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Lesson Plans
Lesson Plan for Online Use
Objectives
To investigate how war affected people's everyday lives?
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National Curriculum
Key Stage 2 History:
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Resources
Scaffold for 'Wartime Home' group, with column headings,
Similarities, Differences and Differences because of the War.
Optional scaffold for Evacuee group, headed 'Evacuation', with column headings, 'Advantages' and 'Disadvantages'.
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Teaching Activities
Introduction:
- Display Children of WW2 Homepage on interactive whiteboard.
- Briefly explain that the site is an exciting resource, which will help them to find the answer to the question:
- How did the War affect people's everyday lives? The question should be prominently diplayed throughout the lesson, for children's reference.
- Explain that each group will be assigned to a section of the site, which will provide
them with different kinds of evidence.
- Investigation will be divided into Home life, Rationing, and Evacuation.
Demonstrate by showing the first screen of A Wartime Home, Rationing Challenge, and Evacuees' Letters, and outline activities.
- Activity 1:A Wartime Home
- Investigating features that were essential additions during wartime. Explain that some features in the house will differ from those typical of a modern home, but that others were wartime additions.
- Provide children with copy of scaffold, and ask them to complete in pairs / as a group. They could make sketches of specific wartime features.
Activity 2: Rationing Challenge.
- Children should choose a menu and go shopping.
- Depending on the number of computers available, the group could form pairs, each choosing a different menu.
- Children make notes of the items that were rationed, and items that had no wartime equivalent.
- Sketches could be made, and later developed into posters, with appropriate slogans.
Activity 3: Evacuees' Letters
- Direct children to the letters on evacuation.
- In pairs, examine one of the two letters, and answer the question: What do you think were the advantages and disadvantages of being evacuated.
- Provide a scaffold with titles "advantages/disadvantages" for children to make notes.
Cross curricular Links
Literacy: In a subsequent lesson, findings could be made into a book for the class or school library. Appropriate posters from the Research Room would make excellent additions.
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Plenary
Ask each group to summarise their findings.
Guide their responses, by reminding them of the question that was being researched.
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Lesson Plan for Offline UseObjectives
To understand what it would feel like to be a child during World War 2.
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National Curriculum
Key Stage 2 History:
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Resources
If possible, invite a visitor, who was a child during the War to give children an opportunity to listen to a first hand account, and to stimulate their imaginations.
- Images of evacuee children with their bags, and children climbing into an Anderson shelter.
- Letter from a young boy to his nan, written in an air raid shelter during a raid.
- If you have access to a computer, it would be evocative for children to have access to the Radio and Sounds section in the Research Room.
- Copies of the letter to Pam's mother, sympathising with her for not having Pam home for Christmas, in Evacuees' letters
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Teaching Activities
Introduction:
Explain to children that for this lesson, they must imagine that the year is 1940.
They should get themselves into role as children, in a variety of wartime situations.
To help them prepare, they must read the information, and study the pictures you have given them.
Activity 1:
- Children should read the extract from the letter to Pam's mother, and its commentary.
- Their task is to write a letter to a friend, explaining how they feel.
- They should focus on:
Who and what they will miss, e.g. family members, family customs, pets, friends and toys.
Activity 2:
Resources:
- Poster of child stepping into Anderson shelter, and letter from Ron to his nan.
- Children should examine the photograph, and read the letter extract and accompanying commentary.
- Children imagine that they are in an Anderson Shelter, during a long raid. They should focus on :
- Who is with them, what they have brought along to keep them busy and how they feel.
- Their task is to make a diary entry, in which they write an account of their time there.
Activity 3:
- Children read the extract, and accompanying commentary from the letter from Delia's mum.
- Ask them to imagine that they have been invited to a party, and must make an outfit from either:
A satin evening dress
A gent's evening suit.
- Their task is to draw and label their design.
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Plenary
Groups read out letters and diary extracts, and show designs.
Which are most effective and why?
Work could be extended by publishing collections of letters and diaries written by the children.
'Age' documents by soaking in cold tea.
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