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Trench War Poetry World War I may be the most memorable of all wars through its famous literature. Poetry written during that time brought insight to civilians and posterity about the true intensities of war. Without its literature, we may never have gotten a good sense of the emotions and experiences of WWI soldiers; what they went through is almost unimaginable by any outsider. World War I made history with its [|technological advances in weaponry and artillery]. It was the first war to have had such destructive machinery. Things such as gas, tanks, airplanes, torpedoes, and [|Trench Warfare] were introduced for the first time in history. Initially, these ideas were brought into the war to shorten its length, but actually added to the length and worsened the experience for all soldiers who faced a completely different kind of war than seen in the world’s history. Trench Poetry captured the fear, hopelessness, and hardship of many soldiers during WWI. All literature, including poetry, comes from personal experience and emotion. War Poetry could be described as poems that are written during a war that seems to have a noticeable influence on the poet (Lee). Clearly, this particular war had a deep influence on its authors. This was the first war to have had such a powerful response through literature, possibly because of the advances in technology that caused significantly more stress and trauma than any previous war due to said advancements. Wilfred Olsen, a renowned English [|war poet] from that era, reflected much of his personal experience and opinion through his writing by using realistic and gruesome detail in his prose. In one of his most famous works, Anthem For Doomed Youth, he describes deaths of young soldiers at war, while also writing about the trauma of technology on the soldiers’ emotional and physical well-being. He wrote, “What passing-bells for these who die as cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattle Can patter out their hasty orisons.” Through his writing, we can sense the negative effect of continuous gunfire on soldiers in the trenches imagining that they will die at any given moment. The fact that Wilson concentrates on modern weapons used during this war to convey to the world the intensity of this new style of warfare indicates how central it was to his writing. Other war poets were also heavily influenced by the sweeping changes introduced on the battlefield. Though not all countries involved in the war agreed with each other, they still had similar feelings about the war overall. Poets from different countries who had opposing viewpoints wrote about similar emotions and experiences such as grief, sadness and loss caused by the Great War. Authors such as Hermann Hagedorn, Siegfried Sassoon, and Giuseppe Ungaretti came from very different backgrounds, yet shared the same experiences as soldiers on different sides of the same conflict. In much of their writing, the poets focused on the death and horror that these young men faced. Rather than patriotism or pride for their country, the general theme is fear, anger, and opposition to the war. Hermann Hagedorn, an American war poet, wrote numerous poems and prose about his time at war. As stated earlier, Hagedorn focused his writing, as did the other two authors, on his resentment and fear towards fighting for his country. In his poem, [|Resurrection], he writes about how the men, over time, have become prepared to face death. In the poem, he talked about the soldiers being happy to be free of fighting, making it seem—to the unknowing reader—that the war is over. In reality, the men described in the poem have passed away and are finally freed through death of the terror they faced on the battlefield. Siegfried Sassoon, the most renowned writer of the three from that time, also wrote about the same fear and opposition to the war. In The Pink, a poem about a soldier named Davies, he describes the soldier’s thoughts and feelings during one winter night: “ And then he thought: to-morrow night we trudge Up to the trenches, and my boots are rotten. Five miles of stodgy clay and freezing sludge, And everything but wretchedness forgotten. To-night he’s in the pink; but soon he’ll die. And still the war goes on- he don’t know why.” Sassoon compares, in this last stanza, war to wretchedness, while also explaining that the war continues against Davies’ own will. There is no sense of pride or confidence in fighting for his country; he only shows his hatred for the war, and longing for it to end. Giuseppe Ungaretti fought during WWI as a soldier in the [|Italian Army]. In his poem Vigil, Ungaretti wrote about death among his comrades at war. In the poem, he vividly portrays his experience of lying next to a slain soldier during one long night. Despite the horror, he manages to cling even stronger to the idea of love and survival as he writes a letter to send home. Though poetry captured many of the experiences of war, it was not the only form of literature that was written during that time period. Wartime journalism and novels also emerged as other forms of literature allowing the individual writer different ways in which to express their own war-related experiences. Because of a huge leap in advancement of technology, and the mechanization of warfare, the ability to inflict pain, suffering, and slaughter increased exponentially. Trench poetry has given us a great deal of insight into the hardship, deprivation, and terror that soldiers experienced during World War I.

