Stratford School Academy
Schemes of Work
World War On
Number of weeks (between 6&8)
8 weeks
Content of the unit
Assumed prior learning (tested at the beginning of the unit)
This unit of work focuses on exploring World War One by developing pupils’ source skills.
Pupils will cover the run up the war by exploring the causes of the war with regards to the
Balkans and the assassination of Franz Ferdinand. Pupils will then explore how the war was
fought by exploring volunteering for war, WWI front line, The Battle of Somme, soldiers who
were shot for desertion. Finally, pupils will explore the impact
of the end of the First World War. Here, they will focus on the heroes of WWI, the reaction in
Germany, League of Nations and the policy of appeasement.
Pupils will have prior knowledge and understanding on how different factors
can lead to war from year 8 English Civil War.
Assessment points and tasks
Written feedback points
Teacher mid unit assessment:
Lesson 7, using laptop researching
a person during WWI
Lesson 7 and 12, pupils will be
receiving written feedback.
Learning Outcomes (tested at the end and related to subject competences)
The focus in the scheme of work is source skills and band range 1-9 are met.
I can identify what a source says
I understand that sources can be different
I can identify an opinion about an event or person from a source
Must: Present findings on a
PowerPoint
Should: Explain the process of
your investigation
Could: Analyse your findings
I can identify different opinions about an event or person from more than one source
I can describe an event or person using evidence from sources
I can create unsupported inferences from 1 or more sources
I can compare sources to show similarities and/or differences with evidence
Teacher end of unit assessment:
Lesson 12 Debate
Must: To understand what Britain's
policy of appeasement was
Should: To explain the arguments
for and against the policy of
appeasement
Could: To evaluate why
appeasement was a failure
Source skills
I can describe an opinion about an event or person from a source with supporting evidence
I can describe different opinions about an event or person from more than one source, offering supporting evidence
I can explain the reasons for the similarities and/or differences between sources
I can analyse how the author's opinion affects the source
I can analyse why the author's opinion affects the source
I can analyse a source by identifying the audience and purpose
I can analyse the impact of audience and purpose on a source, with an explanation
I can evaluate and explain the reliability of a source(s)
I can explain and evaluate the utility of source(s) without using contextual knowledge
I can evaluate and explain the utility of unreliable source(s)
I can evaluate and explain the utility of sources through crossreferencing and contextual knowledge
I can evaluate the impact of purpose, motive, audience, access to information, content, tone and type on utility and reliability
Page 1 of 12
Stratford School Academy
Schemes of Work
World War On
Lesson
1
Clear learning intentions
Clear success criteria
Hook
Presentation of content
Guided practice
Independent practice
(homework)
Closure
Why did a war break out in
the Balkans?
Must: Find out how
assassination led to war in
the Balkans
Should: Explain the
relationship between
different causes
Could: Prioritise the causes
of the war by ranking and
justifying
Brainstorm Activity: What
leads to war?
Austria-Hungary, Serbia and
Germany statements (slides 6,7
+ 8)
Activity 1: Describe what is
happening Source A
Create a title page on the
World War One
You have studied the
decisions of each of the
important rulers. Now
answer the following
question.
Activity 2: Your turn next reading
activity
Activity 3: Working in pairs, read
through the thoughts of key
advisers from the countries
involved. Make a note of the allies
and enemies of:
– Austria-Hungary
– Germany
– Serbia
Activity 3: Oracy Task - In turn,
each pair should choose a country
and explain to the other pair on the
table the arguments for and against
war for that country
Activity 4: Working in the same
pair, select one leader each:
• King Petar of Serbia
• Emperor Franz Joseph of
Austria-hungary
• Kaiser Willhelm II of
Germany
In turn, read the opinions of your
advisers. Then decide whether to
go to war or not. Tell others in
your group:
Your decision (will you go to war
or not)
The factors you took into account
in making your decision.
Page 2 of 12
Why did war break out
between Serbia and
Austria-Hungary in
1914?
Try to find a way of
explaining how the
actions of one country
had an impact on the
decision of others.
Stratford School Academy
Schemes of Work
World War On
2
How did World War One
begin?
Must: Find out about the
causes of WWI
Should: Use information
from different sources to
explain why war spread
Could: Categorise the
causes of World War One
What is happening in this
cartoon, published in 1914?
Timeline cards – slide 7
Activity 1: Using ‘chains of
friendship’ source, make an overall
judgement about the strength of
each country. Give each one a
score from 1-5, where: 5 = very
strong indeed and 1=weak.
Before you finalise your scores,
discuss them with another pair. See
if you can come to an agreement.
According to these agreed scores,
which side looks stronger?
Activity 2: Read through the
events, then place them in date
order on a timeline.
