YR: 10 SoL: Power and Conflict Poetry Anthology English Knowledge Organiser @SPA

Assessment
Questions Key concepts in this module:
LIT: How does LIT: AO1 Curriculum Intent: Why are we
the poet use L1 L2 L3 L4 L5 L6* studying this? 1. Conflict
language and L7 L8 L9 L10* To develop our understanding of the world
structure to
2. War
around us and the difficulties people face.
convey To develop our own analytical skills therefore
3. Power
LIT: AO2
meaning? E1 E2 E3 E4* E6 E7 increasing our confidence when we are faced 4. Leadership
How does the E8* E9* E10 E11* with complex ideas and language. 5. Nature
context of the E12* To encourage and develop our empathetic
poem influence
6. Life and Death
and interpretation skills so we are better able
the to develop our own opinions and see the
7. Inner conflict
interpretation LIT: AO3 world through the eyes of others. 8. Identity / Culture
of the reader? L11 L12 L13 L14* 9. Fear
10. Abuse of power.

Full mark answer:

Method Definition
Both poems have a somewhat cyclical structure Alliteration A series of words beginning with the same sound.
which they use to present the repetitiveness of Ambiguity The quality of being open to more than one interpretation.
Write about the
conflict and how the events which occur repeat Anaphora Repeated words or phrases in a structured way (beginning of lines or stanzas.
reader…
within the minds of those involved. In ‘Remains’ Dramatic Monologue The poet adopts a voice/persona of a character and speaks to an imagined audience.
The reader:
Armitage repeats the phrase, ‘probably armed, Euphemism Replacing a harsh word/phrase with a milder indirect one. ask themselves,
possibly not’ from stanza one and into stanza six. Free verse An open form of poetry, it does not use consistent metre patterns or rhyme. wonders, questions
As this phrase is repeated from the start and near In media res Beginning in the middle of the action. agrees, sympathises,
the end it shows how his thought is always Motif a recurrent image, idea, or symbol that develops or explains a theme, while a theme is a central idea or message. assumes remembers,
lingering within his mind and is inescapable. Also Oxymoron A phrase created by words of opposite meanings. believes,
in ‘War Photographer’, Duffy presents the Para - rhyme A half-rhyme in which there is vowel variation within the same consonant pattern. BECAUSE…AND…SO…
repeated nature of the photographer’s job as they Semantic Field A series of words relating to a specific topic. This makes the reader
start by returning to their ‘dark room’ after a job Symbolism An object or colour used to represent a different meaning. feel…
and return back to another scene by going back on Volta A dramatic change in mood/thought/emotion - a turning point within a poem. Shocked, amused,
an ‘aeroplane’. It seems that the nature of conflict Sibilance Repetition of the 's' sound for a particular effect. disgusted, outraged,
is inescapable as the photographer has to go back Emotive language Words and phrases used to create an emotional response Confused, puzzled,
Conflict A serious disagreement between opposing sides - these could be countries, groups of people or a conflict within sadness, melancholy
and witness all that is mentioned in the middle
opposing ideas/feelings in a person. Frustration,
stanzas again. Therefore, in both poems the
Juxtaposition Two ideas or feelings being seen or placed close together with contrasting effect. BECAUSE…AND…SO…
cyclical structure presents the psychological effects
as on-going and inescapable as both individuals are Theme An idea that recurs in or is present in a work of art or literature.
revisiting the sites of conflict whether physically or Caesura A break between words, a pause near the middle of a line of poetry.
Sensory language Words used to engage the 5 senses. Common Spelling Errors
mentally. The use of the adverbs ‘probably’ and
Consonance The repetition of similar-sounding consonants in close together to produce a specific effect. in Poetry
‘possibly’ show the importance placed upon
Allegory A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. Metaphor Simile Verse
whether the individual, the soldier, has shot was
Plosives The basic plosives in English are t, k, and p, d, g, and b. Stanza Juxtaposition
holding a weapon. More has been stressed on him
Rhetorical Question A question asked in order to create a dramatic effect or to make a point rather than to get an answer. Repetition Rhythm
likely having a weapon than not having a weapon
Past Participle The form of a verb, typically ending in -ed in English, which is used in forming perfect and passive tenses and Rhyme
which was only a possibility. This shows the
sometimes as an adjective, e.g. looked in have you looked?, lost in lost property.
soldier’s inner turmoil and how they are
attempting to deal with the thought in his guilt. In
Suggested Structure 1 Suggested Structure 2*
‘War Photographer’ the repeated ideas are Opening sentence clearly comparing both poems. Introduce a point about poem 1
Tier Two Vocabulary
presented in everyday actions such as going to his Write for 20 minutes about the first poem, use Support with quotation Armistice, Blunder, Docile, Domineering Ephemeral,
‘dark room’ where he develops his photos or quotations and relate to the question. Analyse Exasperated, Futility, Harrowed, Incessant, Marginalise,
travelling on an ‘aeroplane’ neither of which seem Write for 20 minutes about the second poem, use Link to poem 2 Monolithic, Oppressed, Patriotic, Perturbed, Wizened
quotations and link to poem 1 throughout. Analyse and compare to poem 1
out of the ordinary. Why are they similar/different?
Poem Form/Structure Context Key Quotations Language

