This scheme of work builds upon skills developed during the first part of this module, and concentrates in particular upon the key concepts of ‘cause and consequence’ and ‘significance’. The content of this half of the module concentrates upon the First World War. This scheme of work aims to meet the needs of students with varying learning stiles through incorporating a variety of activities. This module aims, in particular, to focus upon the key concepts of cause and consequence, significance, and interpretation. Students will be required to participate in individual, paired, and group work, and will ‘communicate their knowledge and understanding of history, using a range of techniques including spoken language, structured narratives, [and] substantiated explanations.’ ICT will be used to produce resources for this module, and pupils will be required to undertake additional research in preparation for their assessed piece of work. This scheme of work has been designed for a mixed ability group. Questioning will be scaffolded to ensure that all pupils within the class are able to participate in discussions, whilst stretching the most able within the class. Paired and group work will be structured to provide additional support to weaker pupils.
Transcript
This scheme of work builds upon skills developed during the first part of this module, and concentrates in particular upon the key concepts of ‘cause and consequence’ and ‘significance’. The content of this half of the module concentrates upon the First World War.
This scheme of work aims to meet the needs of students with varying learning stiles through incorporating a variety of activities. This module aims, in particular, to focus upon the key concepts of cause and consequence, significance, and interpretation. Students will be required to participate in individual, paired, and group work, and will ‘communicate their knowledge and understanding of history, using a range of techniques including spoken language, structured narratives, [and] substantiated explanations.’ICT will be used to produce resources for this module, and pupils will be required to undertake additional research in preparation for their assessed piece of work.This scheme of work has been designed for a mixed ability group. Questioning will be scaffolded to ensure that all pupils within the class are able to participate in discussions, whilst stretching the most able within the class. Paired and group work will be structured to provide additional support to weaker pupils.
Literacy• Learning new
terminology• Reading text• Identifying biasGeography• Pupils will develop knowledge of geography of Battles England and Britain has been involved in.
The following websites are excellent sources of information:
This scheme of work allows for several methods of Assessment for Learning. Through the use of starters and plenaries, teachers can make informal judgements regarding student understanding and knowledge. The inclusion of more formalised homework's will enable teachers to assess levels of understanding, and there are opportunities for pupil peer assessment. The National Curriculum levelled assessment is trench letter incorporating knowledge gained during the course of the unit.
StarterIntroduce topic of study – using PPT to give context and introduce key question.
Using the images of the Crimean War, students should start to pick out different aspects of the warfare used. (Weapons, uniform, tactics, technology). They should then record this on their sheet.
Students should then repeat this exercise with the images from World War One.
Students should then identify any similarities and differences that they can find.
Core Homework
Resources
•Powerpoint•Crimean and WW1 sources•Crimean and
WW1 fact sheet.
•Answer Sheet
Lesson No.
1.Overvie
w
Key Question
How had Warfare Changed
by the 20th Century?
NC. Links
KC 1.4KP 2.1
Aims
Be able to identify key
features of both the Crimean
and First World War (Level 3/4)
Be able to explain how warfare had
changed between the two periods.
(Level 5)
Be able to make a judgement to
what extent warfare had
changed during the two periods.
(Level 6)
Process
Students will then look at two iconic battles from either war. Ask them to compare information and again identify similarities difference. Higher Ability should be able to explain what the differences are rather than simply identify.They should record this in the form of a mind map.
Students should then attempt answer the Key Question set at the start of the lesson. Level criteria has been provided to scaffold their answers.
Core Homework
Resources
PowerpointCrimean and WW1 sourcesCrimean and
WW1 fact sheet.
Answer Sheet
Lesson No.
2.
Key Question
How did nationalis
m lead the world to war in
1914?
NC. Links
KC 1.4KP 2.1
Aims
•Understand the term ‘nationalism’ (Level 4)
•Be able to explain the long term causes of World War One (Level 5)
•Be able to form a judgement, based on evidence, about who which country was leading the nationalistic competition (Level 6)
Process
StarterAsk students to brainstorm ‘Why do country’s go to war?’DiscussExplain context of Europe in 1914.Ask class to answer quiz question on definition of nationalism. (Hands up)
Main ActivityWorking in groups of 4, give students two minutes to devise definitions for ‘Alliances, Arms Race and Empire’.Choose students at random to share what they have come up with.
Students to use the information cards about empires, arms race, and alliances to complete three fuses answer sheet –
Core Homework
Resources
•Powerpoint•Fuses
answer sheet
Lesson No.
2.
Key Question
How did nationalism lead the
world to war in 1914?
