‘Where Have All the Flowers Gone?’: a song of conviction
I can explain how structure and imagery can be used to take a stand.
‘Where Have All the Flowers Gone?’: a song of conviction
I can explain how structure and imagery can be used to take a stand.
These resources will be removed by end of Summer Term 2025.
Lesson details
Key learning points
- A poem can be turned into song and used to take a stand.
- ‘Where Have All The Flowers Gone’ is a famous anti-war song.
- The song uses a cyclical structure to show the inevitability of war.
- The imagery of flowers in the poem reflects the beauty and innocence that is destroyed by war.
- Repetition of “where” and “learn” reinforces the sense of loss and history’s inability to teach us about violence.
Keywords
Poignant - making you feel sad
Melancholy - feeling or expressing a deep sadness
To reinforce - to make something stronger
Refrain - a short part of a song or poem that is repeated
Indictment - something that shows a policy or system is bad or wrong
Common misconception
Students may think that there is a very clear distinction between poetry and music lyrics.
Encourage students to consider what the poetry and song lyrics have in common. For example the use of verses and refrains, as well as the use of figurative language, often crosses over.
Equipment
You will need access to the words of the song 'Where Have All the Flowers Gone' by Pete Seeger.
Content guidance
- Depiction or discussion of violence or suffering
Supervision
Adult supervision recommended
Licence
This content is © Oak National Academy Limited (2024), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).
Lesson video
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Starter quiz
6 Questions
Exit quiz
6 Questions
moving, touching
sad, sorrowful
to strengthen
accusation