NowComment
2-Pane Combined
Comments:
Full Summaries Sorted

Expanding Student Understanding of World War I Soldiers’ Experiences with Poetry

Author: Stacie Moats and Cheryl Lederle

Social Education 85(3), pp.155– 158 ©2021 National Council for the Social Studies


0 General Document comments
0 Sentence and Paragraph comments
0 Image and Video comments


The Stars and Stripes: The American Soldiers’ Newspaper of World War I, 1918–1919 (www.loc.gov/collections/stars- and-stripes/about-this-collection/) collection at the Library of Congress provides access to the newspaper distributed to military personnel during World War I. The news articles reveal what members of the American Expeditionary Force actually read about military battles and campaigns in the last year of “The Great War.” This newspaper, written by servicemen for servicemen, was created to improve morale and generate unity within the American forces. It included news from the homefront, sports coverage, cartoons, and poetry.

New Conversation
Paragraph 1 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 1, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 1, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 1, Sentence 3 0
No sentence-level conversations. Start one.

New Conversation
Paragraph 2 (Image 1) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
profile_photo
Jan 17
Sarah Krajewski (Jan 17 2022 12:07PM) : This piece would be helpful in an introductory analysis activity for a poetry unit. I used to teach a unit called "The Power of Poetry," and this piece, though not poetry, fits the theme.
profile_photo
Jan 31
Lyndsay Daly (Jan 31 2022 10:19AM) : I agree- this helps students who really push against poetry- why do we read this/I hate this/I'm not good at this.
profile_photo
Feb 8
Christina Travis (Feb 08 2022 8:37PM) : This is so timely! Just started a "war stories" unit with seniors, using The Things They Carried plus various poems and short stories, and something like this is very interesting, to see where and why so many WWI poems were produced.
profile_photo
Feb 8
Christopher Sloan (Feb 08 2022 10:42PM) : not a fad more

The fact that Army verse was considered a “necessity” surprised me. But when they mention the volume of poems the read each week (500), it shows that writing poetry must have been a widespread activity for the soldiers.

New Conversation
New area 0
No area-level conversations. Start one.

Poetry was part of The Stars and Stripes from its first issue. “The Army’s Poets” feature was inaugurated May 3, 1918. According to a review, published February 7, 1919, of the paper’s first year, the feature proved to be the most widely read column in the paper:

New Conversation
Paragraph 3 0
profile_photo
Jan 13
Dr. Maryann Hasso (Jan 13 2022 9:21PM) : I could use this to give students some historical perspectives on the soldier experiences of World War I. I like to build background on the events that took place. Students can take this artifact and answer all of the "who" questions. more

Students can address questions such as “Who is involved?” “Who is affected by it (World War I)?” and “Who might care”? After addressing these questions in the document, I would invite students to ask about things they are confused about and document these questions. Then, they can enter key words into the Library of Congress’s search box to see if they can find the answers to their questions.

New Conversation
Paragraph 3, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 3, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 3, Sentence 3 0
No sentence-level conversations. Start one.

Army verse is not particularly a Stars and Stripes fad. It is a Stars and Stripes necessity. Anyone would think so if he had had to sort 500 poems a week, or something like 18,000, to be conservative, since the paper was established.

New Conversation
Paragraph 4 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 4, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 4, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 4, Sentence 3 0
No sentence-level conversations. Start one.

This newspaper, in the first 52 weeks of its existence, printed 381 poems, not counting the little carols on the Sporting Page or verse in such inside departments as ‘The Listening Post’ or ‘Star Shells.’ Possibly 40 of these were written by members of the editorial staff. The rest (and the best) were contributed. With very few exceptions, possibly ten or a dozen, every bit of verse printed was the work of a soldier. (From “Army Poets Submit 18,000 Samples,” The Stars and Stripes, February 7, 1919, page 5, column 4)

New Conversation
Paragraph 5 0
profile_photo
Jan 14
Dr. Maryann Hasso (Jan 14 2022 2:07PM) : A great way to get students to understand what soldiers were going through. more

These poems can be used throughout a lesson or unit to help students understand these soldier’s experiences and perspectives on the war. Teachers can engage students in a discussion or roundtable in class on how this newspaper of poems help them understand what life was like and if this war had any meaning to them.

