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Topic: We’ll Meet Again Class: 5/6 Year: 2015 Term: Spring STUNNING START: Sirens! Everyone under the tables! Visual comparisons of Brighton sea front approx. 1900, 1942, 2015 MARVELLOUS MIDDLE: Newhaven Fort visit: Dieppe & D-Day enquiries FABULOUS FINISH: V.E. Day Tea Dance: invite local community seniors with memories of WW2 Know, do and Curriculum coverage Key Questions Suggested Activities Outcomes understand and (extension and challenge) (including assessment (Key historical skills, Learning Context opportunities) concepts and attitudes at upper KS2) To investigate and interpret the past: Use sources of evidence to deduce information about the past. • Select suitable sources of evidence, giving reasons for choices. • Use sources of information to form testable hypotheses about the past. • Seek out and analyse a wide range of evidence in order to justify claims about the past. • Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. • Understand that no single source of evidence gives the full answer to questions about the past. • Refine lines of enquiry as appropriate. To build an overview of world history: • Identify continuity and History Subject Content NNC 2014 a local history study: - a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality. a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066: - changes in an aspect of social history; - a significant turning point in British history. THE ANNOUNCEMENT The road to war. Satellite information texts. Historical events leading to WW2. People’s memories of siren & air raids (locate resources/people) HIST: What was that sound? Why are we under the table? When do you think these photos were taken? What are the clues? What has changed since the Victorian photo? What are the people of Sussex trying to protect? Who are they afraid of? How were the lives of Sussex people affected by WW2? Siren sounds during registration – everyone under tables. Order images chronologically. Make comparisons between the three seafront images. Focus on 1942. Discussion. Sharing emotional responses. Connecting children to the social and geographical contexts. PSHE,HIST,GEOG: How did it feel to hear Chamberlain’s announcement? How would this affect your life? Why was Britain at war? How long did it last? If you heard that at the time, what would you put in your diary? HIST: Why did Britain go to war with Germany? What key events led up to WW2? Who are the key people, events and dates? Neville Chamberlain, Adolf Hitler, Joseph Stalin, Winston Churchill, Hirohito Gather to listen to Chamberlain’s announcement. Connect chn to what they know about WW2 and what they would like to find out. Place events that led to war in correct time period and chronology. Identify reasons for WW2. What Hitler promised the people of Germany (news reels) Feelings/questions – Diary entry after hearing the sombre war announcement. Historical timelines - even bigger picture. Zoom in to 1930-1950ish Road To War - booklet feature of informative texts Speech bubbles showing Hitler’s promises. GEOG: Why was it called a World War? What other countries were involved? Which countries were invaded first? Make links to the spread of Roman Empire. Why wasn’t it as easy for Germany to invade Britain compared to Poland, Czechoslovakia or France? How did the military protect Sussex from invasion? Maps of World, Europe, GB, Sussex. Research ways in which the Sussex coastline was protected from invasion by sea and air – use language from time; music/sounds to enhance information. Maps showing local defences (sea and air) Feelings/ diaries – could keep child’s diary of key events throughout topic Maps highlighting countries involved. Local maps indicating Sussex coastal defences change in the history of the locality of the school. • Give a broad overview of life in Britain from medieval until the Tudor and Stuarts times. • Compare some of the times studied with those of the other areas of interest around the world. • Describe the social, ethnic, cultural or religious diversity of past society. • Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. To understand chronology: • Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). • Identify periods of rapid change in history and contrast them with times of relatively little change. • Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line. • Use dates and terms accurately in describing events. To communicate historically: • Use appropriate historical vocabulary to communicate, including: • dates • time period • era THE BLITZ Satellite information books. Personal memories (locate from family / friends / BBC archives Class read – Goodnight Mr Tom – Michelle Magorian Henry Moore – Shelter Drawings HIST: What was The Blitz? Who was affected? How long did it last? What impact did it have on