Negro Speaks of Rivers".
987 words (approx. 3.9 pages), 1 source, MLA, $ 35.95
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Abstract
The poetic analysis examines the theme of racism within the poems; "Mother to Son", "Harlem, A Dream Deferred" and "The Negro Speaks of Rivers" by Langston Hughes. The paper compares and contrasts the varying levels of racism found within these poems. The paper demonstrates how Hughes suggests a wide variety of racial perspectives that define the African-American experience. The paper focuses on Hughes' metaphor of the African soul in relation to river symbolism.
From the Paper
"The poem "Harlem, A Dream Deferred" first implies the symbolic use of a raisin to define the struggle and conflicts associated with racism in American society. The raisin is essential a single black man or a group of African Americans that are being affected by the sun (an allusion to the hotness of white racist hegemony), which could invariably "dry up" under the pressure. This overall scope of the poem refers to the dream of racial equality and freedom that is threatening the racial autonomy of urban neighborhoods, like Harlem. The existence of Harlem as a bastion of hope for African Americans to congregate within New York City is represented in the way that white society will either allow them their freedom or destroy it."
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Suffrage in the New World, 2008.
A literature review of the correlation between economic development and suffrage across North America.
1,118 words (approx. 4.5 pages), 5 sources, MLA, $ 38.95
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Abstract
This paper examines how the extension of suffrage affected long-term economic development in the America's vis-a-vis wealth distribution and political influence. It looks at the U.S. democratic model as a paradigm explaining why economic elite might choose to award universal suffrage. The paper concludes that the U.S. eventual granting of, what they deemed to be universal suffrage, was due to the machinations of the political elite and that universal suffrage never existed in any real sense until later in the 20th century, contrary to popular opinion.
Outline:
Article Summary
Literature Review
Analysis
From the Paper
"Even after universal suffrage for both women and blacks in America were granted, it was not until the mid 1960s that many legal and regulatory barriers that prevented many women and blacks from voting were struck down in the Supreme Court of that country (Perelman 149). The only conclusion that can be made regarding this development is that even in the U.S. the political elite did not freely choose to award universal suffrage in that country's beginning nor even in its later developmental stages. This seems to be a point that Engerman and Sokoloff completely overlook in their research regarding economic development through institutional control and granting of suffrage. "
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"Celia: A Slave", 2008.
An analysis of female strength and patriarchal resistance in "Celia: A Slave" by Melton A. McLaurin.
1,190 words (approx. 4.8 pages), 3 sources, MLA, $ 40.95
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Abstract
This paper discusses how the patriarchal institution of slavery is the central inspiration of resistance that Celia must confront to gain her humanity and feminine identity in "Celia: A Slave" by Melton A. McLaurin. It looks at how Celia provides a heroic example of a woman that found a source of strength in her humanity and female identity to fight against her owner and rapist. By comparing Celia to other literary African-American heroines such as Harriet Jacobs and Eliza Harris, the paper attempts to shed some light on the ideology of resistance to the violent patriarchy of slavery.
From the Paper
"The ramifications of Celia's role as a slave woman are defined early in the story, as Celia is raped by her master, John Newsom, after her initial purchase. Celia was essentially attacked and forced to fight for her life when this violent and deranged individual disavowed her rights, even under local law. However, many of the town's people did next to nothing to prevent these rapes against Celia, providing the source of resistance for her inevitable legal struggles to regain her feminine dignity and sovereignty in this patriarchal court system. "
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Beauty Contests, 2008.
This paper explores the cultural practice known as the "beauty pageant".
1,543 words (approx. 6.2 pages), 7 sources, MLA, $ 50.95
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Abstract
The paper discusses the importance of the cultural practice of the beauty pageant, in particular the Miss America beauty contest. The paper discusses how although there has been scholarly aversion to studying the phenomenon, it is clear that this apparently frivolous cultural practice is enormously significant in shaping how sexuality, gender and race are shaped within the broader fabric of power relationships in our society. The paper also demonstrates how this cultural practice has spread across the world during the twentieth century to become a global phenomenon.
