The Rose That grew From Concrete

 Bibliography: Shakur, T. (1999). The Rose That grew From Concrete. Pocket Books. ISBN: 30006000192014

Plot Summary: The book is a collection of poems written by Tupac Shakur at the age of 19, before he had achieved any type of fame. It is divided into four parts each with a theme: obstacles, romantic love, freedom, and injustice.  

Critical Analysis: The title of the book tells us that something beautiful can grow, despite obstacles, a theme that runs throughout Tupac's poems. The poems are raw and vulnerable. He talks about issues personal to him:  poverty, racism, and life as a black youth in the inner city. He discusses his girlfriend's miscarriage, his faith, and pays tribute to both artists and activists he respects. He speaks passionately and with true feeling on every topic. When speaking of the plight of black youth in the inner city, he points out that there is "no path 4 a young unaddicted [sic] black youth."  His use of language is truly beautiful: phrases such as "a neglected flower will wither", "the sight of your dimming and flickering starlight." At times, he replace words with symbols, such hearts and eyes. His actual journal text in his handwriting is included, and is then shown in typed format. I had enjoyed Tupac's music as a youth, but having read his poetry gives me a different appreciation for his brilliant use of language.  I would add, though, even non-music fans will enjoy the honesty and passion of Tupac's writing. 

Reviews:

               Goodreads.com: "[   ]collection of more than 100 poems that honestly and artfully confront topics ranging from poverty and motherhood to Van Gogh and Mandela".

                Confessions of a YA Reader: "Tupac Shakur’s most intimate and honest thoughts were uncovered only after his death with the instant classic The Rose That Grew from Concrete."

Awards:

Connections:

     Use in a high school English class. Discuss the meaning of the title and how it is the theme of the poems.  Then have students read poems and find evidence of this theme using textual support.

     Use in a high school English class.  After reading the poems, have students choose a theme of their own and write several poems that demonstrate that theme. 

     Use in a high school Social Studies class. Students read poems and discuss issues of poverty and racism.  

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