The Winston Churchill Leadership Programme
TEACHER’S SOURCEBOOK
Including:
Winston Churchill Resources
Leadership Activities
Citizenship Activities
National Curriculum Links
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
PAGE 2
Winston Churchill Leadership Programme
INTRODUCTION
We are pleased to introduce Martin Heaney and Kourtney Harper, our workshop developers whose different educational
strengths merged with great success on this project.
Martin Heaney is a freelance arts education consultant, researcher and lecturer. He has worked for a
number of years as an actor and theatre director. He is an education consultant devising education
programmes for a number of arts organisations including English Touring Theatre, the Oxford Stage Company,
the Royal National Theatre, the Half Moon Young People's Theatre and the Guy Fox History Project. He is
also a visiting lecturer in Theatre Education at Goldsmiths College, the University of London and Central
School of Speech and Drama.
Kourtney Harper is the Creative Director of the Guy Fox History Project, an award-winning South London
educational charity. In developing the activities and resources for this programme, Kourtney drew upon
15 years’ experience in design, as well as 4 years’ workshop provision for young people. Her innovative
approach combines history education with visual arts and information technology.
Leadership, Winston Churchill, and Citizenship
We piloted this programme with a Year 9 Class in Stoke Newington, London, during June 2004. The class included
28 students, aged 13 and 14 years. While the students engaged at different intellectual levels, the variety and scope
of activities in this programme allowed every student to participate and to develop new skills and awareness of
Leadership, Winston Churchill and Citizenship issues.
In our workshop delivery, we started with Leadership Activities then moved on to Winston Churchill Activities. Finally,
we explored Citizenship. However, with the vast amount of overlap among the subjects, it’s feasible to change the
order. In fact, we encourage you to chop and change according to your students’ needs and abilities!
The Cabinet War Rooms and the Churchill Museum
The Churchill Museum and Cabinet War Rooms are an amazing source of information about life in Britain during the
Second World War and Winston Churchill’s life and times.
The Learning department offers a range of sessions to support the delivery of the Winston Churchill Leadership
Programme. Sessions are offered every weekday by the Learning team and include illustrated talks, handling workshops
and role play discussions. Should you be unable to visit the department can also offer videoconferences.
For more information about the Learning department’s services see their web site www.iwm.org.uk/cabinetlearning,
call 020 7766 0130/0132 or email [email protected].
We strongly encourage you to visit!
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
Winston Churchill Leadership Programme
PROGRAMME OVERVIEW
In the Winston Churchill Leadership Programme, we have created a workshop series which will
develop your students’ citizenship awareness and skillset. By examining leadership, then applying
those lessons to Winston Churchill’s life, students are motivated and equipped to develop campaigns
which fulfill the Key Stage 3 and Key Stage 4 National Curriculum Citizenship requirements.
The programme begins with an exploration of leadership (Leadership: What’s the Big Idea?” page 9),
investigating leadership as an idea, without reference to a specific person. Students consider which
qualities and abilities are needed for different situations, and of these, which ones they recognise
in their own lives (“Build a Leader,” page 10). Additionally,
students begin to consider how leadership skills are cultivated,
and again, how they can develop these skills for themselves. Throughout the Teacher’s Sourcebook, the
pencil symbol indicates there is a worksheet
Through visual and dramatic arts activities, as well as facilitated available in our Resources Section. It is
discussion, students can expand upon the idea of “leadership” followed by a circled letter, which is the
and begin to develop their own personal definition of leadership worksheet page reference.
(Activities, page 10).
Once students have established their definition of leadership. the group examines the life and
leadership Winston Churchill. Churchill’s life makes an excellent case study, not only because he is
generally acknowledged to be one of history’s greatest leaders, but also because it was so welldocumented. In our Walk in Churchill’s Shoes Activity (page 13), students are asked to consider their
own actions when confronted with one of Churchill’s life choices. Churchill’s oration makes an ideal
departure point for discussions about Britain during World War II, as well as the development of
key skills necessary for leadership and citizenship.
In our Pilot Workshops, we found that students identified with Winston Churchill’s negative qualities
– his failure to get into Sandhurst until the third attempt, his stammer, his boredom in school –
because they (like all of us) have experienced the same sense of failure in their own lives. Yet, the
idea that Churchill rose to become Prime Minister, despite his mistakes and foibles, captured their
imagination. After all, if we identify with Churchill’s negative qualities, we can allow ourselves to
identify with his positive qualities, too!
After grappling with Winston Churchill and debating leadership, students are asked to “Do SOMETHING!”,
through the development of a campaign (page 19). This citizenship activity encourages students to
put into practice the lessons they have learned from the Leadership and Winston Churchill elements
of the programme.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
PAGE 4
Winston Churchill Leadership Programme
Engage your students in the nuts and bolts of Leadership, including different
ideas and qualities of Leadership. Choose from a menu of Leadership Activities
to develop your lesson, or use one of our Sample Sessions.
Winston Churchill
Learn about Winston Churchill: his life, his leadership, and his role in British
history. A selection of Activities will bring Churchill to life, through your own
lesson plan or one of our Sample Sessions.
Citizenship
Encourage your students’ idealism and pursuit of active citizenship. These activities
use elements of Churchill’s leadership to engage students in the world around them.
Follow-up Activities prepare them for turning their ideas into reality.
LEADERSHIP
Leadership
CHURCHILL
Focus your energy and fire up your imagination. Select from a variety of Drama,
Concentration, and Arts Exercises which will kick-start student engagement in
your Leadership, Winston Churchill or Citizenship lesson.
CITIZENSHIP
Warm-up Exercises
WARM-UPS
TABLE OF CONTENTS
We’ve linked our Programme Activities to the National Curriculum for you!
LINKS
Resources
RESOURCES
National Curriculum Links
Investigate Winston Churchill, Leadership and Citizenship further with this list of
books, websites and resources. This section includes the resources and worksheets
developed for this programme, as well as an audio file of Churchill’s speeches.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
PAGE 5
Winston Churchill Leadership Programme
WARM-UP EXERCISES
Drama-Based Exercises
1. Name and Gesture
Objective: To get to know names and break the ice!
