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ACTIVITY 1.17 continued
9 Based on the observations you made during the first reading, you may want to adjust the reading mode for the second reading. For example, you may decide to group students differently or to assign roles to students within each group (e.g., time-keeper, recorder, discussion leader).
10 SECOND READ: During the second reading, students will be returning to the poems to answer the text-dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently • in pairs
• in small groups
11 Have students answer the text-dependent questions for their assigned poem. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text-Dependent Questions boxes for suggestions. Note that questions 1–5 relate to Kipling’s poem and questions 6–9 relate to McNeill’s poem.
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SCAFFOLDING THE TEXT-DEPENDENT QUESTIONS
5. Key Ideas and Details (RL.11–12.1) What is the speaker’s attitude toward imperialism in the poem? Which lines from the poem indicate this attitude? Scan the final three stanzas in the poem for words and details that reveal how the speaker feels about his role within an imperial system. Is it a positive or negative experience? Why does the speaker (and other white men) continue to take up the burden?
6. Knowledge and Ideas (RL.11–12.9) Scan the first three stanzas of Kipling’s poem. What language has McNeill borrowed from Kipling? How has he changed its meaning or tone? Scan the poems for exact words and phrases that appear in both. Look at nearby words and phrases in McNeill’s poem that can help you determine his attitude toward his topic.
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ACTIVITY 1.17
continued
Imperialism: A Poetic Conversation
My Notes
Shall crush the serf and sweeper Like iron rule of kings.
Your joys he shall not enter,
30 Nor pleasant roads shall tread; He’ll make them with his living, And mar them with his dead.
Pile on the Poor Man’s Burden—
The day of reckoning’s near— 35 He will call aloud on Freedom, And Freedom’s God shall hear.
He will try you in the balance;
He will deal out justice true:
For the Poor Man with his burden
40 Weighs more with God than you.
Lift off the Poor Man’s Burden— My Country, grand and great— The Orient has no treasures
To buy a Christian state,
45 Our souls brook not oppression; Our needs—if read aright— Call not for wide possession. But Freedom’s sacred light.
Second Read
• Reread your assigned poem to answer these text-dependent questions.
• Write any additional questions you have about the poem in your Reader/Writer Notebook.
“The White Man’s Burden”
1. Craft and Structure: Why does the author begin each stanza with the same line: “Take up the White Man’s burden”? What is different about the first line of the final stanza?
The author repeats the line at the beginning of each stanza to emphasize that he is making a plea to his fellow his fellow “white man.” Each stanza explores an aspect of what the “White Man’s Burden” entails. The first line of the final stanza is the only one to end in an exclamation point instead of a dash, which adds emphasis to the command. RL.11–12.5
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.