Ozymandias The sonnet form, written in traditional iambic pentameter, emphasises Shelley was a romantic poet, and the poem 1.“Half sunk, a shattered visage lies” Adjective ‘shattered’ the face of the statue broken like Ozymandias’ empire.
Ozymandias’ self-love. could be seen to sympathise with the French 2. “Look on my works, ye Mighty, and despair” Capitaliasation of ‘Mighty’ Ozymandias speaking to others in power to reinforce his belief in own
It is ironic that the sculptor’s work has endured whilst Ozymandias’ power has Revolution in criticising the absolute power of *3.”wrinkled lip and sneer of cold superiority.
not. government. Command”
Looks back at Ancient Egypt
London Opening 3 lines of poem written in iambic tetrameter with abab rhyme scheme Blake was a romantic poet, who was exploring 1. “The mind-forged manacles I hear” The metaphor of ‘mind-forg’d manacles’ suggests people are trapped by their own attitudes as well as
– emphasises the restrictions Blake believes people of London suffer. the effects of the Industrial Revolution on 2. “Blights with plagues the marriage hearse” society.
Pattern broken in lines 9,11,14,4, 10 , 12. Trochees not iambs to reflect anger. England, and pretesting against lack of *3. “every cry of every man” Metaphor ‘marriage hearse’ death of tradition values.
individual freedom. Repetition of negative and emotive language (‘every’, ‘cry’) emphasises the bleak mood and angry tone of
the poem.
Extract from ‘The Conjunctions and enjambment link the events seamlessly Wordsworth presents romantic ideals of the 1. “A huge peak, black and huge” Repetition of ‘huge’suggests indimdation at nature’s power
Prelude’ Iambic pentameter, with its close relation to the rhythm of the natural voice, power of nature. 2. “And measured motion, like a live thing, strode after Similes compare the natural to the living and vice versa, and personification conveys both the beauty and
suits the personal nature of this poem. Also links with rhythm of rowing. This was an autobiographical poem based on me.” danger of nature.
his childhood *3. “It was can act of stealth and troubled pleasure”

