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Week8DFs.docx
- HughesLangston.pdf
HughesPoems.pdf
“Cross”
By: Langston Hughes
My old man’s a white old man And my old mother’s black. If ever I cursed my white old man I take my curses back.
If ever I cursed my black old mother And wished she were in hell, I’m sorry for that evil wish And now I wish her well.
My old man died in a fine big house. My ma died in a shack. I wonder where I’m gonna die, Being neither white nor black?
Hughes, Langston. “Cross.” American Interest, vol. 9, no. 5, May 2014, p. 128. EBSCOhost, search-ebscohost-com.proxygsu-gamc.galileo.usg.edu/login.aspx?direct=true& AuthType=ip,shib&db=a9h&AN=95612483&site=ehost-live&scope=site.
“The Backlash Blues”
By: Langston Hughes
Mister Backlash, Mister Backlash, Just who do you think I am? Tell me, Mister Backlash, Who do you think I am? You raise my taxes, freeze my wages, Send my son to Vietnam.
You give me second-class houses, Give me second-class schools, Second-class houses And second-class schools. You must think us colored folks Are second-class fools.
When I try to find a job To earn a little cash, Try to find myself a job To earn a little cash, All you got to offer Is a white backlash.
But the world is big, The world is big and round, Great big world, Mister Backlash, Big and bright and round— And it's full of folks like me who are Black, Yellow, Beige, and Brown.
Mister Backlash, Mister Backlash, What do you think I got to lose? Tell me, Mister Backlash, What you think I got to lose? I'm gonna leave you, Mister Backlash, Singing your mean old backlash blues.
You're the one, Yes, you're the one Will have the blues. Not me - Wait and see!
Hughes, Langston. “The Backlash Blues.” ETC: A Review of General Semantics, vol. 74, no. 1/2, Jan. 2017, p. 222. EBSCOhost, search-ebscohost-com.proxygsu- gamc.galileo.usg.edu/login.aspx?direct=true&AuthType=ip,shib&db=a9h&AN=1327927 29&site=ehost-live&scope=site.
“Dreams”
By: Langston Hughes
Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly.
Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.
Hughes, Langston. “Dreams.” Scholastic Scope, vol. 65, no. 3, Nov. 2016, p. 13. EBSCOhost, search-ebscohost-com.proxygsu-gamc.galileo.usg.edu/login.aspx?direct=true& AuthType=ip,shib&db=a9h&AN=118711206&site=ehost-live&scope=site.
“Go Slow”
By: Langston Hughes
Go slow, they say – While the bite of the dog is fast. Go slow, I hear - While they tell me, You can’t eat here! You can’t live here! You can’t work here! Wait! While they lock the gate.
Am I supposed to be god, Or an angel with wings And a halo on my head While jobless I starve dead? Am I supposed to forgive And meekly live Going slow, slow, slow, Slow, slow, slow, Slow, slow. Slow, Slow, Slow? ???? ??? ?? ?
Hughes, Langston. “Go Slow.” ETC: A Review of General Semantics, vol. 74, no. 1/2, Jan. 2017, p. 214. EBSCOhost, search-ebscohost-com.proxygsu-gamc.galileo.usg.edu /login.aspx?direct=true&AuthType=ip,shib&db=a9h&AN=132792727&site=ehost- live&scope=site.
“Mother to Son”
By: Langston Hughes
Well, son, I’ll tell you: Life for me ain’t been no crystal stair. It’s had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor— Bare. But all the time I’se been a-climbin’ on, And reachin’ landin’s, And turnin’ corners, And sometimes goin’ in the dark Where there ain’t been no light. So boy, don’t you turn back. Don’t you set down on the steps ’Cause you finds it’s kinder hard. Don’t you fall now— For I’se still goin’, honey, I’se still climbin’, And life for me ain’t been no crystal stair.
Hughes, Langston. “Mother to Son.” Ebony, vol. 51, no. 1, Nov. 1995, p. 99. EBSCOhost, search-ebscohost-com.proxygsu-gamc.galileo.usg.edu/login.aspx?direct=true& AuthType=ip,shib&db=a9h&AN=9510255317&site=ehost-live&scope=site.
“The Negro Speaks of Rivers”
By: Langston Hughes
I’ve known rivers: I’ve known rivers ancient as the world and older than the flow of human blood in human veins.
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young. I built my hut near the Congo and it lulled me to sleep. I looked upon the Nile and raised the pyramids above it. I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans, and I’ve
seen its muddy bosom turn all golden in the sunset.
I’ve known rivers: Ancient, dusky rivers.
My soul has grown deep like the rivers.
