Medium Term Plan

What Was It Like

For Children In The

Second World War?

Subject: History

FOCUS: How to find out about events, people and changes during this time from an appropriate range of sources.

To ask and answer questions, and to select and record information relevant to this period in History.

Recognise that the past is represented and interpreted in different ways and to give reasons for this.

Read Anne

Franks Diary &

Boy in Blue

Striped PJs

Learning Objectives

Key topics and questions/differentiation Resources

Introduction to

WWII.

What was the Second

World War?

When and where did it

take place?

What were the main

events?

Outcomes

Children learn about the

leaders, key events and

dates of the war.

Children learn when and

where WW2 took place.

Lesson One

Establish what the children already know about the war – create

individual mindmaps/brainstorm/flow charts.

Discuss how we could find out more about the war – talk about sources that are used in history – primary and secondary. Show the following video

clips; stopping at appropriate moments in order to ask what we can learn from it. Jot down relevant info.

Watch America in the 20th Century: World War II: The Road to War – Segments such as War Comes to Europe (9:10min), World War 2 Begins

(1:03min), The War in Great Britain(2:36min) – all in sharepoint folder.

After watching review what has been learnt – ensuring that they know: when the war took place, the main countries involved, why it started

(Hitler’s invasion of other countries and why Britain tried to stop him).

Complete one Bloom’s activities – appropriate to level

Knowledge & Comprehension Get the children to find out and place the main events of the war onto a timeline. LS – use (Connections, Children in World War 2 page 8 & 9) worksheet, ‘World War 2 Main Events Timeline’

Application

Use the WW2 events to create a longer timeline to include other significant events or periods in history

Analysis

Children locate key countries involved on a world map and use it to establish why it was a ‘world’ war – use a blank map and colour code allies and enemies (The Outbreak of War worksheet)

Creation

Make a display of flags from the allies and axis to show countries involved in the war.

Evaluation

Children in the

Second World War’

pp4-7

‘Connections’ p6

World map

The Outbreak of

War

Video clips –

sharepoint.

World War 2 Main

Events Timeline’.

www.topicbox.co.uk

Who were the main

leaders?

Outcomes

Children learn about the

Lesson Two

Ask the children if they know any of the key leaders from WW2 – Hitler, Churchill, Mussolini, Hiroto etc. Brainstorm what they know and discuss

as a class. Short biography of each one:

http://library.thinkquest.org/10927/leadww2.htm

leaders, key events and

dates of the war.

Complete one Bloom’s activities – appropriate to level Come back as a class and share findings.

Knowledge

List the main leaders during WW2, both allies and axis

Comprehension

Find pictures of the main leaders, cut them out and write a few words about each one.

Application

Write 10 questions you would have asked Winston Churchill if you could have met him.

Analysis

Write a short biography on one of the main leaders.

Creation

With a partner make up a tv chat show interviewing one of the leaders – one interviewee, other interviewer.

Evaluation

Hold a debate about whether there should be a war or not. Could use a consequence wheel here to help guide them – Should there be a world war?

The Blitz

To learn about bombing

raids on Britain (Blitz)

To understand how

people protected

themselves

Outcomes

Do the children

understand where the

shelters were and why

they were needed

(teacher discussion)

Can the children

empathise with how

Lesson One

Starter: (Don’t tell students lesson title or objectives at this point) Show students the image of the VE Day Street Party. Students have to use

the 5Ws to try and understand what is going on in the picture. Take feedback from students and guide their thinking. Ensure they understand that

people held these parties because they had been through 5 years of Total War

Photographs of bomb damage

Audio sources

Video clips

http://www.guardian.co.uk/uk/video/2010/sep/08/the-blitz-in-colour-video

http://warwitness.e2bn.org/projectpage-Living-through-the-bombing-43-52.html

video clip - Blitz memories Shared Documents.

Complete one Bloom’s activities – appropriate to level

Plenary

Feedback and share activities.

