This is an assignment I had to identify different types of poetry, create a book and add pictures to the photography. I did not write any of this photography and did try my best to credit the authors in the work, I did not take any of the pictures however it was difficult to credit the photographers but I definitely want to say that all work contained in this presentation is the wholly owned by the respective owner, author or photographer who holds the copyright. This presentation is only a compilation of these works and is not authorized or approved by any party other than myself. This presentation was designed for a grade and no financial remuneration has been or will be received.
This is an assignment I had to identify different types of poetry, create a book and add pictures to the photography. I did not write any of this photography and did try my best to credit the authors in the work, I did not take any of the pictures however it was difficult to credit the photographers but I definitely want to say that all work contained in this presentation is the wholly owned by the respective owner, author or photographer who holds the copyright. This presentation is only a compilation of these works and is not authorized or approved by any party other than myself. This presentation was designed for a grade and no financial remuneration has been or will be received.
A visual overview of Owen's life which can be used either by the teacher as a set of prompts or as a set of research challenges for students. I use it for A level teaching
A visual overview of Owen's life which can be used either by the teacher as a set of prompts or as a set of research challenges for students. I use it for A level teaching
WW1 poetry analysis. Ted Hughes.
English GCSE and IGCSE component for English Literature
Details of Ted Hughes poems and comparison between his poems and others.
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.
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 .
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
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.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
2. PROPAGANDA
• In countries such as Britain the use of propaganda posters was readily
understandable: in 1914 she only possessed a professional army and did
not have in place a policy of national service, as was standard in other
major nations such as France and Germany.
• Yet while the use of posters proved initially successful in Britain the
numbers required for active service at the Front were such as to ultimately
require the introduction of conscription. Nevertheless recruitment
posters remained in use for the duration of the war - as was indeed the
case in most other countries including France, Germany and Italy.
• However wartime posters were not solely used to recruit men to the
military cause. Posters commonly urged wartime thrift, and were vocal in
seeking funds from the general public via subscription to various war bond
schemes (usually with great success).
• Interestingly, for all that the U.S.A. joined the war relatively late - April
1917 - she produced many more propaganda posters than any other
nation
6. THE SOLDIER R. BROOKE
• If I should die, think only this of me:
• That there’s some corner of a foreign field
• That is for ever England. There shall be
• In that rich earth a richer dust concealed;
• A dust whom England bore, shaped, made aware,
• Gave, once, her flowers to love, her ways to roam,
• A body of England’s, breathing English air,
• Washed by the rivers, blest by suns of home.
•
• And think, this heart, all evil shed away,
• A pulse in the eternal mind, no less
• Gives somewhere back the thoughts by England given;
• Her sights and sounds; dreams happy as her day;
• And laughter, learnt of friends; and gentleness,
• In hearts at peace, under an English heaven.
•
•
7. DULCE ET DECORUM EST
• Wilfred Owen
• Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of disappointed shells that dropped behind.
GAS! Gas! Quick, boys!-- An ecstasy of fumbling,
Fitting the clumsy helmets just in time;
But someone still was yelling out and stumbling
And floundering like a man in fire or lime.--
Dim, through the misty panes and thick green light
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering, choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,--
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie: Dulce et decorum est
Pro patria mori.
8. Dulce Et Decorum Est
• In October 1917 Wilfred Owen wrote to his mother from Craiglockhart, "Here is a gas poem, done yesterday……..the famous Latin tag (from Horace,
Odes) means of course it is sweet and meet to die for one's country. Sweet! and decorous!"
• While the earliest surviving draft is dated 8th October 1917, a few months later, at Scarborough or Ripon, he revised it.
• The title is ironic. The intention was not so much to induce pity as to shock, especially civilians at home who believed war was noble and glorious.
• It comprises four unequal stanzas, the first two in sonnet form, the last two looser in structure.
• Stanza 1 sets the scene. The soldiers are limping back from the Front, an appalling picture expressed through simile and metaphor. Such is the men's
wretched condition that they can be compared to old beggars, hags (ugly old women). Yet they were young! Barely awake from lack of sleep, their
once smart uniforms resembling sacks, they cannot walk straight as their blood-caked feet try to negotiate the mud. "Blood-shod" seems a
dehumanising image- we think of horses shod not men. Physically and mentally they are crushed. Owen uses words that set up ripples of meaning
beyond the literal and exploit ambiguity. "Distant rest" - what kind of rest? For some the permanent kind? "Coughing" finds an echo later in the poem,
while gas shells dropping softly suggests a menace stealthy and devilish. Note how in line 8 the rhythm slackens as a particularly dramatic moment
approaches.
• In Stanza 2, the action focuses on one man who couldn't get his gas helmet on in time. Following the officer's command in line 9, "ecstasy" (of
fumbling) seems a strange word until we realise that medically it means a morbid state of nerves in which the mind is occupied solely with one idea.
Lines 12-14 consist of a powerful underwater metaphor, with succumbing to poison gas being compared to drowning. "Floundering" is what they're
already doing (in the mud) but here it takes on more gruesome implications as Owen introduces himself into the action through witnessing his
comrade dying in agony.
• Stanza 3. The aftermath. From straight description Owen looks back from a new perspective in the light of a recurring nightmare. Those haunting
flares in stanza 1 foreshadowed a more terrible haunting in which a friend, dying, "plunges at me" before "my helpless sight", an image Owen will not
forget.
