Armstrong to Jay-Z: Rock, Rap, and Poetry Curriculum

Home , Coolio, Rakim

Randolph Township Schools Randolph High School

“I start to think, and then I sink/Into the paper like I was ink/When I'm writing, I'm trapped in between the

lines/I escape when I finish the rhyme."

- Rakim “I Know You Got Soul” Department of Humanities Benjamin Horwitz Supervisor

Curriculum Committee Gina Castrorao Robert Pasqua

Curriculum Developed August 28, 2013

Board Approved September 19, 2017

Randolph Township Schools Department of English Armstrong to Jay-Z: The Poetry of Jazz, Rock, Rap Table of Contents

Section Page(s)

Mission Statement and Education Goals – District 3

Affirmative Action Compliance Statement 3

Educational Goals – District 4

Introduction 5

Curriculum Pacing Chart 6

Units I-VI 7-17

Unit Pacing Charts 8-18

Randolph Township Schools Mission Statement

We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society.

Randolph Township Schools Affirmative Action Statement

Equality and Equity in Curriculum

The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum addresses the elimination of discrimination and the achievement gap, as identified by underperforming school-level AYP reports for state assessment. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972

RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION

The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system.

We believe: • The needs of the child come first • Mutual respect and trust are the cornerstones of a learning community • The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members • A successful learning community communicates honestly and openly in a non-threatening environment • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences • Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth

Randolph Township Schools Department of English Armstrong to Jay-Z: The Poetry of Jazz, Rock, Rap

Introduction

Armstrong to Jay-Z: The Poetry of Jazz, Rock and Rap is a semester-long synthesis of literature and lyrics designed to enhance understanding of written expression and the musicality of language. Students will examine the importance of music and poetry not only in the evolution of society, but also in their own lives. They will study music through historical, political, and social lenses and then generate a deeper understanding of how significantly the written word, particularly in conjunction with music, has shaped modern American culture. Throughout the course, students will extract relevant information from shared and self-selected poetry, music and lyrics in order to draw connections to the real world and generate a better understanding of themselves.

5 RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart Armstrong to Jay-Z: The Poetry of Jazz, Rock, Rap

SUGGESTED TIME UNIT NUMBER CONTENT - UNIT OF STUDY ALLOTMENT 1 weeks I What is Poetry? 3 weeks II The 1960s: Jazz, Civil Rights, and Vietnam 4 weeks III The 1970s: Corruption, Hippies, and Woodstock 4 weeks IV The 1980s: Big Hair, Cold War, and Synthesizers 4 weeks V The 1990s: Tupac, Biggie, and Boy Bands 3 weeks VI Today

6 RANDOLPH TOWNSHIP SCHOOL DISTRICT Armstrong to Jay-Z: The Poetry of Jazz, Rock, Rap UNIT I: What is poetry?

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Poetry differs from prose in that it expands questioning and understanding of human behavior • Why read poetry? and emotions through its length and structure. Poetry reflects the emotions, beliefs, lives, times and culture of the poets. • What separates good poetry from bad poetry? Poetry is a natural form of human expression that expresses and elicits an emotional response in • Is poetry, like music, meant to be heard to be fully its appeal to multiple senses. appreciated? The analysis of poetry allows a closer understanding that enhances readers’ experiences through • How does form contribute to meaning? expanding their perspectives on historical events, movements, contemporary issues and the human condition.

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: RL.11-12.1 An understanding of literary terminology relating to lyrics and Formulate an inclusive and expansive class definition of poetry. RL.11-12.2 poems (stanza, rhythm, meter, kinds of repetition, rhyme, diction, RL.11-12.4 genre) enables deeper analysis of poetry and lyrics. RL.11-12.7 RI.11-12.4 Readers can develop their understanding and writing by Articulate the literal meaning of a poem. RI.11-12.6 deconstructing a poem by utilizing sound devices, figurative W.11-12.1a language, and imagery in order to further knowledge of poetry Appreciate authorial choices in the use or absence of devices. W.11-12.1b construction. W.11-12.1d W.11-12.2d W.11-12.3a Sensory details contribute to the content of a poem/lyric; the Appraise and interpret a variety of teacher-selected and self-selected W.11-12.3b various types of images include auditory, kinesthetic, tactile, visual, poems/lyrics. olfactory, organic, and gustatory. W.11-12.3d W.11-12.3e The meanings and themes of poetry relate to emotions, personal SL.11-12.1a Construct a portfolio of favorite poems and lyrics in which they experiences, and historical references that promote relevant real SL.11-12.1d articulate the reasons for their inclusion orally and in writing. world connections for young readers. SL.11-12.3 L.11-12.3 Valid and well-phrased opinions create appropriate constructive L.11-12.5 Generate constructive written criticism that demonstrates sensitivity criticism for the artist of a work within the parameters of a to the poetic choices of others while fostering writing skills. community of writers.

