2022 Post #24 -- First They Came

by Kristy Trammel

For years I, like every other English teacher ever, shared Martin Niemoller’s, “First They Came” with students as they studied The Diary of Anne Frank or Elie Wiesel’s Night. I shared it with them, and we all marveled at its striking message. Students instantly understand its theme, its connection to our study of Holocaust literature, and its striking plea to our future selves that we never become bystanders in the face of tyranny and oppression regardless of our positions or power. But that was it. We passively marveled at it. What else was there to do with this poem? How could something so powerful not demand more time and attention? What discussion or activity wouldn’t ruin it, but rather, if possible, enhance its power? Currently my answer is the use of close reading and mimicry.

 First they read it once, and I ask them to look at the thematic connection to our unit--

Because I notice that it bolsters their confidence.

 

Then they read it again, and I ask them to look at its form—

Because I notice that they see consistent verbs creating repetition.

 

Then they read it a third time, and I ask them to look at the implied argument—

Because I notice that they then internalize its gravity.

 

Then they mimic the poem to create something borne of their experience—

and there is the action that fulfills the poem’s plea because they cease to be bystanders.

 

Struggling and strong students alike produce profound poetry when mimicking this form.  Provide the following framework to students, and some will produce their best work of the year.

 

First they ___________________________________, and I _____________________________--
Because I ______________________________.

 Then they ___________________________________, and I _____________________________-- 

Because I ________________________________________. 

Then they ___________________________________, and I _____________________________-- 
Because I ________________________________________.

Then they ___________________________________--and there was ___________________________________.

By writing this poem, students break the cycle of sitting silently in the classroom passively nodding at a poem’s simplistic yet powerful message and make use of that which the speaker implores them to use: their voice.

Further Reading: 

Kristy Trammel is a ninth-grade English teacher in Bucks County, PA.