NC. Links
Aims Process
Students should aim to sum up how each of the factors helped lead to war in approx. 20 words within each of the bombs on the sheet.Ask for students to share with class - allowing others to peer assess.
Students should then answer the questions from the PowerPoint. Encourage students to attempt ‘push yourself’ questions.
PlenaryWorking in pairs, students should then write an explanation on the long term causes of WW1. They must include these keywords:NationalismTensionEmpiresArms RaceAlliances
Core Homework
Resources
Lesson No.
3
Key Question
How did nationalism lead the
world to war in 1914? (Part 2)
NC. Links
KC 1.1 and 1.5
KP 2.1 AND 2.3
Aims
• Know the reason why Archduke Franz Ferdinand was assassinated (Level 4)
•Be able to explain how this led to the outbreak of war in 1914? (Level 5)
•Be able to clearly explain the role nationalism played in the outbreak of war in 1914 (Level 6)
Process
StarterRecap last lesson – What does nationalism mean? Allow students to discuss.
Main Activity Using Powerpoint - explain events around Archduke’s FF’s death. (Teacher’s discretion)This may work well by choosing a tall student to represent Austria-Hungary and two smaller students to represent Serbia and Bosnia) You should then get the students to pretend to have a tug of war of Bosnia – highlighting the fact Bosnia is keen for Serbia to win!)
Once you have explained the event of the assasination – using their the cartoon source, students should start to piece together how Europe slipped into war. Differentiated questions are on Powerpoint (and answer sheet for students to attempt)
Core Homework
Students should
write out the events
on their answer sheet
Resources
•The Twentieth Century World•Event cards•Flow sheet•Question help sheet.
Lesson No.
3
Key Question
How did nationalism lead the
world to war in 1914? (Part 2)
NC. Links
KC 1.1 and 1.5
KP 2.1 AND 2.3
Aims
• Know the reason why Archduke Franz Ferdinand was assassinated (Level 4)
•Be able to explain how this led to the outbreak of war in 1914? (Level 5)
•Be able to clearly explain the role nationalism played in the outbreak of war in 1914 (Level 6)
Process
Working in pairs, students should organise the events
following the Archduke’s death in chronological order. Students who finished first and have been checked,
could check other answers.
Students should then number a blank copy of the events 1= happened first
10= happened last..
Students should attempt to answer the question: How did nationalism bring the
world to war in 1914? Level criteria provided.
Core Homework
Students should write
out the events on
their answer sheet
Resources
•Cartoon analysis sheet•Event cards•Flow sheet•Question help sheet.
Lesson No.
4
(2 Lessons)
Key Question
Did men ‘join up’ simply because they loved their country?
NC. Links
KC 1.4 AND 1.6KP 2.2
Aims
Understand why the
reasons why men wanted to ‘Join up’ at the outbreak of war (Level
4)
Analyse posters to find
out their meaning (Level 5)
Be able to identify the meaning of sources and explain how
they get their message
across.(Level 6)
Process
StarterPicture starter: Show students photograph of men at recruitment centre. Ask students what the men are doing and why.Following discussion, explain that many men joined up voluntarily and 1914.
Main Activity (1)Students should watch the short ‘talking heads’ clip. They should then be given time to discuss the answers to the questions asked. (On PowerPoint slide 5)
Using the sources, students should then create a mind map that explains why soldiers may have wanted to sign up in 1914. Higher ability students should select information from the sources to support their findings. Discuss as a class.
Core Homework
Create their own
recruitment poster.
Resources
•Recruitment starter
•Joining up quotation
source cards•Recruitment
posters
Lesson No.
4
Key Question
Did men ‘join up’ simply because they loved their country?
NC. Links
KC 1.4 AND 1.6KP 2.2
Aims
Understand why the
reasons why men wanted to ‘Join up’ at the outbreak of war (Level
4)
Analyse posters to find
out their meaning (Level 5)
Be able to identify the meaning of sources and explain how
they get their message
across.(Level 6)
Process
Main Activity (2)Students should then choose a recruitment poster used during WW1 and analyse it against the level criteria. Go through the example of a good piece of work on the board.
Students should detailed analysis on at least two posters.
Challenge students to attempt the level above their current working level.
PlenaryStudents should be selected to read out their analysis. Peer assess for positive elements and areas to improve.
Core Homework
Create their own
recruitment poster.
Resources
•Recruitment starter
•Joining up quotation
source cards•Recruitment
posters
Lesson No.
5
Key Question
What is trench
warfare?
NC. Links
KC 1.4KP 2.1 2.2. AND 2.3
Aims
Be able to identify at least three
features of a trench (Level
4)
Be able to explain the meaning of
‘trench warfare’ (Level
5)
Be able to use sources to
form impressions of conditions in
No-man’s land (Level 5-6)
Process
StarterListen to the ‘talking heads’ clip – asking the question: What is the solider describing?