The magic of

Curriculum

Visions learning

photograph of

bomb damage in

Leicester and

photos A and B

http://www.guardia

n.co.uk/uk/video/2

010/sep/08/the-

blitz-in-colour-

video

http://www.primary

homeworkhelp.co.uk

people may have felt at

those times?

Knowledge

Using the photos what keywords/information can you find out from them.

Comprehension

Write a newspaper report about a street bombed in the Blitz using photograph using the photographs as

inspiration

Application

Pretend that you are a newspaper reporter interviewing Connie (http://warwitness.e2bn.org/projectpage-Living-

through-the-bombing-43-52.html what questions would you ask her to find out more about the Blitz and life

then.

Analysis

Prepare a report about the Blitz

Evaluation Evaluate the different types of sources – how useful were they in finding out about the Blitz – compare and contrast different types of sources venn diagram

Creation

Pretend to be Connie and write a diary of a day in your life and explain how you are feeling.

Could use MELTABRC here with a written source

/war/blitz.htm#sir

en

http://warwitness.e

2bn.org/projectpag

e-Living-through-

the-bombing-43-

52.html

The Blitz

To learn about bombing

raids on Britain (Blitz)

To understand how

people protected

themselves

Outcomes

Do the children

understand where the

shelters were and why

they were needed

(teacher discussion)

Lesson Two

http://www.primaryhomeworkhelp.co.uk/war/blitz.htm#siren

Replay the air siren again – what did people have to do when they heard the sound? Share back info found from previous lesson. What do the

children think this sound is? How does the sound make you feel? What type of sound is it?

Shelters – use pictures and any other sources to get feeling of them

Brainstorm some of the feelings that you might have if you had to be one of those shelters. Explain that you may have to be in there for many

hours, and as soon as you leave, the sirens may sound again.

These are primary sources – what questions could you ask these people? This went on for months. Use ppt – Shelters Shared Documents– to

conjure up nouns, adjectives, verbs, thoughts that the people in the pictures might be having.

Complete one Bloom’s activities – appropriate to level

ppt – Shelters

Shared

Documents–

Blitz memories

Shared Documents

Can the children

empathise with how

people may have felt at

those times?

Plenary

Feedback from different activities

Knowledge & Comprehension

Pretend that your house is about to be bombed. Which 10 items would you take with you into the shelter and

why? Think about what would make you feel happy and safe.

Application

Compare the air raid shelter to your classroom. List 5 things which are similar and 5 things which are 5 different. Venn diagram

Analysis

Can you think of a safer place to be in an air raid than an air raid shelter?

Evaluation

Make a chart to show the pros and cons of different types of air raid shelter.

There is a worksheet to support:

AIR RAID SHELTERS

Creation

Design a modern air raid shelter – what would you have in it that wouldn’t have been in World War 2?

Could use SCUMPS here with looking at air raid shelter picture

Assessed piece of

writing

Imagine you were a child having to spend nights in an air raid shelter. It might be a Morrison shelter indoors, or an Anderson shelter in the garden. Write a diary entry

of one night, starting from the time you go into the shelter. Think about what you would want to take with you and how might pass the time. How would you be feeling?

LS students – provide a framework to help guide their diary entry with some key vocab provided.

HA students – make a link with how the bombers might be thinking and feeling – 2 sides to the story.

Plenary – get children to read out diary entries. Discuss other ways that families could protect themselves.

How people protected

themselves during the

Blitz.

LESSON ONE

Use the OHP or interactive whiteboard to show the class a photograph of the impact of bombing. (Blitz photos October 11th in folder Shared

Documents). What would life have been like? Discuss with children how the lives of families changed during the Blitz. Read with the class an

example eyewitness account of the Blitz. http://www.guardian.co.uk/uk/2010/sep/07/remembering-the-blitz-london-fox

Get the children to identify things that families had to do to protect themselves from the bombing – shelters, black outs, sirens etc.

Discuss with them how they think the bombing impacted on people’s lives.

Complete one Bloom’s activities – appropriate to level

If time they could make gas masks using template in folder.

