Mother, Tell them I m Only 17: Soldier s Last Letters to Home

Transcription

1 Mother, Tell them I m Only 17: Soldier s Last Letters to Home Standards Alignment Context and Letter Series from soldier Stephen Brown Stephen Brown s WWI Path Text Analysis Letters to a Loved One Writing Activity Text adapted from The Telegraph

2 Standards Alignment California State Standards for Grade Students analyze the causes and course of the First World War. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of total war. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate). Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort Students analyze the effects of the First World War. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the lost generation of Gertrude Stein, Ernest Hemingway). Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH 6 - Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH 7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH 8 - Assess the extent to which the reasoning and evidence in a text support the author s claims. RH 9 - Compare and contrast treatments of the same topic in several primary and secondary sources. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST 8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

3 Stephen Brown s tragic story begins with an undated letter from early July 1914, after he enlisted in the regular Army Reserve. The teenager who claimed to be 17½ may not have appreciated war was imminent as he talks only of his contrition for an unknown transgression at home. Early July, 1914: He appears to have received forgiveness from his mother by his next letter, written in early August, as it describes other reservists being called up. It dwells on pay but his real concern is his feelings for his family. His love and greetings to his siblings make his naivety and youth very clear. Dear Mother, Just a line to let you know that I am getting on all right in the Army. I hope that you are all well as I am myself. I am very sorry for what I done when I was at home and will pay you back when I get some more pay. I like the Army very well for I am going to join the Regulars when I have done my time in the Reserve. Then I shall be able to pay you back for I get 30/- [30 shillings/ 1.50] as a bounty. I hope you and Dad will forgive me for what I done when at home. I cannot write no more at present for I have to do some more work. Trusting you will forgive me. I remain your son, Stephen Brown

4 August 4-9: Revealing of the fact this soldier is just a young boy, he adds kisses for Mother, Lillie, Kitty, Fred, Maggie, Ted and Dad, sends love again to his aunts and uncles and fills the last page with kisses, as a child might. Stephen expresses hope that he will be home soon for the weekend. Dear Mother Just a line to let you know that I am getting on alright. I hope [you] are the same. I am sorry I did not write before. We are so busy that I have had [no] time. We are confined to barracks so I can not get a stamp I hope Tommy and Archie Hammond are all right. Give my love to Kitty, Lillie, Maggie, Freddy and Ted. I hope Dad is quite well I thank you for forgiving me. I know I don t deserve it. Tell Auntie Tot and Uncle Bob that I am getting on fine. Is Uncle Bob been called up yet? We are calling all our Reservists up and those on leave. This is all at present. I remain your loving son, Stephen November: The process of mobilization continues and, after moving to Sheerness in November, Stephen is sent to join the 4th Battalion, which had returned from India to join the British Expeditionary Force in France. Shortly before his departure, Stephen writes a cheerful and positive letter. Dear Mother, Just a line to [let] you know that I got the cigs on Tuesday. I thank you very much for sending them They have stopped the weekend passes as there are a lot of absences, but I shall ask the Captain for permission to come on [a] pass. We are going to the front on the 19 of November. Dear mother, do not worry about me for by God s help I shall come home well. Give my love to Lillie, Kitty and Freddie and tell him I will come and see him by and by. You will receive 3/0 shilling from me and the same from the War Office which will make six all together. Give my love to all This is all at present. So goodbye from your loving son, Steve

5 December 13 th : The 4th Battalion arrives in France. Stephen is at the front. He sends a postcard home, still enthusiastic about being in the Army. Dear Mother, Just a line to let you know that I am alright. I am enjoying myself I will soon be home. Love from Steve April 6 th, 1915: The trail goes cold until April when Stephen says he is soon leaving hospital, apparently having fallen sick. But he is now to re-join the 4th Battalion. Shaken by his earlier experiences, he appeals to his mother. Dear Mother Just a line to let you know that I am quite well. I am for the front on Tuesday. But if you write to the Commanding Officer and say I am only seventeen it will stop me from going. Get it here before Tuesday for I cannot get a pass to come and see you. Don t forget. From Stephen

6 April: Perhaps his mother wrote too late, or did not write at all. No letter was apparently received. His next card is marked On Active Service. Mother, Just left for France Stephen April 30 th : In a couple of days he is cheerful again. From the base camp in Rouen en route to rejoin the 4th Battalion, he sends a postcard. Dear Mother, Just a line to let you know that I arrived quite safe. I hope you are quite well as it leaves me the same. Give my love to all at home. From your ever loving son, Stephen

7 May: After one more card from Rouen, he returned to the 4th Battalion. Dear Mother, Just a line to let you know that I sent you all a photo of myself outside a tent door with two of my mates. Hope you will get them safe. Hoping you are in the best of health as I am myself. Goodbye for the present. I remain yours truly, Stephen Stephen appears to join his battalion during the Second Battle of Ypres. The postcards from Rouen may have been his last. His is one of the 58,896 names listed as missing in the Ypres Salient. On May 4 he was mortally wounded, his body being discovered six days later.

8 Stephen Brown s WWI Path Directions: Follow the events for Stephen during WWI through his annotated letters and explain the events. July 1914 April April 30 th August 4 th 9 th April 6 th 1915 May November December 13 th May 4 th 1915

9 Emotions Run High Directions: Trace the development of Stephen s feelings on war and his involvement. Describe the scenario, his emotion, and cite your analysis with a quote. Analyze Stephen s Emotional Response Describe the context November 1914 Quote: Quote: Describe the context April 6 th, 1915 Analyze Stephen s Emotional Response Analyze Stephen s Emotional Response Describe the context May 1915 Quote:

10 Date: Scenario: Letter to a Loved One: Directions: Write a letter to a loved one as you head to war and after time on the frontline. Include a researched historical date and scenario. You may choose to identify a specific battle or event. Date: Scenario: Letter to a Loved One: