All Quiet on the Western Front Novel Study Unit
All Quiet on the Western Front offers a gruesome portrayal of a war lost by the Germans. This story was written is 1929 by a soldier who had lived through and fought in World War I. His desire was to breakdown the myth of life in battle. As this novel portrays the German army and the war machine as fallible and the realities of war as inglorious, this novel infuriated Adolph Hitler who ordered the book banned and destroyed throughout Germany. Many critics, however, consider it the best anti-war novel ever written. For those who read it, war can never again be seen to be a romantic adventure.
We will be reading, responding to and analyzing the novel, All Quiet on the Western Front. As we study this novel you will be required to:
1. Demonstrate an understanding of the context of the story
2. Refer to literary terminology in written and oral discourse
3. Through journals, interact with the novel, record and analyze significant passages
4. Display comprehension of the story and unit concepts through additional assignments, quizzes and a test
Comprehension/discussion questions: questions will be used to fuel discussion and further understanding of this novel
Journals: see attached handout for completion expectations
Reading quizzes: quizzes per reading assignment to ensure reading comprehension of key ideas
Assignments: in addition to the journal, you will have 2 other assignments to complete to demonstrate your understanding of the context of the story, and comprehension of key ideas from the unit. These will be:
· Synthesis Essay
· Expository Compare/contrast essay
Test: in addition to reading quizzes, you will have one final test on the entire novel.
All Quiet on the Western Front
Log Assignment
While reading the novel, you will keep a log (that is, a record) of your journey through it. You are to sign up for one focus for your log. The title page of your log should state your focus.
Log entries will consist of:
· Lines quoted from the reading regarding your focus. Your overall log should contain enough quotes to indicate a significant understanding of your focus. Ten quotes should be taken from throughout the entire novel (not all taken from only 2-4 chapters).
· Areas of focus are:
o Impact of the war on the character of a man—his life before war compared to the impact of life as a soldier due to experiences in training, camaraderie of soldiers and life on the front lines
o Superstition, luck/chance, and animal instincts role in survival compared to a soldier’s training and experiences
o Propaganda and the needs of the country compared to the brutality and reality of war
· Your analysis should demonstrate 2 things:
1. why you chose each quote (how it matches the theme you’ve signed up for) the
2. and how it is significant to the development of ONE of the following:
§ Plot
§ Character development
§ Morals
§ Irony
§ Symbolism
§ literary techniques (ex. Flashback)
§ setting
· Each quote should have its own separate analysis. A good format is to give the quote and then provide a 100 word analysis, provide the next quote and then the analysis and so on. Don’t forget to number the quotes.
Record all quotes with page numbers and analysis on a typed document.
Log Entry Requirements:
· The journal must be clearly labelled with your name, the novel title and your focus
· The quotes must be numbered and the chapters and the page number of the quote cited with each quote.
· Your entries should all be typed an neatly presented
· Write in the first person. Interact with the novel (you are NOT the character—you are reflecting on the novel and giving your reaction to it). The thoroughness of your response will impact your assessment.
· A quote analysis should be approximately 100 words.
In addition, you will be completing some chapter comprehension questions (not all of the attached will be completed). These completed questions can be included in your log when submitted but it is not a necessity. You will be using this journal when writing your compare/contrast essay so treat the log as a resource for that future assignment. As this is the purpose for the log, no logs will be accepted after the second essay write.
Journal Marking Criteria
1 6 / 7 10 / 11 13 / 14 15Quote Significance and analysis / Quote demonstrates no interaction with the novel.
Student has not written in first person and/or their writing reveals no understanding of the deeper meanings being conveyed within the story.
An appropriate quote is not given and/or you do not demonstrate understanding of theme, character, setting and/or plot in your analysis
Spelling and grammar mistakes throughout. / Quote demonstrates little interaction with the novel. Student has not written in the first person.
The explanation of the quote is literal showing little understanding of the deeper meanings being conveyed within the story
The quote may not have been selected from an important moment within the chapter but there is some demonstration of understanding of theme, character, setting and/or plot.
Spelling and grammar mistakes are frequent. / Quote demonstrates some interaction with the novel. Student has written in the first person.
The explanation of quotes demonstrates an understanding of the novel somewhat at the inferential level but much of the analysis is a literal understanding.
The quote is selected from an important moment within the novel and demonstrates understanding of the development of theme, characters, setting, symbolism, irony and/or plot
Spelling/ grammar mistakes are minimal. / Quote demonstrates interaction with the novel. Student has written in first person and demonstrated they understand the text at an inferential level.
The quote is selected from pivotal moments within the chapter that refer to the chosen focus.
The analysis demonstrates superior understanding of the development of theme, characters, setting, symbolism, irony and/or plot
Spelling/ grammar mistakes are absent.
1 6 / 7 10 / 11 13 / 14 15
Journal / Too few quotes submitted to demonstrate understanding of the focus topic.
Quotes are not numbered or identified by chapter and page number.
Journal is not neat, legible and it is obvious you have not read the entire novel. / Limited quantity of quotes provided/focus topic is not fully explored.
Analysis may be missing or too short for some.
Some quotes are not numbered or identified by chapter and page number.
Some entries are difficult to read and/or are all taken from a limited section in the novel. / Quotes demonstrate an understanding of the focus topic. Analysis may not be as thorough.
