Youngstown City Schools Curriculum Project
ENGLISH / LANGUAGE ARTS - - Grade 10
Unit #1 LITERATURE OF THE WORLD WARS (3 weeks) 2013-14
SYNOPSIS: Students will consider fiction, poetry, film, and speeches, and non-fiction focused on the literature of World Wars I and II,
parallel to the Review of both World Wars in Social Studies, Grade 10. They will see and discuss pictures of life during those years,
including clothing, art, music, and social priorities. Using the Language Arts standards, students will analyze poetry and prose
connected to the World Wars, including literature from the concentration camps and the role of key world leaders of the time. Students
will deal with explicit and implied text detail; theme or central idea and how it is shaped during the text; compare the same information
presented in different mediums; produce clear and coherent writing; and write frequently for a range of tasks, audiences, and purposes.
By the end of the Unit, students will examine unfamiliar passages from World War I and World War II literature to create newspaper
accounts, annotated posters, and objective summaries - - all to demonstrate their understanding of the continuing lessons learned from
these important Wars.
STANDARDS
RL 10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
RI 10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
RI 10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining
which details are emphasized in each account.
W 10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
W 10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of tasks, purposes, and audiences.
----------------------------------------------------------------------------------------------------------------------------------------------------------Materials
FICTION
All Quiet on the
Western Front,
Erich Maria
Remarque
[ text and film ]
OR
Sargent York,
Tom Skeyhill (film
by Howard
Hawks)
POETRY / SONG
“Liberty Needs Glasses,” Tupac
Shakur
“Anthem for a Doomed Youth,” Wilfred
Owen
“Dulce et Decorum Est,” Wilfred Owen
“Over There,” George M. Cohan
I Never Saw Another Butterfly [
collection ], Hana Volavkova
“I Never Saw Another Butterfly,” Hana
Volavkova (writings from Terezin, the
Nazi concentration camp)
World War I
FILM
“The Things They
Carry,” Photo
Documentary, Time
Magazine
Yankee Doodle
Dandy
All Quiet on the
Western Front
War Horse
SPEECHES
“Tribute to the Negro
Soldier” by General John
J. Pershing and Theodore
Roosevelt
(website for the primary
source speech by
Roosevelt - - WWI)
http://www.gwpda.org/wwiwww/Scott/Spreface.htm#D
Selected “Fireside Chats”
by FDR
NON-FICTION
“The Things They Carry,”
Time Magazine
SONGS
“Over There,” George M.
Cohan
“Yankee Doodle Dandy,”
George M. Cohan
“Fireside Chats” - - teacher
presents the video of FDR’s
speech to Congress
excerpt from The Greatest
Generation by Tom Brokaw
[ cont’d ]
YCS Grade 10 English / Language Arts: Unit 1- - Literature of the Wars 2013-14
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Key Terms
General Vocabulary
similarities and differences
rationing
mediums
explicit
implicit
Literary Skills
literal details
inferences
connotation
paraphrase
central idea or theme
objective summary
poetry
prose
Writing Skills
development
organization
style
task
audience
purpose
research
reflection
MOTIVATION
Speaking /Listening Skills
TEACHER NOTES
1. Teacher has World War I and World War II posters hanging around room; asks students to examine each
(e.g., gallery walk); students then use a post-it to write a reflection or reaction to each (e.g., “what
message do you get from this picture?”). [ District agreed to provide posters. ]
https://www.google.com/search?q=wwii+war+posters&hl=en&rlz=1T4ASUT_enUS458US458&prmd=imv
ns&tbm=isch&tbo=u&source=univ&sa=X&ei=gvaT7DLDIu16AGkgM3LAg&ved=0CHgQsAQ&biw=1366&bih=628
2. Teacher makes connections to Social Studies, explaining how ELA will try to incorporate some of the
Social Studies documents; teacher refers to timeline; what literature, art, music were popular at the time.
http://www.heroism.org/class/1940/1942.htm) [ District agreed to provide timeline. ]
3. Teacher explains that History is “recorded” for future generations; e.g., how Tupac Shakur’s poetry is a
social commentary about war… what his lyrics say about the times in which he lived. ( e.g. “Liberty
Needs Glasses” - - Attachment #1).
http://classicpoetryaloud.podomatic.com/player/web/2010-11-11T02_22_55-08_00
4. Teacher gives students the Time article “The Things They Carry” (Attachment #2). Students will read the
article and then view the photo documentary
http://www.time.com/time/photoessays/2006/talismans_multimedia_new/. Students then respond in their
Journals to the following prompt: “What things do you carry that are special to you and help to identify
you?” As an icebreaker, teacher asks students to bring in or to talk about the things they carry tomorrow.
5. Teacher tells students that he/she would also like to learn about them as readers and writers and assigns
the Reading and Writing Inventory (Attachment #3).
5. Teacher reminds students of Independent Reading requirement (Attachment #4).
6. Teacher helps students set goals for the Unit (1 personal and 1 academic); students record in Notebooks
/ Journals.
7. Teacher previews “authentic assessments” as expectations for the Unit (i.e., explains what students will
be expected to accomplish by the end of the Unit).
TEACHING-LEARNING ACTIVITIES
1.
TEACHER NOTES
Teacher shows 10-minute clip from film All Quiet on the Western Front
http://www.youtube.com/watch?v=DJcBC2Am-uU. [ or Sargent York, if preferred. ] Teacher points
out conditions of World War I (e.g., uniforms, barbed wire, trenches, fox holes, etc.); students read
relevant passages (Chapter 12 is Attachment #5) and identify literal detail versus inferences that can
be drawn. Students record in notes. (RL 10.1)
NOTE to Teacher: may need to refresh students on distinction between literal details and inferences.
[ cont’d ]
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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TEACHING-LEARNING ACTIVITIES
TEACHER NOTES
Teacher and students discuss the author’s depiction of the war through the eyes of the characters.
Students write a Journal entry on “How does World War I differ from the 211st Century Wars?” (Sample
format is in Attachment #6). (W10.4)
2.
Teacher models for students how to analyze a poem as per the standards (“Drumbeat” ). Students use
other sample poems - - “Entrenched” or “General” (all in Attachment #7) - - to practice. Teacher shows
students how to read through a poem on their own and underline or circle key details. Teacher models
for students how to determine the central idea or theme of a poem and analyze its development over the
course of the text . . . how it emerges and is shaped and refined by the poet’s various features and
details. Teacher works with students to write an objective summary of the poem or song (RL 10.1; RL
10.2) [ NOTE: this may require practice.]
OPTION: attached is the TP-CASTT system - - (Title, Paraphrase, Connotation, speaker and poet
Attitude, Shifts, Title (deeper level), Theme) (Attachment #8)
3.
Teacher explains that not everything written about World War I was prose; … also some great poetry;
introduces Wilfred Owen re: World War I who wrote “Anthem for Doomed Youth” (Attachment #9),
and teacher suggests students “read through” on their own, underline or circle key details that sound
like what we have already discussed about the war. (RL 10.1)
4.
Teacher asks what students know about African Americans service during WWI and WWII. Students
will read the article “Former President Theodore Roosevelt on ‘The Negro’s Part in the War’”
(Attachment #10), making comments and annotations in the right margin. Teacher helps students
identify the author’s central idea or theme and how he develops it across the piece. Teacher will help
students determine a central idea of the text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details. Students will develop an
objective summary of the text. (RI 10.1; RI 10.2)
5.
Teacher refers to wall posters for World War II, and asks students to identify the dominant feelings and
thoughts at the time (e.g., rationing, women in the work force, Hitler’s march into Europe, etc.). Teacher
prompts students to share what they have learned in Social Studies about this era. Teacher assigns a
Journal prompt such as “Tell me - - your English teacher, what you know about World War II - including something political, economic, and social / cultural. (NOTE: may use graphic organizer such
as matrix or web). (W 10.10)
6.
Teacher helps students see FDR and Churchill as the leaders of the Allied Nations and shares various
one-liners and famous quotes from the two (Attachment #11). [ Teacher may show 2-minute clip from
Pearl Harbor to provide context. http://www.youtube.com/watch?v=808tOZ0pckg&feature=relmfu ]
7.
Teacher reminds students about FDR and his “Fireside Chats” [United Streaming video - http://player.discoveryeducation.com/index.cfm?guidAssetId=5685A6DA-7189-4AD6-920705AB5A43D505&blnFromSearch=1&productcode=US. Teacher presents the video of FDR’s speech to
Congress (this is in the Pearl Harbor film clip); students take notes. Teacher then distributes text or
projects on SmartBoard of a “Fireside Chat” (available through Google), and students take notes.