From the Paper
"The topic of "beauty" and, in particular, "beauty pageants" is a highly controversial one in contemporary academia. In the wake of late twentieth century feminism, scholars in the fields of sociology and anthropology "often see beauty contests as somehow trivial, frivolous, or vulgar" (Cohen 5). In large measure, this scholarly response reflects the widespread controversy over addressing the cultural construction of "beauty" in the modern context. While feminist critics have led the debate over the scholarly analysis of the construction of beauty, scholars in other fields have tended to avoid discussion of the issue and the cultural practice of beauty contests. As one critic observes of this scholarly aversion: "The failure to grant beauty pageants serious attention may reflect a reluctance to deal with beauty itself as a serious matter" (Cohen 6)."
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"Their Eyes Were Watching God", 2008.
This paper analyzes "Their Eyes Were Watching God" by Zora Neale Hurston.
1,210 words (approx. 4.8 pages), 1 source, MLA, $ 41.95
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Abstract
The paper examines the novel "Their Eyes Were Watching God" by Zora Neale Hurston, which portrays the prejudices faced by African-American women. The paper describes how Hurston paints a verbal picture of Janie, the African-American woman and explains how through her relationships with different men, she finally finds her true identity.
From the Paper
"The life of Janie in the novel, "Their Eyes Were Watching God" by Zora Neale Hurston and published originally in 1937, was written during a period of time when there were few African American women writers. It is a story of the life of an African American woman who is telling her story to a friend and how she did not even know who she was until she met Tea Cake. It is an emotionally charged book that tells how life was for women and men back in the days where whites mistreated them due to their skin color. Hurston paints a verbal picture of Janie, an African American woman, who begins the story of how she had no identity, but through her relationships with different men, finally, finds herself."
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Gillo Pontecorvo's film "Burn"., 2008.
A review and discussion of of director Gillo Pontecorvo's film "Burn".
704 words (approx. 2.8 pages), 2 sources, MLA, $ 25.95
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Abstract
The paper discusses how the movie "Burn!" presents a dark look at the nature of colonialism as well as humanity. The paper describes the society radically segregated on racial and economic lines; the slaves are perpetually trapped in a cycle of poverty and oppression and even after finding their "freedom", they are little better off. The paper looks at the character of Jose Delores and his independence that led not to freedom, but to further repression and the collapse of his dream and hopes.
From the Paper
"The first part of the movie sets the stage for this philosophy. The island of Queimada has long sought freedom, for it has a history of colonialism as well as a history of revolt. The movie develops in the slave revolt that England seeks to capitalize on and wrest control from Portugal. As the slaves rise victorious from the bloody revolution, Walker, convinces Jose Delores that the slaves can go no further in self-government, or succeed in trading with the world. "Who will buy your sugar, Jose?" Walker asks, yet the British have imposed a boycott on the island (Burn!). In exchange for promised schools, hospitals, financial prosperity, the newly liberated slaves agree to set down their weapons and return to the sugar cane fields. Thus, they are promised success, but are stripped of their independence and freedom. They are trapped, given the ability to "know how to go", but no escape from their situation."
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Colonization of the Southern Colonies, 2007.
An examination of the colonization of the Southern United States and the development of agriculture in the southern colonies.
1,144 words (approx. 4.6 pages), 5 sources, MLA, $ 39.95
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Abstract
This paper looks at the various European countries that began exploring the southern colonies and their influence on these colonies. The paper explains the difference between the Southern colonies and New England.
The writer discusses the important role African Americans played in the history of the thirteen colonies and especially for plantation owners in the southern colonies.
From the Paper
"After Christopher Columbus came to the new world, Spain and France made several explorations. Spain sent explorers hoping to find gold and eventually colonized what is known today as Alabama, Mississippi, Louisiana, and Texas. French fur traders traveled down the Mississippi River hunting different animals and eventually they claimed this area for themselves beginning colonies in Louisiana. It is important to recognize the part that Spain and France had in exploring these areas because these countries continue to affect these states today."