Hughes, Langston. “The Negro Speaks of Rivers.” Poetry Foundation, https://www.poetryfoundation.org/poems/44428/the-negro-speaks-of-rivers.
Week8DFs.docx
Week 8 Discussion Forums
HSE 480 (APA FORMAT): 100 words minimum
Discuss the future threats of Middle East terror groups. Be sure to address future threats from al Qaeda and ISIS from a homeland security perspective. Finally, what is your understanding of the protests and threats against Jews on college campuses? Is this a threat?
Reading preparation: Chapter 17, Chapter 18, and Chapter 19 Lesch, D. W. & Haas, M. L. (2018). The Middle East and the United States, history, politics, and ideologies (6th ed.). Routledge
Resources:
https://www.wilsoncenter.org/article/us-report-isis-and-al-qaeda-threats
https://www.dhs.gov/countering-weapons-mass-destruction-office
HSE 310 (APA FORMAT): 250 words minimum
Is the use of EIT effective? If so, how and to what extent should it be used? If is not effective, explain why it isn’t.
Students may use resources other than the required reading, but all resources need to be cited.
Required Reading:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5719692/
Helpful Resources:
https://www.bbc.com/news/world-us-canada-11723189
ENG 102 (MLA FORMAT): 150 words minimum
For this week's discussion, fully address one of the two prompts below.
1) After reading all of the assigned Langston Hughes poems and following the ten steps listed in the “How to Explicate a Poem” resource, thoroughly explicate any one of the assigned week 8 poems of your choice. Somewhere within your response, be sure to correctly use at least two of the vocabulary terms listed in the boxes at the bottom of the resource (please bold or underline these terms using the ‘advanced editor’ link under the forum box). Finally, discuss how/why your chosen poem resonated with you. Does your chosen poem have any relevance to current events today? If so, explain.
2) Langston Hughes is considered not only a notable artist of the Harlem Renaissance but one of its primary leaders as well. Please analyze Hughes’ poetry through the lens of authentic servant leadership (review the 'Authentic Servant Leadership' resource from week 2 if needed). Imagine that you were tasked with finding a line or lines from a Hughes poem to pass along to someone in a leadership role—what lines would you choose, and why? Next, consider the moral aspect of Hughes’ work. What specific leadership qualities or emphases do you see in Hughes’ work that you would personally want to see in an authentic servant leader?
Reading: Attached
Resources: https://www.utoledo.edu/al/english/programs/ma-literature/how-to-explicate.html
Your main response should be at least 150 words.
RUBRIC FOR HSE COURSES
Discussion forum participation will be graded using the following criteria:
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|
4 points |
5 points |
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Engagement / Interaction |
N/A - no points are available for this criterion |
engaged in a meaningful and relevant dialog with two or more peers |
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Participation |
N/A - no points are available for this criterion |
participated on two or more days |
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Content / Topic Relevance |
discussion forum contributions very often addressed the main topic |
discussion forum contributions always addressed the main topic |
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Timeliness |
N/A - no points are available for this criterion |
responded to main topic the day of the first post due date |
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Content / Topic Knowledge |
displays a very good understanding of the material |
displays an excellent understanding of the material |
RUBRIC FOR ENG COURSE
Civil Discourse Forum participation will be graded using the following criteria:
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0 points |
1 point |
2 points |
4 points |
|
Timeliness |
Main response absent, or posted after stated first-post deadline |
N/A – no points are available for this criterion |
N/A – no points are available for this criterion |
Main response posted on or before stated first-post deadline |
|
Engagement |
0 days of substantive participation during active course week |
1 day of substantive participation during active course week |
N/A- no points are available for this criterion |
2 or more days of substantive participation during active course week |
|
Interaction |
No substantive replies to peers |
One substantive reply to peer |
N/A- no points are available for this criterion |
Two or more substantive replies to peers (in addition to main response) |
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Content |
Main response is absent, not substantive or relevant, uses forbidden outside sources, or fails to meet/exceed 150 words in length |
N/A- no points are available for this criterion |
Main response content is substantive, but fails to specifically or correctly address some aspect of content instructions |
Main response content is substantive, relevant, organized, and meets or exceeds 150 words in length |
|
Mechanics, Tone, and Style |
No participation, or posts contain major or frequent errors in tone, grammar/mechanics, or MLA-style documentation |
N/A- no points are available for this criterion |
Posts contain minor or infrequent errors in tone, grammar/mechanics, or MLA-style documentation |
Posts are written in a polite, professional tone and are essentially free of errors in grammar/mechanics; any necessary documentation is proficient in MLA style |
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