All+Quiet+on+the+Western+Front

=//All Quiet on the Western Front// by Erich Maria Remarque=

Questions and Ideas
Begin sharing questions and ideas that are related to the text. You should begin a list of themes and quotes that you find effective for comprehending the "big" ideas from the text. Begin your collaboration below.

Begin:

[|World War I Document Archive]
T his archive of primary documents from World War One has been assembled by volunteers of the World War I Military History List (WWI-L). I nternational in focus, the archive intends to present in one location primary documents concerning the Great War.

It may seem obvious, but the decision to wage war affects a great deal more than the members of a nation’s military services. World War I was thought of as a “total war,” meaning that it involved civilians and civilian institutions in many different ways. Students will create a war flowchart, which will provide a visual representation of how a declaration of war in an industrialized nation filters down through political and military levels to influence all aspects of society. First, students should brainstorm a list of all the different elements of society that are affected by a nation’s involvement in a war. Try to think beyond the obvious—to not only military industries, for example, but also families that lose their loved ones, women who enter the workforce, and so on. When the list is complete, you will be divided into groups, and each group will be asked to organize the items on the list into a comprehensive flowchart that traces the chain of influence down from the declaration of war to the lives of millions of private citizens. Be sure to remind students that flowcharts can contain lateral connections and reverse connections; they need not be linear and hierarchical. When the groups are finished, ask each one to share its chart with the class. You can conclude with a discussion about whether war is ever justified, given the numerous effects it can have on a people.
 * War Flowchart**

[|Student Activity 2:] Develop Propaganda [|(Persuasive Speech)]
Students will develop a piece of propaganda in the form of a poster, speech, or leaflet that Kantorek might have used to persuade Paul and his classmates to join the army. In the speech, students structure ideas logically, support assertions (e.g., appeal to logic through reasoning; appeal to emotion), defend positions with evidence, and address readers' concerns. They will also integrate quotations and citations into written text. [|**Propaganda Postcards of WWI**]**URL**: http://www.ww1-propaganda-cards.com**Comments**: Students click on the categories and view actual propaganda postcards from WWI. [|**Trenches on the Web Posters from the Great War**]**URL**: http://www.worldwar1.com/posters.htm**Comments**: Students can explore propaganda and recruiting posters from a variety of countries.

[|Student Activity 5:] Write a Newspaper Article [|(Expository Writing)]
Students will write an [|exposition] in the form of a newspaper article that may have appeared in Paul's hometown newspaper in which they discuss the events of the war and the involvement of the boys from Paul's class. In the article, students marshal evidence in support of a thesis; convey ideas from primary and secondary sources; organize information visually, when appropriate; and anticipate readers' potential misunderstandings. They will also integrate quotations and citations into written text .  [|**Trenches on the Web - Timeline - //The Boston American//**]**URL**: http://www.worldwar1.com/tlba.htm **Comments:** This site includes the front page of the //The Boston American//[|**Research and Remembrance**]**URL**: http://www.fylde.demon.co.uk/research.htm **Comments**: Students can select articles about people involved in the war. from June 8, 1915. Students may click on titles of articles to find examples.

http://www.sdcoe.k12.ca.us/score/all/alltg.html

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