Unit 6: Poem – No Men Are Foreign

Unit 6: Poem – No Men Are Foreign

No Men Are Foreign

James Falconer Kirkup

Remember, no men are strange, no countries foreign 

Beneath all uniforms, a single body breathes 

Like ours: the land our brothers walk upon 

Is earth like this, in which we all shall lie.

They, too, aware of sun and air and water, 

Are fed by peaceful harvests, by war’s long winter starv’d. 

Their hands are ours, and in their lines we read 

A labour not different from our own.

Remember they have eyes like ours that wake 

Or sleep, and strength that can be won By love. 

In every land is common life 

That all can recognise and understand.

Let us remember, whenever we are told 

To hate our brothers, it is ourselves

That we shall dispossess, betray, condemn.

Remember, we who take arms against each other

It is the human earth that we defile.

Our hells of fire and dust outrage the innocence 

Of air that is everywhere our own,

Remember, no men are foreign, and no countries strange. 

Glossary

• labour (n) - hardwork
• betray (v) - disloyal / reveal something unintentionally or intentionally
• condemn (v) - express complete disapproval
• defile (v) - damage the purity or appearance
• outrage (v) - offend / scandalize

Literary Devices

1. Transferred Epithet: A figure of speech where an adjective describing a noun is transferred from the noun it is meant to describe to another noun in the sentence.

   • Example: "by war's long winter starv'd." Here, "starv'd" is an epithet placed beside "winter," but it describes the soldiers ("they") who starve during winter wars, not winter itself.

2. Metaphor: A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable.

   • Example: "Hells of fire" - symbolizes the destructive and violent nature of war.

3. Repetition: Poets often repeat single words, phrases, lines, or stanzas to create a musical effect, emphasize a point, draw attention, or lend unity.

   • In "No Men are Foreign," the word ‘Remember’ is repeated five times to emphasize the poem's serious message.
   • The first line of the first stanza ("Remember, no men are strange, no countries foreign") is repeated, though reversed, as the last line of the last stanza ("Remember, no men are foreign, and no countries strange"). This repetition underscores the core message of the oneness of mankind.

B. Summary Passage Completion

This poem is about the (1) unity of human of all men. The subject of the poem is the (2) brotherhood race, despite the difference in colour, caste, creed, religion, country, etc. All human beings are same. We walk on the (3) same land and we will be buried under it. Each and everyone of us are related to the other. We all are born same and die in the same way. We may wear different uniforms like’ (4) dreams and aspirations,’ during wars the opposing side will also have the same (5) breathing body like ours. We as human do the same labour with (6) our hands and look at the world with the (7) same eyes. Waging war against others as they belong to a different country is like attacking our own selves. It is the (8) human earth we impair. We all share the same (9) language. We are similar to each other. So the poet concludes that we shouldn’t have wars as it is (10) unnatural to fight against us.

A. Read the given lines and answer the questions given below.

1. "Beneath all uniforms, a single body breathes 

    Like ours: the land our brothers walk upon 

    Is earth like this, in which we all shall lie."

• a) What is found beneath all uniforms?
  • A single body that breathes like ours is found beneath all uniforms.
• b) What is same for every one of us?
  • The land we walk upon is the same earth in which we all will eventually lie.
• c) Where are we all going to lie finally?
  • We are all going to lie finally in the earth.

2. "They, too, aware of sun and air and water, 

    Are fed by peaceful harvests, by war’s long winter starv’d."

• a) What is common for all of us?
  • Sun, air, and water are common for all of us.
• b) How are we fed?
  • We are fed by peaceful harvests.
• c) Mention the season referred here.
  • The season referred here is "war's long winter," which is a transferred epithet describing soldiers starving during winter wars.

3. "Their hands are ours, and in their lines we read 

    A labour not different from our own."

