THE ROMANS_
|History |Autumn Term |
|World War II |Year 6 |
|Learning Objectives |Suggested Activities |Resources |
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|To know about the direct impact and effects of the aftermath of World |Focus on the aftermath of World War 1. What happened? After Germany was defeated and The Armistice|Pictures/resources relating to Britain in the aftermath of |
|War I |was signed, what then happened to Germany? Discuss the The Treaty of Versaille and its stipulations|World War I. |
| |on Germany. Discuss effects on the country in terms of financial, military, moral, self-esteem. | |
|To understand techniques for making simple pneumatic systems | | |
| |Look at examples of cartoons from the aftermath of World War 1. Look at cartoons from many of the | |
| |different countries involved and look at how they differ. Discuss the over-riding theme that, no | |
| |matter the country producing the cartoon, the general consensus is that The Treaty of Versailles was| |
|To investigate bias and propaganda through studying and comparing a |too harsh on Germany and that this could have dangerous effects in for the future of Europe. |Political cartoons from the aftermath of World War I. |
|variety of source materials. |Discuss what these effects may be and look at how the aftermath of World War I could have led to the| |
| |rise of The Nazi Party and of Hitler. Children to come up with their own political cartoon to show | |
| |this. | |
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| | |Poster paper & paints. |
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| |Discuss the Appeasement Policy and debate its impact on the war. Inform children that the policy of | |
| |appeasement was the name for the foreign policy of the Western European countries of Britain and | |
| |France towards Germany in the years after World War I but before World War II. This time is known as| |
| |the interwar years and is the general timeframe when the Nazi Party and Adolf Hitler took control of| |
| |Germany. After rising to power in Germany, Hitler began to carry out aggression towards other | |
| |nation-states in Europe and Hitler carried out actions that went against the general terms of the | |
|To understand why Germany acted against the terms of the Treaty of |Treaty of Versailles. The Western European democracies of Britain and France did not want to enter | |
|Versailles. |into a military conflict with Germany at this time as both had been reducing their armies and | |
| |ability to wage war. This lack of will to fight pushed both countries towards the policy of | |
|To consider the reasons for the outbreak of World War II |appeasement which involved giving into the demands of an aggressive country in the hopes that the | |
| |aggression could be contained. The policy is closely linked to Neville Chamberlain who was the | |
| |British Prime Minister at the time, as he is the one who proposed it as the best means of containing| |
| |Nazi aggression and avoiding a world war. The policy of appeasement is often considered to be one of| |
| |the main causes of World War II and began by Germany carrying out actions against the basic terms of| |
| |the Treaty of Versailles that Germany was forced to accept at the end of World War I. For example, | |
| |one of the first steps Germany took was to remilitarize the Rhineland. Discuss how the situation | |
| |escalated and why? | |
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| |Look at The Little Ships and read it to the class. Discuss the language used - is it matter of fact,| |
| |poetic, emotive? - How does it make the children feel? Who is the story written from the perspective| |
| |of? Is this the only perspective available on Dunkirk? What is the overall mood of the piece | |
| |(heroic/romantic/sad/joyous?) Can chn identify any figurative language? Now read the account from a | |
| |soldier - how do these accounts differ? Discuss the use of literal/figurative language and how this | |
| |affects the image we get of the event. Make a class chart of similarities and differences in the | |
| |content, language used, mood and presentation. Explain that you are going to create a class poem by | |
| |splitting into 8 groups and collaboratively writing one verse (see list) in a poetic style - task 1.| |
| |Once the chn have written their poem, come back together and look at the paintings in The Little | |
| |Ships - note that Michael Foreman has used watercolours to create these illustrations - a medium | |
| |that Churchill was very accomplished in as an artist (see examples). Talk about why watercolour | |
| |works so well for these pictures (it has a watery feel and creates a very emotive effect). Compare | |
| |these pictures to the photos of Dunkirk and ask chn how they ‘tell’ the story (The paintings are | |
| |imagined and not as ‘harsh’ as the photos). | |
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| |Task 1: | |
