eDay Lessons
Exploration in Literature and
Composition 9
World Studies/Humanities English 9
eDay Lessons
Cultural Analysis of Revolutionary Poetry
Standards
Reading Literary Text
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
Writing
W.9-10.2 Write informative/explanatory texts to examine and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Expectations for Learning
Close reading of text
Comparative analysis of cultural points of view in poetry
Materials:
Pen, pencil
Attached copy of literary works found on pages 6 – 7: “Revolution” and “Europe and Syria” by Muhammad Iqbal,
“Revolution” by John Lennon and Paul McCartney, and “Who Are They and Who Are We” by Ahmed Fouad
Negm
Task
In this 3-day assignment, you will do close reading of poetry, examine and compare poems for cultural points of view, and
compose a well-crafted analytical paragraph.
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Columbus City Schools
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eDay Lessons
Cultural Analysis of Revolutionary Poetry
Day One: Close Reading of “Revolution” and “Europe and Syria” by Muhammad Iqbal, “Revolution” by John
Lennon & Paul McCartney, and “Who Are They and Who Are We” by Ahemd Fouad Negm
Background of Poets:
-Mohammad Iqbal was an Islamic poet and philosopher who played a vital role in the birth of Pakistan. He was the first to
advocate the formation of an independent Muslim state in 1930, which became Pakistan. In his capacity as President of
the Muslim League, Iqbal was the first to use a political platform to launch the concept of a separate homeland for
Muslims. He wanted to separate Muslims from Western (European and American) and Asian influences.
-John Lennon and Paul McCartney were members of the British rock group, The Beatles. John Lennon was very active in
protesting the United States’ involvement in the Vietnam War. The lyrics of “Revolution” were inspired by political protests
in early 1968. Lennon expressed doubt about some of the tactics being used in the war and why America should be
involved.
-Ahmed Fouad Negm is an Egyptian poet who is a bit of a folk hero. Many Egyptians value his revolutionary Arabic
poetry. He was imprisoned several times due to his political views, particularly his harsh criticism of Egyptian presidents
Gamal Abdel Nasser, Anwar Sadat, and Hosni Mubarak. While in prison, he began writing poetry. When the Egyptian
revolution erupted in 2011, it was the words of Negm's famous poems that were chanted in Tahrir Square.
Step One: First Reading with Questions, Comments, or Connections (QCCs)
Read the four poems. While reading, write down any Questions, Comments, or Connections (QCCs) in the margins of the
text.
Q: Questions: When you have a question, need clarification, or are unsure, write down your uncertainty. These
questions can be about, but are not limited to, choices the author made concerning diction, plot, style,
characterization, etc.
C: Comments: When you discover something surprising, exciting, fun, disturbing, clever, unbelievable, atypical,
etc., put a comment in the margin.
C: Connections: When you discover something new, a knowledge you did not have before that can connect or add
to something previously learned or experienced, write down your new knowledge and its connection to what you
already know, to your own experiences, or to other texts.
Step Two: Second Reading with Text Mark-ups/Dramatic Situation Chart
Reread the four poems. While reading, use the following guide to mark-up and interact with the text. Then fill in the
dramatic situation chart below.
1.☐ Box each word you do not know. Write brief definitions beside them if you do not figure them out from context clues.
2. Circle and label literary elements. (Here are some of the literary elements that you may find: allusion, apostrophe,
flashback, foreshadowing, hyperbole, irony, metaphor, motif, paradox, parallelism, personification, satire, simile, symbol, theme,
etc. You do not have to find all of them; you may find some that are not listed. If you need definitions for any literary terms, use
the following link: http://bcs.bedfordstmartins.com/litgloss/.)
3. ≈ Put wavy lines under patterns or repetitions. If the patterns or repetitions are literary elements, label them with alliteration,
anaphora, assonance, sibilance, parallelism, theme, etc.
4. / Mark off sentences with backward slashes (pay attention to semicolons and colons, parentheses, italics, compoundcomplex sentences, etc.).
Mohammad Iqbal’s “Revolution”
and “Europe and Syria”
Lennon/McCartney’s
“Revolution”
Ahmed Fouad Ngem’s “Who are
They and Who Are We”
Who is speaking
or narrating?
To whom?
About
what subject?
When/Where?
Why/Purpose?
Tone?
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Columbus City Schools
Page 3 of 7
eDay Lessons
Cultural Analysis of Revolutionary Poetry
Day Two: Examining Cultural Points of View in Poetry Concerning Revolution
Background: Yesterday you did a close reading of some poems that concern revolution. Today you will use your markedup poems and dramatic situation chart to examine cultural points of view.
Examining Cultural Points of View
Reexamine the four poems to reach conclusions about each author’s views on enemies and revolution. Fill out the chart
with both answers and textual citations from the poems that support your answers. Then, make a brief statement
comparing/contrasting the cultural points of view presented in the poetry.
