Y is for (Battles of) Ypres (Blogging Through the Alphabet)

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During World War I, three battles would be fought to control the Belgium city of Ypres. This was an important city to control due to its location in West Flanders and its guarding of the port cities leading to the English Channel. Belgium's neutrality was guaranteed by Great Britain so the German invasion of Belgium brought Great Britain into the First World War. Germany saw the invasion and control of Ypres as central to their Schlieffen Plan.

First Battle of Ypres

The first Battle of Ypres took place October 8 to November 22, 1914. The battle would be part of the race to the sea by the Germans.

The commanders of the Allied forces did not fully see what was happening during this battle. For example, on October 20, the French believed they were attacking when they were actually hardly holding ground. The next day, aware of the danger of losing the area so important to protecting the port, the French ordered the men to entrench.  The Germans would also dig a system of trenches. It has been suggested that the trench warfare of World War I began at Ypres.

Winter would force the conclusion of the battle. Overall there wasn't a lot of advancement from either side but the Allied forces did prevent the Germans from accessing the French ports in Calais and Dunkirk through Belgium.

Casualties

• French: 50,000 
• Belgians: 20,000 
• Germans: 130,000

Second Battle of Ypres

The Germans used poison gas – chlorine –  for the first time in the opening of the second battle of Ypres on April 22, 1915. Surprising the Allies with the use of gas did not necessarily give the Germans an advantage. However, they were able to push forward in this early battle known as the Battle of Gravenstafel Ridge.

There would be a series of four battles that comprised the Second Battle of Ypres. There was no significant loss or gain for either side as the British occupied the trenches built by the French to defend themselves from the Germans' attacks.

Casualties:

• Allied forces: 70,000
• Germans: 35,000 

Third Battle of Ypres

The largest battle to take place at this site during World War I, started on July 31, 1917. The battle was also known as the Battle of Passchendaele (because the Allied forces recaptured the Passchendaele Ridge east of the city). With horrible weather, the battlefield turned into a mucky, muddy field. In three months time, the Allied forces would only advance 6 miles.

The third battle of Ypres would also cost nearly half a million casualties:

• Allied: 250,000
• Germans: 200,000

Other Facts

• In 1914, Ypres was one of the sites of the unofficial Christmas truce. With the result of Ypres being inconclusive, there was a lull in hostilities which allowed both sides to exchange Christmas greetings after crossing the trenches. 
• Ypres is also known as Ieper.
• Not a lot of progress was gained at the battles of Ypres until September 1918 when the Allies advanced forward to take back Belgium from the Germans.
• Almost every building in Ypres was destroyed. 

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Studying History with Hands-On Materials from Home School in the Woods

Reviewing: Project Passport World History Studies from Home School in the Woods - Complementary Product Received - Affiliate Links included 

History is one of my favorite subjects. I majored in history in college and was a high school history teacher for a number of years. I love getting the opportunity to study and teach history using hands-on materials that really bring the subject matter to life. All of the awesome materials we have used and reviewed from Home School in the Woods have really brought the time periods to life for our family. We have played games using their Á La Carte products and completed a Hands-On History Lap-Pak on knights. For the past several weeks, our teen has begun his world history course using the Project Passport World History Studies on the Renaissance and Reformation.

Project Passport: Renaissance & Reformation can be purchased as a download (which we received) or a CD that contains all of the necessary files for taking a trip with your 3rd-8th grade student(s). We are adapting the material for our soon-to-be 11th grade high school student. This particular Project Passport focuses upon the following:

• Background of the Renaissance historically 
• Examples of Renaissance artists like Leonardo Da Vinci, Michelangelo, Dante, Geoffrey Chaucer, Shakespeare, and many others 
• Everyday life with a sampling of food, crafts, laws, and entertainment 
• An introduction to the inventions, exploration, and science of the time
• Background of the Reformation including a look at famous religious leaders (Martin Luther, John Wycliffe, Ulrich Zwingli, and others) 
• A look at the history of the Tudors, Wars of Religion, the English Civil War, and the Counter-Reformation 

The Travel Planner provides an itinerary for the 25 stops that will take approximately 6 to 12 weeks altogether. As we are using this as a beginning activity for our high school teen's world history course, we did the opening activities and then skipped around a bit to focus upon different activities and projects. We are also in the middle of our summer break, so we have been working on a lighter schedule.

