a short written message, now outdated; used in WW1 to inform family members of death or casualty on the front line.

Ian Beck's ‘Propping Up The Line’: Alice’s experiences on the Home Front

English

Understanding why people write about war

World War One: propaganda and trench warfare

Reading 'Propping Up the Line', a short story about World War One by Ian Beck

Analysing the presentation of the gas attack: Ian Beck's 'Propping Up the Line'

The presentation of trauma in Ian Beck's short story, 'Propping Up the Line'

Symbolism and motif in Ian Beck's short story, ‘Propping Up The Line’

Vivid descriptive writing using Ian Beck's ‘Propping Up The Line’ as stimulus

Using sentence structure to create rhythm in writing about World War One

Reading Katherine Mansfield’s short story, ‘The Fly’ (1922)

Katherine Mansfield's 'The Fly' (1922): exploring character foils and symbolism

Exploring the presentation of the boss in 'The Fly' by Katherine Mansfield

Debating different interpretations of Katherine Mansfield’s ‘The Fly’

Creative writing in the third person inspired by Katherine Mansfield's 'The Fly'

Skim reading and close reading: Wilfred Owen’s 1917 letter to his mother

Letter writing: planning, using Wilfred Owen’s 1917 letter as stimulus

Writing a letter as a soldier in the trenches of World War One

Improving the style of a letter: sentence structure and rhythm

Skim reading and close reading: 'Testament of Youth' by Vera Brittain

Letter writing: planning, using Vera Brittain’s ‘Testament of Youth’ as stimulus

Writing a letter from the British home front: tone, audience and purpose

Improving a letter: deliberate verbs and precise adjectives

Comparing texts about World War One using comparative topic sentences

Comparing texts about World War One in comparative analytical paragraphs

In 'A World at War: Short Stories', pupils explore the reasons for writing war literature and how it seeks to convey the suffering of soldiers and civilians, in times of conflict. In 'Power and Conflict Poetry', students explore the many types of conflict that arise through war, with themes including patriotism, propaganda, fear, guilt and duty.

In 'The Tempest', pupils are encouraged to write from the viewpoint of Caliban and Ariel, adopting character voices in creative writing. In 'A World at War', pupils emulate the writing styles of the authors that they encounter, to create an authentic voice in their writing. 

In this unit, pupils explore and compare texts written about the First World War. They first read Beck's 'Propping up the line', Mansfield's 'The Fly' and Wilfred Owen's 1917 letter home to his mum. They finally read Brittain's 'Testament of Youth', and then plan and write a comparative response.

Literary perspectives from the First World War

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

Depiction or discussion of violence or fighting, including threats of violence or the aftermath of violence.

Depiction or discussion of serious mental health issues including eating disorders, self-harm, suicide or attempted suicide, or the aftermath of such an event.

Depiction or discussion of mental health issues

refers to the way in which civilians at home are impacted by war

the bit of the battlefield closest to the enemy

where the majority of the fighting took place in WW1; Europe

In 'Propping Up The Line', Beck presents three important settings. Match each setting to its definition.

civilians worried for loved ones on the front line

as well as fear of invasion, the trenches in France felt very close

understanding of the trenches was limited; many didn't speak of it

production of food decreased, and prices increased

some women felt less confined to the home as they took on 'male' jobs

'Propping Up The Line' is set during World War One. Match some of the experiences and emotions of civilians in Britain to their explanation.

In 'Propping Up The Line', Alice receives news of Alfred via "{{ }}".

She is scared, knowing telegrams often contain bad news.

She is unable to hide her emotions, even though she doesn't vocalise them.

In 'Propping Up The Line', Alice receives a telegram. She is described as "trembling" as she prepares to open it. What might we infer about her feelings at this point?

In 'Propping Up The Line', Alfred expresses anger at what he had to endure. His daughter, Nell, says his anger felt like what being thrown at her?

In 'Propping Up The Line', Alice considers the news of Alfred's gas attack. How are the men's deaths described?

In 'Propping Up The Line' (Literary perspectives from the First World War) what perspective does Ian Beck choose to write from?

In 'Propping Up The Line' (Literary perspectives from the First World War) where and when is Alfred, a soldier, fighting?

She leaves Alfred, unable to cope with the effects of the gas attack.

She supports Alfred after the gas attack.

She wants Alfred to share his experiences of war.

She works in a munitions factory while Alfred is fighting.

In 'Propping Up The Line' (Literary perspectives from the First World War) what do we know of the character of Alice, Alfred's wife?

Alice receives a telegram stating Alfred has been gassed.

Alice welcomes Alfred home, telling Nell to be "brave" in front of Alfred.

Alice washes a pillow case Alfred has covered in blood.

Alice tries to help Alfred's lungs by creating nightly steam baths.

Alice relies on Alfred to help her with the washing.

Alice tells Alfred off when he compares a cart of junk to a cart of bodies.

Alfred hides the fact that his condition is deteriorating from Alice.

Starting with the first, order these plot points relating to the character of Alice in 'Propping Up The Line' (Literary perspectives from the First World War) in chronological order.

In 'Propping Up The Line', Alfred doesn't tell Alice of his experiences of the trenches, saying that it was his problem to carry. What word does he use to suggest this?

In 'Propping Up The Line', the character of Alice is described as "dignified" but also "{{ }}".

Ian Beck's ‘Propping Up The Line’: Alice’s experiences on the Home Front

Lesson outcome

Content guidance