Range:
|Session 2: British Forces – Joining Up History/D&T | |Session 3: Military Equipment History/D&T |
|Range and Breadth: History: 11b Study the impact of the Second World War on the lives of men & women. | |Range and Breadth: History: 11b Study the impact of the Second World War on the lives of men & women. D&T:|
|D&T: 5a Investigate & evaluating familiar products. | |5a Investigate familiar products. |
|PoS |History: Knowledge & Understanding [Main] | |PoS | History: Knowledge & Understanding [Main] |
|Objectives |Understand the conscription process and need for volunteers for armed forces. 2a | |Objectives |Find out more about the technology used during WWII & how it was manufactured. 2a |
| |Study the characteristics of periods studied including experiences of men & women.| | |Study features of period studied including the experiences of men & women. 2d |
| |2c Identify & describe reasons for & results of situations & changes. | | |Describe & make links between main events, situations & changes. |
|PoS |D&T: Evaluate processes & Products [Main] | |PoS |D&T: Evaluating Products |
|Objectives |Design a poster intended to persuade. 3c Recognise that the quality of a product | |Objectives |Investigate the range of technology used during WWII. 3c Recognise that the |
| |depends on how well it is made & how well it meets its intended purpose. 3a | | |quality of a product depends on how well it is made & how well it meets its |
| |Reflect on the progress of their work identifying ways in which they could | | |intended purpose. 1a Use information from a number of sources including ICT. |
| |improve. | | | |
|Whole class teaching: | |Whole class teaching: Remind chn that during WWII the majority of men were fighting and so the VERY |
|Between the wars the number of people serving in the armed forces fell. Why? Discuss how people join the | |important jobs were carried out by women. Many worked in factories to supply the war effort, everything |
|armed forces today, volunteers for regular or reserve forces. As WWII started volunteers were requested | |from pots and pans to parachutes. World War II made more use of equipment than any other war in history, |
|and many did. Share the real life account of a soldier volunteering to join the Army: | |so factories at home had to keep up production. WWII was known as the “Total War” as everyone was |
| Discuss the issues raised. Would they | |involved. One famous factory was the Aycliffe Royal Ordnance Factory where bullets were made, 17,000 |
|volunteer? Explain that many countries at the time had (some countries still do!) conscription. How would| |workers completed the dangerous but vital task of filling bullets with gun powder. They became known as |
|chn feel about being forced to join the armed forces! Discuss the background behind & build up to | |the Aycliffe Angels. Take a look at their site at . Using (suggested |
|conscription during WWII (session resource). Discuss the fact that some people didn’t want to fight they | |websites) take a look at black and white films showing life on the Home Front. Discuss how factory work |
|were known as Conscientious Objectors, they would need to give good reasons why they were unable or | |changed the way that many women dressed, trousers became fashionable along with hair tied back with a |
|unwilling to fight. Take a look at this real life example | |scarf – why might this be? |
| . | | |
|Easy/Medium/Hard Look at some examples of posters printed to encourage people to join the armed forces | |Mixed Ability Groups Invite chn in pairs or threes to take a look at the list at |
|(session resources). Discuss the layout: simple, eye catching. And language: positive and use of images. | | and select a group of items |
|What message is the poster trying to send? Encourage chn to create their own posters to persuade people | |(aircraft, submarines, tanks, uniforms, etc). Help chn research their chosen item using the internet & |
|to support the war effort. Printed images can be collected from the internet & collaged to support less | |non-fiction texts. How was it made? Where was it made? How many? What was it used for? Ask groups to put |
|able artists. More importantly chn should think about language and layout so that their poster has | |together an “exhibit card” containing key information & images. Chn should use ‘cut and paste’ tools to |
|maximum effect. TD | |select text & images. TD |
|Plenary |Discuss with chn that posters were very much part of WWII & were created for many | |Plenary |Create a museum type display with the researched information presented on folded |
| |different reasons! Evaluate the posters created, which are particularly effective?| | |cards, request donated items (artefacts, photographs) from home to be displayed |
| | | | |alongside them. |
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