Social Studies, 19.09.2019 03:30 nasrul3725

Essay on world war one using primary source

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As students of history in the 21st century, we have many comprehensive resources pertaining to the First World War that are readily available for study purposes. The origin of these primary, secondary and fictional sources affect the credibility, perspective and factual information resulting in varying strengths and weaknesses of these sources. These sources include propaganda, photographs, newspapers, journals, books, magazine articles and letters. These compilations allow individuals to better understand the facts, feeling and context of the home front and battlefield of World War One.
Autobiographies, diaries, letters, official records, photographs and poems are examples of primary sources from World War One. The two primary sources…show more content…
Wilfred Owen asks where are the “…passing-bells for these who die as cattle?” The author of “Anthem for Doomed Youth” leads his reader through his personal struggle and frustration of war. Owen has an abrasive approach when describing the death all around him and clearly expresses his anger with the “hasty orisons” for the dead. He speaks directly of battlefront in the first octet and then includes the home front in the second half of his sonnet. Owen’s purpose is not a commemoration of fallen soldiers. Rather, he divulges the disgust and disappointment of war. Like McCrae, Wilfred Owen paints a picture of the multitude of deaths. Back at the home front, “…each slow dusk a drawing-down of blinds.” We can construe that the author is not simply talking about preparing for bed in the evening, but rather lowering the blinds in a room where yet another dead soldier lies, as an indication to the community and out of respect for the soldier. There is a lack of “passing-bells for these who die as cattle….no prayers nor bells; Nor any voice of mourning save the choirs.” Owen writes as though he feels that there is indifference among the death of his fellow soldiers. The poem, “In Flanders Fields,” is impregnated with imagery. “This poem was literally born of fire and blood during the hottest phase of the second battle of Ypres.” John McCrae had just lost his very close

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freeborn women in ancient rome were citizens (cives), but could not vote or hold political office. because of their limited public role, women are named less frequently than men by roman historians. but while roman women held no direct political power, those from wealthy or powerful families could and did exert influence through private negotiations. exceptional women who left an undeniable mark on history range from lucretia and claudia quinta, whose stories took on mythic significance; fierce republican-era women such as cornelia, mother of the gracchi, and fulvia, who commanded an army and issued coins bearing her image; women of the julio-claudian dynasty, most prominently livia (58 bc-ad 29), who contributed to the formation of imperial mores; and the empress helena (c.250–330 ad), a driving force in promoting christianity.

women in the ancient greek world had few rights in comparison to male citizens. unable to vote, own land, or inherit, a woman’s place was in the home and her purpose in life was the rearing of children. this, though, is a general description, and when considering the role of women in ancient greece one should remember that information regarding specific city-states is often lacking, is almost always from male authors, and only in athens can their status and role be described in any great detail. neither are we sure of the practical and everyday application of the rules and laws that have survived from antiquity. we do know that spartan women were treated somewhat differently than in other states. for example, they had to do physical training like men, were permitted to own land, and could drink wine.

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The president's only official legislative duty is to sign or veto bills.