Before we started, I printed out the travel planner, travel itineraries, and the other pages and materials that were necessary for the first 8 stops. I am keeping all of the material in a small binder to make it easy for me to find and reference. I also like that I can have the file open on my laptop so that I can show our son an example of the completed project, if necessary.

As you read through the travel itinerary (which works similar to a lesson plan), you will see the information to share with your homeschooling child, the supplies needed, and how to print or prepare those supplies. If your child is older, you may actually be able to print out the travel itinerary and then have them read through the information in order to complete the projects on their own. Be sure to have your children read through the Guide Book Text, as that will give them the historical information they need to complete some of the projects. It will provide them with a clear understanding of the time period they are studying, as well.

With most of the stops on your journey, your children will be cutting out and gluing images of individuals, historical events, or facts onto a timeline. We are storing our timeline in our binder. So, we punched holes in it. One could either use them exactly as laid out in the instructions or use the timeline and images in a manner like we are using them. I asked our son to attach a number at a time as an introduction to the next stops (and historical topics). This way, as he looks for the location, we can briefly go over who or what he is attaching to his timeline. For example, we spent a few minutes discussing Dante's Inferno as well as Sir Francis Bacon and Humanism. Or you could use the timeline in another manner and Amy Pak at Home School in the Woods offers some ideas as well links to valuable resources for teaching with timelines.

Including More Art 

Project Passport: Renaissance & Reformation is a great resource if you are trying to fit in more art into your homeschool lessons. There are so many opportunities for your children to practice different art techniques from the past as well as create some awesome memories for their scrapbook. Personally, I loved getting to assign art projects to our teen as he is a rather good artist but prefers to not really share his talent with everyone on a regular basis.

There are also many opportunities to focus upon creative writing (there is a newspaper activity that our son is working on as we travel through the time period). If you are interested in reading more about incorporating creative writing newspapers in your homeschool, the blog at Home School in the Woods offers ideas as to their importance and structure. In addition to the creative writing, the majority of the stops include a selection of reading such as the instructions for creating an art project, the materials that will be included in the lap book, and the background information of the art techniques.

Some of the newspaper entries can be drawings, while others can be text.

In addition to reading, writing, and art, there are a number of other smaller projects that incorporate several of these facets. For example, one of the earlier activities has the students creating something for their lap book to represent the social classes of the time period. The instructions on your computer will not only give you information on how to print and put it together but there is also a photo of a sample one put together to give you the entire picture.

I love the detailed instructions for each project and activity.

As one might guess, time will also be devoted to the Bard of Avon – William Shakespeare. We skipped ahead to this stop as we had recently studied Shakespeare and read Julius Caesar this homeschool year. And when recreating the Globe Theater, we were able to read several of the more famous passages from Shakespeare:

• "All the world's a stage" from Jaques in As You Like It 
• "Now is the winter of our discontent" speech from Richard Gloucester in Richard III 
• "Friends, Romans, countrymen, lend me your ears" of Antony in Julius Caesar 
• And others from tragedies and comedies 

There are other ways in which we are studying the history of the Renaissance and Reformation time period. There are a series of audio files that accompanied our download. We listen to our tour guide, Agatha, as we are taken to eight different stops including that of the Globe Theater where we listen to William Shakespeare explain that his latest play will be put on soon (Hamlet). We even get to hear an excerpt from Hamlet! With special effects, the journey comes to life for listeners. The tour takes us around Europe to learn more about the places and people of the time.

And what trip wouldn't be complete without postcards? The postcards are a nice way to help bring history to life. Students will read what 16 famous people from history have to say regarding their time and lives. The backs of the postcards are blank so that students can decorate them however they choose and then they create a postcard rack to hold them.

Recommendations and Our Thoughts

My biggest recommendation to individuals purchasing materials from Home School in the Wood is: read through all of the instructions. Using materials from Home School in the Woods can seem a bit challenging as there are lots of items to print but once you start working your way through the files, it all becomes much clearer. I know the first time I was intimidated trying to figure it all out but now it seems so easy. Stick with it – Home School in the Woods creates great materials! And read through the entire instructions on the different activity sheets before you begin any project or activity.

