WWI Poetry
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The document provides background information on WWI poetry, including analyses and comparisons of two poems - "The Soldier" by Rupert Brooke and "Dulce et Decorum Est" by Wilfred Owen. It discusses the themes, imagery, and differing perspectives between the two poems, with Brooke portraying an idealized, romantic view of war and Owen providing a grim, realistic depiction of the horrors of trench warfare.
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WWI: Propaganda & Poetry
The document provides context about World War I through various historical documents and literary works. It includes a poem by John McCrae that is about poppies growing in Flanders Fields and honors fallen soldiers. It also shares a poem by Wilfred Owen that graphically describes the horrors of a gas attack and argues that it is not sweet and honorable to die for one's country as was commonly claimed. Overall, the document uses primary sources to give insights into World War I and its human toll through the eyes of those who lived through it.
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Trench warfare
The document discusses life in the trenches during World War 1, including the poor living conditions, diseases, and dangers soldiers faced. It describes how trenches provided protection but also trapped soldiers in cramped, unsanitary spaces where they were exposed to threats like trench foot and rats. The document also includes several poems that capture experiences of gas attacks, lice infestation, and the horrors of trench warfare.
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War
The document provides an overview of World War I through various poems, images, and brief passages that capture the brutal realities of trench warfare between 1914-1918. The poems reflect on the loss of life, especially of young men, and the devastating psychological and physical toll the war took on soldiers. Images show the trenches, no man's land between opposing sides, and the development of new, destructive weapons. The selections ask that we honor the memory and sacrifice of fallen soldiers.
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WWI: Propaganda & Poetry
The document provides context about World War I through various historical documents and literary works. It includes a poem by John McCrae that is about poppies growing in Flanders Fields and honors fallen soldiers. It also shares a poem by Wilfred Owen that graphically describes the horrors of a gas attack and argues that it is not sweet and honorable to die for one's country as was commonly claimed. Overall, the document uses primary sources to give insights into World War I and its human toll through the eyes of those who lived through it.
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The document discusses life in the trenches during World War 1, including the poor living conditions, diseases, and dangers soldiers faced. It describes how trenches provided protection but also trapped soldiers in cramped, unsanitary spaces where they were exposed to threats like trench foot and rats. The document also includes several poems that capture experiences of gas attacks, lice infestation, and the horrors of trench warfare.
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The ghost of the late King Hamlet appears at Elsinore Castle and reveals to Prince Hamlet that he was murdered by his brother Claudius, who has since married Hamlet's mother Gertrude and taken the throne. The ghost commands Hamlet to seek revenge upon Claudius for these transgressions. Meanwhile, Polonius warns his daughter Ophelia to stay away from Hamlet.
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The document provides an overview of World War I through various poems, images, and brief passages that capture the brutal realities of trench warfare between 1914-1918. The poems reflect on the loss of life, especially of young men, and the devastating psychological and physical toll the war took on soldiers. Images show the trenches, no man's land between opposing sides, and the development of new, destructive weapons. The selections ask that we honor the memory and sacrifice of fallen soldiers.
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The document discusses four genres of film - comedy, horror, romantic comedy, and adventure. It notes that comedy aims to make audiences laugh through humor and exaggerated characters, while horror seeks to elicit negative emotions by playing on primal fears. Romantic comedies have lighthearted plots centered around love and relationships, and adventure films are set in exotic locations and explore concepts of survival, animals, roads, and heroes/heroines.
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3) At the play, Claudius storms off in guilt and confirmation of his crime, while Ophelia drowns herself after rejecting Hamlet's love.
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This document provides an overview of William Shakespeare's play Hamlet in the context of Elizabethan England. It discusses the political and social conditions of the time period, including the rise of theater and technology. The document then examines Hamlet as both a medieval revenge tragedy and a work that demonstrates Renaissance ideals through its main character. Several key themes of the play are introduced, such as the reality of revenge, the search for truth and meaning, and the struggle with mortality. Students are directed to analyze passages reflecting these themes and discuss Hamlet's reactions.
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1) The ghost of Hamlet's father appears to Hamlet and tells him he was murdered by his brother Claudius.
2) Hamlet devises a plan to test Claudius's guilt by performing a play that mirrors the murder and observes Claudius's reaction.
3) At the play, Claudius storms off in guilt and confirmation of his crime, while Ophelia drowns herself after rejecting Hamlet's love.
4) At a fencing match between Hamlet and Laertes, both are fatally wounded by a poisoned blade meant only for Hamlet, leading to the deaths of all main characters except Horatio.
