1. L1&2: Introduction to World War One Agenda Objective: 1.To introduce World War One. 2.To understand how World War One impacted and changed soldier’s daily lives, the meaning of war, and our understanding of reality itself through a close reading of war poetry. Schedule: 1.Introduction to World War One 2.Poetry analysis in small groups 3.Discussion of poetry, war, and our essential questions. 4.Concluding Discussion Homework 1.Selections from “Berlin” chapter of Rites of Spring Due: Wed 12/19. Read for understanding of the cultural climate (zeitgeist) of Europe before the war. 2.Imperialism Final Paper Due: Fri 12/21 3.Work on Creative Project! Due Tues 1/29

2. Brief Overview of World War One 1914-1918 Involved most of the world’s great powers assembled into two opposing alliances: –Triple Entente (England, France, Russia) –Central Powers / Triple Alliance (Germany, Austria-Hungary, Italy) More than 70 million military personnel were mobilized. More than 15 million people killed -- one of the deadliest conflicts in history. Also Known As: The First World War, The Great War, and the War to End All Wars

3. Why Study World War One? As you study World War One you will want to think about how the war marked a turning point in the nature and meaning of war, and in so doing, changed how many people thought about reality and the world around them. World War One is is important to study because it is the seminal moment in which many people shift from seeing to the world as an orderly, logical, and reasonable place to a place of uncertainty, ambiguity, and irrationality.

4. Task for Today… Today we want to begin to explore these issues. To do that we will conduct a deep reading and analysis of two poems written during the war. These poems (individually and as a pair) shed insight into three “levels” of questions you will want to think about this unit.

5. Three Essential Questions To Consider (Notice how they build on one another) How do we understand reality and the world around us? (Meta-Level) What is the purpose/meaning of war? (Macro-Level) What was daily life like for a solider? (Micro-Level)

6. Edgar Guest Born in England in 1881. Raised in the United States. Worked at the newspaper, The Detroit Free Press, as a “verse columnist.” In his early 30s when WWI began. Never fought in World War One. “Things that Make a Solider Great.” (volunteer to read)

7. Wilfred Owen Born in England in 1893. Worked as a private tutor in English and French. Enlisted in the Royal Army in 1915. Wrote poetry throughout the war. Killed in action one week before the end of the war. “Dulce et Decorum Est” (volunteer to read)

8. Poetry Analysis Tasks In your group you will read and analyze both “Things that Make a Solider Great” and “Dulce et Decorum Est.” For both poems you will analyze the poetic devices used in order to understand the authors’ view of our three questions. –Poetic Devices Symbolism Imagery Tone Mood Metaphor/Simile Rhyme Meter/Pacing Alliteration/Consonance/Assonance Allusion –Three essential questions: What is daily life like for a solider? What is the meaning of war? How do we understand reality and the world around us?

9. Discussion What is Guest’s understanding of our essential questions and how do his poetic devices reveal this? What is Owen’s understanding of our essential questions and how do his poetic devices reveal this? What explains the difference in their two views?

10. Guest “The Things that Make a Soldier Great” Owen, “Dulce et Decorum Est” Soldier’s Daily Life Meaning/ Purpose of War Understandin g of Reality

11. Concluding Discussion Guest and Owen do not merely represent two opposing views on our essential questions. Rather they represent how the answers to these questions evolved over the course of the war. What does that mean? What does that say about the nature and meaning of World War One?

12. Start of World War One End of World War One Soldier’s Daily Life Meaning/ Purpose of War Understandin g of Reality Evolution in Understanding…