1. Nothing’s Changed Tatamkhulu Afrika Objective: To understand the
background
of Nothing’s Changed and the
Techniques used in the poem
Outcome: An annotated poem and
notes on key phrases

2. Apartheid noun
meaning apartness in Afrikaans
a system of legalized racial segregation enforced by the South African government between 1948 and 1994.
Apartheid legislation classified South Africa's inhabitants and visitors into racial groups (Black, White, Coloured and Indian).

3. Apartheid

4. Townships

5. ANC Protests

6. Consequences

7. MANDELA: 1ST Feb 1990 – after 27 years he is released from prison.

8. Nothing’s Changed Tatamkhulu Afrika DISTRICT 6 CAPETOWN
Who, what, where, when why?

9. WHO?

10. WHAT?

11. WHERE?

12. WHEN?

13. WHY?

14. Tatumkhulu Afrika

15. Tatamkhulu Afrika's life
Tatamkhulu Afrika was brought up in Cape Town, South Africa, as a white South African.
When he was a teenager, he found out that he was actually Egyptian-born - the child of an Arab father and a Turkish mother.
The South African government began to classify every citizen by colour - white, black and coloured. Afrika turned down the chance to be classed as white, and chose instead to become a Muslim and be classified as coloured.
In 1984, the poet joined the ANC (the African National Congress - the organisation leading the struggle against apartheid). Arrested in 1987 for terrorism, he was banned from writing or speaking in public for five years. At this point, he adopted the name - Tatamkhulu Afrika - which had previously been his ANC code name. This enabled him to carry on writing, despite the ban.

16. How do you think he feels?
Nothing's Changed is entirely autobiographical. I can't quite remember when I wrote this, but I think it must have been about District Six was a complete waste by then, and I hadn't been passing through it for a long time. But nothing has changed. Not only District Six... I mean, we may have a new constitution, we may have on the face of it a beautiful democracy, but the racism in this country is absolutely redolent. We try to pretend to the world that it does not exist, but it most certainly does, all day long, every day, shocking and saddening and terrible.
Look, I don't want to sound like a prophet of doom, because I don't feel like that at all. I am full of hope. But I won't see it in my lifetime. It's going to take a long time. I mean, in America it's taken all this time and it's still not gone... So it will change. But not quickly, not quickly at all Tatamkhulu Afrika
How do you think he feels?

18. “ ”
District Six. No board says it…

19. “ ” District Six. No board says it… Summary
Look at each stanza ( section, or verse) and write one
Sentence to describe what is happening.

20. Write down an explanation of what these techniques are and how they can be used by poets.
Alliteration =
Metaphor =
Simile =
Personification =
Repetition =
Structure =

21. Nothing’s Changed Tatamkhulu Afrika
Objective: To review the background to the poem, and
Understand how the poet’s thoughts and feelings are
conveyed.
Outcome: Answers to a series of questions as
annotations

22. Small round hard stones click under my heels, seeding grasses thrust
bearded seeds
into trouser cuffs, cans,
trodden on, crunch
in tall, purple flowering
amiable weeds
1.Word length
Why?
2.Verb choice
Effect?
All of you must answer the questions in set 1.
Most of you will answer the questions in set 2
Some of you will answer the questions in set 3.
3. Technique –
Why?

23. and the skin about my bones, and the soft labouring of my lungs,
District Six.
No board says it is:
but my feet know,
and my hands,
and the skin about my bones,
and the soft labouring of my lungs,
and the hot, white, inwards turning
anger of my eyes.
4.What do you notice about
The line lengths and
Punctuation in this
Section. What is the effect?
5.What is the
Technique?
What is
the effect?
6.Can eyes be angry? What
technique is he using? What
is the effect?

