Source skills Stratford School Academy Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 8 weeks This unit of work focuses on exploring e by developing pupils source skills. Pupils will cover the run up the war by exploring the causes of the war with regards to the Balkans and the assassination of Franz Ferdinand. Pupils will then explore how the war was fought by exploring volunteering for war, WWI front line, The Battle of Somme, soldiers who were shot for desertion. Finally, pupils will explore the impact of the end of the First World War. Here, they will focus on the heroes of WWI, the reaction in Germany, League of Nations and the policy of appeasement. Pupils will have prior knowledge and understanding on how different factors can lead to war from year 8 English Civil War. Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) Teacher mid unit assessment: Lesson 7, using laptop researching a person during WWI Must: Present findings on a PowerPoint Should: Explain the process of your investigation Could: Analyse your findings Teacher end of unit assessment: Lesson 12 Debate Must: To understand what Britain's policy of appeasement was Should: To explain the arguments for and against the policy of appeasement Could: To evaluate why appeasement was a failure Lesson 7 and 12, pupils will be receiving written feedback. The focus in the scheme of work is source skills and band range 1-9 are met. I can identify what a source says I understand that sources can be different I can identify an opinion about an event or person from a source I can identify different opinions about an event or person from more than one source I can describe an event or person using evidence from sources I can create unsupported inferences from 1 or more sources I can compare sources to show similarities and/or differences with evidence I can describe an opinion about an event or person from a source with supporting evidence I can describe different opinions about an event or person from more than one source, offering supporting evidence I can explain the reasons for the similarities and/or differences between sources I can analyse how the author's opinion affects the source I can analyse why the author's opinion affects the source I can analyse a source by identifying the audience and purpose I can analyse the impact of audience and purpose on a source, with an explanation I can evaluate and explain the reliability of a source(s) I can explain and evaluate the utility of source(s) without using contextual knowledge I can evaluate and explain the utility of unreliable source(s) I can evaluate and explain the utility of sources through crossreferencing and contextual knowledge I can evaluate the impact of purpose, motive, audience, access to information, content, tone and type on utility and reliability Page 1 of 12
Lesson Clear learning intentions Clear success criteria Hook Presentation of content Guided practice Independent practice (homework) Closure 1 Why did a war break out in the Balkans? Must: Find out how assassination led to war in the Balkans Should: Explain the relationship between different causes Could: Prioritise the causes of the war by ranking and justifying Brainstorm Activity: What leads to war? Austria-Hungary, Serbia and Germany statements (slides 6,7 + 8) Activity 1: Describe what is happening Source A Activity 2: Your turn next reading activity Activity 3: Working in pairs, read through the thoughts of key advisers from the countries involved. Make a note of the allies and enemies of: Austria-Hungary Germany Serbia Activity 3: Oracy Task - In turn, each pair should choose a country and explain to the other pair on the table the arguments for and against war for that country Create a title page on the e You have studied the decisions of each of the important rulers. Now answer the following question. Why did war break out between Serbia and Austria-Hungary in 1914? Try to find a way of explaining how the actions of one country had an impact on the decision of others. Activity 4: Working in the same pair, select one leader each: King Petar of Serbia Emperor Franz Joseph of Austria-hungary Kaiser Willhelm II of Germany In turn, read the opinions of your advisers. Then decide whether to go to war or not. Tell others in your group: Your decision (will you go to war or not) The factors you took into account in making your decision. Page 2 of 12
2 How did e begin? Must: Find out about the causes of WWI Should: Use information from different sources to explain why war spread Could: Categorise the causes of e What is happening in this cartoon, published in 1914? Timeline cards slide 7 Activity 1: Using chains of friendship source, make an overall judgement about the strength of each country. Give each one a score from 1-5, where: 5 = very strong indeed and 1=weak. Before you finalise your scores, discuss them with another pair. See if you can come to an agreement. Research how the Triple Entente and Triple Alliance was formed You have described how war broke out in three different phases. Your job now is to explain why. Complete, in no more than 70 words, each statement. Use the clues to help you. According to these agreed scores, which side looks stronger? Activity 2: Read through the events, then place them in date order on a timeline. Activity 3: Use the events to describe, in your own words, the outbreak of war. You will need to refer to information from last lesson and this lesson to complete your account. You must mention every country named. In your description you should try to identify these turning points: The outbreak of war in the Balkans When a Balkans war became a European war When a European war become a world war. Extension: Germany has often been blamed for starting the First World War. But to what extent should historians place all of the blame on Germany? Discuss this statement Page 3 of 12