7 RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart Armstrong to Jay-Z: The Poetry of Jazz, Rock, Rap

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

1 week Unit I: What is poetry? Astley, Neil. Staying Alive: Real Poems for Unreal Times. o Definition of poetry as it opposes prose New York: Miramax, 2003. Print. o Devices and terminology o Poetic themes throughout the ages

8 RANDOLPH TOWNSHIP SCHOOL DISTRICT Armstrong to Jay-Z: The Poetry of Jazz, Rock, Rap UNIT II: The 1960s: Jazz, Civil Rights, and Vietnam ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Improvisation is essential to invention of music, dance, and art. • Why is improvisation a necessary component of the innovation of poetry, music, and dance? Social influences create a paradoxically unique yet conforming musical mainstream. • How can you justify that people naturally conform through a collective identity formed by poetry and music? Rock music and its lyrics reflect, subvert, and critique American culture. • Why has rock music captured the imagination and spirit of young people in a times of turmoil and angst? The African American influence on music is relevant in inspiring generations of poetry and • Does the commercialization of the oppression and spirit of effecting societal change. African American culture captured within poetry and rap negate that community’s historical significance?

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: RL.11-12.1 RL.11-12.2 The history of jazz and its major players, including early African Identify historical and cultural references in jazz lyrics and musical RL.11-12.4 American influences (John Coltrane, Miles Davis, Louie movements. RL.11-12.7 Armstrong, Dizzy Gillespie, Charlie Parker), contribute to the RI.11-12.4 works of the time period by offering perspective on the African Explain the impact of poetic elements, characteristics, and literary RI.11-12.6 American experience and its inroads into the mainstream. devices in jazz expressions specific to each artist. RI.11-12.8 W.11-12.1a Both jazz and rap music are Afrodiasporic (have influenced the Evaluate the impact of jazz on the evolving American identity from W.11-12.1b culture of Africans who had been taken from Africa). its influence on both European and American cognoscenti. W.11-12.1d W.11-12.2d Musicians of the 1960s (Rolling Stones, Bob Dylan, The Doors, Critique and assess the validity of arguments about commercialized W.11-12.3a Jimi Hendrix, The Byrds, Creedence Clearwater Revival, Simon music. W.11-12.3b and Garfunkel, James Brown) reported on and influenced important W.11-12.3d W.11-12.3e political, social, historical events. Debate if musicians served to inflame or resolve cultural strife. SL.11-12.1a SL.11-12.1d Recurring themes and messages of the Civil Rights movement were Develop and apply a series of paraphrasing and annotation SL.11-12.3 incorporated into the lyrics and poetry of the 1960s. techniques in order to articulate how the language of a poem or lyric L.11-12.3 reveals and conceals meanings. L.11-12.5

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

3 weeks UNIT II: The 1960s: Jazz, Civil Rights, and Vietnam Astley, Neil. Staying Alive: Real Poems for Unreal Times. o History of Jazz and major players (John Coltrane, Miles New York: Miramax, 2003. Print. Davis, Louis Armstrong, Dizzy Gillespie, Charlie Parker) Selected poems and short prose of Langston Hughes, Zora o Historical and Social Events of the 1960s (Civil Rights Neale Hurston and Maya Angelou Movement, Martin Luther King Jr. John F. Kennedy)

o Rock musicians: Rolling Stones, Bob Dylan, The Doors, Jimi Hendrix, The Byrds, Credence Clearwater John Coltrane, Miles Davis, Louie Armstrong, Dizzy Gilespie, Revival, Simon and Garfunkel, James Brown, etc. Charlie Parker o Discussion: why is rap not prevalent in this time period? Does jazz “make up” for rap? http://www.chaparralpoets.org/devices.pdf o Chapters “War and Peace,” “My People,” and “Disappearing Acts” from Staying Alive o Themes: Death Guest Speaker: Visual and Performing Arts Colleague o Langston Hughes “I, Too” o Yusuf Komunyakaa “Facing It” Yusef Komunyakaa Vietnam memorial video http://www.youtube.com/watch?v=IaeNQC7PWK4 http://www.youtube.com/watch?v=ZmHefitfTiM http://www.youtube.com/watch?v=90yxqlVrLP8 http://www.youtube.com/watch?v=dRFs8facs5c

