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Grade Level: 9-10
Time required: 1 or 2 class periods (45-50 minutes each)
Ohio Social Studies Content Standards: GLI- 9th grade History 7b and c ; GLI-10th grade Skills and Methods 2
Primary Sources Used:
John McRae “In Flanders Fields”
Rupert Brooke “The Soldier”
Wilfred Owen “Anthem for Doomed Youth” and “Dulce Et Decorum Est”
Students will read the poem and answer the questions to go with it on the In Flanders Fields Worksheet
in order to start thinking about poetry for remembrance.
Give students the Poetic High Diction handout
to help them with the language, and suggest to them some changes in language resulting from World War I.
1. Compare and contrast the tone and message of the two poems.
2. What images of World War I do the two poems convey?
1. Compare and contrast the the tone and message of these two poems.
2. What reasons do soldiers have for fighting (compare reasons during World War I and reasons today – are they the same or different?).
Teacher, student, and supplemental materials needed:
Handout of “In Flanders Fields” and selected poems
Poetic “high diction” handout
Additional resources for poetry on World War I:
Additional resources for teaching poetry:
The above sites include poems and information about poets, and can be searched by author, title, etc.
Created by Gina Daniels, Reynoldsburg High School, Ohio.