Key Question and
Learning Objectives
Classroom Activities
Resources
Differenti
ation
Key Question:
1) How was this war
different?
Starter:
Rally robin – starting with the phrase WWII, take it in
turns in pairs to give words they associate with WWII.
Feedback ideas.
1.1 War
different
Cardsort
Outcome
Learning Objectives:
To give examples of
differences and
similarities of he two
World Wars.
Identify the impact of
the differences on
WWII.
Evaluate the significance
of the impact of the
differences on WWII.
Key terms:
Main:
In pairs, how can these cards (1.1) be grouped/categorized.
See how many different ways they can find. Get each pair
to send a spy to another group, and then report back there
findings. Draw out how some images are from WWI and
others WWII, and that there are difference between the
two wars.
Introduce enquiry question – ask the pairs to identify the
differences between the two wars, using the cards, before
considering the impact of these differences on the war,
and how warfare changed as a result. E.g. Move away from
trench warfare, greater numbers of civilian casualties. This
could be done using a table to record their ideas (see
PowerPoint 1.2) and a simple rating system of out of 10,
when finished ask them to give a reason for their scores.
Plenary:
Which factor had the most significant impact upon World
War Two?
How is World War Two different to the Iraq war and
Afghanistan? What impact has that had on the conflict?
1.2 How is
this war
different
PowerPoint
Learning Focus
Key Question and
Learning Objectives
Classroom Activities
Resources
Differenti
ation
Key Question:
2) Why was there
discontent in Europe
after World War One?
Starter: Using the PowerPoint (2.1) show the first slide,
with either only the 1940 class showing, or Clemenceau face
as well, this could be added in later after some discussion
time. Explain that these images are part of one image,
discuss in pairs – what is going on in this image? What can
you infer from these images? What do the faces suggest?
Then reveal the whole image and set the same questions.
2.1
Discontent
in Europe
PowerPoint
Outcome
Learning Objectives:
To give examples of
factors that caused
discontent in Europe
after World War One
Evaluate which is the
most important factor
Reach a supported
judgement as to which
factor was the most
important.
Key terms:
Recap on the Treaty of Versailles, main terms and the
consequences. Show videos on both the treaty (2.3) and the
league of nations (2.4)
Main: Introduce enquiry question. Explain layer of
inference task using the PowerPoint and allow time in pairs
to analysis the image, answering the questions. Join pairs
together to share ideas before feedback, asking the 3 main
questions. Draw out what the provenance means.
Give out the second image, which needs sticking in their
books and the same task done again, using the layer of
inference technique/questions – feedback, drawing out
factors that caused discontent in Europe.
Plenary:
Set enquiry question as a written answer – allow planning in
pairs.
2.2
Discontent
layer of
inference
sources
2.3 Treaty
of Versailles
video
2.4 League
of Nations
video
Learning Focus
Key Question and
Learning Objectives
Classroom Activities
Resources
Differenti
ation
Key Question:
3) Hitler and Saddam:
Different people, same
problem?
Learning Objectives:
Give examples of reasons
used to go to war with
Iraq in 2003.
Starter:
Show the animation by moving the cursor around:
http://www.andyfoulds.co.uk/amusement/bushv2.htm what is
the message of these animations? (Bush follows money, Blair
follows Bush). Give some context – govt issued dossier of
evidence to support their case, avoid ‘dodgy dossier’ here.
Main:
In small groups students are to arrange cardsort (3.2) along
line of significance, with Best reasons on the left and worst on
the right.
Ask the pupils to write a short speech of just 50 words, as if
they were Alistair Campbell, to convince Britain that it is right
to go to war. They should use the cardsort to help them – and
then share a few, before putting up slide 5 & explain there is a
weapon of mass destruction, like the one on the board, hidden
around the room, which they have just 1 min to find. But there
are none!
How does this change their line of significance… adjust using
slide 6. The following 4 slides will increase the challenge.
Discuss: Why would the government want to ‘sex up’ the
dossier? What does this tell us about the reasons for going
to war? How does this link to Hitler?
Plenary:
Remind pupils of Appeasement (Yr 8), and introduce the
analogy between Iraq and appeasement, which was made by
Blair. Discuss: Is Blair justified in arguing that going to war
with Iraq is learning from the mistakes of the past?
3.1 Hitler
and Saddam
PowerPoint
Outcome
Evaluate whether there
is a connection between
going to war with
Saddam and Hitler.
Reach a supported
Judgement as to
whether the comparison
between going to war
with Saddam and Hitler
is justified.