10 RANDOLPH TOWNSHIP SCHOOL DISTRICT Armstrong to Jay-Z: The Poetry of Jazz, Rock, Rap UNIT III: The 1970s: Corruption, Hippies, and Woodstock ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Lyrics and poems can serve as an outlet for voices outside the mainstream to express their • How and why do poets and artists communicate their social, political, and personal commentary. beliefs through their works? Political corruption strongly impacted the music and writings of the 1970s. • Why might corruption and dishonesty in government have impacted artistic expression and promoted change? Hippie culture affected the music and poetry of the era by challenging established norms. • Do music and poetry reflect the times or are the times reflected in music and poetry? Music reflects and influences the trends of countercultures in an uneasy balance with • How does television affect the prevalence and relevance of mainstream and commercial media outlets. music?

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: RL.11-12.1 RL.11-12.2 The recurring themes of rock music include romance, sex, Research allusions (classical, biblical, historical, literary, artistic) in RL.11-12.4 alienation, justice/injustice, introspection, and the significance of contemporary poems and songs. RL.11-12.6 music itself intertwined themselves with the disillusionment of the RL.11-12.7 1970s. Correlate effect of political events and unrealized ambitions on the RI.11-12.4 music of the time. RI.11-12.6 RI.11-12.7 Frustration with the political events of the 1970s including the Research the songs, lyrical style, and personal experiences of a W.11-12.1a Vietnam War, Watergate scandal, energy crisis, Kent State Woodstock artist and explain their relevance to a 1970s audience. W.11-12.1b shootings, the Cold War, and nuclear energy fueled lyrical content W.11-12.2b and the quest for idyllic images and individualistic joy Explain why the literature, film and music celebrated the individual W.11-12.2c rising against failing institutions. W.11-12.2d W.11-12.3a W.11-12.3b Important figures of the 1970s include Rolling Stones, Pink Floyd, Define and recognize the persuasive appeals of logos, pathos, and W.11-12.3c Bruce Springsteen, Marvin Gaye, John Lennon, Bob Marley, Joni ethos in poetry and music. W.11-12.3d Mitchell, Crosby, Stills, Nash & Young, The Who, Neil Young, and W.11-12.7 Joan Baez lamented and profited from the deterioration of the Appreciate why punk rock was a logical response to the rock W.11-12.8 American ideal through rock lyrics and poetry that employed nobility who were perceived as bloated and self-important. SL.11-12.1a persuasive techniques to influence and connect to audiences. SL.11-12.1d Appreciate disillusionment as a recurring theme of the modern era. SL.11-12.3 L.11-12.3

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

4 weeks UNIT III: The 1970s: Corruption, Hippies, and Woodstock Astley, Neil. Staying Alive: Real Poems for Unreal Times. New o Music and lyrics of rock musicians of the 1970’s: York: Miramax, 2003. Print Rolling Stones, Pink Floyd, Bruce Springsteen, Marvin Gaye, John Lennon, Bob Marley, Joni Mitchell, Crosby, Movie Clips: Forrest Gump, Marley Stills, Nash & Young, The Who, Neil Young, Joan Baez o Historical events of the 1970’s including the Vietnam War, Watergate scandal, energy crisis, Kent State Shootings, escalation of tensions with the Soviet Union, and Apollo 13. o Themes – Love, youth, hope and death o Wilfred Owen “Anthem for Doomed Youth” o W.H. Auden “September 1, 1939” o Bruce Weigl “On the Anniversary of Her Grace” o Carolyn Forche “Selective Service” o James Fenton “Cambodia” o Thomas McGrath “Ode for the American Dead in Asia” o Wislawa Szymborska “The End and the Beginning”

12 RANDOLPH TOWNSHIP SCHOOL DISTRICT Armstrong to Jay-Z: The Poetry of Jazz, Rock, Rap UNIT IV: The 1980s: Big Hair, Cold War, and Synthesizers ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Rap and rock lyrics use and repurpose traditional poetic techniques in order to make the • How does the ability of poets and lyricists to play with language accommodate their artistic needs. language contribute to meaning? Rap and poetry use non-standard English for both poetic and political purposes. • Are poems and songs truly effective in changing society for the better or do they voice the inevitable? • Does the use of overtly ethnic language discredit a poet? Contemporary poets and lyricists continue formal traditions (both style and content) in their • How might advancements in technology enhance or inhibit works. the authenticity and evolution of rap and rock music? Translators of a poems or lyrics must consider both denotation and connotation when choosing • Is it more essential to understand denotation or connotation diction. to appreciate what an artist is conveying?