Knowledge

Using either internet research or non-fiction books about the Second World War get them to make a list of the

different ways that families could protect themselves from the German bombing raids. Ask the children to list

equipment they would need for each method of protection.

Comprehension

Use the worksheet to find out about different ways of protection – giving an explanation for why they might

help.

http://dcbdocs.dulwich-beijing.cn/ks2/Year6/Shared%20Documents/Planning%202010-2011/Autumn%202010-

11/Humanities/World%20War%20II%20resources/Shelters,%20Air%20Raids,%20Blackouts,%20Evacuation/air%

20raid%20precautions.pdf

Application

The children will mark on a map places that were bombed and explain why. (Liverpool because of the docks,

London as the financial and governmental capital of the country, Coventry, war production, Swansea, ports, as

were Cardiff, Bristol, Plymouth and Southampton)

Analysis

Design and make a gas mask box that would appeal to children.

Evaluation

Could use SCUMPS here with looking at gas mask

Creation

Design a poster using the facts that are provided to show people how to prepare for a black out correctly. Give

reasons on poster for why these precautions need to be in place. Worksheet to support:

PREPARING FOR THE BLACKOUT

Laptops

WW2 info books

(Blitz photos

October 11th in

folder Shared

Documents).

http://dcbdocs.dulwi

ch-

beijing.cn/ks2/Year6

/Shared%20Docume

nts/Planning%20201

0-

2011/Autumn%20201

0-

11/Humanities/Worl

d%20War%20II%20

resources/Shelters,

%20Air%20Raids,%2

0Blackouts,%20Evac

uation/air%20raid%

20precautions.pdf

http://www.curriculu

mtv.com/history/W

W2/videoFolder/0di

rectVideoScreen.ht

ml

http://www.woodlands-junior.kent.sch.uk/Homework/war/gasmasks.htm

Preparing for the

Blackout

What it was like to be

an evacuee

To identify and

describe reasons for,

and results of,

historical events,

situations, and changes

in the

periods studied

To describe and make

links between the main

events, situations and

changes within and

across the

different periods and

societies studied

Outcomes

Describe some likely

feelings and

experiences of an

evacuee

Use words associated

with evacuation

accurately and

appropriately

LESSON ONE

Recap what ch have learned about the Blitz - they could ask each other questions in response partners and assess themselves as what they know -

and the main cities that were bombed.

Play the children an excerpt from war sound effects that includes an air raid siren and bombing raids (the link to the sound is on the right of the

following page:) http://www.eyewitnesstohistory.com/blitz.htm

– close eyes and imagine what it was like. Discuss with the children what it must have felt like for children living in cities under attack during the

Blitz. Get them to suggest what children might have written in their diaries about the bombing raids.

Recap the list of precautions that families took to protect their families i.e. Anderson shelters, gas masks, blackout, masking windows, barrage

balloons etc. Discuss with the class how effective each method was in protecting the population of Britain. How else could people be protected?

What could the govt do to protect children in the cities?

Show photograph of children at station – what is happening?

Show ppt from curriculum visions on evacuation http://www.curriculumtv.com/history/indexWW2.html

Watch the video clip that is provided in it.

Complete one Bloom’s activities – appropriate to level

Plenary – discuss emotions that both parents and children may have had at this time – record and keep for future use.

Knowledge

Find out how far children travelled when they were evacuated. Show what you would pack into your suitcase

to be evacuated.

Comprehension

Find some pictures of children being evacuated and make a collage to show that aspect of the war – try to show

the different emotions or put in speech bubbles to show how the children and parents might be feeling.

Application

Design a poster to promote evacuation.

Analysis

What could govt do to persuade parents to evacuate their children? Write a list of slogans that could be used to

help persuade parents. Use examples of posters to support – should have some in classroom, otherwise in folder

– in poster folder called ‘sonny’, ‘evacserve’ and ‘mothers.’

Evaluation

Describe the effect evacuation had on different children when they returned home.

