Creative Teaching & Learning

Activity 2 Resource Pack: The path to war

The Great War: Activity 2. Students identify events leading to the Great War, determining which causes were the most/least important, before examining one country's motives for joining the war in more detail.

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      string(475) "... inferences/predictions, identify and assess bias and reliability, consider others’ views to inform opinions and decisions. MaterialsHistorical events cards from Activity 1Included in this resource pack:Activity sheet 2a – Student introductionActivity sheet 2b – Student worksheetActivity sheet 2c – Explanation writing help sheet Groupings Groups of four or fiveProcedureDiscuss with pupils Activity ..."
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      string(5861) "Activity 2: InstructionsWorld War IIActivity 2: Causation SortPurposeTo encourage children to read with purpose while engaging prior knowledge through discussion. This cumulative learning approach enables students to connect their new learning to their current understanding. Curriculum FocusHistory – Explain the causes of conflict, show understanding of how different sources can be used to construct different interpretations, select, organise and deploy information to produce structured accounts, learn how to organise and evaluate information in order to reach and support conclusions.Communication – Oracy, reading and writing.Thinking Skills – Ask probing questions, build on existing skills, knowledge and understanding, use prior knowledge to explain links between cause and effect and justify inferences/predictions, identify and assess bias and reliability, consider others’ views to inform opinions and decisions. MaterialsHistorical events cards from Activity 1Included in this resource pack:Activity sheet 2a – Student introductionActivity sheet 2b – Student worksheetActivity sheet 2c – Explanation writing help sheet Groupings Groups of four or fiveProcedureDiscuss with pupils Activity Sheet 2a. This can either be given to them to read or discussed with only the teacher having a copy. Ensure pupils understand what long term causes, short term causes and trigger events are.Working in groups, the pupils will use the historical event cards and discuss whether the event is a long term cause, a short term cause or if it’s the trigger event. There may be discussion as to how close to the event occurring a short term cause may be. This is for the pupils to decide and provide a reason for their choice. It is to be a collective decision of the group.Once the pupils have sorted the causes of the war, they report back to the other groups, demonstrating the reasoning for their choice of time period. This gives the pupils the opportunity to justify their choices, allowing them to absorb information researched by other students and modify their own choices in the light of another group’s reasoning.Once the groups have reported back on their justifications for their choices, they write an explanation as to how each long and short term cause contributed to the trigger event causing the outbreak of World War II.Activity sheet 2c can be given to pupils as a checklist to ensure the elements of explanation writing are included. Alternatively, they can be discussed and pupils can write their own checklists. Teacher’s NoteThis activity promotes a wide range of thinking skills and dialogic learning. It is designed to ensure that the pupils engage in meaningful conversation and enable the pupils to develop their questioning skills, connect ideas, challenge their assumptions, and absorb and reflect on information. The path to warCausation sortWorld War II began on 3rd September 1939, when Neville Chamberlain announced to a hushed nation that Britain and France had declared war on Germany following Germany’s invasion of Poland.The war was to last for six years and affected the social, economic, political and military makeup of the nations who entered the war. The war in Europe ended following the suicide of Hitler on the 30th April 1945, leaving Dönitz as sole commander of Germany to surrender on the 6th May. The war with Japan ended following the dropping of two atomic bombs on the islands of Hiroshima and Nagasaki, when Emperor Hirohito surrendered on 15th August 1945.It is rare that a single event is the cause of another. It is usually the case that the cause of an event can be seen in a number of events both long and short term. There is then a trigger event which sets events in motion. Long term causes are events that have happened a number of years before or have continued over a number of years. Short term causes happened much closer to the event in time. The trigger is the catalyst that sets the event into action.It is rare for a historian to pinpoint a single action as the cause of a war, although they do differ in their opinions. Some believe the existing conditions and situations make the outbreak of war more likely, but there is no way of predicting when or where this might be. Others believe that the outbreak of war cannot be seen as a series of accidental events that lead to the culmination of action and that there is a point where a conscious decision is taken to resort to armed conflict.One thing historians do agree on is the need to look at the events that precede the outbreak of a war to find an explanation for the causes of that war. These events can be divided into long term and short term causes that finally culminate in a trigger event.The historical events cards from Activity 1 are seen as contributing factors in the outbreak of World War II.In your groups use Activity Sheet 2a to sort the historical events into long term and short term causes, then identify the trigger event. Write an explanation of how each event contributed to the outbreak of World War IILong TermShort TermTrigger Event   Some of the following techniques should be used:· Connectives to indicate the order in which the text is written (Firstly, secondly etc.), to show cause and effect (thus, therefore, as a result of…) or to indicate comparisons (in comparison to, compared with, as opposed to etc.)· Technical/Specialist vocabulary· Impersonal tone· Written in the third person· Mostly active voice· Diagrams or illustrations may be used· Paragraphs open with"
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Creative Teaching & Learning