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| |Explain that childrenn need to think firstly about whose perspective their verse is written from. | |
| |How do they think that person was feeling at the point in the rescue that their verse is based on? | |
| |Bearing in mind these emotions what ‘message’ will they be putting across? Encourage children to | |
| |come up with language ideas (especially figurative language) to describe that moment. Children have | |
| |4 lines - get them to work collaboratively to get across their ‘message’. |The Little Ships’ by Louise Borden (illustrated by Michael |
|To be able to use recounts and photographs to establish the events of | |Foreman); |
|the Dunkirk rescue. |Task 2: Ask children to remind you how to use watercolours effectively, then show them one of the | |
| |YouTube tutorials that demonstrates the technique (see Weblinks). Ask children to create a |Poem verses; Examples of Churchill’s paintings; Watercolour |
| |watercolour painting for their verse of the class poem. Remind them of watercolour mixing techniques|mixing techniques. |
| |(session resource) and provide a range of brush sizes. Encourage children to use contrasting colours| |
| |for figures so that they stand out. |
| | |4.shtml - Archive of WW2 memories – an account of Dunkirk; |
| |Put the children n into pairs or small groups. Give them a printed and laminated Map of Europe in |
| |1939 (session resources) and 3 different coloured pieces of modelling dough. Read the Dough War |newsid_8692000/8692901.stm - Dunkirk evacuation pictures; |
| |Walkthrough (session resources). Take your time; there is a lot of information in the timeline and | – Watercolour |
| |the children may want to ask questions as you read the script. Suggest that they put up their hand |tutorial; – |
| |as a signal that they would like you to pause while they jot down their questions so you can answer |Alternative watercolour tutorial. |
| |all questions at the end: this will avoid disrupting the flow of activity and may allow some | |
| |questions to be answered as the timeline progresses. Emphasise stopping at the Battle of Britain, on| |
| |10th July 1940. Play the children Winston Churchill’s Battle of Britain speech and have the | |
| |transcript displayed on the wall so they can become | |
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| |familiar with the wording (see session resources from Session 1). Then take the class into the hall | |
| |or playground. | |
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| |Split the children into mixed-ability teams and follow the Battle of Britain game instructions (see | |
| |session resources). (When splitting the class in half, make sure each side has the same amount of | |
| |more able throwers.) Emphasise to the children that the Battle of Britain was about superiority in | |
| |the skies, but that the battle was won by Britain with the support of the Royal Navy and advanced | |
| |radar technology. Take photos of the children playing the game and print them out in black and white| |
| |or sepia for collection in the children’s memory boxes. | |
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| |Consider setting homework to extend the more able by giving them research opportunities. They could | |
| |research questions such as ‘How does radar work?’ ‘How was it discovered?’ ‘Who discovered it and | |
| |developed it?’ ‘Where were the radar bases in Britain?’ ‘Was it used by countries other than | |
| |Britain?’ | |
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| |Sit the children together and show them the video clip of original footage promoting radar, and the | |
| |Horrible Histories clip on the Battle of Britain pilots | |
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| |Link with Art Medium Term plan for silhouettes. Create Battle of Britain silhouette paintings. | |
| |(These can be very effective using black sugar paper/card for the silhouettes and creating | |
| |‘searchlights’ using masking tape and white spray paint. | |
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|Understand some of the major events leading up to the Battle of Britain,| | |
|including the countries involved and the role they played. | | |
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|Develop a familiarity with the location of the countries involved in | | |
|first year of WW2 by locating them on a map of 1939 Europe | | |
| | |Map of Europe in 1939; |
| | |Dough War Walkthrough; |
| | |Battle of Britain PE Game 1; |
| | |Battle of Britain Advanced Radar Game; |
| | |3 colours of modelling dough; |
| | |Atlas or globe; |
| | |PE mats; |
| | |Scooters; Soft balls; Soft bowling pins/card tubes. |
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| | | - Video clip: |
| | |Churchill’s ‘finest hour’ speech; |
| | | - Video clip: |
| | |Original footage about radar; |
| | | - Video clip: |
| | |Horrible Histories clip on the Battle of Britain pilots. |
