Creative Teaching & Learning

Activity 9 Resource Pack: P4C enquiry

World War II: Activity 9 Resource Pack. Conduct an enquiry based upon questions raised by the pupils related to and about the text ‘Sadako Sasaki’. Includes step-by-step instructions.

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      string(388) "... in Victorian times and compare the wayin which they lived to the rights and protection children have today.Curriculum Focus History, critical thinking, PSHE, philosophical enquiry (P4C)Materials A summary of the United Nations Convention on the Rights of the ChildIncluded in this activity’s resource pack:Activity sheet 10b ..."
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      string(5936) "why industrial towns expanded so quickly.Teacher’s note Pupils will need to use a research log (Activity sheet 8d) and research grid(Activity sheet 8e) throughout these activities. They will also work in groups toaid their learning.The VicTorians Cross CurriCulum ProjeCt Plan92Volume5.2nCreativeTeaching&LearningDescription Students have travelled back in time and landed in London slums, circa 1850.They compose a piece of creative writing about their first impressions.Curriculum Focus Creative writing, history, information skillsMaterials Included in this activity’s resource pack:Activity sheet 9a – Student introductionActivity sheet 9b – Using the sensesActivity sheet 9c – Research logGroupings Individuals or pairsProcedure Tell students they have travelled back in time and landed in the most notoriousVictorian slums, located in East London (‘Darkest London’), circa 1850. Theirtask is to compose a piece of descriptive writing about their first impressions.It might be a good idea to give students a word count for their completedpiece.Activity sheet 9a should be handed out at the beginning of the activity as itintroduces the task, gives a little background information, and provides a listof prompts to develop students’ creative writing further. The accompanyingsenses sheet (Activity sheet 9b) will help students develop richer descriptionby considering the different senses.Before they start writing, students will need to research what life was like inthe slums. They will need access to research materials such as the internetand relevant books, and should use both photographs and written sources asinspiration.Students may use a research log (Activity sheet 9c) if they wish to record theirfindings.Activity 9: ‘Darkest London’ Click here to downloadhttp://library.teachingtimes.com/articles/ctl-victorians-activity-9http://library.teachingtimes.com/articles/ctl-victorians-activity-9The VicTorians Cross CurriCulum ProjeCt Plan93Volume5.2nCreativeTeaching&LearningDescription Pupils make a comparison between their lives today and the lives of children inVictorian times, with particular emphasis on children in poverty.Curriculum Focus History, information skills, critical thinking, PSHE, literacyMaterials Included in this activity’s resource pack:Activity sheet 10a – Student introductionActivity sheet 10b – The workhouseActivity sheet 10c – Child labourActivity sheet 10d – The plight of climbing boys, 1818Activity sheet 10e – The Huskar Pit disaster, 1838Activity sheet 10f – Evidence of child labour (Images and children’stestimonies)Groupings Groups of four or fiveProcedure Hand out Activity sheet 10a, which provides an introduction to the activity andan outline of the task.Start by asking pupils to think about how they live. Give the groups a largesheet of paper and ask them to write down how they spend their time. Askthe pupils to write down the types of food they eat – the meals, snacks,drinks. Ask pupils to write down the activities they do in their spare time. Howmany pupils have complained about going to school? Now ask pupils to writeon their paper the things children are not allowed to do by law.Give pupils Activity sheets 10b and 10c. In their groups pupils read through theinformation. Pupils can also be given Activity sheets 10d, 10e and 10f, all ofwhich contain evidence of child labour.In the 1840s, 25 per cent of the labour force was made up of children.In their groups, pupils discuss:● Are there any jobs that children did that were worse than any others?● Which would be worse – living in a workhouse or being employed in a mill?Why?● Which would be worse – being apprenticed as a chimney sweep or workingin the mines? Why?● Discuss how the children’s health may have been affected by workingunderground.● Children were also employed in other industries. What other jobs were doneby children in Victorian Britain?● Do children work today? If so, in what types of jobs and why?Ask the pupils to write up a comparison of their lives today and the lives ofchildren during Victorian times.Activity 10a: The workhouse and child labour Click here to downloadhttp://library.teachingtimes.com/articles/ctl-victorians-activity-10ahttp://library.teachingtimes.com/articles/ctl-victorians-activity-10aThe VicTorians Cross CurriCulum ProjeCt Plan94Volume5.2nCreativeTeaching&LearningDescription Students discuss the plight of children in Victorian times and compare the wayin which they lived to the rights and protection children have today.Curriculum Focus History, critical thinking, PSHE, philosophical enquiry (P4C)Materials A summary of the United Nations Convention on the Rights of the ChildIncluded in this activity’s resource pack:Activity sheet 10b – The workhouseActivity sheet 10c – Child labourActivity sheet 10d – The plight of climbing boys, 1818Activity sheet 10e – The Huskar Pit disaster, 1838Activity sheet 10f – Evidence of child labour (Images and children’s testimonies)Activity sheet 10g – How to conduct a P4C enquiryGroupings Whole-class enquiryProcedure NB: This activity is best conducted after having completed Activity 10a. Ifstudents have not completed the activity, Activity sheets 10b-10f will givethem some background on life as a Victorian child.Start the enquiry by asking the pupils what they know about the UnitedNations Convention on the Rights of the Child. Do they know what rightschildren have? Can they name any?Now ask the pupils to think about the rights children had in Victorian times.How many articles did the"
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Creative Teaching & Learning

