Selection Resources

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A leading light of the Harlem Renaissance, James Weldon Johnson was also a lawyer, teacher, songwriter, diplomat, and civil rights activist. He dedicated his life to fighting prejudice and inspiring African Americans to new heights of social and literary achievement.

5NSTOPPABLEß4ALENTß After graduating from Atlanta University in 1894, Johnson worked as a school principal, founded a daily newspaper, and became the first African-American lawyer since Reconstruction to be admitted to the Florida bar. In 1901, the restless Johnson traveled to New York, where he and

his younger brother became successful Broadway songwriters. One of their early songs, “Lift Every Voice and Sing,” eventually became known as the African-American national anthem.

2ENAISSANCEß-ANß Johnson also published works in many genres of literature. Among his best-known works are his novel The Autobiography of an Ex-Colored Man, his poetry collection God’s Trombones, and a cultural history, Black Manhattan. He also edited several groundbreaking collections of African-American poetry and spirituals.

Hailed by James Weldon Johnson as “the poet of rebellion,” Jamaican-born Festus Claudius McKay made his name as a fierce critic of racism in the United States. His poetry collection Harlem Shadows, published in 1922, is considered one of the founding works of the Harlem Renaissance.

0OETßOFß2EBELLIONß Already established as a poet, 23-year-old McKay arrived in the United States in 1912. In 1919, the country was torn apart by a wave of violent attacks against African Americans. Racial tensions erupted into 26 riots across the country during a period known as the Red Summer.

“If We Must Die” was McKay’s anguished response, which became instantly popular among African Americans.

%NDURINGß-ESSAGEß During World War II, the poem took on new meaning when British Prime Minister Sir Winston Churchill quoted from it during a speech. The poem went on to become a battle cry for the Allies in their fight against the Nazis. McKay often complained that the fame of this one poem had overshadowed his other work, which included the novels Home to Harlem and Banana Bottom.

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Focus and Motivate

Selection Resources

READING 3 Analyze the effects of metrics, rhyme schemes, and other conventions in American poetry.

about the poetsJames Weldon Johnson After students read about Johnson, note the poet’s restlessness and his work in New York. Then point out the title “My City.” Ask what My suggests about New York’s effect on the poet. Possible answer: The city has captured Johnson’s restless spirit. Claude McKay After students read about McKay, explain that the title “If We Must Die” suggests the need to commit fully to a cause. Link this idea to Churchill’s interest in the poem, clarifying that Britain faced attack by the Nazis and needed people’s full commitment to resistance.

notable quote“The world does not know that a people is great until that people produces great litera-ture and art.” —James Weldon Johnson“If a man is not faithful to his own individual-ity, he cannot be loyal to anything.” —Claude McKay

TEKS Focus

RESOURCE MANAGER UNIT 5Plan and Teach, pp. 23–30Literary Analysis and Reading

Skill, pp. 31–34†*DIAGNOSTIC AND SELECTION

TESTSSelection Tests, pp. 225–228

BEST PRACTICES TOOLKIT TECHNOLOGY

Teacher One Stop DVD-ROM

Student One Stop DVD-ROM

Audio Anthology CD

ExamView Test Generator on the Teacher One Stop

Print resources are on the Teacher One Stop DVD-ROM and on thinkcentral.com.

* Resources for Differentiation † Also in Spanish ‡ In Haitian Creole and Vietnamese

L11TE-u05s02-mycity_TX.indd 886L11TE-u05s02-mycity_TX.indd 886 9/29/09 8:43:57 AM9/29/09 8:43:57 AM

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differentiated instruction

When does old becomeNEW again?After students read about Johnson and McKay

writing sonnets, ask them to think of music,

fashions, or slang that were popular, fell from

use, and have made recent reappearances in

popular culture as they complete the PRESENT

activity.

TEKS Focus

Model the Skill: understand

form and meaning

Help students determine a sonnet’s line

groupings by using its rhyme scheme.

Place the letter a at the end of the first line

of one of the sonnets. Then place an a at

the end of any other line whose end word

rhymes with the end word in the first line.

Ask students to assign the letter b to the

next end word that does not rhyme with

the first, and so on.

GUIDED PRACTICE Have students identify

the rhyme scheme of another poem the

class has read.

RESOURCE MANAGER—Copy Master

Understand Form and Meaning p. 33

(for student use while reading the

selections)

R E A D I N G S K I L L

Model the Skill: sonnet

Help students identify iambic pentameter

by writing this line on the board and read-

ing it aloud:

I rise and greet the shades of fading

night

Point out that in each of the line’s five

pairs of syllables, the first is stressed and

the second is unstressed: I rise / and greet

/ the shades / of fad / ing night.

GUIDED PRACTICE Ask students to ex-

plain the difference between the Italian,

or Petrarchan, sonnet, and the English, or

Shakespearean, sonnet.