profile_photo
Jan 17
Sarah Krajewski (Jan 17 2022 12:09PM) : I agree. I like the idea of a roundtable discussion too.
profile_photo
Jan 31
Lyndsay Daly (Jan 31 2022 10:21AM) : I like that these poems were from and for everybody. It's easy to get entrenched in the recognized authors of the time period, but this is empowering for students who are writing poems for the first time.
profile_photo
Feb 5
Catelyn Boze (Feb 05 2022 7:00PM) : I also like that these poems emphasize how poetry can be for anyone--my students often think of poetry as some inaccessible, fancy, high culture type of writing, but it can be an outlet for so many different kinds of people.
profile_photo
Feb 7
Rebecca Newland (Feb 07 2022 11:49AM) : I really like this as well. I like students seeing that anyone can write poetry particularly as an outlet for what may be difficult thoughts and feelings.
New Conversation
Paragraph 5, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 5, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 5, Sentence 3 0
profile_photo
Feb 3
Sharon Murchie (Feb 03 2022 1:03PM) : Underscores the idea that poetry isn't just for the academic; it's an expression of humanity for all. Invite students to explore this idea...and even push back on how poetry has been "taught" in their own education as analysis with the "right answer.
New Conversation
Paragraph 5, Sentence 4 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 5, Sentence 5 0
No sentence-level conversations. Start one.

Through their poetry, soldiers commented on life in the trenches, homesickness, patriotism, and the camaraderie essential for wartime success. Reading their work more than a century later can help students understand the interests and concerns of American soldiers during wartime, and offer insights into activities that occupied soldiers’ time abroad and how they responded to news from the homefront.

New Conversation
Paragraph 6 0
profile_photo
Jan 28
Helen Plevka (Jan 28 2022 11:10AM) : This activity would fit well in my American Studies class (11th grade, co-taught History and Literature) in our War & Conflict unit. more

Currently, we co-construct a list of adjectives with students to describe the battle experience of war: War is…frightening, destructive, humanizing, emotional, strategic, senseless, etc. As we then move through different literary texts in relation to the historic context of four major U.S.-involved wars (Civil War, WWI, WWII, and Vietnam), we return to these words to connect texts and compare the ways in which soldiers wrote about their experiences.
Working with this specific text set would help students make further connections to understand the complexity of the wartime experience for soldiers as reflected in their writing.

profile_photo
Feb 5
Catelyn Boze (Feb 05 2022 6:58PM) : Thank you for sharing this strategy-what a great way to start a unit and keep the conversations connected to each other and to emphasize the diversity of experience and perspective when it comes to this particular topic.
profile_photo
Feb 8
Christopher Sloan (Feb 08 2022 11:07PM) : It also makes me wonder why so much poetry was written during WWI. Or is there a lot of poetry written during all wars, and I just didn't know about it?
New Conversation
Paragraph 6, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 6, Sentence 2 0
profile_photo
Feb 2
Samantha Wood (Feb 02 2022 10:45AM) : Students often have the preconception that all war poetry must deal with conflict and trauma; I like that this publication, as others have said, covers much more than surface level themes. more

I used to teach a “Spoken Poetry” unit where we first analyzed poetry from both historical and cotemporary perspectives, so I think some of these may fit nicely. The variety in theme and content would help students understand both historical context as well as the very personal, intimate, and human nature of poetry.

The article reviewing the successful first year of “The Army Poets” offers multiple starting points for student research that may lead to new understandings about the lives of American soldiers during World War I. Invite students to begin on the “Collection Items'' page of the Stars & Stripes collection (www.loc.gov/collections/stars-and-stripes/) and guide them in selecting the “Advanced Search,” an option available for the Library’s newspaper collections. This opens additional fields for searching. For an initial search, students might try typing “Army’s poets" into the keyword box and limiting the dates covered from May 3, 1918 (the inaugural column’s publication date) to June 13, 1919 (the last publication date available in the collection). This will bring up almost 100 results, fewer than the collection’s total of 659 items.

New Conversation
Paragraph 7 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 7, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 7, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 7, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 7, Sentence 4 0
No sentence-level conversations. Start one.

What next? Consider providing students with various browsing strategies and encourage them to try one or more that appeals to their learning style or academic interest. For instance, students with visual arts backgrounds might prefer to browse the pages of results in gallery mode, which is the default setting, in order to look across pages for any eye-catching illustrations or text patterns. These visual components may or may not relate to the “Army’s Poets” column and yet might result in serendipitous discoveries of poetry sharing space on the same page.

