Creative Teaching & Learning

Activity 1: The Great War Part 2

Activity 1: The Angel of Mons Text

pbl36activity1thegreatwarpart2.pdf

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      string(404) "... text, ‘The Angel of Mons’, using the reciprocal reading roles: summariser,predictor, clarifier, questioner.Activity 2: The path to warStudents identify events leading to the Great War, determining which causes were themost/least important, before examining one country’s motives for joining the war in moredetail.Activity 3: Timeline of ..."
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      string(3869) "Project Overview  The Great War© Imaginative Minds Ltd.The Great War Cross Curriculum Project Overview The Great War resource packs include instructions, activity sheets, information factsheets,research resources and images to support the lesson plans and activities, plus a series ofcountry resource packs focusing on Austria-Hungary, France, Germany, Great Britain, Russiaand Serbia and their role in the start of World War I.This cross curricular project plan includes:‘The Angel of Mons’ textA non-fictional text explaining the events of the Battle of Mons – one of the first majorbattles of World War I – and the legend that surrounds the lack of casualties, despite theBritish being outnumbered and forced to retreat. The text can be found in Activity 1 ResourcePack.Activity 1: Reading the textThe purpose of this activity is to encourage active thinking and reading through closeexamination of the text, ‘The Angel of Mons’, using the reciprocal reading roles: summariser,predictor, clarifier, questioner.Activity 2: The path to warStudents identify events leading to the Great War, determining which causes were themost/least important, before examining one country’s motives for joining the war in moredetail.Activity 3: Timeline of the Great WarStudents create a timeline, covering events leading up to and during the Great War.Activity 4: Propaganda research exerciseStudents use research skills to identify the purpose of propaganda and create a propagandaposter.Activity 5: The sinking of the LusitaniaStudents use research skills to identify the significance of the sinking of the Lusitania andwrite a descriptive account of this maritime disaster.Activity 6: The TrenchesStudents use a range of resources to write diary entries and letters home from the trenches.The second section of this activity has students solving a number of mathematical problemsrelating to the trenches.Activity 7a: Gas attackStudents read and discuss the poem ‘Dulce et Decorum est’ by WW1 soldier, Wilfred Owen.From there, they either recreate the poem in drama, or write their own poem about a gasattack.Project Overview  The Great War© Imaginative Minds Ltd.Activity 7b: The ethics of chemical warfareStudents use prior knowledge from the previous activity to conduct a P4C enquiry into theuse of poisonous gases during WW1. The starting point for this enquiry is the HagueConvention of 1899 which outlawed the use of chemical weapons.Activity 8: Helping the woundedA research task, focusing on advances in reconstructive surgery and prosthetic limbs duringand soon after the First World War.Activity 9: SpiesStudents research the link between 11 names, writing up a brief report of the eventssurrounding each person’s demise. The activity culminates with students drawing andjustifying their conclusions as to the justness of each person’s fate.Activity 10: ArmisticeStudents investigate the end of the Great War and the armistice, and its impact on Germanyand the rest of Europe, drawing conclusions and presenting their findings.Activity 11: Shot at dawnStudents use the text provided and their own research to write an argument either for oragainst pardoning the men who were executed for cowardice during WW1.Activity 12: Statistics from the Great WarStudents read and use data from World War I to produce comparative graphs.Activity 13: Creating a culturegramStudents create a culturegram (an image bank) about the lives of people in 1914."
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Creative Teaching & Learning