• a) Who does ‘their’ refer to?
  • ‘Their’ refers to other people, or our "brothers," implying people from other countries or opposing sides.
• b) What does the poet mean by ‘lines we read’?
  • ‘Lines we read’ refers to the lines on the hands, symbolizing the commonality of human effort and experience.
• c) What does not differ?
  • The labor, or hard work, is not different from our own.

4. "Let us remember, whenever we are told 

    To hate our brothers, it is ourselves 

    That we shall dispossess, betray, condemn."

• a) Who tells us to hate our brothers?
  • The poem implies that others, likely those in power or promoting conflict, tell us to hate our brothers.
• b) What happens when we hate our brothers?
  • When we hate our brothers, we dispossess, betray, and condemn ourselves.
• c) What do we do to ourselves?
  • We dispossess, betray, and condemn ourselves.

5. "Our hells of fire and dust outrage the innocence 

    Of air that is everywhere our own, 

    Remember, no men are foreign, and no countries strange."

• a) What outrages the innocence?
  • "Hells of fire and dust," symbolizing the destruction and pollution of war, outrage the innocence of air.
• b) Who are not foreign?
  • No men are foreign.
• c) What is not strange?
  • No countries are strange.

C. Answer the following questions in a paragraph of about 100-150 words.

1. What is the central theme of the poem ‘No Men Are Foreign’? 

    * The central theme of James Falconer Kirkup's poem 'No Men Are Foreign' is the fundamental unity and brotherhood of all humankind, transcending artificial divisions of nationality, race, or creed. The poet emphasizes that despite different uniforms or geographical locations, all people share essential human experiences and physical attributes: a "single body breathes" beneath all disguises, all are nourished by nature, and all perform similar "labour". Kirkup aims to dismantle the illusion of "foreignness" by highlighting our commonalities, such as having the "same eyes" and being capable of love. The poem argues that hatred and war are acts of self-betrayal, as they defile the shared "human earth" and outrage the common "air". Ultimately, the poem's core message is that recognizing our universal sameness should lead to peace and understanding, discouraging conflict and fostering a sense of global family.

2  . The poem ‘No Men Are Foreign’ has a greater relevance in today's world. Elucidate.  

    * The poem 'No Men Are Foreign' holds significant relevance in today's world, which continues to be plagued by conflicts, xenophobia, and divisions based on nationality, ethnicity, and religion. Despite increasing globalization and interconnectedness through technology, the human tendency to create "us vs. them" narratives persists, leading to violence, discrimination, and a lack of empathy. Kirkup's powerful message serves as a timeless reminder that superficial differences should not overshadow our inherent shared humanity. The poem encourages readers to look "beneath all uniforms" to see the "single body" and recognize that all individuals "breathe Like ours" and labor similarly. In a world facing global challenges like climate change, pandemics, and economic disparities, the poem's call for unity and mutual understanding is crucial. It underscores that harming others ultimately harms ourselves and our shared planet, making its advocacy for peace and universal brotherhood more vital than ever.

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LESSON PLAN 

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Lesson Plan: No Men Are Foreign

Unit: 6 Poem: No Men Are Foreign Author: James Falconer Kirkup

1. Learning Objectives: By the end of this lesson, the teacher expects students to:

• Understand the concept of universal brotherhood and the interconnectedness of humanity.
• Identify and appreciate the poetic devices used by James Falconer Kirkup to convey his message.
• Analyze the poet's perspective on war and human conflict.

2. Learning Outcomes: Students will be able to apply the knowledge learned from the lesson in their daily lives by:

• Demonstrating empathy and rejecting discrimination based on nationality, religion, or any other superficial difference.
• Recognizing the shared fundamental aspects of human life and common experiences across different cultures.
• Promoting peace and understanding by challenging ideas that instigate hatred or conflict among people.

