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The Arkansas Poetry Connection

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The Arkansas Poetry Connection The Arkansas Poetry Connection Lesson Plan by Bonnie Haynie 1998-99 Butler Fellow This lesson plan helps students make a connection between literature, history, geography, and culture through an exploration of the writings of selected Arkansas poets and the events, locations, and people that inspired them. th th Grades: 7 – 12 This plan may be modified for 5th and 6th grade students. Objective: Students will understand the contributions of poetry to Arkansas' culture as well as the impact of Arkansas' characteristics on their poetic voice. Arkansas Curriculum Frameworks: Arkansas History Student Learning Expectations: G.2.5.2 Understand the contributions of people of various racial, ethnic, and religious groups in Arkansas and the United States G.2.6.1 Examine the effects of the contributions of people from selected racial, ethnic, and religious groups to the cultural identify of Arkansas and the United States G.2.6.2 Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of Arkansas and the United States TPS.4.AH.7-8.4 Identify the contributions of Arkansas’ territorial officials: * James Miller * Robert Crittenden * Henry Conway * James Conway * Ambrose Sevier * “The Family” W.7. AH.7-8.1 Describe the contributions of Arkansans in the early 1900s WWP.9.AH.7-8.12 Identify significant contributions made by Arkansans in the following fields: * art * business * culture * medicine * science TPS.4.AH.9-12.4 Discuss the historical importance of Arkansas’ territorial officials: * James Miller * Robert Crittenden * Henry Conway * James Conway * Ambrose Sevier * “The Family” W.7. AH-9-12.2 Describe the contributions of Arkansans in the early 1900s WWP.9.AH.9-12.8 Research significant contributions made by Arkansans in the following fields: * art * business * culture * medicine * science Social Studies Student Learning Expectations: G.2.7.1 Examine the work of writers and artists as examples of cultural heritage from communities around the world School Library Media Student Learning Expectations: C.8.7.1 , C.8.8.1 – Activity prior knowledge to make connections to text, self, and the world C.8.7.2 , C.8.8.2 – Comprehend the impact of knowledge gained on self, community, and the world C.8.9.1 , C.8.10.1, C.8.11.1, C.8.12.1 – Read to make connections to self, pervious reading, and the world C.8.9.2 , C.8.10.2, C.8.11.2, C.8.12.2 – Connect learning to self, community, and global issues Related Encyclopedia of Arkansas Entries: Literature and Authors; Rosa Zagnon Marinoni; Albert Pike; John Gould Fletcher; Maya Angelou; Miller Willams; Lily Peter; Poets Laureate of Arkansas; C.D. Wright; Jo Garot McDougall; Frank Stanford; Fay Hempstead Introduction: The teacher will select the appropriate student learning expectations for his or her class, review the key terms, and make copies of selected activities included in the lesson. Collaboration with the school library media specialist for assistance with the utilization of the technology resource tool for Arkansas History is suggested. See above links or visit the online Encyclopedia of Arkansas History and Culture at http://www.encyclopediaofarkansas.net. The school library media specialist can also make suggestions for other poetry selections which are not listed in lesson plan. Key Terms: poetry; muse; diction Key Facts: Arkansas has been the home to many poets throughout its history. Journalist lawyer-politician Albert Pike began writing poetry soon after his arrival in the Territory in 1832. In more recent years, John Gould Fletcher of Little Rock won the Pulitzer Prize in 1938 for his poetry. Maya Angelou, who grew up in Stamps, is widely celebrated for her poems. Fayetteville resident Miller Williams delivered the presidential inaugural poem in 1997. Arkansas poetry provides an interesting framework with which to study Arkansas. Background: Most writers derive their inspiration from their surroundings. Arkansas writers are no different; they have allowed their richness of Arkansas' history and culture to add a distinctive flavor to their works. Activity: 1. Read the poem "Hot Springs" by Rosa Zagnoni Marinini without mentioning the author's name or the poem's title. Ask students to brainstorm clues in the poem that point to the possible location that inspired this poem (where eagle's fly," "hills encircling," "Main Street," "mystic waters flow," "Along the race track"). List their ideas on the board. Encourage them to name possible locations. Then, if no one identifies the correct location, name the author and the poem and help them see the clues to the poem. 2. Discuss what a muse is. Mention other "muses" that inspire writers to create their works. 3. Divide the class into five groups. Give each group several poems by an Arkansas writer. [Several authors and their works are included.] 