TOPIC 57

To develop this topic and provide the information in the most organized and comprehensive manner, we have faithfully followed the topic's official name provided in the O? of September 9th, ?. Hence, we will commence with an introduction where we will touch on the general ideas of the topic. Section two will analyze the role and consequences of the UK in the ? years and in the ? World War. In section three, we will thoroughly look into the most relevant w? of this period in prose, poetry, and drama. We will bring the topic to an end with a conclusion and the key bibliographical references for the design of this topic.

Before we jump into the analysis of the topic, we are going to offer a j? regarding the importance of this topic in the set. With the end of World War I, the old international s? was torn down, Europe was reorganized, and a new w? was born. The B? Empire reached its largest territorial extent during the i? years and continued to remain the sole s? , but the interwar years saw British heg? face stiff challenges from the growth of the ? as a great power. In the literary scenario, the wars stirred u? all types of e? in English writers. From the surviving presence of pre-war giants such as K? and Hardy to the M? writers of the B? group, the former placed more emphasis on sens?, political, and mo? concern, the latter on the purely ? and ar? life.

Introduction. With the e? of World War ?, the old international system was torn down. The European nations that had fought in the Great War emerged e? and so? crippled. Economic d? prevailed in Europe for much of the i? period, and debtor nations found it impossible to pay their debts without borrowing even more money at higher rates. The p? atmosphere of the interwar years was sharply divided between those who thought the extreme l? could solve Europe’s problems and those who desired leadership from the extreme ?. (Britannica, 2024). Literature emerged as a form of coping with one of the harshest periods in modern history. Novelists, poets, and playwrights reflected in their works their angst but also their h? for a better f?. All these feelings were channeled to produce some of the finest works in the history of literature, as we will see in the third section of this paper.

Section 2. The Interwar Years. To develop this section, we have consulted Mark Clapson. The R? Companion to Britain in the 20th Century (2009).

Section 2.1. The End of the Empire. The expense of World War ? destroyed B? global pre-eminence. Territorially, the British empire was ? than ever. The years between the ? were Britain’s last hurrah as the great imperial power it had been for the previous ? years. The country was £900 million in debt to the ? for war loans, which were to be repaid imm?. Britain's enviable worldwide investments were wiped out, and its w? and c? export markets had collapsed. This was a period of r? abroad (by the late 1920s, the white 'dominions' determined their own foreign policies) and social reform at home. A limited number of w? were allowed to vote in ?, but by 1927 all women over the age of 21 could vote and Britain had u? suffrage for the first time in history. The electorate trebled, bringing in the first government under the Labour Party to represent the views of the w?class.

2.2 The League of Nations. US President Woodrow W? intended for im? to wither away, for it had been the source of many tensions before the war. Many countries like C? and other dominions who were representing themselves for the first time came to Paris enthusiastically. They were inspired by Wilson's vision of p? based on a League of N? that would outlaw w? and protect the rights of s? nations. The League was to be an international body to reg? the world. No peace conference began with more id? aims than the one of 191?. And yet 20 years later, another war would begin all over again, one that would kill ? million people.

2.3 Germany Rearms. The impediment to a lasting peace was Germany's treatment at V?. France insisted that vindictive and p? terms be inflicted upon its neighbor to satisfy its need for sec?. The Versailles Treaty removed ? million of Germany's inhabitants in territorial transfers, most of its industrial w?, and destabilized the entire str? of German society. Before 1914, Germany had been the dy? of the European economy. Economic mi? and despair over her reduced status as a pariah nation paved the way in the post-war period for d? people to seek d? solutions. ? came to power in Germany in ?, on a program to reverse the ? Treaty. He wi? from the disarmament conference and left the League of ?.

2.4. The Depression. Two of the questions that bedevilled British politics before 1914, w?'s suffrage and I? home rule, were no longer at issue. Meanwhile, Prime Minister Lloyd G? had decided Britain could not win s? Ireland's war of i?, begun in 1919 by the revolutionary Irish party Sinn F? . The period saw southern Ireland become an independent republic in all ? name. The real concern was the e?. The European economic system had still not properly recovered ? years after the war had ended. This problem had been mas? by America's generous willingness to bail Europe out. In ?, a financial meltdown in ?, known as the ?, began a worldwide economic d? . America had to withdraw her massive l? to Europe. Germany's tottering economy completely collapsed, which in turn brought H? to power. In Britain in the 1930s, u? soared to levels the country had never seen before.