L I T E R A R Y A N A L Y S I S

´ ´˘ ˘˘ ´ ´ ´˘ ˘

for struggling readers

Vocabulary Support

• meter, “measured, patterned arrangement

of syllables”

• rhyme, “regular recurrence of corresponding

end sounds”

• rhyme scheme, “pattern of rhymes”

• rhythm, “regular recurrence of grouped

stressed and unstressed, long and short, or

high-pitched and low-pitched syllables”

• stanza, “group of versed lines forming the

divisions of poetry”

• stressed, “relative force or loudness with

which a syllable is uttered”

• syllable, “word or word part pronounced

with a single, uninterrupted sounding of

voice”

• unstressed, “relative softness with which a

syllable is uttered”

my city / if we must die 887

TEKS 3

TEKS 3

erstan

L11TE-u05s02-mycity_TX.ind 887 2/19/09 9:59:46 AM

��� unit 5: the harlem renaissance and modernism

-Yß#ITYJames Weldon Johnson

5

10

When I come down to sleep death’s endless night,The threshold of the unknown dark to cross,What to me then will be the keenest loss,When this bright world blurs on my fading sight?Will it be that no more I shall see the treesOr smell the flowers or hear the singing birdsOr watch the flashing streams or patient herds?No, I am sure it will be none of these. A

But, ah! Manhattan’s sights and sounds, her smells,Her crowds, her throbbing force, the thrill that comesFrom being of her a part, her subtle spells,Her shining towers, her avenues, her slums—O God! the stark, unutterable pity,To be dead, and never again behold my city! B

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R E A D I N G S K I L L

L I T E R A R Y A N A L Y S I S

Practice and Apply

REVISIT THE BIG QUESTIONWhen does old become NEW again?Discuss How does Johnson’s revival of a form often associated with love poetry support the message of “My City”? Possible answer: “My City” is a poem expressing the poet’s love for his city. Its subject is well suited to the form.

for english language learnersVocabulary Support Have students work in mixed-ability pairs to determine the mean-ing of such phrases as “death’s endless night,” “threshold of the unknown dark,” keenest loss” (lines 1–3). Have students put these phrases into their own words to paraphrase lines 1–3. Have them continue until they have paraphrased the whole poem. Have volun-teers read their versions of the poem to the class.

for advanced learners/apAnalyze Point out to students that the “I” present in lines 1, 5, and 8 is absent from lines 9–14, the lines in which the speaker describes the city. How does the absence of the “I” emphasize the power that the poet ascribes to Manhattan? Have students discuss this question and present their conclusions to the class.

summaryIn this poem, the speaker considers what he will miss when he dies and decides he will miss his home—Manhattan—most of all.

read with a purposeHelp students set a purpose for reading. Tell them to read to discover what the poets dread most when contemplating death.

a Model the Skill: form and meaning

Point out that students can use stanza breaks to identify and interpret line group-ings. Tell students that in this sonnet, the stanza break separates the first eight lines, called the octave, from the last six, called the sestet. In the octave, the speaker contemplates death and names several aspects of nature he will not miss. Ask students to identify the main idea of the sestet. Possible answer: The speaker will miss everything about Manhattan.

b Model the Skill: sonnetTell students that the sonnet’s line group-ings determine its type. Point out that a sonnet containing an octave and sestet is a Petrarchan sonnet. An English, or Shake-spearean, sonnet has three quatrains and a couplet. Answer: Petrarchan

Extend the Discussion What relationship exists between the main ideas in the two line groupings?

888 unit 5

TEKS 3

TEKS 3

L11TE-u05s02-mycity_TX.indd 888L11TE-u05s02-mycity_TX.indd 888 9/29/09 8:44:09 AM9/29/09 8:44:09 AM

tiered discussion prompts

In lines 9–14, these prompts to help students

understand the urban vitality that character-

ized the Harlem Renaissance:

Connect Think about life in big cities. What

is it like? Accept all thoughtful responses.

Analyze How does the speaker personify

the city? Possible answer: The speaker

personifies the city as a vital, magical woman

who possesses a shining exterior as well as a

dark side.

Evaluate Is the speaker’s description of

Manhattan appealing? Explain. Possible

answer: The speaker’s description is ap-

pealing because of its sensual quality and

because it conveys a strong love of the city.

Analyze Visuals

Possible answer: The background of the pho-

tograph shows the “shining towers” Johnson

mentions in line 12, while the foreground shows

two broad avenues that might be said to cast

“subtle spells” through enticing advertisements

and theatre marquees.

for struggling readers

Options for Reading: Audio Recording

• Have students listen to the poems on the

Audio Anthology CD (also recommended for

English learners) while they read along in

their texts. Ask students to notice the

main ideas, rhyme, and line groupings in

each poem.

