ENC 5.3

Curating a Comparative Poetry Collection We've established that poetry reflects the issues that people feel the most. If you were to curate, or compile, a set of poems that reflected the tone and treatment of a topic, what would your focus be? For this activity, you may select poets or songwriters from the same literary period (contemporaneous) or different literary periods (asynchronous). Contemporaneous Contemporaneous authors (from the same time period can be studied together to gain a deeper understanding of the cultural, social, and political climate of the same time period. By comparing their works, we can gain insight into the ideas, themes, and styles that were popular during their era, as well as the ways in which they responded to current events and societal issues. Example: Emily Dickinson and Edgar Allan Poe (both Romantic poets)
 Asynchronous Asynchronous authors are writers who lived and wrote in different time periods. Comparing these works provides us with valuable insights into the culture, social norms, and historical context of different time periods. Asynchronous works help us understand changes in how people think, feel, and act as well as the evolution of language and writing styles over time. Example: Emily Dickinson (Romantic poet) and Rae Armantrout (Modern era) Explore the activity below to see what topic  piques your interest. Topics in Poetry—Text Version Immigration History is full of immigrants. The  metics in ancient Greece, artisan workers in Medieval England, the colonists in America, and immigration into Ellis Island are all significant moments in history. Today, the immigrant experience looks different, but is still documented through poetry. If this topic interests you, consider the following questions: Which eras in immiration am I most interested in? What imigration experiences would I like to explore further? Industry Change is good, right? Industrialization and growth have introduced a number of technological advancements, but society's reactions have been mixed. While some embrace innovation, others shy away from new and different things. The Industrial Revolution, the internet, social media, and cell phones have all brought out significant change. If this topic interests you, consider the following questions: Which eras in history introduced new and exciting technology? How did certain generations and writers react to innovation? Labor With innovation and industry comes the need for people to produce it. Labor laws, labor inequality, and child labor have been the source of poetry for centuries. On the other hand, the value of hard work has stayed the same for thousands of years. If this topic interests you, consider the following questions: How have poets and songwriters presented the issue of labor over time? What has been historically valued in terms of hard work? How has appreciation of hard work and disagreement with labor laws (specifically in the 19th and 20th centuries) been represented? Music The value of music has been a topic of writing since the Classical Period. Poetry and songs reflect the evolution and beauty of music over the ages. Writers have explored music's contributions to society and cultural identity. If this topic interests you, consider the following questions: How have writers expressed cultural identity and individuality through writing about music? How has poetry expressed the beauty of music and its contributions to society throughout history? Politics While at times controversial, politics has played an important role in poetry. Many a poem has been written about influential political figures. Poems have been written about types of governments and famous historical-political events. If this topic interests you, consider the following questions: Am I interested in how poetry has celebrated political figures? Which major political moments have been documented through poetry and song? Religion Going back to the Classical Period, poets explored the relationship between humans and religion. Examining how religion has been represented through poetry over time spans thousands of years. The ancient Greeks wrote about mythological deities and Colonial writers recorded their Puritan way of life. If this topic interests you, consider the following questions: Am I interested in tracing how religion has been treated in poetry in different literary periods? Do I want to learn more about how different cultures documented religion through song and poetry? Science Scientific advancements and theories have been poetically documented (and contested). Anna Barbaud disagreed with animal testing in her 1773 poem "The Mouse's Petition," and Walt Whitman explored the boundaries of science and nature in his 1873 poem "When I Heard the Learn'd Astronomer." If this topic interests you, consider the following questions: How have scientific advancements been represented in poetry? What do poets agree and disagree with in regard to scientific theories? How has the scientific view changed in poetry over time? Social Injustice Poetry often explores the way we treat others. It disagrees with policies, procedures, prejudice, and inequality. When examining social injustice, voting rights, segregation, gender inequality, and social class imbalance are all topics that have been represented over centuries. If this topic interests you, consider the following questions: Is there a type of social injustice I feel passionate about? How have poetry and songs represented or illustrated particular injustices over time? Sports Sports reflects history in its own way. Adversity, heroics, and disappointments in sports have been reflected in poems and songs. Ernest Thayer's "Casey at the Bat" and A.E. Housman's "To an Athlete Dying Young" both expound on aspects of sports. If this topic interests you, consider the following questions: Am I interested in how sports themselves have grown and changed over time? Do I want to explore themes relating to sports? War War is an ever-present topic in history. From the depiction of the Trojan War in Homer's Classical Period epic poem "The Iliad" to Wilfred Owen's collection of poetry about World War I, war and conflict have been well-documented. If this topic interests you, consider the following questions: Would I like to explore how war is documented by participants or observers? Am I interested in discovering how war is characterized over time? Is it seen as positive, negative, heroic, or tragic throughout history? Poetry Across Time You've conquered comparing poetry from the same literary period that address the same topic. To expand your comparative poetry expertise, let's dive into looking at how certain historical topics are portrayed through poetry across time. The poems you'll read were written almost 300 years apart but share some striking similarities. Peruse the content and then  COAT each poem to determine their tone. from In Honour of that High and Mighty Princess, Queen Elizabeth
by Anne Bradstreet, 1643 No memories, nor volumes can contain,
The nine  Olymp'ades of her happy reign,
Who was so good, so just, so learn'd, so wise,
From all the Kings on earth she won the prize.
Nor say I more than truly is her due.
Millions will testify that this is true.
She hath wip'd off th' aspersion of her Sex,
That women wisdom lack to play the Rex.
 Spain's Monarch sa's not so, not yet his Host:
She taught them better manners to their cost.
The  Salic Law had not in force now been,
If  France had ever hop'd for such a Queen.
But can you Doctors now this point dispute,
She's argument enough to make you mute,
Since first the Sun did run, his ne'er runn'd race,
And earth had twice a year, a new old face;
Since time was time, and man unmanly man,
Come shew me such a Phoenix if you can.
Was ever people better rul'd than hers?
Was ever Land more happy, freed from stirs?
Did ever wealth in  England so abound?
Her Victories in foreign Coasts resound?
Ships more invincible than  Spain's, her foe
She rack't, she sack'd, she sunk his Armadoe.
Her stately Troops advanc'd to  Lisbon's wall,
 Don Anthony in's right for to install.
She frankly help'd  Franks' (brave) distressed King,
The States united now her fame do sing.
Which I may not, my pride doth but aspire
To read what others write and then admire.
Now say, have women worth, or have they none?
Or had they some, but with our Queen is't gone?
Nay Masculines, you have thus tax'd us long,
But she, though dead, will vindicate our wrong.
Let such as say our sex is void of reason
Know 'tis a slander now, but once was treason. The Women's Litany
by Margaret Widdemer, 1917
 Let us in through the guarded gate,
Let us in for our pain's sake!
Lips set smiling and face made fair
Still for you through the pain we bare,
We have hid till our hearts were sore
Blacker things than you ever bore:
 Let us in through the guarded gate,
 Let us in for our pain's sake!