Works Cited Design Concept. “120 War Poems- Poems by War.” Lineone. 2001. 24 Nov. 2008 <[|http://website.lineone.net/~nusquam/wpbywar.htm]>. “Giuseppe Ungaretti.” Old Poetry. 24 Nov. 2008 . Groves, Paul, and Stuart Lee, Dr. “Introduction to First World War Poetry.” OCUS. 11 Sept. 2007. Colombia University. 24 Nov. 2008 . “TRENCH POETRY FROM THE FRONT .” Christian Science Monitor [Boston, MA.] 17 July 1918: pg. 1. ProQuest Historical Newspapers. ProQuest. Pascack Hills HS Lib., Montvale NJ. 24 Nov. 2008 . YBARRA, T.R. “Germany’s Post-War Paradox .” ProQuest Historical Newspapers - Graphical. 14 Jan. 1923. ProQuest. Pascack Hills HS Lib., Montvale NJ. 24 Nov. 2008 . media type="youtube" key="f3-qSV6zPDE" height="344" width="425" Video about Trench Warfare and Trench Poets


 * SAT ESSAY**

Memories act as both a help and a hinderance to the success of someone. Many people advise you to learn from the past and apply those memories so that you can effectively succeed by avoiding repeating your past mistakes. On the other hand, people who get too caught up with the past are unable to move on to the future.
 * Assignment: Do memories hinder or help people in their effort to learn from the past and succeed in the present? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.**

Elie Wiesel's memoir Night perfectly exemplifies the double nature of memories. Wiesel, a Jewish man, suffered heavily throughout the Holocaust and Night is rife with horrific descriptions of his experience. These memories help to spread the view of what life was like. Through recounting these memories, Wiesel is able to educate world readers about the atrocities committed in hopes that the same blatant violations of human rights are never repeated again. Through reliving the Holocaust through his writing, Wiesel was inspired to become proactive in the battle for civil rights. Some would point to his peaceful actions and the sales of his book and label him a success.

Despite the importance of recounting such memories, Wiesel acknowledges the damage that memories can also cause. Following his liberation from the Auschwitz concentration camp, Wiesel was a bitter, jaded man. He could not even write Night until several years later. The end of the novel describes Wiesel's gradual but absolute loss of faith throughout the experience. His past experiences haunted him for several years, rendering him passive. It was not until he set aside his past that he could even focus on the future. Had he remained so consumed with the pain and damage caused in the past, he may never have achieved the success that he has attained.

Overall, Wiesel's experiences exemplify the importance of the past as a guide. Wiesel's past experiences helped to guide him in later life, but it was not until he pushed them aside that he could move on. To me this means that you should rely on your past without letting it control you. Allow your past to act as a guide, while making sure that you are also living in the present and looking to the future.

- This Essay is a 4. The organization and structure of the essay is pretty good, aside from some grammar errors and other mistakes. I feel like the writer could have focused more on the question and examples from the book than he did. Sometimes, his writing style gets a little awkward. Also, he should have focused more on examples from the memoir to emphasize his point of view instead of talking about the book in general. Over all, it was a pretty good essay and it gets the author's point across.

Joseph Stalin was a communist dictator of the Soviet Union for three decades. Stalin began his rise to power in a communist triumvirate consisting of himself, [|Kamenev], and [|Zinoviev]. Together, they opposed the left and right winged parties of Soviet Russia until Stalin sided with Bukharin, the member of the right wing party. Eventually, Stalin claimed his control of power as a communist leader, and other opposing parties failed to fight against him (info please, par.3). Stalin was involved in many communist movements and beliefs during his time in power. He wanted his party to have total control of the state through his “socialism in one country” program (info please, par. 2). His plan would make the USSR strong against any [|capitalist]countries and keep the socialist party strong. Also during his time as leader, Stalin put out a new constitution called, the [|Union of Soviet Socialist Republics]. The third paragraph of the article, Prewar Years, as provided by infopease.com, says It focused on putting and keeping the communist party the effective political power. During and after the war, Joseph Stalin tried to keep the nation out of [|WWII]and continued to keep [|Communism]alive in the USSR up until his death in 1953. Joseph Stalin was definitely one of the most powerful leaders in Soviet Russian history, and had an affect among people both nationally and internationally.
 * Joseph Stalin**

Works Cited “Joseph Stalin.” __BBC __. 5 Feb. 2009 . “Rise to Power.” __Info Please __. 2005. Colombia University Press. 5 Feb. 2009 . Simkin, John. “Spartacus Educational.” __Spartacus Educational __. 27 Jan. 2009. 5 Feb. 2009 .

"Stalin Lead." 5 Feb. 2009 . <span style="font-family: Arial,Helvetica,sans-serif;">"Flag USSR" 5 Feb. 2009 <wilsonhines.wordpress.com/ category/coffee/page/2/>.

