 by John Singer Sergeant Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
I can determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
In class: video on World War I, analysis of death and casualty numbers, reading three World War I poems for tone, figurative language devices and theme.
Because of performances and field trips on Thursday, I have put together the work for both days. The World War I background material is due at the close of class on WEDNESDAY. Thursday's assignment is identifying the figurative language devices in three World War I poem. I will collect this material on Monday at the start of class. You will find copies of all handouts below. One way to understand the violence and slaughter that occurred in the Great War is to examine the number of casualties and deaths. Exact figures are still in dispute, because of different definitions used each category, the questionable accuracy of the recording system used and the loss or destruction of a number of official documents. The data in the tables below reflect numbers from several sources and are consistent with most experts' current estimates.
Assignment: Part 1) read through the following information
associated with World War I and compose three well-written sentences that include
specific data and an analysis conclusion.
Model:
Although the United States mobilized almost 4 ½ million soldiers, their casualty
percentages were only 7.0%; therefore fewer American families did not feel a
personal loss.
Part 2) read
through the following information on U.S. Casualties in Major Wars and compose
two sentences that include specific date and an analysis conclusion.
Write these on a separate sheet of paper,
beginning with an MLA heading.
This is due at the close of
class on Wednesday. | ||||||
| Country | Total Mobilized Forces | Killed | Wounded | Prisoners and Missing | Total Casualties | Casualties as % of Forces |
| ALLIED AND ASSOCIATED POWERS | ||||||
| Russia | 12,000,000 | 1,700,000 | 4,950,000 | 2,500,000 | 9,150,000 | 76.3 |
| British Empire | 8,904,467 | 908,371 | 2,090,212 | 191,652 | 3,190,235 | 35.8 |
| France | 8,410,000 | 1,357,800 | 4,266,000 | 537,000 | 6,160,800 | 73.3 |
| Italy | 5,615,000 | 650,000 | 947,000 | 600,000 | 2,197,000 | 39.1 |
| United States | 4,355,000 | 116,516 | 204,002 | 4,500 | 323,018 | 7.1 |
| Japan | 800,000 | 300 | 907 | 3 | 1,210 | 0.2 |
| Romania | 750,000 | 335,706 | 120,000 | 80,000 | 535,706 | 71.4 |
| Serbia | 707,343 | 45,000 | 133,148 | 152,958 | 331,106 | 46.8 |
| Belgium | 267,000 | 13,716 | 44,686 | 34,659 | 93,061 | 34.9 |
| Greece | 230,000 | 5,000 | 21,000 | 1,000 | 27,000 | 11.7 |
| Portugal | 100,000 | 7,222 | 13,751 | 12,318 | 33,291 | 33.3 |
| Montenegro | 50,000 | 3,000 | 10,000 | 7,000 | 20,000 | 40.0 |
| TOTAL | 42,188,810 | 5,142,631 | 12,800,706 | 4,121,090 | 22,062,427 | 52.3 |
| ALLIED AND ASSOCIATED POWERS | ||||||
| Germany | 11,000,000 | 1,773,700 | 4,216,058 | 1,152,800 | 7,142,558 | 64.9 |
| Austria-Hungary | 7,800,000 | 1,200,000 | 3,620,000 | 2,200,000 | 7,020,000 | 90.0 |
| Turkey | 2,850,000 | 325,000 | 400,000 | 250,000 | 975,000 | 34.2 |
| Bulgaria | 1,200,000 | 87,500 | 152,390 | 27,029 | 266,919 | 22.2 |
| TOTAL | 22,850,000 | 3,386,200 | 8,388,448 | 3,629,829 | 15,404,477 | 67.4 |
| GRAND TOTAL | 65,038,810 | 8,528,831 | 21,189,154 | 7,750,919 | 37,466,904 | 57.5 |
  | |||||
| War | Number Serving | Battle Deaths | Disease & Accidents | Wounded | Total Casualties |
| Revolutionary War | NA | 4,435 | NA | 6,188 | NA |
| War of 1812 | 286,730 | 2,260 | NA | 4,505 | NA |
| Mexican War | 78,718 | 1,733 | 11,550 | 4,152 | 17,435 |
| Civil War | 2,213,363 | 140,414 | 224,097 | 281,881 | 646,392 |
| Spanish-American War | 306,760 | 385 | 2,061 | 1,662 | 4,108 |
| World War I | 4,743,826 | 53,513 | 63,195 | 204,002 | 320,710* |
| World War II | 16,353,659 | 292,131 | 115,185 | 670,846 | 1,078,162 |
| Korean War | 5,764,143 | 33,651 | NA | 103,284 | NA |
| Vietnam War | 8,744,000 | 47,369 | 10,799 | 153,303 | 211,147 |
| Persian Gulf War | 467,539 | 148 | 145 | 467 | 760 |
| NA = Not available * Does not include the number of soldiers missing in action Source: U.S. Department of Justice
Name_______________________________________
Assignment: We will read the
following poems as a class. On your own: for each of the poems, underline any figurative
language devices and identify at the end of the line.