The materials do work best if you have access to a color printer because they are often colorful. We do not have a color printer so we do our best with the black & white print outs.

Personally, I love the hands-on approach to studying history. When I was teaching high school history, I always tried to have a few hands-on projects scattered throughout the year for students who enjoyed creating, building, drawing, and using their artistic talents to demonstrate their historical knowledge. But there are some who are not as fond and would rather complete simple reading and writing assignments. When I asked our teen his opinion, he was indecisive. In some ways, I think he likes completing the projects with us (his father, he, and I worked on the Globe theater together) but I know he would also like to just get the job done to move onto his next video game mission.

Will Project Passport work for your homeschooling family? Depending upon how your children prefer to learn, I think it just might. Even if you and your children choose not to do all of the projects, you will still walk away with firm understanding of the Renaissance and Reformation time period. I know there were new facts and details that I learned while reading through the materials.

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Project Passport: Ancient Rome is the newest in this series from Home School in the Woods

Be sure to visit the rest of the reviews to see what other great resources Home School in the Woods offers for your homeschooling needs.

V is for Victory Garden (Blogging Through the Alphabet)

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During both World War I and World War II, there was a food crisis in Europe as to how to feed the troops. Farmers enlisted and their farms were often turned into battlefields (whether intentionally or not). Who would feed the men who were serving on the two sides during both great wars? In both wars, the United States was able to step up and provide food for a variety of reasons.

To ease food shortages and supplement food rationing, many families grew victory gardens during the wars. Because the task of growing a garden was something kids could do, they were able to participate in the war effort on the home front. All available idle land was recommended to be utilized by citizens. So one might see fruit and vegetable gardens not only in people's front or back yards but also in school yards, parks, company grounds, or vacant lots.

Promoting an Idea 

One of the ways that the idea of planting a victory garden was promoted was through the use of propaganda. This means proved to be efficient for other things during the war effort so why not pushing a positive agenda like sowing "the seeds of victory." Private and public organizations helped promote the idea of planting one's own vegetable garden such as women's clubs and chambers of commerce.

Teaching people how to properly plant, harvest, store, can, and dry their produce came in the way of pamphlets and guides for the amateur gardeners. It was estimated that there were 5.2 million gardens by the end of World War I and that by the end of World War II 20 million victory gardens had been planted.

Popular Foods Grown 

Food rationing and the diversion of food stuffs for the military and troops in World War II, led to more victory gardens (as previously stated). People become even more creative in where to plant them, such as window boxes and patios for apartment dwellers. First Lady Eleanor Roosevelt even planted a victory garden on the White House lawn, although she did not tend the garden herself.

Of the foods planted, the following were among the most popular: beans, beets, cabbage, carrots, lettuce, peas, carrots, tomatoes, and squash. Of course, depending upon where someone lived and the time of the year, different crops would also be planted. It was possible to have three gardens: spring, summer, and fall/winter gardens depending upon the crops chosen. The excess food was able to be canned and used in the winter to supplement breakfast, lunch, and dinner.

Whether people grew victory gardens for economic or patriotic reasons, the growing of fruits and vegetables at home did help commercial farmers provide for the troops overseas, put additional food on the table during the time of rationing, and bring people together as a nation. Perhaps it even influenced the more modern movements of sustainability and self-sufficiency.

Read more history-themed posts at A Mom's Quest to Teach

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Q is for Quiet (Blogging Through the Alphabet)

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World War I became one of my favorite time periods in history to study—especially the origins of the war. What makes reading primary sources, secondary sources, and literature about World War I—including All Quiet on the Western Front—so important for studying the events? As we progress further and further away from events of the past, it is becoming increasingly important to look at sources that were written before, during, and immediately after the events. So many of today's history books are reinterpreting history—not always for the better.

All Quiet on the Western Front was written by Erich Maria Remarque and published in 1928 in a German newspaper and as a novel in 1929. Perhaps if the book had been written and published during World War II or after WWII, then the events of that war might have impacted the author, a German veteran of World War I. But since it was published in between the wars, we can trust the experiences described with a greater certainty that new wars did not influence Remarque. The first movie adaptation was even released before WWII (it is considered a very realistic account of the first World War).

