# data[].attributes.body
Group #3

1.  Click on the image to view enlargement for analysis. Once the image is open, click on Open in New Window to enlarge further. A second click will enlarge even more.
2.  Add two comments to this column using the question prompts below to Observe and Reflect about the primary source.  Write your name at the beginning of each comment in the Title text box.
3.  OBSERVE (See)  What do you  notice? (dates, places, names, and edits)
4.  REFLECT (Think)  Why do you think Langston Hughes made those edits? Did you see any shifts in the poet's attitude toward Booker T.?

# data[].attributes.body
Compelling Question

How can five typewritten pieces of paper provide a glimpse into the mind of a great writer?
Background
In the 1940s, the poet Langston Hughes was a major author who worked in many different literary forms, from poems and short stories to newspaper columns, essays, and songs. He was also a prominent public figure who
produced commentaries on culture and race relations in the United States—one publisher later called him “the unchallenged spokesman of the American Negro”.
Activities
Teachers can have students:
• Compare the drafts and the final copy to find some of the edits that Hughes made as he revised the poem.
• Speculate about the reasons for the author’s edits. Can students identify any possible shifts in the poem’s attitude towards Booker T. Washington?
• Read an early draft and the final copy out loud. How have Hughes’ edits changed the way the poem sounds?
• Speculate about why Hughes might have written this poem when he did, twenty-five years after Washington’s
death.
More Suggestions

# data[].attributes.body
The Library of Congress Analysis Tool has multiple formats.  All formats use the basic formula of Observe (See) - Reflect (Think) - Question (Wonder).  For this activity, we used the format for Manuscripts which customizes the questions for analyzing a manuscript. The generic teachers guide may be used for any primary source.  A blank student worksheet is available to download.

# data[].attributes.body
Group #1

1.  Click on the image to view enlargement for analysis. Once the image is open, click on Open in New Window to enlarge further. A second click will enlarge even more.
2.  Add two comments to this column using the question prompts below to Observe and Reflect about the primary source.  Write your name at the beginning of each comment in the Title text box.
3.  OBSERVE (See)  What do you  notice? (dates, places, names, and edits)
4.  REFLECT (Think)  Why do you think Langston Hughes made those edits? Did you see any shifts in the poet's attitude toward Booker T.?

# data[].attributes.body
Group #2

1.  Click on the image to view enlargement for analysis. Once the image is open, click on Open in New Window to enlarge further. A second click will enlarge even more.
2.  Add two comments to this column using the question prompts below to Observe and Reflect about the primary source.  Write your name at the beginning of each comment in the Title text box.
3.  OBSERVE (See)  What do you  notice? (dates, places, names, and edits)
4.  REFLECT (Think)  Why do you think Langston Hughes made those edits? Did you see any shifts in the poet's attitude toward Booker T.?

# data[].attributes.body
Large Group Discussion (Individuals do not need to type responses here. We will be discussing this during class.

1. Read or listen to this final draft of the poem read aloud.
2.  How have Hughes’ edits changed the way the poem sounds?
3. Why do you think Hughes might have written this poem when he did, twenty-five years after Washington’s death?
4.  What question would you like to ask Hughes about this poem?

# data[].attributes.body
Cursive handwriting, labeled second draft. A list of word options for rhymes. Some parts are crossed out with edits handwritten in.
Dana

# data[].attributes.headline
Observations: punctuations and word additions

# data[].attributes.subject
Observations: punctuations and word additions

# data[].attributes.body
Hughes is mindful of punctuation and word choice; he edits the first stanza and adds an "and" - Kyle

# data[].attributes.body
Observations:
Underlined "and your hand" both times (wanted to keep it in?)
Took out "Since" at one place and added "Surely" and "So" (maybe getting new ideas about relationships between ideas in the poem?)

# data[].attributes.body
Observe: 3rd draft; Date: June 1, 1941, places: Alabama, Tuskegee,
deliberate rhyme scheme, punctuation varies -- part of the rhythm; mostly typed out; most corrections and revisions are typed over, not handwritten

Reflect:

# data[].attributes.body
He seems to have been trying for a rhyme scheme. His word choices are more precise; he is giving a lot of thought to the specific words he wants to use.
Dana

# data[].attributes.headline
Reflection: punctuations and word additions

# data[].attributes.subject
Reflection: punctuations and word additions

# data[].attributes.body
Hughes may be doing this to add less abrupt stops to the vocalizing of lines (Till the Soil, learn from the land). The change to "and" instead of just a comma may make the first part of the poem flow into one  (till the soil and learn from the land) - Kyle

# data[].attributes.body
ksjdbgrlnhm kdhcn bgcdkjxkmjxnvckjujcfm cvnhgvjmctfn bhkn.mikf cfujcm ,dhnygjmvikdtngk.i8itfnc gjtutkmckyfnutk,