Activity 2 Resource Pack: Causation sort

6 Jan 2014

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      string(5365) "helpful forpupils to refer to the map provided in Activity sheet 2dthroughout this activity.Introduce this activity by reading through Activity sheet 2a,which provides a basic outline of the main reasons for thestart of WW1. In their groups, ask the pupils to discuss theinformation they have been given and its contribution to theGreat War. Pupils record their ideas on the grid provided inActivity sheet 2b.Pupils may wish to add to their knowledge by undertakingActivity 2 instructions The Great War© Imaginative Minds Ltd.some of their own research. The research log in Activitysheet 2c may help them in this.Pupils will now investigate the escalation to war by looking atthe factors that prompted the European Powers to enter thewar and the way in which the factors are connected. Thenation packs (available as part of this activity’s ZIP file) are tohelp with this.Split the class into six groups. Assign each group a country.Give each group the contents of their nation’s resource pack– the country’s name and flag, coat of arms andaccompanying statements as to why they entered the war.In their groups, the pupils consider the information they havebeen given on each country. They examine the statementsand complete Activity sheet 2e, which requires them todecide their country’s aim, opponents, reasons for oppositionand other concerns. This will give the pupils some insightinto the nature of the causes of the war – there was nosingular cause and the causes of the war are very oftenconnected to another cause.Pupils present their ideas to the rest of the class. In theprocess, the pupils will realise that some causes are moreimportant than others and some may be minor or evenirrelevant. This will help pupils understand that someevidence is more important or valuable than others.Draw ideas together and help pupils to come to theconclusion there was more than one single cause to theoutbreak of the Great War.The students now write an explanation as to what theybelieve the cause or causes of the Great War were.Teacher’s NoteThis activity covers a wide range of thinking skills. It will becompleted over a number of sessions.This activity creates learning through curiosity, dialogue andconsensus. The groups create an atmosphere where duringthe pupil participation, they become both teachers andlearners. This ensures that the pupils engage in meaningfulconversation while using and developing their critical thinkingand learning skills. The activity is designed to enable thepupils to develop their questioning skills allowing them toconnect ideas, challenge their assumptions, absorb andreflect on information.Activity sheet 2a The Great War© Imaginative Minds Ltd.There was no singular reason for the outbreak of war in July 1914.The assassination of Archduke Franz Ferdinand of Austria and his wife, Sophie, on28 June 1914 by Bosnian revolutionary, Gavrilo Princip, was the catalyst for theoutbreak of war, but the actual causes of the war are more complicated.The causes can be said to include:AlliancesThere were a number of alliances signed bycountries between 1879 and 1914. Thesealliances were important because they meantsome countries had no option but to declare war ifone of their allies declared war first. Some ofthese alliances proved very fragile.ImperialismImperialism was the hallmark of an empire. It iswhen a country takes over new lands or countries,making them subject to their rule.NationalismA nationalist was a strong supporter of the rightsand interests of one’s country.MilitarismThe army and other military forces of a countrywere given a high profile by the country’sgovernment. Germany’s expansionary foreign policy added to the growing Europeandivide and hence the arms race between the main protagonists.The Moroccan and Bosnian CrisesIn 1904, Britain gave Morocco to France, sparking the Moroccan Crisis. In 1908,Austria-Hungary took over Bosnia, sparking the Bosnian Crisis.� Research each of the causes of the Great War. Fill in the research grid.� Your teacher will assign your group a country to discuss. Using theinformation provided in the pack and your own research, fill in yourcountry’s profile. Consider the links between the crises and nationalism.� Write an explanation as to what you believe the cause or causes of theGreat War were. Be as clear as you can as to the contribution of each.‘The boiling point’, a cartoonpublished in Punch on 2 October1912.The causes of the Great WarActivity sheet 2b The Great War© Imaginative Minds Ltd.Cause ResearchThe causes of the Great WarResearch GridActivity sheet 2c The Great War© Imaginative Minds Ltd.Where the informationwas foundNotesResearch LogUse this grid to record where you found useful information – forexample, the website address or name of the book and page number.Make of note of the information you used.Activity sheet 2d The Great WarActivity sheet 2e The Great War© Imaginative Minds Ltd.Country:Aim:Opponents:Reason foropposition:Otherconcerns:The causes of the Great WarCOUNTRY PROFILE"
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Creative Teaching & Learning