My Last Duchess The first-person dramatic monologue allows us to explore the Duke’s Loosely based on the Duke of Ferrara. 1. “My Last Duchess” Possessive pronouns highlight the Duke’s narcissism and pride.
motivations and actions. Browning has to move to Italy to marry 2.“I gave commands; then all smiles stopped Euphemism “all smiles stopped” murder of Duchess.
Despite the rhyming couplets, the frequent enjambment pushes the poem on, because of his wife’s over-protective father. together.” Verb “stoop” Emphasises Duke’s own sense of superiority.
like the Duke relentlessly pursuing his next bride. *3. “stooping”/”stoop”
Storm on the Present tense suggests the struggle is ongoing, and the community’s power is Stormont Ireland’ is the name of the seat of 1.“Flung spray…spits like a tame cat turned savage.” Simile to describe the unpredictable nature of the storm and The Troubles in NI
Island suggested in their continued resistance the NI assembly, and this poem could 2. “It is a huge nothing that we fear.” Oxymoron power of nature huge and unfathomable
Volta "But no:" on line 14. The slow pace of the monosyllabic phrase and the therefore be a metaphor for the troubles in *3.” Exploding comfortably” Extended metaphor is of a military attack, with the semantic field of warfare
caesura reflect the last moments of the calm before the storm. Ireland.
Tissue Stanzas – 9 quatrains and a single, final line – represents the different layers of This complex poem looks at conflict and 1.“Paper that lets the light shine through” Symbolism for goodness and hope.
paper described throughout the poem. troubles of the modern world: destruction, 2. “A grand design with living tissue, raise a structure Imagery argues the human race concentrates too much on competition and being stronger than other
Free verse - could represent the light airy nature of tissue paper OR could be a war and politics, money and wealth, terrorism never meant to last” countries.
criticism of social and political structures which impact on our freedom. and identity. *3.” The sun shines through their borderlines” Verb phrase ‘sun shines through’light a symbol of hope creating image of divisions being removed.
The Emigree Repetition of the unnamed ‘they’ suggests menace and oppression The poet is based on modern examples of 1. “I am branded by an impression of sunlight.” Adjective ‘branded’ memories of home are long-lasting also links to idea of brutal regime she left.
The poem is written as a dramatic monologue, with the poet musing to herself emigration, where people have to flee their 2. “I comb its hair and love its shining eyes” Metaphor comparing homeland to calm pet verb ‘comb’ suggests she is idealising her memories.
Longer, lyrical sentences which describe the remembered city contrast with homes because of war, corruption, tyranny, *3.” There once was a country… I left it as a child but Repetition of ‘sunlight’ light and as a symbol of freedom, contrasting with metaphors of isolation
shorter, terser sentences for the current situation or dictatorship. my memory of it is sunlight-clear”
Kamikaze Italics are used to show direct speech, adding to the impact of the mother’s Kamikaze were suicide attacks made by 1.“Full of powerful incantations.” Imagery could suggest pilot is a devout man (Shinto religion) or has he been manipulated by the regime?
words. Japanese soldiers in WWII, where aircraft 2. “cloud-marked mackerel, black crabs, feathery Metaphor description of different fish ‘loose’, ‘prince’ ets suggest pilot now sees honour in simple life of a
Four generations are paralleled and contrasted. deliberately crashed into military targets like prawns, the loose silver of whitebait…a tuna, the dark fisherman.
Written in 7 sestets a strict pattern which contrasts with use of free verse. warships. prince, muscular, dangerous” Metaphor sarcastic tone? Is the poet/speaker challenging this idea?
Representing conflict of pilot between honour and family. *3. “enough fuel for a one-way journey into history”
The Charge of Third Person- sounds like official account Based on the Crimean War, where a 1. “The valley of death.” Personification emphasises the dangers the cavalry faced.
the Light Brigade •Strong rhythm created through regular rhyme, dimeter and dactylic evokes the miscommunication sent the light brigade into 2. “blundered” Verb ‘blundered’ euphemism a mistake has been made as the men have been sent to a battle they can not
sound of horse hoofs and drums. combat. 3* “ when can their glory fade?” win.