"Joseph Stalin" 5 Feb. 2009 < www.mahalo.com/ Joseph_Stalin>.

__**HSPA Activity** __ PART I) Today you are going to take part of the High School Proficiency Assessment for Language Arts Literacy. The assessment contains different types of text and different activities. IN the first part of the test, you will look at a picture and then complete a writing task. IN this activity, you have an opportunity to demonstrate how well you can organize and express your ideas in written text. Refer to the Writer's Checklist of important points to remember as you write. Educators who read your writing will consider these important points when they read and score your writing. You will have 30 minutes to complete the writing task. Take a few minutes to think about the task and to plan what you want to say before you begin to write. You may use the prewriting/planning space to plan your text, but your prewriting will not be scored. **Only your writing on the lined paes of your answer sheet will be scored.** Do oyur best to make your writing clear and well organized. Keep your purpose in mind as you write and use your checklist. You must use a No. 2 pencil. You may either print or write your final copy. You may //not// use a dictionary or any other reference materials during the test. However, You may use the Writer's Checklist. IF you finish before the time is called, review what you have written using the Writer's Checklist to read critically and improve what you have written.

An ancient proverb says, "A picture is wroth a thousand words." Regardless of the artist's original intent, what we see in the picture can be very different from what others see. What story does this picture tell you? use your imagination and experience to speculate about what is happening. Then write your story.

PART II)

Directions: In this part of the test, you will read a narrative passage and then respond to the multiple-choice and open-ended questions that follow it. You may look back a the passage and make notes in the margin if you like, but you must record your answers on your answer sheet. You will have 50 minutes for this part of the test.

A NUMBER of cases recently teach us to err on the side of caution when using sites like Facebook – what you boast about online to your friends may cost you your job. People don’t think about employers reading their Facebook pages and kids don’t think about their parents going online to check up on them. But an increasing number do. Employers don’t want to take risks with employees. One way they can find out who they’re hiring is by checking their Facebook page. Recent research by an American university found 23 per cent of employers reviewed candidates’ profiles on social networking sites.

It surprised me how many were using sites like Facebook to screen applicants. Here, workers can now ask to see traditional job references under the Data Protection Act, so people might be reluctant to write the things they would have done years ago. So employers go to the next best source – Facebook – to find out more. There have also been a number of cases of people being fired for criticising their employer on Facebook. One incident in Britain involved a worker who wrote “I Work At Argos And Can’t Wait To Leave Because It’s S**t” and was promptly sacked. But it isn’t just criticism that can get you fired. It may be that you have posted pictures of yourself doing things your boss doesn’t think were suitable. Other institutions have also used Facebook. Oxford University last year used the site to help discipline students for chucking flour and eggs around as part of their post-exam celebrations. People seem to think information they put on the internet is transient – here today, gone tomorrow. Increasingly, we are finding data doesn’t disappear when you delete it. It may be automatically saved by Facebook or Google. You may think you got rid of something but it can come back to bite you. If you are 18, you don’t think about your 42-year-old self looking for a job or promotion. People don’t consider that long-term risk. I think this could become a serious problem in future. Young people seem very blasé about their privacy, but their opinions may change in years to come. People should consider what information they are letting out about themselves and to whom. Even if you think you have secured your pages through Facebook, the data may be accessible through other routes like Google. Last week, I gave a lecture on Facebook at a Canadian university and asked the students how many had read the privacy policy when they signed up. Two out of 70 had. I advise my students to read these policies and think carefully about the material they post. After all, what might seem humorous now might not turn out to be so funny in future.

Directions for open-ended questions 1 and 2: Write your response in the space provided on the answer sheet.

1. Although Facebook is something that many teens enjoy to use, there are many consequences that users can come across.**
 * **Give two examples of consequences that the author describes in this passage.**
 * **Do you think it's a good idea for Facebook to be utilized by teens and adults?**


 * 2. Have you ever experienced consequences like ones of those caused by social networking?**
 * **Explain your experience by comparing it to the narrative**

__CORE:__
1. Name of the organization. Congress of Racial Equality
 * Questions to Answer about Each Organization

2. When and where it was founded. It was founded in 1942 on University of Chicago campus.

3. Mission of the organization. To create equal rights among all people, no matter what their color. Helped with desegregation and are trying to get better healthcare and education for minorities. Ghandian principals to draw attention to acts of discrimination in the area.

4. Leaders and key figures listed with brief annotations. Rev. Dr. MLK Jr. – helped in the civil rights movement Rosa Parks- successful boycott against public transportations Foot soldiers Sit ins Freedom Summer Project- helped let blacks register to vote Brown vs. BOE

5. Goals of the organization. -. Helped with desegregation and are trying to get better healthcare and education for minorities.