Activity 2: The Path to War

21 May 2018

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To encourage children to read with purpose while engaging prior knowledge through discussion. This cumulative learning approach enables students to connect their new learning to their current understanding."
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      string(450) "Activity 2: Instructions  World War II© Imaginative Minds Ltd.Activity 2: Causation SortPurposeTo encourage children to read with purpose while engaging priorknowledge through discussion. This cumulative learning approachenables students to connect their new learning to their currentunderstanding.Curriculum FocusHistory – Explain the causes of conflict, show understanding of howdifferent sources ..."
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      string(5939) "Activity 2: Instructions  World War II© Imaginative Minds Ltd.Activity 2: Causation SortPurposeTo encourage children to read with purpose while engaging priorknowledge through discussion. This cumulative learning approachenables students to connect their new learning to their currentunderstanding.Curriculum FocusHistory – Explain the causes of conflict, show understanding of howdifferent sources can be used to construct different interpretations,select, organise and deploy information to produce structuredaccounts, learn how to organise and evaluate information in order toreach and support conclusions.Communication – Oracy, reading and writing.Thinking Skills – Ask probing questions, build on existing skills,knowledge and understanding, use prior knowledge to explain linksbetween cause and effect and justify inferences/predictions, identifyand assess bias and reliability, consider others’ views to informopinions and decisions.MaterialsHistorical events cards from Activity 1Included in this resource pack:Activity sheet 2a – Student introductionActivity sheet 2b – Student worksheetActivity sheet 2c – Explanation writing help sheetGroupingsGroups of four or fiveProcedureDiscuss with pupils Activity Sheet 2a. This can either be given to themto read or discussed with only the teacher having a copy. Ensurepupils understand what long term causes, short term causes andtrigger events are.Working in groups, the pupils will use the historical event cards anddiscuss whether the event is a long term cause, a short term cause orif it’s the trigger event. There may be discussion as to how close tothe event occurring a short term cause may be. This is for the pupilsto decide and provide a reason for their choice. It is to be a collectivedecision of the group.Activity 2: Instructions  World War II© Imaginative Minds Ltd.Once the pupils have sorted the causes of the war, they report backto the other groups, demonstrating the reasoning for their choice oftime period. This gives the pupils the opportunity to justify theirchoices, allowing them to absorb information researched by otherstudents and modify their own choices in the light of another group’sreasoning.Once the groups have reported back on their justifications for theirchoices, they write an explanation as to how each long and shortterm cause contributed to the trigger event causing the outbreak ofWorld War II.Activity sheet 2c can be given to pupils as a checklist to ensure theelements of explanation writing are included. Alternatively, they canbe discussed and pupils can write their own checklists.Teacher’s NoteThis activity promotes a wide range of thinking skills and dialogiclearning. It is designed to ensure that the pupils engage inmeaningful conversation and enable the pupils to develop theirquestioning skills, connect ideas, challenge their assumptions, andabsorb and reflect on information.Activity sheet 2a  World War II© Imaginative Minds Ltd.The path to warCausation sortWorld War II began on 3rd September 1939, when Neville Chamberlainannounced to a hushed nation that Britain and France had declared war onGermany following Germany’s invasion of Poland.The war was to last for six years and affected the social, economic, political and militarymakeup of the nations who entered the war. The war in Europe ended following the suicideof Hitler on the 30th April 1945, leaving Dönitz as sole commander of Germany to surrenderon the 6th May. The war with Japan ended following the dropping of two atomic bombs onthe islands of Hiroshima and Nagasaki, when Emperor Hirohito surrendered on 15th August1945.It is rare that a single event is the cause of another. It is usually the case that the cause of anevent can be seen in a number of events both long and short term. There is then a triggerevent which sets events in motion. Long term causes are events that have happened anumber of years before or have continued over a number of years. Short term causeshappened much closer to the event in time. The trigger is the catalyst that sets the eventinto action.It is rare for a historian to pinpoint a single action as the cause of a war, although they dodiffer in their opinions. Some believe the existing conditions and situations make theoutbreak of war more likely, but there is no way of predicting when or where this might be.Others believe that the outbreak of war cannot be seen as a series of accidental events thatlead to the culmination of action and that there is a point where a conscious decision is takento resort to armed conflict.One thing historians do agree on is the need to look at the events that precede the outbreakof a war to find an explanation for the causes of that war. These events can be divided intolong term and short term causes that finally culminate in a trigger event.The historical events cards from Activity 1 are seen as contributing factors in the outbreak ofWorld War II.In your groups use Activity Sheet 2a to sort the historical events into long term andshort term causes, then identify the trigger event. Write an explanation of how eachevent contributed to the outbreak of World War IIActivity sheet 2b       World War II© Imaginative Minds Ltd.Long Term Short Term Trigger EventCausation Sort Activity sheet 2c  World War II© Imaginative Minds Ltd.Some of the following techniques should be used:� Connectives to indicate the order in which the text is written (Firstly, secondlyetc.), to show cause and effect (thus, therefore, as a result of…) or to indicatecomparisons (in comparison to, compared with, as opposed to"
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Creative Teaching & Learning

