Download WE`LL MEET AGAIN LJ 2015 final SR

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