Who was Erich Maria Remarque? 

Serving as a German soldier during World War I, Remarque gained first-hand knowledge of the experiences he would write about in All Quiet on the Western Front. He was drafted in November 1916 and was sent to the Western Front (Belgium) where he worked in a support unit, laying barbed wire and building bunkers and dugouts. He was injured while retrieving a wounded soldier in July 1917 and was sent to a hospital. He would remain in hospital until the end of the war. During that time, he would write short stories that were published.

Before the publication of All Quiet on the Western Front, Remarque worked as a teacher and in other odd jobs for a time. The success of the book allowed him to turn to writing full time.

All Quiet on the Western Front was viewed by many as a powerful antiwar statement. The view of the Nazi party was that it was unpatriotic and was in fact one of the first books burned in public. The 1930 American movie was also banned in Germany. Remarque, who had moved to Switzerland in 1931, had his German citizenship revoked in 1938.

Remarque moved to the United States in 1938 and maintained homes in New York City and Hollywood. He became friends and acquaintances of famous people like Charlie Chaplin and Ernest Hemingway.

The Novel 

"This book is to be neither an accusation nor a confession, and least of all an adventure, for death is not an adventure to those who stand face to face with it. It will try simply to tell of a generation of men, who even though they may have escaped its shells, were destroyed by the war." – Introductory statement in 1967 Fawcett Crest Book publication.

Twelve chapters tell the story of Paul Baumer, the narrator, and the men with whom he served during the war. Scenes move back and forth between the front and settings away from the intense fighting and danger. Through the novel, we are introduced to a number of specific experiences of the narrator including the use of poison gas and the repercussions of bombardments.

"The gas still creeps over the ground and sinks into all hollows. Like a big soft jelly-fish it floats into our shell-hole and lolls there obscenely." 

The imagery of a total war—destroyed nations—is experienced over and over as you progress further in the novel. Brand new coffins are stacked up against a shelled schoolhouse. Rats are everywhere, gnawing at the available food and the men. Barriers of barbed wire and holes from bombings are spread throughout the countryside. The book does not remain quiet in regards to how destructive war can be for the land and the people.

Primary Sources – Telegrams, Treaties, and Letters 

If one is studying the origins of World War I, one could seek the telegrams, treaties, and letters written prior to the war. I was fortunate enough to take a course in college—Origins of World War I—where we conducted a diplomacy simulation. In it, we formed groups to represent the different countries in the war and to see if we would start World War I or find a peaceful resolution. We read through telegrams and other primary source documents. We also read one secondary source on the causes of the Great War. For this course, our professor had gathered together specific primary sources he wished us to read and examine for class discussion.

Diplomacy Simulation 

Our purposes as nations were not just to survive but also to prosper and grow. Our countries could increase and grow our prosperity in three ways:

1. Expansion 
2. Diplomatic success
3. Satisfaction of population 

Prior to the actual simulation in which we would send 'telegrams' back and forth between nations to meet these goals, we researched our nations. We examined the events that took place from 1908-1913 in relation to our specific country and wrote a research paper in which we presented historical information as well as goals for the diplomacy simulation.

My country was France and the other nations represented were Germany, Serbia, Austria-Hungary, Russia, and the Ottoman Empire. Did we wage war? Did World War I start? No...somehow our class managed to meet some of our nations' specific goals without needing to go to war. I think the United States did not even get very heavily involved (our professor was representing America). 

Final Thoughts 

I enjoyed this trip down memory lane. It was nice to share my experience at college and my thoughts about history. I am glad that Blogging Through the Alphabet affords me the chance to not remain quiet on the topic of history.

Because history is so important to me, I do not ever want to remain quiet in regards to remembering history and the events of the past. Some people would be content with seeing controversial historical figures like Robert E. Lee erased from history. Others are finding their educational videos about Nazi Germany being removed. No matter how painful events are, we must remember them.

