Mother to Son By Langston Hughes 1922

Transcription

1 Name: Mother to Son By Langston Hughes 1922 Class: Langston Hughes ( ) was an American poet, activist, novelist, and playwright. He is also considered one of the leaders of the Harlem Renaissance, which was the cultural, social, and artistic movement of black artists that took place in Harlem between the end of World War I and the mid- 1930s. The following poem is written in free verse and the vernacular, mimicking normal speech patterns. As you read, take notes on the metaphor and larger message presented in the text. new york manhattan by Heather Phillips is licensed under CC BY-NC-ND 2.0. [1] Well, son, I ll tell you: Life for me ain t been no crystal stair. It s had tacks in it, And splinters, [5] And boards torn up, And places with no carpet on the floor Bare. But all the time I se been a-climbin on, [10] And reachin landin s, And turnin corners, And sometimes goin in the dark Where there ain t been no light. So boy, don t you turn back. [15] Don t you set down on the steps Cause you finds it s kinder hard. Don t you fall now For I se still goin, honey, I se still climbin, [20] And life for me ain t been no crystal stair. 1

2 Text-Dependent Questions: Directions: For the following questions, choose the best answer or respond in complete sentences. 1. In the poem, who is speaking to whom, and about what? [RL.3] a. A mother is telling a story to her child about her own childhood. b. A mother is speaking to her son about climbing a crystal staircase. c. A son is recounting a conversation his mother had with him about the general struggle towards earning a comfortable living. d. A mother is warning her son about the difficulties of life and the struggle to persevere. 2. What is the central metaphor utilized in the poem? [RL.5] a. The narrator describes a laborious climb up a decrepit staircase, a figurative depiction of her ongoing struggles in life. b. The narrator compares a crystal staircase to her own life, symbolic of her own goals and the struggle towards them. c. The narrator describes her ascension up a poorly-kept staircase which transforms into a crystal one, representing her strive to rise above difficulties. d. The narrator describes herself descending on a decrepit staircase, a figurative depiction of her continued problems. 3. Describe the language or style used in the poem. How does this form contribute to the author s purpose? [RL.6] 4. PART A: Which of the following statements best describes the theme of the poem? [RL.2] a. Your struggles make you who you are. b. Persist in the face of adversity. c. Hope is the answer to all challenges. d. Success is hard work. 5. PART B: Which of the following quotes best supports the answer to Part A? [RL.1] a. Life for me ain t been no crystal stair. b. sometimes goin in the dark / Where there ain t been no light. c. Don t you set down on the steps / Cause you finds it s kinder hard. d. I se still goin, honey, / I se still climbin 2

3 6. Using evidence from the poem, explain the narrator s perspective on persistence, struggle, and the American Dream, especially in context of the author s and the text s relation to the Harlem Renaissance. [RL.6] 3

4 Discussion Questions: Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion. 1. How do we achieve our goals and/or the American Dream? How does circumstance, status, and identity factor into this? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 2. In the context of this poem, how do people overcome adversity? Cite evidence from this text, your own experience, and other literature, art, or history in your answer. 4

5 For Teachers Suggested Text Pairings: If We Must Die by Claude McKay (Poetry) Claude McKay ( ) was a Jamaican-American writer and poet who was a seminal figure during the Harlem Renaissance. McKay dedicated his life to fighting for the rights of oppressed people through his writing, and If We Must Die reflects McKay s perspective on the black experience in America during the early 20th century. Pair If We Must Die with Mother to Son and ask students to compare these works from Harlem Renaissance figures. Do they employ similar themes or perspectives or not? Find If We Must Die at CommonLit.org (Resilience How does a person overcome adversity? 7 th -8 th Grade). Sonnet by James Weldon Johnson (Poetry) James Weldon Johnson ( ) was an American writer and civil rights activist. Johnson served a vital role in the National Association for the advancement of Colored People (NAACP). Pair Sonnet with Mother to Son and ask students to compare their themes. Furthermore, how does each piece utilize different forms to develop their messages? Find Sonnet at CommonLit.org (Resilience How does a person overcome adversity? 7 th -8 th Grade). Invictus by William Earnest Henley (Poetry) William Ernest Henley ( ) was an English poet, critic, and editor. His best known poem is Invictus, published in 1875, which he wrote just following the amputation of his foot due to tuberculosis. Pair Invictus with Mother to Son and ask students to compare the themes of resilience. Find Invictus at CommonLit.org (Resilience How do people overcome adversity? 7 th -8 th Grade). Answers to Text-Dependent Questions: 1. D 2. A 3. Answers will vary; students should identify the free verse style and Hughes use of the vernacular, or the mimicking of everyday speech patterns and conversation; students then should explain how this use of vernacular and free verse works for the author s purpose that is, to accurately portray a heartfelt conversation between a mother and son, in which the mother admits to her own difficulties and advises her son to do what she s done: keep climbing. 4. B 5. E 6. Answers will vary; students should explain the basic theme of the poem, persistence and struggling in adversity, and how this relates to the author s perspective on the American Dream that it is an upward battle, one which many may not achieve for most if not all of their lives. Furthermore, the students should be able to place this perspective in context of Hughes own background as an African American man living in the early 20 th century and as a member of the Harlem Renaissance, thus making this piece a part of the movement as well. With this context, students may further elucidate on the prejudice and disadvantages black people faced in his time, including his own mother, making it even more difficult for this group to obtain the elusive American Dream and thus the need to push on and keep on climbing. 5