WWII Activity 2 - Casuation sort

14 May 2018

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      string(414) "... thanone single cause to the outbreak of the Great War.The students now write an explanation as to what they believe the causes ofthe Great War were.Activity 2: The path to warhttp://library.teachingtimes.com/articles/ww1-project-activity-2The GreaT War Cross CurriCulum ProjeCt Plan82Volume4.4nCreativeTeaching&LearningDescription Students ..."
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      string(6029) "Included in this activity’s resource pack:Activity sheet 2a – Student introductionActivity sheet 2b – Research gridActivity sheet 2c – Research logActivity sheet 2d – Map of Europe in 1914Activity sheet 2e – Country profile gridNation packs – Austria-Hungary, France, Germany, Great Britain and Ireland,Russia and SerbiaGroupings Four or fiveProcedure There are two parts to this activity. It may be helpful for pupils to refer to themap provided in Activity sheet 2d throughout.Introduce this activity by reading through Activity sheet 2a, which provides abasic outline of the main reasons for the start of WW1. In their groups, ask thepupils to discuss the information they have been given and its contribution tothe Great War. Pupils record their ideas on the grid provided in Activity sheet2b.Pupils may wish to add to their knowledge by undertaking some of their ownresearch. The research log in Activity sheet 2c may help them with this.Pupils will now investigate the escalation to war by looking at the factors thatprompted the European Powers to enter the war and the ways in which thefactors are connected. The nation packs are to help with this.Split the class into six groups. Assign each group a country. Give each groupthe contents of their nation’s resource pack – the country’s name and flag, coatof arms and accompanying statements as to why they entered the war.In their groups, the pupils consider the information they have been given oneach country. They examine the statements and complete Activity sheet 2e,which requires them to decide their country’s aim, opponents, reasons foropposition and other concerns. This will give the pupils some insight into thenature of the causes of the war – there was no singular cause and the causesof the war are very often connected to another cause.Pupils present their ideas to the rest of the class. Conclude by drawing ideastogether and helping pupils to come to the conclusion there was more thanone single cause to the outbreak of the Great War.The students now write an explanation as to what they believe the causes ofthe Great War were.Activity 2: The path to warhttp://library.teachingtimes.com/articles/ww1-project-activity-2The GreaT War Cross CurriCulum ProjeCt Plan82Volume4.4nCreativeTeaching&LearningDescription Students create a timeline, covering events leading up to and during the GreatWar.Curriculum Focus Literacy, art, history, thinking skillsMaterials Included in this activity’s resource pack:Activity sheet 3a – Student introductionActivity sheet 3b – Teacher’s timelineYou