Year 10 - English
Understanding connections between identity and artefacts in khan's 'pot'
'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 how khan presents the importance of artefacts in relation to culture.
Key Notes
- The poem 'pot' expresses frustration at how artefacts are stolen from cultures globally and housed in Western museums.
- Objects are valuable artefacts because they tell us about how people lived and what they valued artistically.
- 'pot' reminds the reader that these artefacts represent the identities of other cultures and do not belong in museums.
Vocabulary To Learn
- colonialism: the process of one country taking control of another and its resources.
- context: the situation, background or environment relevant to the poem's creation.
- artefact: an object made by a human being, typically one of cultural or historical interest.
- archaeologist: a person who studies human history through the analysis of objects and other physical remains.
- looting: steal goods (from a place), typically during a war or riot
Common Mistakes To Avoid
- That your first reading of a poem should involve finding the techniques used.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
The poem 'pot' expresses frustration at how artefacts are stolen from cultures globally and housed in Western museums. Objects are valuable artefacts because they tell us about how people lived and what they valued artistically.
2. Define this language term and use it in a sentence. 'colonialism'
the process of one country taking control of another and its resources.
3. Correct this common English misunderstanding.
Mistake: That your first reading of a poem should involve finding the techniques used. Correction: Reading the poem aloud and then considering the key images within the poem is a more effective way to consider the ideas in the poem.
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 ideas of temporality in 'England in 1819' and 'A Century Later' 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 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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