Module 2: Poetry Break – NCTE Award Poet

DESEGREGATION by Eloise Greenfield
(Found in: Thomas, Joyce Carol, ed. 2003. LINDA BROWN, YOU ARE NOT ALONE: THE BROWN V. BOARD OF EDUCATION DECISION. Ill. by Curtis James. New York: Hyperion Books for Children. ISBN 0786826401)

This serious and touching poem is found in a collection of stories, poems, and personal reflections surrounding the Supreme Court decision to desegregate public schools in 1954. The language of this poem is thoughtful and moving, allowing the reader to easily empathize with the speakers in the poem. Eloise Greenfield’s word choice is very significant throughout the poem. For example, the word “nightmare” is used as an adjective to describe the faces and voices confronting the speakers as they enter the school. Additionally, Greenfield’s powerful message of the children saving the country will resonate with both children and adults. Line breaks and pauses are skillfully used throughout the poem, such as the word “now” being isolated at the very end of the poem. The separation of the word “now” from the rest of the text seems to emphasize the significance of this time in history as well as the crucial and immediate need for change. Curtis James’ illustration accompanying this poem is done in beautiful pastel artwork and depicts a small group of young African American children huddled together, concern flowing from their facial expressions. Like Greenfield’s carefully chosen words, James’ artwork does a good job depicting the weight of the situation as well as the isolation these students must have felt entering a desegregated public school for the first time. Amazingly, just as Greenfield portrays hope in the final lines of the poem, James also manages to portray the comfort and strength these students must have gathered from each other in his illustration.

INTRODUCTION: Prior to reading the poem, ask students to create a diary entry or draw a picture of a time when they felt isolated (such as moving to a new school or going someplace where they do not know anyone). Allow volunteers (only those students who are comfortable doing so) to share their experiences and discuss how they felt in these scary situations.

DESEGREGATION
By Eloise Greenfield

We walk the long path
lined with shouting
nightmare faces,
nightmare voices.
Inside the school,
there are eyes that glare
and eyes that are distant.
We wish for our friends.
We wish for our old,
laughing selves.
We hold our heads up,
hold our tears in.
The grown-ups have said
we must be brave,
that only the children
can save the country
now.

EXTENSION: After reading the poem, define the word “desegregation” as a group and discuss. Lead students in a discussion of how the poem made them feel, and ask students to make connections between the poem and the diary entries or pictures they created prior to listening to the poem. Additionally, this poem would be an excellent poem to have students read chorally as a group. Hearing the poem read out loud by the whole group may have a very powerful effect on students and may help drive the meaning of the poem home for them.