Activity 3: Use the events to
describe, in your own words, the
outbreak of war. You will need to
refer to information from last
lesson and this lesson to complete
your account. You must mention
every country named. In your
description you should try to
identify these turning points:
The outbreak of war in the Balkans
When a Balkans war became a
European war
When a European war become a
world war.
Extension: Germany has often
been blamed for starting the First
World War. But to what extent
should historians place all of the
blame on Germany? Discuss this
statement
Page 3 of 12
Research how the Triple
Entente and Triple Alliance
was formed
You have described
how war broke out in
three different phases.
Your job now is to
explain why.
Complete, in no more
than 70 words, each
statement. Use the
clues to help you.
Stratford School Academy
Schemes of Work
World War On
3
How was the First World
War fought?
Must: find out why people
in Britain volunteered to go
to war
Should: Explain the impact
of the outbreak of war
Could: Analyse the
response of the public to
the declaration of war
Study Source A. What is the
mood of the crowd in
Trafalgar Square?
A crowd in Trafalgar Square,
London, gathered on 4
August 1914 to support
Britain’s declaration of war.
Slide 6: Propaganda posters
Slide 10: Extension
Activity 1: Imagine it is
September 1914 and you are 18
years old.
Choose a name for yourself from
these lists:
First name: Albert, Arthur, George,
Thomas, Dorothy, Emily, Grace,
May
Surname: Cook, Edwards,
Greaves, Jones, Kenyon, Marshall,
Mitchell, Power
Now choose your occupation
Domestic servant, factory weaver,
farm labourer, office worker,
printer, student, typist,
unemployed.
Activity 2: Look at Source A. As
your character what might be your
initial reactions to the outbreak of
war?
Activity 3: Study Sources B and C
How far does each poster try to
persuade people to volunteer to
help with the war effort?
Look for clues in the design of the
posters, the colours used and the
messages given.
What are the similarities between
these posters?
Which poster would be most
effective in persuading your
character and why?
Activity 4: Using the identity you
have chosen for yourself, write a
letter to one of your parents
explaining why you have chosen to
volunteer for Kitchener’s New
Army or the VAD.
Extension: Using sources A-D,
describe in no more than 300
words the response of the public to
declaration of war.
Here are some of the themes you
might cover in your description:
Page 4 of 12
Belgium, enthusiasm,
volunteering, patriotism,
opposition.
None
Sharing letters
Stratford School Academy
Schemes of Work
World War On
4
What was life like on the
front line?
Must: Discover what life
was like on the front line
Should: Analyse the
content of diaries
Could: Evaluate how useful
diaries are to historians
Diaries are very useful
sources of information for
historians. They give firsthand accounts and opinions
of life and events at the time
they were written.
Slide 7 diary extracts
Activity 1: How did the trench
system make attacking difficult?
Activity 2: Working in pairs, read
the diary entries.
One of you should read Sources B
and C; the other should read
Sources D and E.
Pick at least three things from each
source about life on the front line.
Write the heading: Sources ? + ?
Then write your list in your book.
Share these points with your
partner.
Then, write your partners list in
your book too!
1. Do you keep a diary? If so,
what kind of things do you
write in it?
2. Read Source A.
Why is this extract useful to
historians writing about life
in the trenches in the First
World War?
Activity 3: Imagine you have been
asked to investigate life on the
front line the First World War.
You have been given Sources A-E
as a starting point. Evaluate
information by compiling a list of
6 questions you need to ask of the
sources. Here are three categories
for your questions, the first one
with an example. You will need to
come up with 2 questions for ach
category.
Category 1: Content of the sources
– What do the diaries not mention
Category 2: Situation of the author
Category: Purpose of the author
writing
Extension: once you have drawn
up your questions, compare them
with someone else in our class!
Extension: How useful are diary
extracts for historians investigating
life in the trenches in the First
World War?
To help you with your answer, you
will need to look at the strengths
and weakness of using diaries
Page 5 of 12
None
Produce an exit card
Today, I have learnt
that…
I would like to find out
more about …
Stratford School Academy
Schemes of Work
World War On
5
What happened on the first
day of the Battle of the
Somme?
Must: discover what
happened on 1 July 1916
Should: Categorising the
success and failures of the
Battle of Somme
Could: Explain how and
why interpretations differ
Starter: What impression
does Source A give of the
attack?
Slide 4 - Diary Extracts
Activity 1: Sort Sources A-E into
the following categories:
Those that suggest the attack on 1
July 1916 was a SUCCESS
Those that suggest it was a
DISASTER
Those that are a MIXTURE of the
two (SUCCESS + DISASTER)
Activity 2: Explain how Sources
A-E agree and how they differ.
Write five sentences, then share
them with a partner.
Extension: You are going to
create a spider diagram to explain
why sources A-E differ.
