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|Session 6: Evacuee’s Parcel History/English | |Session 7: Evacuees’ Arrival History/English |

|Range and Breadth: History: 11b Study the impact of the 2nd WW on children. English: 9a writing to | |Range and Breadth: History: 11b Study impact of the 2nd WW on children. |

|imagine & explore feelings. | |English: 9a Read diaries, autobiographies, biographies & letters. |

|PoS |History: Knowledge & Understanding [Main] | |PoS | History: Historical Enquiry [Main] |

|Objectives |Understand why evacuation was needed during WWII & how it was carried out. 2a | |Objectives |Explore the feelings and emotions of evacuees using first hand information. 4a Find |

| |Understand the characteristic features of the periods studied, including the | | |out about the events , people & changes studied from a range of sources incl ICT. 4b |

| |experiences of chn. | | |Ask questions & select & record information relevant to the focus of the enquiry. |

| |2c Identify and describe reasons for changes & events. | | | |

|PoS |English: En3 Writing [Main] | |PoS |English: En2 Reading [Main] |

|Objectives |Using imagination & factual information, create a diary entry for a chd being | |Objectives |Read the account of an evacuee & make notes based on what you have read. 3a Scan |

| |evacuated during WWII. 1c Use language & style appropriate to reader. 1d Use & | | |texts for info. 3c Obtain specific information through detailed reading. 4h Respond |

| |adapt the features of a form of writing, drawing on their reading. | | |imaginatively, drawing on the whole text & other reading. |

|Whole class teaching: In previous sessions chn discovered that WWII changed the lives of men & women, but| |Whole class teaching: Life for evacuated chn would be very different from what they would have been |

|it also changed the lives of chn. By end of war 13 million chn across Europe were left without parents. | |familiar with. Even the words they used and accent they had would have been different. Explain that at the|

|Even before the war started the government had made plans to evacuate chn from the towns that they | |time chn would have travelled much less than chn today – no flights on holidays or long car journeys – |

|expected Hitler to attack. Discuss the evacuation of chn using session resource before watching BBC | |some chn may have never left the city. Take a look at an image of a city in the 1940s & compare this to a |

|Evacuation Movie to find out more. Place the parcel in front of chn and unwrap it. Discuss each of the | |rural scene (session resource). Discuss the differences? What might the evacuees have first noticed about |

|objects inside, what personal item would they have packed? Tell them that they would have also carried | |their new place to live? Share the story of Scott Bannister, an evacuee who was sent from Glasgow to a |

|their own gas mask at all times just in case! Provide each child with a piece of card punched with a hole| |very small village on the coast. As you read the real life account downloaded from |

|& a piece of string. Tell each child to write their name & address on it before hanging it around their | | ask chn to make notes about some of the |

|neck. Ask chn to imagine that they are saying goodbye to their parents and file them out of the room to a| |things that Scott was surprised by – first ever car ride, the space. Discuss how Scott’s time on the farm |

|large space (school hall). When you arrive send pairs of chn to different spaces & ask them to reflect on| |was an adventure. Other chn were not as lucky and may have had to spend time working rather than playing… |

|what the experience must have been like. If available, watch the beginning sequence of Goodnight Mr Tom | |Make a list of jobs that might need doing on a farm, including all the messy ones! |

|video. | | |

|Easy Working with teacher |Medium/Hard Back in the classroom ask chn to imagine that they are starting a| |Easy/Medium/Hard Tell chn that they have been on the farm for some time now & that you have explored where|

|as scribe, create a letter |new diary & that they are sitting at the end of the day on their new bed, | |you live. How is it different that where you lived with your parents? Are you enjoying your time there or |

|to home. Use real life |miles from home! Where are they? How do they feel? Lonely, frightened, | |do you wish you were at home? What do you miss from your life in the city? What do you spend your days |

|accounts from websites to |excited? What happened on the journey? What happened when the villagers came | |doing? Working the fields, milking cows, mucking out? Have you seen or heard anything of the war: planes |

|stimulate ideas. TD |to pick up chn? What are their first impressions of their foster parents? | |flying overhead, overheard radio broadcasts or people talking about it? Continue the diary from the |

| | | |previous session. TD |

|Plenary |Listen to extracts from their diaries about the separation from their parents & | |Plenary |Share the diary extracts. Try to find examples with contrasting moods those enjoying |

| |the journey. Start to read Goodnight Mr Tom by Michelle Magorian (ISBN 0141301449)| | |their time like Scott others who just want to be back with their parents. Which do chn |

| | | | |think they would be? |

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