Let us in through the guarded gate,
Let us in for our strength's sake!
Light held high in a strife ne'er through
We have fought for our sons and you,
We have conquered a million years'
Pain and evil and doubt and tears—
 Let us in through the guarded gate,
 Let us in for our strength's sake!

Let us in through the guarded gate,
Let us in for your own sake!
We have held you within our hand,
Marred or made as we broke or planned,
We have given you life or killed
King or brute as we taught or willed—
 Let us in through the guarded gate,
 Let us in for your own sake!

Let us in through the guarded gate,
Let us in for the world's sake!
We are blind who must guide your eyes,
We are weak who must help you rise,
All untaught who must teach and mold
Souls of men till the world is old—
 Let us in through the guarded gate,
 Let us in for the world's sake!

A Glimpse Into the Past Assessment

Get ready to take your comparative poetry skills one step further. For this assignment, you'll select a topic that has been explored throughout history. Once you decide on your topic, you'll locate two poems or songs that address this topic. These poems and/or songs may be contemporaneous (from the same time period) or asynchronous (from different time periods). The objective is to compare the treatment of the same topic from different authors’ perspectives. Some sample topics are:

· immigration	· industry	· labor
· music	· politics/government	· religion
· science	· social injustice	· war

You may select poems and/or song lyrics for this assessment. This means you may have two poems, one poem and one song, or two songs. If you need additional ideas or assistance, contact your instructor.

	Poem or Song #1	Poem or Song #2
Poem/Song Title
Author
Poem/Song Topic
Year Written/ Literary Period
Poem/Song Text	Paste the poem or song lyrics here:	Paste the poem or song lyrics here:
Author's Tone/Perspective (complete sentence)
Evidence to Support the Author's Tone/Perspective (including figurative language devices, diction, and style)
Theme of Poem or Song (complete sentence)

A Glimpse Into the Past Rubric

(50 points possible)

	On Target	Almost There	Needs Improvement
Poem/Song Title, Topic, and Time Period (10 points)	10-8 points · The student identified the title, topic, and time period of each of the poems/songs. · The topic for each of the two poems/songs is related in a way that can be considered comparative poetry.	7-6 points · The student identified the title, topic, and/or the time period of each of the two poems/songs. · The topic for each of the two poems/songs may be loosely related, making it difficult to compare the topic across time.	5-0 points · The student may be missing the title, topic, and time period of each of the two poems/songs. · The topic for the group of poems/songs is completely unrelated.
Author's Tone/Perspective (10 points)	10-8 points · The student selected a word to represent the authors' tones/perspectives about the topic and expressed it in a complete sentence for each poem/song.	7-6 points · There is an attempt to select a word to represent the authors' tones/perspectives, but it is not written in a complete sentence.	5-0 points · The student may be missing a complete sentence that expresses the authors' tones/perspectives for one or both poems/songs.
Evidence to Support Authors' Tone/Perspective (15 points)	15-12 points · The student provided ample evidence from each poem/song to support the authors' tones/perspectives, including figurative language devices, diction, and style.	11-9 points · There is an attempt to locate evidence of the authors' tones/perspectives, but the examples may be lacking figurative language devices, diction, and/or style.	8-0 points · The student may be missing evidence for one or both poems/songs or evidence is based on opinion and not supported by textual evidence.
Theme (15 points)	15-12 points · The statement of theme for each poem/song is a complete sentence and reflects a cohesive message that is supported by evidence from the poems/songs.	11-9 points · The statement of theme for each poem/song may lack a sense of completeness or is not fully supported by evidence from the poems/songs.	8-0 points · The statement of the theme may be missing for one or both poems/songs, may not be written in a complete sentence, or is not supported by evidence from the poems/songs.

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