Use these Warm-Up Activities as
a prelude to more focused work on
Leadership, Churchill or Citizenship,
or combine them to form a single
drama session.
Instruction: Each person in turn steps into the circle, says
his or her name and makes a gesture. Repeat the exercise
with everyone copying the name and gesture. Encourage each person.
Ask the rest of the group to listen and to encourage variety of expression,
tone of voice, accent, modulation, etcetera.
2. Touch Colour
Objective: To break the ice, particularly with more inhibited groups.
Instruction: Ask the group to walk around the room in silence. The leader calls
out the name of a colour. The group has to touch an item of that colour.
3. Number Game
Objective: To prepare for group work, a good ice-breaker.
Instruction: Ask the group to walk around the room in silence. The leader calls out a number.
Everyone must get into groups of that number. Encourage the group to combine with
the people nearest them and not to go to find their friends. This exercise is done in silence!
4. Instant Statues
Objective: To prepare for group work, a good ice-breaker.
Instruction: Ask the group to walk around the room in silence. The leader asks the group
to get into smaller groups of 2’s . The leader then asks the pair to make a statue.
The statue can only have:
• 2 legs touching the floor, or
• 1 leg, one bottom (and so on).
This can be repeated with different pairs, or with a larger number with slightly different
instructions, e.g. 1 leg, 2 arms, 1 bottom.
5. The Sun Shines On
Objective: To warm up, also a good way to find out likes/ dislikes of the group.
Instruction: This exercise works best seated in chairs. One person goes into the middle.
He/she must regain a seat by trying to get as many people as possible to move. This is
done by calling out a statement, which must be true of the person saying it, e.g.:
‘The sun shines on anyone who has dark hair.’
‘The sun shines on anyone wearing trainers.’
( Etcetera )
Everyone this sentence applies to, must move. The person in the middle tries to find a seat,
and the exercise starts again. The person without the chair calls out, ‘The sun shines on...’
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
WARM-UPS
WARM-UP EXERCISES
PAGE 6
Winston Churchill Leadership Programme
WARM-UP EXERCISES
1. Last Man Walking
Objective: To develop focus and concentration.
You could use these exercises as alternative
learning tools to support classroom-based
learning sessions.
Instructions: The group starts walking ( in silence!).
The leader calls out a number and only that number
of people keep walking. It is important for the group not to talk, to keep
good eye contact and think on their feet quickly.
2. The Paper Exercise
Objective: To encourage lateral thinking, listening and team-building.
Instructions: Put a large piece of paper on the floor. Everyone in the group has to
keep at least one foot on the floor and be in contact with the piece of paper.
Watch while the group all try to fit on the piece of paper. Fold the paper in half
and repeat the instruction. This carries on until someone works out: the group
can hold the paper in the air, and stay in contact with the floor!
3. Concentration Sit Down
Objective: To develop concentration and teamwork through non-verbal communication.
Instructions: Get everyone into a circle and keep good eye contact. The leader sits down,
and the members of the group must sit down individually. If 2 people sit simultaneously,
the group must start over from the beginning. Avoid speed for the exercise to work. It
takes longer with a bigger group.
4. Concentration Stand Up
As above, but this time if two people stand up simultaneously, the exercise starts again.
Arts Exercises
1. Take Your Pencil for a Walk
Objective: To develop sensitivity with art materials.
Equipment: A sheet of paper and a pencil.
Instructions: With eyes closed, the group
draws the narrative as the leader
These exercises focus on LOOKING rather
describes it. For example, ‘I was
than DRAWING. The results may or may
walking in the grass when suddenly
not
look good! That’s okay! We have designed
I bumped into a wall. Ouch! I felt my
these exercises to help your students get
way along the rough wall, until I
past the “I can’t draw” stage.
came to some steps. I slowly walked
down the steps, but I tripped and tumbled
... etcetera.’
Everyone should express the narrator’s activity with their pencils.
Following the activity, everyone looks at their drawing to see the various line qualities:
dark, light, squiggly, angular.
A great starting point for a discussion about line, pressure, and sensitivity.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
WARM-UPS
Concentration Exercises
PAGE 7
Winston Churchill Leadership Programme
WARM-UP EXERCISES
Objective: To draw what you see.
Equipment: 2 sheets of paper, a piece of sticky tape and a pencil.
Instructions: Everyone should tape one piece of paper over the top of the other, to act
as a cover sheet. The leader identifies an object in the room ( perhaps a still life ), and the
group draws what they see – without peeking! This may be the first time they have ever
truly looked at something, and they should be encouraged NOT to peek at their drawing.
The result doesn’t matter, but the LOOKING does!
3. Upside-Down, Topsy-Turvy
Objective: To draw what you see.
Equipment: Postcard or photocopied artwork for each student. Paper and pencil.
Instructions:This exercise simplifies the drawing of complicated subjects. Students should
turn the image upside down and draw what they see. ( It works best if students don’t see
the image correct side up until the end of the exercise. ) Turning the image upside down
reduces it to a series of lines, which students will find easy to draw on their paper. At the
end of the exercise, it is fun to turn it right side up and look how well the drawings have
turned out.
4. Pass the Picture
Objective: To loosen up your drawing style and work as a group.
Equipment: Paper and pencil.
Instructions: Split the large group into smaller groups sitting together at separate tables.
The leader has an image in mind for the groups to create, for example, an elephant. He
tells the group what the image will be, then he shouts out instructions for drawing the
elephant step-by-step. Everyone in the group draws Step One, and then passes the sheet
of paper to the left; then everyone draws Step Two on the sheet which has just been
passed to him or her. At the end of the exercise, it’s fun to compare the results.
5. Quick Draw!
Objective: To loosen up your drawing style and develop ideas.
Equipment: Paper and pencil.
Instructions: The leader has a series of statements , for example, ‘the cow jumped over
the moon,’ which he shouts out. Each student has 30 seconds to illustrate the statement.
It is important that this exercise is done quickly and that students draw quickly.
6. Quick Draw! ( Part Two )
Objective: To loosen up your drawing style and develop ideas. To practice illustrating abstract
ideas and qualities.
Equipment: Pencil and paper.