Resources and References

World War I Document Archive at Brigham Young University Library

 

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O is for Owen (Blogging Through the Alphabet)

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World War I brought about a lot of changes to history, society, and culture. Some of them were to be expected like huge advancements made in the way in which battles (and ultimately) wars were fought. There were improvements to tanks and the introduction of airplanes on a large scale as well as guns that would allow armies to more effectively decimate the enemy. There were also new countries added to the map as well as the redrawing of some borders for older countries. In terms of society and culture, the period after World War I was very odd. The 1920s became known as the Roaring Twenties and the Jazz Age but also gave birth to the Lost Generation of writers who were facing a period of time where previous values no longer seemed as important and they remained unsettled after the Great War.

Surprisingly, World War I also brought a number of poets into existence. Most of these men participated in the Great War itself and a few did not survive to see Armistice Day. Some of these poets had entered service feeling it was noble and just while others eventually felt disillusioned with the war. One such poet was Wilfred Owen of Great Britain. 

As a Young Man 

Wilfred Owen, born on March 18, 1893, was the son of Thomas Owen (former seaman) and Susan Shaw. Owen was the eldest of four children and became protective of his siblings and had a close relationship with his mother. Owen did not attend university, like so many of the other British WWI poets, but instead attended Shrewsbury Technical School until he was 17. He worked for a time as an assistant for a minister and during that time planned to determine whether or not he wished to train as a clergyman. During his spare time, he read and began to write poetry. He would start to develop his own writing style that would help him become one of the most technically innovative and influential of the World War I poets. 

He returned home from his time volunteering with the minister due to an illness and – after recovering – he taught in Bordeaux at the Berlitz School of Languages and then spent a year with a French Catholic Family, tutoring their sons. 

Entering the War 

After his time as a private tutor, he returned home to England in the summer of 1915. He eventually enlisted in the Artists' Rifles regiment in 1916. By December of 1916, he had left for France. Almost immediately he began writing of his experiences in the war: the marching and shelling. He wrote about the march of January 12, 1917 in "Dulce et Decorum Est" where they marched three miles along a shelled road and then three miles along a flooded trench. This was a typical experience – of marching in and on difficult terrain under machine-gun fire, already tired, and facing poison-gas attacks. 

During 1917, Owen was injured three times including a hospitalization for a concussion. Unfortunately some of the experiences that Owen lived were common and were described not only in his letters to his mother but also in 'All Quiet on the Western Front.' Both the Allies and the Central Powers suffered horribly – sleeping in wet or frozen clothes, unable to get clean, hiding in holes with dead bodies (who were sometimes friends) – all these things took a toll on the men fighting.  Owen made a series of trips to the hospital and he was eventually diagnosed as a victim of shell shock.  Owen was sent to the Craiglockhart War Hospital in Edinburgh, Scotland where Siegfried Sassoon, a fellow poet, would be sent as well. He would spend four months at the hospital. 

While it took two weeks for Owen to get the courage to meet Sassoon, the two quickly formed a close relationship, with Sassoon providing literary advice. During this time, Owen wrote of his terrifying experiences in France. Both Sassoon and Owen felt the war should be ended. And while they wished to remain in England to protest the war, they both did return to join their comrades in the trenches.

Owen began to organize his poems for publication. In a table of contents, Owen wrote a brief description of each poem with the title. He also drafted a preface in which he said his poetry would describe "the pity of War." He continued, "All the poets can do is to warn." He wished to be truthful and present an accurate picture of the war. 

Returning to War 

On September 1, 1918, Owen returned to active duty in France after a few months of light regimental duty in the United Kingdom. He would see devastation among the villages with the death of children when returned. He would write about this in letters but not in his poetry. Prior to this death, Owen wrote that he was better and his nerves were "in perfect order." 

He was killed in action on November 4, 1918 while attempting to lead his men across the Sambre Canal at Ors. The Armistice was signed on November 11, 1918. His poems were collected after his death and introduced by Sassoon for publication. 

Resources and References 

Poetry Foundation: Wilfred Owen

Image of Wilfred Owen Lived Here Plaque is from User Rept0n1x at Wikimedia Commons 

Poems by Wilfred Owen

Interested in learning more about history? 

If you truly enjoy history, I encourage you to read one of my other history-themed posts, such as a post about unrestricted submarine warfare or examine my Engaging History series.