Repetition and anaphora emphasise the relentless forward motion of the • Tennyson was Poet Laureate, which could Rhetorical question used to suggest that the bravery and ‘glory’ will last forever.
soldiers and how they followed orders explain the propagandist tone.
Exposure Para-rhyme scheme of ABBAC, together with a jarring metre, makes the poem This is based on Owen’s first-hand 1.“Pale flakes with fingering stealth come feeling for Alliteration, assonance, assail the reader.
sound uncomfortable like the physical and mental conditions of the waiting experiences in the trenches. The winter of our faces.” Repetition is used as a refrain at the end of each stanza
soldiers. 1917 was particularly bitter. 2. “All their eyes are ice, but nothing happens.” Personification and sibilance used to emphasise the power of the weather suggesting the weather is
Owen described the realities of war. *3. “ merciless iced east winds that knive us” attacking the men
Bayonet Charge In media res ‘suddenly’ creating sense of urgency The soldier is shown as more weapon than 1.“Sweating like molten iron from the centre of his Simile used to show war is terryifying, life changigng.
Semantic fields of war and nature are juxtaposed, showing the impact of war on man, reflecting the deaths in WWI where chest.” Alliteration fear has taken over the soldier. T’ used to resemble the ticking of a bomb.
the land. Hughes’ father was a veteran. 2. “His terror’s touchy dynamite.” Metaphor/rhetorical question present soldiers uncertainties, realising he has no control over his future.
Third person and anonymity makes the narrative universal. *3. “In what cold clockwork of the stars and the
nations Was he the hand pointing that second?”
Remains Dramatic monologue indicating personal nature of the memories. The poem is based on a real-life soldier’s 1.“Probably armed, possibly not” Adverbs – indicates the soldier may have had some reason to shoot the looter but he is uncertain.
Free Verse reflects the idea that this is being spoken, recalled by the soldier. experience in Iraq and his post-traumatic 2. “His bloody life in my bloody hands.” Repetition – factual/guilt/regret/frustration
Enjambment reflects the conversational nature of the poem. stress disorder. The first-person narrative *3.“sort of inside out, pain itself, the image of agony” Colloquial language/child like imagery – supporting conversational style and perhaps difficulty expressing
Final 2 line stanza may indicate that the soldier can no longer go on. mimics the interview Armitage conducted. what he saw.
Poppies Ambiguity is caused in the wat the first stanza could be the mother sending her The setting of the poem is also ambiguous, as 1.“The gelled blackthorns of your hair” Metaphor young boy/short hair of soldier/crown of thorns biblical reference to Christ suggesting sacrifice.
son to school or war, and the uncertainty in his fate. there are suggestions it is a modern conflict 2. “released a songbird from its cage” Metaphor mother letting go of her son/her emotions
• The form of first person dramatic monologue allows us to experience the inner but also frequent links to the past and *3. “All my words flattened, rolled, turned into felt, Adverbs inabiity to find the right words.
emotions of the speaker. memory. slowly melting”
War Contrasts are made between the hellish warzones and peaceful homeland; and Photographs, in the past, had to be carefully 1.“A half-formed ghost” Metaphor refers to the man’s death and the film not yet being developed.
Photographer intensity of war with the indifference of the readers. developed under a red light. This is an 2. “Prick with tears between the bath and pre-lunch Half rhyme emphasis of desensitisation of readers to images of war.
The regular rhyme scheme and stanza length are neat and precise, representing interesting and unusual perspective on war beers” Metaphor compares rolls of film to bodies layed out in mortuaries.
the disciplined way the photographer does his job. from a job which is dangerous. 3. “spools of suffering set out in ordered rows”
Checking out My A repeated quatrain is used to introduce a famous white character from history Even now, curriculum is predominantly 1.“Dem tell me...” Non-standard English/Anaphora is used to show the difference between the speaker’s own culture, and the
History before contrasting them with an ignored black person. established by white, middle class men. We 2. “I carving out me identity.” taught history of white culture/emphasis oppressive nature of dominant culture.
Enjambment and a lack of punctuation represent a rejection of white history are not taught about other cultures, or the *3. “Bandage up me eye with me own history Blind me Metaphor trying to convey development of his own identity.