Creation

Design a comic for an evacuee in WW2

http://www.eyewitne

sstohistory.com/blit

z.htm

Videos, photographs

and books containing

information about

evacuation

· Example letter

from an evacuee

Could use MELTABRC here with a written source from the government persuading parents that evacuation is a

good thing

What it was like to be

an evacuee

To identify and

describe reasons for,

and results of,

historical events,

situations, and changes

in the

periods studied

To describe and make

links between the main

events, situations and

changes within and

across the

different periods and

societies studied

Outcomes

Describe some likely

feelings and

experiences of an

evacuee

Use words associated

with evacuation

accurately and

appropriately

Using different sources

of information work

together to find out

more about evacuation.

Get children to use mind

maps when recording

their research?

LESSON TWO

Read the children an example letter that has been written by an evacuee home to their family. http://dcbdocs.dulwich-

beijing.cn/ks2/Year6/Shared%20Documents/Planning%202010-2011/Autumn%202010-

11/Humanities/World%20War%20II%20resources/evacuation/ks2_hi_britain_since_1930_evacuation_letter_home.pdf

Get the children to identify who has sent the letter and their reasons for writing. Ask the children to highlight information in the letter that

helps to tell them about what it was like for children in the Second World War. Discuss any gaps in the information in the letter i.e. only details

about the effect of the war on the village and not the whole of the country.

Tell the children that they are going to be collecting information from a range of sources to find out more about what it was like to be an evacuee.

Discuss with the children the differences between primary and secondary sources. Get the children to identify that they should be looking at

primary sources to help them draw their own conclusions about life as an evacuee.

Differentiation – ensure children are working in mixed ability groups

Split the children into small groups and provide them with a large sheet of sugar paper and some marker pens. Tell the children that they can use

the paper to collect information about evacuation. Set up a number of resource stations around the room:

Audio memories on computers –

http://www.bbc.co.uk/archive/ww2outbreak/7922.shtml

http://www.bbc.co.uk/apps/ifl/learningzone/clips/queryengine?config=results_within&viewpage=1&SuppressCaching=1&ContentType=text%2Fhtml

%3B+charset%3Dutf-

8&oper_1=eq&attrib_1=SCHOOL_LEVEL_NAME&attrib_2=SUBJECT_NAME&oper_2=eq&attrib_3=TOPIC&oper_3=eq&page=1&format=list&val_2

_1=&val_3_1=Second+World+War&existingSearchText=&pagesize=12&val_1_1=Primary&additionalSearchText=evacuation

Photographs showing evacuees in the cities and in their evacuation centres – copies to be given to you.

History topic books.

Access the Internet –

http://www.war-experience.org/education/evacuation/tyrrell.asp

There are 4 first hand accounts on this website but also in evacuation folder – evacuation 1, evacuation 2, evacuation 3 and evacuee story 4.

and search for information on evacuees – woodlands site

Example evacuation tags containing information about different children.

Leave out some quotes/letters from children who have been evacuated – copies to be given out.

Plenary

Get some children to share their research. Discuss with the class how the lives of children changed during the Second World War.

· Large sugar paper

and marker pens

ICT room or

laptops

Photographs showing

evacuees in the

cities and in their

evacuation centres

quotes/letters from

children who have

been evacuated

What it was like to be

an evacuee

Assessed piece of

writing

LESSON ONE Assessed piece of writing

Recap all the evidence that they found last time regarding evacuation – individual mindmaps/brainstorm/flow charts.

Get the children to use the information that they have collected to write a letter home as an evacuee containing historical information about the

time period and culture. Encourage the children to use their knowledge of evacuation and appropriate terms, eg billeting officer, host family, evacuation, evacuee

When they have finished editing them get the children to write them up neatly – you can then cold tea sponge them to make them look old etc for

display.