• For “My City,” students will need help with

syntax and figurative language to unlock

main ideas. Listen to line 2 several times;

then help students unravel inverted syntax

there and elsewhere. Use line 11 to model

using context clues to build meaning for

figurative language.

my city 889

TEKS 12

L11TE-u05s02-mycity_TX.ind 889 2/19/09 10:00:42 AM

��� unit 5: the harlem renaissance and modernism

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If we must die, let it not be like hogsHunted and penned in an inglorious1 spot,While round us bark the mad and hungry dogs,Making their mock at our accursed lot.If we must die, O let us nobly die,So that our precious blood may not be shedIn vain; then even the monsters we defyShall be constrained2 to honor us though dead! CO kinsmen! we must meet the common foe!Though far outnumbered let us show us brave,And for their thousand blows deal one deathblow!What though before us lies the open grave?Like men we’ll face the murderous, cowardly pack,Pressed to the wall, dying, but fighting back! D

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L I T E R A R Y A N A L Y S I S

R E A D I N G S K I L L

summary

This poem is a defiant call to protest. The

speaker warns against passive acceptance of

hostility and urges people to fight back. He

suggests that death is inevitable but can be

noble if it serves a cause. The final couplet

states the speaker’s resolve to die fighting.

for strategic readers

Develop Reading Fluency Help students

gain proficiency in reading sonnets aloud.

Tell them that unless punctuation ends a

line, they should not pause before reading

on. Model by reading the poem aloud. Then

have students read the poem chorally. Listen

for the natural rhythm of iambic pentameter

to emerge as students gain comfort with the

form.

for advanced learners/ap

Research McKay wrote “If We Must Die”

during the “Red Summer,” a term coined by

James Weldon Johnson to describe the ra-

cially violent summer and fall of 1919 during

which African Americans were the victims of

violent attacks. Have students research the

causes of these events, noting in particular

the significance of McKay’s poem as a part

of the response to them. Find opportunities

for students to present their findings to the

class.

c sonnet

Possible answer: The rhyme scheme is

abab, cdcd. On the basis of this rhyme

scheme, the sonnet is Shakespearean.

IF STUDENTS NEED HELP . . . Refer them to

page 887 and the definitions of Petrarchan

and Shakespearean sonnets.

d form and meaning

Possible answer: The speaker decides that

he will fight back even if he dies fighting.

IF STUDENTS NEED HELP . . . Have them re-

cord line groupings and main ideas in the

prereading chart introduced on page 887.

Line Grouping Main Idea

First quatrain We won’t die like hogs hunted by dogs.

Second quatrain If we must die, we will do it nobly.

selection wrap–up

READ WITH A PURPOSE Now that students

have read both poems, they may find Johnson

worries about missing his life after death,

while McKay is more concerned about dying

with dignity.

890 unit 5

TEKS 3

TEKS 3

L11TE-u05s02-mycity_TX.ind 890 2/19/09 10:01:30 AM

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Shakespearean Petrarchan

Structure

Rhyme Scheme

Meter

Final Couplet

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Practice and ApplyFor preliminary support of post-reading ques-tions, use these copy masters:

RESOURCE MANAGER—Copy MastersSonnet p. 31Question Support p. 35Additional selection questions are provided for teachers on page 27.

answers 1. The speaker will regret losing his city. 2. The speaker argues for a noble death. 3. The line means laughing at our poor

condition.Possible answers:

4. teks focus Understand Form and Meaning On the basis of its rhyme scheme and its line groupings of three quatrains and a couplet, the sonnet is Shakespearean.

5. The speaker addresses an African-American audience, whose identity he shares, evi-denced by the references to kinsmen and common foe (line 9).

6. teks focus Sonnet Shakespearean: meter, final couplet; Petrarchan: structure, rhyme scheme, meter. Students can argue for either form but should provide support.

7. teks focus Understand Form and Meaning Johnson’s sonnet poses a ques-tion and an answer, separated into two stanzas. McKay’s message is presented as a whole and so it works better as a single stanza.

Assess and ReteachAssessDIAGNOSTIC AND SELECTION TESTS

Selection Test A pp. 225–226Selection Test B/C pp. 227–228

Interactive Selection Test on thinkcentral.comReteachLevel Up Online Tutorials on thinkcentral.comReteaching Worksheets on thinkcentral.com

Literature Lesson 13: Sonnet

8. Reviving the sonnet suggests that African Americans can produce great literature and have experiences worthy of commem-oration.

9. Many readers have identified with the speaker’s message. This identification transcends race, social context, and geog-raphy, suggesting that the poem conveys universal meaning as McKay intended.

When does old become NEW again? Ask students to think about issues like reducing waste and unnecessary purchases. How has recycling and reusing items affected our society and our planet?

my city / if we must die 891

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