6. Strategies used to attain goals – campaigns, protests, etc. listed with brief annotations and dates. Peacefull Protests, helped at 9/11, march on DC**

=__SNCC:__=


 * The SNCC stands for student nonviolent coordinating committee, which was started in 1960 and only lasted 6 years, until 1966. The SNCC helped coordinate events such as Freedom Rides and Freedom Summer. The SNCC did a lot of work in Mississippi such as organizing cotton workers. On February 1, 1960, a group of black college students from North Carolina A&T University refused to leave a lunch counter at Woolworths in Greensboro, North Carolina where they had been denied service. Quickly there actions were known throughout the south and they inspired other blacks to sit-in.**

=__NAACP:__=


 * The name of the organization was the NAACP; the NAACP was founded in founded Feb. 12. 1909. The objective of this group was to try to eliminate racial prejudice, and to try and make the minorities have political, educational, social and economic equality. Some of the leaders that started this group were Mary White Ovington and Oswald Garrison Villard, William English Walling and Dr. Henry Moscowitz. William English Walling and Dr. Henry Moscowitz initiated the first meeting to discuss racial justice, and White Ovington and Oswald Garrison Villard were both leaders becuase they were abolitionists that also desired justice. The goal of the NAACP was to secure for all people the rights guaranteed in the 13th, 14th, and 15th Amendments to the United States Constitution, which promised an end to slavery, the equal protection of the law, and universal adult male suffrage.

**

Hippies and the Counterculture**
The 1950s, though deceivingly plain and simplistic, caused the rise of a counterculture at the start of the 1960s. New groups of teens and young adults formed to practice a new way of life, devoid of conformity. This new group, known as the Beat Generation eventually evolved into an enormous group of people known as the[| Hippies]. The hippies lived to practice new and not conformist ideas of Free Love, Liberal, freedom of expression through speech, drugs, sex, and fashion. This powerful group of kids led to the change of social normalizations and broke free from the establishment. The counterculture they created had a colossal effect on how society is run today, and how people act and express themselves. Hippies fought--peacefully-- against the standardized ideas made by the establishment of the 1950s. This posed a huge threat to the government, and caused the government to try and fight against the hippie movement. Hippies wanted to rebel against mainstream culture because they felt held back by the social norm that was abided by in the 1950s; many people became sick of abiding to the system and wanted to break free from its oppressive manner. The start of the hippie generation was influenced by numerous events happening in America at that time. It began with the fear of an international nuclear war. During the fifties, Americans were constantly worrying about being involved in a nuclear war; frequent the Civil Rights Movement; blacks were fighting for their rights across the nation, especially in the south where segregation was enforced. Civil activists were involved in sit-ins, protests, and acts of integration to support their desire to obtain equal rights. This influenced not only black citizens, but whites to act out against civil oppression. Thus, provoking the start of the hippie movement. As the hippies began to come together and become more powerful, they acted against the war of Vietnam through protests like the anti-war march on Washington. These overwhelming national issues led the hippies to fight for change and peace through out the nation and the entire world. To many people, the Hippies came off as lazy, careless, and ambivalent citizens of the united states. It seemed as though they were of no help to society. To contrast, this group of people was and activist one. Hippies desired change among society, and followed a different set of mottoes and ways of life. They believed in ideas such as Free Love, non conformity, expression through speech, drugs, sex and fashion. A type of fashion that made its debut during the hippie era was [|Tie-Dye]. Tie-Dye was a type of clothing made with all different patterns and colors; it captured the psychedelic images and feelings people experienced when using new drugs like marajuana and LSD. Mostly, people would Tie-Dye shirts and other clothing items, and they were commonly worn during this era. New ideas and slogans also became popular through the hippie culture. Free love was one of the most prominent ideas that was circulated. It was the idea that people should accept others as they are, giving them freedom to express themselves and not judging them based on appearances( Stone, The Way of the Hippy) Hippies, along with their other forms of expression, expressed themselves through music. Artists like Bob Dylan, Jimi Hendrix, and The Beatles produced their music during the counterculture of the 1960s. Them, including other artists, brought new sounds like rock and roll, folk, and R&B into the media that changed music as we know it today. Music of the 1960s let people express their feelings about society and current events freely. Today, we still see the changes that the hippies left on our society. Music, slogans like 'Peace and Love', Tie-Dye, and symbols like the peace sign are still used and seen in our country. The Hippies not only changed standards of life and American culture in the 1960s, but also left their mark in American history