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: RL.11-12.1 RL.11-12.2 Verbal and nonverbal communication during performance is Critique musical performances and identify effective performance RL.11-12.3 necessary to convey meaning. techniques, including physical movements and staging. RL.11-12.4 RL.11-12.7 1980s rock and rap artists contribute to the political, social, and Create a modern remake of “We Didn’t Start the Fire” that targets RI.11-12.3 historical events of the time period (John Mellencamp, U2, Bruce today’s political, social, and historical events RI.11-12.4 Springsteen, Rolling Stones, Queen, Michael Jackson, Madonna, RI.11-12.7 Gloria Estefan, Cyndi Lauper, Prince, Billy Joel, Bruce Hornsby, Analyze the significance of “We Are the World” and Live Aid W.11-12.1a Genesis/Phil Collins, Hall and Oates, Journey, Eric Clapton, Pat W.11-12.1b Benatar, DJ Jazzy Jeff and the Fresh Prince, LL Cool J, Run DMC, Justify the viability of lip-synced performance, studio enhancements, W.11-12.1c Ice Cube, Ice-T, Public Enemy, Milli Vanilli, and Beastie Boys). synthesized music and slickly packaged music. W.11-12.1d W.11-12.2b W.11-12.2e The poetic and linguistic characteristics of rap lyrics (repetition, Write and perform a rap version of a well-known piece of literature W.11-12.3 naming, innovative dialect, specialized vocabulary, rhyme, rhythm, or event and sampling). SL.11-12.1c SL.11-12.4 Rap music is largely influenced by the controversies embedded in L.11-12.5 Determine reasons for the appeal of rap music to audiences who are L.11-12.6 its lyrics: violence, opposition to police, drug references, sexism, not African American and opposition to their fandom homophobia, racism, and gangs. Participate in a Socratic seminar addressing student-created questions centered on the controversial aspects of rap music. 13

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

4 weeks UNIT IV: The 1980s: Big Hair, Cold War, and Synthesizers Astley, Neil. Staying Alive: Real Poems for Unreal Times. New o 1980’s musicians: John Mellencamp, U2, Bruce York: Miramax, 2003. Print Springsteen, Rolling Stones, Queen, Michael Jackson, Madonna, Gloria Estefan, Cyndi Lauper, Prince, Billy Video Clip: Billy Joel: “We Didn’t Start the Fire” video Joel, Bruce Hornsby, Genesis/Phil Collins, Hall and http://www.youtube.com/watch?v=2v2JcpolIQU Oates, Journey, Eric Clapton, Pat Benatar, DJ Jazzy Jeff and the Fresh Prince, LL Cool J, Run DMC, Ice Cube, Aerosmith ft. Run DMC “Walk this Way” - Ice-T, Public Enemy, Milli Vanilli, and Beastie Boys). http://www.youtube.com/watch?v=4B_UYYPb-Gk o Themes – Love, rebirth, wealth, success and freedom o Chapter “Growing Up” from Staying Alive o Cold War influence on American culture Variety of album covers to examine visual art as a form of o Use of technology in music expression, an extension of the music and lyrics or commercial o Fashion (Especially 80s) enterprise o Fred Voss “Making America Strong”

14 RANDOLPH TOWNSHIP SCHOOL DISTRICT Armstrong to Jay-Z: The Poetry of Jazz, Rock, Rap UNIT V: The 1990s: Tupac, Biggie, and Boy Bands ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Repetition is an integral component of comprehension and “perpetual” memorization. • Why are skills and processes of writing necessary when translating a poem and/or lyric? Poetry and music are outlets for human emotion. • How do poets and lyricists grapple with various human emotions (happiness, pain, love, loss, growth)? Cultural and societal issues are subjects of powerful music and poetry. • Does censorship inhibit the meanings behind poems and songs? Poets and lyricists continue to explore the universal human experiences in new ways. • How do old ideas, forms, and texts influence poets and lyricists today?