Instructions: The leader has a series of qualities or emotions ( eg, ‘communication’,
‘stubborn’, ‘egotistical’ ), which he calls out. Students should illustrate the essence of that
quality or abstract idea – but not necessarily as an image. They should be encouraged to
let their pencil EXPRESS the quality itself, or how the quality makes them feel, rather
than to draw an image of the idea. For example, ‘stubborn’ may just be a strong black
line across the page. ( To save paper, have the group subdivide their sheets before the
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
WARM-UPS
2. Drawing Without Looking
PAGE 8
Winston Churchill Leadership Programme
LEADERSHIP
LEADERSHIP
Before engaging your students on the Big Idea of Leadership, consider Leadership for yourself!
Leadership in Education is a growing area of research. The drive towards higher standards
has created interest in the role of leaders to bring about change in the school environment.
Leaders are seen at best as a magic panacea to bring about improvement in failing schools,
and by others as brokers and enablers of change in other people. The speed of change in
education, along with a series of government
reforms has introduced new pressures on
What Kind of Leader are YOU?
school leaders to manage complex processes What model of leadership is followed in your school?
and has begun a trend where the head teacher These are complex questions but a growing body of
is often referred to in managerial terms, as
literature provides some interesting reading to
a ‘managing director’ or ‘chief executive’.
stimulate your thinking around the increasingly
In the current educational climate, there is
more emphasis on the role of the school leader
as a broker of change, capable of coping with
complex processes and recognizing the key
role of the head as a politically astute and
emotionally attuned change agent. The
current view of school leadership recognizes
the current climate within which head
teachers operate and the role’s rapidly
changing nature. So, what does effective
school leadership look like?
Riley (2000:47) suggests that:
•
there is no one package for school
leadership, no one model to be learned
and applied regardless of culture or
context, though leadership can be
developed and nurtured;
•
school leadership is more than the
effort of a single individual;
•
school leadership is not static;
•
school leaders do not learn how to do
leadership: they are often rule breakers
and are willing to change in response
to new sets of circumstances.
[Riley in Harris ( 2003:10 )]
important subject of school leadership. Alma Harris,
writing in The Changing Context of Leadership
( 2003 ) offers a useful overview of the sector,
( and a guide to further reading ). She identifies
three major types of school leadership:
Transactional Leadership: Concerned largely
with structures, emphasizing organizational
purposes rather than people, requiring a
leadership approach that transforms other
people’s feelings and attitudes.
Transformational Leadership: Transformational
leaders not only manage structure but they
purposefully impact upon the culture in order
to change it, changing the leader-follower
relationship to empower others.
Post-Transformational Leadership: A reflective,
highly principled form of leadership which
invests in inviting others into dispersed
leadership structures
This latter category takes into the field of education
theory, knowledge that has been widely accepted
within the commercial sector for some time: that
traditional, command and control leadership no
longer fits the management of complex organizations.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
LEADERSHIP
Leadership in Education
PAGE 9
Winston Churchill Leadership Programme
LEADERSHIP
Leadership : What’s the Big Idea?
QUESTIONS FOR YOUR STUDENTS
Our brainstorm resulted in these questions about leadership, leading, and being led.
• Are leadership skills something you’re born with, or something you develop?
• In what situations can you find leadership in your life? (Home, school church, etc.)
• When people talk about “he showed great leadership,” what does that mean to you?
• What are the key requirements for leadership? (You can’t lead people who won’t be led.)
• What makes a leader? What makes a good leader?
• What is the role of ethics / morality in leadership? After all, you can lead people in an unethical
direction, and it still makes you a leader. But does it make you a good leader?
• What are the different types of leadership? What skills are necessary to each one?
• It is a common idea that leaders have power. But which comes first, power or leadership?
Can one exist without the other? Can you be a leader without power? Can you have
power without being a leader? Can you cultivate qualities of power?
• What is the relationship between celebrity and leadership?
QUOTATIONS FOR CONSIDERATION
We also considered a number of quotations on leadership. There are countless quotations about
leadership, which you can find on the internet.
A man who wants to lead the orchestra must turn his back on the crowd. – James Crook
The man who follows a crowd will never be followed by a crowd. – R.S. Donnell
Leaders aren’t born, they’re made. And they are made just like everything else, through
hard work. – Vince Lombardi
The penalty of leadership is loneliness. – H. Wheeler Robinson
The best leaders of all, the people know not they exist. They turn to each other and
say, “we did it ourselves.” – Zen saying
It is a terrible thing to look over your shoulder when you are trying to lead – and find
no one there. – Franklin Delano Roosevelt
A great man is not someone who would die nobly for a cause, but someone who would
live humbly for it. – Martin Luther King Junior
We found the discussions around the philosophy of leadership were among the most heated and
engaging of the entire programme.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
LEADERSHIP
While brainstorming “Leadership : What’s the Big Idea?” for ourselves, we devised a rule: Avoid
discussing a specific person. We felt it would be patronising to our students to identify someone we
envisioned as a role model, only to fall into the trap of promoting celebrity. After all, the purpose of
this programme is to encourage students to think of THEMSELVES as leaders or potential leaders.
PAGE 10
Winston Churchill Leadership Programme
LEADERSHIP
LEADERSHIP ACTIVITIES
Discussion & Arts Activities
L1. Build a Leader
Throughout the Teacher’s Sourcebook, the
pencil symbol indicates there is a worksheet
Divide the class into small groups, and give each group available in our Resources Section. It is
a scenario to discuss ( 11 scenarios are provided ).
followed by a circled letter, which is the
Students should identify a plan for the leader in each worksheet page reference.
scenario, and explore the qualities and skills required.
At the end of the activity, each group feeds back
their list of skills and qualities. From this feedback, the class can make a list of Leadership
Skills and Qualities. Use this list to debate the most important qualities and skills.
L2. Leadership Skills & Qualities
Objective: To visually express leadership skills and qualities.
Using the list of leadership qualities developed in Exercise L1 ( Build a Leader ), students
choose the quality they feel is most important in leadership. They create an image to
illustrate that quality. The illustration can be literal or figurative, a cartoon, an abstraction,
or an expression drawing. ( See Warm-up Exercise #6 Quick Draw! Part 2 ) Students
should endeavour to illustrate the quality so that it is obvious to the viewer. Following
completion, students should be prepared to defend their choice and explain their illustrations.