The Great War-Overview

21 May 2018

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Identify events leading to World War II and their links to World War I."
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      string(6018) "Activity 1: Instructions  World War II© Imaginative Minds Ltd.Activity 1: Card sort and research exercisePurpose Identify events leading to World War II and their links to World War I.Curriculum FocusHistory – Chronology, make judgements, draw conclusions, select,organise and deploy information to produce structured accounts,how to organise and evaluate information in order to reach andsupport conclusions.Communication – Oracy, reading and writing.ICT – Search several sources to find information, select appropriateinformation, develop and refine work using information from avariety of sources.Thinking skills – Ask probing questions, build on existing skills,knowledge and understanding, suggest a range of options as towhere and how to find relevant information and ideas, evaluateoptions, use prior knowledge to explain links between cause andeffect and justify inferences/predictions, identify and assess bias andreliability, consider others’ views to inform opinions and decisions.MaterialsProvided in this resource pack:Activity sheet 1a – Student introductionActivity sheet 1b – Date and event cardsActivity sheet  1c – Student gridActivity sheet 1d – Answer sheetYou will also need:Access to internet and other research materialsGroupingsGroups of four or fiveProcedureDiscuss the events leading up to World War II (Activity Sheet 1b).Encourage an atmosphere of curiosity and explain that working intheir groups, the pupils will come to a consensus through their talk asto what events led to the outbreak of war.Any dates or events not known will be researched by the group andits importance as a cause of the war noted.Pupils first order the events chronologically in order to identify anylinks between them. Once events are understood, the pupils discussin their groups the importance of the events as a cause leading Activity 1: Instructions  World War II© Imaginative Minds Ltd.towards World War II.Notes will need to be kept as these will be needed to compile areport on the causes of World War II in Activity 3.Teacher’s NoteThis activity covers a wide range of thinking skills. It will becompleted over a number of sessions. This activity can be used as anassessment of the pupil’s knowledge prior to beginning the topic.The inclusion of America entering the war can be left out if wantedand the lead up to the war will then end in 1939.This activity creates learning through curiosity, dialogue andconsensus. The groups create an atmosphere where during the pupilparticipation they become both teachers and learners. This ensuresthat the pupils engage in meaningful conversation while using anddeveloping their critical thinking and learning skills.  The activity isdesigned to enable the pupils to develop their questioning skills,allowing them to connect ideas, challenge their assumptions, absorband reflect on information.Activity sheet 1a  World War II© Imaginative Minds Ltd.World War II was a global war lasting six years from 1939 to 1945, involving thevast majority of the world’s nations including all the great powers. Theseeventually polarised into the Allies and the Axis. More than 100 million peopleserved in the military units worldwide. It was a total war where the majorparticipants placed their economic, scientific and industrial capabilities in theservice of the war effort. The war ended in Europe on 6th May 1945 whenGermany surrendered. The war with Japan ended on 15th August 1945, after theUS dropped two atomic bombs on the islands of Hiroshima and Nagasaki. World War II was deadliest conflict in human history. There were between 50 and73 million fatalities, involving the mass deaths of civilians, the holocaust and theonly use of nuclear weapons.  It is argued that the causes of the Second World War were created by the end ofthe First World War.  Following the First World War, recruitment to the armed forces was voluntary. Itwas not until April 1939 that conscription to the armed forces began and so didtraining. You will match the following historical events to their date to show thesteps that led to the Second World War. You will work with your group. Youmay need to use resources to help you match some dates to the historicalevent. It is important that you discuss these events with your group. If you areunsure of the event you will need to use resources to help you. A recordsheet has been included for you to collect the necessary information foryou to discuss, challenge assumptions, absorb and reflect on theinformation in your group. Activity sheet 1b  World War II© Imaginative Minds Ltd.January 1933March 19361st September 19391921-192318th March 1935October 1929September 193812th March 193817th September 193928th June 191916th March 193917th July 193619183rd September 19397th December 1941 Activity sheet 1b  World War II© Imaginative Minds Ltd.The Wall Street crashleads to a ten yeardepression, which affectsmany westernisedcountries.America enters the war.Period of hyperinflation inGermany.Treaty of Versailles issigned.Hitler agreesnonaggression pact withSoviet Union.Britain and France agreethat Germany can takeover the Sudetenland(part of Czechoslovakia).Spanish Civil War begins.Hitler orders theremilitarisation of theRhineland.Adolf Hitler becomes theChancellor of Germany.23rd August 19398th December 1941March 193916th January 1920 Activity sheet 1b  World War II© Imaginative Minds Ltd.Hitler takes over the restof Czechoslovakia.Austria annexed into theGerman Reich. Nowknown as ‘Anschluss’.The Soviet Union invadesPoland.Britain and Francedeclare war on Germany.Germany"
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Creative Teaching & Learning