Use the PPT, Explain the context of why both armies dug trenches in 1914. Use map to show where these trenches were.Ask students to think about why these trenches would have been dug?Main ActivityUsing the cards, students should match up the pictures to the definitions (features of a trench) They should then record each different aspect on their trench diagram. (Differentiated sheet available for lower literacy students.)PlenaryBrainstorm as a class possible problems of fighting in this manner
Core Homework
Resources
Trench Templates
Card Match upNo Man’s Land
images
Lesson No.
5
Key Question
What is trench
warfare?
NC. Links
KC 1.4KP 2.1 2.2. AND 2.3
Aims
Be able to identify at least three
features of a trench (Level
4)
Be able to explain the meaning of
‘trench warfare’ (Level
5)
Be able to use sources to
form impressions of conditions in
No-man’s land (Level 5-6)
Process
Explain how trenches faced one another and that the area in between both front line trenches was called ‘No Man’s Land. Ask why it would have been called that.
Using the images provided students should write a paragraph about the impressions (or describe) they can form about No Man’s Land.
PlenaryIn pairs students should create a definition for what trench warfare is. Share definitions – as a class trying to develop the most comprehensive definition as possible.
Core Homework
Resources
Trench Templates
Card Match upNo Man’s Land
images
Lesson No.
6 and 7
Key Question
What effect did trench warfare have on a First World War soldier?
NC. Links
KC 1.6KP 2.2
Aims
Be able to describe in your own
words what conditions
were like in the trenches (Level
4)
Be able to use inference to
form impressions about what
trench conditions were like (Level 5)
Be able to use inference to explain how trench life
impacted on a First World War soldier (Level
6)
Process
StarterStudents to analyse the image of a WW1 trench. They should then form an impression about trench warfare from what they have seen.
Main Activity (1)Using the sources, students should either: Use inference to assess what impact trench warfare had on society or be able to describe what conditions were like. (Differentiated sheet available)
Encourage students to work as in depth as possible – they should complete all ten areas to give them a comprehensive view of life in the trenches.
Main Activity (2)Students should then select 3-4 of the sources they have analysed and write out their analysis as an exam style answer.
Core Homework
.
Resources
•Source cards•Inference
answer sheets.
Lesson No.
6 and 7
Key Question
What effect did trench warfare have on a First World War soldier?
NC. Links
KC 1.6KP 2.2
Aims
Be able to describe in your own
words what conditions
were like in the trenches (Level
4)
Be able to use inference to
form impressions about what
trench conditions were like (Level 5)
Be able to use inference to explain how trench life
impacted on a First World War soldier (Level
6)
Process
Extension:Students should then try to identify positive aspects of living in the trenches. Also, comparing sources to identify any areas of similarity.
PlenaryStudents should then read out their answers – opportunity for peer feedback.
Core Homework
.
Resources
•Source cards•Inference
answer sheets..
Lesson No.
8.
Key Question
What were the deadliest weapons of the first world war?
NC. Links
KP 2.1 2.2
AMD 2.3
Aims
Students to know what
were the most common
weapons of the Great war
Understand how effective
the new weapons were
Process
StarterPicture reveal of victims of gas attack. Gradually revel picture, asking what they think has happened? Explain that gas was a weapon that instilled fear, but that it was not the only weapon.
Main Activity
Place information cards on the walls of the classroom. Students to move around the classroom collecting information to complete their answer sheets about weapons of WW1.Students should then answer the questions on the back of their sheet.There is a gas extension sheet for students who finish this task quickly.PlenaryAsk students why they think gas attacks were banned at the end of WW1?
Core Homework
.
Resources
•Power Point•Information
cards•Answer sheets
Extension sheets
Lesson No.
9..
Key Question
Why do sources conflict?
NC. Links
KC 1.6
Aims
Be able to use sources to find out information about the First
World War (Level 4)
Be able to begin to
analyse a source’s reliability
based on one criteria (Level
5/6)
Be able to analyse how
useful a source is based on it’s nature, origin,
purpose, content (Level
7)
Process
StarterUsing the inference grid, students should analyse a First World War poster. Discuss what they have discovered. Now show a second image – ask the students how the sources are similar and how they contrast.
Ask question: ‘why are they so different?:
Main ActivityUsing the example provided as guidance, students should begin to analyse both sources. (Differentiated sheet available for lower ability)
Discuss findings as a class – showing what they have discovered.
Core Homework
.
Resources
•Inference grid•Powerpoint
•Differentiated writing frames
Lesson No.