3 How was the First World War fought? Must: find out why people in Britain volunteered to go to war Should: Explain the impact of the outbreak of war Could: Analyse the response of the public to the declaration of war Study Source A. What is the mood of the crowd in Trafalgar Square? A crowd in Trafalgar Square, London, gathered on 4 August 1914 to support Britain s declaration of war. Slide 6: Propaganda posters Slide 10: Extension Activity 1: Imagine it is September 1914 and you are 18 years old. Choose a name for yourself from these lists: First name: Albert, Arthur, George, Thomas, Dorothy, Emily, Grace, May Surname: Cook, Edwards, Greaves, Jones, Kenyon, Marshall, Mitchell, Power None Sharing letters Now choose your occupation Domestic servant, factory weaver, farm labourer, office worker, printer, student, typist, unemployed. Activity 2: Look at Source A. As your character what might be your initial reactions to the outbreak of war? Activity 3: Study Sources B and C How far does each poster try to persuade people to volunteer to help with the war effort? Look for clues in the design of the posters, the colours used and the messages given. What are the similarities between these posters? Which poster would be most effective in persuading your character and why? Activity 4: Using the identity you have chosen for yourself, write a letter to one of your parents explaining why you have chosen to volunteer for Kitchener s New Army or the VAD. Extension: Using sources A-D, describe in no more than 300 words the response of the public to declaration of war. Here are some of the themes you might cover in your description: Page 4 of 12 Belgium, enthusiasm, volunteering, patriotism, opposition.
4 What was life like on the front line? Must: Discover what life was like on the front line Should: Analyse the content of diaries Could: Evaluate how useful diaries are to historians Diaries are very useful sources of information for historians. They give firsthand accounts and opinions of life and events at the time they were written. 1. Do you keep a diary? If so, what kind of things do you write in it? 2. Read Source A. Why is this extract useful to historians writing about life in the trenches in the First World War? Slide 7 diary extracts Activity 1: How did the trench system make attacking difficult? Activity 2: Working in pairs, read the diary entries. One of you should read Sources B and C; the other should read Sources D and E. Pick at least three things from each source about life on the front line. Write the heading: Sources? +? Then write your list in your book. Share these points with your partner. Then, write your partners list in your book too! None Produce an exit card Today, I have learnt that I would like to find out more about Activity 3: Imagine you have been asked to investigate life on the front line the First World War. You have been given Sources A-E as a starting point. Evaluate information by compiling a list of 6 questions you need to ask of the sources. Here are three categories for your questions, the first one with an example. You will need to come up with 2 questions for ach category. Category 1: Content of the sources What do the diaries not mention Category 2: Situation of the author Category: Purpose of the author writing Extension: once you have drawn up your questions, compare them with someone else in our class! Extension: How useful are diary extracts for historians investigating life in the trenches in the First World War? To help you with your answer, you will need to look at the strengths and weakness of using diaries Page 5 of 12
5 What happened on the first day of the Battle of the Somme? Must: discover what happened on 1 July 1916 Should: Categorising the success and failures of the Battle of Somme Could: Explain how and why interpretations differ Starter: What impression does Source A give of the attack? Slide 4 - Diary Extracts Activity 1: Sort Sources A-E into the following categories: Those that suggest the attack on 1 July 1916 was a SUCCESS Those that suggest it was a DISASTER Those that are a MIXTURE of the two (SUCCESS + DISASTER) None Think and share Oracy Task Turn to your partner and discuss the Key Question and check if you have met the learning outcomes! Activity 2: Explain how Sources A-E agree and how they differ. Write five sentences, then share them with a partner. Extension: You are going to create a spider diagram to explain why sources A-E differ. Think about: Situation, Context, Purpose Nature of the evidence Page 6 of 12
