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2012 Total War: Weapons, Trench Warfare, and Battles of World War One Lesson Date your papers: Friday, April 27, 2012 Monday, April 30, 2012 Tuesday, May 1, 2012 Wednesday, May 2, 2012 Block Days: Thursday, May 3 and Friday, May 4, 2012
Study Guide Questions Addressed 3. What were the key military fronts and battles of WWI? What were the consequences of these events? Who made up the Allies? Who made up the Central Powers? Who won the war and how? 5. What were the new weapons that were developed for WWI? Why were they developed? How did each affect the soldiers and the outcomes of the battles? How do they relate to total war? 6. What was trench warfare? Why did it develop? How were the trenches built? How are the trenches connected to the new weapons? What were the effects of the trench warfare on the battles and on the men? • Possible Short Answer/Essay Questions: 12. Historians identify World War One as the first modern war. This is due to a number of factors like the embracing of the total war, the new mass destruction weapons, the willingness to sacrifice millions of lives for little land gain, having war target civilians in their attacks, and the amount of control exerted by the governments on the home front to put everything into the war. Be able to examine in depth the above concepts with historical examples and evidence like primary source quotes, statistics, etc…
Essential and Guiding Questions: • How was World War I different than most wars that preceded it (both on the battlefields and on the home front)? • How was propaganda used to bolster the war effort? • How did industrialization change warfare? • What was the course of WWI?
Materials: • Photocopied Total War Lesson Plan • Photocopied Packet of Weapons Chart and Trench Warfare Interactive Notes • DVD on New Weapons • Ms. Barben’s Trench Warfare Powerpoint • 2012 Supplemental Reading on Total War, Weapons, and Trench Warfare to be accessed on Ms. Barben’s Teacher Page • Supplemental Biography and Poetry Collection for your assigned World War One poet to be accessed on Ms. Barben’s Teacher Page • Poetic Devices Handout to be accessed on Ms. Barben’s Teacher Page • Textbook Pages: Battles, Fronts, and Weapons---pages 761-767, 770-771, and 778-779
Friday, April 27, 2012 • Quiet Question: Type Two Prompt---Using the CLASS SET of Primary Sources on the Causes of World War One, you will complete the Main Idea Organizer. If you do not finish in class, you will have to access this from Ms. Barben’s Teacher Page. • Select FIVE DIFFERENT PRIMARY SOURCES from the packet. There are 15 of them to pick from. • Identify the MAIN IDEA for each one in the Main Idea Column: • For example, German Militarism as seen in Propaganda Poster • And define the cause using your notes from the last lesson---what is militarism? • Then in the Details Column, using bullets explain: • How the primary source exemplifies the identified cause by explaining using bullets • Refer back to your notes from the previous lesson, and make connections between specifics from those notes to the primary source in the Details Column • Be specific with the examples and evidence
Friday, April 27, 2012 • Pair-Share: Turn to your assigned partner and share your Quiet Question. Make any revisions or additions during this time. Then with your partner, answer the following Type Two Prompt---Which of the four causes of World War One do you think had the GREATEST IMPACT OR ROLE in causing World War One and explain why.
Friday, April 27, 2012 • Individual: Take the next few minutes to examine the two photographs below. The first photo was taken within the last few years in Belgium. The second photograph was taken in 1915 in Belgium. Consider the following questions and write your thoughts around the photographs. • What are your overall impressions of each photo? Why? • What specific objects, people, and activities can you identify in each photo? • Identify THREE things you might infer or hypothesize about each photo. • What questions does each photo raised for you? Why? • What do you think is the connection between the two photos?
Friday, April 27, 2012 • Class: Have students share their photo observations. And use to introduce the concept of Total War. • Class:We are going to watch a DVD on the New Weapons of World War One. As we watch the DVD, take notes in the provided graphic organizer. • Homework:Work on your Causes of World War One Political Cartoon.
Monday, April 30, 2012 • Class: We are going to finish watching the DVD and you will finish taking notes. • Homework:Work on your Causes of World War One Political Cartoon.
Tuesday, May 1, 2012 • Class: Ms. Barben is going to begin her Trench Warfare Powerpoint, and you are to do the Interactive Notes. • You must use a minimum of THREE different methods on the Left Side throughout the notes. • You must highlight, star, and add information to the Right Side throughout the notes. • You must complete the Lecture Activities Ms. Barben has created within the Trench Warfare Powerpoint on the Left Side throughout the notes. • Homework: Work on your Causes of World War One Political Cartoon.
Wednesday, May 2, 2012 • Class: Ms. Barben is going to continue her Trench Warfare Powerpoint, and you are to continue to do the Interactive Notes. • Homework: Use the same supplemental reading on Ms. Barben’s Teacher Page “2012 Total War, Weapons, and Trench Warfare” to add additional information to the Right Side of the Interactive Notes. • And finish up your Causes Political Cartoon due on the Block Day!