New Conversation
Paragraph 8 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 8, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 8, Sentence 2 0
profile_photo
Jan 22
Emily Robbibaro (Jan 22 2022 4:36PM) : I appreciate the suggestions here for different search approaches. more

So often, students simply try one search method and only look at the first one or two results. However, using a low-stakes activity like this to introduce students to different search methods can show students that strong results exist beyond simply a cursory look.

profile_photo
Feb 2
Samantha Wood (Feb 02 2022 10:46AM) : Definitely--I so often see students choose the first or second result just to "get it done" rather than thinking deeper about whether or not it is actually what they are looking for. For-stakes activities are great for this.
profile_photo
Feb 7
Rebecca Newland (Feb 07 2022 11:54AM) : Agreed. This concept makes my librarian heart happy. It is a constant struggle to make students believe that a few simple search strategies including re-searching can give them much richer results.
profile_photo
Feb 3
Sharon Murchie (Feb 03 2022 12:59PM) : Providing choice in browsing puts the students in the driver's seat. Students can create their own paths to a deeper understanding and analysis of content.
New Conversation
Paragraph 8, Sentence 3 0
profile_photo
Jan 14
Stephanie King (Jan 14 2022 11:09PM) : I originally thought of my English language learners and the benefit that visuals provide. Allowing students to adjust how they search is a relevant skill at any level.
profile_photo
Feb 5
Jo Flory (Feb 05 2022 10:58PM) : I thought of my ELL students as well. I love strategies that incorporate visual supports which help students make connections to unfamiliar content.
New Conversation
Paragraph 8, Sentence 4 0
No sentence-level conversations. Start one.

New Conversation
Paragraph 9 (Image 2) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
profile_photo
Jan 17
Sarah Krajewski (Jan 17 2022 12:12PM) : A fabulous poem to analyze, but then can be used as a mentor text so students can write their own concrete poem.
profile_photo
Jan 31
Lyndsay Daly (Jan 31 2022 10:22AM) : Artistic students would love to try this. And this is a great poem to teach form/structure and how it contributes to meaning (my AP Lit students struggle with this).
profile_photo
Feb 5
Catelyn Boze (Feb 05 2022 6:55PM) : I was just going to suggest a similar point--structure and form is hard for kids to grasp and this is a great way to get them started with looking at these features of poetry!
profile_photo
Feb 8
Christina Travis (Feb 08 2022 8:42PM) : Definitely, on both counts! It seemed so charming and inviting, in a way that much "war" poetry is not.
profile_photo
Jan 22
Emily Robbibaro (Jan 22 2022 7:01PM) : I love the idea of using these poems to help students re-conceptualize and challenge their assumptions about who writes poetry. more

These poems come from what would be traditionally considered a masculine space and during a fraught, traumatic time in history. A project with this text set can also help students consider the ways poetry plays a role in processing trauma.

profile_photo
Jan 26
Mrs. Molly Bardine (Jan 26 2022 12:05PM) : Great point. The voices are so authentic and I would consider having them take news article about current conflicts and use these poems as a mentor text and take on the voice of American soldiers today.
profile_photo
Feb 5
Jo Flory (Feb 05 2022 11:31PM) : I could use this poem when we read The Great Gatsby and discuss the love letters Gatsby wrote to Daisy while he was fighting in WWI.After we analyze it, students could research aspects of WWI soldiers personal stories, noting details in other documents. [Edited]
profile_photo
Feb 7
Dr. Maryann Hasso (Feb 07 2022 11:10PM) : I like the idea of using this as an anticipatory set, having students scan and tell me what they noticed in the poem.
profile_photo
Feb 9
Virginia Nguyen (Feb 09 2022 4:41PM) : For WWI I would consider introducing it with this poem or another and ask the question, "What is the cost of war?" I would like students to consider war in more than death tolls, but also relationships and opportunities lost.

Alternatively, students who prefer words to imagery might opt to view results in “List” (use the dropdown menu in the box labeled “View” to select this option) and see which text captures their interest. Students might look for unfamiliar phrases and unique vocabulary or, alternatively, descriptions that speak to their own emotions or experiences. Reading the full poems or related articles might provide unexpected windows into the everyday struggles common to soldiers then that may be surprisingly funny or meaningful to students today.

New Conversation
Paragraph 10 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 10, Sentence 1 0
profile_photo
Jan 28
Helen Plevka (Jan 28 2022 11:12AM) : I appreciate the multiple approaches for initially browsing the poems, either from their imagery or for their words. I can envision how my students would approach the material in different ways.
New Conversation
Paragraph 10, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 10, Sentence 3 0
No sentence-level conversations. Start one.