Teacher leads students to compare the two - - focused on which details are emphasized in the two
accounts. (RI 10.7)
8.
Teacher asks students what they know about the German concentration camps; students read the
epilogue to I Never Saw Another Butterfly (see Attachment #12), making comments and annotations in
the right margin. Teacher helps students identify the author’s central idea or theme and how he
develops it across the piece. Students then write a summary (see T-L activity #4). The central Idea
developed in the epilogue is that the horrors of a German Concentration Camp are captured in the
drawings and poems of the doomed children of Terezin. One of the points that the author uses to
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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develop the theme is the contrast of the pastoral motif of the village to the dark evil it hides) (RI 10.2)
[ cont’d ]
TEACHING-LEARNING ACTIVITIES
9.
TEACHER NOTES
Teacher leads students through the introduction and poems to “Terezin” by Hanus Hachenburg (also
with Attachment #12). Teacher directs students to the questions and models the task for students.
Students work individually (or in 2’s or 3’s) to read assigned poems and answer the questions.
Students then jigsaw to exchange ideas about # 1 and 2. (RI 10.1 and RI 10.2)
“How-to” annotate texts = Attachment #13
NOTE: Additional pictures, poetry, and songs from World War I are in Attachment #14.
TRADITIONAL ASSESSMENT
TEACHER NOTES
1. Unit Test ( consisting of multiple choice and 2- and 4-point essay items )
2. Journals / Notebook entries
3. Task completion documents.
AUTHENTIC ASSESSMENT
TEACHER NOTES
Each student will
1. Analyze a passage from a NEW (not read during the Unit) FICTION passage dealing with selfdiscovery; from that analysis, the student will - - [ on a response form provided ] (RL 10.1 and 10.2)
a. cite literal details and inferences drawn from the text, supported by strong and thorough
textual evidence. (RL 10.1)
b. determine the theme or central idea of the text, and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details.
(RL 10.2)
c. write an objective summary of the piece. (RL 10.2)
2. Analyze a passage from a NEW (not read during the Unit) NON-FICTION text dealing with selfdiscovery; from that analysis, the student will - - [ on a response form provided ] (RI 10.1, RI 10.2)
a. cite literal details and inferences drawn from the text, supported by strong and thorough
textual evidence. (RI 10.1)
b. determine the central idea of the text, and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details. (RI 10.2)
c. write an objective summary of the piece. (RI 10.2 and W 10.4)
3. Compare a film clip with a print text of the same material, determining which details are emphasized in
each account. Use a Venn Diagram. (RI 10.7)
4. Evaluate his and her personal and academic goals for the Unit.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Authentic Assessment - - ELA Gr 10, Unit 1 “Literature of the Wars”
1. Analyze the following NEW (not read during the Unit) FICTION passage dealing with self-discovery;
from that analysis, respond to the prompts that follow the passage. (RL 10.1 and 10.2)
“I Saw You” (adapted for this test)
by Marion Bastide
Translated by Christy Shick
I’d been back from the War for a month. It was the same neighborhood
I’d left two years before, but I wasn’t the same. I jumped every time I
heard a loud noise, and I was still fighting skirmishes in my sleep. They
said that would go away, but slowly. I grew up in that war. I learned to
drink, not like in high school just to party, but to forget the bloodshed of
the day. I spent half a month’s pay on women whose faces I couldn’t
remember, let alone their names. And I killed enemy soldiers to keep
from being killed.
You and I had broken up befo re I left, and I was never sorry about that.
I was totally unfaithful and unworthy of you then - - and for sure now.
And I never regretted sending your letters back unopened; I was a man
of the world, and you were still hometown. But I needed to see you
again. I wanted to be sure you were all right.
It wasn’t hard; I just started hanging out afternoons at Romo’s Diner,
where everybody in town went. I saw you sitting a few tables away, by
the door. I saw you in the corner, with your back to me, weari ng the
navy blue dress that I helped you buy. - - the one that makes you look
more serious than you are. You asked the waiter for something, probably
the same as always - - Diet Rootbeer with lime and ice. I never
understood how you could like that drink so much, one of the many
things I never understood about you. To my surprise, you took out a
cigarette and lit it in a clumsy way so you wouldn’t burn yourself, I
guess. Yes, time wears away memories - - and adds a few more - though they came roaring b ack when I saw you. Every day for a week I
watched you do all that - - trying to decide how I should best greet you
and welcome you back into my life. You’d been pretty upset at the
break-up, but we could put this behind us now.
Today, you weren’t alone. A sailor was sitting with you - - not across
from you but close to you. He put his arm around your shoulder and
kissed you on the cheek. I felt a chill. I saw you talking, laughing,
and the two of you playing with fingers intertwined . You touched every
detail of his face and he yours. You asked for the bill, and the two of
you kissed. He smiled at you like a junior high kid with a crush, and
you looked at him the way you used to look at me.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Authentic Assessment, p. 2
I scrunched down into my seat and pulled my head behind a large
group at the table in front of me. It turns out I didn’t need to.
As your sailor got up to pay the cashier, he pulled out a white cane
and groped his way deftly to the cash register. Meanwhile, you stood
up and took out your own white cane, moving carefully from the table
to the check-out counter.
I got up quickly to open the door for the two of you. My hand grazed
your shoulder. You stopped in front of me as if you were looking at me.
I saw that you trembled. Your friend came over, thanked me , and took
you by the hand. I watched the two of you walk toward the parking lot,
and I saw you turn back toward me once or twice.
I simply saw you, but you, I am sure, saw me much more clearly in
that dark of your unseeing eyes.
a. Cite three literal details from the text. (RL 10.1)
(1) ________________________________________________________________________________
(2) ________________________________________________________________________________
(3) ________________________________________________________________________________
b. Cite three inferences drawn from the text, each supported by strong and thorough textual evidence.
(RL 10.1)
Inference #1 ________________________________________________________________________
___________________________________________________________________________________
Text Evidence _______________________________________________________________________
___________________________________________________________________________________
Inference #2 ________________________________________________________________________
___________________________________________________________________________________
Text Evidence _______________________________________________________________________
___________________________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Authentic Assessment, p. 3
Inference #3 ________________________________________________________________________
___________________________________________________________________________________
Text Evidence _______________________________________________________________________
___________________________________________________________________________________
c Determine the theme or central idea of the text, and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by specific details. (RL 10.2)
Theme / central idea of the story
___________________________________________________________________________________
___________________________________________________________________________________
How it is developed over the text . . . how it emerges . . . how it is refined
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
d. Write an objective summary of the piece. (RL 10.2)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Authentic Assessment, p. 4
2. Analyze the following NEW (not read during the Unit) NON-FICTION passage dealing with self-discovery;
from that analysis, respond to the prompts that follow the passage. (RI 10.1, RI 10.2)
Franklin D. Roosevelt: First Inaugural Address
President Roosevelt delivered his first inaugural address on March 4, 1933. The
following passage is an excerpt from that speech.
I am certain that my fellow Americans expect that on my induction into the Presidency I will
address them with a candor and a decision which the present situation of our Nation impels.
This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need
we shrink from honestly facing conditions in our country today.
This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me
assert my firm belief that the only thing we have to fear is fear itself - - nameless, unreasoning,
unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark
hour of our national life, a leadership of frankness and vigor has met with that understanding and
support of the people themselves - - which is essential to victory. I am convinced that you will again
give that support to leadership in these critical days.
In such a spirit on my part and on yours we face our common difficulties. They concern, thank
God, only material things. Values have shrunken to fantastic levels; taxes have risen; our ability to
pay has fallen. Government of all kinds is faced by serious curtailment of income; the means of
exchange are frozen in the currents of trade; the withered leaves of industrial enterprise lie on
every side; farmers find no markets for their produce; the savings of many years in thousands of
families are gone.
More important, a host of unemployed citizens face the grim problem of existence, and an
equally great number toil with little return. Only a foolish optimist can deny the dark realities of
the moment.
Yet our distress comes from no failure of substance. We are stricken by no plague of locusts.
Compared with the perils which our forefathers conquered because they believed and were not
afraid, we have still much to be thankful for. Nature still offers her bounty and human efforts
have multiplied it. Plenty is at our doorstep, but a generous use of it languishes in the very sight
of the supply. Primarily this is because rulers of the exchange of mankind's goods have failed
through their own stubbornness and their own incompetence, have admitted their failure, and
have abdicated. Practices of the unscrupulous money changers stand indicted in the court of
public opinion, rejected by the hearts and minds of men.
True they have tried, but their efforts have been cast in the pattern of an outworn tradition.