Block Day: Thursday, May 3 and Friday, May 4, 2012 • Class: Ms. Barben is going to finish her Trench Warfare Powerpoint, and you are to finish your Interactive Notes. • Homework: You will be assigned a World War One poet to learn about and analyze two of his poems. • Assignment Rationale and Purpose: Twelve and a half million letters were sent to the Western Front every week. In 1914 the Postal Section of the Royal Engineers had a staff of 250 men. By 1918 the Army Postal Service employed 4,000 soldiers. Letters only took two or three days to arrive from Britain. Even soldiers in the front line trenches received daily deliveries of letters. Soldiers were also encouraged to write letters to friends and family in Britain. Most men decided it would be better to conceal the horrors of the trench warfare. As a result of the Defence of the Realm Act that was passed in 1914, all letters that the men wrote should have been read and censored by junior officers. However, some officers could not bring themselves to read their men's letters and these arrived in Britain unaltered.
Block • Since most of the soldiers decided to conceal the horrors of trench warfare, many of them kept detailed diaries or journals of their experiences that were later discovered by loved ones when they were sent home with the dead bodies and personal possessions or were used by doctors to treat soldiers suffering from shellshock. The diaries were a coping mechanism for the men. World War One more than any other war is associated with the so-called ‘war poets’. The poems written by men such as Wilfred Owen, Siegfried Sassoon and Rupert Brooke, amongst others, is as poignant today as it was both during the war and immediately after it. World War Two did not produce such a flow of poetry targeted at the lifestyle of those who fought in the war. It is probable that the sheer scale, horror and futility of World War One spurred on already gifted and talented writers who had answered their nation’s call to arms. Some, like Brookes, joined up as he was caught up in a wave of patriotism that swept through Great Britain. The overall belief was that World War One would be over by Christmas 1914 and a vast number of young men did not want to miss ‘the fun’. Their naïve outlook was quickly shattered as they arrived at the frontline and experienced trench warfare. It was the lifestyle they lived that spurred on the war poets. They put onto paper what many others thought. • Many of the soldiers also used art to cope with the horrors. Some used political cartoons. Others did dramatic paintings. Some made humorous sketches. But what all these different activities had in common, whether letters , diary entries, poems, or art work, it was all done to cope and survive.
Block • Candace Ward, editor of the anthology World War One British Poets, writes: “Ironically, the horrors of World War One produced a splendid flowering of British verse as young poets, many of them combatants, confronted their own mortality, the death of dear friends, the loss of innocence, the failure of civilizations and the madness of war itself.” • And David Roberts, editor of Out in the Dark: Poetry of the First World War, writes: “Poets of the First World War played their part in this great human tragedy as soldiers, victims and observers. Their stories are their poetic responses to their experiences are deeply moving, and include some of the greatest poetry of the twentieth century.” This is what this assignment is all about. You will be focusing on one soldier and his poetry from World War One.
World War One Poets 1. Edward Thomas • “This Is No Case Of Petty Right Or Wrong” • “Rain” • “No One So Much As You” • “As The Team’s Head-Brass” • “Tears” • “The Owl” • “A Private” 2. Isaac Rosenberg • “Break Of Day In The Trenches” • “Dead Man’s Dump” • “Louse Hunting”
World War One Poets 3. Siegfried Sassoon • “A Night Attack” • “The Hero” • “To Any Dead Officer” • “Does It Matter?” • “Prelude: The Troops” • “Counter-Attack” • “Banishment” • “Suicide In The Trenches” • “The Rear-Guard: • “Wirers” • “Dreamers” • “How To Die” • “The Effect” • “Trench Duty: • “The Break Of Day” • “Song-Books Of The War” • “Repression Of War Experience” • “Remorse” • “Dead Musicians” • “The Dream” • “In The Pink” • “A Working Party” • “Blighters” • “They” • “Haunted”
World War One Poets • 4.Robert Graves • “To Lucasta On Going To The War-For The Fourth Time” • “Goliath And David” • “When I Am Killed” • “Letter To S.S. From Mametz Wood” • “The Next War” • “Escape” • “The Bough Of Nonsense” • “The Assault Heroic” • 5. Thomas Hardy • “Channel Firing” • “Men Who March Away” • “On The Belgian Expatriation” • “Then And Now” • “A Call To National Service” • “Regrets” • “Song Of The Soldiers” • “Before Marching, And After” • “And There Was A Great Calm”
World War One Poets 6. Rupert Brooks • “Peace” • “Safety” • “The Rich Dead” • “The Dead” • “The Soldier” • “Soon To Die” • “The Night Journey” • “The Funeral Of Youth: Threnody” • 7. Wilfred Owen • “The Sentry” • “Disabled” • “Dulce Et Decorum Est” • “Insensibility” • “Apologia Pro PoemateMeo” • “The Show” • “Exposure” • “Strange Meeting” • “Mental Cases” • “Spring Offensive” • “Smile, Smile, Smile” • “Arms And The Boy” • “The Dead-Beat” • “A Terre”
World War One Poets 8. Charles Sorley • “A Call To Action” • “The Massacre” • “All The Hills And Vales” • “To Germany” • “A Hundred Thousand Million Mites” • “When You See Millions Of The Mouthless Dead”
Block Day • Ms. Barben is going to assign you one of the above World War One Poets. You are to: • Go to Ms. Barben’s Teacher Page and download the biography and collection of poetry for your poet. • Then you are to select TWO different poems to do a Poetry Analysis on. • You are to type up your homework in the format below. • Be sure to underline the question and then have your answer typed underneath. • You may use bullets. • Go to Ms. Barben’s Teacher Page to access the Poetic Devices Handout. • Each is worth 65 Points; the total for the two is 130 Points. • DUE ON FRIDAY MAY 11