9..
Key Question
Why do sources conflict?
NC. Links
KC 1.6
Aims
Be able to use sources to find out information about the First
World War (Level 4)
Be able to begin to
analyse a source’s reliability
based on one criteria (Level
5/6)
Be able to analyse how
useful a source is based on it’s nature, origin,
purpose, content (Level
7)
Process
Once complete, each student should be given a writing frame that will help them form an answer to the question: ‘Which source is more reliable to a historian investigating trench warfare?’
PlenaryAsk students to give a judgement on which source they consider more reliable (and why).
Core Homework
Students should write
up their writing frame
answers into their book.
.
Resources
•Inference grid•Powerpoint
•Differentiated writing frames
Lesson No.
10.
Key Question
Is the stereotype of ‘Lions led by
donkeys’ fair?
NC. Links
KC 1.3 AND 1.4
KP 2.1
Aims
•Understand the type of
warfare commanders
were prepared for in 1914.•Begin to
analyse the effectiveness of decision
making during the First World
War.•Use historical evidence to
test hypotheses and reach
conclusions.
Process
StarterShow students three tactical suggestions. Class discussion regarding which conflicts the students believe these tactics were taken from and why.Use power point to explain that these tactics were all discussed during a cabinet meeting of 1914.Students should note down and answer the following questions:Why would the government be discussing possible tactics such as these?What difficulties do you think commanders were facing when these tactics were discussed?What can we learn from this document about the nature of warfare in 1914?
Main Activity
Core Homework
Resources
Document 1 (A, B, C, D, E)
CAB 1/10. Cabinet records
28/12/1914. Discussion of
available military
methods and technology.
Lesson 1 Power PointDocument 2 WO 158/234. Orders sent
to British Commanders 22/6/1916.
Tactics sheet
Lesson No.
10.
Key Question
Is the stereotype of ‘Lions led by
donkeys’ fair?
NC. Links
KC 1.3 AND 1.4
KP 2.1
Aims
•Understand the type of
warfare commanders
were prepared for in 1914.•Begin to
analyse the effectiveness of decision
making during the First World
War.•Use historical evidence to
test hypotheses and reach
conclusions.
Process
Each individual should read through the section of the document they have been given, and highlight difficulties faced by commanders or tactics to be used.Each individual should then discuss their findings with other members of the group.
Students should then use the knowledge they have acquired from the sources to complete the first column of the tactics table (This will then be completed during the second lesson)
Students should remain in their groups. Each group should be given a copy of the orders sent out to British commanders, 22 June 1916Students should read through these and identify the aims of the battle
Students should then answer the following:What were the aims of the Battle of the Somme?What must not be allowed to happen?
Students should predict what the outcome of the battle was and why? Students should record these predictions for the following lesson.
Core Homework
Resources
Document 1 (A, B, C, D, E)
CAB 1/10. Cabinet records
28/12/1914. Discussion of
available military
methods and technology.
Lesson 1 Power PointDocument 2 WO 158/234. Orders sent
to British Commanders 22/6/1916.
Tactics sheet
Lesson No.
11.
Key Question
Is the stereotype of ‘Lions led by
donkeys’ fair?
(Part 2)
NC. Links
KC 1.3 AND 1.4
KP 2.1
Aims
•Understand how tactics
changed during the
course of the First World war.
•Use historical evidence to evaluate the
changing nature of
tactics and decision
making during the First World
War.
Process
As a class, re-visit knowledge gained from previous lesson and create a mind map on the board showing the aims of the Battle of The Somme.Students should re-read their predictions for the battle.
In groups students should read through Haig’s letter providing an assessment of the battle so far. As a class, discuss whether he considered the first day a success in relation to the objectives.Students should then discuss in pairs or groups what options would be open to the British and the possible consequences of each option.Each student should then create a flow diagram of the possible options.
Explain to students that it was decided by commanders to use tanks on The Somme in September 1916. Ask students to predict how the use of these vehicles might have altered the battle.
Core Homework
Resources
Document 1 (A, B, C, D, E)
CAB 1/10. Cabinet records
28/12/1914. Discussion of
available military
methods and technology.
Lesson 1 Power PointDocument 2 WO 158/234. Orders sent
to British Commanders 22/6/1916.
Tactics sheet
Lesson No.
11.
Key Question
Is the stereotype of ‘Lions led by
donkeys’ fair?
(Part 2)
NC. Links
KC 1.3 AND 1.4
KP 2.1
Aims
•Understand how tactics
changed during the
course of the First World war.
•Use historical evidence to evaluate the
changing nature of
tactics and decision
making during the First World
War.