2.5 Appeasament. As the late 1930s saw crisis follow crisis for B?. In 1936, the new king E? VIII, who wished to marry his American m?, Mrs Wallis Simpson, was persuaded to abdicate in favour of his brother the Duke of York, who took the throne as G? VI. In India, 100,000 people were imprisoned for taking part in the Indian leader Mohandas ?'s civil disobedience campaigns for Indian i?. Nevertheless, Britain was reluctant to lose the center of its i? trade. But the greatest cloud on the horizon was N? Germany, which in 193? seized A? and Czechoslovakia. The late 1930s are often known as the 'Age of Appeasement,' for Britain found any excuse n? to fight a war. It was not until 3 September ? that Britain and France went to w? with Germany in response to its invasion of P? two days earlier. The rest of Europe remained n?. However, not everyone was impressed, Winston Churchill (who was not yet prime minister) said the appeasement policy was "an unmitigated d?.".

2.6. WWII. N. Cham?, Britain's prime minister during the policy of appeasement, was replaced by ? on 10 May ?. On the morning of Mr. Churchill's appointment, Germany had just invaded F?, B?, the Netherlands, and L?. The appointment of Mr. Churchill saw a shift in military strategy for Britain and also an eventual change in fortunes. Mr. Churchill was very popular and was an inspiration to many; his speeches rallied people behind the war effort during some of the most testing times, including the Battle of Britain and the B?. "We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never s?," an extract from one of Mr. Churchill's most f? speeches, We Shall fi? on The Beaches, in June ?.

2.6. WWII. His greatest achievement during World War Two was creating the 'Grand A?'. In June ?, he persuaded both the ? and the ? to side with Britain and form the 'Grand ?'. Despite playing a major part in w? the war, Mr. Churchill’s time in office soon came to an end. In July 1945, the ? Party lost a general election in a landslide victory for Labour. Mr. Churchill and the Tories were not seen as the people needed to r? a broken Britain. Instead, the people wanted a more s? government and Clement Attlee replaced Churchill at Number 10. After having explained the i? period and how it affected the UK socially and politically, it is time to look into the most remarkable authors from that period.

WW2 TIMELINE. 1940. 1941. 1945. 1939.

3.Outstanding Literary Writers. 3.1 Importance of Interwar Literature. Interwar English literature holds significant importance in the literary and cultural landscape. This era was marked by profound s? , p?, and t? changes that greatly influenced the th?, styles, and pers? of writers. Here are some reasons why interwar English literature is considered important: R? to World War I: The d? impact of World War I had a profound effect on the literature of the time. Many writers expressed the dis?, tr?, and horrors of war through their works. This period saw a shift from the rom? notions of war to a more rea? and crit? portrayal.

3.1. Importance of Interwar Literature. M? Movement: I? literature witnessed the peak of the modernist movement, characterized by a b? from t? forms and an exploration of new narrative t?. Writers like T.S. ?, V?, and JJ? experimented with stream-of-c?, frag? narratives, and ?-linear structures, challenging con? literary norms. Cultural Changes: The interwar period was marked by significant cultural s?, including the changing roles of w?, advancements in t?, and the impact of economic upheavals. Writers like D.H. ? and Virginia Woolf explored these changes in their works, providing insights into the new s ? fabric.

3.1 Importance of Interwar Literature P? Turmoil: The rise of t? regimes, the aftermath of the Russian R?, and the economic instability of the time influenced the political climate. Writers like George ? responded to these issues by addressing totalitarianism and the dangers of p? extremism. Exploration of I?: Interwar literature often grappled with questions of i? and self-e?. Writers like W.B. ?, E.M. ?, and Jean Rhys examined the individual’s relationship with the context of societal changes, col?, and shifting c? values. Innovative P: The interwar period produced some of the most innovative and influential poetry. ?’s The Waste Land and W.B. ’s later works are examples of poems that reflected the frag? and dis? spirit of the time.

3.2 Literary Genres. 3.2.1 Novel. E.M. F? was an English n?, essayist, and c? born on January 1, 1879, and died on June 7, 1970. He is known for his novels that explore th? such as class d? , social h?, and the clash between individual d? and s? expectations. His most important works are A Room with a View (1908), H? End (1910), A P?(1924), and M? (written 1913–1914, published posthumously in 1971). E.M. F? is considered one of the prominent figures in 20th-century English literature. His novels continue to be studied for their insightful soc? commentary, exploration of human n?, and their relevance to issues of id? and societal ex?.

3.2.1 James Joyce (1882–194?) was an Irish m? writer renowned for his groundbreaking contributions to literature. His works are celebrated for their c? narrative styles, linguistic inn?, and deep ex? of human con?. His major works are D? (1914), A Portrait of the A? as a Young Man (1916), U? (1922), and F? Wake (1939). James Joyce's impact on literature is immes?. His works, particularly Ulysses and Finnegans Wake, continue to be studied for their linguistic inn?, na? complexity, and their influence on the development of modernist literature.

