 |
|
 |
|
|
|
 |
 |
|
 |
|
5 to 8 (middle school)
social studies, English, creative writing, civics, history
approximately 2 class periods
|
|
 |
|
Taking Emma Lazarus's famous poem "New Colossus" ("Give me your tired, your poor...") as a model, this activity asks students to write their own poem about immigration. They are asked to write a kind of "welcome to America" update of Emma Lazarus's classic verse.
The activity is divided into several parts. The first two ask the student to think about the differences between the poetry of Lazarus's day and our own. Step three tells the student to think about what America means to them or to ask others the same question. In step four, there are some suggestions about writing poetry. And step five provides some ideas on how to display the students' poetry.
Begin by having your students read the articles "The Second Wave of Immigrants," "New Colossus," and "Emma Lazarus."
Hold a class discussion on immigration at the turn of the century and today. Focus on both the similarities and differences, as you ask the students: Why were/are the immigrants coming? What did/do they think they would/will find? How did/do they get here? What did/do they do once they get here (economically and socially)? Where did/do they settle -- cities, suburbs, rural areas? In what parts of the country? How did/do they fit in? How were/are they welcomed?
Next, you might want to parse out Emma Lazarus's poem with the students. Have them focus on the voice, language, and tone she employs. Also, point out the metaphors -- what they are, what they mean, how they work.
This is best done as an individual exercise. The class element comes in at step five. You may want to find a way to collectively read or display the students' poems.
- There is really very little for the teacher to do in this exercise, since poetry writing is such a personal thing. You might want to go over some of the idea-gathering and writing suggestions we offer on the activity page -- in particular, in Steps 3 and 4. But for the most part, it is best to leave the students to their imaginations.
While writing the poem may be an individual experience, reading or displaying it is definitely not. You can have students read their poem in front of the class. Or you might want to arrange a collective poetry reading for other classes or the school. As far as displaying the poems, there are a number of options, ranging from a simple bulletin-board display to getting the poems put up in a public building off -- campus -- perhaps at a government agency that deals with immigrants. Getting the poems into the local newspaper is another option, and there is the possibility of posting the poems electronically. Perhaps you would like to set up a Web page for your students' poems. And don't forget to encourage your students to send their poems to our Kids' Lab by completing the last step of the online Activity.
- Another optional exercise is: instead of having students write a "welcome to America" poem, have them make a collage of all the things America means to them or all the things it might mean to an immigrant.
Raise a New Torch
What is America? What does it mean to be American? Is America merely a place -- a chunk of land bordered by Canada, Mexico, the Atlantic and Pacific oceans? Is it a set of ideas: freedom, democracy? Is it a set of institutions -- Congress, the presidency, the courts? Or is it the people -- the many ethnic, racial, language, and other groups that make up this very diverse country? These are big questions. Writing a poem about what America meant to her was Emma Lazarus's answer. Writing your own poem has perhaps provided an answer for you.
|
|
|
 |
|
 |
 |
Early New York