LS/EAL - children can use the postcard template. http://dcbdocs.dulwich-beijing.cn/ks2/Year6/Shared%20Documents/Planning%202010-

2011/Autumn%202010-

11/Humanities/World%20War%20II%20resources/evacuation/ks2_hi_britain_since_1930_evacuation_postcard_home.pdf

Describe some likely

feelings and

experiences of an

evacuee

Use words

associated with

evacuation

accurately and

appropriately

Rationing

Why rationing was

necessary

about the impact of

rationing on the way

of life of people

living in Britain

during WWII

infer causes of

rationing

identify some

similarities and

differences between

foods available during

the war and today

LESSON ONE

Starter Activity

Discuss with the children why some types of food were in short supply. Provide descriptions of first hand accounts of rationing –

all in sharepoint under rationing.

Introduce the idea of rationing. Show the children ration books, or pictures of them. Ask them to calculate how much sugar, eggs,

meat, sweets, etc their family would have been able to buy. How could they have supplemented their rations? Reference will need to be made to the knowledge of the war that the children gained in the first activities, eg bombing of ships and docks, in order to stimulate understanding of the causes and some of the characteristics of rationing.

It may be necessary to point out that many of the foods available today are due to changes in the population structure after

1945 and would not have been available before this date.

Show ppt ‘rationing’ in folder.

Video clip to watch

http://warwitness.e2bn.org/resource_46.html

Show children example of ration book.

Complete one Bloom’s activities – appropriate to level

Plenary

Why were wartime children a lot more healthy than most children today?

http://www.bbc.co.u

k/ww2peopleswar/ab

out/lzone_school_yo

ungpeople.shtml

example ration book

Photocopies of the

relevant extracts

from the Story

extracts page

Mars bars or

chocolate bars

Mini whiteboards or

plain A4 paper

Laptops

Ration book

http://www.bbc.co

Knowledge

Split the children into pairs and provide them with a list of food rations for the Second World War. Get

the children to work together to make a list of different meals that could be made using the rations.

Tell them to indicate foods bought with the ration coupons and other foods that could be grown by the

families.

Comprehension

Find out what a week’s rations would cost today.

Application

Plan a menu for a week remembering you are being rationed.

Analysis

Write a report on rationing – looking at specific items (like make do and mend books) – how and why

they were used?

Evaluation

Find a recipe from WW2. How does it compare to a modern recipe?

Creation

Plan a planting scheme for a vegetable garden to provide food all year.

.uk/schools/primar

yhistory/world_wa

r2/food_and_shop

ping/

ICT room or

laptops

Rationing

Lesson Two

Use one of the recipes from WW2 to make in kitchen.

Other ways in which

the war affected

people.

Lesson One

Explain to the class that as the Second World War increased in length so more and more men were called up to fight for the armed forces. Tell

the children that some men stayed at home in Britain if they were too old or if they were in a reserved occupation. Discuss with the class some of

the jobs that the men carried out before they went off to fight in the war.

Split the children into pairs and provide them with a mini-whiteboard. Get them to make a list of all of the different jobs needed to help the

country fight against the Germans. Tell the children to include jobs in the armed forces and jobs to support the troops i.e. making uniforms,

building armaments etc. Bring the class back together and get them to describe some of the different jobs that they have listed. Ask the class to

identify jobs that could be carried out by women working in Britain to support the armed forces.

Explain to the class that traditionally these jobs were carried out by men but were now undertaken by women to help with the war effort. Get the

class to describe some of the problems and difficulties faced by women in these new roles.

Complete one Bloom’s activities – appropriate to level

Woodlands

Junior School

Website

‘Homefront’ page

CD recorder

Blank CD

Microphone

Plenary

Discuss with the class why women were eager to take on these new roles and jobs.

Knowledge

Find out about the work women did in WW2.

Comprehension

Look at some propaganda posters and create your own persuading women to work.

Application

Write and perform a radio broadcast for housewives to help them cope with wartime shortages.

Analysis

Using sources imagine you are a women in a new role – what do you like about it and what do you dislike?

What will happen when the war has ended?

Evaluation

Give the children selected sources, eg photographs of soldiers, women at work, the home guard, a funeral,

newspaper headlines. Consider what can be inferred about the effects of the war on people's lives, and about the

qualities people needed to survive.

