Created by Steve Dembo for the Discovery Educator Network, this presentation file is a part of a set that can be used by a teacher to teach the Red Badge of Courage.
“The Red Badge of Courage” is a story of a young man who joins the army to fight in the Civil War. His reasons for joining are based on his dreams of adventure, glory, heroism and romantic images of himself in battle. Through the course of the story, the young boy comes to experience war as it really is, brutal and very unromantic. Crane’s story is often referred to as the first anti-war novel ever written.
“The Red Badge of Courage” is a story of a young man who joins the army to fight in the Civil War. His reasons for joining are based on his dreams of adventure, glory, heroism and romantic images of himself in battle. Through the course of the story, the young boy comes to experience war as it really is, brutal and very unromantic. Crane’s story is often referred to as the first anti-war novel ever written.
YANKEE SCOUT -- SPOTTSYLVANIA & the BLOODY ANGLERoch Steinbach
FOLLOWING the Battle of the Wilderness, May 5-7, and the surprise killing of GEN JOHN SEDGWICK by sniper fire, on the morning of May 9, the Union Army chain of command is greatly disrupted: GENERAL GRANT voices the opinion that he could better spare the loss of an entire division, than to lose Gen. Sedgwick.
Forced adjustments in the chain of Army command now put the alcoholic Gen H.A.G. Wright in charge of the VI Corps, and open up an "internal front" within the Union Army itself -- leaving a wide opening also, for the advancement of the ambitions of a young COL. EMORY UPTON -- the chief tactical innovator and tactical drill instructor of the Union Forces.
UPTPON HAS AN IDEA for a completely new type of tactical configuration of the troops, into formations which he believes will make for more effective assault on enemy Confederate works. BASED UPON his months and months of training of Yankee troops at Brandy Station, Upton takes his innovative idea directly to GENERAL GRANT -- who concurs with UPTON's proposal....
TO EXECUTE THE ATTACK, Upton picks the Union's most proven fighters for his charge ... and WHAT HAPPENS NEXT will fell the finest flower of the Union Army in just a few short minutes.
THEIR STORY makes for a fitting objective, this MEMORIAL DAY...
YANKEE SCOUT -- SPOTTSYLVANIA & the BLOODY ANGLERoch Steinbach
FOLLOWING the Battle of the Wilderness, May 5-7, and the surprise killing of GEN JOHN SEDGWICK by sniper fire, on the morning of May 9, the Union Army chain of command is greatly disrupted: GENERAL GRANT voices the opinion that he could better spare the loss of an entire division, than to lose Gen. Sedgwick.
Forced adjustments in the chain of Army command now put the alcoholic Gen H.A.G. Wright in charge of the VI Corps, and open up an "internal front" within the Union Army itself -- leaving a wide opening also, for the advancement of the ambitions of a young COL. EMORY UPTON -- the chief tactical innovator and tactical drill instructor of the Union Forces.
UPTPON HAS AN IDEA for a completely new type of tactical configuration of the troops, into formations which he believes will make for more effective assault on enemy Confederate works. BASED UPON his months and months of training of Yankee troops at Brandy Station, Upton takes his innovative idea directly to GENERAL GRANT -- who concurs with UPTON's proposal....
TO EXECUTE THE ATTACK, Upton picks the Union's most proven fighters for his charge ... and WHAT HAPPENS NEXT will fell the finest flower of the Union Army in just a few short minutes.
THEIR STORY makes for a fitting objective, this MEMORIAL DAY...
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 .
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.
Word Count ca. 1500 words. Times New Roman, double-spaced, si.docxlefrancoishazlett
Word Count:
ca. 1500 words. Times New Roman, double-spaced, size 12.
Citations
: Chicago Manual Style
Description
: In this assignment, you are asked to analyze a selection of primary sources (historical documents) pertaining to the events of the First World War. In these sources, different authors with different backgrounds (nationality, class, gender, profession, and age) speak to you about their experiences and perceptions during World War I (1914-1918).
Objective
: Compare and contrast these primary sources, bringing them into a larger meaningful context. When comparing and contrasting, you could focus on these questions:
How do the experiences that soldiers and civilians made during WWI differ from one another; how are they similar?
How do you explain discernable
differences or similarities
?
Your job is to
analytically
compare and contrast the sources
, not to summarize them.
Make sure you structure your essay coherently. Clearly outline in your introduction the
argument you intend to pursue in your paper. In your main body, use single paragraphs for single points (i.e. don’t discuss multiple ideas in one paragraph). In your conclusion, finally, sum up your main argument.
You do not have to use any sources other than the ones provided. You are welcome to refer to others, such as from the textbook or any other source that you find appropriate. This is not a research paper, however, and you will not get a higher mark simply for using additional sources.
For direct quotations, use quotation marks. For direct quotations
and
paraphrases, you must use a citation (footnote). For this assignment, we can use simplified footnotes, i.e. simply state the name of the author and title of the document. For page numbers just use the page number of THIS document (I realize this is somewhat arbitrary…).
Example:
Nicholas II, Imperial Manifesto, p. 2.
Put the simplified bibliography at the end of your essay. Use the same format as in your footnotes (name of author, source). For questions, send me an email or visit the WLC.
Primary Source 1: A monarch’s perspective
Russian IMPERIAL MANIFESTO, Tsar Nicholas II of Russia
August 2, 1914.
We NICHOLAS II, by the Grace of God, Emperor and Autocrat of all the Russias, Czar of Poland, Grand Duke of Finland, etc., etc., etc.
Proclaim to all OUR loyal subjects:
Following her historical traditions, Russia, united in faith and blood with the Slav nations, has never regarded their fate with indifference. The unanimous fraternal sentiments of the Russian people for the Slavs have been aroused to special intensity in the past few days, when Austria-Hungary presented to Serbia demands which she foresaw would be unacceptable to a Sovereign State.
Having disregarded the conciliatory and peaceable reply of the Serbian Government, and having declined Russia's well-intentioned mediation, Austria hastened to launch an armed attack in a bombardment of unprotected Belgrad.
Compelled, b.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
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.
Embracing GenAI - A Strategic ImperativePeter 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.
1.4 modern child centered education - mahatma gandhi-2.pptx
Red Badge of Courage
1. Civil War Battle SERGEANT HART NAILING THE COLORS TO THE FLAG-STAFF OF FORT SUMTER. The heat and vapor became stifling yet the exhausted garrison kept the old flag flying. Eight times its staff had been hit; but at near 2 P.M. that day the staff was shot off near the peak. Peter Hart carried it, with the piece of the staff, and fastened it, where the soiled banner was kept flying defiantly.
2. Stephen Crane’s Civil War novel examines the soldier’s worst fear—realizing he is a coward. The book’s groundbreaking realism makes it important not only as literature, but also as a window into the life of a soldier during the Civil War. The Red Badge of Courage
3.
4.
5. Story Starter “ The cold passed reluctantly from the earth, and the retiring fogs revealed an army stretched out on the hills, resting. As the landscape changed from brown to green, the army awakened, and began to tremble with eagerness at the noise of rumors. It cast its eyes upon the roads, which were growing from long troughs of liquid mud to proper thoroughfares. A river, amber-tinted in the shadow of its banks, purled at the army's feet; and at night, when the stream had become of a sorrowful blackness, one could see across it the red, eyelike gleam of hostile camp-fires set in the low brows of distant hills.”