Project plan: The Victorians (Exploration and invention)

18 Dec 2014

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      string(322) "... If a child has been illegally denied part oftheir identity, governments must act quickly to protect and assistthe child to re-establish their identity.Article 9 (separation from parents)Children must not be separated from their parents unless it is inthe best interests of the child (for example, in cases ..."
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      string(5605) "United Nations Convention on the Rights of the Child.pdfArticle 1 (definition of the child)Everyone under the age of 18 has all the rights in the Convention.Article 2 (without discrimination)The Convention applies to every child whatever their ethnicity,gender, religion, abilities, whatever they think or say, no matterwhat type of family they come from.Article 3 (best interests of the child)The best interests of the child must be a top priority in all actionsconcerning children.Article 4 (protection of rights)Governments must do all they can to fulfil the rights of every child.Article 5 (parental guidance)Governments must respect the rights and responsibilities ofparents to guide and advise their child so that, as they grow, theylearn to apply their rights properly.Article 6 (survival and development)Every child has the right to life. Governments must do all they canto ensure that children survive and grow up healthy.Article 7 (registration, name, nationality, care)Every child has the right to a legally registered name andnationality, as well as the right to know and, as far as possible, tobe cared for by their parents.Article 8 (preservation of identity)Governments must respect and protect a child’s identity andprevent their name, nationality or family relationships from beingchanged unlawfully. If a child has been illegally denied part oftheir identity, governments must act quickly to protect and assistthe child to re-establish their identity.Article 9 (separation from parents)Children must not be separated from their parents unless it is inthe best interests of the child (for example, in cases of abuse orneglect). A child must be given the chance to express their viewswhen decisions about parental responsibilities are being made.Every child has the right to stay in contact with both parents,unless this might harm them.Article 10 (family reunification)Governments must respond quickly and sympathetically if a childor their parents apply to live together in the same country. If achild’s parents live apart in different countries, the child has theright to visit both of them.Article 11 (kidnapping and trafficking)Governments must take steps to prevent children being taken outof their own country illegally or being prevented from returning.Article 12 (respect for the views of the child)Every child has the right to say what they think in all mattersaffecting them, and to have their views taken seriously.Article 13 (freedom of expression)Every child must be free to say what they think and to seek andreceive information of any kind as long as it is within the law.Article 14 (freedom of thought, belief and religion)Every child has the right to think and believe what they want andalso to practise their religion, as long as they are not stoppingother people from enjoying their rights. Governments mustrespect the rights of parents to give their children guidance aboutthis right.Article 15 (freedom of association)Every child has the right to meet with other children and youngpeople and to join groups and organisations, as long as this doesnot stop other people from enjoying their rights.Article 16 (right to privacy)Every child has the right to privacy. The law should protect thechild’s private, family and home life.A summary of theUnited Nations Conventionon the Rights of the ChildArticle 17 (access to information from mass media)Every child has the right to reliable information from the massmedia. Television, radio, newspapers and other media shouldprovide information that children can understand. Governmentsmust help protect children from materials that could harm them.Article 18 (parental responsibilities; state assistance)Both parents share responsibility for bringing up their child andshould always consider what is best for the child. Governmentsmust help parents by providing services to support them,especially if the child’s parents work.Article 19 (protection from all forms of violence)Governments must do all they can to ensure that childrenare protected from all forms of violence, abuse, neglect andmistreatment by their parents or anyone else who looks after them.Article 20 (children deprived of a family)If a child cannot be looked after by their family, governmentsmust make sure that they are looked after properly by people whorespect the child’s religion, culture and language.Article 21 (adoption)If a child is adopted, the first concern must be what is best for thechild. The same protection and standards should apply whetherthe child is adopted in the country where they were born or inanother country.Article 22 (refugee children)If a child is a refugee or seeking refuge, governments must ensurethat they have the same rights as any other child. Governmentsmust help in trying to reunite child refugees with their parents.Where this is not possible, the child should be given protection.Article 23 (children with disability)A child with a disability has the right to live a full and decent lifein conditions that promote dignity, independence and an activerole in the community. Governments must do all they can toprovide free care and assistance to children with disability.Article 24 (health and health services)Every child has the right to the best possible health. Governmentsmust provide good quality health care, clean water, nutritious foodand a clean environment so that children can stay healthy. Richercountries must help poorer countries achieve this.Article 25 (review of treatment in care)If a child has been placed away from home (in care, hospital orcustody, for example), they have the"
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Creative Teaching & Learning