L3. Leadership Equations
Objective: To explore the various qualities of leadership.
This exercise follows on from Exercise 2. Students
You’ll find the worksheets and supporting
work either individually or in groups. Debating and
materials for these exercises in the
then selecting the most important qualities from
RESOURCES section of this guide!
the Leadership Qualities and Skills list, the group
produces a visual expression for leadership. When
complete, the groups should share their equations, and the class should
discuss the various combinations. Are there common elements in each
equation? What are they? Are the leadership equations appropriate in
certain situations only, or would they work in any circumstance?
B
Objective: To discuss different types of leadership.
L4. Leadership Models
This is a teacher-led explanation of the various models of Leadership. We
have provided hard copies of the models in the Resources section of this
packet, which can be enlarged or copied as posters for the class. You
should fully explain each model and include examples of that particular
model. Encourage your students to debate and discuss the various types
of leadership. Do these models cover every type of leadership?
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
LEADERSHIP
A
Objective: To explore various situations requiring
different types of leadership skills and qualities.
PAGE 11
Winston Churchill Leadership Programme
LEADERSHIP
Drama Activities
L5. Palm Follow
Objective: To develop concentration. To prepare to explore leadership.
L6. Obstacle Course
Objective: To develop concentration. To prepare to explore leadership.
Build an obstacle course in the classroom with chairs and tables. Divide the class into pairs.
The A’s are blindfolded. Selecting a few pairs to start with, B’s position themselves on the
opposite side of the obstacle course. The task is for B’s to get their partners across the
obstacle course without bumping into anything or anyone.
L7. Build a Leader Statue
Objective: To develop concentration. To prepare to explore leadership.
Following on from Warm-up Exercise #4 ( Instant Statues ), ask students to discuss briefly,
then show in statue form, what they have identified as a key quality of leadership. This
exercise can be repeated in different forms, e.g. to show the relationship between the
leader and the led.
Discussion points:
• What sort of leadership was present in these activities?
• In what situations is this type of leadership found?
• Do you have any of these leadership qualities?
L8. Agree / Disagree
Objective: To respond to an issue and articulate different points of view. It is useful as an
opener for discussion-based activities.
Instruction: Ask the group to imagine a line running through the room facing a particular
direction. It is like a spectrum. Students can place themselves at one end of the spectrum
if they agree with the given statement, or at the other end if they disagree
with it – or, of course, at any point in between. These statements refer to
leadership ( and are only the beginning! Add yours, too!
Different situations call for different types of leaders.
The most important leadership skill is good communication.
Leaders should never go against the crowd’s opinion.
Leaders have to be ‘top dog’.
Try “Agree / Disagree” with statements
Encourage students to think about their own
about Churchill or Citizenship, too!
point of view and position themselves on
the line without discussion. Feedback some or all of the viewpoints, one at a
time without wider discussion until every point of view has been voiced.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
LEADERSHIP
Divide the class into pairs. One of the pair is A, the leader. One is B, the follower. A and B
hold their palms 6 inches apart. A moves his / her hands in slow motion. B follows A with
his / her palm. They then reverse roles.
PAGE 12
Winston Churchill Leadership Programme
LEADERSHIP
SAMPLE SESSIONS
A. Warm-Up Exercise(s) of Your Choice ( see pages 4 to 6 )
5 to 10 minutes
B. “What’s the Big Idea?” : Introduction & Discussion of Leadership
10 to 15 minutes
C. Build a Leader ( Exercise #L1 )
D. Leadership Skills & Qualities ( Exercise #L2 )
Alternative: Statue Build ( Leadership Exercise #L7 )
30 to 40 minutes
10 minutes
Close the session with a plug for the next session. Give the students something to think
about, for example: “Which qualities and skills are necessary in various leadership situations?
In our next session, we’ll continue to explore leadership skills and qualities!”
Sample Session 2
A. Warm-Up Exercise(s) of Your Choice ( see pages 4 to 6 )
5 to 10 minutes
B. Palm Follow ( Exercise # L5 ) & Obstacle Course ( Exercise #L6 )
10 minutes
C. Leadership Equations ( Exercise # L3 )
15 to 20 minutes
D. Agree / Disagree ( Exercise #L8 )
15 to 20 minutes
If you steer the exercise statements towards the idea of different
types of leadership, it dovetails into a discussion of leadership models.
E. Leadership Models ( Exercise #L4 )
10 minutes
This discussion is meant to dovetail into the “Walk in Churchill’s Shoes”
Exercise in the Winston Churchill section of the programme.
Encourage students to consider the idea that different situations
demand different leadership.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
LEADERSHIP
Sample Session 1
PAGE 13
Winston Churchill Leadership Programme
WINSTON CHURCHILL
WINSTON CHURCHILL
History.
Key Stage 3.
Objective 2, 4, 5,
7, and 13.
Many of your students will have no knowledge of Winston Churchill.
We recommend you find images and resources about Winston Churchill,
which you can refer to during these activities. Perhaps you can create
a Winston Churchill bulletin board or display in the classroom. Exploring
Winston Churchill would make an interesting class exercise as a
prelude to our programme of activities.
WINSTON CHURCHILL ACTIVITIES
WC1. Winston Churchill Fact File
This booklet is an excellent bite-sized resource about the life and leadership of Winston
Churchill. It includes a timeline of his life, excerpts from his speeches and interesting facts.
Use it during workshops, or as supplemental material for students to take home.
WC2. Walk in Winston Churchill’s Shoes
C D
Objective: To engage in Winston Churchill’s life story and life choices.
NB. The exercise is included within the Winston Churchill Fact File.
We present ten episodes from Churchill’s life, which were moments of truth. Students are
asked to put themselves in Winston Churchill’s shoes, to empathize with his situation,
and to decide on a course of action or come up with
a good solution. Students should be encouraged to
debate their ideas. All ideas and suggestions should
be written on the board, and students can discuss
Throughout the Teacher’s Sourcebook, the
the ramifications of various actions.
