Recall Homework Booklet 3...Simile: A descriptive technique that compares one thing with another,...

Year 8

Recall Homework

Booklet 3

Voices of Conflict Homework Task 1

Read the questions below and answer them in full sentences:

Context: Life as a soldier in WWI:

When did World War One take place?

Which countries were fighting to gain power to rule Europe?

How many men fought in World War 1?

How many soldiers were killed in trench warfare?

Due to the _____________________ at this time, men were lied to and thought war would be over quickly, it would be quite good fun and they would become heroes so lots of young men enlisted to fight. However, the reality was that most men endured really bad living conditions and had a frightening experience.

Apart from being injured and wounded on the battlefield, what other injuries/conditions did the men suffer from?

What is Shellshock?

Voices of Conflict Homework Task 2‐ Who’s for the Game?


1. What was Jessie Pope’s occupation (job)?

2. What is war being compared to in the poem?

3. Who is the intended audience?

4. What is the tone of the poem?

5. Summarise the purpose of the poem in 3 lines.

Name the language or structural technique in the lines below:

6. ‘the biggest that’s played’

7. ‘red crashing game of a fight’

8. ‘you’ll come on all right’

9. ‘eagerly shoulders a gun’

10. ‘your country is up to her neck in a fight’

Voices of Conflict Homework Task 3 ‐ Dulce et Decorum Est


1. What does the writer compare the soldiers to in the first line?

2. The title of the poem is in Latin. What does it mean in English?

3. The writer uses a metaphor to compare the gas attack to what?

4. What does Owen think of war?

5. What happens to the soldier in the second stanza?


6. ‘Bent double, like old beggars under sacks’

7. ‘Men marched asleep. Many had lost their boots’

8. ‘guttering, choking, drowning’

9. ‘drunk with fatigue’

10. ‘as under a green sea, I saw him drowning’

Voices of Conflict Homework Task 4 ‐ Anthem for Doomed Youth


1. What is an anthem?

2. What is Owen showing us?

3. How is the war described?

4. What effect does this have?

5. Summarise the message of the poem in four sentences.

Exposure

6. What does ’exposure’ mean?

7. What kinds of exposure might soldiers at war have suffered?

8. Write down an example of repetition which is used in the poem.

9. Write down two quotes from the poem

10. How is Owen’s attitude presented?

Voices of Conflict Homework Task 5 – Suicide in the Trenches


1. What was the poet’s experience of war?

2. What happened to the “simple soldier boy”?

3. What does the word ‘simple’ suggest about the boy?

4. Why do you think no one spoke of him again?

5. Who is the target for his anger in the last verse?

6. What is the rhyme scheme? How does this aid the tone of the poem?


7. ‘simple soldier boy’

8. ‘cowed and glum’ – what kind of imagery is this?

9. ‘crumps and lice and lack of rum’

10. ‘the hell where youth and laughter go’

Voices of Conflict Homework Task 6 – Holocaust and Shema


Holocaust

1. Who is the speaker of the poem Holocaust?

2. What does the metaphor “thrown into the fire” represent?

3. What does the word ‘simple’ suggest about the boy?

4. What does ‘atrocity’ mean?

5. What happened to the children’s future plans?

Shema

6. Who is the intended audience of Shema?

7. What tone does the poem have?

8. How does Primo Levi describe the reader’s life?

9. What is life like for the man in the second stanza?

10. What simile is used to describe the woman?

Voices of Conflict Homework Task 7 – First They Came For The Jews and Vultures


First They Came For The Jews

1. What structure does the poem have?

2. Name the 3 different groups of people mentioned

3. What did the writer not do?

4. What happened in the last stanza of the poem?

5. What is the message of the poem?

Vultures

6. Give an example of negative imagery used to describe the vultures

7. What is strange about the vultures despite committing disgusting actions?

8. Which concentration camp is mentioned?

9. How is the Commandant like the vultures?

10. What does the Commandant pick up for his child on the way home from

work?

Voices of Conflict Homework Task 8 – The Diary Of Anne Frank


1. What is ‘non‐fiction’?

2. Why did the Frank family go into hiding?

3. What was the date the family were captured and sent to the camp?

4. How long was she in the camp before her death?

5. What was her diary’s nickname?

6. What was Anne Frank’s birthplace?

7. What was the name of the concentration camp in which she died?

8. How old was Anne Frank when she died?

9. What was her sister’s name?

10. What were her parents’ names?

Voices of Conflict Homework Task 9 – The Boy In The Striped Pyjamas


1. What is the name of the main character?

2. Why do you think the people struggled to keep their heads up?

3. What city did the children grow up in?

4. What kind of household did they come from?

5. Why do they not have any idea about the truth of Auschwitz?

6. Name three adjectives to describe the people they see outside

7. Why might the people be on crutches?

8. Why did the people not want to be spotted?

Knowledge Organiser – Voices of Conflict

Key Vocabulary:

Miserly‐ to be

unhappy

Customary‐usual

or established

routine

Neglected‐ not

been taken care of

Poverty‐ to be

very poor, to have

no money

Recluse‐ person

who avoids

other people

Benevolent‐ to be

kind and

charitable

Festivities‐ to take

part in celebrations

Courageous‐

ability to face

danger, be brave

Lavish‐ rich and

luxurious

Humble‐ having or

showing modesty

Apparition‐ a ghost Ominous‐giving a

worrying

impression

Jovial‐ cheerful

and happy

Allegory‐ a story

with a hidden

meaning

Obituary‐ a notice

of death

Ignorance‐ lack of

respect or

knowledge

Rhetoric‐

effective use of

powerful

language

Emotive‐ creates a feeling

Unjust‐ not fair, lacking in justice

Significant‐ important or expressing meaning

Deplorable‐ very bad, causing disapproval

Imminent‐ can happen anytime

Negligence‐neglecting your responsibilities

Melancholy‐ intense feeling of sadness

Rowdy‐ rough and disorderly

Dour‐ gloomy and depressed

Prudish‐ easily shocked

Puritanical‐ very strict moral or religious beliefs

Killjoy‐ person who spoils others’ pleasure

Haughty‐ proud and arrogant

Torment‐ cause someone great suffering

Delusion‐ mistaken or wrong idea or belief

Vindictive‐maliciously seeking revenge

Sobriety‐ state of being sober or serious

Vengeance‐ to seek revenge

Trenches‐ long narrow ditch dug in the ground

Duty‐ responsible for completing a task, your job

Propaganda‐ persuasive words that assist or damage the government

Manipulation‐ controlling others cleverly

Futility‐ Pointless or useless

Genocide‐ murder of a race of people

Prejudice‐ unreasonable judgement before information

Brutality‐ being cruel and savage

Innocence‐ without guilt or blame

Culpability‐ Guilty and to blame

Persecution‐ to be tortured or tormented because of your identity or beliefs

Dehumanisation‐ to take away human qualities

Patriotic‐ a person who loves their country

Terms Definition Example

Noun: A word that names a person, place, thing, quality, quantity, idea or concept

e.g. Harry, Leicester, table, love.

Pronoun: A word that replaces a noun e.g. you, he him, who, which, somebody, anything.

Adjective: A word that describes a noun e.g. the angry boy, the boy was angry.

Verb: An action, process, state of being,

e.g. I am angry, he ran away, she shouted at me.

Adverb: A word that describes a verb, which often ends in –ly,

e.g. The tortoise crawled slowly towards me.

Simile: A descriptive technique that compares one thing with another, usually using 'as' or 'like'

e.g. hot like the sun

Metaphor: A figure of speech in which two things are compared, usually by saying one thing is another

e.g. he was a lion in battle, drowning in debt, a sea of troubles.

Imagery: Visually descriptive or figurative language that creates an image in the reader’s mind.

e.g. It is wonderful how much exploring you can do with a stump of a candle in a big house, or in a row of houses.

Stanza: Two or more lines of poetry that together form one of the divisions of a poem.

Rhyme: Having the same sound at the end of two or more words such as pine / fine,

e.g. late / hate, and ability / fragility

Rhythm: A pattern of stressed and unstressed beats that helps to create a certain sound, feeling and pace of a poem

. e.g. Half a league, half a league/ Half a league, onward/ All in the valley of Death /Rode the six hundred.

Alliteration: The repetition of the same letters at the beginning of words either next to each other or close to each other

e.g. “sinister snake”

Context: Life as a soldier in WWI:

The First World War took place from 1914‐1918.

Britain and France were fighting against Germany and Austria‐Hungary for power to rule Europe.

65 million soldiers fought in the war and more than 9 million soldiers were killed in trench warfare.

Many people at this time were patriotic and believed that fighting and dying for your country was honourable.

Although women were not allowed to fight they would encourage their loved ones to contribute to the war effort.

Due to the propaganda at this time, men were lied to and thought war would be over quickly, it would be quite good fun and they would become heroes so lots of young men enlisted to fight.

However, the reality was that most men endured really bad living conditions and had a frightening experience.

WWI saw the first use of chemical weapons – such as mustard gas.

Apart from being injured and wounded on the battlefield, the men suffered from lice infestations, being bitten by rats and trench‐foot, due to the constantly water‐logged trenches.

The freezing conditions at night often took the lives of the soldiers who froze to death.

Men were not only physically impacted by war there was lots of psychological damage too. Soldiers were suffering from Shell Shock and Post Traumatic Stress Disorder (PTSD) that resulted in some men attempting to commit suicide or run away from their duty. Some men were shot for imprisoned or cowardice and desertion as there was no understanding of mental illness at the time.

Soldiers who experienced the horrors and brutality of war often changed their patriotic attitudes and became hostile or critical of people who had not fought on the front line.

Onomatopoeia: When words are used to imitate sounds

e.g. buzz, hiss, tick‐tock

Personification: A figure of speech in which things that are not alive or abstract ideas are given human characteristics

e.g. the leaves dance in the wind, peace ruled the kingdom.

Repetition: Using the same word, phrase, line, or stanza two or more times in a poem.

e.g. weep weep weep weep,

Recall Homework Booklet 3...Simile: A descriptive technique that compares one thing with another,...

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