Faced by failure of credit they have proposed only the lending of more money. Stripped of the
lure of profit by which to induce our people to follow their false leadership, they have resorted
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Authentic Assessment, p. 5
to exhortations, pleading tearfully for restored confidence. They know only the rules of a
generation of self-seekers. They have no vision, and when there is no vision the people perish.
The money changers have fled from their high seats in the temple of our civilization. We may
now restore that temple to the ancient truths. The measure of the restoration lies in the extent to
which we apply social values more noble than mere monetary profit.
Happiness lies not in the mere possession of money; it lies in the joy of achievement, in the
thrill of creative effort. The joy and moral stimulation of work no longer must be forgotten in the
mad chase of evanescent profits. These dark days will be worth all they cost us if they teach us that
our true destiny is not to be ministered unto but to minister to ourselves and to our fellow men.
a. Cite three literal details from the text. (RI 10.2)
(1)________________________________________________________________________________
(2)________________________________________________________________________________
(3)________________________________________________________________________________
b. Cite three inferences drawn from the text, each supported by strong and thorough textual evidence.
(RI 10.1)
Inference #1 ________________________________________________________________________
___________________________________________________________________________________
Text Evidence _______________________________________________________________________
___________________________________________________________________________________
Inference #2 ________________________________________________________________________
___________________________________________________________________________________
Text Evidence _______________________________________________________________________
___________________________________________________________________________________
Inference #3 ________________________________________________________________________
___________________________________________________________________________________
Text Evidence _______________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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___________________________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Authentic Assessment, p. 6
c. Determine the theme or central idea of the text, and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by specific details. (RI 10.2)
Theme / central idea of the story
___________________________________________________________________________________
___________________________________________________________________________________
How it is developed over the text . . . how it emerges . . . how it is refined
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
d. Write an objective summary of the piece. (RI 10.2)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Authentic Assessment, p. 7
e. Compare a film clip with a print text of the same material, determining which details are emphasized in
each account. Use a Venn Diagram. (RI 10.7)
PRINT:
Mata Hari was the mysterious international beauty who was accused of spying for Germany during World
War I. A resident of Paris, Mata Hari made her living - - and several conquests of high-level politicians,
soldiers, and artists - - as an exotic dancer in Paris, Berlin, and the Netherlands. She is supposed to have
received her assignments from a man named Andriani, who instructed the beautiful agent to use her
charms to procure messages and maps detailing Russian troop movements. Soon after meeting the
handsome and celebrated flier Lieutenant Alexis Rosanoff of the Russian Imperial Air Force, Mata begins
an affair with him. She uses him (and her other lovers) to gather information about troop movements
about the Allies and supply it to the Axis countries. In 1917 during World War I, France had dealt harshly
with traitors and spies. Having presided over several executions of agents and double agents, Dubois
(chief of the French Spy Bureau) vowed that he would someday find enough evidence to prosecute
France's greatest enemy, Mata Hari.
The story goes that Mata actually fell in love with the Russian flier, sleeps with him, then darkens the
apartment so that her fellow agents can take his valuable papers, copy them, and return them without his
notice. The ruthless Andriani, who believes that a spy is permitted no friends, emotions or personal life,
tells Mata that she must continue her relationship with Alexis without becoming attached to him. Using a
different tactic to get the evidence he needs to snare Mata, Dubois tells General Shubin, another of Mata's
ex-lovers and former accomplice, that Mata has been having an affair with Alexis. As predicted, Shubin
angrily confronts Mata, and Mata tries to prove that she does not love Alexis by showing Shubin the secret
photographs she stole from the young lieutenant. Not convinced, Shubin places a call to the embassy in
order to have Mata arrested, but Mata shoots him before he can reveal her. After begging Alexis to leave
and forget that he ever knew her, Mata flees from the murder scene.
Fearful of what might happen to his espionage operation now that Mata has murdered Shubin, Andriani
tells her that her Paris assignment is over and that she must now go to Amsterdam to avoid harm. Before
Mata leaves, however, Andriani informs her that Alexis has been injured in an airplane crash and has been
hospitalized. When Andriani forbids her to visit Alexis, Mata resigns from the spy ring and goes to her
lover. At his bedside, Mata promises the blinded Alexis that she will never leave him again. As soon as
Mata leaves the hospital, though, she is arrested by Dubois and put on trial for murder and espionage. In
order to prevent Alexis from ever knowing about her crimes, Mata pleads guilty before the prosecution can
call him to the witness stand. Though Mata's execution has been set, she anxiously waits for a reprieve.
The reprieve never comes, and just prior to her execution, Alexis, having been told that she is in a
sanitarium awaiting an operation, visits her and is fooled into thinking that the prison is a hospital. Mata
asks Alexis to promise not to grieve too much if her operation fails and she dies, and she is then led
outdoors, where the firing squad is prepared to execute her.
VIDEO:
Google or Bing: YouTube Videos of Mata Hari
Suggest you preview several, but recommend - (1) the one that is 3:15 in length and entitled simply “Mata Hari”
www.youtube.com/watch?v=fPmWlJrTkzy
(2) the one that is 4:44 in length and entitled “H21 Mata Hari - - Real Spies”
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Authentic Assessment, p. 8
Mata Hari in Print
Mata Hari Videos
BOTH
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #1
“Liberty Needs Glasses”
Tupac Shakur
excuse me but lady liberty needs glasses
and so does mrs justice by her side
both the broads r blind as bats
stumbling thru the system
justice bumbed into mutulu and
trippin on geronimo pratt
but stepped right over oliver
and his crooked partner ronnie
justice stubbed her big toe on mandela
and liberty was misquoted by the indians
slavery was a learning phase
forgotten with out a verdict
while justice is on a rampage
4 endangered surviving black males
i mean really if anyone really valued life
and cared about the masses
theyd take em both 2 pen optical
and get 2 pair of glasses
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #2
Monday, Nov. 20, 2006
The Things They Carry
Time Magazine
View the photo essay at:
http://www.time.com/time/photoessays/2006/talismans_multimedia_new/
In his classic story collection about the Vietnam War, Tim O'Brien wrote that what G.I.'s
carried into battle was determined by necessity, specialty and rank, and "to some extent
by superstition." Three decades later, the 145,000 Americans serving in Iraq rely on their
own talismans to protect them from the barrage of sniper bullets, mortar fire and roadside
bombs that have claimed the lives of more than 2,700 of their comrades. The Marines of
Kilo Company, 3rd Battalion, 8th Marine Regiment spent much of this year deployed in
Ramadi, the heart of the Sunni Triangle and one of the most dangerous outposts in Iraq.
The things they carry are often emblems of love or faith, reminders of home and a higher
purpose. PFC Phillip Busenlehner's good-luck charm is an angel pendant given to him by
his best friend's mother last year before Busenlehner left for boot camp. The case it came
in reads, "An angel to give you strength to overcome any challenge." The pendant has
been blessed by three priests and the Pope.
Lance Corporal Richard Caseltine wears a dog tag that belonged to his grandfather, who
fought in the Korean War. "It is older than I am and means the world to me," he says. "I
haven't taken it off since I got it." He was wearing it on April 8 when a bullet hit him in
the head. He survived and returned to duty. "God was with me and so was my
grandfather," he says.
Corporal Michael Compton carries a plastic bag containing a pair of his wife's
underwear. She gave it to him before his first deployment to Iraq, when they were still
dating. "She said that she would stick by me," he says. But on a patrol outside Fallujah,
the bag fell out of his pocket and blew away. "I thought it was long gone," he says. A
week later, while "out in the middle of nowhere," he noticed a plastic bag and picked it
up. The underwear was inside. "I couldn't believe it. I guess it was a sign because, sure
enough, when I got back, me and my wife got married. I deployed again to Iraq, and I
figured I should bring it with me. After all, if it found its way back to me, maybe it could
guide me back to her."
http://www.time.com/time/magazine/article/0,9171,1558328,00.html
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
15
Attachment #3
Youngstown City Schools
Reading & Writing Survey
Name ______________________________
Date ____________
Please respond to the following questions completely and honestly. The more information you give me about yourself as a reader and a writer, the more I
can help you to grow in your skills throughout this year. Please answer using complete sentences and proper mechanics.
1.
What do you like best about writing? As a writer, what do you do well?
2.
What do you dislike about writing? As a writer, what skills do you need to work on?
3.
Describe the things you write during your free time (poetry, songs, stories, emails, blog, FaceBook, Twitter, etc)?
4.
In your opinion, what makes a good writer? What things does a good writer do?
5.
What is the best piece of writing you’ve ever done? What makes it so good?
6.
