1. All Quiet on the Western Front By Erich Maria Remarque Learning goal – SWBAT cite evidence from the slide show and text that most strongly supports a specific analysis of what the pieces suggest explicitly as well as from drawn inferences AND – SWBAT engage in accountable talk RATE yourself – 1 - 2 - 3 - 4

2. Do Now Watch the short slideshow and be ready to respond to a prompt, which appears on the the last slide.

3. Trenches

6. Battle of the Somme, France, 1916, 7 day bombardment, 57, 000 dead.

7. Passchendaele, Belgium, 1917 Before and After

44. Iron Youth

45. Or a “lost generation?”

46. Do Now How does the slideshow transform the ideas present in your homework responses? Cite specific evidence.

47. Where is the Love (excerpt) by Black Eyed Peas, featuring Justin Timberlake What's wrong with the world, mama People livin' like they ain't got no mamas I think the whole world addicted to the drama Only attracted to things that'll bring you trauma Overseas, yeah, we try to stop terrorism But we still got terrorists here livin' In the USA, the big CIA The Bloods and The Crips and the KKK But if you only have love for your own race Then you only leave space to discriminate And to discriminate only generates hate And when you hate then you're bound to get irate, yeah Badness is what you demonstrate And that's exactly how anger works and operates You gotta have love just to set it straight Take control of your mind and meditate Let your soul gravitate to the love, y'all, y'all

48. 1. Baumer paints a grim, sadistic picture of Corporal Himmelstoss, yet credits the training period under him with supplying the recruits with attributes they lacked. Is it possible that Himmelstoss purposely employed his methods to "toughen up" the recruits and inspire esprit de corps in them? Support your position with examples from Himmelstoss' encounters with his troops. Question 1

49. 2. Why does Kat say "we are losing the war because we can salute too well"? 3. What does Haie Westhus mean when, after the recruits ambush Himmelstoss, he comments that "Revenge is black-pudding"? Questions 2-3

50. 4. A certain matter-of-fact quality pervades the descriptions of the wounds inflicted and received by soldiers; the face-to-face attacks with rifle butts, spades, and grenades; the sounds, smells, and colors of death and dying in this book. Why do the soldiers regard war in such an indifferent manner? Point out dialogue and events that lead you to believe that Paul and his fellows are not as nonchalant as they sometimes sound. Question 4

51. 5. Paul says in Chapter Six, "I wonder whether, when I am twenty, I shall have experienced the bewildering emotions of love." Trace the comments and episodes throughout the book that seem to indicate that Paul does indeed experience love, in one form or another. Question 5

52. 6. While on the front Paul daydreams about his lovely, tranquil home; when he finally makes it home on leave, he fights back visions of his comrades in the war. Why does he regret having made the trip home? In what ways does his experience there support Albert Kropp's assertion that "The war has ruined us for everything"? Question 6

53. 7. As Paul stands guard over the Russian prisoners, he ponders how commands from higher-ups have transformed men so like his own countrymen into enemies and could just as swiftly turn them into friends. But his thoughts frighten him. What is "the abyss" to which he fears such thoughts will lead? Question 7

54. 8. Why does Paul feel a "strange attachment" to the soldiers in his outfit once he returns from leave? 9. While on an especially risky patrol, Paul promises himself that, should some soldier hop into his shell-hole, Paul will be the first to strike. Once he carries out this strategy, why does he try to save the French soldier he has mortally wounded? Why does he later make promises to the dead man that he soon realizes, or decides, that he will not keep? Question 8-9

55. 10. All Quiet on the Western Front abounds with reports of inadequate medical supplies and care, slipshod or shady procedures, and outright malpractice (refer to Chapters One and Ten). How could the government and army allow this problem to go unrectified? How could the soldiers tolerate it? Why didn't more of them report, if not revolt against, the treatment they received? 11. Why do you think the author timed Paul's death in October 1918, just before the long-rumored armistice? (Germany signed The Treaty of Versailles on November 11, 1918.) Question 10-11

56. Found Poetry Directions: Use only the words in the specified passage. You may use whole phrases or single words. You may change word order—so long as the words remain the same. There is no set form—you may decide to make your poem rhyme, have a certain rhythm, repeat words or phrases, etc. There is no length requirement (but keep in mind that short poems must be powerful!) Be creative!

57. Found Poetry Directions: Group 1: page 26 beginning with “So we were put through…” through “…comradeship” on 27. Group 2: page 33 – “Outside the door…” through “…belly alone. HONORS: Group 1: pg 286 beginning with “There are so many airmen here” through “Must Paul.” Group 2: pg 293 through pg 295 (Ch 12)

58. Found Poetry Directions: Read your poems aloud in your group and note differences and similarities. Write these down! As a group, review which phrases or words were most commonly used. Why do these terms seem significant? Be prepared to share. What message or theme does your group think is represented by your passage? Remember: a theme is generally not just one word! How does your poem relate to the novel or the larger issue of war? Do you think poetry is better able to express abstract ideas more so than fiction? Why or why not?