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| |You will need large pieces of paper for map drawing ready and sample maps and atlases. Have the | |
|To be able to map key events within World War II. |event cards printed off and copies of Churchill’s speech transcripts. You will also need drawing | |
| |equipment. |Event cards; |
|To understand key points from selected political speeches within World | |Sample maps & atlases; |
|War II. |Play Churchill’s ‘Dunkirk’ speech and ask children what they think the speech is about and who is |Image of inside of Cabinet War Rooms; |
| |making it. Explain that it was made after the evacuation of troops from Dunkirk (known as Operation |Modern quotes; Speech extracts. |
|To be able to select relevant quotes and justify their choices in terms |Dynamo), on the 4th June 1940. Show children the interactive Dunkirk map to explore the events of | |
|of historical relevance. |Operation Dynamo. Analyse the abridged version of the speech together and identify: the message | - Audio of |
| |(This evacuation is not great in terms of winning the war, but it is miraculous we got so many |Churchill’s ‘Fight on the Beaches’ speech; |
|To learn about and analyse Churchill’s reaction to the Dunkirk |troops out, and we won’t ever give up the fight and surrender), the impact (makes people believe in |
|evacuation, the Battle of Britain and the Blitz. |ultimate victory), the tone (serious and reflective, but determined), and the intended audiences |_fall_france/index_embed.shtml - Animated map of the fall of |
| |(the armed forces, British citizens, USA and ‘the enemy’). Discuss the impact of the language on the|France. |
| |listener (creates emotions) and define ‘powerful’ quotes; statements that have a high impact and are| |
| |memorable, and identify some such as ‘we shall fight on the beaches’. Explain that Churchill was | |
| |considered a great speech-writer (he was rare in that he wrote his own speeches). Now look at the | |
| |Dunkirk sample map and identify London, Paris, Brussels, and Britain, France and Belgium. Now show | |
| |children the Cabinet War Rooms map images and explain that these large maps were laid out on walls | |
| |or tables so that troop movements (note the pins in the pictures), | |
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| |Give children an outline of Europe, and ask them to use atlases to put in the key cities and | |
| |countries. Help them to mark the location of allied and enemy troops using sample maps. Ask children| |
| |to analyse and link the speeches to the relevant event using questions such as Which event does the | |
| |message of the speech relate to? Children to identify and select ‘powerful’ quotes, and explain why | |
| |they have chosen them. | |
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| |Get children to draw a large map using an atlas (show them how to use grid lines if appropriate) and| |
| |put in the key cities and countries (use atlases to check accuracy). Use the sample maps to mark the| |
| |location of the events showing allied and enemy troops. Analyse and link the speeches to relevant | |
| |event. Children could select some ‘powerful’ quotes to accompany the maps. | |
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| |Explain that your class exhibition needs replica cabinet war room maps for 3 key events: Dunkirk (do| |
| |as a class/model), Battle of Britain, and the Blitz. Give children info cards about these 3 events | |
| |and 3 (unmarked) speech transcripts that accompany them; split children into groups of 3/4. | |
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| |Share maps, speech links and quotes then look at modern ‘powerful’ quotes and identify: the message,| |
| |intended audience, tone and impact. Can children identify emphatic/emotive language? Why do they | |
| |think that it is important for leaders to make such speeches? | |
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|To know about the Nazi persecution of the Jews. |You will need to have bought juice, smoothies and have a ‘drinks table’ set up with these and water |Holocaust timeline cards; |
| |available. Print and cut up the timeline resource and have sample ‘letters to the editor’ available.|Selected excerpts from ghetto diaries; |
|To consider the impact of discrimination within a historical context. | |Life in the ghettos; PowerPoint; Sample letters ‘to the |
| | |editor’. |
| |Ask children to come up to your ‘drinks’ table to choose a drink. Choose one or two of your school’s| |
| |‘house groups’ or class groups to ‘discriminate’ against, only allowing them a small glass of water,|
| |but without explanation. Create a ‘customer feedback’ box for each group and get children to write |236 – Date cards of anti-Jewish laws passed in Nazi Germany |
| |down their feelings about the experience and post in the relevant box. Now pull out the ‘feedback’ |from Holocaust Education Trust – download from TES (register |
| |from each box and compare them. Why was the distribution of drinks unfair? Can you identify which |for free); - The |