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: RL.11-12.1 RL.11-12.2 Rap is a form of cultural and musical expression that employs Recognize how music historically reflects regional differences. RL.11-12.3 traditional poetic techniques as well as from blues, rhythm and RL.11-12.4 blues, and jazz. Articulate an understanding of the genesis and tragic consequences RL.11-12.7 of the West Coast versus East Coast feud. RI.11-12.3 RI.11-12.4 Collaboration between rock and rap artists bridged the gap between Juxtapose a rap song, rock song, and poem to find common themes RI.11-12.7 cultures. and devices among them. W.11-12.1a W.11-12.1b Poets and lyricists employ different tones to critique social Analyze the treatment of a specific theme in at least two poems by W.11-12.1c problems, often with music that complements their language. two different poets. W.11-12.1d W.11-12.2b W.11-12.2e The positives and negatives of censorship and how it can influence Debate the issue of censorship as it correlates to free speech. W.11-12.3 what is communicated from the artist to the audience. SL.11-12.1c SL.11-12.4 Rap and rock’s major players express their opinions of the social, Assess and interpret the messages of major artists through their L.11-12.5 political, and historical events of the time through their music lyrics and the value thereof. L.11-12.6 (Rolling Stones, Bruce Springsteen, Alanis Morrisette, Hootie and the Blowfish, Sublime, Pearl Jam, Nirvana, Red Hot Chili Peppers, Justify a position on the commoditization of anger. Dr. Dre, Busta Rhymes, Coolio, Jay-Z, Nas, Tupac, Biggie).

Formulaic pop bands (NSYNC, Backstreet Boys, 98 Degrees, and Explain the appeal of pop groups through a historical lens 15 Spice Girls) generated tremendous popularity despite suspect musical talent.

Sampling (Tone Loc and Vanilla Ice) blurred the lines between Determine the defining point at which an artist must provide credit innovation and copyright infringement. for the work of another writer or musician.

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

4 weeks UNIT V: The 1990s: Tupac, Biggie, and Boy Bands Astley, Neil. Staying Alive: Real Poems for Unreal Times. o Rock Musicians: Rolling Stones, Bruce New York: Miramax, 2003. Print Springsteen, Alanis Morrisette, Hootie and the Blowfish, Sublime, Pearl Jam, Nirvana, Red Hot History of Rap http://www.youtube.com/watch?v=- Chili Pepper fhQ2UfEQxo o Rap Musicians: Vanilla Ice, Dr. Dre, Busta Rhymes, Coolio, Jay-Z, Nas, Tupac, Biggie “Amish Paradise” o “Boy” Bands: NSYNC, Backstreet Boys, 98 http://www.youtube.com/watch?v=1OfZLb33uCg Degrees, and Spice Girls o Censorship Movie Clip: Beef o The connections between “Gangsta’s Paradise” and Weird Al’s “Amish Paradise” through the poetic and lyrical techniques learned throughout the course.

17 RANDOLPH TOWNSHIP SCHOOL DISTRICT Armstrong to Jay-Z: The Poetry of Jazz, Rock, Rap UNIT VI: Today ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The oral tradition of poetry accompanied by music continues today through performance. • How do songs and poems perpetuate a degree of immortality? A discriminating reader/listener may not like a poem/song, but may still be able to appreciate its • Is it possible to truly appreciate the merits of a song or artistry. poem if you do not actually like it? Critiquing poems and lyrics is a way to clarify one’s thinking and to raise issues and promote an • How do reader’s inherent perceptions, talents, and exchange of ideas. limitations affect their reading of a poem/song? Contemporary music exhibits themes and issues that have been seen throughout history (racism, • How are poetic and lyrical themes perpetuated throughout sexism, violence, uncertainty). history?

KNOWLEDGE SKILLS NJSLS

Students will know: Students will be able to: RL.11-12.1 RL.11-12.2 Contemporary artwork balances originality and emulation. Employ a contemporary poet’s work to compare to a contemporary RL.11-12.3 artist’s work. RL.11-12.4 RL.11-12.7 Opinions about texts need to be articulated clearly and supported by Present their personal anthology/portfolio that includes self-selected RI.11-12.3 evidence. poems, justification of choices, original poems, and illustrations. RI.11-12.4 RI.11-12.7 Covers or new versions of previously performed songs keep songs Compare and contrast a song’s remake to its original version and W.11-12.1a alive. justify the contemporary artist’s purpose in remaking it. W.11-12.1b W.11-12.1c W.11-12.1d Poetry and music are avenues to express political, social, historical, Reevaluate and revise original definition of poetry from the W.11-12.2b and personal beliefs for people of all ages. beginning of the semester and reflect on what caused your changes. W.11-12.2e W.11-12.3 Contemporary artists utilize the same techniques that have been Construct multi-genre essay applying techniques from each era of SL.11-12.1c applied throughout the history of music and poetry. music and poetry. SL.11-12.4 L.11-12.5 L.11-12.6

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

3 weeks UNIT VI: Today: o Contemporary musicians use same styles as past Astley, Neil. Staying Alive: Real Poems for Unreal Times. New o Themes that resonate throughout history and persist York: Miramax, 2003. Print today th o Poetry about September 11 Macklemore “Same Love” o Popular contemporary poetry and music http://www.youtube.com/watch?v=hlVBg7_08n0