A strategy that may appeal to more analytical students might be to sort the search results by selecting “date (oldest first).” Invite students to consult a timeline of the war, such as the one from the Library of Congress exhibition “Echoes of the Great War: American Experiences of World War I” (www.loc.gov/exhibitions/world-war-i-american-experiences/timeline/), and to identify a few key historical events, people or places from the timeline that may have inspired soldiers to write poetry at the time. Ask students how they might search for such poems. They may respond that they could simply browse by corresponding dates after first sorting items chronologically. Next, ask them to consider how quickly soldiers’ poems about an event would have appeared. Within weeks? Months? Students might expand or limit the date ranges for their searches to learn and discover more.

New Conversation
Paragraph 11 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 11, Sentence 1 0
profile_photo
Feb 8
Christopher Sloan (Feb 08 2022 10:54PM) : slowing down search more

I like the emphasis on different ways of thinking about searching. So often my students (and I) equate searching for information with finding information quickly. Being more cognizant of how we search for information seems worthwhile.

New Conversation
Paragraph 11, Sentence 2 0
profile_photo
Feb 9
Virginia Nguyen (Feb 09 2022 4:43PM) : For WWI I have students choose a battle and write a letter from the perspective of a soldier. I will now expand the lesson to have this timeline as a reference and invite students to write a poem or a letter.
New Conversation
Paragraph 11, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 11, Sentence 4 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 11, Sentence 5 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 11, Sentence 6 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 11, Sentence 7 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 11, Sentence 8 0
No sentence-level conversations. Start one.

Still another strategy for students uncertain about how to proceed with their research might be to randomly select an item and analyze a single page of the issue in its entirety using the observe-reflect-question process. Further questions to consider might include: how do various topics of featured poems relate to each other, if at all? How do the poems complement or contrast with other content featured on this page? What might you want to learn more about World War I soldiers’ personal stories or their larger historical landscape after analyzing this one page of news from a single day of the war?

New Conversation
Paragraph 12 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 12, Sentence 1 0
profile_photo
Jan 14
Stephanie King (Jan 14 2022 11:11PM) : This is how I would use this tool when first introducing it to my students. Providing time to investigate and click around allows students the ability to navigate the site on their own before providing direct instruction.
New Conversation
Paragraph 12, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 12, Sentence 3 0
profile_photo
Feb 7
Dr. Maryann Hasso (Feb 07 2022 11:11PM) : A great strategy to use when students are investigating a particular topic.
profile_photo
Feb 9
Virginia Nguyen (Feb 09 2022 4:44PM) : I agree. Multiple perspectives is key and grappling with multiple perspectives in one document is engaging.
New Conversation
Paragraph 12, Sentence 4 0
profile_photo
Feb 2
Samantha Wood (Feb 02 2022 10:51AM) : My students often struggle with text-to-world connections. Often, when they get stumped, they give up. Providing some leading questions may help them develop their own. more

Students, as they research, could potentially start developing their own research questions and narrowing down their search in this way. To provide a bit more scaffolding, I usually show examples of how I would do this with the database, then have whole-class discussion or use of the database tool, then provide them opportunity to work in pairs before requiring students to do this on their own. It lowers the stakes a bit but provides all students with support if they get stuck.

profile_photo
Feb 9
Virginia Nguyen (Feb 09 2022 4:44PM) : I agree, it also brings the personal impact in examining the scale of something as large as a world war as they sit together and research. I might add the question "What is the cost of war on individuals?" as an additional guiding question. [Edited]

Consider as an example a group of students whose research may lead them to the “Army’s Poets” feature page in the October 11, 1918, issue of The Stars and Stripes: www.loc.gov/resource/20001931/1918-10-11/ed-1/?sp=4. Perhaps the first poem’s title, “Hommes 40, Chevaux 8,” attracts the attention of students unfamiliar with the French words. After another student in the group translates the phrase, “Men 40, Horses 8,” they might then read the poem for clues about its meaning. In such a scenario, encourage students to highlight or list key words or phrases in each stanza, such as “rails of France,” “at-wheeled box car,” and “ride by freight.” Ask students: What other clues about soldiers’ lives can you identify in this poem? They might note descriptions of food, including “rations,” “beans and beef and beans,” and “mess kits.” Or students might pick up on sleeping conditions in a line such as “hit the floor for bunk, six hommes to one homme’s place.”

