WWI - lcp.co.uk · Primary Teaching Resource d Author: Helen Watts Unit 1 WWI Upper Years 5&6 KS2 Ideas for English and Foreign Languages

Primary Teaching Resource

Postcard

Author: Helen Watts

Uni

t 1

WWI

Upper

Years 5 & 6KS2

Ideas for English and Foreign Languages

2Page

Postcard

• WWI Primary Teaching Resource • Facts, activities and pictures on The Great War (1914 –18) •• © LCP 2013 •www.LCP.co.uk/WWI

Copies may be made within the purchasing institution only.

Not for re-sale. Find more teaching resources like this at www.karascope.com

AcknowledgementsIdeas for English and Foreign Languages

Years 5 & 6

Primary Teaching ResourceFacts, activities and pictures on The Great War (1914 –18)

Upper

KS2

AcknowledgementsThe author and publisher would like to thank the following for the use of their photographs and illustrations:

IllustrationsAll illustrations © 2013, Garry Davies.

PhotographsTitle page: Introduction Poppy wreaths – © 2006,Gavin Spencer/www.sxc.hu. Trench watch (wristlet) – type used by soldiers and aviators during WWI – photograph by Sergei Gutnikov, Public domain/Wikimedia Commons. Soldier on horseback – Public domain/Wikimedia Commons. Poppy – © LCP. British Mark V (Male) tank – unidentified photographer, 1914-1918, Public domain/Wikimedia Commons. Gilbert Stuart Martin Insall – unidentified photographer, 1914-1918, Public domain/Wikimedia Commons.Unit 1 – Ideas for English and Foreign LanguagesWilfred Owen – Photograph by unknown author (1920). What did YOU do in the war Daddy? Poster by Savile Lumley (active 1910–50), The British Parliamentary Recruiting Committee, published in Britain 1915. Le Soir newspaper – scanned, optimised and uploaded by Marc Ryckaert (MJJR), Private collection. All Public domain/Wikimedia Commons.

All rights reservedThe author’s moral rights have been asserted.

Every effort has been made to contact copyright holders of material produced in these resources but, where this has not been possible, LCP would like to apologise for any cases of unintentional copyright transgression and would like to hear from any copyright holders not acknowledged.

PhotocopiablesThe photocopiable sheets in this pack may be reproduced and used only within the educational establishment which purchased this pack. Reproduction, or use of reproductions, of any or all of the sheets in this pack in any institution other than the purchasing institution constitutes an infringement of copyright. Copies may be taken home by students only if such copies have been provided without charge to the students.Weblinks:

Website addresses are provided in this resource in order to offer additional information sources for teachers. It is not unknown for unscrupulous individuals or organisations to place highly unsuitable materials on websites to which children might have access. It is essential that teachers check the content of websites before allowing pupils to have access to them. In addition, although we try to suggest reliable sources, websites and the individual pages within them can sometimes be removed or have their website addresses changed by their owners. LCP cannot be held responsible for other organisations’ websites which are removed or changed, nor for the content of such websites.

Author: Helen Watts Sub editor: Tracy Kewley

Design: Heather C. SannehIllustrations: Garry Davies

Published by: LCP, Hampton House,

Longfield Road, Leamington Spa CV31 1XB

Tel 01926 886914 Fax 01926 887136

Email [email protected] Website www.LCP.co.uk

Find more teaching resources like this at www.karascope.com

First published 2013, © LCP Ltd 2013. Copies may be made for use within the purchasing

institution only.

WWI

3Page

Postcard





Years 5 & 6 Upper

KS2

Introduction ...................................................... 4

Planning chart .................................................. 6

Timelines:1,000 years of British history .......................... 9World War I .................................................... 12

Maps:Europe before World War I (1914) ............... 15Europe after World War I (1919) .................. 16

World War I Glossary ..................................... 17

Factsheet:Wilfred Owen................................................. 23Dulce Et Decorum Est ...................................25

Visual resources:1. Daddy, what did YOU do in the Great War?

................................................................... 26

2. Hitting the headlines .................................27

Activity ideas .................................................28

Activity sheet:Spot the text type ..........................................33

Contents

Introduction

4Page

PostcardYears 5 & 6





World War I (28 July 1914 to 11 November 1918)It is now 100 years since Britain entered World War I – a war which for many people today evokes sadness, even anger, over the millions of lives lost: more than 16 million, with around another 20 million wounded. However, it was also a war that re-defined the map of Europe. Boundaries were re-drawn and new countries were created in the hope that this would help stabilise the continent and so prevent one country from becoming too powerful. It was a fight for democracy, in which Britain and France, and then the United States of America when they joined the war in April 1917, battled against the autocratic, military threat being imposed by Germany and Austria-Hungary, and which also brought about the downfall of Tsarist rule in Russia. Crucially, for Britain, it was a fight for liberty and those who survived it celebrated their victory, proud to be part of a nation that had overthrown an evil enemy by pulling together and standing firm.

Yet no matter how significant the war was in their country’s history, today’s children often find it difficult to understand, and identify with, the incredible events that took place in Europe a century ago. Thankfully, few of them have any personal experience of war upon which they can draw; nor is it possible for them to meet with, and hear from, people who lived through it. So for teachers wanting to explore this event in the Upper Key Stage 2 classroom, whether as part of a special project for the 100th anniversary commemorative celebrations or at any time in the school year, the challenge is to find creative ways into the topic, to develop effective means by which to simplify often complex information and detail and to ensure that it is age appropriate.

This World War I teaching resource sets out to support teachers in that process and to bring the topic alive for Upper Key Stage 2 children. It provides an example of creative and effective cross-curricular planning, taking a key historical event as a starting point for meaningful, subject-focused activities, from the core subjects of English and Foreign Languages, Mathematics and Science, to the Arts and the Humanities. All the activities and resources included are matched to the requirements of the NEW Primary Curriculum (implemented September 2014) and are designed to be flexible,

Upper

KS2

5Page

Postcard





Years 5 & 6

so that teachers can choose to use them in their entirety, as a complete project framework, or as a dip-in resource bank of ideas.