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This presentation is about Skakespeare's longest play and one of the most powerful and influential tragedy in the English language: Hamlet. It also includes a comparison with the famous film, The Lion Ling.
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Gertrude tells Claudius that Hamlet has killed Polonius. Claudius sends Hamlet away to England, ordering his companions to kill Hamlet. Ophelia goes mad with grief over her father's death, while her brother Laertes seeks revenge. Hamlet returns to Denmark unexpectedly. Claudius and Laertes devise a plan to kill Hamlet using a poisoned blade during a fencing match. Ophelia drowns in a pond, deepening Laertes' despair.
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The document summarizes William Shakespeare's play Hamlet. It describes the plot, where Hamlet's father is murdered by his uncle Claudius who then marries Hamlet's mother. Hamlet decides to avenge his father's death by pretending to be mad. He stages a play to prove Claudius' guilt which disturbs the king. Hamlet eventually kills Polonius, thinking it was Claudius, which drives Ophelia mad with grief until she drowns. At Ophelia's funeral, Hamlet and Laertes duel but both are fatally wounded by a poisoned blade meant for Hamlet.
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This document provides context and summaries of key elements of William Shakespeare's play Hamlet. It discusses that the play was written in the early 17th century and first performed in 1602. The story is set in Denmark and involves Prince Hamlet seeking revenge on his uncle Claudius for murdering Hamlet's father and marrying his mother. The document summarizes important characters like Hamlet, Claudius, Gertrude, and Ophelia. It also discusses major themes of the play such as revenge, madness, power and love.
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Hamlet as tragicHero
Hamlet is far from a perfect character. His depression and melancholy, however understandable,cause him to misunderstand Ophelia and The Queen. he kills polonius by mistake, but he also sends Rosencrantz and Guildenstern to their deaths with clear calculation.
Hamlet's insistence that even that part should be faced with courage, good humor and understanding which distinguishes him from the other characters and makes him Tragic Hero.
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William Shakespeare's play The Tragedy of Hamlet, Prince of Denmark follows the Danish prince Hamlet and his quest to avenge his father's murder. After the ghost of Hamlet's father appears to him and reveals that he was murdered by Hamlet's uncle Claudius, Hamlet decides to investigate and seek revenge. He begins to act strangely and suspiciously, worrying his family and friends. The play explores themes of betrayal, revenge, and the difficulty of discerning truth from deception.
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Hamlet struggles with his mental state and questions his father's ghost appearing. Upon learning his father was murdered, Hamlet vows vengeance but struggles to act. Hamlet contemplates life's meaning and questions his inaction. Seeing proof of Claudius' guilt, Hamlet decides to wait until Claudius is further corrupted before killing him. Hamlet compares himself to others and finds himself lacking.
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Hamlet decides to avenge his father's death but delays taking action. He begins acting strangely and melancholic. Claudius and Gertrude have Hamlet's friends Rosencrantz and Guildenstern watch Hamlet to discover the cause of his odd behavior. Polonius suggests Hamlet's strange behavior is due to love for Ophelia, so Claudius agrees to spy on Hamlet and Ophelia's conversation.
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This document identifies and summarizes several themes in Shakespeare's Hamlet. It discusses how the play addresses the nature of theatre through techniques like metatheatre and the play within the play. It also examines themes of disease and corruption in Denmark, the role of women in the play, religious and spiritual themes involving the ghost and the afterlife, and the importance of words and language throughout Hamlet.
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on April 23rd.
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Hamlet has players perform a play that mirrors how the ghost described King Hamlet's murder. When Claudius abruptly leaves during the scene of the murder, Hamlet becomes convinced of his uncle's guilt. Hamlet finds Claudius praying and decides not to kill him at that moment. Claudius grows afraid of Hamlet and plans to send him away. Meanwhile, Hamlet confronts his mother and accidentally kills Polonius, who was hiding behind an arras.
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Agamemnon's excessive pride, or hubris, preceding his death is illustrated through the speeches in the play. The chorus warns that the gods are jealous of human achievement and will bring down those who become too powerful or successful. Agamemnon's hubris is shown when he claims the gods favor only the strong. His downfall comes when his wife Clytemnestra, driven by her own grief and desire for vengeance, lures Agamemnon into a trap using hubris and has him murdered upon his return from war. His hubris in refusing warnings and not respecting the power of the gods ultimately leads to his tragic downfall.