Following the discussion of each episode, reveal the
action that Churchill took. The class should discuss
what leadership qualities were required. Refer to
the Leadership Models ( Exercise #L4 ). What type
of leadership did Churchill show in each situation?
pencil symbol indicates there is a worksheet
available in our Resources Section. It is
followed by a circled letter, which is the
worksheet page reference.
WC3. Visit to the Churchill Museum and Cabinet War Rooms
Objective: To learn about and consider the challenges faced by the British population and
Churchill during the Second World War.
During a visit to the Churchill Museum and Cabinet War Rooms students consider issues
related to Churchill’s leadership through the Lifeline activity and learn about Churchill’s
life and times including the conditions under which he worked during the Second World
War. When booking a visit please request the Lifeline worksheets. The Learning department
also offers a range of sessions exploring Churchill’s wartime leadership and life during the
Second World War. To discuss your needs or to book a visit please contact the Learning
department on 020 7766 0130/0132 or email [email protected].
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
CHURCHILL
C
Objective: To present Winston Churchill’s life and eccentricities.
PAGE 14
Winston Churchill Leadership Programme
WINSTON CHURCHILL
or WC3a. Discussion of Britain at War & Churchill as Prime Minister
Objective: To learn about and consider the challenges faced by the British population and
Churchill during the Second World War.
The Learning department at the Churchill Museum and Cabinet War Rooms offer a
videoconference session through which life during the Second World War and Churchill’s
leadership can be discussed. Students will need to prepare presentations on specific
subjects for the videoconference.
To book a videoconference please contact the Learning department or use the online booking
facilities at www.global-leap.com.
WC4. The Big “Why?” Voting Exercise
Begin with a discussion about the conditions which people endured during World War II,
eg rationing. Then ask students to write a reply to this question:
WHY DID THE PEOPLE FOLLOW CHURCHILL?
Students write their answers on ballots and place them in the ballot box. Pick out a selection
of responses, read them out, and the person who wrote them must defend it. After his /
her defence, the class discusses its merits. Did the person stand up staight? Speak clearly?
Make eye contact with voters? Was he or she convincing? Why or why not? Would you
follow this leader? The student then can improve his or her ‘campaign speech’ to try to
get the class to vote for his or her
response.
In our Pilot Programme, the voters elected the student who
promised everyone chocolate! It was a perfect opportunity
The class makes a second ballot, and
to discuss campaign promises – especially when the student
students must vote for one of the
did not follow through on his chocolate bribe!
reasons which has been defended.
The results are discussed. Did the best reason
win? Or did the most popular student win? Are the election results just?
Part Two: The Second Ballot
In the second part of the exercise, the leader asks the question:
IF HE WAS SUCH A GREAT LEADER, WHY DID PEOPLE VOTE AGAINST
HIM IN 1945?
The process for the balloting is the same, with discussion about Churchill’s wartime leadership.
Churchill’s loss in the 1945 general election is one of history’s great debates.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
CHURCHILL
Objective: To explore the campaign process.
NB. This exercise follows up the visit to the Cabinet War Rooms or discussion about 1940s
Britain.
PAGE 15
Winston Churchill Leadership Programme
WINSTON CHURCHILL
WC5. Winston Churchill’s Speeches
E
In addition to the worksheet in the Resources Section, please download the audio file,
WCHURCHILL.mp3, which can be used for this exercise.
Objective: To listen, read and engage with Churchill’s oration.
NB. This exercise ties in well with Speech-Making & Oration ( Exercise #CZ1 ).
Throughout the Teacher’s Sourcebook, the
pencil symbol indicates there is a worksheet
available in our Resources Section. It is
followed by a circled letter, which is the
worksheet page reference.
Extension Activity: Have students illustrate Churchill’s metaphors and images as he speaks.
SAMPLE SESSIONS
Sample Session 1
A. Warm-Up Exercise(s) of Your Choice ( see pages 4 to 6 )
5 to 10 minutes
B. Winston Churchill Fact File ( Exercise #WC1 )
10 to 15 minutes
C. Walk in Winston Churchill’s Shoes ( Exercise #WC2 )
40 to 50 minutes
To arrange a visit to the Cabinet War Rooms, call 020 7766 0130/0132 or email [email protected]
Sample Session 2
A. Discussion of Conditions in Great Britain during World War II
( Exercise #WC3 )
B. The “Why?” Voting Exercise ( Exercise #WC4 )
C. Winston Churchill’s Speeches ( Exercise #WC5 )
20 minutes
40 minutes
20 minutes
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
CHURCHILL
We have provided excerpts from Winston Churchill’s
speeches. Prior to engaging in the Citizenship oration
exercises, it is worth discussing the speeches in their
context. Encourage students to listen as if they were
actually living in the UK in the 1940s.
Notice Churchill’s slight speech impediment, the
modulation of his voice, his lengthy and punchy
sentences, and his use of metaphors / imagery to
carry his point. Critique his delivery, his clarity, and
his objective. Would he convince you if he was
arguing against your point of view?
PAGE 16
Winston Churchill Leadership Programme
CITIZENSHIP
CITIZENSHIP
CITIZENSHIP ACTIVITIES
CZ1. Speech-Making & Oration
Oration was one of Churchill’s greatest skills, and arguably, a key
quality for leadership. The role of an active citizen demands the
ability to articulate one’s position and to persuade others.
Exploring Winston Churchill’s oration may be
more effective later in the workshop programme.
You may find it better to develop other areas
of work before embarking on this exercise.
Citizenship.
Key stage 3.
Objective 3a.
Objectives:
Key Stage 4.
• To explore
Objective 3a.
understanding of the
power of the spoken
word as an attribute of leadership.
• To develop students’ ability to use their voices effectively.
• To build confidence in voicing opinions within groups.
• To further students’ awareness of Churchill as a skilled orator and leader.
Ask students to form a circle facing out from the middle ( to avoid eye contact
and focus on listening and the voice ). Ask students to think of two adjectives
to describe themselves. In turn, students introduce themselves from their position
in the circle, ( e.g. “I am John and I am helpful and hard-working.” ). Ask students
to repeat the exercise, this time facing into the circle.
