Checking Out Me History — AQA GCSE English Literature Revision
John Agard's 'Checking Out Me History' explores the tension between Eurocentric historical narratives and the untold stories of black Caribbean culture. Th
Topic Synopsis
John Agard's 'Checking Out Me History' explores the tension between Eurocentric historical narratives and the untold stories of black Caribbean culture. The poem challenges the colonial education system by juxtaposing traditional British figures with folk heroes, using Creole dialect and phonetic spelling to assert a distinct cultural voice. Its practical application lies in encouraging critical evaluation of perspective, enabling students to analyse how language and structure can resist oppression and reclaim identity.
Exam Tips & Revision Strategies
- Always link your analysis of language and structure directly to Agard's purpose: to challenge historical erasure and celebrate black heritage.
- Use comparative connectives and focus on a clear point of comparison when discussing another poem, such as the misuse of power or the presentation of identity.
- Avoid simply listing techniques; instead, explore the effect of each device on the reader and how it develops the poem's key themes.
- Plan your response to include a brief discussion of context, but integrate it seamlessly with textual analysis rather than adding a separate paragraph.
Common Misconceptions & Mistakes to Avoid
- Treating the phonetic spelling and Creole dialect as mere errors rather than a deliberate stylistic and political choice.
- Overlooking the structural shifts between stanzas and failing to link them to the poem's commentary on fragmented history.
- Ignoring the biographical and historical context of Agard's background and the Windrush generation.
- Describing the historical figures without analysing how Agard presents them, leading to summary rather than literary analysis.
Examiner Marking Points
- Award credit for insightful analysis of how non-standard English functions as an assertion of identity and resistance.
- Look for exploration of the distinction between the formal, italicised presentation of Eurocentric history and the informal, oral quality of the Caribbean voices.
- Reward responses that connect specific language choices (e.g. 'Toussaint / a slave / with vision') to the overall theme of restoring dignity to marginalised figures.
- Give marks for effective comparison when students draw parallels or contrasts with other anthology poems, supported by textual evidence.