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"Renegades" and "Pioneers":
Advertising, Poetry, and the American Spirit
Target: Upper Level Language Arts/ Art/ Social Studies
One of my favorite things to do is the classroom is make connections between classical literature and easy-to-identify pop culture artifacts. This lesson connects Walt Whitman's iconic American spirit to a contemporary alternative rock song, "Renegades" by X Ambassadors. I also threw in a memorable jeans advertisement, a Jeep commercial, an old American painting, and some probing questions about youth today (for good measure).
Recipe for Reading Comprehension, Speaking, Listening, and Media Analysis
*50-100 minutes of class time
*1 piece of classic art
*1 popular song
*1 classic poem
*2 commercials to pique their interests
*1 open-ended discussion
*15-30 students willing to open their minds
*1 thoughtful, engaging teacher
Step 1: Identify the American Spirit
Begin a conversation in your classroom about the American Spirit. What does this mean? What historical figures do we consider American heroes, and why?
Your goal is to get students to begin thinking about the American dream. Manifest Destiny. Expanding. Rebelling. Growing. Learning. Ask probing questions, and then get them to explore what they already know.
Then, show them this painting: "American Progress" (1872) by John Gast.
What is being represented here?
How does this painting illustrate American values/ the American spirit?
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Step 2: Poetry Background and Analysis
What do you know about Walt Whitman, the father of American poetry?
Show this brief bio.
Ask, "How did Whitman exhibit the American spirit?"
After discussing Whitman's revolutionary spirit, have students look up the following words' definitions:
Renegade
Pioneer
Revolutionary
Using the TPCASTT method of poetry analysis, have students read through "Pioneers! O Pioneers" by Walt Whitman. You may want to put students in pairs or small groups, and give them the TPCASTT handouts.
Have students focus on Whitman's call to action, tone, and mood of the poem. If his message is rhetorical, what is he trying to communicate?
Step 3: Discussion
In my humble opinion, discussion is the most important element of literary analysis. I think hearing others' perspectives prompts critical thinking and open-mindedness.
I am reminded of Louise Rosenblatt's Reader Response Theory and the idea that reading literature comes to life and becomes more impactful when the reader associates his or her own personal experiences and perceptions with the words on the page. Now, take a room full of adolescent opinions, perceptions, and experiences, and think about how much one can learn from a discussion about a specific text. It can be so powerful!
In pairs, small groups, or large groups, get your students to talk about their findings. Remind them that there is no "right" way to interpret poetry, but one must consider the context and rhetorical situation of the poem. Depending on your students' awareness of Manifest Destiny and pioneers, some might think Whitman's poem is simply about traveling to the American West. However, others might infer that the poem is simply about courage, curiosity, and the American spirit. Some might disagree with this altogether, which is fine-- as long as they are able to provide reasoning to back up their claims.
When you have given ample time for students to discuss their take-aways following the TP-CASTT poetry analysis of "Pioneers! O Pioneers!", share out. You want to empower the students' thinking and let them know that it is okay to have different opinions. Next, they will compare this classic American text with a more contemporary text.
Advertising Connection
The cool part about this Whitman poem is that within the past few years, it was used in a Levi's jeans campaign entitled, "Go Forth." At this point in the lesson, you should ask the students how the rhetorical audience is different for Whitman's original poem versus today's media platform. How could a poem about Manifest Destiny be used to sell jeans? Get your students thinking and talking about rhetoric, perspective, context, and the power of words.
Show them the following video, and ask for their responses.
*What is the rhetorical audience?
*What are some powerful motifs/ images?
*Do the words from Whitman's poem change meaning in this ad?
Step 4: Analyze, Compare, and Contrast
After examining the previous video, show the students this commercial for the Jeep Renegade. Explain that this song was actually created specifically for this commercial. Ask the same questions you asked for the previous commercial to spark discussion.
*What is the rhetorical audience?
*What are some powerful motifs/ images?
*Do the words from Whitman's poem change meaning in this ad?
Now, directs students' attention to the lyrics to "Renegades" by X Ambassadors. Again, have them complete the TP-CASTT method of poetry analysis.
When they are done with the poetry analysis, have them complete a Venn diagram comparing and contrasting "Renegades" to "Pioneers! O Pioneers!" They should be prompted to analyze ALL similarities and differences.
Once your class has discussed the Venn diagrams and their fndings, show them X Ambassadors' official music video for "Renegades". Spoiler: It's much different than the Jeep commercial.
Then, ask some follow-up questions...
1. Did anything in this video surprise you?
2. What was the tone?
3. What was the mood?
4. What is the general theme of this video, and how does that compare to the Whitman poem, "Renegades" song lyrics, Jeep commercial, and Levi's commercial?