Rate your writing skills:  advanced  average  below average. Why did you rate yourself the way you did? Be specific.
7.
In your opinion, what makes a good reader? What things do good readers do?
9.
Describe what you read in your free time (books, magazines, the Internet, etc.)?
10.
Rate your reading skills:  advanced  average  below average. Why did you rate yourself the way you did? Be specific.
11.
What are the qualities you look for in a good book? What topics (sports, romance, mystery) do you like to read?
12.
What’s the best book you’ve ever read? What made it so good?
13.
Do you have a favorite author?  yes ________________________  no What do you like about his/her books?
14.
Describe (don’t name !) your best Language Arts teacher. How did he/she help you to improve as a reader and/or writer?
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
16
15.
What advice would you give to me that might help you to be a better reader and writer?
Attachment #4
Youngstown City Schools
INDEPENDENT READING PROGRAM GUIDELINES
Grade 10 English / Language Arts
GROUND RULES
1. Submitted documentation will comprise 20% of the letter grade each 9 weeks.
2. In keeping with the Common Core standards, materials selected must be from a variety
of sub-genres (see Genre Checklist - - attached).
3. All materials selected must be approved by either the teacher or the Media Specialist /
Librarian.
4. To be included in the grade for any nine weeks, all work must be submitted on the forms
provided one week prior to the end of each quarter.
5. All reading must be done outside of class; all of the write-ups must be completed outside
of class with the exception of one period per nine weeks to consult with the teacher.
FOR THE YEAR
FICTION
Four novels of at least 200 pages each (e.g., 1per quarter); book review format attached
NOTE: at the end of each grading period, students will submit an interim form to
document progress. If they finish the novel within the quarter, they will submit a complete
form. Sample interim report form attached.
Eight short stories of at least 4 pages each; response sheet attached
NON-FICTION
Twelve pieces of at least 900 words each; response sheet attached
NOTE: Photocopies must be submitted with the response sheet.
These entries may be provided by content teachers (e.g., Science, Social Studies, Art,
Music, etc.) and may count toward the course requirements in those subjects, if teacher
permits.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #4, cont’d
Youngstown City Schools
Independent Reading Checklist
Fiction
Adventure
Contemporary
Classical
Mystery
Contemporary
Classical
Science Fiction
Contemporary
Classical
Allegory
Contemporary
Classical
Historical
Contemporary
Classical
Myth
Contemporary
Classical
Realistic Fiction
Contemporary
Classical
Parody or Satire
Contemporary
Classical
Graphic Fiction
Contemporary
Classical
Contemporary
Classical
Contemporary
Classical
Contemporary
Classical
Comedy
Contemporary
Classical
Tragedy
Contemporary
Classical
Narrative
Contemporary
Classical
Drama
Historic Event
Contemporary
Classical
Musical
Lyrical
Contemporary
Classical
Free Verse
Contemporary
Classical
Sonnet
Contemporary
Classical
Ode
Contemporary
Classical
Ballad
Contemporary
Classical
Epic
Contemporary
Classical
Contemporary
Classical
Essay
Speech
Contemporary
Classical
Poetry
Non-Fiction
Opinion Piece
Contemporary
Classical
Contemporary
Classical
Contemporary
Classical
Biography
Contemporary
Classical
Autobiography
Contemporary
Classical
Memoir
Contemporary
Classical
Historic Account
Contemporary
Scientific Account
Contemporary
Technical Account
Contemporary
Essays about Art or
Literature
Contemporary
Classical
Journalism
Contemporary
Classical
Contemporary
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Classical
Classical
Attachment #4, cont’d
Classical
Classical
Youngstown City Schools
Independent Reading Documentation
Student: ____________________________ Teacher: ____________________ Date: ___________________
Selection: _______________________________ Author: _________________________ Pages: _________
Genre: ________________________ Sub-Genre: _____________________
[ use above Checklist for Genres and Sub-Genres ]
NOVEL
 Final Report
 Contemporary  Classical
 Interim Report
Summary of Material Read
Chronological Diagram of Plot Events, labeled with Characters and Setting(s)
Author’s Theme (message)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Analysis of Author’s Style (i.e., use of language, imagery, tone; include reference to figurative devices and
connotation)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Personal Reflection and Analysis (i.e., Did you enjoy the book - - why or why not? Why would you or would
you NOT recommend it to a friend?)
_________________________________________________________________________________________
_________________________________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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_________________________________________________________________________________________
Attachment #4, cont’d
Independent Reading Documentation
Student: ____________________________ Teacher: ____________________ Date: ___________________
Selection: _______________________________ Author: _________________________ Pages: _________
Genre: ________________________ Sub-Genre: _____________________
[ use above Checklist for Genres and Sub-Genres ]
 Contemporary  Classical
SHORT-STORY
Summary of the Short Story
Chronological Diagram of Plot Events, labeled with Characters and Setting
Author’s Theme (message)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Analysis of Author’s Style (i.e., use of language, imagery, tone; include reference to figurative devices
and connotation)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Personal Reflection and Analysis (i.e., Did you enjoy the story - - why or why not? Why would you or
would you NOT recommend it to a friend?)
_________________________________________________________________________________________
_________________________________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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_________________________________________________________________________________________
Attachment #4, cont’d
Independent Reading Documentation
Student: ____________________________ Teacher: ____________________ Date: ___________________
Selection: _______________________________ Author: _________________________ Pages: _________
Genre: ________________________ Sub-Genre: _____________________
[ use above Checklist for Genres and Sub-Genres ]
 Contemporary  Classical
DRAMA
Summary of the Drama
Chronological Diagram of Dramatic Events, labeled with Characters and Setting(s)
Dramatist’s Theme (message)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Analysis of Dialogue (i.e., use of language, imagery, tone; include reference to figurative devices and
connotation)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Personal Reflection and Analysis (i.e., Did you enjoy the drama - - why or why not? Why would you or
would you NOT recommend it to a friend?)
_________________________________________________________________________________________
_________________________________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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_________________________________________________________________________________________
Attachment #4, cont’d
Independent Reading Documentation
Student: ____________________________ Teacher: ____________________ Date: ___________________
Selection: _______________________________ Author: _________________________ Pages: _________
Genre: ________________________ Sub-Genre: _____________________
[ use above Checklist for Genres and Sub-Genres ]
 Contemporary  Classical
POETRY
Summary of the Poem
Diagram of poetic sequence and detail (verse by verse), including any Characters and Setting(s)
Poet’s Theme (message)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Analysis of Lyrics (i.e., use of language, imagery, tone; include reference to figurative devices and connotation)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Personal Reflection and Analysis (i.e., Did you enjoy the poem - - why or why not? Why would you or
would you NOT recommend it to a friend?)
_________________________________________________________________________________________
_________________________________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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_________________________________________________________________________________________
Attachment #4, cont’d
Independent Reading Documentation
Student: ____________________________ Teacher: ____________________ Date: ___________________
Selection: _______________________________ Author: _________________________ Pages: _________
Genre: ________________________ Sub-Genre: _____________________
[ use above Checklist for Genres and Sub-Genres ]
 Contemporary  Classical
NON-FICTION
Summary of the Non-Fiction Text
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Key Details
(1) _______________________________________________________________________________________
(2) _______________________________________________________________________________________
(3) _______________________________________________________________________________________
Key Inferences Drawn
(1) _______________________________________________________________________________________
(2) _______________________________________________________________________________________
(3) _______________________________________________________________________________________
Key Word or Phrase #1
Definition in THIS context
Connotation ?
Key Word or Phrase #1
Definition in THIS context
Location (p. # and “context” )
Original sentence that shows understanding
Other definitions in OTHER contexts
Figurative Expression ?
Location (p. # and “context” )
Original sentence that shows understanding
Other definitions in OTHER contexts
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Connotation ?
Figurative Expression ?
[ cont’d ]
Attachment #4, cont’d
Location (p. # and “context” )
Key Word or Phrase #1
Definition in THIS context
Original sentence that shows understanding
Connotation ?
Other definitions in OTHER contexts
Figurative Expression ?
One connection to your own experience
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #5
from All Quiet on the Western Front
Erich Maria Remarque
Translated from the German by A. W. Wheen Fawcett Crest
Chapter Twelve
It is autumn. There are not many of the old hands left. I am the last of the seven fellows from our class.
Everyone talks of peace and armistice. All wait. If it again proves an illusion, then they will break up; hope
is high, it cannot be taken away again without an upheaval. If there is not peace, then there will be
revolution.
I have fourteen days rest, because I have swallowed a bit of gas; in the little garden I sit the whole day
long in the sun. The armistice is coming soon, I believe it now too. Then we will go home.