Drama, Leadership & Citizenship
Citizenship programmes develop skills of communication, encouraging participation and responsible
action. Students can explore leadership within a curricular framework in relation to issues of
citizenship and participation. Leaders’ decisions have consequences in our government, in shaping
our rights and responsibilities, in how we organize our communities. How do we respond to decisions
that are taken in our name? How do we influence those decisions? How do we become leaders?
Exercises in this section can be used to develop an understanding of leadership issues within a
broader framework of social responsibility. Citizenship programmes commonly promote negotiated
understandings of response to wider social issues. Drama is a particularly effective tool of enquiry
in these programmes as it can encourage:
•Empathy: Students imagine different perspectives & attitudes as a prelude to debate.
• Debate & Participation: Students create structures for debate and explore complex
issues & different perspectives in addressing human and social dilemmas.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
CITIZENSHIP
A. Vocalise It!
PAGE 17
Winston Churchill Leadership Programme
CITIZENSHIP
B. Orate!
E
NB. In preparation for this Activity, transcribe the speech excerpts found on Worksheet E
onto separate sheets of paper.
Ask students to face out of the circle again. Place a card face down in front of each student.
The card carries a very short phrase from a chosen speech, e.g. one of Churchill’s wartime
speeches. Ask students to pick up the card in silence. In turn, students read out their cards.
The activity can be repeated to increase volume, clarity, conviction, etc. until students
are familiar with the text.
C. Drop the Card and Run!
E
NB. In preparation for this Activity, transcribe the speech excerpts found on Worksheet
E onto separate sheets of paper.
Line the class up in rows of four, as if for a race. Ask students to run to a finish line and
‘release’ their Churchill speech excerpt as loudly as they can, join the back of the queue and
repeat. ( This exercise is a great means for students to build up confidence in delivery and
letting go of inhibitions!)
Throughout the Teacher’s Sourcebook, the
pencil symbol indicates there is a worksheet
available in our Resources Section. It is
followed by a circled letter, which is the
In this activity, students read out a phrase ( or a slightly worksheet page reference.
extended version ) from a card in front of the whole
class, as if addressing an audience from a stage
After each student has read their phrase out, discuss: What do we remember? What key
phrases or words stood out? What would improve communication?
Coaching. Ask individuals to pair up and coach each other to improve their delivery.
Repeat the phrases in front of the whole class. What do we notice? What has improved?
E. Churchill’s Speeches
NB. This Activity uses the WCHURCHILL.mp3 audio file.
Listen to selected excerpts of Churchill’s speeches.
Discuss key resonant leadership qualities. How does Churchill make his speeches effective?
Discuss speech patterns, e.g. alliteration, brevity, imagery used. What similarities were
there in delivery between students’ presentations and the audio excerpts?
F. Oration. Extended Activity.
After giving background information on the context of Churchill’s speech, ask the class to
imagine that they are in the same situation as Churchill, e.g. rallying the country after
the defeat at Dunkirk. How would they respond? What message would they want to
convey?
Ask the groups to write a speech reflecting Churchill’s delivery and present it to the class.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
CITIZENSHIP
D. Being a good orator
E
NB. In preparation for this Activity, transcribe the
speech excerpts found on Worksheet E onto separate
sheets of paper.
PAGE 18
Winston Churchill Leadership Programme
CITIZENSHIP
CZ2. Political Corners – What’s Your Response?
Objective: To explore how people respond to decisions made by their leaders.
i. Divide the room into corners representing four responses to unfair
The courses of action authority:
require careful
1. Do nothing
explanation! You may wish
2. Persuade the powerful
to substitute the term
3. Non-violent direct action
‘violent’ with ‘legal’ or
4. Violent direct action
‘permitted’.
ii. Introduce the subject: an unfair situation, ( e.g. at school, in the
playground, within society ). The group reflects on strategies to challenge the unfairness.
iii. In three groups, the class discusses activities that might take place in corners 2,
3 and 4. Ideas can be written on charts set up by the appropriate corners ( e.g. writing
a petition, protest ): Groups rotate so that they put ideas on all three sheets.
iv. Different strategies and ideas are read out. Individuals go to the corner that best
represents their views. In groups, they create a sculpture (tableau) in the corner to
describe and show their feelings about the action that they are taking.
reflect on what they see in the images. What is being represented? How do people
feel? The sculpture (tableau) actors then tell us what they feel and what they are
trying to represent.
• What are the consequences of the
action chosen?
• Why do people choose that kind of action to
respond to misuse of power?
• What kind of action is most likely
to create change?
• Which action will be most effective?
• Is there a consensus about the course of
action to follow?
B. Extension Activity
The class chooses the most effective way to create
change. In groups they show the first stage of
a campaign to bring reform about.
C. Discussion
• What further action is necessary to bring about
a reversal of the situation of abuse of power or
leadership?
• What skills were needed to organize an effective
response to the situation?
[ This activity is adapted from exercises described
by Danny Braverman in Playing a Part: drama
and citizenship ( 2002 ) Trentham]
More Ideas!
Courtroom Drama:
Put Your Leaders on Trial!
Courtrooms are useful settings to explore
complex moral questions and leadership
issues. Role play can explore different
arguments around key decisions and can be
extended to include prosecutors, defence
counsel and jury.
Current Leaders
How does Churchill compare with
contemporary political leaders? Make a list
of his characteristics and compare them with
recent or current politicians. Explore the
media interpretation of these characters.
How would you represent these characters
on stage? What slogans, catch phrases, or
individual traits would you show?
Leadership Wish List
List all the positive features of Churchill.
How would you recreate these qualities in
a modern leader? What characteristics
would you choose for this ‘ideal’ leader?
How would you convey them to the public?
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
CITIZENSHIP
A. Follow-Up Discussion
PAGE 19
Winston Churchill Leadership Programme
CITIZENSHIP
CZ3. “Do SOMETHING!” Campaign
F
Objectives: To encourage students to:
• Consider leadership roles in developing a campaign.
• Develop team building & problem-solving skills.
This activity allows
students to explore issues
that they feel passionately
about and to reflect on
and develop appropriate
skills to take these issues
into the public arena.
Citizenship.