Who Is/Are the
Enemy/Enemies
Reason for Revolution
Positive or Negative
Outlook of Revolution’s
Chances for Success
Enemy/Enemies:
Reason:
Positive or Negative:
Textual Citation:
Textual Citation:
Textual Citation:
Lennon/McCartney’s
“Revolution”
Enemy/Enemies:
Reason:
Positive or Negative:
Identified Cultural
Perspective: Anti-War
(America’s Involvement in
Vietnam)
Textual Citation:
Textual Citation:
Textual Citation:
Ahmed Fouad Ngem’s
“Who Are They and Who
Are We”
Enemy/Enemies:
Reason:
Positive or Negative:
Textual Citation:
Textual Citation:
Textual Citation:
Mohammad Iqbal’s
“Revolution” and “Europe
and Syria”
Identified Cultural
Perspective: Pro-Muslim
Independence
Identified Cultural
Perspective: Arabic
Egyptian; Anti-Rich/Ruling
Class
Brief Comparison of Cultural Points of View:
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Columbus City Schools
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eDay Lessons
Cultural Analysis of Revolutionary Poetry
Day Three: Connecting Cultural Experiences to Revolutionary Poetry
Background: Yesterday you examined cultural points of view presented in the four poems. Today, you will compose a
critical paragraph analyzing the particular points of view and cultural experiences reflected in the poetry.
Analyzing How Cultural Experiences Influence Points of View
Answer the following prompt in a well-crafted paragraph on the lines provided.
Prompt: In each of the four poems, the authors’ present a perspective that is rooted in their cultural identities. Iqbal
wanted an independent Muslim state; Lennon/McCartney were British Americans who questioned the role America was
taking in the Vietnam War; and Ngem identified with poor Egyptians and their anti-government attitude. In a well-crafted
paragraph, show how the four authors illustrated their perspectives of revolution, and determine how their distinct cultural
identities were similar.
Use citations from the four poems to back up your points and avoid mere plot summary.
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Columbus City Schools
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eDay Lessons
Cultural Analysis of Revolutionary Poetry
Muhammad Iqbal’s (Indian/Muslim) “Revolution”
Death to man’s soul is Europe, death is Asia
To man’s will: neither feels the vital current.
In man’s heart stirs a revolution’s torrent;
Maybe our old world too is nearing death.
1
4
Muhammad Iqbal’s “Europe and Syria*”
This land of Syria gave the West a Prophet**
Of purity and pity and innocence;
And Syria from the West as recompense
Gets dice and drink and troops of prostitutes.
1
* Syria- Middle Eastern Arabic/Sunni Muslim country located in Western Asia
** Muhammad (Islamic prophet)
4
“Revolution” by John Lennon & Paul McCartney (British American)
You say you want a revolution
Well you know
We all want to change the world
You tell me that it's evolution
Well you know
We all want to change the world
But when you talk about destruction
Don't you know you can count me out
Don't you know it's gonna be alright
Alright Alright
1
5
10
You say you got a real solution
Well you know
We'd all love to see the plan
You ask me for a contribution
Well you know
15
We're doing what we can
But when you want money for people with minds that hate
All I can tell you is brother you have to wait
Don't you know it's gonna be alright
Alright Alright
20
You say you'll change the constitution
Well you know
We all want to change your head
You tell me it's the institution
Well you know
25
You better free your mind instead
But if you go carrying pictures of Chairman Mao*
You ain't going to make it with anyone anyhow
Don't you know know it's gonna be alright
Alright Alright
30
*Chinese Communist Revolutionary who founded the People’s Republic of China.
He was leader of the Chinese Communist Party from 1935-1976. He
opposed U.S. aid in South Vietnam, calling it counter-revolutionary. Some 70 million Chinese, along with countless Tibetans, Mongolians, Manchus,
Koreans, Hmong, Uyghurs, and other nationalities, perished at his hands during his long and brutal reign.
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Columbus City Schools
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eDay Lessons
Cultural Analysis of Revolutionary Poetry
“Who Are They and Who Are We” by Ahmed Fouad Ngem (Arabic Egyptian)
Who are they and who are we?
They are the princes and the Sultans*
They are the ones with wealth and power
And we are the impoverished and deprived
Use your mind, guess…
Guess who is governing whom?
Who are they and who are we?
We are the constructing, we are the workers
We are Al-Sunna**, We are Al-Fard***
We are the people both height and breadth
From our health, the land raises
And by our sweat, the meadows turn green
Use your mind, guess…
Guess who serves whom?
Who are they and who are we?
They are the princes and the Sultans
They are the mansions and the cars
And the selected women
Consumerist animals
Their job is only to stuff their guts
Use your mind, guess…
Guess who is eating whom?
Who are they and who are we?
We are the war, its stones and fire
We are the army liberating the land
We are the martyrs
Defeated or successful
Use your mind, guess…
Guess who is killing whom?
Who are they and who are we?
They are the princes and the Sultans
They are mere images behind the music
They are the men of politics
Naturally, with blank brains
But with colorful decorative images
Use your mind, guess…
Guess who is betraying whom?
Who are they and who are we?
They are the princes and the Sultans
They wear the latest fashions
But we live seven in a single room
They eat beef and chicken
And we eat nothing but beans
They walk around in private planes
We get crammed in buses
Their lives are nice and flowery
They’re one specie; we are another
Use your mind, guess…
Guess who will defeat whom?
1
*kings or rulers of a Muslim state or country
5
**group of Islamic Sunnis founded in 2003 known for wanting an
10
original, pristine form of Islam; they have been linked to insurgency
efforts against the U.S. in Iraq
***religious duty commanded by Allah in Islamic faith
15
20
25
30
35
40
45
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Columbus City Schools
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