There are six units available for Upper Key Stage 2, each focusing on different curriculum subjects but also designed to complement one another to support cross-curricular planning. An overview, in the form of a Planning Chart, is also included.

Each unit contains Activity ideas packed with facts, suggestions for different abilities and for working both in and out of the classroom, one Activity sheet, two Visual resources and a photocopiable Factsheet. Supporting the units are two Timelines, a World War I Glossary and two Maps of Europe showing how the geographical landscape and country boundaries changed as a result of the war.

The six units available are: 1: Ideas for English and Foreign Languages2: Ideas for Mathematics3: Ideas for Science4: Ideas for History5: Ideas for Geography and Citizenship6: Ideas for Art and Design, Design Technology, Music and PE.

The use of ICT is promoted throughout all units and opportunities for links with the new Computing curriculum are included where appropriate.

World War I resource packs are also available for Key Stage 1 (Years 1 and 2) and Lower Key Stage 2 (Years 3 and 4).

Upper

KS2

6Page

Unit

1

Pla

nn

ing

ch

art

: En

glis

h

Pla

nn

ing

ch

art

: En

glis

hPostcard




Ideas for English and Foreign LanguagesYears 5 & 6

Act

ivity

idea

sLi

nks

with

Yea

r 5 a

nd 6

Pro

gram

me

of S

tudy

Read

ing

– W

ord

read

ing

Was

it a

gre

at w

ar?

Expl

ore

and

defin

e th

e di

ffere

nt m

eani

ngs o

f the

wor

d gr

eat.

Find

a ho

mop

hone

and

ant

onym

s for

the

wor

d gr

eat.

Read

ing

– Co

mpr

ehen

sion

Poin

ts o

f vie

wRe

ad a

nd co

mpa

re n

ewsp

aper

arti

cles o

n th

e w

ar –

from

now

and

in th

e pa

st.

Use

ded

uctio

n an

d in

fere

nce

to e

stab

lish

poin

t of v

iew a

nd th

e pr

esen

ce o

f any

bia

s.H

ighl

ight

wor

ds a

nd p

hras

es u

sed

to p

aint

diff

eren

t pict

ures

of w

ar a

nd v

ictor

y.

War

pro

paga

nda

Stud

y a

war

pro

paga

nda

poste

r and

use

ded

uctio

n an

d in

fere

nce

to e

stab

lish

wha

t mes

sage

the

poste

r is t

ryin

g to

conv

ey.

Iden

tify

pers

uasiv

e de

vices

.

Spea

king

and

list

enin

gLi

sten

to a

stru

ctur

ed a

rgum

ent,

pres

ente

d w

ithin

a c

lass

deb

ate

and

resp

ond

to it

by

aski

ng

ques

tions

and

vot

ing

for t

he m

ost p

ersu

asive

arg

umen

t.D

iscus

s the

diff

eren

ce b

etw

een

form

al a

nd in

form

al la

ngua

ge.

Wor

ld n

ews

Sum

mar

ise in

form

atio

n ga

ther

ed fr

om a

rang

e of

sour

ces t

o ex

plai

n w

hy d

iffer

ent c

ount

ries e

nter

ed

the

war

.U

se in

fere

nce

skills

to p

redi

ct h

ow p

eopl

e fro

m e

ach

parti

cipat

ing

coun

try fe

lt at

the

star

t and

end

of

the

war

.St

udy

a 19

14 B

elgi

an n

ewsp

aper

and

ded

uce

and

infe

r view

poin

t fro

m th

e ch

oice

and

pro

min

ence

of

stor

ies a

nd th

e la

ngua

ge u

sed.

Spot

the

text

type

Iden

tify

a te

xt ty

pe –

a le

tter,

a pe

rsua

sive

text

(pro

paga

nda

poste

r) an

d a

new

s rep

ort.

Iden

tify

and

give

reas

ons f

or th

e us

e of

per

son/

voice

, ten

se a

nd c

hoice

of f

orm

al/in

form

al la

ngua

ge.

Use

exp

licit

info

rmat

ion

and

read

bet

wee

n th

e lin

es to

sugg

est t

he w

riter

’s vie

wpo

int a

nd o

pini

ons.

Wilf

red

Ow

enRe

ad a

bio

grap

hy o

f the

poe

t and

iden

tify

feat

ures

typi

cal o

f a b

iogr

aphy

, com

parin

g w

ith o

ther

s.Re

ad a

nd re

spon

d to

the

poem

‘Dul

ce E

t Dec

orum

Est

’, und

erst

andi

ng it

s the

mes

, mes

sage

s and

po

et’s

view

poin

t.

Spok

en la

ngua

geLi

sten

and

resp

ond

appr

opria

tely

to a

dults

and

pee

rs.

Ask

rele

vant

que

stio

ns to

ext

end

unde

rsta

ndin

g an

d bu

ild v

ocab

ular

y an

d kn

owle

dge.

Artic

ulat

e an

d ju

stify

ans

wer

s, ar

gum

ents

and

opi

nion

s.G

ive w

ell s

truct

ured

des

crip

tions

and

exp

lana

tions

.M

aint

ain

atte

ntio

n an

d pa

rticip

ate

activ

ely

in co

llabo

rativ

e co

nver

satio

ns, s

tayi

ng o

n to

pic

and

initi

atin

g an

d re

spon

ding

to co

mm

ents

.U

se sp

oken

lang

uage

to d

evel

op u

nder

stan

ding

thro

ugh

spec

ulat

ing,

hyp

othe

sisin

g, im

agin

ing

and

expl

orin

g id

eas.

Spea

k au

dibl

y an

d flu

ently

with

an

incr

easin

g co

mm

and

of S

tand

ard

Engl

ish.

