Creative Teaching & Learning

Activity 4 Resource Pack: Propaganda research exercise

The Great War: Activity 4. Students use research skills to identify the purpose of propaganda and create a propaganda poster.

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      string(5852) "Activity 4 instructions The Great War© Imaginative Minds Ltd.Activity 4: Propaganda research exerciseDescriptionStudents use research skills to identify the purpose ofpropaganda and create a propaganda poster.Curriculum FocusHistory, literacy, thinking skillsMaterialsIncluded in this 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 packageGroupingsFour or fiveProcedureHand out Activity sheet 4a which guides the students throughthe procedure detailed below.Start by discussing the purpose and use of propaganda inWW1. Encourage an atmosphere of curiosity and explain tothe pupils that, working in their groups, they will come to aconsensus through their talk as to the purpose ofpropaganda.Ask the pupils, working in their groups, to brainstorm whatthey think propaganda means using Activity sheet 4c, andonce they have written down their ideas, to try and produce adefinition.Ask the groups to share their ideas and produce a classdefinition.If the pupils have difficulty with this, try and draw out wordsthat you can discuss with the pupils as a class and constructa definition such as: propaganda is information, ideas,opinions or images, often only giving one part of anargument, that are published, or spread in some other way,with the purpose of promoting a cause or belief, andinfluencing people’s opinions.Ask the pupils to modify ideas on their mind maps.Activity 4 instructions The Great War© Imaginative Minds Ltd.Ask the pupils what they think British propaganda posterswere used for. Working in their groups they add these ideasto their mind map. Ask groups to share their ideas.Next, explain that the pupils are going to look at examples ofWW1 propaganda posters. These can be found in Activitysheet 4d. Activity sheet 4a provides a number of questions tohelp them to focus their ideas. As they use the questions andposters, they will add their thoughts to their mind maps.The questions can be found in Activity sheet 4a. Briefexample answers/points of discussion can be found inActivity sheet 4b.Once all relevant ideas have been discussed and recorded,tell pupils they are going to use all the knowledge they havegathered to create a propaganda poster for the Great War.Remind the pupils of the key reasons for producingpropaganda posters:� to recruit men to join the army� to recruit women to work in the factories and in theWomen’s Land Army� to keep morale high and encourage people to buygovernment bonds� to encourage people to save food and cut back onwaste.Teacher’s noteThis activity covers a wide range of thinking skills and will becompleted over a number of sessions. It can also be used asan assessment of the pupil’s knowledge prior to beginningthe topic.Activity sheet 4a The Great War© Imaginative Minds Ltd.In your groups, brainstorm what you thinkpropaganda means – write your ideas on a mindmap. Try to write a definition.World War One was the first global war. In yourgroups, write down what you think Britishpropaganda posters were used for. Add theseideas to your mind map.Discuss why propaganda posters were neededduring World War I. Add these ideas to your mindmap as well.Now you have a good understanding of whatpropaganda is and why it was used, look at the propaganda posters usedduring World War One and discuss the following questions with your group.Record your answers either on your mind map or on a separate piece ofpaper.� How were men encouraged to join the army?� How were women used to encourage men to enlist in the army?� In what way was fear used?� How were women encouraged to work in the factories or to join thearmy or land girls?� In which ways do the posters encourage people to contribute?� What is the importance of World War I posters today?Your taskCreate a propaganda poster for the Great War. You have collected agreat deal of knowledge to help you complete the task.Remember… the 1914-1918 war was known as the Great War. It did notbecome known as World War I until after World War II.Also, keep in mind the key reasons for producing propaganda posters:� to recruit men� to recruit women to work in the factories and in the Women’s Land Army� to keep morale high and encourage people to buy government bonds� to encourage people to save food and cut back on waste.PropagandaActivity sheet 4b The Great War© Imaginative Minds Ltd.Example answers/discussion pointsPropaganda is information, ideas, opinions or images, often only givingone part of an argument, that are published, or spread in some other way,with the purpose of promoting a cause or belief, and influencing people’sopinions.Why were propaganda posters needed in WW1?� When Britain declared war in August 1914, it only had the BEF, a smallprofessional army. The government desperately needed men to join upand fight.� Most people did not own radios and TV had not yet been invented� The easiest way for the government to communicate with the people wasthrough posters stuck up on walls in all the towns and cities� Posters became the ‘weapon on the wall’.How were men encouraged to join the army?Men were made to feel cowardly for staying at home and not enlisting.How were women used to encourage men to enlist in the army?Women were encouraged to pressurise their husbands, boyfriends, sons andbrothers to enlist.In what way was fear used?Some posters tried to motivate men to join up through fear. Posters showed"
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Creative Teaching & Learning