and expectations. history of those we were in conflict with. to me own identity” Metaphors emphasising the dominance of only teaching white history
 Poem 1 Poem 2
Concept: Man vs Man
Charge of the Light Brigade: Tennyson uses dactylic dimeter to establish a heavily pulsating rhythm throughout this glorious Bayonet Charge: A similar use of momentum is used by Hughes as the poem begins in media res. The poem starts with the adverb
battlefield charge in the face of adversity. This momentum is then made terrifying given the dark figurative description of ‘suddenly’, giving us the impression that we are plunged into the middle of the action in a series of breathless enjambed lines which
where they are going: towards ‘the valley of Death’ from Psalm 23. evocatively build up a sense of the soldier’s confusion.
Remains: Both poets use imagery to convey grief and suffering. Armitage’s speaker states: ‘I see every round as it rips through Poppies: The speaker refers to ‘spasms of paper red’. The 'spasms' provoke an image of unnatural, painful, distressing death or injury,
his life’ – The alliteration of rounds ripping through his life onomatopoeically conveys the violence of the moment whilst also the 'red' is a metaphor of the bloodshed of war and 'paper' implies a disposability and weakness which Weir relates to the loss of life
metaphorically reducing the man’s body to something as fragile as paper. on the battlefield.
Ozymandias: Shelley’s exploration of Rameses II within ‘Ozymandias’ depicts an eponymous ruler who was desperate to be London: The population of the city have suffered under a tyrannical regime presided over by institutions such as the Church and the
immortalised in statue form as powerful and intimidating. The verb ‘sneer’ implies superiority and distaste for his subjects, Monarchy which exploit and oppress the poorest in society. The alliteration of ‘weakness’ and ‘woe’ creates a semantic field of
with the harsh alliteration of ‘cold command’ similarly amplifying the notion of a harsh and militant power that is used not for suffering, that is present ‘in every cry of every man’. The reader imagines a very cruel ruling class, who are happy to remain in
the improvement of society, but despotism and tyranny. positions of power while those around them suffer and die.
War Photographer: The poem suggests a cyclical, never-ending nature to war. The speaker begins the poem in the ‘church’ of Kamikaze: The fish the pilot observes from the plane swim in a ‘figure of eight’. The shape of this number is often used to represent
his dark room, the only place in his life where he finds peace and by the poem’s end he is flying out again to another nameless infinity and could be said to represent the trap that the pilot’s life will become if he doesn’t complete his ‘mission’. The pilot will soon
warzone. This implies that he lives in an endless cycle of conflict. be trapped in a cycle of rejection and humiliation from those around him.
Storm on the Island: Heaney writes from the collective perspective about the suffering of all Irish people. He also uses a Exposure: From his own lived experience of the war, Owen also uses a sematic field linking to warfare: “bullets streak the silence”
semantic field linked to warfare with “strafes” and “bombarded” creating imagery of bullets hitting the very house that they and “attacks once more” which all show the horror of the war. The way Owen uses sibilance conveys the sense of speed, suddenness
inhabitants try to stay safe in. and harsh noise.
The Emigree: The speaker hints at the destruction of her native country, declaring it ‘sick with tyrants’ Furthermore, humanity Checking out me History: The poem can be read as a critique of colonialism and a ‘whitewashing’ of history. The reference to
is shown to be totalitarian in “banned by the state” showing that these are impositions placed by people that aim to persecute metaphorical ‘bandages’ and ‘blind me’ is ironic and has great impact; they are powerful metaphors from the same semantic field.
and repress. The conflict here is through the man-made regulations that both poems reflect on. Bandages should be used for healing, and education is to enlighten, not to repress.
Concept: Man vs Nature
Prelude: Both poems show nature as powerful and overwhelming. In ‘Prelude’ there is a volta after the speaker encounters a Exposure: For Owen, nature is the true enemy. The speaker refers to the ‘merciless iced winds that knive us’. Throughout the poem,