Parti

cipat

e in

disc

ussio

ns, p

rese

ntat

ions

, per

form

ance

s and

deb

ates

.G

ain,

mai

ntai

n an

d m

onito

r the

inte

rest

of l

isten

er(s

).Co

nsid

er a

nd e

valu

ate

view

poin

ts, a

ttend

ing

to a

nd b

uild

ing

on th

e co

ntrib

utio

ns o

f oth

ers.

Sele

ct a

nd u

se a

ppro

pria

te re

giste

rs fo

r effe

ctive

com

mun

icatio

n.

Read

ing

– W

ord

read

ing

Appl

y gr

owin

g kn

owle

dge

of ro

ot w

ords

, pre

fixes

and

suffi

xes (

etym

olog

y an

d m

orph

olog

y), b

oth

to

read

alo

ud a

nd to

und

erst

and

the

mea

ning

of n

ew w

ords

they

mee

t.

Read

ing

– Co

mpr

ehen

sion

Cont

inue

to re

ad a

nd d

iscus

s an

incr

easin

gly

wid

e ra

nge

of fi

ctio

n, p

oetry

, non

-fict

ion

and

refe

renc

e bo

oks o

r tex

tboo

ks.

Read

boo

ks th

at a

re st

ruct

ured

in d

iffer

ent w

ays a

nd re

ad fo

r a ra

nge

of p

urpo

ses.

Iden

tify

and

disc

uss t

hem

es a

nd co

nven

tions

in a

nd a

cros

s a w

ide

rang

e of

writ

ing.

Mak

e co

mpa

rison

s with

in a

nd a

cros

s boo

ks.

Lear

n a

wid

er ra

nge

of p

oetry

by

hear

t.Pr

epar

e po

ems a

nd p

lays

to re

ad a

loud

and

per

form

, sho

win

g un

ders

tand

ing

thro

ugh

into

natio

n,

tone

and

vol

ume

so th

at m

eani

ng is

cle

ar to

the

audi

ence

.Ch

eck

that

a te

xt m

akes

sens

e, di

scus

s the

ir un

ders

tand

ing

and

expl

ore

the

mea

ning

of w

ords

in

cont

ext.

Ask

ques

tions

to im

prov

e th

eir u

nder

stan

ding

.D

raw

infe

renc

es a

nd ju

stify

thes

e w

ith e

viden

ce fr

om th

e te

xt.

Pred

ict w

hat m

ight

hap

pen

from

det

ails

stat

ed a

nd im

plie

d.Su

mm

arise

the

mai

n id

eas d

raw

n fro

m m

ore

than

one

par

agra

ph, id

entif

ying

key

det

ails

that

su

ppor

t the

mai

n id

eas.

Iden

tify

how

lang

uage

, stru

ctur

e an

d pr

esen

tatio

n co

ntrib

ute

to m

eani

ng.

Disc

uss a

nd e

valu

ate

how

aut

hors

use

lang

uage

, inclu

ding

figu

rativ

e la

ngua

ge, c

onsid

erin

g th

e im

pact

on

the

read

er.

Cont

inue

d on

nex

t pag

e

WWIThe

Great War(1914 –18)

Upper

KS2

7Page

Unit

1

Pla

nn

ing

ch

art

: En

glis

h

Pla

nn

ing

ch

art

: En

glis

hPostcard





Act

ivity

idea

sLi

nks

with

Yea

r 5 a

nd 6

Pro

gram

me

of S

tudy

Iden

tify

pow

erfu

l lan

guag

e an

d de

scrip

tive

wor

ds a

nd p

hras

es.

Expl

ore

the

effe

ct o

f allit

erat

ion,

wor

ds c

hose

n to

conv

ey so

und,

sim

ile a

nd m

etap

hor.

Expl

ore

the

rhyt

hm a

nd p

ace

of a

poe

m b

y re

adin

g it

alou

d.Re

cite

a po

em in

divid

ually

or a

s a g

roup

for a

cla

ss p

erfo

rman

ce.

Com

pare

the

wor

k of

mal

e an

d fe

mal

e w

ar p

oets

, inclu

ding

poe

ms b

y Ve

ra B

ritta

in.

Writ

ing

– Tra

nscr

iptio

nW

as it

a g

reat

war

?U

nder

stan

d th

at g

reat

and

gra

te a

re h

omop

hone

s and

kno

w w

hen

to u

se e

ach

one.

Use

a d

ictio

nary

and

glo

ssar

y to

find

and

defi

ne d

iffer

ent m

eani

ngs f

or th

e w

ord

grea

t.U

se a

dict

iona

ry o

r glo

ssar

y –

and

crea

te a

glo

ssar

y –

for s

ubje

ct-s

pecifi

c vo

cabu

lary

rela

ted

to th

e w

ar.

Writ

ing

– Co

mpo

sitio

nW

ar p

ropa

gand

aW

rite

a sc

ript f

or a

recr

uitm

ent a

dver

tisem

ent,

usin

g pe

rsua

sive

tech

niqu

es.

Pres

ent a

nd fi

lm a

n ad

verti

sem

ent a

nd d

iscus

s its

effe

ctive

ness

.Re

-writ

e a

new

spap

er a

rticle

abo

ut th

e w

ar fr

om a

diff

eren

t poi

nt o

f view

.

Spea

king

and

list

enin

gW

rite

a st

ruct

ured

arg

umen

t, us

ing

form

al la

ngua

ge, a

nd p

rese

nt it

with

in a

cla

ss d

ebat

e.

Gra

mm

ar a

nd p

unct

uatio

n W

as it

a g

reat

war

?U

nder

stan

d th

e te

rms h

omop

hone

and

ant

onym

.

Spea

king

and

list

enin

gU

se co

njun

ctio

ns a

nd co

nnec

tives

to st

ruct

ure

an a

rgum

ent.

