From West Point in 1843 through the Mexican War. the tough years between the wars and then into the Civil War we follow West Pointers on their journey both fame and infamy.
From West Point in 1843 through the Mexican War. the tough years between the wars and then into the Civil War we follow West Pointers on their journey both fame and infamy.
Lord of the Flies is a 1954 novel by Nobel Prize–winning British author William Golding. The book focuses on a group of British boys stranded on an uninhabited island and their disastrous attempt to govern themselves. Themes include the tension between group think and individuality, between rational and emotional reactions, and between morality and immorality.
This is a brief look at 3 brave Filipinos, separated by hundreds of years but all fought agains foreign powers and reprsented the country in the world arena of brave men. Filipinos had been under Spain for almost 400 years, under America for almost 45 years, under Japan for 3 years, and under its own aristocratic governements for almost 60 years now. We remember these heroes for fighting for Filipino identity and sovereignity over its land and its people. When will we ever achieve the freedom of our spirit that we have longed for? When will we ever think less of ourselves and more of our country? What will be our contribution as a people of the world? May the memories of these 3 brave men light our paths toward a future where Filipinos stand shoulder to shoulder with the best of the world.
Lord of the Flies is a 1954 novel by Nobel Prize–winning British author William Golding. The book focuses on a group of British boys stranded on an uninhabited island and their disastrous attempt to govern themselves. Themes include the tension between group think and individuality, between rational and emotional reactions, and between morality and immorality.
This is a brief look at 3 brave Filipinos, separated by hundreds of years but all fought agains foreign powers and reprsented the country in the world arena of brave men. Filipinos had been under Spain for almost 400 years, under America for almost 45 years, under Japan for 3 years, and under its own aristocratic governements for almost 60 years now. We remember these heroes for fighting for Filipino identity and sovereignity over its land and its people. When will we ever achieve the freedom of our spirit that we have longed for? When will we ever think less of ourselves and more of our country? What will be our contribution as a people of the world? May the memories of these 3 brave men light our paths toward a future where Filipinos stand shoulder to shoulder with the best of the world.
Writing Assignment–Art, Expression, &the Great WarDirections.docxmaryettamckinnel
Writing Assignment
–
Art, Expression, &
the Great War
Directions:
Essays should be doubled
-
spaced, size 12 font, with one inch margins all around.
Essays must be a minimum of 1
page
and should be a maximum of 3
pages.
All references from the textbook
or documents must be cited parenthetically (
Tindall
, pg) or (Author)
.
All references to the art
must
be cited parenthetically by an abbreviated
title
and artist (
Wounded, Dix).
All references to the
memorials must be cited parenthetically by the title (Sk
eleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely
dramatic ways.
For example
,
t
he 19
th
A
mendment gave women the right to vote which changed
the
role of women; the "Great M
igration
"
and
Harlem
Renaissance
changed the lives of African
-
Americans
;
the advent of radio and the growth of Hollywood
shrank the c
ountry; and the birth of the age of the automobile made people more mobile and free. Y
our
weekly
textb
ook reading will detail
these changes
and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at t
he
effect
of
WWI
on individuals and
s
ociety.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many
soldiers
expressed themselves during
and
after the war through poetry, literature, art, and
sculpture
, and many societies expressed
their
grief in small
and large memorials and
cemeteries
. The following
sources
are a collection of several
poems
, excerpts from
literature, and images of works
of art and memorials. Read the words and view the images, then
write
a
response paper based on the question
s
below!
Question
:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian
, French,
and German soldiers that fought
on the Western Front th
roughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society.
End your essay by answering the ques
tion:
If you had to sum up the
impact of the
Great War in one word, what would that word be?
Some of the questions to consider
when writing your response are:
What do the poems tell us about the
experiences of these soldiers?
How do the works of art expre
ss what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience?
What differences can you see between
the
European
and American perspectives on the war?
How do these men view the war and their role there
in?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help gi.
Duty: From West Point in 1843 to the Mexican WarBob Mayer
Ulysses S. Grant graduated West Point in 1843. He served in the Mexican War and then suffered through the lean years between the wars. This is a novel involving him and classmates from West Point to that war. FREE in eBook on all platforms.
The Epic Series of War, Duty and Loyalty. First book free!Bob Mayer
From West Point in 1843 through the Mexican War. the tough years between the wars and then into the Civil War we follow West Pointers on their journey both fame and infamy. Ulysses S. Grant; Sherman, Lee, Longstreet and more.
Writing Assignment – Art, Expression, & the Great War D.docxericbrooks84875
Writing Assignment – Art, Expression, & the Great War
Directions:
Essays should be doubled-spaced, size 12 font, with one-inch margins all around.
Essays must be a minimum of 1 page and should be a maximum of 3 pages.
All references from the textbook or documents must be cited parenthetically (Tindall, pg) or (Author).
All references to the art must be cited parenthetically by an abbreviated title and artist (Wounded, Dix).
All references to the memorials must be cited parenthetically by the title (Skeleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely dramatic ways. For example, the 19
th
Amendment gave women the right to vote which changed the role of women; the "Great Migration" and
Harlem Renaissance changed the lives of African-Americans; the advent of radio and the growth of Hollywood
shrank the country; and the birth of the age of the automobile made people more mobile and free. Your
weekly textbook reading will detail these changes and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at the effect of WWI on individuals and society.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many soldiers expressed themselves during and
after the war through poetry, literature, art, and sculpture, and many societies expressed their grief in small
and large memorials and cemeteries. The following sources are a collection of several poems, excerpts from
literature, and images of works of art and memorials. Read the words and view the images, then write a
response paper based on the questions below!