WWII Activity 1 - Card sort and research exercise

14 May 2018

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      string(373) "... German troops at present in the territories which before belonged toAustria-Hungary, Rumania, Turkey, shall withdraw immediately within the frontiers of Activity sheet 10e  The Great War© Imaginative Minds Ltd.Germany as they existed on 1 August 1914. All German troops at present in theterritories which before the war ..."
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      string(5753) "delivered to the associated powers within the period fixedin annexure No. 2, and total of which shall not exceed 31 days.  There shall likewise be delivered 5,000 motor lorries (camion automobiles) in goodorder, within the period of 36 days. The railways of Alsace-Lorraine shall be handedover within the period of 31 days, together with pre-war personnel and material.Further, the material necessary for the working of railways in the countries on the leftbank of the Rhine shall be left in situ. All stores of coal and material for the upkeep ofpermanent ways, signals, and repair shops shall be left in situ. These stores shall bemaintained by Germany in so far as concerns the working of the railroads in thecountries on the left bank of the Rhine. All barges taken from the Allies shall berestored to them. The note, annexure No. 2, regulates the details of these measures. Eight – The German command shall be responsible for revealing, within the period of48 hours after the signing of the armistice, all mines or delayed action fuses onterritory evacuated by the German troops and shall assist in their discovery anddestruction. It also shall reveal all destructive measures that may have been taken(such as poisoning or polluting of springs and wells, etc.). All under penalty ofreprisals. Nine – The right of requisition shall be exercised by the allied and United Statesarmies in all occupied territories, subject to regulation of accounts with those whom itmay concern. The upkeep of the troops of occupation in the Rhineland (excludingAlsace-Lorraine) shall be charged to the German Government. Ten – The immediate repatriation without reciprocity, according to detailed conditionswhich shall be fixed, of all allied and United States prisoners of war, includingpersons tinder trial or convicted. The allied powers and the United States shall beable to dispose of them as they wish. This condition annuls the previous conventionson the subject of the exchange of prisoners of war, including the one of July 1918, incourse of ratification. However, the repatriation of German prisoners of war internedin Holland and in Switzerland shall continue as before. The repatriation of Germanprisoners of war shall be regulated at the conclusion of the preliminaries of peace. Eleven – Sick and wounded who cannot be removed from evacuated territory will becared for by German personnel, who will be left on the spot with the medical materialrequired. II. Disposition Relative to the Eastern Frontiers of Germany Twelve – All German troops at present in the territories which before belonged toAustria-Hungary, Rumania, Turkey, shall withdraw immediately within the frontiers of Activity sheet 10e  The Great War© Imaginative Minds Ltd.Germany as they existed on 1 August 1914. All German troops at present in theterritories which before the war belonged to Russia shall likewise withdraw within thefrontiers of Germany, defined as above, as soon as the Allies, taking into account theinternal situation of these territories, decide that the time for this has come. Thirteen – Evacuation by German troops to begin at once, and all Germaninstructors, prisoners, and civilians as well as military agents now on the territory ofRussia (as defined before 1914) to be recalled. Fourteen – German troops to cease at once all requisitions and seizures and anyother undertaking with a view to obtaining supplies intended for Germany inRumania [Romania] and Russia (as defined on 1 August 1914). Fifteen – Renunciation of the treaties of Bucharest and Brest-Litovsk and of thesupplementary treaties. Sixteen – The Allies shall have free access to the territories evacuated by theGermans on their eastern frontier, either through Danzig, or by the Vistula, in orderto convey supplies to the populations of those territories and for the purpose ofmaintaining order. III. Clause Concerning East Africa Seventeen – Evacuation by all German forces operating in East Africa within aperiod to be fixed by the Allies. IV. General Clauses Eighteen – Repatriation, without reciprocity, within a maximum period of one monthin accordance with detailed conditions hereafter to be fixed of all interned civilians,including hostages under trial or convicted, belonging to the allied or associatedpowers other than those enumerated in Article Three. Nineteen – The following financial conditions are required:• Reparation for damage done. While such armistice lasts, no public securitiesshall be removed by the enemy which can serve as a pledge to the Allies forthe recovery or reparation for war losses. Immediate restitution of the cashdeposit in the national bank of Belgium, and in general immediate return of alldocuments, specie, stocks, shares, paper money, together with plant for theissue thereof, touching public or private interests in the invaded countries.• Restitution of the Russian and Rumanian gold yielded to Germany or taken bythat power. This gold to be delivered in trust to the Allies until the signature ofpeace.V. Naval Conditions Twenty – Immediate cessation of all hostilities at sea and definite information to begiven as to the location and movements of all German ships. Notification to be givento neutrals that freedom of navigation in all territorial waters is given to the naval and Activity sheet 10e  The Great War© Imaginative Minds Ltd.mercantile marines of the allied and associated powers, all questions of neutralitybeing waived. Twenty-one – All naval and mercantile marine prisoners of the allied and associatedpowers in German hands to be returned"
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Creative Teaching & Learning

