1. ‘London’ William Blake
LO: To explore Blake’s use of language and links to social context.

2. Learning Objectives: All: Will understand the context of the poem.
Most: Will be able to make links between the content of the poem and the context in which it was written.
Some: Will be able to evaluate how the writer has used their poem to make a comment about society.

3. What adjectives would you use to describe London and London life?

4. What does this
picture say
about London in
18th century?
Hogarth’s ‘Gin Alley’

5. What does this
picture say
about London in
18th century?
Hogarth’s ‘Gin Alley’

6. Context
Blake lived in London – so was well placed to comment on what was happening in 18th century London.
Blake lost faith in religion – this was due to the Church refusing to help the children that suffered (homeless/poor/forced to work) – a frequent theme in his poetry!
Industrial revolution taking place in England.
French revolution – French citizens with low social status (poor) rising up against the powerful aristocracy (rich).
The key events that link to ‘London’ – refer back to these AO3
LO: To explore Blake’s use of language and links to social context.

7. First thoughts…
After hearing the poem read for the first time, write down a sentence explaining your initial thoughts towards the poem. (You can say it is confusing but highlight what it is you find confusing) Stretch and challenge point – Can you find any links between the poem and the context on the previous slide?
Read poem to students
Feedback from students – can resolve any confusing aspects i.e. unsure of a particular term, 18th century context.
LO: To explore Blake’s use of language and links to social context.

8. LO: To explore Blake’s use of language and links to social context.
Observing – what connotations are contained in the word “wander”?
What does the word chartered imply?
What does the word “flow” imply?
I wander thro' each charter'd street,
Near where the charter'd Thames does flow. 
And mark in every face I meet
Marks of weakness, marks of woe.
Where is there conflict? Consider the social context (industrial revolution) and the content in this chapter.
No exceptions – possibly a hyperbole?
What do these words tell us about life in London?
LO: To explore Blake’s use of language and links to social context.

9. Repetition of “every” = applies to all
In every cry of every Man, In every Infants cry of fear, In every voice: in every ban, The mind-forg'd manacles I hear
Ban = imposed by those in power / restriction and conflict between those in power restricting freedom
Freedom of thought being taken away? / The restrictions put in place by 18th century/industrial revolution “mind-set” (the chartered streets/river)
LO: To explore Blake’s use of language and links to social context.

10. LO: To explore Blake’s use of language and links to social context.
Chimney sweeps were usually children (orphans) in the care of the church.
Repetition of child labour between stanzas. Reinforces poet’s personal view?
How the Chimney-sweepers cry Every black’ning Church appalls, And the hapless Soldier’s sigh Runs in blood down Palace walls
Powerful institutions, “black’ning” = soot covered from the orphans? / churches becoming “evil” (less pure) for not protecting children (“appalls”)
Soldiers abandoned by their country they have served / used to love. The soldier’s blood is a stain on the institution. Who is to blame? Link to power/conflict?
Why does the soldier sigh?
Accusatory?
LO: To explore Blake’s use of language and links to social context.

11. Curse is symbolic of her life – she feels cursed to suffer
But most thro' midnight streets I hear How the youthful Harlots curse Blasts the new-born Infants tear And blights with plagues the Marriage hearse
Young prostitutes are “attacking” (shouting at) new born babies for crying
Oxymoron used to mirror marriage with death. The prostitute may have passed on STIs and in doing so ruined (“plagued”) marriages.
The existence of a young prostitute (who may have had a child) ruins the concept of marriage
LO: To explore Blake’s use of language and links to social context.

12. Why does Blake split his poem into four stanzas?
Quick summary – Stanza 1: The narrator is walking through the streets of London, he comments that all of the streets and the river Thames are “chartered”, this means owned by the government. He “marks” (meaning observes) lots of people in the streets, all with “marks” (meaning expressions) of sadness or “weakness”. Stanza 2:(Hint: Think about how the narrator is still using his senses – what does this reveal about 18th century London?) Stanza 3:(Hint: Who is to blame? Use your contextual knowledge!) Stanza 4: (Hint: What is the narrator’s view/message regarding children?)

13. LO: To explore Blake’s use of language and links to social context.
Working with the person next to you, find links to the themes of power and conflict. (As many as you can!)
Conflict
Power
LO: To explore Blake’s use of language and links to social context.

14. Main focus: POWER and CONFLICT
Questions: (Find quotes to support your answers)
Who has power, according to the narrator?
What is the importance of the use of the word “chartered”?
What is the significance of the soldier?
Why is the oxymoron “marriage hearse” used?
Challenge yourself
How does the rigid structure of the poem show power/conflict?
LO: To explore Blake’s use of language and links to social context.

15. Check your understanding
Pick a quote (no more than two lines) and explain the language used by Blake. Pick out key words and explain the imagery/connotations. Stretch yourself – Make links between the language used in the poem and the social context of the time. (18th century / London / Industrial revolution / French revolution)