‘huge peak black and huge’. The adjective ‘huge’ highlights how the epic scale of the mountain causes him to suddenly lose his the weather is personified as an enemy soldier, using words from the semantic field of fighting and war. Naturalistic imagery is
composure. Similarly, ‘black’ could suggest the speaker sees the mountain as a menacing, sinister and impenetrable force. corrupted by the effects of war into a deliberately vicious and inescapable enemy.
Prelude: Both poems present nature as something for man to fear. In ‘The Prelude’ the speaker uses personification to Storm on the Island: While the speaker in ‘The Prelude’ is frightened by a mountain, the speaker’s cause of fear in Storm on the Island
describe how ‘with trembling oars [he] turned’. The adjective ‘trembling’ highlights how the speaker’s fear of the mountain is is invisible. The speaker describes ‘the huge nothing that we fear’. The oxymoron ‘huge nothing’ could refer to how the storm and
transmitted to his oar as he panics and rows away frantically. The writer’s purpose could to reflect the Romantic era belief that heavy wind has no foundations. Heaney could be linking to the political troubles in Northern Ireland which, like a storm, have unclear
nature’s power and beauty should be respected by man. foundations yet cause great damage to communities.
Tissue: Dharker conveys the need to accept that all life must come to an end, as she explores the idea of ‘raising a structure Ozymandias: The ‘desert’ becomes the landscape for Rameses’ loss of power, particularly when the imperative inscription ‘Look on
never meant to last’. The noun ‘structure’ is a metaphor for human life: ultimately, one day it must end. The juxtaposition of my works, ye Mighty, and despair!’ is undermined by ‘Nothing beside remains’. Nature has reclaimed the pharaoh’s legacy; the statue
‘structure’ with ‘living tissue’ is clear: as a ‘structure’ is rigid and planned, ‘living tissue’ is organic and grows freely. becomes ruins. This transience echoes ‘Tissue’, emphasising that all power passes, and that time is a force that can never be beaten.
Poppies: The poem references 'Armistice Sunday' which acts as a symbol for grief and loss, setting a mournful tone. Kamikaze: Garland explores the beauty in natural imagery. The beauty of the “green-blue translucent” water and the “silver” shoals of
The imagery of the 'poppies' is emotive symbolism derived from the poppies that grew on Flanders Fields. It signifies the fish trigger the pilot’s memories of his childhood. These memories remind the pilot that it's not honour that gives his life meaning, but
bloodshed of war as well as the mourning of those who have lost loved ones. Natural imagery is used by Weir to encourage the rather being with his loved ones. It's small, intimate moments with his family that grant him fulfilment, the poem suggests. This
mother to and let go of her son: ‘the dove pulled freely’ and reflects her struggle with grief. imagery encourages the father to abandon his mission.
Concept: Man vs Himself
The Emigree: The human feeling of displacement in The Emigree is as a result of belonging to a group based on national Tissue: Identity conflict in Tissue is ambiguous. Dharker seems to suggest that we are living on borrowed time but desperate to leave
identity. Rumens uses the first person “I left it as a child” to explain how her country of origin was a memory to her now. The a legacy to be remembered behind through the paper constructs that we create. The listing in “the borderlines, the marks that rivers
conflict of identity is reflected when the speaker declares “I have no passport”, establishing a traumatic and permanent make, roads…” suggests that these are constructed on paper by mankind to leave a mark, but that humans themselves are fallible and
disconnection from her homeland. will not be a permanent mark on the planet.
The Emigree: Rumens focuses on an individual engaging with her cultural roots and identity. The repeated references to Checking Out Me History: Agard’s poem centres on his anger at the white hegemony and an education system that elided black
sunlight suggest the speaker has an idealised, dream-like view of the past. Even the negativity of those who fear the diaspora history. Toussaint L’Ouverture is a ‘beacon / of de Haitian Revolution’, Nanny de maroon ‘fire-woman’, and Mary Seacole is a ‘healing
community does not her stop her recognising the light of her cultural heritage: ‘my shadow falls as evidence of sunlight’. star’. Agard draws upon metaphors of light to show how these figures from history burn brightly in his sense of his own identity.