3.2.1 Novel. David Herbert L?, was an English n?, p?, essayist, and literary c? who lived from 1885 to 1930. His works often explore t? of ind?, sex?, and the impact of in? on h? relationships. is major works are SAL? (1913), The R?(1915), Women in Love (1920), and Lady C? 's Lover (1928). D.H. Lawrence’s works were con? during his lifetime due to their ex? content and exploration of ta? subjects. However, he is now regarded as a significant figure in English literature, known for his bold exploration of human relationships and his distinctive pr? style.

3.2.1 Novel. ? (1882–1941) was an influential English writer and a key figure in the m? literary movement. She became an important figure in the so-called B? Group, characterized by a rebellion against V? and rejection of its ta? and a belief in the importance of f? exploring and developing personal relationships. Her major works include Mrs D? (1925), To the L? (1927), and O? (1928). Woolf's writing is known for its p? depth, n? innovation, and focus on the i? lives of characters, especially w?. She played a key role in sh? the modernist movement and influenced future generations of writers.

AH? (1894–1963) was an English writer and in? known for his contributions to f?, non-fiction, and philosophical discourse. He was a prominent figure in 20th-century literature and addressed a wide range of themes, including d? societies, the impact of t? on humanity, and the quest for m? and spirituality. His major works are Crome Y?(1921), Antic H? (1923), Brave N? World (1932), Eyeless in G? (1936), The P? Philosophy (1945), and The D? of Perception (1954).

? (1894–1963) was an English writer and intellectual known for his contributions to f?, non-fiction, and p? discourse. He was a prominent figure in 20th-century literature and addressed a wide range of themes, including d? societies, the impact of t? on humanity, and the quest for m? and s?. His major works are Crome Y? (1921), Antic Hay (1923), BNW? (1932), Eyeless in Gaza (1936), The P? Philosophy (1945), and The Doors of P? (1954).

3.2.1 NOVEL. ?, the pen name of Eric Arthur Blair (1903–1950), was an English n?, e?, journalist, and critic. He is widely regarded as one of the most influential writers of the ?th century, known for his keen ob? on political and s? issues. His major works are D and O? in Paris and London (1933), B? Days (1934), Keep the Asp? Flying (1936), Homage to C? (1938), Animal F? (1945), and ? Eighty-Four (1949). His contributions to literature and political thought have left an enduring legacy. His works continue to be widely read and studied for their insights into the human c?, the d? of a?, and the importance of t? and individual f¿.

3.2.1 NOVEL. ? (1903–1966) was an English writer known for his s? novels, journalism, and t? writing. He was a prominent figure in 20th-century literature and is often associated with the "Bright Y Things" generation of the 1920s. His major works are A Handful of D? (1934), S? (1938), and B? Revisited (1945). He is regarded as one of the leading s? novelists of the 20th century. His works continue to be studied for their sharp s? commentary, wit, and exploration of themes such as the decline of a?, the impact of w?, and the clash between tra? and mod?.

3.2.1 NOVEL. ? (1904–1991) was an English novelist, pl?, and critic, known for works that often explored the themes of m? ambiguity and the human c?. Greene's writing style is noted for its psych? depth, and a keen ob? of the complexities of life. His most relevant works are S? Train (1932), Brighton R? (1938), The Power and the G? (1940), and The H? of the Matter (1948). Graham Greene is widely regarded as one of the greatest British novelists of the 20th century. His ability to blend s? storytelling with deep psychological in?, moral c?, and exploration of po? themes has left a lasting impact on literature.

3.2.2 POETRY. ? (1888-1965) was an American-born British p?, essayist, playwright, and literary critic who became one of the most influential figures in 20th-century literature. Eliot’s works reflect a deep engagement with both literary t? and m? experimentation. His major works are The Love Song of J. Alfred Prufrock (1915), The W Land (1922), The H Men (1925), and A? Wednesday (1930). T.S. Eliot’s influence on m? poetry and literary c? is immense. His innovative approach to f?, language, and th? has left a lasting mark on 20th-century literature.

IDENTIFY THE NAME OF POEM AND THE AUTHOR'S NAME I We are the hollow men We are the stuffed men Leaning together Headpiece filled with straw. Alas! Our dried voices, when We whisper together Are quiet and meaningless As wind in dry grass Or rats’ feet over broken glass In our dry cellar.

IDENTIFY THE POEM AND THE AUTHOR I. The Burial of the Dead April is the cruellest month, breeding Lilacs out of the dead land, mixing Memory and desire, stirring Dull roots with spring rain. Winter kept us warm, covering Earth in forgetful snow, feeding A little life with dried tubers. Summer surprised us, coming over the Starnbergersee With a shower of rain; we stopped in the colonnade, And went on in sunlight, into the Hofgarten, And drank coffee, and talked for an hour. Bin gar keine Russin, stamm’ aus Litauen, echt deutsch. And when we were children, staying at the archduke’s, My cousin’s, he took me out on a sled, And I was frightened. He said...