New Conversation
Paragraph 13 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 13, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 13, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 13, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 13, Sentence 4 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 13, Sentence 5 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 13, Sentence 6 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 13, Sentence 7 0
No sentence-level conversations. Start one.

New Conversation
Paragraph 14 (Image 3) 0
No whole image conversations. Start one.
New Conversation
Whole Image 0
No whole image conversations. Start one.

Help students develop questions to guide further research based on these discoveries. They might consider geography: where in France did American soldiers travel to and from on the rail system? Or transportation: how frequently did soldiers travel by rail compared to other modes of transport, such as on foot, by truck or boat? Also, logistics: what challenges did the U.S. Army overcome to provide food, shelter, medical care, and supplies for millions of soldiers fighting overseas?

New Conversation
Paragraph 15 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 15, Sentence 1 0
profile_photo
Jan 17
Sarah Krajewski (Jan 17 2022 12:16PM) : I like the idea of developing questions to prompt further research. One of the classroom goals with my seniors this year is looking for new opportunities to further our learning. [Edited]
profile_photo
Jan 28
Helen Plevka (Jan 28 2022 11:13AM) : I agree! Lots of opportunity for inquiry through this text set and guiding questions.
New Conversation
Paragraph 15, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 15, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 15, Sentence 4 0
No sentence-level conversations. Start one.

Students might also compare and contrast the titles, content and styles of the other five poems featured in this edition to discover additional insights or questions for research. For instance, what might students infer from the tone and phrasing of the poem, “Until—”? Students might wonder about the writer’s use and meaning of unfamiliar terminology relating to the fighting, such as the acronym, “H.E.’s,” or “the Hun,” a derogatory nickname for German soldiers. Ask students: How might American soldiers’ poetry reflect their shared vernacular, emotions, and biases in addition to their experiences?

New Conversation
Paragraph 16 0
profile_photo
Feb 9
Carrie Barbosa (Feb 09 2022 4:31PM) : The idea of shared vernacular, emotions, and biases stuck with me as a concept that could spark a deeper conversation. It could be applied to any time period or event. You could ask students to think about the pandemic/our country this way as a parallel.
New Conversation
Paragraph 16, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 16, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 16, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 16, Sentence 4 0
No sentence-level conversations. Start one.

Off the battlefield, American soldiers witnessed the war’s impact on civilians of all ages and backgrounds in Europe. The titles of two poems in this issue hint at this subject matter:

New Conversation
Paragraph 17 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 17, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 17, Sentence 2 0
No sentence-level conversations. Start one.

“To the Children of France'' and “The Return of the Refugees” (www.loc.gov/resource/20001931/1918-10-11/ed-1/?sp=4). Poems like these may offer students an accessible entry point for researching historical, economic, and social trends with global repercussions that did not end with the conflict itself. For example, after students read “The Return of the Refugees,” encourage them to identify any words or phrases in the poem that describe the refugees and their situation. Ask students: how might the soldier who wrote this poem have learned this information? Why might he have written about these refugees? Examining the poem again, invite students to search for clues to the soldier’s attitude on this subject. What larger story or historical trend might have influenced the soldier in writing this poem? Further investigation might lead students to statistics relating to the refugee crisis in Europe during and in the aftermath of the Great War, such as the response of governments (or lack thereof), the economic impact of millions of displaced people, and the cultural significance of an unprecedented exchange of ideas, customs, and new artistic expressions in the face of lives and nations transformed in unprecedented ways.

New Conversation
Paragraph 18 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 2 0
profile_photo
Jan 22
Emily Robbibaro (Jan 22 2022 7:03PM) : I have used 9/11 poems from the Library of Congress in the past. I think pairing those poems with this set provides a rich opportunity to consider the similarities and differences in the ways poems process major historical events.
profile_photo
Feb 2
Samantha Wood (Feb 02 2022 10:53AM) : This is a good point--I like the idea of pairing historical texts with contemporary ones that students are more likely to recognize or relate to. It would give them more of a glimpse into the intimate and very human nature of poetry.
New Conversation
Paragraph 18, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 4 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 5 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 6 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 7 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 18, Sentence 8 0
No sentence-level conversations. Start one.

