checking out me history

• GCSE Geography AQA Topic Questions Revision Notes Past Papers
• Physical processes that influence glaciated upland landscapes include: erosion, transport, deposition, weathering and mass movement
• Physical processes have shaped the UK landscape in the past
• Some physical processes continue to operate on relict (old) glaciated upland landscapes that we see in the UK
• In the poetry question of the exam, you will be given one poem from the anthology "Power and Conflict" and asked to compare it to another poem from the anthology
• You will not have access to the other poems during the exam, so you need to know them well from memory
• Understanding four things will help you produce a top-mark response:

  • The meaning of the poem
  • The ideas and messages the poet wanted to convey
  • How the poet conveys these ideas and messages through their methods
  • Comparing and contrasting these ideas with other poems in the anthology
• Checking Out Me History by John Agard is a modern poem published in 2007
• The poet uses non-standard Phonetic spelling and mixes Guyanese Creole with standard English
• The poem represents the voice of a black man frustrated with the lack of important black historical figures in his education
• The title of the poem, "Checking Out Me History," is ironic as it refers to the speaker discovering his own history
• • Nanny's visionary actions and struggle are emphasized, illuminating the speaker's true history
  • Lines 32-39:
  • The speaker contrasts the teaching of white historical figures with the absence of important black figures like Mary Seacole
  • Lines 40-49:
  • Mary Seacole's contributions during the Crimean War are highlighted, showcasing her bravery and healing abilities
  • Lines 50-53:
  • The speaker resolves to discover his own history and carve out his identity
• The poem breakdown:

  • Lines 1-5:
  • The speaker criticizes his white teachers for controlling what he learns and blinding him to his true history and identity
  • Lines 6-9:
  • References to white historical figures contrasted with the absence of black historical figures like Toussaint L’Ouverture
  • Lines 10-21:
  • Toussaint L’Ouverture's role in the Haitian Revolution is highlighted, emphasizing the importance of black history
  • Lines 22-25:
  • Nanny de Maroon, a Jamaican hero, is introduced, symbolizing hope and struggle for freedom
  • Lines 26-31:
• Understanding the context and themes of the poem is crucial for a detailed analysis in the exam
• Always focus on the specific question asked in the exam, rather than providing a general comparison of the poems
• The speaker repeats the opening line of the poem, that the British only taught colonised students their version of history
• The speaker is learning the history of his own people
• By doing so, the speaker is creating his own identity
• This marks a turning point in the poem, from “dem” to “I”
• The speaker is taking ownership of his own identity
• The poem is now about him, rather than them
• The poem is written as a form of dramatic monologue
• The speaker uses oral poetry to teach the reader his history, as opposed to the history imposed upon him
• Agard deliberately structures the poem into two distinct styles through the use of italics
• This shows the separation between the history he was taught and black history, which is more important to his own identity
• The poem alternates between two structures, marked by two different fonts
• Agard juxtaposes sometimes frivolous British and white history taught in colonial schools with powerful black history
• Stanzas dealing with the history the speaker was forced to learn use simple rhyming couplets
• The simple, almost child-like rhymes emphasise the superficial nature and lack of relevance of this history to the speaker
• Each stanza ends with reference to a black historical figure
• This suggests the lack of prominence given to these figures
• The longer verses concentrate on someone important in black history
• Agard is using an unconventional form to write about unconventional ideas
• The lines are shorter and written in free verse, sounding more like a speech
• Agard uses non-standard phonetic spelling
• Creole is the native language of an area which has arisen from attempting to speak two different languages
• This shows how the speaker is resisting the traditions of the English language and the restrictions imposed by colonial rule
• The poem deliberately does not use punctuation
• Punctuation can be interpreted as a set of rules used to shape and restrict communication
• By not using it, Agard allows the listener or reader to interpret the poem in their own way and attach their own set of rules, and identity, to it, therefore resisting oppression