Spot

the

text

type

Und

erst

and

whe

n 1s

t, 2n

d an

d 3r

d pe

rson

form

s sho

uld

or c

an b

e us

ed.

Iden

tify

verb

tens

e.Re

cogn

ise th

e di

ffere

nce

betw

een

form

al a

nd in

form

al la

ngua

ge.

Wilf

red

Ow

enId

entif

y an

d us

e al

liter

atio

n, si

mile

and

met

apho

r.

Read

ing

– Co

mpr

ehen

sion

(con

tinue

d)

Dist

ingu

ish b

etw

een

stat

emen

ts o

f fac

t and

opi

nion

.Re

triev

e, re

cord

and

pre

sent

info

rmat

ion

from

non

-fict

ion.

Expl

ain

and

disc

uss t

heir

unde

rsta

ndin

g of

wha

t the

y ha

ve re

ad, in

cludi

ng th

roug

h fo

rmal

pr

esen

tatio

ns a

nd d

ebat

es, m

aint

aini

ng a

focu

s on

the

topi

c an

d us

ing

note

s whe

re n

eces

sary

.Pr

ovid

e re

ason

ed ju

stifi

catio

n fo

r view

s.

Writ

ing

– Tra

nscr

iptio

nCo

ntin

ue to

dist

ingu

ish b

etw

een

hom

opho

nes a

nd o

ther

wor

ds w

hich

are

ofte

n co

nfus

ed.

Use

dict

iona

ries t

o ch

eck

the

spel

ling

and

mea

ning

of w

ords

.

Writ

ing

– Co

mpo

sitio

nId

entif

y th

e au

dien

ce fo

r and

pur

pose

of t

he w

ritin

g, se

lect

the

appr

opria

te fo

rm a

nd u

se o

ther

sim

ilar w

ritin

g as

mod

els f

or th

eir o

wn.

Not

e an

d de

velo

p in

itial

idea

s, dr

awin

g on

read

ing

and

rese

arch

whe

re n

eces

sary

. D

raft

and

writ

e by

sele

ctin

g ap

prop

riate

gra

mm

ar a

nd v

ocab

ular

y, u

nder

stan

ding

how

such

cho

ices

can

chan

ge a

nd e

nhan

ce m

eani

ng.

Use

a w

ide

rang

e of

dev

ices t

o bu

ild co

hesio

n w

ithin

and

acr

oss p

arag

raph

s.U

se o

rgan

isatio

nal a

nd p

rese

ntat

iona

l dev

ices t

o st

ruct

ure

a te

xt a

nd g

uide

the

read

er.

Asse

ss th

e ef

fect

ivene

ss o

f ow

n an

d ot

hers

’ writ

ing.

Perfo

rm th

eir o

wn

com

posit

ions

, usin

g ap

prop

riate

into

natio

n, v

olum

e, an

d m

ovem

ent s

o th

at

mea

ning

is c

lear

.

Voca

bula

ry, g

ram

mar

and

pun

ctua

tion

Reco

gnise

voc

abul

ary

and

stru

ctur

es th

at a

re a

ppro

pria

te fo

r for

mal

spee

ch a

nd w

ritin

g.U

se p

assiv

e ve

rbs w

hen

pres

entin

g in

form

atio

n in

a se

nten

ce.

Cont

inue

d fro

m la

st p

age

WWIThe


Upper

KS2

8Page

Unit

1

Pla

nn

ing

ch

art

: Fo

reig

n la

ng

ua

ge

s

Pla

nn

ing

ch

art

: Fo

reig

n la

ng

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Viking and Anglo-Saxon Britain

1014(up to 1,000 years ago)

1014 – Brian Bóru, King of Munster and High King of Ireland, dies in the Battle of Clontarf.

1016 – King Aethelred of England dies. Cnut (Canute) becomes King.1018 – Scotland becomes a united country with Malcolm II as its first King.1040 – After defeating Duncan I, Macbeth becomes King of Scotland.1042 – Edward the Confessor becomes King of England.1054 – Malcolm III overthrows Macbeth and becomes King of Scotland.

Norman Britain

1066 – Battle of Hastings. William I of Normandy becomes King of England.

1085 – The Domesday Book is created.1087 – William I dies. His third son, William II, becomes King.

1114(up to 900

years ago)

1114 – Wales is invaded by Henry I of England.1135 – Henry I dies. His nephew, Stephen, becomes King of England.1154 – Stephen dies. Henry of Anjou is crowned King of England.

Middle Ages

1170 – Thomas à Beckett is murdered in Canterbury Cathedral.

1214(up to 800

years ago)

1215 – Civil War. King John signs the Magna Carta.1216 – King John dies. Nine-year-old Henry III becomes King of England.1272 – Henry III dies. His son, Edward I, is crowned two years later.1297 – The Battle of Bannockburn. 1306 – Robert the Bruce is crowned King of Scotland.1307 – Edward I dies. His son becomes King Edward II.

1314(up to 700

years ago)

1321-22 – Civil War – known as the Despenser War.1337 – Hundred Year War with France begins. Richard II becomes King.1348 – The Black Death breaks out in England.1399 – Richard II is forced to abdicate. Henry IV becomes King.1413 – Henry IV dies. His son becomes King Henry V.

1414(up to 600

years ago)

1415 – The Battle of Agincourt. 1429 – Henry VI is crowned King of England.1454 – Hundred Year War with France ends.1455 – War of the Roses begins.1461 – Edward IV becomes King.1483 – Edward IV dies. Edward V (age 12) becomes King but is taken to

the Tower of London with his younger brother and is never seen again. Richard III is crowned King.

Tudor Britain

1485 – The Battle of Bosworth. War of the Roses ends. Richard III is killed. Henry VII crowned King.

