Copyrightę1998--San Diego County Office of Education.

Teacher CyberGuide

All Quiet on the Western Front

by Erich Maria Remarque

http://www.sdcoe.k12.ca.us/score/all/alltg.html
 
CyberGuide originally written by Heather Fisher
Revised by Mary Jewell

Introduction

This supplemental unit was developed as part of the Schools of California Online Resources for Educators (SCORE) Project, funded by the California Technology Assistance Program (CTAP).

Disclaimer: The links here have been scrutinized for their grade and age appropriateness; however, contents of links on the World Wide Web change continuously. It is advisable that teachers review all links before introducing CyberGuides to students.

 
 
This CyberGuide, designed to supplement the teaching of All Quiet on the Western Front by Erich Maria Remarque, consists of six activities that explore historical and social aspects of World War I. During these lessons, students will practice sequencing skills, explore propaganda, analyze perspective and point of view, and review setting. Specifically, students will:
 
 

In their study of All Quiet on the Western Front by Erich Maria Remarque and their exploration of the Internet for information about World War I, students focus on the following questions:

Language Arts Content Standards

This CyberGuide aligns with the California State Board of Education Language Arts Content Standards for grades 9 and 10.

During this unit students will:

Implementation Overview

This supplemental unit is organized on the assumption that students are studying All Quiet on the Western Front as a core novel. It also assumes that students have access to the Internet at school. This may consist of at least one computer in the classroom or library or student access at home. The historical component of Student Activity 1 may be completed as an "into" assignment before the students read the novel. The plot component of Student Activity 1 and Student Activities 2-6 should be completed after students have read and discussed the novel.
 
Students may work individually, in pairs, or in small groups. The Student Activities are designed so that they do not have to be done in sequence, but they are organized so they may be. Teachers may require students to do all of the activities, or each activity may be considered as a single extension activity.

Description of Materials, Activities and Websites

 Student Introduction

Students start here to read information about Erich Maria Remarque by exploring two web sites. At these links students will also be briefly introduced to the novel. Students can also see a summary of the Student Activities with links to these activities.
 
Erich Maria Remarque
URL: http://www.kirjasto.sci.fi/remarque.htm
Comments: Students will read about the author and his involvement in the war which influenced his writing.
 

 Student Activity 1: Create a Timeline

Students will create a timeline in which they identify significant events from W.W.I and important plot events from the novel. Students must include some of the causes of the war in their timeline. Their timeline must include images or pictures as well as writing and serves to extend ideas presented through original analysis, evaluation, and elaboration.
 
The Great War Interactive Timeline
URL: http://www.pbs.org/greatwar/timeline/
Comments: Students select the year they want to explore and they are provided with text describing important battles, events, and people.
 
Trenches on the Web Timeline
URL: http://www.worldwar1.com/tlindex.htm
Comments: This site provides an extensive timeline of W.W.I. Students select a date or event and are then connected to a site with detailed text and images.
 
Eyewitness - Assassination of an Archduke
URL: http://www.ibiscom.com/w1frm.htm
Comments: This site provides information about the assassination of Archduke Franz Ferdinand, which was a major incident that sparked W.W.I. There are images and text.

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 3: Write a Persuasive Letter

Students will write a persuasive letter using first person point of view. This activity asks students to look at minor characters and how the war has impacted them. Students must write from the point of view of a nurse who treats Kemmerich or Paul and Albert. Since most of the main characters are male, this activity also provides the opportunity to explore the roles and emotions of women in the war.In the letter, 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.
 
Mademoiselle Miss
URL: broken link removed
Comments: This site contains letters from an American girl serving with the rank of lieutenant in a French army hospital at the front. These letters are similar to diary entries and expose students to not only first person point of view, but also to a woman's perspective of the horrors of the war.
 
My Beloved Poilus
URL: broken link removed
Comments: This site contains letters home from a nurse, trained in Canada, serving in France. Letters are illustrated with original photographs.
 
W.W.I Thirty Thousand Women Were There
URL: http://userpages.aug.com/captbarb/femvets4.html
Comments: This site provides information about American Women in W.W.I and can be used for background information in order to understand the roles of women in W.W.I. This site also provides a link to The Unsung Women of World War One - The Signal Corps Women.

Student Activity 4: Create a Postcard

Students will create a postcard that Paul or one of his comrades might send home from the front. They must include images and text.
 
Trenches on the Web Special Feature German Postcards Home
URL: http://www.worldwar1.com/sfgpc.htm
Comments: This site provides examples of actual German postcards sent home from the front with images.
 
Trenches on the Web Photo Archive
URL: http://www.worldwar1.com/pharc.htm
Comments: Students may choose photos from a variety of headings to include in their postcard.
 

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 from June 8, 1915. Students may click on titles of articles to find examples.
 
Research and Remembrance
URL: http://www.fylde.demon.co.uk/research.htm
Comments: Students can select articles about people involved in the war.

Student Activity 6: Design a Battlefield Journey (Historical Writing)

Students will create a trip to the battlefields of the Western Front. Students will create a map and an itinerary of their journey. Also, students must write an essay of historical investigation in which they discuss the background and value of such a trip. In the essay, they will use exposition and description to support their ideas; analyze historical records of the battlefields; explain, where appropriate, the the differences in accounts, including information from different perspectives; and provide a formal bibliography.They will also integrate quotations and citations into written text.
 
Charles Fair's Battlefield Guide
URL: http://www.fylde.demon.co.uk/charles.htm
Comments: This site provides links to other sites concerning various battlefields on the Western Front that contain text and images.
 
Trenches on the Web - Western Front Tourist's Guide
URL: http://www.worldwar1.com/sftour.htm
Comments: This site provides information on locations to visit along the Western Front. There are travel tips and some images of monuments.
 
Trenches on the Web - Map Room
URL: http://www.worldwar1.com/maproom.htm
Comments: Students may select links to many maps of areas involved in W.W.I.
 

Performance Standards

Specific criteria for evaluating each product may be found at the end of each student activity. In some cases, students are instructed to check with their teacher regarding some requirements, such as number of pictures, length of writing, etc.

Notes from the Teacher/Author of this CyberGuide

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