Creation

Children to select one of the jobs discussed to create a wireless radio advert to persuade women to apply for the

selected job. Tell the class to think about the language that would have been used in the 1940s and to avoid

modern day slang words in their adverts. Record onto CD.

Children’s experiences

of the war.

Anne Frank

Human Rights

describe different

experiences that

children had of the

war

suggest some reasons

for these differences

Discuss with the children factors that might affect children's experiences of the war, eg where they lived, their nationality. Explain that children in many countries were bombed. Locate areas of heavy bombing on the world map.

Explain to the children that many of the countries were occupied by the Germans during the war and many men, women and

children were imprisoned because they were Jewish (holocaust) many were placed in concentration camps where most died.

Establish the idea of refugees having to leave their homes. Refer to the many children and their parents, who were imprisoned

and killed because they were Jewish. Refer to extracts from the story of Anne Frank.

http://www.annefrank.org/en/Subsites/Home/

Share with the children some background information about refuges and the war.

Discuss the meaning of the word 'refuge' and then what the word 'refugee' means. Explain how the two words are linked. Discuss

the reasons why people become refugees and come to live in the UK. Discuss which of these reasons might have been more

prominent in World War Two.

http://www.annefran

k.org.uk/bbcdrama/l

earning-

resources/primary-

resources/citizenshi

ppshe

http://www.annef

rank.org/en/Subsi

tes/Home/

There is a new

BBC series – 5

episodes – which

we have. There

are links to

Complete one Bloom’s activities – appropriate to level

Knowledge

Sequencing activity of Anne frank’s life.

Comprehension

Draw a storyboard about the life of Anne Frank.

Application

Make a scrapbook page using pictures from internet of the annexe, try to incorporate the prison like feeling it

might have had.

Analysis

Explain why we need to remember and keep retelling stories of WW2.

Evaluation

Make connections between bullying and the discrimination and prejudice suffered by many during the war.

Create an Anne Frank Anti Bulling tree to challenging bullying in your school. (BBC lesson plan and worksheet

to support)

Creation

Consider the conditions in hiding and create a booklet with formal instructions for living in the Annexe. (BBC

lesson plan and worksheet to support)

activities that

could be done with

each episode. The

PSHE/Citizenship

ones would be

good to do.

http://www.annefran

k.org.uk/bbcdrama/l

earning-

resources/primary-

resources/history-

and-english

about conflicts going

on today and how

they affect the lives

of children

to make connections

between the Second

World War and today

suggest conflicts

happening in the

world today

suggest reasons why

the world is/is not

better today than

during WWII

Discuss with the children areas of conflict in the world today. Tell them about the United Nations and their role in peacekeeping.

Discuss whether there is peace in the world today and whether things are better today than they were at the time of the Second

World War.

Information about conflicts today and their effects on children can be obtained from many charities including the Refugee

Council, Christian Aid and the Red Cross, as well as from newspapers.

Complete one Bloom’s activities – appropriate to level

Knowledge

Write a definition of democracy and dictatorship. Find examples of democracy at school.

Comprehension

Explore the differences between what we need and what we want. Pupils to write down suggestions under two

headings, 'Needs' and 'Wants'. discuss results.

Encourage them to focus on things they really need to live. What do they think everyone has a right to? What is

http://www.oxfam.or

g.uk/education/reso

urces/rights/?42

http://www.annefran

k.org.uk/bbcdrama/l

earning-

resources/primary-

resources/citizenshi

ppshe

everyone entitled to? In group discuss which ones are essential for survival – make a poster of them. Oxfam

lesson plan and worksheet to support.

Application

Using an individual child's story to explore wider issues about the rights that all children should have –

construct a table showing these. Oxfam lesson plan and worksheet to support.

