Blog Assignment 4: Cluster Reflection (ENG 101)

    The most common themes that have so far appeared frequently in the Cluster has been, Human Rights and Language. In our three specific classes our given assignments have all connected to Language and Human Rights in some way. All assignments have broaden my view on the topic, Law and Human Rights and how Language is involved. In all three classes we look in-depth to the violations against Human Rights both past and present drawing specific examples of Language and its influence.

     In our Law and Human Rights class, we have been discussing daily, "what is human rights?", we constantly look throughout history as well as present society for examples that portrays the genuine meaning of Human Rights. We also discuss that even though we are all born with 'Human Rights', the use of Language determines the outcome of events in our society that affects our Human Rights, leading to both positive and negative outcomes. The used of Language comes in the form of 'speech' and 'physical body language', these human characteristics are used daily affecting Human Rights. Political Science evaluates the state of our government and it's politics. We also have been fortunate enough to not only evaluate 'our' government and it's laws, but also look globally using other countries as references to compare and contrasting the similarities and differences in respective societies.

    In our English 101/103 course we also have the frequent connection of Language and Human Rights. We have been using text that includes events of past American culture in which we draw these connections and often compare and contrast them to our present society. Examples of events that connects both Human Rights and Language comes from the text we have studied, the most common being, Slavery, Lynching and many other complex events. In one of the text that we have already completed, "When I Was A Slave", Memoirs From The Slave Narrative Collection, edited by Norman R. Yetman, it consist of many individual interviews of former Slaves discussing their time of enslavement. In all specific interviews we can clearly draw the connection of how each of the former slave's "Human Rights" were violated. In the form of ownership by the "White Supremacist". The slaves bodies were own by the whites, and were used to as tools working on plantations. Apart from just being just plantation workers, many individuals experienced physical and barbaric punishments. The basic logic I personally can summarize from learning this topic has been the violation of human rights in the form of supremacy, the theory of White vs. Black culture. The basis of the White man labeling America a White man's country signifies the violation against other cultures, a racist belief.

     Learning in a multicultural classroom is very interesting, we often get different opinions and have very interesting discussions. I personally really like our learning environment in the cluster, I feel very comfortable  learning each day in class. In our LIB 110 class, we basically 'extend' on our topic of 'Human Rights', we sometimes write, read, and listen to Human Rights issues around the world. It is very interesting the stories we are introduced too, it opened our eyes on the state of our society. One of our professor's, Ms. Bojana Blagojevic introduced us to her personal book "Story of One Heart", which is filled with many poems she wrote as a teenage growing up in a "War-Zone" society at the time, it was all inspiring. Ms. B explains in depth at the time her situation, which also relates to how 'her' human rights were violated. Overall I can truly say everything I have learned from the first day of classes to now has all been well worth the time I invested. I have to thank all three professors for being very helpful in guiding me to learning and having a more open mind to such important information. Going forward I would not change a thing about the cluster, I hope it continues to go smoothly, and have a lasting effect on my academic career as a college student.

Keyword (ENG 101)

     In the book Southern Horrors and Other Writings, Ida B. Wells talks about Lynching in the United States and it's history. Her basic principle of reasons why this action occurred comes from her definition of Racial Divides in society. Examples that convey her idea are, "Emancipation", "White Supremacy", and "Negro Domination".
     Emancipation is the right of freeing someone from control of another. Wells emphasizes constantly throughout the book that this belief was being overlooked, as the "Afro American" was still being controlled by "White Supremacist".
      White Supremacy was the belief that their culture was superior to others. Mainly they used their power over the "Afro American" culture, they took advantage of them through brutal actions, the punishment used was 'Lynching'.
       Negro Domination was the fear of African American development and possible domination in society.

Blog Assignment 3: Lynch Law in All Its Phases (ENG 101)

