What Makes WWII Interesting To Students

The students were taught fighting was something good. War was an adventure. When being soldiers, the students did not have to attend school and they want to fight for their fatherland.

2b) The authors provided the reader a lot of information on the topic. Each topic was very well explored. A lot of different information on different but similar studies. The authors seemed very knowledgeable on the topic. This article lacked a few things. A clear research question and a hypothesis. The paragraphs were not clear and consist, I felt that I had to dig to get certain information. The paper was very wordy, which made me have a hard time understanding the substance.

On July 28th of 1914, the first shots of what came to be the world’s first “total war” were fired. The war would become the first arms contest fought primarily by large, organized nations since the dawn of the industrial revolution (Marshall, 1964). Though the war was waged between July 1914 and November 11, 1918, the United States of America did not begin sending troops until 1917. They united with the allied powers after the sinking of the RMS Lusitania in 1915, an event that outraged Americans due to the loss of 128 American citizens on board (1964). Meanwhile, higher education in the United States began to see a drastic change that would transform

The Great War, also known as World War I, is a defining moment in Europe’s history. Its aftermath consists of the demolition of Germany’s economy, the rise of Adolf Hitler, and the loss of an entire generation of young men who were sent into combat. All Quiet on the Western Front chronicles the experiences of Paul Baumer, a 19-year old student who volunteers for the military during World War I along with his classmates Muller and Kropp. They are compelled to enlist by Kantorek, their fiercely patriotic but misguided schoolmaster. Paul’s life in the military is told in short entries that reveal the reality of war: horrifying battles, violence, alienation, emotional indifference. His accounts of war are personal and emotional, and the bleak tone

World War II is an important key point in history that addresses to young adolescents. The novel, T4 is based on a true story, in which the author, Ann Clare LeZotte is portraying a novel that is based on the theme of survival. It appears to be that the author’s argument in writing this novel is to simply maintain awareness of the past. Generally speaking, a story about survival is a difficult genre for young readers, “The majority of war stories for children are about World War II and the Holocaust.” (Huck 482) The reason war stories are mainly about World War II and the Holocaust is because it was the most recent, largest, and horrifying war during the twentieth century in Europe. Our textbook also states that these historical novels help children experience the past. Meaning, that it is important for a child to learn about the past including all the wars, conflicts, sufferings, and great happiness that had occurred so they can apply that to the present and to the future.

In the opening chapter, Paul Baumer, the narrator, recalls how schoolteachers, such as his own, persuaded their bright-eyed students to put on the German colors. Paul’s teacher, Kantorek, taught his students the importance of the war as he instilled in them the values of nationalism and patriotism. Everyday, he sprouted war propaganda at them in “long lectures” (Remarque 11). He glamorized the war telling his students that they were “the Iron Youth” (Remarque 18) and that “duty to one’s country is the greatest thing” (Remarque 13). Consequently, his students left class enlisted in the war one by one “until the whole of the class went” (Remarque 11). When the students left the comforts of home to volunteer for the war, they valued their country above all else and were prepared to face their own death as doing so lined up with what they believed in.

As for this book investigation, the novel for this assignment is called, When Books Went to War, by Molly Guptill Manning. The purpose of this novel is to demonstrate how books helped soldiers in World War II. Throughout this book, it explains how American troops read textbooks to help escape the world around them. Soldiers turn to books to release the tension they have from the war. Most of the time veterans feel lonely or depressed and by reading novels, it helps them to manage their emotions. This novel is written because it indicates how powerful books are towards people. These books have the power to “... soothed troubled minds and hearts...” (Manning 110). As the author claims, books helped win World War II.

What are the main ideas and/or issues of the article as it relates to the chosen topic?

Although the subject is very long and descriptive, for the most part it’s interesting. It was also surprising that, although the subject itself is simple and doesn't require much explanation, the author expanded every idea with specific detail and also facts that support each idea which made the article a lot longer but a lot more helpful. The author certainly has the qualifi-cations necessary to write this

The article was well written and organized thought. However it did had a bit of deficiencies. Although the usage of personal experience and opinions are existing but she also used a lot of rhetorical strategies. This overreliance made the argument and the tone sound little bit emotional. The introduction of

World War I was viewed as a new sort of war. Before World War I, wars generally did not involve nonstop fighting over a period of years. In the past the armies mostly consisted of hired mercenaries, or professionals who fought seasonally. However, the soldiers in this novel are volunteers. For Paul and his classmates, the army has become an expression of patriotic duty; they do not perceive it as a career. Outside the classroom, young men of their age faced condemnation from society if they did not join the war

The movie “All Quiet on the Western Front” can provide us with a lot of insight about the soldiers experience in World War I. The movie and what we learned in class can help us out with this. In the movie there were a lot of kids and just by looking at their face you could tell what they were thinking. Some of them were very scared of what might happen to them, some of them were determined to come home well and alive, and some of them looked excited to be serving the Fatherland and doing their duty. Back in Germany they told the students over and over that it was their duty to fight in the war and that is what men do in Germany. They were told they were serving the Fatherland and bringing glory back to

World War II had a definite impact on the United States. It changed how people lived and how other people were viewed. Not many people realize the treatment of people from our own country during World War II. Three groups of people that were affected were women, African Americans, and Japanese Americans. The lives of these people were changed drastically, whether by having to work, mistreatment because of skin color, or by being blamed for something that was done by a country they were native to.

In conclusion, I think that the journal article was well written by Hiew. It has significantly provided to the field of education as it is really helpful to readers who come across this journal needing extra knowledge. From this journal we do not need to require high insight knowledge of learning to understand what the article is trying to portray. The journal have been properly classified into subheadings so that is would be easier to read and understand. The right usage of words and conjunctions have been used to provide a better flow of sentence structure for better understanding of the meaning.

It seems like the teacher was teaching secondary high school students possible between the ages of 16 to 18. The teacher used a mix of Lecture and PowerPoint’s to delivery the lesson with student mostly listening to the lecture and using the PowerPoint’s more of a visual aid. Lesson focus on World War 1, which is also called the Great War the teacher really pushed for the students to understand the reason be hide the Great War and why they fight. This us the most pure example of direct teaching I have every seen the teacher stood in front of the class and talk about the history of World War 1 for the entire class. It was one way the entire lesson if a student did have a question about the lesson it was answered quickly then the teacher got