1509 – Henry VIII becomes King.1514(up to 500

years ago)

1534 – Henry VIII becomes Head of the new Church of England. 1536 – England and Wales become joined through an Act of Union. Henry VIII begins the confiscation and destruction of monasteries.1541 – Henry VIII becomes King of Ireland.1547 – Henry VIII dies. Nine-year-old Edward VI becomes King.1553 – Edward VI dies. His cousin, Lady Jane Grey, becomes Queen for

nine days before Mary I becomes Queen.1558 – Mary I dies. Elizabeth I becomes Queen.1564 – William Shakespeare is born.1570 – Sir Francis Drake’s first visit to the West Indies.1587 – Mary, Queen of Scots is executed.1588 – The Spanish Armada.

1603 – Elizabeth I dies. Scotland’s King James VI becomes King of England

as James I. The two countries are united.1605 – The Gunpowder Plot.1611 – Publication of The King James Bible.

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Continued from page 9

Georgian Britain

1714(up to

300 years ago)

1714 – Queen Anne dies childless. George I, of the German Hanover dynasty, becomes King.

1721 – Sir Robert Walpole becomes the first Prime Minister. 10 Downing Street is made the official residence.

1727 – George II becomes King.1745 – Bonnie Prince Charlie claims the British throne. The Jacobite

rebellion begins.1746 – The Battle of Culloden. 1760 – George II dies. George III becomes King.1780s – Beginning of the Industrial Revolution.1788 – First convict ships set sail for Australia.1793 – Britain and France go to war.1801 – The United Kingdom is created through the Act of Union between

Great Britain (England, Scotland and Wales) and Ireland. The first Census takes place.

1804 – Richard Trevithick builds the first steam engine.1805 – Battle of Trafalgar.1807 – The Slave Trade is abolished in Britain.

1814(up to

200 years ago)

1815 – The Battle of Waterloo.1819 – Peterloo Massacre in Manchester.1820 – George III dies. George IV becomes King.1830 – George IV dies. His brother becomes King William IV.

Victorian Britain

1837 – William IV dies. Victoria becomes Queen.1845 – Irish Potato Famine.1851 – The Great Exhibition.1854 – Crimean War begins.1876 – Queen Victoria becomes Empress of India. The telephone is

invented.1859 – Charles Darwin publishes On the Origin of Species.1901 – Queen Victoria dies.

Stuart and Civil War Years

1614(up to 400

years ago)

1625 – James I dies. Charles I becomes King.1629 – The Pilgrim Fathers set sail for America on the Mayflower. King Charles I dissolves Parliament.1641 – Rebellion begins in Ireland.1642-51 – The English Civil War.1649 – Charles I is executed.1651 – Charles II becomes King of Scotland.1652 – Oliver Cromwell becomes Lord Protector.1660 – The monarchy is restored under Charles II.1664-65 – The Great Plague of London.1666 – The Great Fire of London.1685 – Charles II dies. James II becomes King.1689 – James II goes into exile. William and Mary become King and Queen

in ‘The Glorious Revolution’.1690 – Battle of the Boyne, Ireland.1694 – Queen Mary dies.1702 – William III dies. Queen Mary’s younger sister, Anne, becomes

Queen.1707 – England and Scotland become one country: Great Britain.

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The War Years

1914(up to

100 years ago)

1901 – Edward VII becomes King.1910 – Edward VII dies. George V becomes King.1914-1918 – World War I. 1918 – Women over 30 are given the vote for the first time.1922 – The Irish Free State is established. The counties of Northern Ireland

opt out of the new independent state.1926 – John Logie Baird invents the television.1936 – Edward VIII abdicates. His brother becomes King George VI.1939 – World War II begins.1944 – D-Day landings.1945 – World War II ends. Victory in Europe Day in May is followed in

August by Victory over Japan.

Post-war Britain

1948 – Immigration to Britain from Commonwealth countries begins. National Health Service is established.

1949 – The Republic of Ireland is formed.1952 – George VI dies. Elizabeth II becomes Queen.1966 – England wins the Football World Cup.1973 – Britain joins the European Economic Community.1979 – Margaret Thatcher becomes the first female British Prime Minister.1982 – The Falklands War.1991 – Gulf War. The World Wide Web is invented.2003 – Second Gulf War.2012 – London hosts the Olympic Games. Queen Elizabeth II celebrates her

Diamond Jubilee.Today 2014 – 100th anniversary of the outbreak of World War I.

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1914January

FebruaryMarchAprilMayJuneJuly

AugustSeptember

OctoberNovemberDecember

19048 April

Entente Cordial – Britain and

France agree to work together on diplomatic and military issues.

19088 April

Herbert Asquith (Liberal Party)

is elected Prime Minister.

19106 May

George V becomes King.

1915January


AugustSeptember


1 AugustGermany declares war on Russia, who was Serbia’s ally.

6 AugustThe first loss of British life of the war. 150 men die when German mines sink HMS Amphion in the North Sea.

7 AugustThe British Expeditionary Force (BEF) comprising more than 100,000 soldiers arrives in France.

11 AugustLord Horatio Kitchener – British Secretary of State for War – begins his enlistment campaign.

20 AugustGermany occupies Belgium’s capital city of Brussels.

23 AugustThe BEF clashes with German troops at Mons, near France’s border with Belgium.

26 AugustThe BEF retreats after a heavy defeat at the Battle of Le Cateau.

4 AugustAfter Germany ignores Britain’s ultimatum to withdraw, and Austria-Hungary ignores Britain’s ultimatum to end hostilities, Britain declares a state of war.

28 June Archduke Franz Ferdinand, the heir to the Austro-Hungarian throne, is assassinated in Sarajevo. Germany supports the ultimatum subsequently delivered by Austria-Hungary to Serbia, the country believed to be behind the murder.

28 July With Germany’s support, Austria-Hungary declares war on Serbia.

6 SeptemberIn spite of heavy losses on all sides, Germany is held back at the First Battle of Marne.

NovemberTrenches are installed right along the Western Front.