| |groups were discriminated against? Read the excerpt from Anne’s diary about the ‘Jewish laws’ and |Holocaust year by year. |
| |ask How do you think she must have felt about this discrimination? Did this harm Jews in a physical | |
| |or emotional and psychological manner? Give children the Holocaust Education Trust resource (see | |
| |Weblinks) and get them to order the ‘laws’ by date and note how they became more extreme as time | |
| |went by. Give children, organised in groups of 5 or 6, the Holocaust timeline cards (session | |
| |resources) and 5 mins to try and match them with dates and order them chronologically. Come back | |
| |together and ask them for their reasons behind their order. Now look at the BBC timeline link and | |
| |note that as early as 1933 Jewish people started to be persecuted and singled out. Again, notice | |
| |that the level of persecution grew over time. Use this resource to create a class timeline. | |
| |Highlight 1939/40 on the timeline and note that ‘Ghettos’ were created, where Jewish people were | |
| |forced to go and live - they were essentially imprisoned in these parts of cities, which were | |
| |surrounded by walls and barbed wire. They were given very little food, made to work hard and lived | |
| |in very crowded conditions (up to 15 people per room - think back to Anne Frank and the 8 people who| |
| |shared several rooms). By hiding, the Frank family avoided being sent to a ghetto. Many Jews died of| |
| |starvation, while disease spread quickly causing more deaths. Read the excerpts from the ‘ghetto | |
| |diaries’ and discuss some of the dangers of living in the ghettos (hunger, disease, being | |
| |shot/deported). Look at the ‘life in the ghettos’ PowerPoint and discuss notes (see first slide for | |
| |these). | |
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| |Explain that the children are going to write a letter, in role as a Jewish person, to the editor of | |
| |a national newspaper, to set out their concerns and make people aware of what is happening under the| |
| |Nazi regime and to express their feelings. Show them example of ‘letters to editors’ and think about| |
| |the structure, language and tone. Is this a formal or informal letter? How will it differ from the | |
| |letter you wrote to Anne in session 1? Explain to the children that the aim of the letter should be | |
| |to convince readers to feel as they do. Get them to plan their letter using the headings: what | |
| |message do I want to get across? How will I help readers understand the extent of the problem? What | |
| |is the ‘call to action’? Ask children to make notes first | |
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| |and organise their information before writing the letter. Challenge them to finish their letter with| |
| |a powerful statement that has a big impact. | |
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| |Read some of the letters and imagine you are the editor. Which would you print on merit? Would you | |
| |dare to print it in Nazi Germany? Ask children to identify the features of an effective letter that | |
| |gets across a point and also of the expression ‘culture of fear’. | |
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| |Remind children of the manner in which the conditions for Jews gradually became worse. Explain that | |
| |today you are going to be looking at how bad the situation ultimately became for Jewish people and | |
| |that at times children may feel shocked or saddened. Thousands of people including Jews, Romani | |
| |(gypsies), Polish nationals, homosexuals, political criminals, Jehovah's Witnesses and those with | |
| |disabilities were murdered by the Nazi regime due to being ‘racially’ inferior and, therefore, as | |
| |‘life unworthy of life’ in its opinion. Explain that although shocking, the Holocaust is an | |
| |important part of history to study because not only does it allow us to learn from the past, but | |
| |also to understand the nature of humanity. Explain that often the best way to understand history is | |
| |through people’s personal stories because it helps us to ‘empathise’. Explain that empathy provokes | |
| |‘feelings’ in us that helps us understand how a situation was to experience. Show chn the | |
| |biographical link and read 2 or 3 of the biographies together. Try to identify the events in this | |
| |child’s life that were the result of persecution. Ask chn in pairs to explore some more of the | |
| |stories and identify the key events from each one. Get chn to then come together in groups of 8 to | |
| |share their findings and identify any patterns (starvation, disease, hiding, death), which you can | |
| |then discuss as a class. Explain that some of these stories reference what are sometimes called | |
| |‘death camps’, and the Nazi’s ‘final solution’. Conditions in the camps were extremely harsh. Huge | |