My Last Duchess: The fact that Ferrara’s monologue lacks any meaningful kind of structure represents the rambling insane London: This poem is also a dramatic monologue. The structure of London is quite rhythmic – each stanza is a quatrain using iambic
quality of his mind. The only way the Duke seems to maintain control over the Duchess is through murder: ‘I gave commands; / tetrameter. Blake uses this to suggest that the people of London are regimented and controlled. Indeed, the metaphor of the ‘mind-
Then all smiles stopped together.” The cold and unemotional delivery of this line shifts the tone (volta) to become quite forged manacles’ creates a sense of a prison that cannot be escaped from. These chains are “mind forg’d” and are metaphorically
frightening and menacing — we are afraid of his power and obsessive control. constructed by the people’s own ideas.
Remains: The first-person voice creates a sense of deep personal regret and guilt, especially when the speaker refers to ‘his War Photographer: Similarly, internal conflict also pervades this poem. Duffy’s speaker observes that ‘the blood stained into foreign
blood life in my bloody hands’. This is an allusion to the motif of blood in ‘Macbeth’ which symbolises guilt. The powerful use dust.’ Literally, this creates the image of the blood of the dead man seeping into the ground, showing the brutality and horror of his
of first-person possessive adjectives highlights the inescapability of guilt, internal conflict and PTSD. death. Thus, regret is shown through both the visceral description of the death and also the fact that it couldn’t be prevented.
Exposure: Owen’s soldiers are condemned to wonder eternally, asking ‘What are we doing here?’ and ‘Is it that we are dying?’ Charge of the Light Brigade: Tennyson expresses a conventional viewpoint on war: soldiers are brave, war is glorious, and men know
The poem criticises the conventional view of the time, that war was just and noble, and dying for your country was a heroic their place. The commanding officers have ‘blunder’d’, ???? How to finish this?
death.
Poppies: Written from the narrative perspective of a mother mourning for her son, Poppies deals with the internal conflict of a Kamikaze: The poem explores the conflict between personal and national duty in a society that places great cultural significance on
mothers’ grief, struggling to come to terms with her sons’ presumed death. The son was ‘intoxicated’, lured in by the promise notions of honour. Such is the power of societal shame; the children essentially lose their father and the wife loses her husband.
of adventure in military life. The mother’s grief as she mourns his lost youth directly juxtaposes this excitement. Weir uses Garland uses emotional struggle to show the importance of duty; the father is condemned to spending his days wondering ‘which had
emotional struggle to represent those left behind after suffering loss in war. been the better way to die’ as he loses his place in society.
 Extended Writing Opportunities
+ Deepen Your Knowledge & Understanding
1. Compare how poets present the effects of memory on people
Revise and Test Your Knowledge in Poppies and in one other poem.
2. Compare how poets present ideas about power in Bayonet
Charge and in one other poem.
3. Compare the ways poets present the power of nature in Storm
on the Island and in one other poem.
4. Compare how poets present ideas about power in Ozymandias
and in one other poem.
5. Compare the ways poets present ideas about conflict in War
Photographer and in one other poem.
6. Compare the ways poets present ideas about power in London
and in one other poem.
7. Compare how poets present ideas about identity in Checking
out me History and in one other poem.
8. Compare how poets present the ways people are affected by
difficult experiences in Remains and in one other poem?

Wider Reading and Viewing

Youtubers:
Mr Bruff, Miss Cole, Stacey Reay, Mr Salles, Mrs Wheelan, Dr Aiden.
Websites:
AQA English Revision - Comparing the Power and Conflict poems

Power and Conflict - GCSE English Literature Revision - BBC Bitesize

Free Power and Conflict AQA GCSE Revision | Seneca

(senecalearning.com)

Unit - Oak National Academy (thenational.academy)

Power and Conflict: Study Guide |

Power and Conflict Revision booklet

Revising the Key Context of ‘Power and Conflict poetry’ – all the
basics for your revision notes! – Miss Huttlestone's GCSE English
(wordpress.com)

Which Power and Conflict poems compare well? | Mr Salles

Power and Conflict | Academic wider reading booklet