Teaching World War I in the 21st Century 1 | Page 52

MORE THAN
MUD AND
COOTIES:
GRADE LEVEL

6-8

THE POETRY OF
WORLD WAR I
SOLDIERS
Rebecca L. Byrd, New Center
School, Sevierville, Tennessee

OBJECTIVES:

At the conclusion of this lesson, students will be able to

• Work in groups to analyze poetry published in Stars and Stripes to develop an understanding
of the physical and emotional conditions that World War I soldiers faced

• Create a culminating project that expresses their understanding of the experience of World
War I soldiers

How did World War I soldiers use poetry to express their feelings toward the war?

GUIDING QUESTION:

CONNECTIONS TO COMMON CORE:

CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.

CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including words with multiple meanings or language that is particularly fresh,
engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires
distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony,
or understatement).

CONNECTIONS TO C3 FRAMEWORK:

D2.His.6.6-8 Analyze how people’s perspectives influenced what information is available in the
historical sources they created.

DOCUMENTS USED:
Primary Sources:

48

“Black and White,” Stars and Stripes, September 27, 1918
http://memory.loc.gov/service/sgp/sgpsas/1918/191809/19180927/04.pdf

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