Quotes are numbered and identified by chapter and page number.
Entries are all are neat, legible and somewhat spread out from within the novel. / All quotes provided demonstrate a complete understanding of each component of the focus you have signed up for. All analysis are approximately 100 words
All quotes are numbered and identified by chapter and page number.
All entries are neat, legible and from throughout the novel
Journal is submitted with a title page and is in an organized format
Chapter by Chapter Discussion Questions
Not all Questions will be assigned nor will they need to be included in your journal. They are questions meant to fuel discussion on the novel and to help you understand your focus topic.
Chapter 1 and 2
1. In the opening scene, why does Paul’s company have extra food to eat?
2. What do you think the author is trying to accomplish by starting with this scene?
3. On page 12 the narrator explains that figures of authority like their teachers let them down by encouraging the men to go to war. What is his explanation for why they do it?
4. Why is Franz Kemmerich dying? How do Müller’s feelings about Kemmerich’s dying differ from Paul’s feelings?
5. Read the passages on page 18-19 where the men refer to themselves as being called “Iron Youth”. Explain what you think “Iron Youth” means?
6. Baumer paints a grim, sadistic picture of Corporal Himmelstoss, yet credits the training period under him with supplying the recruits with attributes they lacked. Is it possible that Himmelstoss purposely employed his methods to "toughen up" the recruits and inspire esprit de corps in them? Support your position with examples from Himmelstoss' encounters with his troops.
7. Explain the evolution of the men’s relationship with Himmelstoss with specific reference to the story.
Chapter 3
- What does Kat mean when he says, “Next time you come with your mess-tin have a cigar or a chew of tobacco in your other hand?”
- Explain what Kat means when he says, “…we are losing the war because we can salute too well,”
- Discuss Kat’s philosophy on power on page 43/44. Do you agree/disagree? What experiences could you draw on from your life that support or refute this?
- Review the men’s revenge on Himmelstoss. This man would have suffered extreme embarrassment and physical pain. Do you feel they were justified? Defend your answer.
Chapter 4 and 5
1. Find and quote 5 examples of imagery. Reflect on why the imagery is powerful.
2. Explain why it means more to the men when Kat says there will be a bombardment when they are at the front as opposed to when they are at camp.
3. Explain Paul’s description of the soldier’s relationship with the Earth on pages 55-56. What do words such as “thy and thee” signify?
4. What is the author’s purpose in describing the injury done to the horses on page 62-64?
5. Paul and Kat explain that soldiers often rely on instinct at the front. What are they relying on when Paul says, “Shells hardly ever land in the same hole twice,…”? What is the reason for this type of logic?
6. On pages 76-80 and then pages 84-88 the men discuss what they would do if the war was over? What does each man initially say they’ll do? What do the men realize as a result of this conversation? How does this realization fit with Paul’s remark, “That is our sole ambition: to knock the conceit out of a postman.”?
7. Find the metaphor on page 82. What is meant by this?
8. Why is it that Tjaden isn’t concerned about getting in trouble for not following a command by Himmelstoss?
9. Note the statement, “They used to tie us to a tree, but that is forbidden now. In many ways we are treated quite like men.” What do they mean by this?
10. Review the adventure that Paul and Kat embark on to capture the geese. What is the author trying to tell you about the relationship between these two men and amongst soldiers in general? In particular, note the language on page 97 when considering your response.
Chapter 6
1. On page 99 the men joke about the coffins and who would receive which one. What is the underlying reason for these jokes?
2. Why do you think the author includes the description of the men’s battle with the rats on pages 102-103
3. Explain why the men consider it a bad omen to be served cheese and rum (pg. 103).
4. On pages 127/128 we get a brief description of butterflies and birds. What is the author’s purpose in including this detail?
5. Identify 5 different times where imagery is used. Explain why they are effective.
6. Why do the men consider the recruits to be more of a hassle than a help?
7. This chapter is filled with graphic and disturbing scenes. Which did you find the most disturbing and why?
Chapter 7
1. What has changed Himmelstoss?
2. Review Paul’s philosophy on terror on page 138 and the men’s need for humour on page 140. What does he mean by this? How could we relate this to our lives, our experiences?
3. On page 149 Paul says, “…there is nothing here that a man can hold on to…nothing remains to recall for me the assurance and self-confidence of the soldier…” Why does this trouble him so much?
4. On page 150 Paul wishes that it would “…all fall from me, war and terror and grossness, in order to awaken young and happy…” He then later says on page 151 that he is not “in the least happy”.
a. What is it that Paul is really hoping for? Why do you think that, despite his visit with the girls, he is not in the least happy?
b. On page 160 Paul remarks that “There is a distance, a veil between us.” Explain what this means with reference to the other experiences Paul has at home.
c. Compare these incidents with Paul’s feelings as he sits in his room and ponders life for him after the war on page 171-173.
d. Finally look at Paul’s remarks on page 185. Why does he say that he “ought never to have come on leave”?
5. What does Paul mean when he says on page 153, “A man dreams of a miracle and wakes up to loaves of bread”?
6. Consider the reaction of both of Paul’s parents to his changing out of his uniform on page 164. Why are they so different?
Chapter 8 and 9
1. How does Paul feel when he sees the enemy—Russian soldiers—close up? When he sees them going through the garbage, is he disgusted?
2. Use a t-chart to compare the Russian prisoners with the German people.