Key Stage 3.
Objectives 2a, 3a, 3b, 3c.
A. What’s your Argument?
i.Through facilitated discussion identify
key issues for which students would
like to campaign. Establish working
groups - groups of five or six are
optimal.
Key Stage 4.
Objectives 2a, 3a, 3b, 3c.
ii. Ask the groups to consider the following factors in their campaigns:
• The key campaign issue(s) to be addressed
• The audiences that need to be targeted
• Campaign and media tools
• Leadership skills
• Major obstacles that the campaign may encounter
• A slogan for the campaign
B. Make Your Argument
Students should present the speech to the class:
• Stating the issue
• Arguments / counter arguments
• Campaign tools
• Slogan and speech
C. Extended Activities - Creating an Ideal Leader…
Ask students to prepare job specifications which detail
campaign roles and leadership qualities required.
Throughout the Teacher’s Sourcebook, the
pencil symbol indicates there is a worksheet
available in our Resources Section. It is
followed by a circled letter, which is the
worksheet page reference.
D. Whole Class Campaigns
i. Ask students to identify an issue that they would all like to campaign for. This might be
of local or school interest, or, for example, a global environment issue.
ii. Using a range of resources students investigate key aspects of the issue and share findings
with the whole class.
Task the groups with one or more of the following:
• Getting Publicity: drawing up slogans and identifying key issues of the campaign
• Designing a petition: What questions need to be asked?
• Writing a letter to a celebrity to ask for their involvement
• Writing a press release
• Designing a campaign website or poster
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
CITIZENSHIP
Ask students to write a short speech to use to address a key audience - acknowledging
key obstacles for progress - and stating the campaign’s vision.
PAGE 20
Winston Churchill Leadership Programme
CITIZENSHIP
SAMPLE SESSIONS
Sample Session 1
A. Warm-Up Exercise(s) of Your Choice ( see pages 4 to 6 )
B. “Do SOMETHING!” Campaign
5 to 10 minutes
50 to 60 minutes
Sample Session 2
A. Student Presentations / Campaigns
15 minutes per presentation
Follow up each presentation with a class critique. Discuss the viability of the campaign - have
the students considered all the necessary parts of their campaign and executed them well?
NB. If your students are motivated to take their campaign to the next level, there are many
sources of support and funding. The Guy Fox History Project can help your students find resources.
Contact us at [email protected] or through www.guyfox.org.uk.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
CITIZENSHIP
The “Do SOMETHING!” exercise was piloted in a two-hour session, but it has the
scope to be a long-term exercise ( over a few weeks ) with a group which really wants to
develop their campaigns.
PAGE 21
Winston Churchill Leadership Programme
NATIONAL CURRICULUM LINKS
NATIONAL CURRICULUM LINKS
Citizenship – Key Stage 3
www.nc.uk.net/nc/contents
Teaching should ensure that knowledge and understanding about becoming informed citizens are acquired and applied
when developing skills of enquiry and communication, and participation and responsible action. During Key Stage
3 students study, reflect upon and discuss topical political, spiritual, moral, social and cultural issues, problems and events.
They learn to identify the role of the legal, political, religious, social and economic institutions and systems that influence
their lives and communities. They continue to be actively involved in the life of their school, neighbourhood and wider
communities and learn to become more effective in public life. They learn about fairness, social justice, respect for
democracy and diversity at school, local, national and global level, and through taking part responsibly in community
activities.
Knowledge and understanding about becoming informed citizens
1) students should be taught about:
a) the legal and human rights and responsibilities underpinning society, basic aspects of the criminal justice system,
and how both relate to young people
b) the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for
mutual respect and understanding
c) central and local government, the public services they offer and how they are financed, and the opportunities
to contribute
d) the key characteristics of parliamentary and other forms of government
e) the electoral system and the importance of voting
f) the work of communitybased, national and international voluntary groups
g) the importance of resolving conflict fairly
h) the significance of the media in society
i) the world as a global community, and the political, economic, environmental and social implications of this,
and the role of the European Union, the Commonwealth and the United Nations.
Developing skills of enquiry and communication
2) students should be taught to:
a) think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing
information and its sources, including ICTbased sources
b) justify orally and in writing a personal opinion about such issues, problems or events
c) contribute to group and exploratory class discussions, and take part in debates.
3) students should be taught to:
a) use their imagination to consider other people's experiences and be able to think about, express and explain
views that are not their own
b) negotiate, decide and take part responsibly in both school and communitybased activities
c) reflect on the process of participating.
Citizenship – Key Stage 4
www.nc.uk.net/nc/contents
Teaching should ensure that knowledge and understanding about becoming informed citizens are acquired and
applied when developing skills of enquiry and communication, and participation and responsible action .During Key
Stage 4 students continue to study, think about and discuss topical political, spiritual, moral, social and cultural issues,
problems and events. They study the legal, political, religious, social, constitutional and economic systems that influence
their lives and communities, looking more closely at how they work and their effects. They continue to be actively
involved in the life of their school, neighbourhood and wider communities, taking greater responsibility. They develop
a range of skills to help them do this, with a growing emphasis on critical awareness and evaluation. They develop
knowledge, skills and understanding in these areas through, for example, learning more about fairness, social justice,
respect for democracy and diversity at school, local, national and global level, and through taking part in community
activities.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
LINKS
Developing skills of participation and responsible action
PAGE 22
Winston Churchill Leadership Programme
NATIONAL CURRICULUM LINKS
Citizenship – Key Stage 4
(continued)
Knowledge and understanding about becoming informed citizens
1) students should be taught about:
a) the legal and human rights and responsibilities underpinning society and how they relate to citizens,
including the role and operation of the criminal and civil justice systems.
b) the origins and implications of the diverse national, regional, religious and ethnic identities in the United
Kingdom and the need for mutual respect and understanding.
c) the work of parliament, the government & the courts in making and shaping the law.
d) the importance of playing an active part in democratic and electoral processes.
e) how the economy functions, including the role of business and financial services.
f) the opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe
and internationally.
g) the importance of a free press, and the media's role in society, including the internet, in providing information
and affecting opinion.
h) the rights and responsibilities of consumers, employers and employees.
i) the United Kingdom's relations in Europe, including the European Union, and relations with the Commonwealth
and the United Nations.
