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Evolution of Weapons & Words

The New Technology of World War I. Evolution of Weapons & Words. Construct a Pictorial Timeline. When prompted, turn over your pictures Organize these devices in order of date invented Cannon = 1260 (est.) / By the English = 1346 Rifled Musket with Minie Ball Bullets = 1840s

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Evolution of Weapons & Words

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  1. The New Technology of World War I Evolution of Weapons & Words

  2. Construct a Pictorial Timeline • When prompted, turn over your pictures • Organize these devices in order of date invented • Cannon = 1260 (est.) / By the English = 1346 • Rifled Musket with Minie Ball Bullets = 1840s • Colt Revolver = 1846 • Hypodermic needle = 1853 • 1st submarine to sink an enemy combatant, H.L. Hunley = 1864 • 1st radio signal sent & received (Guglielmo Marconi) = 1895 • Bi-Plane = 1903 • 1st type of Gas Mask = 1915 • 1st tank used in war by the British = 1916 • American Rifle Company sent automatic rifles to Europe = 1918

  3. Industrialization • Steam engines  boats and trains • Train tracks across American & Europe • Boats could travel across vast seas • Better ways to mine coal • Use of gas/diesel • Led to mass production!

  4. Technology Available during The American Civil War • Railroads  supplied vast armies • Chloroform  1st modern pain-killer • Barbed wire  huge problems for ground troops • Minie Ball Bullet & Musket  loaded from the muzzle  created “trench warfare” • Cannon • Revolving pistol

  5. Communication on the BATTLEFIELD Loud guns + huge troops + trenches + muskets • Yelling • Drums • Bugles When to fire your musket!

  6. IMPACT of this Technology… • The Civil War also saw the invention and use of: • the submarine, the flame thrower, land mines, grenades, observation balloons, iron hulled warships, and repeating guns. • So much was invented to allow large massed armies to maneuver for extended periods of time in the field, that the American Civil War became the text book model for large massed armies in the military academies of Europe…

  7. Technology Available in WWI • Machine gun • Poison Gas • Airfare • First truly threatening battleships & submarines • Automatic rifles • Flame throwers • Armored cars

  8. Communication on the BATTLEFIELD • Radio sets of the period too large & phone lines laid quickly broken • Motorcycle couriers, runners, trained dogs • Flashing lights, mirrors • Aircraft (“contact patrols”) dropped messages without landing • Tactical reorganizations (from 100+ man company to 10+ man squad)

  9. How did all this result in CHANGING LANGUAGE? As technology changed… • Communication on the battlefield changed • New weapons needed new names • New weapons made new sounds • Man could kill more easily • More men were needed to fight bigger wars

  10. British Propaganda Warm-Up With your group, determine the answers to these 3 questions, be ready to share your ideas: • Who might have made this poster? How do you know? • Who’s the message intended to reach? How do you know? • What’s the message of the poster?

  11. Tonight’s Homework • Read the poem and highlight as directed • Then address these questions on the back of your copy of the poem. (Write these on the back now.) • How does the speaker feel about death and WHY? • How is his perspective similar to Ballou’s? • Bring this back Wednesday, you will use this poem and compare it to an article and another poem

  12. Today’s Article • You will read today’s article carefully and individually, answering the questions as you go – be sure to also highlight and look up words as you read • Now discuss your findings with your group • Be ready to share your ideas about the last question!

  13. Today’s WWI Poem Apply what you read in the article to the sonnet “A Soldier” by English poet Rupert Brooke • Highlight the poem as directed • Answer groups questions, wisely & thoughtfully; they will be collected for group credit! • Ultimately, consider this BIG question: How does your understanding of the article effect your understanding of the poem?

  14. Journalism & Language! • What is a reporter’s / journalist’s main job? • What factors can impede this job? • What happens when they don’t do their job properly? • Brainstorm some examples when journalists have succumbed to “fudging the truth” or bias…

  15. Let’s look at these reports: Read the article together at your tables. As you read: • Highlight any vague, imprecise sentences or facts • Star where you suspect some “fudging the truth” or inaccurate information

  16. The Battle of the Somme…For Real • The Battle of the Somme July 1st and Nov. 18th 1916 • An offensive by the British and French armies against the German Army, • Germans invaded France in August 1914 & occupied large areas • One of the largest battles of the war • The forces involved had suffered more than 1 million casualties, • One of the bloodiest military operations recorded Is that what’s depicted in these reports??!!

