Paired Texts > Dreamers
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
In "There Will Come Soft Rains," nature is indifferent to the conflicts and suffering of mankind.Pair “There Will Come Soft Rains” with “Dreamers” to expose students two poems with similar themes and two different perspectives – that of humanity, and that of nature. What big ideas do they share?
In Mark Twain's "The War Prayer," a stranger visits a congregation praying for victory in war. In front of the entire congregation, this stranger outlines the cost on human life that this victory would entail. "The War Prayer" is Twain's scathing indictment on war and blind patriotism.Pair “Dreamers” with “The War Prayer” to show students two perspectives on war and conflict.
In "The Soldier" (1914) by Rupert Brooke, a young English soldier reveals his dying wish - to be remembered and honored. Rupert Brooke's poetry is a reflection of the mood in England leading up to WWI.Pair "Dreamers" (1918) with "The Soldier" (1914) - two poems narrated by an English soldier in WWI - and ask students to discuss how each poem offers a different perspective of war. What do these two poems tell us about how people's perception of WWI changed?
This NPR story explains how some Vietnamese people have a better opinion of America today than one might expect, given the violent history of the Vietnam War.Pair “Dreamers” with “In Danang, Where U.S. Troops First Landed, Memories of War Have Faded” and have students compare the mediums of poetry and news as they are applied to the theme of war. How does Sassoon’s poem illuminate some of the firsthand accounts described in the NPR article? How does the NPR article expand upon the imagery of the poem?
In "The Treaty of Versailles and the League of Nations," this informational text explores how the signing of the Treaty of Versailles and the establishment of the League of Nations failed to secure peace.Pair “Dreamers” with “The Treaty of Versailles and the League of Nations” and ask students to discuss the emotional and psychological impact WWI had on the people who fought in it. How does the poem describe the war?
The informational text "Austrian Heir and his Wife Shot to Death After Escaping Bombing" provides two reports from The Washington Herald on the assassination of the Archduke Franz Ferdinand and his wife, Sophie.Pair “Dreamers” with “Austrian Heir and his Wife Shot to Death After Escaping Bombing” to provide students with one soldier’s perspective on the war that resulted because of the Austrian royalty’s assassination.
"To the Front Lines: America in World War I" is an informational text that explains the United States' initial reluctance to enter World War I as well as the events that made the U.S. end its neutrality.Pair “Dreamers” with “To the Front Lines: America in World War I” and ask students to discuss the impact WWI had on individual soldiers. How was this war different from previous wars? Do you think this effect on European troops was somehow different than on American troops?
"'A Mad Dash to Disaster': The First World War," is an informational text that provides an overview of World War I, outlined with quotes by former U.S. Secretary of State Henry Kissinger.Pair “Dreamers” with “‘A Mad Dash to Disaster’: The First World War” and ask students to compare how each author describes the devastation of World War I. What words, phrases, tones, etc. do they use and to what effect?
"In Flanders Fields" describes the painful losses of World War I by showing the reader an active battlefield that is already being turned into a cemetery.Pair “Dreamers” with “In Flanders Fields” and ask students how the living soldiers in “Dreamers” compare to the dead soldiers in “In Flanders Fields”? What overall portrait of soldiers do the two poems provide?
In "Liberating the First Nazi Camp: Interview with Jim Martin," WWII veteran Jim Martin describes his experience finding a concentration camp in Ohrdruf, Germany, the first Nazi camp liberated by U.S. forces.Pair “Dreamers” with “Liberating the First Nazi Camp: Interview with Jim Martin” and ask students to explore the experiences of a soldier during war. How did soldiers react to the violence of war? Why is it important to remember and discuss the experiences of soldiers, especially in World War I and II?
In "The Real 'Hacksaw Ridge' Soldier Saved 75 Souls Without Ever Carrying A Gun," Elizabeth Blair discusses how Desmond Doss saved his fellow soldiers and why he refused to carry a weapon.Pair “Dreamers” with “The Real ‘Hacksaw Ridge’ Soldier Saved 75 Souls Without Ever Carrying A Gun” and ask students to discuss the effects of war. How do both texts explore the different strains that war puts on soldiers? Do students think that Desmond Doss encountered greater obstacles than other soldiers? Why or why not?
A soldier struggles to deal with the aftermath of his first artillery mission in Iraq.Pair “Dreamers” with “Ten Kliks South” and ask students to compare the descriptions of war. How does the point of view differ? What effect does the point of view have on the overall meaning of the poem and story? How are the themes similar?
In "During the War," a speaker describes his brother's return from World War II.Pair “Dreamers” with “During the War” and ask students to discuss how war is described in each poem. How are the people at home portrayed in each poem? How do the challenges that soldiers experience compare to the challenges that their loved ones at home experience? Why might it be helpful to dream of life at home as unchanged if you are a soldier at war?
In Kay Mouradian's "Excerpt from My Mothers' Voice: The Proclamation," an Armenian family is notified that they must leave their home in Turkey.Pair “Dreamers” with “Excerpt from 'My Mother’s Voice': The Proclamation” to provide students with a perspective on battle during World War I. Ask students to discuss how the story and poem portray the world during World War I. How do the story and the poem emphasize the consequences of war? Does one text give context to the other? Why or why not?