      After the Civil War "White Supremacy" was ever present. White Supremacy was use in many different situations, mainly as an overpowering action against the "Afro-American" culture. One action in particular that white supremacist used against the Afro-American culture was "Lynching". Lynching was the action of barbaric killing's by mob groups. This was practiced by 'grand' majority to the Afro-Americans. In this blog I will use text from the book "Southern Horrors and Other Writings" edited by Jacqueline Jones Royster with text introduced by Ida B. Wells, to discuss how the White Supremacist used 'their press' as defense to the brutal and untruthful executions of Afro Americans.
       There were many cases of "Lynching" that occurred to Afro-Americans that was unjustifiable, yet was constantly occurring based on the power of White Supremacy. The main and frequent accusation used against the Afro-Americans was their involvement in violations towards the 'white women'. The most common accusation was "rape", it was said that the Afro-American was abusing the white women, this of-course was based on made-up stories and were all untruthful. The white supremacist had the majority of power, their untruthful accusations was an example of the power they had over the Afro-Americans. They used in their defense, 'their own press' to explain in belief what they thought was being done to the 'white women'. An example of this action comes from a Memphis, Tenn. newspaper text, it states; "The lynching of three Negro scoundrels reported in our dispatches from Anniston, Ala., for a brutal outrage committed upon a white women will be a text for much comment on Southern barbarism" ("Daily Commercial" 62). The image of Afro-Americans in this case were viewed at as, "scoundrels", being wicked and evil. This case of three Afro-Americans being lynched was based on an accusation of a crime they all didn't commit. The facts behind this case was that in Memphis where this supposedly occurred, there had been no 'white women' outraged be an Afro-American.  The press was used as an explanation of untruthful events that the white man described occurred. This was an excuse used for the brutal crime the white supremacist committed in lynching the blacks.
           In another "white supremacist press", in Memphis, their verdict to the reasons behind their actions of lynching were, "Aside from the violation of white women by Negroes, which is outcropping of a bestial perversion of instinct, the chief cause of trouble between the races in the South is the Negro's lack of manners" ("Evening Scimitar" 63). This statement made in their press emphasizes the racial divides between both cultures. The Negro's were looked at as "bestial", describing them as inhuman like, this was the type of defense drawn against them. The truth behind both cases were simple, the "white women" that the Afro-Americans was lynched and executed for were all "open" to being sexually active with them. They all were actually fond of the black man, but was forced to draw charges of "rape" against them, this was due to threats they receive from the white supremacist.
            As shown in the examples above, white supremacy was used to overpower the Afro-American culture. Using 'lynching' as a form of punishment, was an excuse for untruthful accusations, as well as the racial divides between 'white and black' culture. The truth behind everything is that the white man overpowered the black man simply because of the color of his skin. Everything done was racist, as well as labeling 'America' the white man's country, even though it occurred after the civil war, where everyone was judged at as equal. That certainly, was a case of "reality v.s. law".

Freewrite on the Language of Human Rights (LIB 110)

Human Rights are the 'rights' we as human beings were 'all' born with. Human Rights consist of basic privileges and proctections that enables us to live in equality with soceity. Language connects to Human Rights in many ways, speech and actions are the basic communication tools that connects to Human Rights. Both speech and actions lead to positive and negative feedbacks, this then draws conflicts within soceity.

I would do either a short story or a personal experience that shows the connection between Human Rights and Language.

The Right to Equality (SSP 245)

“The Right to Equality”    

           “The Right to Equality” is the foundation of forward movement. Equality is the state or quality of being equal. I chose this human right because, I believe it is ‘one’ of the most important right we as humans have. The reason behind my choice is based upon my observations of the right being violated ‘daily’. Divides of this right are based upon geographical, religious, social and cultural differences; this causes ‘Inequality’ between people. I personally believe the true importance of this right is based upon being equal as people. In order to move forward as a nation and also worldwide, “We need to share equal wealth that we were born with”. Throughout history and to present day, the right of equality is still being violated and is now putting restrictions on a positive movement. In my work, I would include examples that violated the right to equality, “Pre-Civil Rights Movement” and “My personal views and observations that extends deeper than a specific event”.

           I’ve learn a lot through research and general observances of this all-important right. The Right to Equality is, to my knowledge the back-bone of humanity. Without this right, very little can be accomplished, based on that fact, I presume violating this right leads us to the many obstacles we face in today’s world. Through research and observations I’ve learn the power and significance of this right.  

Preliminary References:

1). Speak whenever you witness violations against this right! (It is your right too!)

2). Start or form a group/organization promoting Equality, and NOT Inequality!

 3). Educate more about this issue, too many ‘hidden’ facts that are not open to public knowing/knowledge.

4). Many more other references! (I will discuss more specific actions in my final paper)

Contradictions is Reality (ENG 101)

    Contradictions are beliefs that cannot be proven true. In times of slavery, contradictions were constantly used to 'trick' slaves into believing things that weren't true. Slaves were made to believe things that were said to them in order to take advantage of their worth. An example of this belief comes from the book, "When I was a Slave", memoirs from the Slave Narrative Collection, edited by Norman R. Yetman. Arnold Gragston a former African slave was interviewed by Martin Richardson at the age of 97 in Jacksonville, Florida.

      Arnold Gregston was 'tricked' into believing contradictions that his master, Mr. Jack Tabb said and did to him. Arnold expressed his feeling towards his master, as stated in his interview, Arnold says, "Mr. Tabb was a pretty good man, He used to beat us, sure, but not nearly so much as others did some his own kin people, even" (Arnold 56). Judging by this statement it may seem to the naked eye that Mr. Tabb was a reasonable master, yet he still used to beat his slaves. Adding proof to this contradiction, Arnold later said in his interview, "He would ask us where we had been. If we told him we had been learn' to read, he would near beat the daylights out of us - after getting somebody to teach us" (Arnold 56). This shows, although Arnold believed that Mr. Tabb was a nice guy, he technically tricked them getting what he wanted and needed. Yes, he may have treated them better than other slave owners and even hired someone else to teach them, but he kept the boundaries closed at times. Learning to read was a benefit to Arnold, but not Mr. Tabb, so in restricting him from such a privilege Mr. Tabb was in some way tricking his slave from something that could benefit him in the long run. I personally believe Mr. Tabb did that to ensure that Arnold, as well as the other slaves remained without a knowledge of being able to read, because it could have open the door for them to become smarter and wiser in achieving their freedom.