Please join us for Blogging through the Alphabet this week! 

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C is for Confucius (Blogging Through the Alphabet)

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Like many individuals in history who have become influential, not much is known about Confucius. The teacher, writer, and statesman from the prosperous state of Lu (present day Shangdong province) lived sometime between c. 550 BC and 480 BC in Ancient China. The information that we do know about Confucius (also known as Kong Qui and K'ung Fu-tzu) was written down by his students and later generations. The main source of his teachings and sayings is The Analects. While he was a member of the professional administrative class, he only held minor positions and eventually settled into the position of a teacher in his home state of Lu.

At the Center 

The teachings of Confucius set forth models for interactions between family and the public as well as educational standards. At the center of his teachings was the subject of human relationships. He believed that society is a network of human relationships. 

There are five archetypal relationships which include:

1. Relationship between ruler and subject
2. Relationship between father and son
3. Relationship between husband and wife
4. Relationship between elder brother and younger brother
5. Relationship between friend and friend 

People should fulfill their role in their various relationships by doing the right thing. Individuals should treat others with respect, live virtuous lives based on traditional customs, and follow rituals (which varied from very simple to elaborate). 

Influence on the State 

Confucius taught about the proper role of leaders. Self-discipline was an important characteristic of leaders, which would help them fulfill the relationship between ruler and subject. Rulers should remain humble and be a positive role model for their subjects. If everyone in society fulfilled their roles, then society would function smoothly. 

The ideas of Confucius would eventually be known as Confucianism and they still hold an important part in many cultures today. 

More Blogging Through the Alphabet Posts 

Looking for more posts about China and its history? Why not read about the Boxer Rebellion or the Zhou Dynasty?

References and Resources 

Biography.com's Article on Confucius

Looking for more Blogging Through the Alphabet Posts? 

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B is for Bastet (Blogging through the Alphabet)

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For the new "Blogging through the Alphabet" series, I thought I would focus upon a subject that I really love: History! In this post, I will share information and facts about Bastet. I will explore a different place, person, or historical event in history each week. I hope you will join me on the journey!

One of my greatest interests in history is Ancient Egypt. My love of Egyptology started with my Grandpop and Mom sharing their own love of it with me when I was young. My Grandpop would sit for hours in the dining room pouring over history books which included a collection of World War II and Egyptology books. Though Grandpop is now gone, I am happy to say that – between my own bookshelves and my mom's – we have kept all of his Egyptian History books.

Besides the pyramids, one of the things most people remember about Egypt is their worship of many different gods and goddesses. They had gods for almost every aspect of life – sky, childbirth, war, afterlife, judgement, and storms. Many of the these gods were represented as both a human and animal (or animal-headed human).

One of my favorite Egyptian goddesses to read about is Bastet. This is probably due to the fact that she is often represented as a cat. Her statues are often sleek cats made of bronze adorned with jewelry.

We can learn more about the temple, cult, and festival associated with Bastet by studying the town of Bubastis, which housed the Temple of Bastet, anf by reading the account of Herodotus, a Greek historian. He visited Bubastis in the 5th century BC and wrote of the town and the festival in which boats of men and women celebrated with castanets and flutes.

© Ulisse | Dreamstime Stock Photos & Stock Free Images

Bastet may have been a local god but she was still important as she was regarded as a daughter of the sun-god. She went through many different incarnations from being shown with the head of a lion to finally being depicted as a domesticated cat. She was also honored as the mother of kings and was even listed in one of the spells in the Pyramid Texts: "My mother Bastet has nursed me."

There were also a number of cat cemeteries associated with Bastet. Mummified cats and bronze statues of Bastet could be found in the underground cemeteries as well as many fake mummified cats that have made their way to museums and private collections.

One of the activities I did when teaching about Ancient Egypt in a World History High School class was having my students create their own Egyptian gods or goddesses. I presented them with a selection of toy animals and a worksheet with questions that would guide them to thinking about what aspect of life their new Egyptian god would aid or control. They loved the creativity this allowed them. (Here is a link to a modified version of the worksheet my students used: Egyptian Gods and Goddesses.)

There are so many wonderful places, times, people, and events in history. I look forward to sharing more with you each week.

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