The poem describes the horrors of a gas attack on British soldiers during World War 1. It depicts the soldiers stumbling through mud in a chemical attack, struggling to get their gas masks on in time. One soldier is seen drowning in a vision, showing the traumatic effects of combat. The poem criticizes how the glory of war is portrayed to young men, stating it is not sweet and honorable to die for your country. It aims to convey the reality and brutality of warfare.
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
Persona: from Charlie Chaplin to Woody Guthrie.
The political environment: civil rights, nuclear threat, the right wing, assassinations.
The Freewheelin' Bob Dylan and The Times They Are A-Changin'.
The March on Washington, summer 1963.
Turning his back on politics after JFK's death, fall 1963.
"The curse it is cast": playing the same songs for 50 years. Two performances of "The Times They Are A-Changin'."
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
Persona: from Charlie Chaplin to Woody Guthrie.
The political environment: civil rights, nuclear threat, the right wing, assassinations.
The Freewheelin' Bob Dylan and The Times They Are A-Changin'.
The March on Washington, summer 1963.
Turning his back on politics after JFK's death, fall 1963.
"The curse it is cast": playing the same songs for 50 years. Two performances of "The Times They Are A-Changin'."
Fathers Day 2018: A Veteran Returns to Verdun to Honor the DeadCharles Bloeser
“The battle of Verdun was the longest, if not the bloodiest, single battle in World War I. Launched by the German Fifth Army on 21 February 1916, it did not come to an end until the final French counterattack was ended on 19 December 1916. For most of 1916, German and French soldiers fought tooth and nail for a few square miles of terrain around the French fortress city of Verdun, in what was the quintessential “battle of attrition” of World War I. Most units of the French army and many of the German army fought in what was described by both sides as the “hell of Verdun.” Between the battle’s start and the end of August (when the Germans ceased offensive operations), some 281,000 Germans and some 315,000 Frenchmen were killed or wounded. . . .”
- Dr. Robert Foley, Dean of Academic Studies/Head of Department at the Defence Studies Department, Joint Services Command and Staff College (JSCSC), the Defence Academy of the UK.
https://www.facebook.com/notes/charles-bloeser/fathers-day-2018-a-veteran-returns-to-verdun-to-honor-the-dead/10156262002281438/
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 .
Hello people! This handout introduces us to the world of England literature in the 20th century. Included also in the handout is a sample literary piece which is The Secret Sharer by Joseph Conrad
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
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.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
Advantages and Disadvantages of CMS from an SEO Perspective
World war 1 and post war english
1. World War 1 and post-war
English
Charley, Tom and Allie
2. 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 gas-shells dropping softly 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.
4. Why did people write during the first
world war?
• People wrote poetry and stories during the
world war for several reasons:
• Emotions
• Show how horrifying it was
• So they could come to terms with it
• Share their experiences
• Gives them something to do/something else
to think about
5. Post world war
• After the war, many ex-soldiers published their memories
and diaries.
• From the later half of the 20th century onwards, the First
World War continued to be a popular subject for fiction,
mainly novels.
• Alfred Noyes is often portrayed as a militarist .In 1913, he
published a long anti-war poem called The Wine Press.
• Parade's End was a highly-acclaimed tetralogy of novels,
published between 1924 and 1927, that covers the events
of World War I
• Erich Maria Remarque's best-selling book about the First
World War, Im Westen nichts Neues, which meant ‘all quiet
on the western front’
Editor's Notes
During the war lots of writers wrote stories/poems about either their experiences out at war, or how they felt about the war. After the war a lot of poetry and stories were also published about their war experiences, mainly about victory of the war
When Wilfred Owen was in France he decided to write poetry about his personal experiences fighting out at war. In 1917 he was badly concussed and went to hospital where he met Siegfried Sassoon, there they both discussed their poetry. Once Wilfred was out of hospital he wrote the well known poems ‘Dulce et Decorum Est’ ‘Anthem for Doomed youth’ and ‘disabled’. He returned to fight in August 1918 and was killed in November just one week before armistice. 5 of his poems were published whilst he was alive, the rest Siegfried Sassoon arranged for them to be published. Wilfred’s writing is extremely clever he makes us realise how terrifying war was through the use of metaphors, similies and use of punctuation (for example Gas! Gas! Quick, Boys!- This shows how serious and scary war was.
Siegfried was fighting out on the Western Front in France during the first world war. He was wounded in April 1917 and returned to England where he wrote the poems ‘The old huntsmen’ and ‘counter attack’ . After being injured again out at war he was posted back to England and remained there. He continued to write poems such as memoirs of an infantry officer’ ‘The old-journey’ and ‘Siegfried’s journey’. This poem on the slide is called Suicide in the trenches which was very common during the war, Sassoon has written this very carefully showing us how depressing war is, and ‘the hell where youth and laughter go’ part shows that it’s not fun, you don’t have a laugh out at war. It is a terrifying and horrible experience.
People wrote poetry and stories during the first world war because their emotions will be all over the place. It gives them something else to think about and something to do when not fighting so they don’t get bored. Some writers/poets did it to show how terrifying war was and so other people could experience what they had to go through (for history!). Also some writers and poets wrote so they could try and understand it more themselves and come to terms with it a bit more.
After the war, many participants published their memoirs and diaries. A common subject for fiction in the 1920s and 1930s was the effect of the war, including shell shock and the huge social changes caused by the war.From the latter half of the 20th century onwards, the First World War continued to be a popular subject for fiction, mainly novels. Alfred Noyes is often portrayed by hostile critics as a militarist and jingoist.[2] In 1913, when it seemed that war might yet be avoided, he published a long anti-war poem called The Wine Press. During World War I, Noyes was debarred by defective eyesight from serving at the front.[3] Instead, from 1916, he did his military service on attachment to the Foreign Office, where he worked with John Buchan on propaganda.[4] He also did his patriotic chore as a literary figure, writing morale-boosting short stories and exhortatory odes and lyrics recalling England's military past and asserting the morality of her cause.[2] These works are today justly forgotten, apart from two ghost stories, "The Lusitania Waits" and "The Log of the Evening Star", which are still occasionally reprinted in collections of tales of the uncanny.Parade's End was a highly-acclaimed tetralogy of novels, published between 1924 and 1927, that covers the events of World War I and the years around it from the viewpoint of a government statistician who becomes an officer in the British Army during the war. The novels were based on Ford's own experience in the war, after he had enlisted at age 41.Erich Maria Remarque's best-selling book about the First World War, ImWestennichtsNeues, was translated into 28 languages with world sales nearly reaching 4 million in 1930.[5] and the award-winning film which was based on that work of fiction have had a greater influence in shaping public views of the war than the work of any historian.[6]John Galsworthy's perspective was quite different in 1915 when he wrote