| |numbers of prisoners died from the cold, starvation or illness as well as being directly killed. | |
| |Explain that we know about these camps from the accounts of people who were in them and also from | |
| |the accounts, photos and live footage taken by soldiers who liberated the camps at the end of the | |
| |war. Give children the ‘death camps’ information and ask them to read it in pairs. What do they feel| |
| |about what happened? Now look at Barbara Sonek’s poem about the Holocaust and identify the feelings | |
| |the poem presents/evokes (pain, sadness, anger, despair, etc.). Children to then look at Tawnysha | |
| |Lynch’s poem in pairs and identify themes the feelings presented/ evoked. Come back together and | |
| |discuss the overarching messages of both poems (remembrance). | |
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| |Drawing on the aspects identified from the stories/biographies and the themes from the poems ask | |
| |children to compose some questions they would like answered about the Holocaust. Explain that they | |
|To be able to consider and analyse the emotional impact of two holocaust|need | |
|poems. | | |
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| |to be ‘open’ questions (clarify understanding). Think of examples to help get them started: e.g. Why| |
| |did the Nazi’s despise Jewish people? Was the world aware that these atrocities were going on at the| |
| |time? (e.g. see The Red Cross ‘propaganda’ visit link). | |
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| |Come back together and ask children to share some of their questions - explain that you may not have| |
| |answers but that the questions help to open up a discussion about the events. Use the ‘pupils’ | |
| |questions’ link to help you discuss some of the questions that may arise. Finish on the question: | |
| |Are people persecuted in society today? Then read ‘First they came’ and discuss the message this | |
| |sends about standing up for one another’s rights. | |
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| | |Selected poems- Barbara Sonek & Tawnysha Lynch |
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| | | - A list and short|
| | |biographies of some of the children killed in the Holocaust; |
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| | |uestions/ - Some possible questions and answers of pupils |
| | |questions on Anne Frank and the Holocaust; |
| | |
| | |eresienstadtGhetto/History/RedCrossVisit.html - A site |
| | |detailing the Theresienstadt ghetto, a location used for |
| | |propaganda. |
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|To understand the events leading up to, and involved in, the D-Day |Before the session, ask the class to bring in household items such as empty plastic toothpaste |The D-Day Landings; How To Be A Spy; |
|landings. |tubes, pens, small containers and old books. Invite the class to sit in a circle to play Chinese | |
| |Whispers. Whisper a message into the ear of the person sitting next to you. When the message has |White paper; Scissors; Glue; Small strips of thin paper. |
| |been passed to each person in the circle, it will arrive back with you. Share what the message has | |
| |turned into and compare this with the original message. (Alternatively, you could ask the class to |junkintheirtrunk.blogspot.co.uk/2011/10/scary-sketch-game|
| |sit in smaller group circles and play the ‘Scary Sketch’ game). This game highlights the |.html - The ‘Scary Sketch’ game; |
| |difficulties of conveying messages in secret and the importance for clear methods of doing so. What |
| |kind of messages do you think would have been communicated during the war? By whom? For what |_d_day/index_embed.shtml - Animated map of the D-Day |
| |purposes? Allow the children to wonder about the answers to these questions. Explain to them that |landings; |
| |‘D-Day’ is a military term for the start of a military operation. In modern history, ‘D-Day’ refers |
| |to what happened on 6th June 1944: the day on which the Battle of Normandy began. Thousands of |story-of-invisible-ink/ - Information on invisible ink; |
| |Allied troops landed on the beaches of Normandy in Northern France at the start of a major battle to| |
| |liberate mainland Europe from Nazi occupation. The invasion was code-named ‘Overlord’. Show The | |
| |D-Day Landings (see session resources), highlighting Normandy and the beaches, and then explore the | |
| |animated map of the D-Day landings. Many parts of the D-Day landings were code-named. Can you think |
| |why they did that? (This was a very secret, important mission, so no-one wanted the enemy to find |vered-2012-10#ixzz3R5tKxJEL - Information on spy gadgets. |
| |out about it.) Churchill was very worried that the landings wouldn’t work and there would be many | |
| |Allied casualties. It worked because the invasion plans stayed secret. | |
| | | |
| |Hand out copies of How To Be A Spy (session resources) and allow the children access to the | |