will also need:Internet, research materials, drawing materials, collage materials, A4 or A3paper, research log (optional – Activity sheet 2c provides a generic template)Groupings Four or fiveProcedure Tell the pupils that, in their groups, they will represent the events that led upto and events during the Great War in a timeline. It can be written, drawn,collaged or computer-produced.As a class, the pupils may choose to produce a visual timeline that includesboth writing and pictures. This could contribute to a class display.Pupils’ research should include a number of sources – books, internet and soon. They may use a research log if they wish (Activity sheet 2c).Teacher’s Note This activity will take a number of sessions. Pupils will analyse and evaluateinformation and then present it in an effective manner.Activity 3: Timeline of the Great Warhttp://library.teachingtimes.com/articles/ww1-project-activity-3The GreaT War Cross CurriCulum ProjeCt Plan83Volume4.4nCreativeTeaching&LearningDescription Students use research skills to identify the purpose of propaganda and create apropaganda poster.Curriculum Focus History, literacy, thinking skillsMaterials Included in this activity’s resource pack:Activity sheet 4a – Student introductionActivity sheet 4b – Example answers/discussion pointsActivity sheet 4c – Mindmap templateActivity sheet 4d – Propaganda postersYou will also need:Art materials, computer drawing packageGroupings Four or fiveProcedure Hand out Activity sheet 4a which guides the students through the proceduredetailed below.Start by discussing the purpose and use of propaganda in WW1. Ask thepupils, as a group, to brainstorm what they think propaganda means using themindmap template in Activity sheet 4c, and once they have written down theirideas, to try and produce a definition. Ask the groups to share their ideas andproduce a class definition.Ask the pupils what they think British propaganda posters were used for.Working in their groups, they add these ideas to their mind map. Ask groups toshare their ideas.Next, explain that the pupils are going to look at examples of WW1 propagandaposters. These can be found in Activity sheet 4d. Activity sheet 4a provides anumber of questions to help them to focus their ideas.Brief example answers to these questions, plus further points for discussioncan be found in Activity sheet 4b.Once all relevant ideas have been discussed and recorded, tell pupils they aregoing to use the knowledge they have gathered to create a propaganda posterfor the Great War.Remind the pupils of the key reasons for producing propaganda posters:to recruit men to join the armyto recruit women to work in the factories and in the Women’s Land Armyto keep morale high and encourage people to buy government bondsto encourage people to save food and cut back on waste.●●●●Teacher’s note This activity covers a wide range of thinking skills and will be completed overa number of sessions. It can also be"
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Creative Teaching & Learning

Project Plan: The Great War

21 May 2014