3.2.2 POETRY. ? (1907-1973) was an English-American p? known for his wide-ranging and prolific literary output. His work spans a variety of themes, including lo?, po?, rel?, and the human condition. His major works are For the T? Being (1944), The Age of An? (1947), and The ? of Achilles (1955). ? is considered one of the most important poets of the 20th century. His work has left a lasting impact on the literary world, and his exploration of ex? and m? themes continues to resonate with readers.

3.2.2 POETRY. ? (1914-1953) was a Welsh p? and writer, renowned for his v? and innovative use of language. He is considered one of the leading poets of the 20th century. His major works are 18 Poems (1934), Portrait of the A? as a Young D? (1940), and Deaths and E? (1946). Despite his relatively short career, Thomas left an enduring legacy, and his poems and plays continue to be studied and appreciated for their l? richness and e? depth.

IDENTIFY THE POEM AND THE AUTHOR Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light. Though wise men at their end know dark is right, Because their words had forked no lightning they Do not go gentle into that good night.

IDENTIFY POEM AND AUTHOR Well, so that is that. Now we must dismantle the tree, Putting the decorations back into their cardboard boxes -- Some have got broken -- and carrying them up to the attic. The holly and the mistletoe must be taken down and burnt, And the children got ready for school. There are enough Left-overs to do, warmed-up, for the rest of the week -- Not that we have much appetite, having drunk such a lot, Stayed up so late, attempted -- quite unsuccessfully -- To love all of our relatives, and in general.

3.2.3 DRAMA. ? (1856–1950) was an Irish playwright, critic, pol?, and poli? activist known for his significant contributions to literature, particularly through his pl?, essays, and critiques. His most relevant plays are Man and S? (1903), Major Barbara (1905), P? (1913), and S? Joan (1923). His influence on literature, theater, and political t? is substantial. His plays continue to be performed and studied for their in? depth, wit, and exploration of p? social issues.

TOPIC IMPLICATIONS. At classroom level, the content of this unit is a perfect excuse to introduce ? values in the secondary classroom. It is also a great opportunity to practice r? skills and promote the habit of reading in general through the use of the great g? readers available to us from that time. Focusing on the content of this topic, there are different authors that we can refer to as providers of graded readers for the ESL classroom such as Graham Greene (The Third Man) or Aldous Huxley (Brave New World). What's more, a lot of these works have been made into f? and we can take advantage of this in the classroom. The content of this topic connects especially with the legislation in force, Royal Decree ?/2022 and Decree 235 (autonomous community decree). It is stated in content Block No.3 of Royal Decree 217/2022, “I,” that students have to be familiar with the socio-cultural values of the foreign language. The content of this topic touches on the Cultural A? and Expression key competence, more particularly with competence descriptors ?1 & ?2, as they are stated in Annex 1 of Royal Decree 217/2022.

CONCLUSION . World War ? and World War ? are two of the bloodiest and most revolutionary wars in human history. The years in between were marked by turmoil, economic challenges, the rise of new ideologies, and significant political, social, and cultural changes. The ? spearheaded the defense of the old E? against the N? and championed the traditional W? values and ideas. During this time, many writers emerged to express their dis? but also their dreams for a better future. It was a time of great breadth and diversity for creating new genres and new ways of expression. We make no mistake in saying that, from a literary standpoint, it is one of the most prolific and revolutionary periods.

NOVELS. LINK THE AUTHORS WITH THEIR WORKS. A Room with a View. Dubliners. The Rainbow. To the Lighthouse. Antic Hay. Keep the Aspidistra Flying. Brideshead Revisited. The Heart of the Matter.

POETRY AND DRAMA. Dylan Thomas. T.S.Eliot. W.H. Auden. George Bernard Shaw.

MNEMONIC RULE (1, 2 ,2.1, 2.2, 2.3, 2.4, 2.5, 2.6): In the e? of the e?, my penis desired to create a L? of genitals, but G? rearm stopped it. I felt d? and mum appeased me to avoid WW?.

NMONIC RULE 2 (3, 3.1, 3.2, 3.2.2, 3.2.3): Dialogue about the importance of i? literature -Forster: hated for being gay and not "guay" -Joyce: I am much more hated than you for being an Asperger. -Lawrence My mother and lover told me that Aspergers are the future. -Woolf: Oh God! You are so sick, let me know at least if your mother was a feminist? -Huxley: Is feminism a virtue, Virginia? It reminds of wokeism in my work "Brave New World": -Orwell: You are right, Aldous. Feminism will be the extreme and authoritarian ideology in the 1984. -Evely Waugh: better for my family, we'll be at the top of the social ladder. -Graham Greene: Stop speaking about politics and the like. Eliot, masturbating, was writing a poem on the anxiety of helping Dyland to stop using drugs when Auden, for the time being, speak about religion again. Shaw was fucking Marx while inventing mentally a new alphabet.

3.1 MNEMONIC RULE. ? (pantis).