| |internet. Ask them to work on the resource sheet, possibly in partners. They will need their | |
| |household item. As an extension, children could carry out further research on World War 2 espionage.| |
| |What has Roald Dahl got to do with spying? Were there any other famous spies in World War 2? What | |
| |sorts of gadgets did they use? Can you prepare a short presentation to the rest of the class, based | |
| |on what you have learnt? You may want to show the information on invisible ink and the information | |
| |on spy gadgets and ask the chn to explore them for homework, possibly making their own invisible ink| |
| |messages. | |
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| |Display the household espionage items on a table in the classroom, and ask the children to add | |
| |information cards about the French Resistance and ‘The White Mouse’. What have you learnt about the | |
| |spies in World War 2? | |
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| |Group the children into pairs or small groups. Give them a printed and laminated Map of Europe in | |
| |1945 (session resources) and 3 different coloured pieces of modelling dough. Read the 1945 Dough War| |
| |Walkthrough (session resources). Take your time; there is a lot of information in the timeline and | |
| |children may want to ask questions as you read the script. Suggest that they put up their hand as a | |
| |signal that they would like you to pause while they jot down their questions so you can answer all | |
| |questions at the end: this will avoid disrupting the flow of activity and may allow some questions | |
| |to be answered as the timeline progresses. When you reach the part when Churchill announces ‘Victory| |
| |in Europe Day’, play the video clip of Churchill’s ‘Victory in Europe’ announcement. Note that | |
| |Churchill makes it clear that the war was still going on in Japan. Continue with the modelling-dough| |
| |walkthrough. Then, when you reach Victory in Japan Day, play the video clip of Truman’s ‘Victory in | |
| |Japan’ speech. What do you think it would have felt like, hearing the leader of your country | |
| |announce that the war was over? What would you want to do to celebrate? Can you imagine what it | |
| |would have been like for German children and Japanese children listening to the announcements from | |
| |their countries? What do you think would have been announced there? Invite the children to reflect | |
| |on life for children and civilians of all ages on both sides of the war. Encourage them to consider | |
| |those who had family members who had fought against the Allies in World War 2. How would they have | |
| |felt, knowing they had lost the war and their efforts had been in vain? | |
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| |Hand out Paris Peace Treaties (session resources) and talk through it: On Feb 10th 1947, 18 months | |
| |after the end of the war, the Allies came together to discuss how to maintain peace in Europe. They | |
|Understand the events leading to the end of the war, the surrender of |met in Paris. The leaders of the United States, Soviet Union, Britain and France talked with Italy, | |
|countries, the Battle of Berlin and death of Hitler. |Romania, Hungary, Bulgaria and Finland. Their agreements were written down and they all signed the | |
| |documents, promising to stick to the decisions. Among other things, they promised to return borders | |
|Consider the Paris Peace Treaties of 1947 and make a peace dove as part |and rights to those countries occupied by Germany and look after ethnic minorities. These promises | |
|of a class reflection |were called the Paris Peace Treaties. | |
| |Hand out Origami Peace Dove (session resources), paper, scissors and pencil crayons or felt tips. | |
| |Ask the children to make a peace dove each by following the instructions on the sheet. Encourage | |
| |more able children to write more than isolated words of peace on their dove: they could write a | |
| |short poem, a letter to a current world leader or something in memory of those who died fighting for| |
| |peace during World War 2. | |
| |Ask the children to sit in a circle and hold their peace doves. Many lives were lost in the war, on | |
| |all sides. All countries involved have worked hard since 1945 to maintain peace. Ask each child to |Map of Europe in 1945; |
| |stand, read their peace words and silently place their dove on a display or table. You may want to |1945 Dough War Walkthrough; |
| |have reflective music playing. |Paris Peace Treaties; |
| | |Origami Peace Dove; |
| |Discuss the end of the war in The Pacific – Dropping of the atomic bomb on Hiroshima and Nakasaki. |3 colours of modelling dough; |
| |Debate and discuss. |A4 paper; |
| | |Scissors; Pencil crayons / felt tips. |
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| | | - Video clip: |
| | |Churchill’s ‘Victory in Europe’ announcement; |
| | | Video clip: |
| | |Truman’s ‘Victory in Japan’ speech. |
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