Think about:
Situation,
Context,
Purpose
Nature of the evidence
Page 6 of 12
None
Think and share –
Oracy Task
Turn to your partner
and discuss the Key
Question and check if
you have met the
learning outcomes!
Stratford School Academy
Schemes of Work
World War On
6
Why were soldiers shot at
dawn?
Must: Find out about
soldiers executed by their
own side
Should: Investigate a
historical issue
Could: Use categorisation
skills whilst using evidence
Source A
5 W’s:
Who is involved?
What is going on?
When did this take place?
Where did this happen?
Why did it happen?
Slide 5 sources and factfile
Case studies
Activity 1: Read sources B and C
and the factfile.
Discuss with a partner what the
sources tell you!
What can you see in the sources?
What can you infer from the
sources?
Activity 2: There are three case
studies in total.
Each table will examine 1 case
study ONLY.
Then, you will be moving around
the room to different tables to find
out about the other TWO case
studies.
Some of you will be peer-teaching!
Activity 3: Write five questions
you think could be asked about
each of the executed soldiers from
the case studies
Extension: Using your case study
knowledge and five questions from
Activity 2, discuss with a partner
whether, in each case:
The soldier should be given an
individual pardon
The decision to execute the soldier
was the right one.
Page 7 of 12
Write full answers to the
questions, explaining your
decisions.
Should British soldiers
have been executed by their
own side in World War
One?
Was the government right
to give a general pardon in
2006?
Should the government
have investigated
individual cases?
Create 3 true/false
statements on the 3
most important things
you have learnt today.
Everybody is going to
ask their question!
Stratford School Academy
Schemes of Work
World War On
7
Mid-Unit Assessment:
How can I investigate the life
of a person who lived during
the First World War?
Must: Present findings on a What can you see this
PowerPoint
photograph?
Should: Explain the process Discuss 2 minutes in pairs
of your investigation
Could: Analyse your
findings
Laptops
Activity 1: Your task is to
investigate the life of a person who
lived during WWI. This person
might have been directly involved
in the war effort as a soldier, nurse
or factory worker.
To begin with, you need to ask
yourself ‘Who shall I investigate?’
and ‘How shall I investigate?’
Activity 2: Who shall I investigate
and how shall I investigate?
Activity 3: Questions and answers
task
Page 8 of 12
None
Creating questions
Stratford School Academy
Schemes of Work
World War On
8
What was the impact of the
end of the First World War?
Must: find out what life
was like in Britain after the
First World War
Should: Explore the
problems faced by exservicemen
Could: Analyse change and
continuity
Making predictions:
Slide 3: Gap fill
What problems do you think
Britain faced after the war?
What other problems do you
think there might have been?
How successful had Lloyd
George been in creating a
country fit for heroes?
Activity 1: Gap fill activity
None
Activity 2: Get back into the
character you created in the lesson
3.
Imagine it is 1921 and you are
attending a public meeting for exservicemen with a small group of
people who also served in the war
Using the success
criteria below, mark
your neighbours work
The speech should
include:
Their war record
The changes they
expected after the war
The extent of change
which has taken place
What their character
thinks of Lloyd
George.
Spelling and
Punctuation.
Before the meeting, write a list of
demands which, if accepted by the
government, will make Britain a
‘land fit for heroes’.
Compare your list with one written
by another group.
WWW + EBI
Activity 3: You have been given
new characters.
Read your character card.
In small groups, create a grid to
collate information on answering
the following questions:
Has the government introduced the
changes you wanted?
What issues face ex-servicemen?
How far has Lloyd George created
a ‘land fit for heroes’?
Activity 4: Speech
9
What was the reaction in
Germany to the end of the
war?
Must: find out the reaction
to the end of the war in
Germany
Should: Reach a judgement
about the significance of
defeat
Could: Rank sources in
order of significance
Watch the video clip on
German reactions to World
War One and take notes on
key information
Slide 4: Sources
Activity 1: Investigate sources AE.
Extended Plenary:
Class debate
What does each source tell us
about the impact of the end of
WWI?
Round 1 :
Aspects that made the
defeat so significant
Activity 2: How might a German
person react to the end of the war?
Round 2:
What is the
significance of each
source?
Write a section of your memoir
using your knowledge gained
today!
Page 9 of 12
Research the formation of
the League of Nations and
take bullet point notes
Stratford School Academy
Schemes of Work
World War On
10
How was the League of
Nations perceived?
Must: examine the
founding and actions of the
League of Nations
Should: Assess the
meanings in contemporary
cartoons
Could: Evaluate the utility
of cartoons
The Great War was over and
many were calling it the
‘War to end all wars’.
What does this mean?
Slides 3 + 4: Reading
Activity 1: Reading
Activity 2: Working in pairs look
closely at Sources A-D.
What does each one tell us about
the League of Nations?