Key terms:
Appeasement, Dossier,
Alister Campbell, Saddam,
Blair, Bush, Weapons of
Mass Destruction (WMD),
Al-Qaeda, 2nd Gulf War,
Iraq
3.2 Hitler
and Saddam
Cardsort
Learning
Focus
Key Question and
Learning Objectives
Classroom Activities
Resources
Differenti
ation
Key Question:
4) Homestudy/Project
Setting: WWII
Documentary
Starter:
Show Hitler documentary video clip (4.1), explain that it is
the start of a documentary on Hitler. Ask them to think
about what they like about the clip? What techniques they
use? What they don’t like? What they might do
differently?
4.1 Hitler
documentary
Video Clip
Outcome
Learning Objectives:
Identify what makes a
good documentary
Evaluate what makes
documentaries good/bad
Reach a support
judgement about what
makes a good
documentary
Key terms:
Then show them the second clip (4.3), asking the same
questions. Allow time for paired/group discussion, before
feedback.
Main:
Introduce the WWII Documentary Homestudy, using the
PowerPoint (4.2) and the Homestudy task sheet (4.4).
Outline expectations and how time in lessons will be divided
up. Get them into groups of no more than 4. Allow time for
them to gather initial ideas, deciding on what topic, area,
individual or focus, and who is to be their team leader. The
team leader will report back to you, in team leader
meetings, at intervals, on progress, things going well and
any problems.
Have initial team leader meeting to find out topic areas and
give suggestions to struggling teams. At this point they can
have up to two options, which can be reduced down to 2
during the next couple of lessons.
Plenary:
What makes a good documentary? How is this achieved?
4.2 WWII
Documentary
PowerPoint
4.3 Lost
colour
archives
video clip
4.4 WWII
Documentary
Homestudy
Sheet
Learning Focus
Key Question and
Learning Objectives
Classroom Activities
Resources
Differenti
ation
Key Question:
5) Why did the British
win the Battle of
Britain?
Starter:
Role play task (5.1) It outlines the 2 main advantages of the
RAF, which are ability to turn quickly and Radar.
5.1 Battle of
Britain Role
play
Outcome
Main:
Share enquiry question and watch clip on the Battle of
Britain (5.4) being remembered recently, 70 years on.
5.2 Battle of
Britain
sources
Hand out sources (5.2). Why did the British win the Battle
of Britain and by what margin? Allow time for them to read
and discuss the sources in small groups, gathering their
ideas in their books – with the questions as headings. During
feedback draw out a list of factors why the British won and
look at the usefulness of the sources.
5.3 Battle of
Britain
PowerPoint
Learning Objectives:
Identify reasons why
Britain won the Battle of
Britain.
Evaluate which is the
most important reason
why Britain won.
Reach a supported
judgement as to which
reason was the most
important.
Key terms:
Ask the students to compare sources G to H, and E to F.
Why did the British lose more Hurricanes than Spitfires?
Why did the Germans lose more Bomber Crew than any
other type of pilot?
Why did the British not lose fewer Bomber crews in the
Battle of Britain?
Plenary:
What was the most significant reason why the British won
the Battle of Britain?
5.4 Battle of
Britain Video
clip
Something
to use as a
blindfold
Learning Focus
Key Question and
Learning Objectives
Classroom Activities
Resources
Key Question:
6) How did the people of
Leningrad survive the
siege?
Starter:
6.1 Leningrad Outcome
PowerPoint
Learning Objectives:
Identify the difficulties
faced by the people of
Leningrad during the
Nazi siege.
Analysis how the people
of Leningrad survived
the siege.
Reach a sustained
judgement as to which
reason was the most
significant in explaining
their survival.
Key terms:
Put up first slide of the PowerPoint (6.1) and ask What can
you see? What can you infer from this cartoon? The
cartoon is referring to the Nazi Soviet pact (1939) and how
Poland was no match. Using the PowerPoint explain the
reasons why Stalin signed the Nazi Soviet Pact and how
after taking Poland together, Hitler then turned his
attentions to Russia with Operation Barbarossa.
Main:
Go through the Powerpoint and the introduction to the
Siege of Leningrad, before introducing the enquiry question
and handing out the sources (6.2)
Feedback, drawing out ideas as to how they survived. You
can build on the story of Tanya, using the additional
teacher’s notes (6.3). Why is Tanya’s story significant?
Why do you think her story has become the image of the
victims of the siege of Leningrad?
Plenary:
Take any text book on World War II or 20th Century,
explain that in Russia during WWII approx. 23 million
people, both military and civilian, lost their lives. So why
then is there only a 1 or 2 pages in each of these books?
6.2
Leningrad
Sources
6.3 Tanya’s
Diary
Teachers
Notes
6.4 WWII /
20th Century
Text Book
(with little
on Russia)
Differenti
ation
Learning Focus
Key Question and
Learning Objectives
Classroom Activities
Resources
Key Question:
7) Was the Katyn Wood
Massacre kept secret
for the greater good?
Starter:
Have the Morse code tasks laid out on the desk as the class
come in, and challenge them in small groups to see who can
crack the message first (Bletchley Park in Buckinghamshire
helped shorten the war).
7.1 Bletchley
Park Video
Clip
Learning Objectives:
7.2 Bletchley
PowerPoint
How did Bletchley shorten the war? What is Bletchley
Identify reasons why the Park? What did they do there? Show them the Bletchley
Katyn Wood Massacre
Park Video Clip (7.1) to introduce Bletchley Park and the
was kept secret.
code breakers.
7.3 Katyn
Wood Info
Packs
Evaluate whether the
secret was for the
greater good.
7.4 Katyn
Wood
Report
Justify whether it was
kept secret for the
greater good or not.
Key terms:
Main:
Explain that in 1943 there was an interception of a series
of communications by the Nazis from a place called Katyn
Wood. Using the information packs (7.3), and in small
groups, ask them to imagine they are Spies working for the
British Government in 1943, and have been sent to
Bletchley park to report back on the messages from Katyn
Wood. They need to decide and report back about what
should be done about the information. They can write
directly on the report sheet (7.4) or use the questions as a
guide.
Plenary:
Feedback before using the PowerPoint (7.2) to introduce
the title of the article and the question ‘An Accident of
History… Can this new tragedy heal old wounds?
Differenti
ation
Learning Focus
Key Question and
Learning Objectives
Key Question:
8) Why did America join
the war?
Classroom Activities
Starter:
Why do countries go to war? Pair Share. Try to draw out
examples to support their points, discussing other conflicts.
Show Pearl Harbour Clip (8.1), What happened at Pearl
Learning Objectives:
Harbour? What were the consequences? Why was Pearl
Harbour important to the USA? Introduce enquiry
Give examples of motives question.
for America joining the
war.
Main:
Hand out cardsort (8.2) and in small groups arrange them
Evaluate the significance into Chronological order, from left to right across the
of America’s motives for table. Then get them to put the cards in to a living graph,
joining the war.
moving the cards up and down depending on the feeling of
the American Government, use PowerPoint to help (8.3).
Reach a sustained
Feedback could be done by sending a spy to other groups,
judgement as to which
or through snowballing.
motive for joining the
war was the most
Why did America join the war? What was their motive?
significant for America.
What is the most significant reason why America joined the
war?
Key terms:
Plenary:
Using the underlined words on the cardsort again, get them
to play Taboo in pairs. Person A has to describe a word to
Person B, who has to guess the word. The Pair that guess all
words correctly first wins. They could split the cards
between them and do half and half. Feedback – anyone find
any difficult? Anyone got a really good description for one
of the words?
Resources
Differenti
ation
8.1 Pearl
Harbour
Video Clip
Outcome
8.2 Pearl
Harbour
Cardsort
8.3 Pearl
Harbour
PowerPoint
Learning Focus
Key Question and
Learning Objectives
Classroom Activities
Resources
Key Question:
9) How did the media
portray WWII?
Starter:
Using the PowerPoint (9.1) introduce their mission to design
a battle plan for invading Nazi Occupied Europe in 1944, on
the D-day Map Worksheet Sheet (9.2). Some may be aware
of D-Day and the invasion on the Normandy Beaches,
however they can be challenged to see if this was the best
or only way to advance? How would you advance after
landing in France? They need to consider the who, what,
where, when, how and why?
9.1 D-day
PowerPoint
Learning Objectives:
Identify how the Allies
invaded Nazi Occupied
Europe in 1944
Evaluate how the media
reported on the invasion
of Nazi Occupied Europe
in 1944
Reach a supported
judgement as to why
media focused on the
positives, when reporting
on D-day 1944.
Key terms:
Operation Overload,
Get them to share ideas by merging groups together, or
sending out spies to other groups.
Main:
Introduce enquiry question but avoid the objectives for
now, before giving out copies of the Daily Mail Newspapers
(9.3), there are 4 from 7th – 10th June 1944, What
happened on the actual attacks? What sort of language has
the journalists used? How successful was D-day? What
were the casualties?
Then show the Saving Private Ryan Video Clip (9.3), what
impression of D-day do you get from this? Is it different?
Why?
Plenary:
Reveal the objectives and ask them to rewrite the recent
headline on the war in Afghanistan, giving it a WWII
makeover. (If time there is a walk the plank quiz link at the
end of the PowerPoint)
9.2 D-day:
Operation
Overload
Map Sheet
9.3 Daily
Mail
Newspaper
Front pages
7th-10th June
1944 (hard
copy only)
9.4 Saving
Private Ryan
Video Clip
Differenti
ation
Learning Focus
Key Question and
Learning Objectives
Classroom Activities
Resources
Key Question:
10) How successful were
street shelters at
protecting British
Citizens during the
Blitz?
