"To a Terrorist"
A Poem by Stephen Dunn
About the Author
Stephen Dunn was born in Forest Hills, New York in 1939. He earned his Bachelor's Degree in History from Hofstra University, and attended the New School, receiving his Master of Arts in Creative Writing from Syracuse University in 1970. He began teaching at Richard Stockton College in New Jersey, where he is currently their Distinguished Professor of Creative Writing. Dunn is the author of sixteen books, including Different Hours, which won the 2001 Pulitzer Prize for poetry. He has read his poetry at the Library of Congress, and many other universities and colleges throughout America. His historical knowledge, creative writing skill, and personal feelings combined to form the poem "To a Terrorist," which he wrote on September 11th, 2004. RLS
Relation to "Tragic Events"
Stephen Dunn's poem "To a Terrorist" gets its historical basis from the September 11th terrorist attacks, which alone is a tragic event; however, Dunn uses more than these attacks to appeal to students. Dunn has the ability to accept there is a different and unchangeable side to terrorists, but can still express his dislike for them. Teenagers will benefit from Dunn's example, learning to cope with and understand both sides of horrible situations. RLS
"To a Terrorist"
For the historical ache, the ache passed down
which finds its
circumstance and becomes
the present ache, I offer this poem
without hope, knowing there's nothing,
not even revenge, which alleviates
a life like yours. I offer it as one
might offer his father's ashes
to the wind, a gesture
when there's nothing else to do.
Still, I must say to you:
I hate your good reasons.
I hate the hatefulness that makes you fall
in love with death, your own included.
Perhaps you're hating me now,
I who own my own house
and live in a country so muscular,
so smug, it thinks its terror is meant
only to mean well, and to protect.
Christ turned his singular cheek,
one man's holiness another's absurdity.
Like you, the rest of us obey the sting,
the surge. I'm just speaking out loud
to cancel my silence. Consider it an old impulse,
doomed to become mere words.
The first poet probably spoke to thunder
and, for a while, believed
thunder had an ear and a choice. RLS
which finds its
circumstance and becomes
the present ache, I offer this poem
without hope, knowing there's nothing,
not even revenge, which alleviates
a life like yours. I offer it as one
might offer his father's ashes
to the wind, a gesture
when there's nothing else to do.
Still, I must say to you:
I hate your good reasons.
I hate the hatefulness that makes you fall
in love with death, your own included.
Perhaps you're hating me now,
I who own my own house
and live in a country so muscular,
so smug, it thinks its terror is meant
only to mean well, and to protect.
Christ turned his singular cheek,
one man's holiness another's absurdity.
Like you, the rest of us obey the sting,
the surge. I'm just speaking out loud
to cancel my silence. Consider it an old impulse,
doomed to become mere words.
The first poet probably spoke to thunder
and, for a while, believed
thunder had an ear and a choice. RLS
Discussion Questions and Activities
1. What is the tone of this poem, and what makes you think that he is speaking this way?
2. Read this line: "live in a country so muscular, /so smug, it thinks its terror is meant/only to mean well, and to protect." Can terror "mean well", or "protect" a country? Have students talk about if they agree or disagree, and make sure they have reasoning for their opinions.
3. Have Students get into groups of two or three and create a Venn Diagram that compares and contrasts Dunn and the people he addresses in his poem. Let the class discuss after five minutes what they wrote down and make sure they can give reasons for their placement of information.
4. How can an event of 9/11's magnitude change a country and the people within it? Has 9/11 impacted your life and made you see life or activities differently? RLS
2. Read this line: "live in a country so muscular, /so smug, it thinks its terror is meant/only to mean well, and to protect." Can terror "mean well", or "protect" a country? Have students talk about if they agree or disagree, and make sure they have reasoning for their opinions.
3. Have Students get into groups of two or three and create a Venn Diagram that compares and contrasts Dunn and the people he addresses in his poem. Let the class discuss after five minutes what they wrote down and make sure they can give reasons for their placement of information.
4. How can an event of 9/11's magnitude change a country and the people within it? Has 9/11 impacted your life and made you see life or activities differently? RLS
Essay and Response Questions
1. Analyze Dunn's last line and explain what he is trying to say; how does this apply to his audience?
2. Dunn speaks of a past "historical ache" passed down to the present. What is this "ache", and what passed it down to the present? Use Dunn's perspective or research historical tragedies to create your own "ache."
3. How does Dunn's use of symbols illustrate his points?
4. What is the significance of Dunn's title, and how does he apply it throughout his poem?
5. Dunn looks at his own and an terrorist's lifestyle within the poem. Research the general living conditions of the United States and Middle East, and write an compare and contrast essay on your findings. RLS
2. Dunn speaks of a past "historical ache" passed down to the present. What is this "ache", and what passed it down to the present? Use Dunn's perspective or research historical tragedies to create your own "ache."
3. How does Dunn's use of symbols illustrate his points?
4. What is the significance of Dunn's title, and how does he apply it throughout his poem?
5. Dunn looks at his own and an terrorist's lifestyle within the poem. Research the general living conditions of the United States and Middle East, and write an compare and contrast essay on your findings. RLS
Formatting by: RLS