Question:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian, French, and German soldiers that fought on the Western Front throughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society. End your essay by answering the question: If you had to sum up the impact of the
Great War in one word, what would that word be?
Some of the questions to consider when writing your response are: What do the poems tell us about the
experiences of these soldiers? How do the works of art express what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience? What differences can you see between
the European and American perspectives on the war? How do these men view the war and their role therein?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help .
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. Michigan Children of the Civil War A Presentation of Sloan-Longway Created by Kathryn Benard
2. Why would children want to go off to war? Imagine putting yourself in the line of first fire by being a drummer boy. Are you scared? How would you act? Why did a regiment need a drummer boy?
3. George E. Sidman, Owosso Born in New York in 1844 Entered the U.S. Army in Owosso On June 27, 1862, became one of seven soldiers noted for his heroism against the Confederate forces in Gaines Mill, Va. Only 16 years old, he encouraged and rallied his comrades to charge until wounded in the hip. He lived to be 75 years old.
4. Charley Gardner, Flint Charley was 13 ½ years old when the Civil War began Charley’s father responded to the first call for 75,000 troops When 300, 000 more troops were called for, Charley’s teacher S.C. Guild enlisted. Charley and Guild had a very strong attachment, and Charley convinced his mother to let him go with Guild as a drummer boy Charley met with his father near Washington, D.C. Mr. Gardner died soon thereafter from typhoid fever It became Charley’s job as drummer boy to keep the officers happy as well as to be on the front line with the surgeons attending to the wounded. S.C. Guild was fatally wounded in 1862 at the battle at James Island. Charley was again devastated. Guild was his friend, father, Captain, and lover. Charley was wounded for the first time in Knoxville. It hit him in the shoulder and pierced through his lungs. Everyone in his regiment was saddened with his death.
5. Corydon Foote, Flint Was 13 years old when he enlisted into Company F of the 10th Michigan Infantry. He enlisted the day after his 13th birthday. His father gave him the permission to join fearing that he would otherwise run away to enlist. Served with Gen. William Tecumseh Sherman’s forces Was a drummer boy for Company F of the 10th Michigan Infantry, organized in Flint Became the last living veteran of the Grand Army of the Republic (GAR), dying in 1944 at the age of 95. Photo Courtesy of Sloan Museum
6. Can you imagine saying goodbye to your classmate as they went off to war as a drummer boy? What do you think camp life was like for the drummer boys? Would you support children in today’s wars? Why or why not?
7. “The Dead Drummer Boy”, Author Unknown 'Midst tangled roots that lined the wild ravine, Where the fierce fight raged hottest through the day, And where the dead in scattered heaps were seen, Amid the darkling forest's shade and sheen, Speechless in death he lay. The setting sun, which glanced athwart the place, In slanted lines, like amber tinted rain, Fell sidewise on the drummer's upturned face, Where Death had left his gory finger's trace In one bright crimson stain. The silken fringes of his once bright eye Lay like a shadow on his cheek so fair; His lips were parted by a long-drawn sigh, That with his soul had mounted to the sky On some wild martial air. No more his hand the fierce tatoo shall beat, The shrill reveille, or the long roll's call, Or sound the charges, when, in smoke and heat Of fiery onset, foe with foe shall meet, And gallant men shall fall. Yet may be in some happy home, that one, A mother, reading from the list of dead, Shall chance to view the name of her dead son, And move her lips to say, "God's will be done!" And bow in grief her head. But more than this what tongue shall tell his story? Perhaps his boyish longings were for fame. He lived, he died; and so memento mori. Enough if on the page of War and Glory Some hand has writ his name.
8. The Hero of the Drum, by George Bungay The drummer with his drum Shouting "Come! heroes, come! Forward march, nigher, higher! When the veterans turned pale, And the bullets fell like hail, In that hurricane of fire Beat his drum, Shouting "Come! Come! come! come!" And the fife, In the strife, Joined the drum, drum, drum-- And the fifer with his fife and the drummer with his drum, Were heard above the strife and the bursting of the bomb. The bursting of the bomb, Bomb, bomb, bomb. Clouds of smoke hung like a pall Over tent and dome and hall; Hot shot and blazing bomb Cut down our volunteers Swept off our engineers; But the drummer beat his drum, And he beat "No retreat!" With his drum: Through the fire, Hotter, nigher, Throbbed the drum, drum, drum, In that hurricane of flame and the thunder of the bomb, Braid the laurel wreath of fame for the hero of the drum! The hero of the drum, Drum, drum, drum. Where the Rappahannock runs, The sulphur-throated guns, Poured out iron hail and fire; But the heroes in the boats Heeded not the sulphur throats, For they looked up higher, higher, While the drum, Never dumb, Beat, beat, beat, Till the oars Touched the shores, And the fleet feet, feet, Of the soldiers on the shore, with the bayonet and gun, Thought the drum could beat no more, made the dastard rebels run. The dastard rebels run, Run, run, run.
9. What are the emotions in each of the poems? What do the poems mean? How did the poems make you feel?
10. References Archives of Sloan Museum. Catalogue, Civil War, pp. 17-18, 28, 36. Flint Boy Was Drummer: Letters Recall 1863 Christmas. (Circa 1963). The Flint Journal, page unknown. Sterner, C. Douglas (2004, March 19). Home of Heroes: Sidman, George E., www.homeofheroes.com/moh/citations_1862_cwq/sidman.html The Dead Drummer Boy (n.d.) Retrieved March 24, 2010 from http://www.michigan.gov/dnr/0,1607,7-153-54463_18670_18793-52914--,00.html The Hero of the Drum (n.d.) Retrieved March 24, 2010 from http://www.michigan.gov/dnr/0,1607,7-153-54463_18670_18793-52914--,00.html