Year 10 - English
Comparing ideas of temporality in 'England in 1819' and 'A Century Later'
'World and Lives'
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupis explore 12 of the 15 poems from the 'World and Lives' anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. Pupils study the poems in a thematically linked order so they can complete comparative lessons at key points in the unit.
Lesson Summary
You will learn to explain the similarities and differences between how Dharker and Shelley present ideas of time and temporality.
Key Notes
- Shelley foregrounds the difference between the past and the present in 'England in 1819'.
- Dharker suggests that the past impacts the present in 'A century later'.
- Shelley may draw our attention to one moment in time to imply the cyclical nature of oppression can be broken.
- Arguably, Dharker refers to the past to imply that we are caught in a a recurring cycle of violence.
- both poems advocate for the importance of considering the temporal context of a poem in order to understand its meaning.
Vocabulary To Learn
- temporality: represents the way the world is perceived with particular attention to how it relates to time
- relative: considered in relation or in proportion to something else
- cyclical: occurring in cycles; recurrent
- linear time: time that is perceived as moving from the past, through the present, to the future in a straight line
- temporal: relating to time
Common Mistakes To Avoid
- That philosophical ideas of time have no bearing on literature.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Shelley foregrounds the difference between the past and the present in 'England in 1819'. Dharker suggests that the past impacts the present in 'A century later'.
2. Define this language term and use it in a sentence. 'temporality'
represents the way the world is perceived with particular attention to how it relates to time.
3. Correct this common English misunderstanding.
Mistake: That philosophical ideas of time have no bearing on literature. Correction: Considering the nature of time impacts the human experience and therefore has a bearing on literature since it explores what it means to be human.
More Lessons In This Unit
- Analysing Berry's 'On an Afternoon Train from Purley to Victoria, 1955' Study Guide
- Analysing how Brontë presents nature in 'Shall earth no more inspire thee' Study Guide
- Analysing how Shelley presents ideas of suffering in 'England in 1819' Study Guide
- Analysing ideas of identity and cultural repatriation in khan's 'pot' Study Guide
- Analysing ideas of identity and heritage in Mundair's 'Name Journeys' Study Guide
- Analysing ideas of marginalisation in Parker's 'The Jewellery Maker' Study Guide
- Analysing ideas of prejudice and perception in Femi's 'Thirteen' Study Guide
- Analysing ideas of time, identity and place in Seneviratne's 'A Wider View' Study Guide
- Analysing ideas of voice and identity in Berry's 'Homing' Study Guide
- Analysing mankind and nature in Wordsworth's 'Lines Written in Early Spring' Study Guide
- Analysing oppression and pessimism in Eliot's 'In a London Drawingroom' Study Guide
- Analysing the concepts of strength and resistance in Dharker's 'A Century Later' Study Guide
- Comparing ideas of identity in 'pot', 'The Jewellery Maker' and 'Homing' Study Guide
- Comparing ideas of place in 'In a London Drawingroom' and 'A Wider View' Study Guide
- Comparing liminality, physicality and voice in AQA Worlds and Lives poetry Study Guide
- Comparing Wordsworth and Brontë's views on nature Study Guide
- Exploring connections and ideas across the AQA Worlds and Lives anthology Study Guide
- Exploring ideas of voice and identity in Berry's 'Homing' Study Guide
- Planning a written response on the AQA Worlds and Lives anthology Study Guide
- Understanding Berry's 'On an Afternoon Train from Purley to Victoria, 1955' Study Guide
- Understanding connections between identity and artefacts in khan's 'pot' Study Guide
- Understanding heritage and marginalisation in Parker's 'The Jewellery Maker' Study Guide
- Understanding how Brontë presents nature in 'Shall earth no more inspire thee' Study Guide
- Understanding how Eliot presents London in 'In a London Drawingroom' Study Guide
- Understanding how Shelley critiques powerful institutions in 'England in 1819' Study Guide
- Understanding ideas of identity and heritage in Mundair's 'Name Journeys' Study Guide
- Understanding ideas of power imbalance in Femi's 'Thirteen' Study Guide
- Understanding ideas of time, identity and place in Seneviratne's 'A Wider View' Study Guide
- Understanding ideas of youth and education in Dharker's 'A Century Later' Study Guide
- Understanding mankind and nature in Wordsworth's 'Lines Written in Early Spring' Study Guide
- Writing a comparative response on the AQA Worlds and Lives anthology Study Guide
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