people? What did the government do to help civilians protect their homes and families? How did bombing affect our locality? ICT/LIT: How can you make you research most effective? What will you use/discard? How will you build on your Power point skills? How can we import sounds? MUSIC: What sounds/songs will you add to the blitz Power point? GEOG: Why did Hitler bomb certain areas of Britain more than others? Research ways in which people protected themselves during air raids. Interview local senior citizens about memories related to WW2 Create a Government Warning: Blackout leaflet – use layout/colours/language of 1940s Use Power point to present local Blitz information add sound effects/music to reflect period Draw map of bomb damage in UK and in Sussex – give reasons stating why these areas were bombed Identify local airbases and other installations (pill boxes etc.) DT, SCI: How did people protect themselves? Which materials make the best blackout blinds? How effective were Anderson/Morrison shelters? What did people feel about these? Devise a test from given materials to investigate the best material for blackouts. Test and record results and findings. ART: Who was Henry Moore? How does HM show what happened in the blitz? What mediums did HM work in? How does his underground drawing make you feel? What effect does his palette have? DT: What were air raid shelters? What kinds of shelters were used / built locally? EVACUATION Film - Carrie’s War – Nina Bawden Goodnight Mr Tom - Michelle Magorian (Class Read) The Lion and the Unicorn – Shirley Hughes BBC archives How were children affected by the Blitz? HIS/GEOG: Where were children evacuated to and from? What happened to children in Sussex during evacuation? What was life like for children/parents/host families? What would put into your suitcase, if you could only take what you could carry? What was school like for evacuees? LIT: What would you put in a letter/postcard, diary as an evacuee? Parent? Host parent? HIST: Why were some children evacuated to Britain? What was happening to children in Europe - including Germany? Research Henry Moore. Unpick Moore’s use of human form.. Create shelter drawings using style of HM – effective use of light and shadow to create form Use materials and instructions to make a miniature Anderson shelter Research evacuation and its effects on families, using archives, books, interviews, films, local memories; respond to characters’ experiences. Role play key events - capture feelings Write from different points of view – show empathy Homework: evacuee suitcase Blackout Leaflet – layout/lang fits purpose Creative presentation of information Paired Power point. The Blitz fits purpose Maps showing extent of bombings in UK and local areas Present researched information on local areas and coastal protection – clarity/informative Materials testing. Draw human form using crayon and chalk – use of media Design and make Anderson shelter models. Lion & Unicorn: Write postcards/ letters/ diaries expressing feelings of being evacuated – Use of text/film comes through writing features/purpose Evacuee suitcase – choose 5 things only; justify their importance • chronology • continuity • change • century • decade • legacy • Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past. • Use original ways to present information and ideas. NEWHAVEN FORT On-site research – Dunkirk rescue, Dieppe raid and D-Day landings – a significant turning point in British history What local sites/landmarks played a significant role in WW2? How did the people of Sussex contribute to the Dunkirk rescue, Dieppe raid and DDay invasion? How did these raids impact on the outcome of WW2? Visit to Newhaven Fort to investigate and interpret information about Sussex in WW2. South Heighton secret tunnels Research to write in role as a person involved in preparation for D-Day landings. Collect words and feelings from air raid experience. Write See/Hear/ Feel bombing experience – descriptive devices – metaphors, similes, personification Written presentation: an experience in role – air raid / Dieppe / D Day THE HOME FRONT What was life like in Sussex during WW2? Family members /friends to share own experiences. Rationing; Make do & mend. Land girls and the changing role of women. Horrible Histories clips. What was everyday life like in Brighton & Hove during WW2? SOCIAL HIST: How did the war affect society? What changes happened? What was the ‘War Effort’? (Make Do and Mend). What was rationing? Why were some things rationed? How did it affect people? How was life different / similar in towns / countryside? FOOD TECH: What is a healthy diet? Can you work out a healthy menu from your rationing list? PL: Qu’est ce qu’on mange pendant la guerre? La Résistance. MATHS: Can you help Bernice with her rationing problems? (ratio/proportion; word problems) COMP: How could we budget for a situation like rationing? Can we analyse and show nutrients and ratios graphically? Research the impact of rationing on life in Britain. Present findings – clarity, informative Make and evaluate Fake Flan Write instructions for making flan Create a healthy menu from rationed items – 1 week’s menu from rations for a family Spreadsheet to organise a week’s/ month’s rations French: food during the war. Directions & transport. Allo âllo! Special Operations/spies. Present impact of rationing – Historical facts SOCIAL HIST: How did life change for women during and beyond WW2? What effect has this had on society? In what ways were women ’equal’ before WW2? Was WW2 a turning point for women’s equality? What happened when the soldiers came back? SOCIAL HIST: What is propaganda? How was it used in WW2? What similarities / differences are there between how Britain and Germany used propaganda? Why was propaganda used in WW2? How effective was it? Did propaganda give the true picture of what was happening? Why was bias used in propaganda? What will you include in your MoD poster? Make flan/ evaluate Write instructions Design a wartime menu Use Exel software to collect, analyse and present data and information. Research women’s roles/career opportunities during war (land girls, spies, code-breakers, factories, WVS, WAAF, ATS, drivers etc.) – compare to 1900 / 2015. Notion of balance shifting between ‘strong’ men and ‘weak’ women Horrible Histories clip. Explore the use of propaganda through news reels, news paper reports and posters. Research propaganda posters/ design own poster with message –recreates feel of period through use of language/layout/print/colour Design own war time propaganda poster layout/language/design ACROSS THE CHANNEL (comparative) Rose Blanche – Ian McEwan. A Candle in the Dark - Adele Geras (Kristallnacht). Diary of Anne Frank (also Josephine Poole biographical text). 1945 Films from the Home Front: VE Day celebrations in Brighton http://www.movinghistory.ac.uk /homefront/films/se1.html LIT: How have poets responded to wars? War poems –Respond to poems about war. ART: Why did Picasso paint Guernica? How will you show the horror of war? What will your palette be? What images will you use? How could we create a collaborative piece of work? Use Picasso’s Guernica as a stimulus to portray the horrors of war – recognition of stimulus RE: What do Jews believe? What are the Jewish religious symbols? Sacred texts? Religious festivals? Special places? Look at and label Jewish religious objects Understand significance of religious objects in Judaism PSHE: What does it mean to be brave? How can we overcome our fears? Should we be afraid of difference? HIST: What was war like for children in France, Germany, Holland? What do we already know from ‘A Candle in the Dark’? LIT: How will you make your feelings poem powerful? How will you show your feelings at key points as characters from the story? HIST: Why is Anne Frank famous? What was life like for Anne in hiding? Explore difference and fear Read Rose Blanche. Explore RB’s thoughts through poetry (use historical facts from previous learning and concentration camps) surrounding her, from children in concentration camp point of view thoughtful connections to historical reality Write feelings poem - thoughtful word choices Research Anne Frank Write a feelings journal from the aspect of being betrayed by friends and neighbours - faction (use of facts in fiction) Blue eyed / brown eyed – Words to describe feelings of discrimination (empathy glasses) Rose’s thoughts about treatment of boy Feelings poem – powerful language to create powerful feelings Write personal review of the story–understand use of seasonal themes to depict war. Report about Anne Frank – use of historical facts and knowledge of character in writing MUSIC, PE, DT/FOOD: How did local people celebrate the end of WW2? What music / dances / fashions were popular at the time? Watch news reels/films from VE day in Brighton VE Day tea dance – invite senior members of local community who have memories of WW2. Lindy hop/jive/waltz etc. Bake and serve ration-style cakes. Make patriotic bunting – make do & mend. HIST: Are there any winners in war? Why do we commemorate war? Where in our locality are there war memorials/ plaques /statues etc? What do they tell us about the role Sussex/Brighton played in the war? What is the legacy of WW2 locally, nationally and internationally? Research and discuss local WW2 commemorative sites, plaques etc Notion of legacy – what we learn from the past to improve the future. Write own poems – strong imagery, similes, metaphors, personification word choices. Collaborative painting exploring the horror of war – use of line, colour, WWO Learn to lindy hop / jive / waltz. Host a VE Day tea dance for older members of local community