Here my thoughts stop and will not go any farther. All that meets me, all that floods over me are but
feelings--greed of life, love of home, yearning for the blood, intoxication of deliverance. But no aims.
Had we returned home in 1916, out of the suffering and the strength of our experiences we might have
unleashed a storm. Now if we go back we will be weary, broken, burnt out, rootless, and without hope.
We will not be able to find our way any more.
And men will not understand us--for the generation that grew up before us, though it has passed these
years with us already had a home and a calling; now it will return to its old occupations, and the war will
be forgotten--and the generation that has grown up after us will be strange to us and push us aside. We
will be superfluous even to ourselves, we will grow older, a few will adapt themselves, some others will
merely submit, and most will be bewildered;--the years will pass by and in the end we shall fall into ruin.
But perhaps all this that I think is mere melancholy and dismay, which will fly away as the dust, when I
stand once again beneath the poplars and listen to the rustling of their leaves. It cannot be that it has
gone, the yearning that made our blood unquiet, the unknown, the perplexing, the oncoming things, the
thousand faces of the future, the melodies from dreams and from books, the whispers and divinations of
women; it cannot be that this has vanished in bombardment, in despair, in brothels.
Here the trees show gay and golden, the berries of the rowan stand red among the leaves, country roads
run white out to the sky line, and the canteens hum like beehives with rumours of peace.
I stand up.
I am very quiet. Let the months and years come, they can take nothing from me, they can take nothing
more. I am so alone, and so without hope that I can confront them without fear. The life that has borne
me through these years is still in my hands and my eyes. Whether I have subdued it, I know not. But so
long as it is there it will seek its own way out, heedless of the will that is within me.
He fell in October 1918, on a day that was so quiet and still on the whole front, that the army report
confined itself to the single sentence: All quiet on the Western Front.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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He had fallen forward and lay on the earth as though sleeping. Turning him over one saw that he could not
have suffered long; his face had an expression of calm, as though almost glad the end had come.
Attachment #6
YOUNGSTOWN CITY SCHOOLS
JOURNAL RESPONSES (W 10.10)
DATE_________
NAME__________________________________________

TASK: ______________________________________________________________________________

AUDIENCE: _________________________________________________________________________

PURPOSE: __________________________________________________________________________
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #7
Sample Poem Analysis
The Drumbeat (author unknown)
The forests are happy, the mountains now
cheer
The streams gurgle gladly
And the Four Winds lend an ear
The scaled ones rejoice, the wing-ed ones soar
Four leggeds give voice
To the spirit once more
Of the drumbeat, the heartbeat
Of the Indian Nations
For us the hills live and everything breathes
We respect what they give
The rocks, the water and trees
For they were here first and we have come after
They cry and they thirst
And even show laughter
At the drumbeat, the heartbeat
Of the Indian Nations
Remember the past, the hardships endured
Our people will last
You can be reassured
We'll honor, we'll praise with dancing and song
Our voices we'll raise
With the sound growing strong
Of the drumbeat, the heartbeat
Of the Indian Nations
Author Unknown
Central Idea or Theme:
Nature is the heartbeat of the Indian Nations
How Developed Over the Text:
Forests, mountains, streams, the four winds,
fish, birds, 4-legged creatures - - all given
human qualities (personification) - - give voice to
the spirit… described as the drumbeat and the
heartbeat of the Indian Nations
The hills live and everything there breathes . . .
the rocks, the water, trees - - which were here
first - - cry and thirst and show laughter . . . at
the drumbeat, the heartbeat of the Indian
Nations
Remembering the past and hardships endured
convince the poet that his people will endure . . .
They will honor and praise with dancing and
song... the drumbeat, the heartbeat of the
Indian Nations
OBJECTIVE SUMMARY
The poem, “Drumbeat,” is written by an unknown Native American. The central idea of the poem is
that nature is the heartbeat of the Indian Nations. The poet develops this theme using
personification. Four examples of personification are _____________, _____________,
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
27
_____________, and _______________. Like nature, the poet feels the Indian Natures will
last forever.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #7, cont’d
Entrenched
Trembling down in the trench, thinking of nothing but home,
Above I hear a roar, another mine has blown.
There is no turning back, the battle must go on,
Nonetheless it seems to me all meaningless and wrong.
As if one shot from me, will help the war at all,
My task is to 'go o'er the top', to fire and then to fall.
Of course I love my country, but I'm too young to die,
Echoing all around I hear the bitter battle cry.
I wish I hadn't come, I wish I wasn't here,
But it is far too late, and I'm overcome with fear.
I once felt so very proud that I was going to fight,
But how can any man have pride, after seeing this harrowing sight.
I long for freedom, and yet more for peace,
The day when this endless war will cease.
But for now I value every given breath,
For the time draws near when I shall meet my certain death.
Pippa Moss
written when the author was fourteen-years-old.
YCS Grade 10 English / Language Arts: Unit 1- - Literature of the Wars 2013-14
29
Attachment #7, cont’d
General
General, your tank is a powerful vehicle.
It smashes down forests and crushes men.
But it has one defect:
It needs a driver.
General, your bomber is powerful.
It flies faster than a storm
and carries more than an elephant.
But it has one defect:
It needs a mechanic.
General, man is very useful.
He can fly and he can kill.
But he has one defect:
He can think.
by Bertolt Brecht
Germany (1898-1956)
YCS Grade 10 English / Language Arts: Unit 1- - Literature of the Wars 2013-14
30
Attachment #8
TP-CASTT
Name:_______________________
Date: _____ Title:_____________
Title
Ponder the title before reading the poem.
Paraphrase
Write the poem into your own words.
Connotation
Contemplate the poem for meaning beyond the literal (Interpretation).
Attitude
Observe both the speaker’s and the poet’s attitude (tone, diction, images, mood, etc.).
Shifts
Note any shifts in speakers and in attitudes. Look for transitional words.
Title
Examine the title again, this time on an interpretive level.
Theme
Determine what the poet is saying.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Please write your reader response to the poem sharing any insights and questions you have about the content of
the poem (5-7 sentences).
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #9
Anthem for Doomed Youth by Wilfred Owen
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; no prayers nor bells,
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?
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 patient minds,
And each slow dusk a drawing-down of blinds.
YCS Grade 10 English / Language Arts: Unit 1- - Literature of the Wars 2013-14
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Attachment #10
FORMER PRESIDENT THEODORE ROOSEVELT ON
"THE NEGRO'S PART IN THE WAR"
http://www.gwpda.org/wwi-www/Scott/images/01front/S007.jpgIt is a
source of pride and gratification to record the fact that Colonel Theodore
Roosevelt, the great former President of the United States, whose sudden
and untimely death occurred on January 6, 1919, made his last public
appearance and address at a meeting held in Carnegie, Hall, New York, on
November 2nd, 1918, under the auspices of the Circle for Negro War Relief.
It was on this occasion that Colonel Roosevelt paid the following high tribute
to the Negro Race in War:
"The Negro has a right to sit at the council board where questions vitally
affecting him are considered, and at the same time, as a matter of
expediency, it is well to have white men at the board too. And I say that, though I know that
there are many men---Dr. Scott is one---whom I would be delighted to have sit at the council
board where only the affairs of white men are concerned. As things are now, the wisest course
to follow is that followed in the organization of this circle.
"Such an organization as this, though started and maintained with a friendly co-operation from
white friends, is intended to prove to the world that the colored people themselves can manage
war relief in an efficient, honest and dignified way and so bring honor to their race. Every
organization like this Circle for Negro War Relief is doing its part in bringing about the right
solution for the great problem which the Chairman has spoken of this evening.
"I do not for one moment want to be understood as excusing the white man from his full
responsibility for anything that he has done to keep the black man down; but I do wish to say,
with all the emphasis and all the earnestness at my command, that the greatest work the
colored man can do to help his race upward is by, in his own person and through co-operation
with his fellows, showing the dignity of service by the colored man and colored woman f or all
our people.
"Let me illustrate just what I mean when I say the advisability of white co-operation and the
occasional advisability of doing without white co-operation. Had I been permitted to raise troops
to go on the other side, I should have asked permission to raise two colored
regiments. It is perfectly possible, of course, that there is more than one colored man in the
country fit for the extraordinarily difficult task of commanding one such colored regiment, which
would contain nothing but colored officers. But it happens that I only knew of one and that was
Colonel Charles Young. I had intended to offer him the colonelship of one regiment, telling him
I expected him to choose only colored officers, and that while I was sure he would understand
the extreme difficulty and extreme responsibility of his task, I intended to try to impress it upon
him still more; to tell him that under those conditions I put a heavier responsibility upon him
than upon any other colored man in the country, and that he was to be given an absolutely free
hand in choosing his officers, and that on the other hand he would have to treat them
absolutely mercilessly, if they didn't come right up to the highest level.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #10, cont’d
"On the other hand, with the other colored regiment, I should have had a colonel and a
Lieutenant-colonel and three majors who would have been white men. One of them, Hamilton
Fish, is over there now. One went over and was offered permission to form another regiment.
