English Heritage Project: Investigating the Heritage of St ...
English Heritage Project: Investigating the Heritage of St Paul’s School for Girls, Edgbaston, Birmingham. Year 9
The Big Question: Was there a ‘Blitz Spirit’?
|Learning Objectives |Lesson Activities |Points to Note |
|KQ1 Was there a Blitz Spirit in Birmingham during|Starter: Hook the pupils into this enquiry with WW2 air raid siren and speech from Winston |ACCESS: Group/pair work facilitates peer support. Pupils are |
|World War Two? |Churchill as they enter the room. Pupils are presented with two OHT visual sources and asked |provided with a range of sources to suit their needs. |
|To explore the methods used by government to |to think about the questions for 2/3 minutes. | |
|boost morale during World War Two |Whole class feedback. Pupils are presented with opposing interpretations of life in Britain |EXTENSION: Pupils justify and explain their choices. |
|To recognise why there are different |during WW2: ‘Pulling Together’ v ‘Torn Apart’. Pupils will research the evidence and draw |Questioning should be used to draw why there are different |
|interpretations of history |their own conclusions in answer to the key question. |interpretations of the ‘Blitz Spirit’. |
|To collate evidence in order to answer the key |Working in pairs pupils are provided with pages from a 1940m edition of the Birmingham | |
|question |Gazette. Working in pairs, they study the source. What evidence is there of Birmingham |ICT: Cross curricular enquiry |
|To develop skills of analysis and evaluation |‘Pulling Together’ or ‘Torn Apart’? How does the paper try to boost morale? Do you think the |Research opportunities |
| |paper is telling the whole story? | |
| |Whole class feedback. Use of OHT explanation and teacher questioning to draw out the idea of | |
| |government intervention in order to promote the ‘Blitz Spirit’. | |
| |Pupils are given a variety of written and visual sources on Birmingham during World War Two |LANGUAGE: |
| |and take on the role of censor. It is their job to decide what evidence supports the Blitz |Blitz Spirit Censorship |
| |Spirit and would therefore have been suitable for printing in the Birmingham Gazette. They |Propaganda |
| |collate their evidence for and against. | |
| |Plenary: Weighing up the evidence! Does the evidence suggest there was a Blitz Spirit in |SKILLS/CONCEPTS: |
| |Birmingham? |Problem solving |
| | |Source Analysis |
| | |Organisation and Communication |
|Learning Objectives |Lesson Activities |Points to Note |
| | | |
|KQ2 Was the ‘Blitz Spirit’ reflected in the life |Starter: Present pupils with a photograph of ‘St Paul’s School Community 1939’ and request |ACCESS: Data capture sheet provides additional support |
|of St Paul’s? Enquiry over 3 lessons |‘What questions would you like to ask these past pupils?’ 2/3 minutes thinking time and whole|Use of audio and visual sources to engage differing learning |
| |class feedback. |styles |
| | | |
| |Present pupils with a data capture sheet which states their challenge: working in groups of |EXTENSION: Wider range of source material accessible |
| |four/six produce a sound bite for a news programme about how the effects of WW2 in Britain |Independent enquiry encouraged |
| |focusing on St Paul’s and Birmingham. Pupils are encouraged to choose their own format. | |
| |Examples are set out below: |ICT: Cross curricular enquiry |
| |an interview with a St Paul’s pupil during WW2 |Research opportunities |
| |a role play about events at St Paul’s during WW2 | |
| |The context may be set during WW2 or modern day. | |
| | |Sound bites to be recorded during planning and presentation for |
| |Pupils listen carefully to past pupil account of the evacuation from St Paul’s during World |assessment purposes Selection to be incorporated as part of news |
| |War Two and consider her experience using data capture sheet as a guide. |programme onto school website |
| |Pupils read another account of life at St Paul’s during World War Two and highlight her good | |
| |and bad memories. |SKILLS/CONCEPTS |
| |Whole class feed back. Request differences and similarities between experiences of WW2. |Selection of relevant source material for enquiry |
| |Pupils complete the first half of their data capture sheet and assess evidence of a ‘Blitz |Problem Solving |
| |Spirit’ in light of the evidence. |Group Work |
| |Plenary: Pupils feed back their judgements. |Organisation and Communication |
|KQ2 continued |Starter: Working in pairs, pupils interrogate a St Paul’s evacuation letter. 2/3 minutes | |
| |followed by whole class feedback. | |
| | | |
| |Working in groups 4/6 pupils use a range of source material: accounts, letters, photos and | |
| |oral histories to help with their enquiry. Evidence is collated on their data capture sheet. | |
| |Plenary: What have I learned? What do I need to do next? Independent formulation of ideas for| |
| |group work next lesson. (Homework opportunity). | |
|KQ2 contd |Starter: Short clip of a fairly negative view of WW2 in Birmingham reminding pupils that | |
| |there is more than one interpretation of the ‘Blitz Spirit’! | |
| |Pupils offer their ideas to the group and decisions are made. | |
| |Pupils plan and practise their group sound bites ready to present next lesson. | |
| |Plenary: Groups offer a very brief overview of their production as a taster for next lesson. | |
|KQ2 contd |Presentation and possible filming of soundbites. | |
| |Peer assessment of group activities | |
| |Reflective writing: What I have learned, what I did well, What I would do different next | |
| |time, Final judgement in answer to the Big Question: ‘Was there a Blitz Spirit’? | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- the important of english reading
- the importance of english class
- the importance of english language
- the importance of english essay
- the importance of english learning
- justify the inclusion of heritage studies
- the role of culture in teaching and learning of english as a foreign language
- the philosophy of st augustine
- the benefits of project management
- cathedral of st matthew the apostle
- the gospel of st luke
- outline the major events of the development of heritage social studies in zimbab