4. Assign each group to analyze at least one of their author's works for it's "Arkansas" connections by listing key ideas and phrases from the work. Suggested questions for analysis are: a. What places are mentioned in this poem? b. What seasons are listed? How are they described? c. What activities are described? d. What events are mentioned? e. How does the author feel about the place, person, or event being described? 5. Each group can then report to the class the ways in which their author incorporated Arkansas in his or her work. 6. Have students locate each poem's location on a map of Arkansas. 7. Discuss with the students how they feel about being an Arkansan. What factors have shaped their perception on Arkansas? 8. The teacher may choose from these possible products: a. A research project on the location, person, or event on which the poem was based. b. A map that illustrates the locations or events on which the poems were based. c. Student created poetry about a particular place, person, or event from Arkansas history. Evaluation: Evaluation can vary based on the type of evaluation procedure selected, although a rubric may be the easiest method. Extension: 1. Create a collection of original student poetry in booklet form for the school media center. 2. Develop original art work or photographs to correlate with the student produced poetry. 3. Submit some of the student produced poetry to local newspapers or school publications. 4. Read some of the student-produced poetry to students in other classes or those in younger grades to see if they can identify the Arkansas inspiration. Sources: Angelou, Maya. The Complete Collected Poems of Maya Angelou. New York: Random House, 1994. Bailey, Susan L. "Poet Laureate of Arkansas." The Arkansas Historical Quarterly, XLIX (Spring 1990), 51-56. Fountain, Sarah (ed.) Arkansas Voices. Little Rock, Arkansas: Rose Publishing Company, 1976. Johnson, Ben F III. "By Accident of Birth:" John Gould Fletcher and Refashioning the Southern Identity." The Arkansas Historical Quarterly, LIII (Spring 1994), 1 18. Marinoni, Rosa Zagnoni. The Ozarks and More of its People. Fayetteville: Ozark Sunlight Series, 1961. Additional Teacher Information On The Poets: Rosa Zagnoni Marinoni "Hot Springs" is inspired by the Reservation Mountains flanking Central Avenue in Hot Springs, Arkansas. "Winter Dusk in the Ozarks" comes from a photograph made on the way to Devil's Den Park when the author stopped to admire a picturesque log cabin and the old lady invited her in to warm herself. "Native" is based on the author's view from Highway 62, on her way to Eureka Springs, Arkansas, at Inspiration Point. Booker T. Jackson Mr. Jackson's poems address the racial problems of the 1950s, but his insight into mankind's heart is timeless. This would be a good point at which to discuss the Central High Crisis as well as the laws referring to integration. Maya Angelou Ms. Angelou's poetry may be too forceful for some 7th and 8th graders. Teachers will need to use their own judgment when assessing the abilities and backgrounds of their students. Ms. Angelou's poetry does clearly echo the racial divisions of the 1940s and 50s in rural southern Arkansas. These lesson plans are made possible in part through the support of the Arkansas Humanities Council and the National Endowment for the Humanities. The Taylor Foundation (Little Rock, Arkansas) makes Butler Center lesson plans possible. Contact the Butler Center for Arkansas Studies, Central Arkansas Library System, 100 Rock St., Little Rock, AR, 72201. 501-918-3056 www.butlercenter.org and www.cals.lib.ar.us Rosa Zagnoni Marinoni Hot Springs Rosa Zagnoni Marinoni Though I have climbed the Alps where eagles fly, And walked the seven hills encircling Rome, I've never felt more kindred to the sky, Than on these reservations you call Home. To this Main Street, a mystic hour glass, Through which life and mystic waters flow, I have returned to watch the old year pass, And the new year advance through the veils of snow. In April I have come to welcome Spring, When the magnolia blossoms burst in bloom, And lent my ear to nightingales that sing Along the race track to a Summer moon. These hills are alters to which I must return To light a candle, and to watch it burn. Winter Dusk in the Ozarks Rosa Zagnoni Marinoni Slow...silent... The snow flakes have covered the orchard. The trees droop heavily. Each branch an arched bow Straining beneath the unaccustomed burden. A crackling staccato is heard at intervals, As sap-frozen branches snap. Fluffed sparrows Huddle in close community Along a barbed wire fence Like birds strung on a spit to broil. A rabbit hops diagonally across the snow, Making shadowless half circles Above the white expanse. A woman with a brown shawl Wrapped around her shoulders, Stands in the doorway of a log cabin..
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