I will collect these at the beginning
of class on Monday, May 4
| |||||
Figurative Language Devices:
1. simile(compares two things using like or as)
2. metaphor (a
connection between two unlike things)
3 personification (human characteristics to inanimate objects, animals, or
ideas)
4.hyperbole(outrageous
exaggeration)
5. litotes
(ironical understatement in which an affirmative is
expressed by the negative of its contrary (e.g., you won't be sorry, meaning
you'll be glad )
6 synecdoche (a part is made to represent the whole or vice versa, as in
Cleveland won by six runs (meaning “Cleveland's baseball team”)
7.symbolism (word
which has meaning in itself but is used to represent something entirely
different),
8. alliteration (repetition of the first consonant sounds)
9. assonance (repetition
of a vowel sound e.g., penitence, reticence )
10. idiom (expression that has a meaning that is only known to a
particular group of people. For example: kick the bucket; raining cats and
dogs)
11. onomatopoeia(words that sound like their meaning, or mimic
sounds)
12.oxymoron
(two seemingly contradictory elements, such as
"wise fool," "jumbo shrimp" or "icy hot.")
13. imagery (detailed
description which incorporates the five senses -- sight, sound, smell, taste
and touch)
14. apostrophe-
(speaker detaches himself from the reality and addresses an imaginary character
in his speech.)A look at some World War I poets.
Wilfred Owen (1893-1918)
"Anthem for a Doomed Youth"
What passing-bells for these who die as cattle?
--Only the monstrous anger of the guns.
Only the stuttering rifles' rapid rattle
Can patter out their hasty orisons.
No mockeries for them from prayers or bells, 5
Nor any voice of mourning save the choirs,-
The shrill, demented choirs of wailing shells;
And bugles calling for them from sad shires.
What candles may be held to speed them all? 10
Not in the hands of boys, but in their eyes
Shall shine the holy glimmers of goodbyes.
The pallor of girls' brows shall be their pall;
Their flowers the tenderness of silent minds,
And each slow dusk a drawing-down of blinds. 15
Wilfred Owen (1893-1918)
"Dulce et Decorum Est "
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 tired, outstripped Five-Nines 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 flound'ring like a man in fire or lime . . .
Dim, through the misty panes and thick green light,
As under I 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.
14. Does it Matter?
| DOES it matter?—losing your legs?... | |
| For people will always be kind, | |
| And you need not show that you mind | |
| When the others come in after hunting | |
| To gobble their muffins and eggs. | 5 |
| Does it matter?—losing your sight?... | |
| There’s such splendid work for the blind; | |
| And people will always be kind, | |
| As you sit on the terrace remembering | |
| And turning your face to the light. | 10 |
| Do they matter?—those dreams from the pit?... | |
| You can drink and forget and be glad, | |
| And people won’t say that you’re mad; | |
| For they’ll know you’ve fought for your country | |
| And no one will worry a bit. | 15 |
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