He said no, he would stay with his sunburned Yankees. He stayed accordingly.
"Mr. Cobb has spoken to you as an eyewitness of what has been done by the colored troops
across the seas. I am well prepared to believe it. In the very small war in which I served, which
was a kind of a pink tea affair, I had a division, small dismounted cavalry division, ---where in
addition to my own regiment we had three white regular regiments and two colored regiments;
and when we had gotten through the campaign my own men, who were probably two-thirds
Southerners and Southwesterners, used to say, 'The Ninth and Tenth Cavalry are good enough
to drink out of our canteens.'
"And terrible though this war has been, I think it has been also fraught with the greatest good
for our national soul. We went to war, as Mr. Cobb has said, to maintain our own national selfrespect. And, friends, it would have been something awful if we hadn't gone in. Materially,
because the fight was so even that I don't think it is boasting, I think it is a plain statement of
fact, Mr. Cobb, that our going in turned the scale. Isn't that so? I think the Germans and their
vassal allies would have been victorious if we hadn't gone in.
And if they had been victorious and we had stayed out, soft, flabby, wealthy, they would have
eaten us without saying grace.
"Well, thank Heaven! we went in, and our men on the other side, our sons and brothers on the
other side, white men and black, white soldiers and colored soldiers, have been so active that
every American now can walk with his head up and look the citizen of any other country in the
world straight in the eyes, and we have the satisfaction of knowing that we have played the
decisive part. I am not saying this in any spirit of self-flattery. If any of you have heard me
speak during the preceding four years you know that I have not addressed the American people
in a vein of undiluted eulogy. But without self-flattery we can say that it was our going in that
turned the scale for freedom and against the most dangerous tyranny that the world has ever
seen. We acted as genuine friends of liberty in so doing.
"Now after the war, friends, I think all of us in this country, white and black alike, have also got
to set all example to the rest of the world in steering a straight course equally distant from
Kaiserism and Bolshevism.
"And now, friends, I want as an American to thank you, and as your fellow American to
congratulate you, upon the honor won and the service rendered by the colored troops on the
other side; by the men such as the soldier Needham Roberts we have with us tonight who won
the Cross of War, the greatest War Cross for gallantry in action; for the many others like him
who acted with equal gallantry and who for one reason or another never attracted the attention
of their superiors and, well though they did, did not receive the outward and visible token to
prove what they had done. I want to congratulate you on what all those men have done. I want
to congratulate you on what the colored nurses at home have done and have been ready to do,
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #10, cont’d
and to express my very sincere regret that some way was not found to put them on the other
side at the front. I congratulate you upon it in the name of our country and above all in the
name of the colored people of our country. For in the end services of this kind have a
cumulative effect in winning the confidence of your fellows of another color.
"And I hope---and I wish to use a stronger expression than 'hope'; I expect---and I am going to
do whatever small amount I can do, to bring about the realization of the expectation, I expect,
that as a result of this great war, intended to secure a greater justice internationally among the
people of mankind, we shall apply at home the lessons that we have been learning and helping
teach abroad; that we shall work sanely, not foolishly, but resolutely, toward securing a juster
and fairer treatment in this country of colored people, basing that treatment upon the only safe
rule to be followed in American life, of treating each individual accordingly as his conduct or her
conduct requires you to treat them.
"I don't ask for any man that he shall because of his race be given any privilege. All I ask is that
in his ordinary civil rights, in his right to work, to enjoy life and liberty and the pursuit of
happiness, that as regards those rights he be given the same treatment that we would give him
if he was of another color.
Now, friends, both the white man and the, black man in moments of exultation are apt to think
that the millennium is pretty near; that the sweet chariot has swung so low that everybody can
get upon it. I don't think that my colored fellow-citizens are a bit worse than my white fellowcitizens as regards that particular aspiration. And I am sure you do not envy me the ungrateful
task of warning both that they must not expect too much. They must have their eyes on the
stars but their feet on the ground. I have to warn my white fellow-citizens about that when they
say: 'Well, now, at the end of this war, we are going to have universal peace. Everybody loves
everybody else.' I want you to remember that the strongest exponents of international love in
public life today are Lenine and Trotsky.
"I will do everything I can to aid, to help to bring about, to bring nearer the day when justice
and what in a humble way may be called the square deal will be given. And yet I want to warn
you that that is only going to come gradually; that there will be very much injustice, injustice
that must not over-much disappoint you and it must not cow you and above all it must not
make you feel sullen and hopeless.
"And one thing I want to say, not to you here but to the colored men who live where the bulk
of the colored men do, in the South, and that is always to remember the lesson which I learned
from Booker Washington: that in the long run, in the long run, the white man who can give
most help to the colored man is the white man who lives next to him. And in consequence I
always felt it my official duty to work so that I could command the assistance and respect of the
bulk of the white men who are decent and square, in what I tried to do for the colored man
who is decent and square.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #10, cont’d
"To each side I preach the doctrine of thinking more of his duties than of his rights. I don't
mean that you shan't think of your rights. I want you to do it. But it is awfully easy, if you begin
to dwell all the time on your rights, to find that you suffer from an ingrowing sense of your own
perfections and wrongs and that you forget what you owe to anyone else.
"I congratulate all colored men and women and all their white fellow-Americans upon the
gallantry and efficiency with which the colored men have behaved at the front, and the
efficiency and wish to render service which have been shown by both the colored men and the
colored women behind them in this country."
http://www.gwpda.org/wwi-www/Scott/Spreface.htm#D
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #11, cont’d
Quotes from Sir Winston Churchill
A man does what he must - in spite of personal consequences, in spite of obstacles and
dangers and pressures - and that is the basis of all human morality.
A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every
difficulty.
All the great things are simple, and many can be expressed in a single word: freedom, justice,
honor, duty, mercy, hope.
Battles are won by slaughter and maneuver. The greater the general, the more he contributes
in maneuver, the less he demands in slaughter.
Courage is rightly esteemed the first of human qualities... because it is the quality which
guarantees all others.
Courage is what it takes to stand up and speak; courage is also what it takes to sit down and
listen.
Criticism may not be agreeable, but it is necessary. It fulfils the same function as pain in the
human body. It calls attention to an unhealthy state of things.
A lie gets halfway around the world before the truth has a chance to get its pants on.
If you are going to go through hell, keep going.
You have enemies? Good. That means you’ve stood up for something, sometime in your life.
If you will not fight for right when you can easily win without blood shed; if you will not fight
when your victory is sure and not too costly; you may come to the moment when you will have
to fight with all the odds against you and only a precarious chance of survival. There may even
be a worse case. You may have to fight when there is no hope of victory, because it is better
to perish than to live as slaves.
You ask, What is our policy? I will say; “It is to wage war, by sea, land and air, with all our
might and with all the strength that God can give us: to wage war against a monstrous
tyranny, never surpassed in the dark lamentable catalogue of human crime. That is our policy.”
You ask, What is our aim? I can answer with one word: Victory—victory at all costs, victory in
spite of all terror, victory however long and hard the road may be; for without victory there is
no survival.
We shall not flag or fail. We shall go on to the end. We shall fight in France, we shall fight on
the seas and the oceans, we shall fight with growing confidence and growing strength in the
air, we shall defend our island, whatever the cost may be. We shall fight on the beaches, we
shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight
in the hills; we shall never surrender.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #11, cont’d
Quotations from President Franklin D. Roosevelt
True individual freedom cannot exist without economic security and independence. People who are
hungry and out of a job are the stuff of which dictatorships are made.
The only thing we have to fear is fear itself.
Do something. If it works, do more of it. If it doesn't, do something else.
When you see a rattlesnake poised to strike you, do not wait until he has struck before you crush
him.
We look forward to a world founded upon four essential human freedoms. The first is freedom of
speech and expression. The second is freedom of every person to worship God in his own way.
The third is freedom from want…. The fourth is freedom from fear.
More than an end to war, we want an end to the beginnings of all wars.
When you come to the end of your rope, tie a knot and hang on.
Happiness lies in the joy of achievement and the thrill of creative effort.
If it fails, admit it frankly and try another. But above all, try something.