Activity 4: Propaganda research exercise

16 May 2018

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      string(6013) "used as an assessment of the pupil’sknowledge prior to beginning the topic.Activity 4: Propaganda research exercisehttp://library.teachingtimes.com/articles/ww1-project-activity-4The GreaT War Cross CurriCulum ProjeCt Plan84Volume4.4nCreativeTeaching&LearningDescription Students use research skills to identify the significance of the sinking of theLusitania and write a descriptive account of this maritime disaster.Curriculum Focus History, literacy, ICT, thinking skillsMaterials Included in this activity’s resource pack:Activity sheet 5a – Student introductionActivity sheet 5b – Research logActivity sheet 5c – Research gridActivity sheet 5d – Lotus diagram templateActivity sheet 5e – ‘Using the senses’ gridActivity sheet 5f – Pictorial evidenceYou will also need:Internet, research materialsGroupings Groups of four or fiveProcedure Discuss the events surrounding the sinking of the Lusitania using Activitysheet 5a. The events recorded here are deliberately brief to encourage interestand the pupils’ own desire to discover more about the event and its impactupon the events of the war. This sheet also contains a list of research prompts.There are a number of worksheets to help the pupils record and develop theirresearch findings:Activity sheet 5b – a research log to note what useful information they havediscovered and where.Activity sheet 5c – a research grid to help pupils sort their research and plantheir account.Activity sheet 5d – a lotus grid to help students organise their ideas andgenerate new ones.Activity sheet 5e – a senses worksheet, which is always useful in terms ofdeveloping empathy.Activity sheet 5f contains a number of pictorial representations to help thestudents research and write their account, including photographs from the day.●●●●Activity 5: The sinking of the Lusitaniahttp://library.teachingtimes.com/articles/ww1-project-activity-5The GreaT War Cross CurriCulum ProjeCt Plan85Volume4.4nCreativeTeaching&LearningDescription This activity is made up of two parts. In the first, students use a range ofresearch and resources to write diary entries and letters home from thetrenches. The second section of this activity has students solving a number ofmathematical problems relating to the trenches.Curriculum Focus History, literacy, mathematics, thinking skillsMaterials Included in this activity’s resource pack:Activity sheet 6a – ‘Daily Death in the Trenches’ textActivity sheet 6b – Trench diagramsActivity sheet 6c – Photographs of life in the trenchesActivity sheet 6d – Trench mathsActivity sheet 6e – Mindmap templateGroupings Groups of four or fiveProcedure Literacy activityRead through ‘Daily Death in the Trenches’ with the students (Activity sheet6a). This text has been adapted from FirstWorldWar.com and contains a greatdeal of information about life in the trenches.Tell the pupils they are going to write diary entries from soldiers in thetrenches at the front line.Once the pupils have read through ‘Daily Death in the Trenches’, they cancollect the ideas they need for writing on their mindmap (Activity sheet 6e).Activity sheet 6b provides diagrams of the trenches and Activity sheet 6cprovides photographs of the trenches. Pupils should also be encouraged toundertake their own research.The activity can be extended by asking the pupils to write letters home toloved ones. The content of these activities could be very different. Soldiersmay write how they feel and what actually happens in their diary, but in theirletter home, they may wish to cover up the realities of war.Mathematics activityThe mathematical activities cover the topics of perimeter and area. The firstactivity asks pupils to calculate the perimeter of the trenches in the front linedepicted, while the second mathematics activity involves the calculation of thearea of compound shapes.The third and fourth activities ask pupils to construct a trench of a given areaand given perimeter respectively. Pupils compare their trenches to discoverany differences and similarities. They write how they solved these problems,explaining their thinking.Activity 6: The Trencheshttp://library.teachingtimes.com/articles/ww1-project-activity-6The GreaT War Cross CurriCulum ProjeCt Plan86Volume4.4nCreativeTeaching&LearningDescription In this activity, students gain a bit of background knowledge about the useof gas as a weapon during WW1 and the impact on the soldiers it was usedagainst.Next, the students move on to reading and discussing/analysing the poem‘Dulce et Decorum est’ by WW1 soldier, Wilson Owen. Following on from this,they either recreate the poem in drama, or write their own poem about a gasattack.Curriculum Focus History, literacy, drama, ICT, thinking skillsMaterials Included in this activity’s resource pack:Activity sheet 7a – ‘Gas Attack!’ textActivity sheet 7b – Gases used during WW1Activity sheet 7c – Three primary gases deployed during WW1Activity sheet 7d – CasualtiesActivity sheet 7e – Written primary sourcesActivity sheet 7f – Pictorial primary sourcesActivity sheet 7g – ‘Dulce et Decorum est’ poemActivity sheet 7h – ‘Dulce et Decorum est’ teacher’s notesActivity sheet 7i – Idea collection sheet (poetry)Activity sheet 7j – Image bankGroupings Groups of four or five, pairs or individualsActivity 7a: Gas attackhttp://library.teachingtimes.com/articles/ww1-project-activity-7aThe GreaT War Cross CurriCulum ProjeCt Plan87Volume4.4nCreativeTeaching&LearningProcedure The first part of this activity can be"
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Creative Teaching & Learning

