English 9: Unchanging Values in the VUCA World, If We Must Die By Claude McKay (Quarter 2 Week 8)

The video introduces English 9 and the poem 'If We Must Die' by Claude McKay. It begins by presenting two images: the EDSA 1986 People Power Revolution (non-violent) and a depiction of a thin man stepping on skulls (violent protest). The initial question is how these images relate to the poem.

The poem 'If We Must Die' by Claude McKay is read aloud. The summary explains it as a Shakespearean sonnet written in 1919, advocating for oppressed people to resist oppressors violently and bravely, even if it means death. It's seen as a call for resistance against anti-black racism but also an inspiration for a wide variety of oppressed people.

The interpretation focuses on the first eight lines (octave) of the poem. The speaker wishes not to die 'like hogs' but with honor, so their 'precious blood may not be shed in vain.' The oppressors are likened to 'mad and hungry dogs' mocking them, emphasizing the desire for their deaths to be meaningful and to force even their enemies to honor them.

The last six lines (sestet) offer a solution to the problem presented in the octave. McKay urges his 'kinsmen' (fellow sufferers) to 'meet the common foe,' even if 'far outnumbered.' The message is to fight bravely, deal a 'death blow' for every thousand, and face death 'like men' fighting back, even when 'pressed to the wall.'

The video revisits the two initial images. The EDSA 1986 revolution is related for its theme of fighting oppressors, though it was peaceful, unlike the violent resistance advocated in the poem. The second image, depicting a thin man on skulls, is associated with the poem's theme of dying while fighting for rights.

Several questions about the poem are answered: The first four lines establish the problem of dying dishonorably. The persona's message to allies is to be brave and fight for freedom, even sacrificing lives. Enemies are described as 'mad dogs.' One can die nobly by fighting for their rights and not dying 'like pigs.'

A Venn diagram compares the poem 'If We Must Die' with an article about health workers' struggles (Learning Task 5). The article highlights frontliners asking to stop stigma and showing nationalism/bayanihan. The poem calls for violent, brave resistance for dignity. The common message is to be an advocate of positive values and not judge those fighting their battles.

Learning Task 7 instructs students to research a person/group in history or their community who fought for social justice and create an infographic. The infographic must answer: what they fought for, their relevant values, their efforts, and whether their efforts were successful. An infographic is defined as a visual representation of information using imagery, charts, and minimal text for quick understanding.

An example infographic about Nelson Mandela is shown, illustrating how to present important facts with engaging visuals instead of lengthy text. This demonstrates how to communicate information effectively in a non-linear text format, ensuring key details are conveyed at a glance.

Learning Task 8 requires composing an acrostic poem titled 'Our Hero' to recognize real-time heroes (e.g., COVID-19 frontliners). Another task involves creating a slogan advocating unchanging values in a 'VUCA world' (volatile, uncertain, complex, ambiguous), reinforcing bravery, optimism, and resiliency.