While “I Hear America Singing” is celebrated, some critics argue that Whitman’s poem overlooks the struggles and injustices faced by marginalized groups in America, such as enslaved people, women, and indigenous communities. These omissions have prompted responses like Hughes’s “I, Too”, which seek to fill the gaps in Whitman’s vision Langston Hughes’ poem “I, Too” had a profound impact on the African-American community, serving as a powerful affirmation of racial pride, resilience, and hope during the Harlem Renaissance. Published in 1926, the poem resonated deeply with a community striving for recognition, equality, and self-worth amidst systemic racism and segregation. This inquiry will have students explore the juxtaposition of Whitman’s, “I Hear America Singing” and Langston Hughes’ “I, Too” in order to explore the writers’ versions of America.
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About the inquiry
Compelling Question
How did Langston Hughes offer the African-American community a different version of America?
Standards
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
Instructional Snapshot
The class begins with students brainstorming their definitions of “America” before reading and annotating Whitman’s I Hear America Singing and Hughes’s I, Too as celebrations of America. In groups, they use the SIT Strategy to discuss what is surprising, interesting, and troubling, sharing only new insights. As an extension, students may write their own I, Too, am American poem. (For more download the Word or PDF version)
Formative Tasks
COLLABORATE: Annotate each poem, noting how the poems celebrate America. Share annotations/noticings in a trio.
DELIBERATE: Use the SIT strategy to determine novel ideas about both of the poems.
PRODUCE I EXTENSION: Compose an original “I, Too, am American” poem.
Sources
Source A: Walt Whitman, "I Hear America Singing", The Poetry Foundation
Source B: Langston Hughes, “I, Too”, Poetry Foundation
Summative Performance Task
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Taking Informed Action
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