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Writing Assignment–Art, Expression, &the Great WarDirections.docx
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.
Three Classifications of Poetry
The document discusses three classifications of poetry: narrative poems, lyric poems, and dramatic poetry. Narrative poems tell a story through forms like ballads, metrical tales, and epics. Lyric poems express an emotion without telling a story through reflective lyrics, elegies, odes, and sonnets. Dramatic poetry connects the reader to characters and includes dramatic narratives, dramatic monologues, and soliloquies. Examples and definitions are provided for each form.
Poetry project
Walt Whitman Poetry
The document provides a summary of Walt Whitman's life and work. It includes brief biographical details, summaries of several of his poems, and short excerpts from the poems. The poems discussed cover various themes such as nature, death, love, companionship, and the meaning of life. They demonstrate Whitman's contemplative and insightful style of poetry.
IGCSE Every Hardy Poem in a Day
Thomas Hardy (1840-1928) was a Victorian poet and novelist. This document provides context about Hardy's life and work. It summarizes that he wrote during the Victorian period of industrialization, when many lost faith in religion. It led many poets like Hardy to idealize nature and express human emotion through their representation of the natural world. The document then examines some of Hardy's poetic techniques, including his use of regular form and structure, language featuring semantic fields, and imagery including personification and pathetic fallacy. It provides examples from his poem "I Look into My Glass" to illustrate his style.
What's this Book About?
This document provides an overview and summary of the author's book "Dead People on Holiday". The book explores philosophical ideas about humanity and existence. It discusses how people strive for happiness and meaning, yet true happiness is fleeting and found in overcoming adversity, not in constant contentment. It also examines ideas of individuality, conformity, and finding purpose as a solitary being rather than only among crowds. The author questions society's obsession with positivity and fulfillment at all costs.
Moder poetry1
This document contains several poems by modernist poets such as T.S. Eliot, Ezra Pound, and William Butler Yeats. The poems explore themes of disillusionment, isolation, and the breakdown of social structures through experimental styles like stream of consciousness and fragmentation. Characteristics of modern poetry outlined by Ezra Pound include free verse, discontinous narratives, irony, and borrowing elements from other works and cultures.
Form
This poem is written in the form of a letter from one friend to another describing his experiences in the afterlife. He explains that in the afterlife, imagination and willpower are unconstrained - he can imagine anything and it instantly becomes reality, such as writing a letter in an instant. He describes meeting historical figures who are making beautiful music, and poems floating everywhere. He emphasizes that in the afterlife, one can do anything they want without limits.
figures of speech.pptx
This document provides an overview of different types of poetry, including narrative poetry, lyric poetry, and literary devices used in poetry. It discusses various forms of narrative poetry like epics, metrical romances, metrical tales, and ballads. It also covers types of lyric poetry such as odes, elegies, songs, sonnets, and corridos. Finally, it examines common literary devices found in poetry, such as figures of speech, metaphor, personification, and rhyme schemes.
Writing Assignment – Art, Expression, & the Great War D.docx
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 .
Poetry lecture
The document provides information about various forms and elements of poetry. It defines poetry as not being an expression of emotion but an escape from emotion. It then discusses different poetic forms such as lyric, narrative, and dramatic poetry. It also outlines various poetic devices like rhyme, meter, figures of speech, and stanzas. Specific poetic forms like the sonnet, villanelle, and haiku are also described.
Poetic styles and forms
This document summarizes different poetic forms including:
- Ballads which tell stories in a musical way using four line stanzas with a rhyme scheme of ABAB.
- Sonnets which have either the Shakespearean or Petrarchan form with 14 lines in iambic pentameter.
- Blank verse which is unrhymed poetry with a regular meter, typically iambic pentameter.
- Free verse which has no set rhyme or meter.
It provides examples of different poems to illustrate each form.
poetry of Frost and Wordsworth- Human disposition
This presentation addresses the theme of Human Disposition as discussed in the poetry of William Wordsworth and Robert Frost.
The war
The document discusses life in trenches during World War 1. It describes trenches as long narrow ditches where soldiers lived day and night, located between opposing German and Allied lines. Life in trenches was difficult, with little sleep, muddy and unsanitary conditions infested with rats and lice. A typical day involved standing guard before dawn and after dusk to be alert for enemy attacks, eating, cleaning duties, and brief rest periods between working all night doing tasks like repairing trenches. The document also includes an excerpt from a letter a soldier sent to his mother describing intense shelling during an attack where his company gained objectives but suffered losses.
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