24. Name flaring like a flag, It squats In the grass and weeds
7.Look at the word
choice. How does it
Affect your opinion
Of the restaurant?
Brash with glass,
Name flaring like a flag,
It squats
In the grass and weeds
Incipient Port Jackson trees:
New, up market, haute cuisine,
Guard at the gatepost,
Whites only inn.
No sign says it is:
But we know where we belong.
8.Flags are used to show
Territory. What does this
Simile suggest?
9. Why we?
What is the effect?
Think about the
Poet’s life and
Actions.
10. What do you notice about
the structure? What is the effect?

25. before I see them, there will be crushed ice white glass, linen falls,
I press my nose
to the clear panes, know,
before I see them, there will be
crushed ice white glass,
linen falls,
the single rose.
11.Why does he
do this?
Notice the detail
Images of luxury

26. “
Down the road, working man's cafe sells bunny chows … ”

27. they behave or what whites
13. This is a
restaurant where
blacks eat.
What differences
are there? Why
does he show this?
Down the road,
Working man’s café sells
Bunny chows.
Take it with you, eat
It at a plastic table’s top,
Wipe your fingers on your jeans
Spit a little on the floor:
It’s in the bone
14. Why has he
changed from I to you?
15.Do you think this is how
they behave or what whites
expect?
16.What does this mean?
How does it relate
to the title?

28. to shiver down the glass. Nothing’s changed.
I back from the glass,
boy again,
leaving small mean O
of small mean mouth.
Hands burn
for a stone, a bomb,
to shiver down the glass.
Nothing’s changed.
17.What technique is he
Using? What is the effect?
18.Why? What might
He have done in
His past?
19.Odd word. What
Is the effect?
20. Why do you think he finishes the
Poem with the title?

29. Compare the way that Island Man and one other poem of your choice use structure and language to convey their ideas.

30. What are the similarities and differences between Island Man and Blessing?

31. Similarities Purpose – to tell a political message.
Technique – use metaphor in a particular way
Structure – both might be in the form of a song, or a narrative poem,
Theme – both deal with the flaws in human nature, poverty, oppression.

32. B-A* 1. examination and analysis of meaning in two poems.
2. examination and analysis of specific methods of using language and structure to convey meanings.
3.integrated comparative approach e.g. clear
comparison on use of contrasts, event sequence, shape, metaphor, simile, images, description, repetition etc.

33. E.g ….Whilst Limbo uses a structure similar to a song to convey the culture behind the poem, Night of the Scorpion takes a more narrative approach. Here the poet recalls an event of his youth and tells it as a story, with his attitude to the culture of the village made clear through his description of the villagers. We see this when he says……..

34. Comparative paragraphs
In “Island Man”, Grace Nichols uses………….to suggest…….
We see this when she writes……..
This is effective because it suggests that………… which helps convey Nichols idea that…….
Similarly/ In contrast/ However, in “Blessing” the poet uses……....to suggest.
We see this when she writes…..
This suggests that……..

35. HOMEWORK Complete your note sheet for Nothing’s Changed.
Make sure all the notes you have for all the poems are up to date. ( Blessing, Island Man, Vultures, Nothing’s Changed, Night of the Scorpion
Make sure they are all in a folder to hand in on Friday

36. “
incipient Port Jackson trees… ”

37. The essay question is:
How is contrast used in Nothing’s Changed? Compare this with the use of contrast in one other poem.

38. How is contrast used in Nothing’s Changed
How is contrast used in Nothing’s Changed? Compare this with the use of contrast in one other poem.
Introduction
In both ‘Nothing’s Changed’ and ‘Two Scavengers’ contrast is used to highlight the differences between rich and poor. In both case the poets have written the poem to criticise the society that allows such a difference in wealth to exist.

39. Your essay will be composed of SIX paragraphs:
Introduction
Interpretation = the meaning behind the poem
Language = how the poem is told
Imagery = the pictures in the reader’s mind
Structure = the way the poem is put together
Personal Response (conclusion) = your opinion of the poem
I LISP

40. Interpretation = themes
Language = poetic voice; 1st/3rd person; past/present tense
Imagery = metaphor; simile; personification; symbol
Structure = rhythm; rhyme; enjambment; alliteration; assonance
Personal Response = tone; mood