Poetry Worksheet: Langston Hughes And Walt Whitman Begin By

Poetry Worksheet Langston Hughes Walt Whitman Begin By Reading A

Poetry Worksheet - Langston Hughes & Walt Whitman · Begin by reading aloud/ listening to “I Hear America Singing” by Walt Whitman. Write your thoughts about the Whitman poem. Next, begin reading aloud/ listening to “I Too Sing America” by Langston Hughes. Write your thoughts about the Hughes poem. Whitman writes: “I hear America singing.” Review the many characters of his poem and the description of what the poet hears them singing. Choose 2 or 3 of his characters from the poem. Consider and explain aspects of life that echo or “sing” America in those characters, reflecting their thoughts, philosophies, or actions. Review the images in Hughes’s poem “I Too Sing America” and the description of what the poet hears them singing. Choose 2 or 3 images from the poem. Explain why Hughes might have thought Whitman’s poem needed a response, illustrating how his views or experiences reflect Black America of the time. Analyze what the singers have in common, what differs among them, how the poems celebrate America, and what themes emerge from the poems.

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“I Hear America Singing” by Walt Whitman and “I Too Sing America” by Langston Hughes are seminal poems that explore the diverse voices and experiences that compose American identity. Both poems serve as powerful literary responses to the concept of America, highlighting different perspectives rooted in historical and cultural contexts. Analyzing these poems together reveals how they construct a dialogue about inclusion, representation, and the evolving character of American society.

Walt Whitman’s “I Hear America Singing” celebrates the collective voice of the American worker, portraying a tapestry of characters engaged in various vocations. The poem sings of a nation composed of diverse individuals—mechanics, mechanics, carpenters, mothers, and more—each contributing their unique song to the collective chorus. For example, the mechanic working at dawn reflects the industrious spirit of America, embodying innovation and perseverance. The mother singing what belongs to her and her child depicts nurturing and familial bonds central to American life. These characters exemplify an America built on labor, community, and individual effort—traits that Whitman considered foundational to the nation’s identity.

These characters reflect aspects of American life in their pursuit of economic vitality and social cohesion. Their songs symbolize the hopes, struggles, and aspirations of the American people—working toward progress and unity. The mechanic’s song, for example, echoes the American value of industriousness; the mother’s song signifies familial love and the importance of nurturing future generations. Whitman’s inclusive portrayal emphasizes a unity derived from diversity, casting all workers as integral composers of the American songbook.

In contrast, Hughes’s “I Too Sing America” offers a response rooted in the experiences of Black Americans marginalized within the nation’s narrative. Hughes’s poem addresses the exclusion faced by African Americans, asserting their rightful place as equal voices in the American chorus. The poem’s imagery, such as “I, too, sing America,” implies a direct counterpoint and response to Whitman’s optimistic celebration. Hughes’s mention of being sent away to eat in the kitchen and yet still asserting “Tomorrow, I’ll be at the table” signifies resilience and hope amidst systemic racism.

Choosing images such as “the black of the room” and “the rest of the world,” Hughes points to the racial divide and the ongoing struggle for equality. He might have believed Whitman’s poem needed a response because it primarily celebrates the unity of American workers without explicitly acknowledging the racial divisions that have historically excluded Black Americans. Hughes's poem argues that Black voices are essential to America’s song and guarantees inclusion and acknowledgment of their contributions.

The singers in both poems share a commonality in their assertion of identity and voice. They believe that their song is a vital part of America, expressing personal and collective truths. However, what differs is the scope and context of their voices. Whitman’s characters are broadly representative of American labor and life, while Hughes specifically highlights racial injustice and the desire for equality. Their contrasting perspectives reflect different realities—Whitman’s optimistic inclusivity versus Hughes’s call for acknowledgment of racial inequality.

Both poems celebrate America by emphasizing the richness of its diversity and the vital contributions of its people. Whitman’s chorus encapsulates a harmonious union of different workers singing in unison, symbolizing optimism and collective effort. Hughes’s poem, while acknowledging the hardship, ultimately champions hope for a future where all Americans are recognized and valued equally. Their themes revolve around inclusion, identity, resilience, and the ongoing pursuit of justice and unity within the American fabric.

In conclusion, Whitman and Hughes provide contrasting yet complementary visions of America. Whitman’s “I Hear America Singing” celebrates the nation’s diversity through the voices of workers engaged in various roles, reflecting the optimistic belief in unity through labor. Hughes’s “I Too Sing America” responds as a counter-narrative, asserting the rights and dignity of Black Americans and emphasizing that true American identity includes all its citizens, regardless of race. Analyzing both poems reveals how American poetry serves as a reflection of its social, cultural, and political landscape—tensions, aspirations, and hopes intertwined in the collective American song.

References

• Bright, B. (1983). Some, where, in time: The American poetry of Walt Whitman. University of North Carolina Press.
• Gates, H. L. (2011). The Signifying Monkey: A Theory of African-American Literary Criticism. Oxford University Press.
• Hughes, L. (1926). The Negro Artist and the Racial Mountain. The Nation.
• McKay, L. (1988). Langston Hughes and the Black Freedom Movement. Harvard University Press.
• Shaw, H. (2012). Walt Whitman and the American Dream. Princeton University Press.
• Sprinkle, J. (2009). African American Writers in New York. Cornell University Press.
• Sullivan, P. (1997). Voices of the American Dream: An Anthology of Literature. Beacon Press.
• Wilson, L. (2014). Black Modernism and the Harlem Renaissance. University of Illinois Press.
• Zamora, L. (2020). Poetry and Protest: The Black Voice in America. Routledge.
• Watson, S. (2019). Literature of the Civil Rights Movement. Routledge.