Analysis

Learn about what makes up identity. Mind-map Anne’s identity as well as those in the class. Pupils could use

ICT to create a mind map of their identity using photos (scanned in or digital) and clip art to make a ‚virtual

me‛. Print and display. BBC lesson plan/worksheet & ppt to support

Evaluation

Using a quotation write a persuasive letter regarding children’s rights to a ‘real’ audience. Oxfam lesson plan to

support and some useful website addresses.

Creation

Consider the importance of Human Rights. View rights violations during WWII and consider the rights and

responsibilities in school to create a display for younger years. (BBC lesson and ppt to support).

Research Project – to explore one area of interest from what learnt in WW2 unit – link with ICT – ppt presentation at the end.

Library – need to book a research slot for the next few weeks.

Could you MELTABRC here with written sources used in research.

Recall what they already know about the topic,and identify what they still need to find out

Explain that for the remainder of the term that they will work on an individual research project on an

aspect to research of WW2. Brainstorm some key topics or areas of interest that they would like to

research. Take one area and discuss what kinds of questions are good research questions (they will need to

come up with 4 essential questions about their topic). Talk about what makes good research questions - the

difference between open ended and closed questions. For those children who did this in year 5 ask them to

recall their experiences of research – what worked and what didn’t? Tell the children that by the next

lesson they will have needed to come up with the topic that they want to research.

Define a task by identifying its parts, interpreting key words and ideas, and stating in their own words what they need to do Library Skills

ICT

Know what makes a good research question

with one aspect that they would like to research. Ask them to use the back of their humanities book and think about essential questions that they could ask – ensuring that they are open-ended. Get them to discuss their questions with a response partner to help ensure that they are open ended. Get them to pick 4

Types of questions

essential questions. When they are happy with them they can start to fill out the graphic organiser – topic and essential questions only.

Look at assessment criteria.

Research Project

– looking for good

sources of

information

Talk about how they will now go about researching their questions – discuss different types of sources – primary and secondary. Recap the use of contents and indexes in books, internet sites that they can understand. Reinforce the idea that there is no point in using a source if they do not understand what it is saying. In your research library slot/ICT time get them to find sources that they think will be useful for their research. Note these down in the back of humanities book.

Library or Reseach Session

Find and note down sources that will be useful to their research – books only.

ICT session – use some of

your session to get the

children to look for useful

websites and note them

down.

Select an essential question and use a website such as woodlands to model taking notes – reinforce the word

PLAGARISM! In research session and/or ICT children to start making notes – sheet can be used or can be

done in books. Remind children that they MUST cite their sources and create a bibliography as the go along.

Define a task by identifying

its parts, interpreting key

words and ideas, and stating in

their own words what they

need to do

Model the next stage of the research process – using your notes to write in your own words what you have

found out. If they are ready children can start to do this in the back of their humanities books or if using

ICT can do it straight into a ppt/other presentation document – if they are still writing notes let them know

they only have one more week to do this.

Finish writing up notes and think about how they will present their information – if using ppt, reinforce what

they have done in ICT lessons this term – making it interesting, thinking about audiences etc. Handwritten

ones – how will they set them out? Could do it as an oral presentation – video it/podcast??

Differentiation for G & T

Content

Self Selected Content: Children to select from a range of student generated options in order to carry out further investigation –

some ideas might be:

The Gurhkas Atomic Bomb Women in War The Holocaust

Process

Reflective Brainstorm what they already know about their chosen area. Then select a question for in-depth inquiry –

plan the process and product. Reflect upon learning at the end. Examples of questions might be: Examine how the war affected groups of people who never feature in this period of history such as:

Ethnic minorities who came to Europe to support the cause – the Gurkhas, Hindus, Pacific Islanders

What are arguments for and against the atomic bombings of Japan being justified?

What important role did women play during the world war 2?

Who invented the atomic bomb?

Open Ended Encourage the children to interrogate the evidence they find and begin to draw their own conclusions from

that.

Self Selected Process Select resources and methods independently.

Product

Self-selected product Students to choose their own way of presenting their learning.

Feedback & Evaluation Before the inquiry begins need to draw up a rubric with each student to evaluate their research process

throughout and at the end of the learning.