English · Class 9

Active learning ideas

No Men Are Foreign: Universal Brotherhood

Students engage best with themes of universal brotherhood when they connect abstract ideas to lived experiences. Active learning like pair work and collages lets them explore Kirkup’s message through shared cultural references, making the poem’s call for unity feel immediate and personal.

• CBSE Learning Outcomes
• CBSE: No Men Are Foreign - Class 9

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• World Café
• 30 min · Pairs

Pair Analysis: Stanza Breakdown

Assign pairs one stanza each. They identify imagery of nature or daily life, note how it shows unity, and share findings with the class via a gallery walk. Conclude with pairs justifying the poet's peace message.

Differentiate between the superficial differences and fundamental similarities among people as presented in the poem.

Facilitation Tip

When students write their Response Poems, remind them to use at least one line from the original poem as an epigraph.

What to look for

Divide students into small groups. Ask them to discuss: 'The poem mentions 'our earth', 'our air', and 'our sun'. How does the poet use these natural elements to argue against the idea of 'foreigners'? Provide at least two specific examples from the poem.'

• Understand
• Apply
• Analyze
• Social Awareness
• Relationship Skills

Activity 02

• World Café
• 45 min · Small Groups

Small Groups: Imagery Collage

Groups collect magazine images or draw scenes of shared human experiences like labour or hunger. They label with poem lines and present how these convey brotherhood. Display collages for whole-class reflection.

Assess how the poet uses imagery of nature and daily life to convey a message of unity.

What to look for

Present students with a list of contrasting pairs (e.g., 'different clothes' vs. 'same hands', 'different languages' vs. 'same breath'). Ask them to identify which represent 'superficial differences' and which represent 'shared humanity' as per the poem, and to briefly explain their reasoning for one pair.

• Understand
• Apply
• Analyze
• Social Awareness
• Relationship Skills

Activity 03

• World Café
• 40 min · Whole Class

Whole Class: Unity Debate

Pose key question on superficial differences. Divide class into two sides to debate with poem evidence, then vote on unity's importance today. Teacher facilitates synthesis of views.

Justify the poem's call for peace and understanding in a global context.

What to look for

On a small slip of paper, ask students to write one sentence that summarizes the poem's main message about why 'no men are foreign'. Then, ask them to list one specific action they can take this week to promote understanding or kindness towards someone different from them.

• Understand
• Apply
• Analyze
• Social Awareness
• Relationship Skills

Activity 04

• World Café
• 20 min · Individual

Individual: Response Poem

Students write a short poem echoing Kirkup's style, focusing on one shared human trait. Volunteers read aloud, and class notes similarities to original themes.

Differentiate between the superficial differences and fundamental similarities among people as presented in the poem.

What to look for

Divide students into small groups. Ask them to discuss: 'The poem mentions 'our earth', 'our air', and 'our sun'. How does the poet use these natural elements to argue against the idea of 'foreigners'? Provide at least two specific examples from the poem.'

• Understand
• Apply
• Analyze
• Social Awareness
• Relationship Skills

A few notes on teaching this unit

Begin with a 5-minute reflection on what students already know about ‘foreigners’ in their own lives. Avoid starting with definitions; let the poem’s vivid imagery do the work. Research shows students grasp universal themes faster when they personalise them, so connect the poem’s lines to local examples like shared festivals or labour in rural and urban communities.

Students will demonstrate understanding by identifying concrete evidence from the poem and linking it to real-life examples of shared humanity. They will also articulate how nature imagery reinforces the poet’s argument against superficial divisions.

---

Watch Out for These Misconceptions

• During Pair Analysis, watch for students who read the poem as describing literal foreigners instead of shared humanity.

  Prompt pairs to rewrite lines like ‘no men are foreign’ as ‘no people are strangers’ and explain how the revised line fits their own experiences.

• During Imagery Collage, watch for students who select images that highlight differences rather than similarities.

  Ask groups to justify each image choice by linking it to a line from the poem, ensuring they focus on shared elements like soil or sun.

• During Unity Debate, watch for students who reduce the poem’s message to just opposing war.

  Have debaters use the poem’s lines about hunger and labour to argue for broader unity, not just peace during conflicts.

---

Methods used in this brief

• World Café