Activity 10b Resource Pack: Rights of the child P4C enquiry

18 Dec 2014

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      string(413) "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 ..."
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      string(3721) "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

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The WWII resources include instructions, activity sheets, information fact-sheets, research resources and images to support the lesson plans and activities."
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      string(407) "... Sadako Sasaki’ from that perspective,contributing to a group record sheet. This activity encourages active thinking and reading andencourages pupils to work collaboratively, but independently.Activity 9: P4C enquiry Project Overview  World War II© Imaginative Minds Ltd.Conduct an enquiry based upon questions raised by the pupils, related to ..."
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The WWII resources include instructions, activity sheets, information fact-sheets, research resources and images to support the lesson plans and activities."
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      string(2879) "Project Overview  World War II© Imaginative Minds Ltd.World War II Cross Curriculum Project Overview The World War II resource packs include instructions, activity sheets, information factsheets,research resources and images to support the lesson plans and activities.This cross curriculum project includes:‘Sadako Sasaki’ textThe real-life story of one inspirational young girl and the effects the bombing of Hiroshimahad on her short life (Found in ‘Project Plan: World War II’).Activity 1: Card sort and research exercisePupils identify events leading to World War II and their links to World War I.Activity 2: Causation sortIn this activity, pupils use the historical event cards from Activity 1 to discuss whether theevent is a long term cause, a short term cause or if it’s the trigger event. This cumulativelearning approach enables pupils to connect their new learning to their current understanding.Pupils then write an explanation of the events leading to World War II.Activity 3: Report writingPupils write a report detailing the events that led to war.Activity 4: The home frontThis activity requires pupils to use investigative skills to discover the importance of the homefront and its impact on the war effort.Activity 5: Multimedia presentationPupils analyse and evaluation information about different aspects of the home front andpresent it in a multimedia manner.Activity 6: Researching family historyFor this activity, pupils use research skills to discover ancestors/relatives who may have takenpart in or grown up during the Second World War.Activity 7: Can the bombings of Hiroshima and Nagasaki be justified?Pupils undertake a historical, philosophical and moral investigation into the bombings ofHiroshima and Nagasaki to come to an informed opinion on whether the US should havedropped the atomic bombs.Activity 8: Reading the textPupils take on a reading role and read the text ‘Sadako Sasaki’ from that perspective,contributing to a group record sheet. This activity encourages active thinking and reading andencourages pupils to work collaboratively, but independently.Activity 9: P4C enquiry Project Overview  World War II© Imaginative Minds Ltd.Conduct an enquiry based upon questions raised by the pupils, related to and about the text‘Sadako Sasaki’. Pupils identify a key issue which had arisen for them out of their study ofthe text to explore in depth. It is highly likely that the pupils’ lines of enquiry will focus onethical issues and issues of social justice.Conflict and genocideA compilation of thought-provoking websites and online resources to support teaching aboutwar, conflict and genocide across the curriculum."
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Creative Teaching & Learning

World War II- Overview

15 May 2018

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