After collectively analyzing all five poems, students might zoom out to scan the full page. Ask students: What do you notice first? What are the various elements? For example, a political cartoon in the page’s upper right corner may capture students’ attention first. Examining its title, caption and details of the drawn figures, such as clothing, students might infer the cartoon’s subject. What might they wonder about its meaning?

New Conversation
Paragraph 19 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 19, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 19, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 19, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 19, Sentence 4 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 19, Sentence 5 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 19, Sentence 6 0
No sentence-level conversations. Start one.

Invite students or groups of students to look at each section of the page for column and article headlines. What connections do they see among the articles? For instance, students may discover common themes, such as an article about regulations relating to the size of Christmas packages, entitled “9 x 4 x 3,” a topic that is revisited in a letter to the editor published under the heading, “Packages Again.” How does the article’s reporting of an official policy affecting all soldiers overseas compare to a soldier’s perspective? What more might students learn by reading the editor’s note in response to this letter? Ask students: What else might we learn about the attitudes and concerns of American soldiers stationed overseas based on this and other articles?

New Conversation
Paragraph 20 0
profile_photo
Feb 7
Dr. Maryann Hasso (Feb 07 2022 11:31PM) : Love this strategy! more

I do this with text, but what I do first is have students scan a piece of text or poem and list all of the words that have similar meanings or themes and then tell me what these themes have in common with the title of the text. It’s a great way to introduce the text to them.

New Conversation
Paragraph 20, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 20, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 20, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 20, Sentence 4 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 20, Sentence 5 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 20, Sentence 6 0
No sentence-level conversations. Start one.

Students might make some surprising discoveries about civic life in post-war America as well. For instance, an Internet search of the phrase “Hommes 40, Chevaux 8,” may lead students to information about the founding of the American Legion in 1919 by returning soldiers, including an honor society within that organization named for the beloved boxcars of France. This group later became a separate veterans’ organization, “The Forty and Eight,” which is still in service today. Students might search Chronicling America (https://chroniclingamerica.loc.gov) for historical newspapers to learn more about the role in society played by these and other veterans’ groups immediately following the war and in the decades after. Furthermore, they might research who was considered eligible to join such organizations during this time period and who was not, and how such segregationist policies reflected American society at large between the world wars. The possibilities for research and discovery are limited only by time and curiosity

New Conversation
Paragraph 21 0
No paragraph-level conversations. Start one.
New Conversation
Paragraph 21, Sentence 1 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 21, Sentence 2 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 21, Sentence 3 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 21, Sentence 4 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 21, Sentence 5 0
No sentence-level conversations. Start one.
New Conversation
Paragraph 21, Sentence 6 0
No sentence-level conversations. Start one.

DMU Timestamp: December 17, 2021 06:06

General Document Comments 0
Start a new Document-level conversation

profile_photo
Jan 26
Mrs. Molly Bardine (Jan 26 2022 12:04PM) : he idea of using the original document to inspire further research is a great way to introduce them to the the database.
profile_photo
Feb 7
Dr. Maryann Hasso (Feb 07 2022 11:24PM) : Hi Molly: Original documents in doing research or writing are the best resources for students to use. more

Hi Molly: Original documents in doing research or writing are the best resources for students to use. As educators, we need to help our students dig for the truth. I really believe we are doing a disservice to them if we allow them to use resources that do not represent fact. Great point!

profile_photo
Feb 9
Carrie Barbosa (Feb 09 2022 4:42PM) : Ideas for lessons more

Two things came to mind. The first is an exercise I used to do with a social studies teacher when I was a literary coach when students wrote letters home from the battlefield modeled after real soldiers’ letters. Why not have students create a sort of soldier “text set” where they write from the soldiers’ point of view in different genres? The second is pairing soldiers’ poetry with Walt Whitman’s battlefield poems.

profile_photo
Feb 9
Carrie Barbosa (Feb 09 2022 4:47PM) : another idea more

I also just thought of how this might connect to the practice of soldiers singing in camp and perhaps songwriting.

Image
0 comments, 0 areas
add area
add comment
change display
Video
add comment

Quickstart: Commenting and Sharing

How to Comment
  • Click icons on the left to see existing comments.
  • Desktop/Laptop: double-click any text, highlight a section of an image, or add a comment while a video is playing to start a new conversation.
    Tablet/Phone: single click then click on the "Start One" link (look right or below).
  • Click "Reply" on a comment to join the conversation.
How to Share Documents
  1. "Upload" a new document.
  2. "Invite" others to it.

Logging in, please wait... Blue_on_grey_spinner