Project Plan: The Great War

21 May 2014

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      string(340) "... top. The symbols used explained the value of the numbers.The activities in this pack are all linked, but can also be completed independently.In Activity Sheet 7a, the children research the ancient Egyptian number system and the symbols they used.Activity Sheet 7b asks the children to answer sums ..."
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      string(5732) "Activity 7 InstructionsTutankhamun and the Ancient EgyptiansActivity 7: Egyptian mathsDescription Solving maths problems using Ancient Egyptian methods.Curriculum Focus Maths – Problem solving.English – Reading , speaking and listening.ICT – Research skillsThinking skills – Reasoning, analysing, posing problems  Resources Activity sheet 7a: The Ancient Egyptian number systemActivity sheet 7b: Egyptian symbols, sums and symmetryActivity sheet 7c: Measuring the Egyptian wayThe resources in this pack have been improved since publication of this project. Because of this, you may notice minor discrepancies between the information in this pack and the plans featured in the magazine. Groupings Pairs, or groups of four or fiveProcedure The children will solve mathematical problems using Egyptian symbols.Explain to the children that, unlike our number system where the numbers are written from left to right, the Egyptians would write their numbers in any direction, from right to left, left to right, from top to bottom or bottom to top. The symbols used explained the value of the numbers.The activities in this pack are all linked, but can also be completed independently.In Activity Sheet 7a, the children research the ancient Egyptian number system and the symbols they used.Activity Sheet 7b asks the children to answer sums using Egyptian symbols and write sums for their partners to answer.Activity Sheet 7c asks students to use Egyptian measurements to record objects measured and the measurements they would use for certain distances. Today we measure the length of things in metric units – in kilometres, metres, centimetres and millimetres. But did you know that we have only been using these units of measurement for the past 47 years?Before we began using the metric system, we used imperial measurements. For length, we used yards, feet and inches. There were 12 inches to a foot (about 30 centimetres) and three feet to a yard (just under a metre). You will still hear people talk about these measurements today because they were used for nearly 900 years.In your groups, think about how the Egyptians would have measured the length of things 3,500 years ago. The scale of the pyramids is still impressive today. How did the Egyptians measure the length, width and depth of the sand blocks all those years ago allowing them to build so precisely?How many ideas can you come up with? Record them here.Use the Internet to investigate just how the Egyptians measured in length. Record the answer below. Were any of your ideas close or the same?The Egyptians used different symbols to write their numbers. The numbers 1 to 10 were written as follows:|||||||||||||||||||||||||||||||||||||||||||||||123456789This is a cattle hobble and it represents the number 10.This is a piece of rope and it represents the number 100.This is a lotus flower and it represents the number 1,000.This is a finger and it represents the number 10,000.This is a tadpole and it represents the number 100,000.This is a god, holding up the sky. It represents 1 million.Numbers could be written in any direction. In this example, they are written from the smallest to the largest:1985=|||||YOUR TASK: Egyptian symbolsWrite the following numbers using Egyptian symbols:165884320147961, 465, 298Write your age:Write your door number:Write the number of days in a year:Write your telephone number:YOUR TASK: Egyptians sumsWork out the answers to the two sums below. (Remember to see where the largest numbers are and work in that direction)||||||||||+–||||||Now translate the following sums into Egyptian numbers and work out the answers:3 25 7 61 4 3 2+5 7+8 2 3+7 8 6 45 97 8 96 8 9 4–1 8–4 8 5–3 5 7 1Now try this:|||||–||||YOUR TASK: Egyptian symmetryThe Egyptians loved symmetry. It appeared in their art, writing and mathematical symbols.1. Can you draw the other half of the Egyptian head?2. Look at the hieroglyphs. Mark each one with its lines of symmetry. How many does each one have?Complete the chart by drawing the hieroglyphic in the correct column. One has been done for you as an example.Horizontal line of symmetryVertical line of symmetryDiagonal line of symmetry2 or more lines of symmetryNo lines of symmetry     These are some of the measurements the Egyptians used:NameEgyptian NameEquivalent Egyptian ValuesMetric EquivalentRiver Measure or ‘Iteru’(the Egyptian word for river)  20,000 cubits10.5 kmCubit 7 palms or 28 digits 52.5 cmSpan 3.5 palms or 14 digits25 cmPalm 4 digits7.5.cmDigit ¼ palm1.8.mm· A cubit is the length of your elbow to the tip of your middle finger.· A span is the widest your hand can spread from your thumb to your little finger.· A palm is the width of your palm.· A digit is the width of your finger.YOUR TASK: Egyptian measurementsYou need to measure these objects and record your findings. Decide which Egyptian measurement you think best fits the object to be measured.Pen______________________________________________________Chair______________________________________________________Exercise book_________________________________________________Desk______________________________________________________The length of the room____________________________________________The height of the door____________________________________________The length of the hall ______________________________________________The height of the cupboard __________________________________________Are your measurements the same as any other groups’"
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Creative Teaching & Learning

Activity 7 Resource Pack: Egyptian maths

30 Jan 2014

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      string(425) "... 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 ..."
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      string(3775) "Project Overview The Great War© Imaginative Minds Ltd.The Great War Cross Curriculum ProjectOverviewThe 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