Confidence... thrives on honesty, on honor, on the sacredness of obligations, on faithful protection
and on unselfish performance. Without them it cannot live.
Human kindness has never weakened the stamina or softened the fiber of a free people. A nation
does not have to be cruel to be tough.
Yesterday, December 7, 1941 - a date which will live on in infamy - the United States of America
was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.
YCS Grade 10 English / Language Arts: Unit 1- - Literature of the Wars 2013-14
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Attachment #12
I Never Saw Another Butterfly: Poems from the Holocaust
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Coming to Terezin
When a new child comes
Everything seems strange to him.
What, on the ground I have to lie?
Eat black potatoes? No! Not I!
I’ve got to stay? It’s dirty here!
The floor—why, look, it’s dirt, I fear!
And I’m supposed to sleep on it?
I’ll get all dirty!
Here the sound of shouting, cries,
and, oh, so many flies.
Everyone knows flies carry disease.
Oooh, something bit me! Wasn’t that a bedbug?
Here in Terezin, life is hell
and when I’ll go home again, I can’t yet tell.
1.
What or who is the subject of this poem?
2.
What do you think is a theme or main idea in the
poem? Can you find an example to support this?
3.
What distinctive words or phrases stuck with you
after reading the poem?
4.
What are any striking/unusual comparisons? What is
the effect of these?
5.
Identify any specific literary elements - what is the
effect of this/these on the poem?
6.
Visualize images - can you imagine the scene, the
scent, feeling or sounds that are being described?
What words or phrases help with this?
7.
What importance does the title have on the poem?
Does it simply state the subject or does it have a
deeper meaning? Explain.
Teddy L 410, 1943
Write a one-paragraph response to the poem. Also,
record any questions you have about the poem.
Attachment #12, cont’d
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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I Never Saw Another Butterfly: Poems from the Holocaust
Letter to Daddy
Momma told me to write to you today,
but I had no time. New children arrived
with the latest transport, and
I had to play with them.
I didn’t notice time pass.
1.
What or who is the subject of this poem?
2.
What do you think is a theme or main idea in
the poem? Can you find an example to
support this?
3.
What distinctive words or phrases stuck with
you after reading the poem?
I was coughing a bit, but I don’t want to get sick,
for I am happy when I can run in the courtyard.
Tonight there will be a gathering
like the ones at Scout camp in the summer.
4.
What are any striking/unusual comparisons?
What is the effect of these?
We will sing songs we know,
a girl will play the accordion.
I know you wonder how we fare here,
and you would surely like to be with us now.
5.
Identify any specific literary elements - what
is the effect of this/these on the poem?
6.
Visualize any images - can you imagine the
scene, the scent, feeling or sounds that are
being described? What words or phrases help
with this?
7.
What importance does the title have on the
poem? Does it simply state the subject or
does it have a deeper meaning? Explain.
I live better these days.
I sleep on my own mattress on the floor,
so I will not fall down.
At least I don’t have much work to fix up my bed,
and in the morning I see the sky from my
window.
And something else, Daddy. Come soon
and have a more cheerful face!
When you are unhappy, Momma is sad,
and then I miss the sparkle in her eyes.
You promised to bring me books
because, truly, I have nothing to read.
So please, come tomorrow, right before dusk.
I will surely be grateful for this.
Now I must stop. Momma sends you her love.
I will rejoice when I hear your footsteps
in the hall. Until you are with us again,
I send you my greetings and kisses.
Your faithful son.
Anonymous
Write a one-paragraph response to the poem. Also, record any questions you have about the poem.
Attachment #12, cont’d
I Never Saw Another Butterfly: Poems from the Holocaust
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
42
An Evening in Terezin
1.
What or who is the subject of this poem?
The sun goes down
and everything is silent,
only at the guard’s post
are heavy footfalls heard.
2.
That’s the guard who watches the Jews
to make sure they don’t run away from the
ghetto,
or that an Aryan aunt or uncle
doesn’t try to get in.
What do you think is a theme or main idea in the
poem? Can you find an example to support this?
3.
What distinctive words or phrases stuck with you
after reading the poem?
4.
What are any striking/unusual comparisons? What is
the effect of these?
Then some of them argue.
Others try to quiet them down.
Finally, one by one, they grow silent;
they toss and turn, and in the end,
they fall asleep.
5.
Identify any specific literary elements - what is the
effect of this/these on the poem?
How many more evenings
will we have to live like this?
We do not know,
only God knows.
6.
Visualize any images - can you imagine the scene, the
scent, feeling or sounds that are being described?
What words or phrases help with this?
7.
What importance does the title have on the poem?
Does it simply state the subject or does it have a
deeper meaning? Explain.
Ten o’clock strikes suddenly,
and the windows of Dresden’s barracks darken.
The women have a lot to talk about;
they remember their homes,
the dinners they made.
Eva Schulzová
Write a one-paragraph response to the poem. Also, record any questions you have about the poem.
Attachment #12, cont’d
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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I Never Saw Another Butterfly: Poems from the Holocaust
Epilogue by Jiri Weil
In this column, please
annotate the text. Mark
important information and
record your comments and
questions.
In Czechoslovakia there is a strange place called Terezin, some 60 kilometers from
Prague. It was founded by order of Emperor Joseph II of Austria 200 years ago and was named
after his mother, Maria Theresa. This walled-in fortress was constructed on plans drafted by Italian
military engineers and has 12 ramparts that enclose the town in the shape of a star. It was to have
been a fortress and it became a sleepy army garrison dominated by the barracks, where the homes
of the inhabitants were a necessary nuisance. There were homes, taverns, a post office, a bank,
and a brewery. There was a church as well, built in a sober style and belonging to the barracks as
part of the army community. The little town seemed to have been forced onto the countryside, a
lovely countryside without either high mountains or dizzy cliffs, without deep ravines or swift
rivers…only blue hills, green meadows, fruit trees, and tall poplars.
Today a shadow still lingers above this little town, as though funeral wagons still drive
along its streets, as though the dust stirred by a thousand footsteps still eddies in the Town Square.
Today it seems sometimes as though from every corner, from every stairway and from every
corridor, peer human faces, gaunt, exhausted, with eyes full of fear.
During the war years, Terezin was a place of famine and of fear. Somewhere far away, in
Berlin, men in uniforms had held meetings. These men decided to exterminate all the Jews in
Europe, and because they were used to doing things thoroughly, with the calculated, cool passion
of a murderer, they worked out plans in which they fixed the country, the place, and the timetable as
well as the stopping places on that road to death. One of those stopping places was Terezin.
It was meant to be a model camp that foreigners could be shown, and it was termed a
ghetto. At first, Jews from Bohemia and Moravia were brought to Terezin, but finally they came from
all over Europe and from there were shipped farther east to the gas chambers and ovens.
Everything in this small town was false, invented; every one of its inhabitants was condemned in
advance to die. It was only a funnel without an outlet. Those who contrived this trap and put it on
their map, with its fixed timetable of life and death, knew all about it. They knew its future as well.
Those who were brought there in crowded railroad coaches and cattle cars after days and days of
cruelty, of humiliation, of offense, of beatings, and of theft knew very little about it. Some of them
believed the murderers’ falsehoods could sit out here in quiet safety. Others came to Terezin
already crushed, yet with a spark of hope that, even so, perhaps they might escape their destiny.
There were also those who knew that Terezin was only one station on a short timetable and that is
why they tried so hard to keep at least themselves alive. And perhaps their family. And those who
were good and honorable endeavored to keep the children alive, the aged and the ailing. All were
finally deceived, and the same fate awaited all of them.
But the children who were brought there knew nothing. They came from places where they
had already known humiliation. They had been expelled from the schools. They had sewn stars on
their hearts, on their jackets and blouses, and were allowed to play only in the cemeteries. That
wasn’t so bad, if you look at it with the eyes of a child, even when they heard their parents’
lamentations, even when they heard strange words charged with horror such as mapping,
registration, and transport. When they were herded with their parents into the ghetto,
Attachment #12, cont’d
when they had to sleep on the concrete floors on crowded garrets or clamber up three-tiered bunks,
they began to look around and quickly understood the strange world in which they had to live. They
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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saw reality, but they still maintained a child’s outlook, an outlook of truth that distinguishes between
night and day and cannot be confused with false hopes and the shadow play of an imaginary life.
And so they lived, locked within walls and courtyards. This was their world, a world of color
and shadow, of hunger and of hope.
The children played in the barracks yard and the courtyards of the onetime homes.