6 Why were soldiers shot at dawn? Must: Find out about soldiers executed by their own side Should: Investigate a historical issue Could: Use categorisation skills whilst using evidence Source A 5 W s: Who is involved? What is going on? When did this take place? Where did this happen? Why did it happen? Slide 5 sources and factfile Case studies Activity 1: Read sources B and C and the factfile. Discuss with a partner what the sources tell you! What can you see in the sources? What can you infer from the sources? Activity 2: There are three case studies in total. Each table will examine 1 case study ONLY. Write full answers to the questions, explaining your decisions. Should British soldiers have been executed by their own side in World War One? Was the government right to give a general pardon in 2006? Should the government have investigated individual cases? Create 3 true/false statements on the 3 most important things you have learnt today. Everybody is going to ask their question! Then, you will be moving around the room to different tables to find out about the other TWO case studies. Some of you will be peer-teaching! Activity 3: Write five questions you think could be asked about each of the executed soldiers from the case studies Extension: Using your case study knowledge and five questions from Activity 2, discuss with a partner whether, in each case: The soldier should be given an individual pardon The decision to execute the soldier was the right one. Page 7 of 12
7 Mid-Unit Assessment: How can I investigate the life of a person who lived during the First World War? Must: Present findings on a PowerPoint Should: Explain the process of your investigation Could: Analyse your findings What can you see this photograph? Discuss 2 minutes in pairs Laptops Activity 1: Your task is to investigate the life of a person who lived during WWI. This person might have been directly involved in the war effort as a soldier, nurse or factory worker. None Creating questions To begin with, you need to ask yourself Who shall I investigate? and How shall I investigate? Activity 2: Who shall I investigate and how shall I investigate? Activity 3: Questions and answers task Page 8 of 12
8 What was the impact of the end of the First World War? Must: find out what life was like in Britain after the First World War Should: Explore the problems faced by exservicemen Could: Analyse change and continuity Making predictions: What problems do you think Britain faced after the war? What other problems do you think there might have been? How successful had Lloyd George been in creating a country fit for heroes? Slide 3: Gap fill Activity 1: Gap fill activity Activity 2: Get back into the character you created in the lesson 3. Imagine it is 1921 and you are attending a public meeting for exservicemen with a small group of people who also served in the war Before the meeting, write a list of demands which, if accepted by the government, will make Britain a land fit for heroes. Compare your list with one written by another group. Activity 3: You have been given new characters. Read your character card. In small groups, create a grid to collate information on answering the following questions: Has the government introduced the changes you wanted? What issues face ex-servicemen? How far has Lloyd George created a land fit for heroes? None Using the success criteria below, mark your neighbours work The speech should include: Their war record The changes they expected after the war The extent of change which has taken place What their character thinks of Lloyd George. Spelling and Punctuation. WWW + EBI Activity 4: Speech 9 What was the reaction in Germany to the end of the war? Must: find out the reaction to the end of the war in Germany Should: Reach a judgement about the significance of defeat Could: Rank sources in order of significance Watch the video clip on German reactions to World War One and take notes on key information Slide 4: Sources Activity 1: Investigate sources A- E. What does each source tell us about the impact of the end of WWI? Activity 2: How might a German person react to the end of the war? Write a section of your memoir using your knowledge gained today! Research the formation of the League of Nations and take bullet point notes Extended Plenary: Class debate Round 1 : Aspects that made the defeat so significant Round 2: What is the significance of each source? Page 9 of 12