22 April The Second Battle of Ypres begins.

25 AprilBritish and Allied forces suffer a massive defeat on the Gallipoli peninsula. 23 May

Italy joins the Allies and declares war on Austria-Hungary.

25 May The Shell Crisis – British Government is accused of not looking after its front-line troops properly following reports of shell shortages.

21 AugustFollowing defeat in The Battle of Scimitar Hill, British forces retreat from the Dardanelles.

15 DecemberSir Douglas Haig becomes Commander in Chief of the BEF.

7 MayThe Lusitania, a British passenger boat, is sunk by German torpedoes. Among the 1,200 killed were 124 Americans.

19 OctoberThe First Battle of Ypres, in Flanders, creates 54,000 British casualties.

29 OctoberTurkey joins the war against the Allies.

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1916January


AugustSeptember


1917January


AugustSeptember


27 JanuaryConscription begins.

5 JuneLord Kitchener is one of those lost when HMS Hampshire is sunk by a mine near the Orkney Islands.

21 FebruaryThe Battle of Verdun begins.

1 JulyThe Battle of the Somme begins.

9 MarchGermany – and then Austria-Hungary – declares war on Portugal.

28 AugustItaly declares war on Germany.

AprilThe Allies are unsuccessful in the Battle of Kut in Mesopotamia, suffering 23,000 casualties. Many British and Indian troops are taken to prisoner of war camps.

6 DecemberDavid Lloyd George (Liberal Party) becomes Prime Minister.

31 May-1 JuneThe German navy suffers in the Battle of Jutland.

12 DecemberGermany broaches the subject of a compromise with the Allies by sending a Peace Note.

18 DecemberThe longest battle of the war, the Battle of Verdun, finally ends, having created more than one million casualties.

3 FebruarySimilar threats to American ships and rumours of German attempts to entice Mexico into war with the United States brings America closer to war as it cuts off diplomatic relations with Germany.

31 JulyThe Third Battle of Ypres begins in Flanders.

15 MarchRussian revolutionaries take control of Moscow and Tsar Nicholas II abdicates.

10 NovemberAfter months of gruelling fighting creating more than 500,000 casualties, the Battle of Passchendaele ends in success for the Allies.

6 AprilUSA declares war on Germany.

11 December British forces liberate Jerusalem from Turkish control.

31 JanuaryGermany announces that its submarine attacks will no longer be restricted, creating a new threat to merchant ships and the delivery of supplies to Britain.

7 June British success in the Battle of Messines Ridge.

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1918January


AugustSeptember


3 MarchUnder Lenin’s leadership, Russia makes peace with Germany, Austria-Hungary and the Ottoman Empire, through the Treaty of Brest-Litovsk.

21 MarchThe Second Battle of the Somme begins, and results in a huge German advance – known as the ‘German Spring Offensive’.

15 JulyThe German Spring Offensive ends in heavy German losses at the Second Battle of the Marne. As a result, Germany’s planned invasion of Flanders is halted. Germany is now on the defensive.

5 April The British and Australian forces manage to stop the German advance at Amiens, ending the Second Battle of the Somme.

8 AugustThousands of Germans surrender at the Second Battle of Amiens.

4 OctoberGermany and Austria-Hungary send US President, Woodrow Wilson, a proposal for peace.

30 OctoberTurkey surrenders and signs an armistice with the Allies.

22 SeptemberThe Allies achieve victory in the Balkans.

3 NovemberAustria-Hungary signs an armistice with the Allies.

29 SeptemberThe Hindenburg Line – Germany’s last and toughest line of defence – is finally broken.

8 NovemberGerman and Allied leaders meet in a railway carriage at Compiègne to negotiate an armistice.

9 NovemberGermany’s Kaiser Wilhelm II abdicates and escapes to Holland.

11 NovemberArmistice Day. Peace is confirmed when the Armistice is signed at 11am.

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abdicate To give up the throne or give up a seat of office.

ally A friendly country, which will support you in a war.

Amiens A city in Northern France which was the site of a major battle in 1918.

Anzac CoveA beach on the Gallipoli Peninsula where the Australian and New Zealand forces landed on 25 April 1915.

armistice A peace agreement.

artillery Any weapon that can fire bullets or shells at the enemy.

Asquith, Herbert

British Prime Minister (Liberal Party) from April 1908 to December 1916.

Austria-Hungary

One of the Central Powers which was dominant in Europe at the start of the war and fought alongside Germany. It was split into two countries – Austria and Hungary – in 1919 after the Treaty of Versailles.

Ayrton, Hertha Marks

British scientist who invented the Ayrton fan, used to remove poisonous gas from the trenches.

bayonet A rifle with a knife blade attached to the end for close combat.

British Army Service Corps (ASC)

The section of the armed forces that had responsibility for supplies, including weapons, transport, fuel, clothing, food and ammunition.

British Expeditionary Force (BEF)

The British armed forces that went to fight on the Western Front in World War I.

Burberry, Thomas

(1835-1926) Clothing manufacturer, founder of the Burberry clothing company and inventor of the gabardine.

Brodie helmetAlso called a Tommy helmet, this was a tin hat worn by British soldiers for protection.

cavalry Soldiers who fought on horseback.

Cavell, EdithBritish nurse and war hero who was executed by the Germans in 1915 for helping British and French soldiers to escape from Belgium.

Cher Ami Famous, messenger-carrying pigeon who won a medal for bravery.

chlorine Poisonous, yellow-green gas used as a chemical weapon.

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Churchill, Winston

Born in 1874, he was First Lord of the Admiralty until the Gallipoli Campaign. He then served as a commander on the Western Front before becoming Minister of Munitions, Secretary of State for War and Secretary of State for Air. He became Prime Minister in May 1940 and led Britain to victory in World War II. He died in 1965.

Clemenceau, George

Prime Minister of France from 1906 to 1909 and from 1917 to 1920.

colony A territory which is under the control of another political power.

