Checking Out Me History

    AQA
    GCSE

    John Agard's poem functions as a dramatic monologue challenging the hegemony of a Eurocentric education system. The speaker critiques the curriculum's focus on irrelevant British folklore and history while systematically omitting significant Black historical figures. Through a dual structure that juxtaposes the triviality of colonial teachings with the richness of Caribbean heritage, Agard exposes the mechanism of cultural erasure. The text moves from an accusatory tone regarding the 'blinding' nature of this education to a triumphant reclamation of self. Ultimately, the poem is an act of resistance, culminating in the speaker's determination to validate their own identity through the rediscovery of their ancestry.

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    Objectives
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    Exam Tips
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    Pitfalls
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    Key Terms
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    Mark Points

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • AO1: Develop a comparative thesis on the power of memory and identity, contrasting the speaker's anger with the celebration of historical figures.
    • AO2: Analyse the structural juxtaposition of 'nursery rhyme' stanzas (British history) against free verse/italicised stanzas (Caribbean history) and the use of Creole phonetics to reclaim voice.
    • AO3: Integrate understanding of the colonial education system and the significance of specific figures (Toussaint L'Ouverture, Nanny de Maroon, Mary Seacole) as symbols of resistance.
    • AO1 (Comparison): Sustain connections with a second poem (e.g., 'London' for anger at institutions, 'The Emigree' for identity) regarding the manipulation or preservation of history.

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have identified the use of dialect; now explain how this challenges the authority of Standard English"
    • "Ensure your comparison is sustained—don't just write about Agard then the second poem separately"
    • "Link the nursery rhyme references specifically to the trivialisation of history, not just 'childishness'"
    • "Your context is relevant, but ensure it is used to explain *why* the poet uses these specific structural choices"

    Marking Points

    Key points examiners look for in your answers

    • AO1: Develop a comparative thesis on the power of memory and identity, contrasting the speaker's anger with the celebration of historical figures.
    • AO2: Analyse the structural juxtaposition of 'nursery rhyme' stanzas (British history) against free verse/italicised stanzas (Caribbean history) and the use of Creole phonetics to reclaim voice.
    • AO3: Integrate understanding of the colonial education system and the significance of specific figures (Toussaint L'Ouverture, Nanny de Maroon, Mary Seacole) as symbols of resistance.
    • AO1 (Comparison): Sustain connections with a second poem (e.g., 'London' for anger at institutions, 'The Emigree' for identity) regarding the manipulation or preservation of history.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡Select a second poem that allows for contrast in method, not just similarity in theme (e.g., the rigid structure of 'London' vs. Agard's free verse)
    • 💡Use the printed poem to anchor your analysis but ensure the second poem is memorised with at least 3-4 precise quotations
    • 💡Analyse the 'Dem tell me' repetition as an accusatory refrain that builds cumulative power
    • 💡Spend 5 minutes planning the points of comparison before writing to ensure a balanced argument

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Describing the 'lack of punctuation' without explaining its link to the rejection of European rules
    • Listing historical facts about Mary Seacole rather than analysing why Agard includes her
    • Failing to compare the second poem in equal depth to the printed poem
    • Asserting 'anger' without analysing the shift in tone between the two types of stanzas

    Key Terminology

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