Starter:
Get each member of the class to make 3cm tall cylinder
with the plasticine/bluetac. Meanwhile construct your air
raid shelter walls, following the instructions for the Air
Raid Shelter Demo (10.1). What is the problem with this
kind of shelter?
10.1 Air Raid
Demo
Instructions
Learning Objectives:
Hand out scrap paper and ask students in groups to design
their own air raid shelters, identifying the important
factors which would make the shelter successful.
Main:
Using the PowerPoint (10.2) explain that there were 4 main
types of Air raid shelters and that the one we are looking
at is the Street shelter. Introduce enquiry question and
hand out the sources cards (10.3). This task works well as a
carousel, with groups moving around the 3 sources and
completing the tasks at each stop, making notes in their
books. Allow time at the end to consider the enquiry
question having seen all the sources.
10.3 Air Raid
Sources
Identify types of air raid
shelters used during the
Blitz.
Evaluate how effective
street shelters were at
protecting people using the
case of Latham Street.
Reach a supported
judgement as to how
effective street shelters
were at protecting people
using the case of Latham
Street.
Key terms:
Anderson, Morrison,
Tube Stations, Street
Shelters, Air Raids,
Blitz, Parachute mines
What is the problem with the shelters? What are the
possible solutions? What should they do?
Plenary
How successful were street shelters at protecting British
Citizens during the Blitz? Reasons for and against, followed
by a conclusion.
10.2 Air Raid
PowerPoint
Blue tac/
plasticine
Scrap Paper
Differenti
ation
Learning Focus
Key Question and
Learning Objectives
Classroom Activities
Resources
Key Question:
11) How did Churchill and
Hitler get millions to
follow them?
Starter:
Odd one out – using the PowerPoint (11.1) show the images
of Albert Einstein, Harry Potter, Ghandi and Margaret
Thatcher. Which is the odd one out? And why? What is the
link between them? [Leadership] What makes a good
leader?
11.1 Churchill
and Hitler
Leadership
PowerPoint
Learning Objectives:
To identify what makes a
strong leader.
To give examples of how
Churchill and Hitler got
millions to follow them.
Evaluate why Churchill
ultimately proved the
better leader.
Reach a supported
judgement as to why
Churchill was ultimately
more successful.
Key terms:
Main:
Create your own Obituary (article commemorating someone
who has passed away) for Winston Churchill, using his
timeline (11.2). It should include: his basic info e.g. date of
birth, when and how he died, key events/dates and
achievements.
Share a few and then ask should Churchill be remembered
as a great leader? Why/Why not?
If Hitler was a better speaker and had greater social
control, why then did Churchill ultimately prove a more
successful leader?
Plenary:
Using the PowerPoint and the image of the 7/7 and 9/11
attacks, ask ‘How do they convince so many to die for their
cause?’
11.2
Churchill
Timeline
Differenti
ation
Learning Focus
Key Question and
Learning Objectives
Key Question:
12) NSDAP vs BNP
Classroom Activities
Starter:
Share first slide on the PowerPoint and the initial learning
objectives (these will change later in the lesson). Then
Learning Objectives:
using the four questions on the board the students are to
gather key points from the sources, this could be done as a
Identify what techniques carousel. They do not need to see all of them, or
the BNP use to try to
understand all of it. Feedback using ABC talk, saying which
make people support
they are doing (A=add, B=build, C=contest)
them.
Main
Reveal slide 3 with images of Hitler and the question “If
Analysis the reasons why written today do you think people would believe it?” the
people support them.
images of Hitler should slowly exit to reveal the BNP
website. You can now reveal that the sources from the
Evaluate how similar the carousel are actually BNP sources, with the words in bold
BNP approach is to the
changed to imply they are actually from the Nazis
NSDAP.
(NSDAP). Talk through the history of the BNP and share
the new learning objectives.
Key terms:
Hand out second set of BNP sources, asking “Are there any
Nick Griffin, BNP,
similarities or differences between the two parties
NSDAP, Nazis,
techniques to get support? There are 4 sources so you get
Neo-Nationalism,
each group to report back/do another carousel activity
Genocide, Hitler,
Plenary
Fascism,
Show Nick griffin on question time clip, (you may wish to
explain that this was in Oct 2009, before the election.
Discuss: Should the BNP be allowed to broadcast party
political broadcasts before an election? Should the BNP
leader, Nick Griffin be interviewed on the TV? Should the
BNP be allowed freedom of speech?
Resources
12.1
NSDAP/BNP
PowerPoint
12.2 NSDAP
Sources
12.3 BNP
Sources
12.4 BNP
Question
time video
clip
Differenti
ation
Learning Focus