• Another aspect again marks Stanza 4. Owen attacks those people at home who uphold the war's continuance unaware of its realities. If only they
might experience Owen's own "smothering dreams" which replicate in small measure the victim's sufferings. Those sufferings Owen goes on to
describe in sickening detail.
• The "you" whom he addresses in line 17 can imply people in general but also perhaps, one person in particular, the "my friend" identified as Jessie
Pope, children's fiction writer and versifier whose patriotic poems epitomised the glorification of war that Owen so despised. Imagine, he says, the
urgency, the panic that causes a dying man to be "flung" into a wagon, the "writhing" that denotes an especially virulent kind of pain. Hell seems close
at hand with the curious simile "like a devil's sick of sin". Sick in what sense? Physically? Satiated? Then that "jolt". No gentle stretcher-bearing here
but agony intensified. Owen's imagery is enough to sear the heart and mind.
• There are echoes everywhere in Owen and with "bitter as the cud", we are back with "those who die as cattle". (ANTHEM FOR DOOMED YOUTH).
"Innocent" tongues? Indeed, though some tongues were anything but innocent in Owen's opinion. Jessie Pope for one perhaps, his appeal to whom as
"my friend" is doubtless ironic, and whose adopted creed, the sweetness and meetness of dying for one's country he denounces as a lie which children
should never be exposed to.
• A poem seemingly written at white heat. Harsh, effective in the extreme, yet maybe too negative to rank among Owen's finest achievements: those
poems in which he transcends the scorn and the protest and finds the pity.
9. On the Western Front, the war was
fought in trenches
Trenches were long, narrow ditches dug into the ground where soldiers lived all day and night.
10. LIFE IN TRENCHES
What was it like in a World War One trench?
There were many lines of German trenches on one side and many lines of Allied trenches on
the other.
In the middle, was no man's land, so-called because it did not belong to either army. Soldiers
crossed No Man's Land when they wanted to attack the other side.
Rest
Soldiers in the trenches did not get much sleep. When they did, it was in the afternoon during
daylight and at night only for an hour at a time. They were woken up at different times, either
to complete one of their daily chores or to fight. During rest time, they wrote letters and
sometimes played card games.
Dirty trenches
The trenches could be very muddy and smelly. There were many dead bodies buried nearby
and the latrines (toilets) sometimes overflowed into the trenches. Millions of rats infested the
trenches and some grew as big as cats. There was also a big problem with lice that tormented
the soldiers on a daily basis.
11. A typical day in the trenches:
• 5am - 'Stand-to' (short for 'Stand-to-Arms',
meaning to be on high-alert for enemy attack)
half an hour before daylight
• 5.30am - Rum ration
• 6am - Stand-to half an hour after daylight
• 7am - Breakfast (usually bacon and tea)
• After 8am - Clean themselves, clean weapons,
tidy trench
12. • Noon - Dinner
• After dinner - Sleep and downtime (one man per
ten on duty)
• 5pm - Tea
• 6pm - Stand-to half an hour before dusk
• 6.30pm - Stand-down half an hour after dusk
• 6.30pm onwards - Work all night with some time
for rest (patrols, digging trenches, putting up
barbed wire, getting stores, replacement of unit
of soldiers every five days)
13. A LETTER FROM THE TRENCHES
• To Susan Owen
• 25 April 1917
• A Coy., My Cellar My own dearest Mother,
• Immediately after I sent my last letter, more than a fortnight ago, we were rushed up into the Line. Twice
in one day we went over the top, gaining both our objectives. Our A Company led the Attack, and of
course lost a certain number of men. I had some extraordinary escapes from shells & bullets. Fortunately
there was no bayonet work, since the Hun ran before we got up to his trench. You will find mention of our
fight in the Communiqué; the place happens to be the very village which Father named in his last letter!
Never before has the Battalion encountered such intense shelling as rained on us as we advanced in the
open. The Colonel sent round this message the next day: 'I was filled with admiration at the conduct of the
Battalion under the heavy shell-fire.... The leadership of officers was excellent, and the conduct of the men
beyond praise.' The reward we got for all this was to remain in the Line 12 days. For twelve days I did not
wash my face, nor take off my boots, nor sleep a deep sleep. For twelve days we lay in holes, where at any
moment a shell might put us out. I think the worst incident was one wet night when we lay up against a
railwav embankment. A big shell lit on the top of the bank, just 2 yards from my head. Before I awoke, I
was blown in the air right away from the bank! I passed most of the following days in a railway Cutting, in
a hole just big enough to lie in, and covered with corrugated iron. My brother officer of B Coy., 2/Lt.
Gaukroger lay opposite in a similar hole. But he was covered with earth, and no relief will ever relieve him,
nor will his Rest be a 9 days' Rest. I think that the terribly long time we stayed unrelieved was unavoidable;
yet it makes us feel bitterly towards those in England who might relieve us, and will not.
• We are now doing what is called a Rest, but we rise at 6.15 and work without break until about 10p.m. for
there is always a Pow- Wow for officers after dinner. And if I have not written yesterday, it is because I
must have kept hundreds of letters uncensored, and enquiries about Missing Men unanswered [remainder
missing]
14. Songs on the war
• All Quiet on the Western Front
• Children’s Crusade