Process
Students should then examine in their groups the orders given on 19th September 1916 for the use of Tanks on The Somme for the first time. Once they have read through these they should each complete the second column of their tactics table.
Each group will now consider the attack at Bois de Hamel in 1918.Each group should be given extracts from the report of the operation. Groups should read through the extracts then complete the third column of their tactics table.
Discussion Questions:What is the assessment being given of the battle in the document?Was the outcome positive?How had the tactics used changed between 1916 and 1918?Do you think the generals of 1918 learnt from the Battle of the Somme?Alternative activity:Create a continuum line on the board for how much commanders learnt between 1914 and 1918. Ask students to come up to the board and mark on the continuum their opinion. They should then justify their view to the class.
Pose students the key question they have been considering: Is the stereotype of ‘Lions led by donkeys’ fair? They must justify their answer with knowledge gained during the previous two lessons
Core Homework
Resources
Lesson 2 Power Point
Document 3 WO 158/234
Telegram from General Sir
Douglas Haig to General Sir
Henry Rawlinson 2/7/1916
Flow diagramTactics sheet
Document 4 (A, B, C) WO 95/431 Instructions for
the employment of tanks during the Battle of the
Somme. 9/9/1916
Document 5 (A, B, C, D, E) WO
95/986 Account of operations by Australian Corps against Hamel, Bois De Hamel,
and Bois de Vaire. 1/7/1918
Lesson No.
12..
Key Question
Is the stereotype of ‘Lions led by
donkeys’ fair?
(Part 2)
NC. Links
KC 1.3 AND 1.4
KP 2.1
Aims
•Understand how tactics
changed during the
course of the First World war.
•Use historical evidence to evaluate the
changing nature of
tactics and decision
making during the First World
War.
Process
Students should then examine in their groups the orders given on 19th September 1916 for the use of Tanks on The Somme for the first time. Once they have read through these they should each complete the second column of their tactics table.
Each group will now consider the attack at Bois de Hamel in 1918.Each group should be given extracts from the report of the operation. Groups should read through the extracts then complete the third column of their tactics table.
Discussion Questions:What is the assessment being given of the battle in the document?Was the outcome positive?How had the tactics used changed between 1916 and 1918?Do you think the generals of 1918 learnt from the Battle of the Somme?Alternative activity:Create a continuum line on the board for how much commanders learnt between 1914 and 1918. Ask students to come up to the board and mark on the continuum their opinion. They should then justify their view to the class.
Pose students the key question they have been considering: Is the stereotype of ‘Lions led by donkeys’ fair? They must justify their answer with knowledge gained during the previous two lessons
Core Homework
Resources
Lesson 2 Power Point
Document 3 WO 158/234
Telegram from General Sir
Douglas Haig to General Sir
Henry Rawlinson 2/7/1916
Flow diagramTactics sheet
Document 4 (A, B, C) WO 95/431 Instructions for
the employment of tanks during the Battle of the
Somme. 9/9/1916
Document 5 (A, B, C, D, E) WO
95/986 Account of operations by Australian Corps against Hamel, Bois De Hamel,
and Bois de Vaire. 1/7/1918
Lesson No.
7
Key Question
What can we learn
from each source about
Zeppelin attacks on
Britain?
NC. Links
KP 2.2. AND 2.3
Aims
•Be able to understand
what a ‘Zeppelin raid’
was (All)
•Be able to explain the
damage that Zeppelin raids could cause
(Most)
•Be able to use inference to
form an impression about the impact of
Zeppelin raids. (Some)
Process
StarterStudents shown an image of a house destroyed by a Zeppelin raid. With a partner, they should discuss the events of the people involved using the ‘before, before, after, after’ timeframe on the Powerpoint.
Teacher to give breif background on Zeppelin raids.
Main ActivityUsing the document on the Humber raids, students should work collaboratively as a group to answer the five questions posed. They should all write the answers in their books.
Students should then build upon their inference skills from previous lessons to answer the key question.
Core Homework
Resources
PowerpointSources
Extension sheet.
Lesson No.
7
Key Question
What can we learn
from each source about
Zeppelin attacks on
Britain?
NC. Links
KP 2.2. AND 2.3
Aims
•Be able to understand
what a ‘Zeppelin raid’
was (All)
•Be able to explain the
damage that Zeppelin raids could cause
(Most)
•Be able to use inference to
form an impression about the impact of
Zeppelin raids. (Some)
Process
Extension: students to write an answer to the question: Which of these sources do you find the most useful for finding out about the raids?
Review: Using an image of houses destroyed by the raid – student should write two headlines, one for a German newspaper and one for a British newspaper.