Come up with at least four points
for each source.
Activity 3: In pairs, using the mini
whiteboards, in pairs explain in
writing how David Low’s
depiction of the League of Nation
changes over time.
Refer back to the sources to help
you write your answer!
Activity 4: In pairs, discuss the
following question. Then give a
written answer.
Why does Low’s depiction of the
League of Nations change?
Extension: Decide whether
Sources A-D are useful to modern
historians trying to find out about
the League of Nations. For each
cartoon, state which of the
following two statements is more
accurate. Give full reasons for your
decisions.
Statement 1: Low’s cartoons are
exaggerated and are not useful to
historians.
Statement 2: Low’s cartoons are
really useful to historians.
Page 10 of 12
None
In groups of 3, create a
freeze frame to show
David Low’s
interpretation of the
League…
Stratford School Academy
Schemes of Work
World War On
11
Assessment Part 1
Was appeasement the right
policy?
Must: To understand what
Britain's policy of
appeasement was
Should: To explain the
arguments for and against
the policy of appeasement
Could: To evaluate why
appeasement was a failure
Short video clip about the
policy of appeasement. The
clip will be shown once so
that students can access and
understand the information in
the clip. The clip will be
shown a second time so that
pupils can complete the true
or false worksheet that
accompanies the video.
For and against statements
Timeline Sheet
Evaluation Sheet
Success Criteria
True/False Activity
Purpose: Gives the pupils an
understanding of some of the
events that took place during
Britain’s policy of
appeasement from 19371940. Also gives the
students a clear
understanding of what the
term appeasement means.
Activity 1:
I will discuss very briefly with the
class who Neville Chamberlain
was and what his policy of
appeasement exactly was. This
will be aided with pictures and
information on the IWB. I will
also hand out a worksheet that
gives a very brief timeline of
events that occurred throughout
Chamberlain’s policy of
appeasement.
Purpose: This gives students both a
chronological understanding of the
short-term causes of WWII, insofar
as appeasement is concerned. This
targets the first learning objective
of the lesson and also allows for
any questions or misconceptions to
be addressed before the main
segment of the lesson begins.
Pupils will then have to categorise
different arguments of
appeasement on their tables. The
students will read the statements
and then individually put the
arguments into either for or against
appeasement.
Purpose: The second part to this
task hits the second learning
objective of the lesson. Students
will have all of the historical
content and understanding of the
arguments for and against
appeasement.
Page 11 of 12
Prepare for speech by
researching for and against
appeasement arguments
written by historians
A primary image is
shown of the policy of
appeasement. Students
will have to answer one
of the two questions up
on the IWB. These
have been
differentiated. For the
SEN and EAL students,
they will be directed to
the question: ‘What are
the main arguments for
the failure of
appeasement?’
The rest of the class,
particularly the Gifted
and Talented students
will be directed to
answer the second
question: ‘To what
extent was
appeasement a failure?
(Look at both sides of
the argument).’
Purpose: AFL
technique to sum up the
main ideas and points
to the lesson. Allows
me to see how much
the students have learnt
and engaged with the
lesson.
Stratford School Academy
Schemes of Work
World War On
12.
Assessment Part 2:
Was appeasement the right
policy?
Must: To understand what
Britain's policy of
appeasement was
Should: To explain the
arguments for and against
the policy of appeasement
Could: To evaluate why
appeasement was a failure
Quick recap on
brainstorming on arguments
for and against appeasement
Evaluation Sheet
Success Criteria
Assessment:
Students will be grouped into
groups of four. They will be
allocated either for or against
appeasement. A sheet with certain
success criteria will be given to
each student so that they are fully
aware of what to include in their
speeches. The pupils will have to
firstly work in pairs and write
down some ideas to include in their
speech on mini-whiteboards. They
will have about 5 minutes to do
this. They will then have about 8
minutes to come back together as a
group and collaborate the best
ideas so that the group as a whole
create a final product: the speech.
Everyone to work with each other
in fully understanding the policy of
appeasement and choosing a stance
for or against its starting of WWII.
The task also allows time for
thought and discussion which will
help the pupils culminate their
thinking and ideas about the
arguments of appeasement. This
type of exercise is also a form of
peer-teaching and assessment.
Page 12 of 12
None
Feedback: each group
will take it in turn to
take part in the debate
of Neville
Chamberlain’s policy
of appeasement. Two
opposing groups will
take it in turn to read
out their speeches to
the class. Whilst they
are reading, the rest of
the class will tick
whether the group have
met the success criteria
by ticking boxes on an
evaluation worksheet
provided to them.
Purpose: AFL so I can
see how much the
students have learnt
and understood from
the lesson. Also, this is
a method of peerassessment, as students
have to use success
criteria to judge
whether the task has
been successful or not.