3. Introduction: The teacher will begin the lesson by engaging students with a few thought-provoking questions to introduce the theme:

• "What do you understand by the word 'foreign'?"
• "Have you ever met someone from a different country? How was your experience? Did you find them to be very different from yourself?"
• "Looking at the UN organization logos (referencing the Unit 6 lead-in on page 162), what do these symbols represent about humanity or global relations?"
• "How can we, as individuals, contribute to making the world a more peaceful and united place?"

4. Reading and Understanding: Students will read the poem "No Men Are Foreign" aloud, stanza by stanza. As they read, they will focus on understanding the literal meaning and context. The teacher will guide students to identify and understand the meanings of new vocabulary words from the poem, which are listed in the glossary:

• labour (n) - hardwork
• betray (v) - disloyal / reveal something unintentionally or intentionally
• condemn (v) - express complete disapproval
• defile (v) - damage the purity or appearance
• outrage (v) - offend / scandalize

5. Mind Map: The lesson will be presented as a mind map, visualising the poem's central message and supporting ideas.

                 Click the map 

6. Consolidation and Presentation: The teacher will summarize the poem's core message, explaining that the poet James Falconer Kirkup conveys the idea that all human beings are essentially the same, despite superficial differences like nationality, caste, creed, or uniform. The poem highlights our shared humanity, common needs, and common experiences, emphasizing that war and hatred are unnatural acts against our own kind. It concludes with a powerful reminder that "no men are foreign, and no countries strange".

7. Reinforcement:

• About the Poet: The teacher will provide additional information about James Falconer Kirkup, noting he was an English poet, translator, and travelogue writer, known for his over 30 books, and his first book of poetry, "The Drowned Sailor at the Downs".
• Discussion: Facilitate a discussion on the poem's relevance in today’s world, particularly concerning global conflicts, migration, and the need for greater understanding among diverse populations.
• Literary Context: Briefly discuss how the poem serves as a powerful call for peace and unity, going beyond simple nationalism to advocate for a broader sense of human brotherhood.

8. Evaluation: To evaluate student understanding, the teacher will ask three types of questions:

• a) Lower Order Thinking Question (LOTS): "According to the poem, what breathes beneath all uniforms?"
• b) Middle Order Thinking Question (MOTS): "The poet mentions 'Their hands are ours, and in their lines we read A labour not different from our own'. What deeper meaning does the poet convey about human effort through this line?"
• c) Higher Order Thinking Question (HOTS): "The poem 'No Men Are Foreign' has a greater relevance in today's world. Elucidate with examples from current global events or issues, explaining how the poem's message applies."

9. Remedial Teaching: For slow learners, the teacher will implement the following strategies:

• Simplified Language: Provide simplified summaries and explanations of each stanza.
• Visual Aids: Utilize visual aids, such as pictures of people from different cultures engaged in similar activities, to reinforce the concept of shared humanity.
• Repetition and Choral Reading: Engage students in repetitive reading and choral recitation of key lines to aid memorization and pronunciation.
• Pair Work: Assign stronger students to work in pairs with slow learners to provide peer support and clarify concepts.
• Fill-in-the-Blanks: Provide worksheets with fill-in-the-blank exercises based on the poem's summary (similar to the exercise provided in the source on page 521) to reinforce comprehension of key ideas and vocabulary.

10. Writing: Students will be asked to complete a writing task related to the lesson:

• Write a paragraph describing the central theme of the poem "No Men Are Foreign" in their own words, focusing on the message of universal brotherhood.
• Alternatively, write a short reflective paragraph on how reading this poem has influenced their perception of people from different countries or backgrounds.

11. Follow-Up: The teacher will provide homework or an activity based on the lesson:

• Homework: Students will be asked to complete the activity provided in the source on page 521: "Based on your understanding of the poem complete the following by choosing the appropriate words/phrases given in brackets."
• Assignment/Activity: Students will design a poster or slogan promoting universal brotherhood and peace, drawing inspiration from the poem's themes and using catchy slogans (referencing the "Create posters for the following" activity on page 492 in the source).