Developing skills of enquiry and communication
2) students should be taught to:
a) research a topical political, spiritual, moral, social or cultural issue, problem or event by analysing information
from different sources, including ICT based sources, showing an awareness of the use and abuse of statistics.
b) express, justify and defend orally and in writing a personal opinion about such issues, problems or events.
Developing skills of participation and responsible action
3) students should be taught to:
a) use their imagination to consider other people's experiences and be able to think about, express, explain and
critically evaluate views that are not their own.
b) negotiate, decide and take part responsibly in school and community based activities.
c) reflect on the process of participating.
History – Key Stage 3
www.nc.uk.net
Chronological understanding
1) students should be taught to recognise and make appropriate use of dates, vocabulary and conventions that
describe historical periods and the passing of time.
Knowledge and understanding of events, people and changes in the past
2) students should be taught:
• to describe and analyse the relationships between the characteristic features of the periods and societies studied
including the experiences and range of ideas, beliefs and attitudes of men, women and children in the past.
• about the social, cultural, religious and ethnic diversity of the societies studied, both in Britain and the wider
world.
• to analyse and explain the reasons for, and results of, the historical events, situations and changes in the periods
studied.
• to identify trends, both within and across different periods, and links between local, British, European and world
history.
• to consider the significance of the main events, people and changes studied.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
LINKS
Knowledge, skills and understanding
PAGE 23
Winston Churchill Leadership Programme
NATIONAL CURRICULUM LINKS
Historical interpretation
3) students should be taught:
• how & why historical events, people, situations & changes have been interpreted in different ways.
• to evaluate interpretations.
Historical enquiry
4) students should be taught to:
• identify, select and use a range of appropriate sources of information including oral accounts, documents,
printed sources, the media, artefacts, pictures, photographs, music, museums, buildings and sites, and ICTbased sources as a basis for independent historical enquiries
• evaluate the sources used, select and record information relevant to the enquiry and reach conclusions.
Organisation and communication
5) students should be taught to:
• recall, prioritise and select historical information
• accurately select and use chronological conventions and historical vocabulary appropriate to the periods
studied to organise historical information
• communicate their knowledge and understanding of history, using a range of techniques, including spoken
language, structured narratives, substantiated explanations and the use of ICT.
Breadth of study
6) During the key stage, students should be taught the knowledge, skills and understanding through three British
studies, a European study and two world studies.
7) In their study of local, British, European and world history, students should be taught about:
• significant events, people and changes from the recent and more distant past
• history from a variety of perspectives including political, religious, social, cultural, aesthetic, economic,
technological and scientific
• aspects of the histories of England, Ireland, Scotland and Wales where appropriate •
the history of Britain in its European and wider world context
• some aspects in overview and others in depth.
A world study after 1900
LINKS
13) A study of some of the significant individuals, events and developments from across the twentieth century,
including the two World Wars, the Holocaust, the Cold War, and their impact on Britain, Europe and the wider
world.
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
PAGE 24
Winston Churchill Leadership Programme
RESOURCES
RESOURCES
Leadership Resources
Fullan, Michael. Leading in a Culture of Change. San Francisco: Jossey-Bass, 2001.
Harris, Alma. The Changing Context of School Leadership in Effective Leadership for School
Improvement. London: RoutledgeFalmer, 2003.
Senge, Peter. The Fifth Discipline. New York: Doubleday, 1990.
Winston Churchill Resources
Books
Sir Winston Churchill. Pitkin Guide, Jarrold Publishing, ISBN 0 85372 498 9.
Winston Churchill, From Army Officer to World Leader. (Twentieth-Century History Makers Series)
Written by Simon Adams. Franklin Watts, ISBN 074964692 6.
Churchill. Written by Celia Sandys. Contender Entertainment Group, ISBN 1843570491.
Churchill The War Leader 1940 – 1945. Documents from Winston Churchill’s government. Public
Record Office, ISBN 1873162685.
Winston Churchill : A Brief Life. Written by Piers Brendon. Random House, ISBN 0712667733.
Audio Recordings
Winston Churchill: Wartime Speeches 1939 – 1945. Audio CD of Winston Churchill’s speeches.
Universal Music Company, ISBN 1858498309.
Winston Churchill: 25 Years of His Speeches 1918 – 1943 ( Volume 2 ). Audio CD of Winston
Churchill’s speeches. Universal Music Company, ISBN 1858498511.
Winston Churchill: Memoirs and Speeches ( Volume 3 ). Audio CD of Winston Churchill’s speeches.
Universal Music Company, ISBN 1858498767.
Websites
RESOURCES
www.cwr.co.uk
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
PAGE 25
Winston Churchill Leadership Programme
RESOURCES
Citizenship Resources
Websites
UNICEF
http://www.unicefusa.org
Prevent Genocide
http://www.preventgenocide.org
Genocide Watch
http://www.genocidewatch.org
OXFAM
http://www.oxfam.org.uk
Fairtrade
http://www.fairtradefederation.com
http://www.fairtrade.org.uk
Christian Aid
http://www.christianaid.org.uk
Action Aid
http://www.actionaid.org
http://www.actionaid.org.uk
People & Planet
http://www.peopleandplanet.org.uk
NSPCC
http://www.nspcc.org.uk
ECPAT
http://www.ecpat.net/eng/index.asp
First Book
http://www.firstbook.org
People & Planet
http://www.peopleandplanet.net
RSPCA
http://www.rspca.org.uk
People for the Ethical Treatment of Animals
http://www.charitycommission.gov.uk
Millennium Commission
A World Connected
http://www.unltd.org.uk
http://www.aworldconnected.org
How to Change the World
Make a Difference Day
http://www.howtochangetheworld.org
http://www.csv.org.uk
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
RESOURCES
Charity Commission
http://www.peta.org.uk
NOTES:
The Winston Churchill Leadership Programme was developed in association with the Churchill Museum
Learning Department. Copyright © 2004, The Guy Fox History Project. Registered Charity #1084869.
All rights reserved. www.guyfox.org.uk
PAGE 26