Compiègne The French town where the Armistice was signed in 1918.

conscription Forced entry into the army. A law that applied to all men in Britain aged between 18 and 41 from January1916.

creeping barrage

Battle tactic used by the British that involved moving troops forwards across No-man’s Land behind a hail of shell fire, which temporarily pinned down the enemy in their trenches and ensured that they could not fire back.

Curie, Marie

Born in 1867, the physicist and chemist who discovered polonium and radium and who won the Nobel Prize for Physics (1903) and Chemistry (1911). She was responsible for taking mobile x-ray units to the Western Front.

democracy A system of government whereby people have the right to vote and the majority vote wins.

DardanellesThin waterway between the Aegean Sea and the Sea of Marmara in North-West Turkey, which separates the Gallipoli Peninsula from mainland Asia.

Eastern Front The front line that ran for approximately 990 miles from the Baltic Sea in the North down to the Black Sea in the South.

enlistment Process of signing up to the armed forces voluntarily.

Entente Cordiale

A set of agreements made between the UK and France in 1904 which led to the two countries being allies in World War I.

Ewing, Sir Alfred

Scottish code master, who set up the Intelligence Division known as Room 40.

Ferdinand, Franz (Archduke)

Heir to the throne of Austria-Hungary. He was assassinated on 28 June 1914 – an event that triggered the descent into war.

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Flanders Area of north Belgium that saw a large part of the fighting on the Western Front.

Foch, Ferdinand French military commander and, from 1918, Allied Supreme Commander on the Western Front.

Gallipoli A peninsula in Turkey.

geophone An early electrical microphone that could sense movement and was used to detect enemy movement in tunnels under the trenches.

George V King of the UK and Emperor of India from 1910 until his death in 1936.

Haig, Sir Douglas

Born in 1861, he was the Commander in Chief of the BEF from 15 December 1915. His responsibility for planning the battles of the Somme and Passchendaele earned him the nickname, The Butcher of the Somme. He died in 1928, having been made an Earl.

Hindenburg Line

German defensive position on the Western Front from 1916 to1917.

Hindenburg, Paul von

Prussian-German Field Marshall and Germany’s Chief of General Staff from 1916 until the end of the war.

Insall, Gilbert Stuart Martin

Born 1894, died 1972. British war hero who won the Victoria Cross in 1915.

Jutland Peninsula in Northern Europe, where Denmark is located. The site of a famous sea battle in 1916.

Judge, Jack English music hall artist who wrote the song ‘It’s a Long Way to Tipperary’.

Kaiser The German name for an Emperor.

Kitchener, Lord Horatio

British Secretary of State for War. The famous face of the army recruitment posters. Born 1850, died 1916.

Le Cateau Area in Northern France which was the site of a battle on 26 August 1914.

Leper Dutch name for the city of Ypres in Belgium and site of three important battles.

Lenin, Vladmir

Born 1870, died 1924. Communist, revolutionary leader of the Russian Soviet Federative Socialist Republic from 1917 and also Premier of the Soviet Union from 1922. He led the October Revolution of 1917 which put government into the hands of the Bolsheviks.

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Lloyd George, David

British Prime Minister (Liberal Party) from December 1916 to 1922.

Lusitania (RMS)

British ocean liner that was sunk by a torpedo from a German U-boat in 1915. The Germans justified killing 1,198 passengers by claiming that the ship was carrying ammunition. Although Britain and America denied this, recent evidence shows that German suspicions were correct.

Marne An area in North-East France, named after the River Marne, and the site of important battles in 1914 and 1918.

McCay, Winsor American cartoonist and animator.

McRae, John (Lieutenant Colonel)

Canadian medical officer who fought in the Second Battle of Ypres in 1915 and was inspired to write the poem ‘In Flanders’ Fields’.

Mesopotamia Area of land that is modern-day Iraq, North-East Syria and South-East Turkey.

Messines Belgian village where a battle took place in June 1917; the battle centred on a series of defences on the Messines Ridge and involved some clever mine laying tactics by the British.

monarchy A government that is run or overseen by a king or queen.

Mons A city in Belgium and the site where the British fought their first battle of the war, in August 1914.

Morse Code A communication system that uses numbers of dots and dashes to represent letters and numbers.

mortars Bombs or shells fired at the enemy from a tube.

mustard gas A gas used as a chemical weapon and which caused terrible side effects.

New Army The army of volunteers created by Lord Kitchener at the start of the war. Also known as Kitchener’s Army.

No-man’s Land Area of ground between the enemy front lines on the battlefield, usually strewn with barbed wire fences.

Owen, Wilfred War poet (born 1893, died 1918) whose poems include ‘Dulce Et Decorum Est’. He won the Military Cross for bravery.

Paris Gun A large-scale German gun designed to fire shells at Paris from a distance of over 130km.

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PasschendaeleVillage in Belgium (known today as Passendale) and site of a major battle called The Third Battle of Ypres, from 31 July to 30 November 1917.

Pershing, John J Commander of the American Expeditionary Force (AEF).

Puttee Long piece of cotton cloth worn by soldiers around their lower legs for protection.

Room 40 An Intelligence Division tasked with decrypting German codes.

Royal Army Veterinary Corps

Special unit of the British Army responsible for treating wounded animals on the battlefield.

Sarajevo City in Austria-Hungary where Archduke Franz Ferdinand was assassinated in June 1914. The city is now capital of Bosnia and Herzogovina.

SerbiaEuropean country that was blamed for the assassination of Archduke Franz Ferdinand and against whom Austria-Hungary first declared war in 1914.

Schlieffen Plan Kaiser Wilhelm’s plan at the start of the war, to invade France through Belgium.

Schwaben Redoubt

A German stronghold of trenches, dug-outs and gun emplacements on the Western Front in France, a key position in the Battle of the Somme.

shell shockPsychological illness suffered by many soldiers who had experienced war in the trenches. Symptoms included terrible nightmares, anxiety, stomach cramps and muscle spasms.