  17. WWI Text Types Synthesis HW: • Work on evidence chart now • Use this to guide your writing • Type your two paragraphs • DUE: Friday

  18. The dissemination of information andthe language used to disseminate that information changes with technology! Let’s look…

  19. Who remembers what this is?

  20. Shift to Radio Broadcasting • From very censored and controlled newspaper reports • To radio WWII broadcasts – suddenly HOW you say what you say matters • i.e. Winston Churchill v.King George VI • How might have the use of the radio helped and hindered war news? • How would audiences be effected by these radio messages? • What’s lost when listening to things on the radio?

  21. The BIG SHIFT from Radio to TV

  22. The First TV War: Vietnam

  23. Vietnam: In a Nutshell…

  24. Vietnam: In a Nutshell… • Cold War-era military conflict that occurred in Vietnam, Laos, and Cambodia from Nov. 1 1955to the fall of Saigon on April 30 1975 • Fought between North Vietnam & supportive communist allies AND South Vietnam & supportive allies (USA and other anti-communist countries) • US wanted to prevent the spread of Communism in Asia • Largely a guerrilla war, fought in unknown terrain… a key reason why South Vietnam & the US lost

  25. Vietnam & Television • By the 1960s many American homes had a television • Making The Vietnam War the first “TV War” Let’s consider: • The effects of this new technology on the understanding of warfare • The elements of a television news broadcasts (which can be considered non-fiction, primary source material) • What elements does television have that radio does not? What difference does this make to the meaning of a text? • With the introduction of TV, what extra elements and new techniques are used/included to “enhance” the text?

  26. Read the following article with your group, as you read… • In one color, highlight any words, phrases, or sentences which relate to production or experience of television– talk about this together and agree on what to mark. • In the other color, highlight any words, phrases, or sentences which relate to how viewing the war on television affected people’s perceptions of the war. • In your groups, discuss what you highlighted.

  27. New Reports • Morley Safer http://www.youtube.com/watch?v=hNYZZi25Ttg&feature=related • Walter Cronkite http://www.youtube.com/watch?v=Nn4w-ud-TyE&feature=related

  28. Important Understanding: Words are not the only language. There is the “language” of film, of images, of music and sound. All of these have their own grammar and rules for understanding. This unit requires you to begin “reading” different types of “languages” and understanding how different “text types” should be “read.”  We will now move our focus to the News Report and view it as a “text” to be analyzed closely!

  29. Important Questions: • How did the advent of television news affect the way audiences perceived war? • What elements of the text (news reporting) affect the meaning of war in new ways? • How can we “read” images and sound? • How can a television war report affect the “truth”?

  30. Group Brainstorm… Elements of a News Report: Generalize about News Reporting: • What are the different goals (or purposes) of news reports? • What should a news report look like? • What types of things do you see? • What sounds are often heard? • How do images and sounds change during a typical new report? • What different type of people are seen during a news report?

  31. Newswipe: Satire & Truth • http://www.youtube.com/watch?v=aHun58mz3vI • Contains two bad words, my apologies…

  32. Let’s Watch… • Show 3 videos, but stop and let them write after each • http://www.youtube.com/watch?v=wu0rHduGv2E&NR=1&feature=endscreen • http://www.youtube.com/watch?v=ZlYkQdUPGIQ&feature=related • http://www.youtube.com/watch?v=wjGr5_a5yBU&NR=1&feature=fvwp

  33. Moving to the War in Iraq • Let’s analyze some news footage from the first days of the war in Iraq (March 2003) Homework: • Search Iraq War News Reports, find one short clip or report • Choose two or three of the “boxes” from today’s handout, and answer these questions based on that report • You can bring this in digitally or physically • MAKE SURE YOU HAVE THE LINK… we’ll watch some!

  34. Report Mini Analysis • Watch your table’s best report • Be prepared to discuss and share the following ideas: • Summarize the report (what are the key facts?) • State the opinion that is expressed in the report • Find 1 or 2 best quotations to show this bias • State what elements of the report (look to your chart) are used and explain if they’re effective or not

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