10 How was the League of Nations perceived? Must: examine the founding and actions of the League of Nations Should: Assess the meanings in contemporary cartoons Could: Evaluate the utility of cartoons The Great War was over and many were calling it the War to end all wars. What does this mean? Slides 3 + 4: Reading Activity 1: Reading Activity 2: Working in pairs look closely at Sources A-D. What does each one tell us about the League of Nations? Come up with at least four points for each source. None In groups of 3, create a freeze frame to show David Low s interpretation of the League Activity 3: In pairs, using the mini whiteboards, in pairs explain in writing how David Low s depiction of the League of Nation changes over time. Refer back to the sources to help you write your answer! Activity 4: In pairs, discuss the following question. Then give a written answer. Why does Low s depiction of the League of Nations change? Extension: Decide whether Sources A-D are useful to modern historians trying to find out about the League of Nations. For each cartoon, state which of the following two statements is more accurate. Give full reasons for your decisions. Statement 1: Low s cartoons are exaggerated and are not useful to historians. Statement 2: Low s cartoons are really useful to historians. Page 10 of 12
11 Assessment Part 1 Was appeasement the right policy? Must: To understand what Britain's policy of appeasement was Should: To explain the arguments for and against the policy of appeasement Could: To evaluate why appeasement was a failure Short video clip about the policy of appeasement. The clip will be shown once so that students can access and understand the information in the clip. The clip will be shown a second time so that pupils can complete the true or false worksheet that accompanies the video. Purpose: Gives the pupils an understanding of some of the events that took place during Britain s policy of appeasement from 1937-1940. Also gives the students a clear understanding of what the term appeasement means. For and against statements Timeline Sheet Evaluation Sheet Success Criteria True/False Activity Activity 1: I will discuss very briefly with the class who Neville Chamberlain was and what his policy of appeasement exactly was. This will be aided with pictures and information on the IWB. I will also hand out a worksheet that gives a very brief timeline of events that occurred throughout Chamberlain s policy of appeasement. Purpose: This gives students both a chronological understanding of the short-term causes of WWII, insofar as appeasement is concerned. This targets the first learning objective of the lesson and also allows for any questions or misconceptions to be addressed before the main segment of the lesson begins. Pupils will then have to categorise different arguments of appeasement on their tables. The students will read the statements and then individually put the arguments into either for or against appeasement. Purpose: The second part to this task hits the second learning objective of the lesson. Students will have all of the historical content and understanding of the arguments for and against appeasement. Prepare for speech by researching for and against appeasement arguments written by historians A primary image is shown of the policy of appeasement. Students will have to answer one of the two questions up on the IWB. These have been differentiated. For the SEN and EAL students, they will be directed to the question: What are the main arguments for the failure of appeasement? The rest of the class, particularly the Gifted and Talented students will be directed to answer the second question: To what extent was appeasement a failure? (Look at both sides of the argument). Purpose: AFL technique to sum up the main ideas and points to the lesson. Allows me to see how much the students have learnt and engaged with the lesson. Page 11 of 12
12. Assessment Part 2: Was appeasement the right policy? Must: To understand what Britain's policy of appeasement was Should: To explain the arguments for and against the policy of appeasement Could: To evaluate why appeasement was a failure Quick recap on brainstorming on arguments for and against appeasement Evaluation Sheet Success Criteria Assessment: Students will be grouped into groups of four. They will be allocated either for or against appeasement. A sheet with certain success criteria will be given to each student so that they are fully aware of what to include in their speeches. The pupils will have to firstly work in pairs and write down some ideas to include in their speech on mini-whiteboards. They will have about 5 minutes to do this. They will then have about 8 minutes to come back together as a group and collaborate the best ideas so that the group as a whole create a final product: the speech. Everyone to work with each other in fully understanding the policy of appeasement and choosing a stance for or against its starting of WWII. The task also allows time for thought and discussion which will help the pupils culminate their thinking and ideas about the arguments of appeasement. This type of exercise is also a form of peer-teaching and assessment. None Feedback: each group will take it in turn to take part in the debate of Neville Chamberlain s policy of appeasement. Two opposing groups will take it in turn to read out their speeches to the class. Whilst they are reading, the rest of the class will tick whether the group have met the success criteria by ticking boxes on an evaluation worksheet provided to them. Purpose: AFL so I can see how much the students have learnt and understood from the lesson. Also, this is a method of peerassessment, as students have to use success criteria to judge whether the task has been successful or not. Page 12 of 12