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Toni Cade Bambara's "The Lesson", 2007.
A look at how the plot and theme of Toni Cade Bambara's short story, "The Lesson", reflect communist ideology.
1,645 words (approx. 6.6 pages), 2 sources, MLA, $ 53.95
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Abstract
This paper explains that, in "The Communist Manifesto", Friedrich Engels and Karl Marx deplore the emergence of classes, such as the bourgeois and the proletariat, which they consider to be products of the rise and dominance of capitalism in Europe. The author points out that, in "The Lesson", Toni Cade Bambara relates how the African-American children, who are intimidated by the displays of white wealth they see on Fifth Avenue, are reluctant to enter the F.A.O. Schwarz toy store and express their resentment through scorn. The paper demonstrates how Bambara uses plot, themes, characterizations and the symbolism of the settings to create the conflict between social classes that is also suggested by Engels and Marx. The paper includes quotations from the book.
From the Paper
"Examples from "The Communist Manifesto" and this scene from "The Lesson" confirm this and demonstrate how literature can be an ideological force. For example, Marx himself observed that literature is not a static mirror image of culture; rather it is itself a contributing force to the social dialectic of history. Furthermore, he noted that literature does not just reflect the hegemony of the ruling class; it also reflects the oppositional forces that counter that hegemony. It carries the vestigial traces of past modes of production and the germs of the future modes of production."
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Civil Rights in the 1950s and 1960s, 2007.
An analysis of the problems and reactions to the American Civil Rights Movement of the 1950s and 1960s.
791 words (approx. 3.2 pages), 4 sources, APA, $ 28.95
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Abstract
This paper discusses issues that related to African-American civil rights in the United States in the 1950s and 1960s such as segregation and Jim Crow laws. The paper then considers the freedom riders, famous writers (such as Langston Hughes) or speakers and other reactions toward civil rights. The paper finally looks at how these affected the fight to win civil rights for African-Americans.
From the Paper
"Another important part of studying this period of time is looking at African Americans who made a difference. While many famous African Americans existed during this time, Langston Hughes was an inspiration to the poor, black people during this time and continues to be an inspiration to his people today.
Langston use humor and his love to touch the lives of others. "Langston Hughes was one of the dominant voices in American literature of this century and perhaps the single most influential black poet." Langston Hughes was only one of many famous authors that made a difference on struggling African Americans during the 1950's and 1960's. Another important figure during this time period was Martin Luther King Jr. that fought for freedom for his people. King inspired both African Americans and whites. Today, his speech, "I Have a Dream" continues to inspire people."
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The Works of Langston Hughes, 2007.
An analysis of the life and works of Langston Hughes and their contribution to the Harlem Renaissance.
1,968 words (approx. 7.9 pages), 10 sources, MLA, $ 62.95
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Abstract
This paper discusses the life and works of African-American writer, Langston Hughes. It particularly considers how Hughes was linked to the period of time known as the Harlem Renaissance and how he affected this time period. The paper also looks at the early life of Hughes and discusses how the life and writings of Langston Hughes continues to inspire African-Americans to this day.
Table of Contents:
The Early Life of Langston Hughes
Langston Hughes and Harlem
Life and Career of Langston Hughes
The Works of Langston Hughes
From the Paper
"While the early life of Langston Hughes, and the Harlem Renaissance have been discussed, it is important to study what his life was like as he strived to eventually make Harlem his home. Early in life Hughes had decided to make writing as his career. At only eighteen years old, Hughes decided that he would make his living as a writer, but only had Hughes decided to be a writer, he had also decided to focus most of his writings to be about African Americans. "From his decision around 1920, at the age of 18, to try to live by his writings, he devoted himself to a career that would take as its center the world of African Americans" (Rampersad 22). Hughes believed African Americans were equal to whites and he believed in valuing humanity regardless of the person's skin color or race. "He moved easily between this profound sense of racial pride and love - unrivaled in its intensity by that of any other major writer - a cosmopolitanism that made him at home all around the world" (Rampersad 22). Even at a young age, people began to value his works."
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