Sometimes they were permitted to breathe a little fresh air upon the ramparts. From the age of 14,
they had to work, to live the life of an adult. Sometimes they went beyond the walls to work in the
gardens, and they were no more considered to be children. The smaller ones acted out their fairy
tales and even children’s operas. But they did not know that they, too, as well as the grownups, had
been used deceitfully, in an effort to convince a commission of foreigners from the Red Cross that
Terezin was a place where adults and children alike could live. Secretly, they studied and they drew
pictures. Three months, half a year, one or two years, depending on one’s luck, because transports
came and went continually, headed east into nothingness.
From these 15,000 children, who for a time played and drew pictures and studied, only 100
came back. They saw everything that grownups saw. They saw the endless lines in front of the
canteens, they saw the funeral carts used to carry bread and the human beings harnessed to pull
them. They saw the infirmaries that seemed like a paradise to them and funerals that were only a
gathering up of coffins. They saw executions, too, and were perhaps the only children in the world
who captured them with pencil and paper. They heard the shouts of the SS men at roll call and the
meek mumbling of prayer in the barracks where the grownups lived.
But the children saw, too, what the grownups didn’t want to see—the beauties beyond the
village gates, the green meadows and the bluish hills, the ribbon of highway reaching off into the
distance and the imagined rod marker pointing toward Prague, the animals, the birds, the butterflies
–all this was beyond the village walls and they could look at it only from afar, from the barracks
windows, and from the ramparts of the fort. They saw things, too, that grownups cannot see—
princesses with coronets, evil wizards and witches, jesters and bugs with human faces, a land of
happiness where for an admission of one crown, there was everything to be had—cookies, candy, a
roast stuck with a fork, from which soda pop trickled. They saw, too, the rooms they’d lived in at
home, with curtains at the window and a kitten and a saucer of milk. But they transported it to
Terezin. There had to be a fence and a lot of pots and pans, because pots and pans were
supposed to be filled with food.
All this they drew and painted and many other things besides; they loved to paint and
draw, from morning till evening. But when they wrote poems, it was something else again. Here one
finds words about “painful Terezin,” about “the little girl who got lost.” These told of longings to go
away somewhere where there are kinder people; there are old grandfathers gnawing stale bread
and rotten potatoes for lunch, there was a “longing for home” and fear. Yes, fear came to them and
they could tell of it in their poems, knowing that they were condemned. Perhaps they knew it better
than the adults did.
There were 15,000 of them, and 100 came back. You are looking at their drawings now
after many years, when that world of hunger, fear, and horror seems to us almost like a cruel fairy
tale about evil wizards, witches, and cannibals. The drawings and poems—that are all that is left of
these children, for their ashes have long since been sifted across the fields around Auschwitz. Their
Attachment #12, cont’d
signatures are here and some of the drawings are inscribed with the year and the number of their
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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group. Of those who signed their names, it has been possible to find out a few facts: the year and
place of their birth, the number of their transport to Terezin and to Auschwitz, and then the year of
their death. For most of them, it was 1944, the next-to-last year of World War II.
But their drawings and their poems speak to us; these are their voices that have been
preserved, voices of reminder, of truth, and of hope.
We are publishing them not as dry documents out of thousands of such witnesses in a sea
of suffering, but to honor the memory of those who created these colors and these words. That’s the
way these children probably would have wanted it when death overtook them.
I Never Saw Another Butterfly. New York: Shocken. 1993
Approximately 15,000 children under the age of 15 passed through Terezin. Of these, approximately 100 returned.
Choose 3 insightful sentences from the text. Copy the sentences and write a 3-5 sentence response for
each explaining what the sentences means. Your purpose is to read beyond the text.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #13
How to Annotate a Text
As an "active reader," you already know that when you read textbook assignments, you should have
questions in your mind. As you read, you should be looking for the answers to these questions. You should
also have a pencil in hand so that you can "annotate" your text. As the word suggests, you "take notes" in
your textbook.
Unlike "highlighting," which is a passive activity, the process of annotating text helps you to stay focused and
involved with your textbook. You'll find that the process of taking notes as you read will help you to
concentrate better. It will also help you to monitor and improve your comprehension. If you come across
something that you don't understand or that you need to ask you instructor about, you'll be able to quickly
make note of it, and then go on with your reading.
Annotation is your thinking on paper. It is also evidence to your teacher that you read and thought about the
reading.
The following is a list of some techniques that you can use to annotate text:

Mark anything that you think is important, confusing, interesting, or surprising.

Underline important terms.

Circle definitions and meanings.

Write key words and definitions in the margin.

Signal where important information can be found with key words or symbols in the margin. Use
circles, underlines, and arrows to help identify information.

Write short summaries in the margin at the end of sub-units.

Write the questions in the margin next to the section where the answer is found.

Indicate steps in a process by using numbers in the margin.

Annotation is to help you become a better reader and learner. It is not polished and perfect.
Thinking is messy, and so your annotations may also be a little messy.
http://faculty.bucks.edu/specpop/annotate.htm
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Attachment #14
From World War I
Dulce et Decorum Est*
* ”It is sweet and fitting.” (Latin)
By Wilfred Owen (1893-1918)
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 a green sea, I saw him drowning.
*5.9 in. caliber shells
*window of gas mask
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.**
** “It is sweet and fitting to die for one’s country.”
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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John Singer Sargent's painting Gassed hangs in the Imperial War Museum in London; the
canvas is over seven feet high and twenty feet long. This impressive painting depicts soldiers
blinded by gas being led in lines back to the hospital tents and the dressing stations; the men lie
on the ground all about the tents waiting for treatment.
"With mustard gas the effects did not become apparent for up to twelve hours. But then it began
to rot the body, within and without. The skin blistered, the eyes became extremely painful and
nausea and vomiting began. Worse, the gas attacked the bronchial tubes, stripping off the
mucous membrane. The pain was almost beyond endurance and most cases had to be
strapped to their beds. Death took up to four or five weeks. A nurse wrote:
I wish those people who write so glibly about this being a holy war and the orators
who talk so much about going on no matter how long the war lasts and what it may
mean, could see a case--to say nothing of ten cases--of mustard gas in its early
stages--could see the poor things burnt and blistered all over with great mustardcoloured suppurating blisters, with blind eyes . . . all sticky and stuck together, and
always fighting for breath, with voices a mere whisper, saying that their throats are
closing and they know they will choke."
This passage
is from John Ellis, Eye-Deep in Hell: Trench Warfare in World War I, (1976), pp. 66-7.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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OVER THERE: http://en.wikipedia.org/wiki/Over_There
[NOTE: Teachers: the numbers in the verses below have links to the terms on the website
given above; these might help students with the meanings of these terms as they read.]
Verse 1
Johnny,[2] get your gun, get your gun, get your gun.
Take it on the run, on the run, on the run.
Hear them calling you and me,
Every Son of Liberty.
Hurry right away, no delay, go today.
Make your Daddy glad to have had such a lad.
Tell your sweetheart not to pine,
To be proud her boy's in line.
Verse 2
Johnny, get your gun, get your gun, get your gun.
Johnny, show the "Hun"[3] you're a son-of-a-gun.
Hoist the flag and let her fly
Yankee Doodle[4] do or die.
Pack your little kit, show your grit, do your bit.
Yankee[5] to the ranks from the towns and the tanks.[6]
Make your Mother proud of you
And the old red-white-and-blue[7]
Chorus
Over there, over there,
Send the word, send the word over there
That the Yanks are coming, the Yanks are coming
The drums rum-tumming everywhere.
So prepare, say a prayer,
Send the word, send the word to beware We'll be over, we're coming over,
And we won't come back till it's over, over there.
YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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YCS ELA Grade 10: Unit 1- - Literature of the Wars 2013-14
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Children’s Crusade (by Sting)
Young men, soldiers, Nineteen Fourteen
Marching through countries they'd never seen
Virgins with rifles, a game of charades
All for a Children's Crusade
Pawns in the game are not victims of chance
Strewn on the fields of Belgium and France
Poppies for young men, death's bitter trade
All of those young lives betrayed
The children of England would never be slaves
They're trapped on the wire and dying in waves
The flower of England face down in the mud
And stained in the blood of a whole generation
Corpulent generals safe behind lines
History's lessons drowned in red wine
Poppies for young men, death's bitter trade
All of those young lives betrayed
All for a Children's Crusade
The children of England would never be slaves
They're trapped on the wire and dying in waves
The flower of England face down in the mud
And stained in the blood of a whole generation
Midnight in Soho, Nineteen Eighty-four
Fixing in doorways, opium slaves
Poppies for young men, such bitter trade
All of those young lives betrayed
All for a Children's Crusade
YCS Gr 10 ELA Unit 1 Introduction May 21, 2012 52