Activity 10:Armistice

17 May 2018

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question raised by the pupils related to the use of gas in
WW1."
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      string(5762) "BothMonobromomethylethyl ketone1916 Lachrymatory, irritant Central PowersAcrolein 1916 Lachrymatory, toxic Central PowersHydrogencyanide (Prussic acid)1916 Toxic, Chemical Asphyxiant AlliesHydrogensulfide (Sulphurettedhydrogen)1916 Irritant, toxic AlliesDiphenylchloroarsine (Diphenyl chlorasine)1917Irritant/Sternutatory (causessneezing)Central Powersα-chlorotoluene (Benzylchloride)1917 Irritant, lachrymatory Central PowersMustard gas (Bis(2-chloroethyl) sulfide)1917Vesicant (blistering agent),lung irritantBothBis(chloromethyl)ether (Dichloromethylether)1918 Irritant, can blur vision Central PowersEthyldichloroarsine 1918 Vesicant Central PowersN-Ethylcarbazole 1918 Irritant Central PowersGases used during WW1 Activity sheet 7c  The Great War© Imaginative Minds Ltd.Type of Gas Effect of Gas Use of GasLachrymatoryand Sternutatorytearing agents  Very like today’s tear gas, thiscaused temporary blindness,inflaming the nose and throat of itsvictim.  This gas was used forharassment in closefighting or in use ofmachine guns. Xylylbromide was a populargas as it was easilybrewed. A gas maskoffered protection.Asphyxiating/suffocatinggases,lung-damaging orchoking agents These are poisonous gases.  Chlorine gas, when mixed withmoisture, attacked the eyes andlungs. It destroyed the respiratoryorgans of its victims and this led to aslow death by asphyxiation.  Phosgene was used instead ofchlorine. It caused its victims tocough far less in the initial assault –as a result, more gas was inhaledcausing a delayed effect. A soldiercould fall victim up to 48 hours afterthe attack.  Phosgene could also be combinedwith chloroform, creatingdiphosgene. The vapour ofdiphosgene spread more widely andwas consequently more deadly, asthe gas destroyed gas filters. It wasusually delivered in high explosiveshells meaning troops were oftenunable to immediately recognise itspresence.This class includeschlorine, phosgene anddiphosgene.  Chlorine inflicts damageby forming hydrochloricacid when coming incontact with moisturesuch as found in thelungs and eyes. It can belethal.  Phosgene is twice astoxic.  Diphosgene was deadlierstill and could not beeffectively filtered bystandard issue gasmasks.  The purpose of thesegases was to maim andkill.Three primary gases deployedduring WW1 Activity sheet 7c  The Great War© Imaginative Minds Ltd.Type of Gas Effect of Gas Use of GasVesicantblistering agentDichlorethyl sulphide or mustard gaswas the most dreaded of all chemicalweapons in World War I.  The oily agent would produce largeburn-like blisters wherever it came incontact with skin. It was one of themost lethal of all the poisonousgases used. The gas was almostodourless and took 12 hours to kill.  An incredibly poisonous chemical,mustard gas was so powerful onlysmall amounts had to be added tohigh explosive shells to be effective.It penetrated all clothing and wasremarkably persistent on the soil oron foliage over which it had beenscattered.  A soldier jumping into a shell craterto seek cover could find himselfblinded, with skin blistering andlungs bleeding.  Mustard gas was almost odourlessand caused serious blisters bothinternally and externally. These factors tended to increase itseffectiveness – in addition to thephysical action of the gas on themen themselves, the morale oftroops was impaired.  The purpose of thesetypes of gases was tomaim and kill.  This gas acted on anymoist skin, internal orexternal. This included,but is not limited to, theeyes, lungs, armpits andgroin.  No mask could protect asoldier from mustard gas.  Activity sheet 7d  The Great War© Imaginative Minds Ltd.British Gas Casualties: 1914-18Gas type Deaths Non-FatalChlorine 1,976 164,457Mustard Gas 4,086 16,526Country    Non-Fatal    Deaths    TotalBritish Empire 180,597 8,109 188,706France 182,000 8,000 190,000United States 71,345 1,462 72,807Italy 55,373 4,627 60,000Russia 419,340 56,000 475,340Germany 191,000 9,000 200,000Austria-Hungary97,000 3,000 100,000Others 9,000 1,000 10,000TOTAL 1,205,655 91,198 1,296,853CasualtiesBritish soldiers blinded by mustard gas Activity sheet 7e  The Great War© Imaginative Minds Ltd.John French, the commander of the British Expeditionary Force at Ypres, laterrecalled: ‘The effect of the gas was so overwhelming that the whole of thepositions occupied by the French divisions were rendered incapable ofresistance. It was impossible at first to realise what had actually happened…After an hour, the whole position had to be abandoned, together with 50guns.’Chlorine gas destroyed the respiratory organs of its victims and this led to aslow death by asphyxiation. One nurse described the death of one soldierwho had been in the trenches during a chlorine gas attack: ‘He was sitting onthe bed, fighting for breath, his lips plum coloured. He was a magnificentyoung Canadian past all hope in the asphyxia of chlorine. I shall never forgetthe look in his eyes as he turned to me and gasped: “I can’t die! Is it possiblethat nothing can be done for me?”’A post-mortem account from the British official medical history records one ofthe British casualties:‘Case four. Aged 39 years. Gassed 29 July 1917. Admitted to casualtyclearing station the same day. Died about ten days later. Brownishpigmentation present over large surfaces of the body. A white ring of skinwhere the wrist watch was. Marked superficial burning of the face andscrotum. The larynxmuch congested. The whole of the trachea was coveredby a yellow membrane. The bronchi contained abundant gas. The lungs fairlyvoluminous. The right lung showing extensive"
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Creative Teaching & Learning

Activity 7b : The ethics of chemical warfare

17 May 2018