Simpson Kirkpatrick, John ‘Jack’

Englishman who worked as a stretcher bearer for the Australian 3rd Field Ambulance Brigade at Anzac Cove and who famously died on 19 May 1915, having trained a donkey to carry the wounded to safety.

Shell Crisis A shortage of artillery shells on the front lines in 1915, which caused ill-feeling from the British people towards their Government.

Somme Area in northern France named after the Somme River and the site of bloody battles in 1916 and 1918.

Spring Offensive

A series of German attacks on the Western Front that began in March 1918. Also known as the Kaiser’s Battle (Kaiserschlacht) or the Ludendorff Offensive.

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Stubby American dog that won medals for bravery and was made a Sargeant.

Tommy cooker Small, portable, alcohol-powered stove used in the trenches.

Tommy helmet See Brodie helmet

treaty A lawful agreement entered into by two or more countries.

trenches Long lines of channels, dug-out of the battlefield, reinforced by wooden planks and sandbags, from which the armies on both sides would fire at the enemy.

Verdun Small city in the Lorraine region of Eastern France and the site of a major battle in 1916.

Western Front Line of trenches that ran for approximately 440 miles from the border of Switzerland up to the North Sea.

Wilhem II, Kaiser

Grandson of Queen Victoria and Emperor, or Kaiser, of Germany from 1888 to November 1918, when he abdicated. Many people blame him for the outbreak of the war.

Wilson, Woodrow

President of the United States of America from 1913 to 1921.

York, Alvin Callum

American war hero who was given the Congressional Medal of Honour and upon whom a 1941 Hollywood movie called Sergeant York was based.

YpresFrench name for the city in West Flanders, Belgium, which was a key battle site and which has now become a centre of remembrance. Called Leper in Dutch.

Ypres Salient

Strategically important area of land on the Western Front held by the British and Belgian allies and surrounded on three sides by the German army. The site of three major battles: the First Battle of Ypres (1914), the Second Battle of Ypres (1915) and the Third Battle of Ypres, also known as The Battle of Passchendaele (1917).

zeppelin A large German airship named after its inventor, Count Ferdinand von Zeppelin, and used in the war for scouting and bombing missions.

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War has inspired – and always will inspire – great emotions and strong passions, from anger, hatred, fear and sadness to pride, courage, loyalty and joy. Over the years, many of those extremes of human responses have been captured in the words of poets and writers.

Many argue that the work written by the poets of World War I is some of the most powerful, moving and memorable of all. Perhaps the most famous of poets of the Great War was Wilfred Owen.

Born in Oswestry, Shropshire, in 1893, Wilfred Owen wanted to be a poet from an early age but, persuaded by government propaganda to sign up and fight for his country, he joined

the army as a volunteer in October 1915, when he was 22 years of age.

Owen spent time in the trenches, so he knew first hand how horrific the conditions were on the front line. He knew how hard it was to cope in cramped conditions, wading

Wilfred Owen

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about in deep water, mud and snow. He saw the terrible results of poison gas attacks and suffered both physical and mental injuries after being blown up.

It was these experiences that influenced much of his writing and coloured his view of the war. Once a proud, enthusiastic volunteer, he had become one of the war’s most outspoken critics.

One of Owen’s most famous poems has the title ‘Dulce Et Decorum Est’ which is the Latin for ‘It is sweet and right’. The poem challenges the sentiment of wartime government propaganda, which claimed ‘It is sweet and right to die for your country’. After describing

the horrific suffering of soldiers who have experienced a poison gas attack, Owen returns to this Latin quote again to close his poem, referring to it as The old Lie.

After a period in hospital in Scotland recovering from his injuries, Owen returned to the war and, in October 1918, won the Military Cross for a brave act in which he managed to take control of a German machine gun post and then use the gun to kill some enemy soldiers.

Sadly, however, Owen would not make it home to celebrate because, on 4 November 1918, during the very last few days of the war, he was shot and killed in battle.

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Dulce Et Decorum Est by Wilfred OwenBent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs And towards our distant rest began to trudge. Men marched asleep. Many had lost their boots But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots Of tired, outstripped Five-Nines that dropped behind. Gas! Gas! Quick, boys! An ecstasy of fumbling, Fitting the clumsy helmets just in time; But someone still was yelling out and stumbling And flound’ring like a man in fire or lime... Dim, through the misty panes and thick green light, As under a green sea, I saw him drowning.

In all my dreams, before my helpless sight, He plunges at me, guttering, choking, drowning. If in some smothering dreams you too could pace Behind the wagon that we flung him in,And watch the white eyes writhing in his face, His hanging face, like a devil’s sick of sin; If you could hear, at every jolt, the blood Come gargling from the froth-corrupted lungs, Obscene as cancer, bitter as the cud Of vile, incurable sores on innocent tongues,My friend, you would not tell with such high zest To children ardent for some desperate glory, The old Lie: Dulce et decorum est Pro patria mori.

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British propaganda poster by Savile Lumley, commissioned by the British Parliamentary Recruiting Committee and published in 1915.

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Was it a great war?• List all the different names for the war of 1914 to

1918, including The Great War. Ask the children what this title suggests. Establish that the word great can have more than one meaning and ask the children to write its different definitions, including an example of each use of the word within a sentence. For example:

■ Great can be used to describe the size or scale of something. For example: I ate a great big slice of cake on my birthday.

■ Great can be used to describe something which is really good or better than average. For example: Jessica Ennis is a great athlete.

■ Great can be used to describe something which is very important. For example, This is the home of the great war leader, Sir Douglas Haig.

• Which of the meanings do the children believe applies to The Great War? Establish that there are different views of the war and that this term might mean different things to different people, depending on how you felt about it. The name could refer to the size and scale of the war, in that it involved so many countries and people. It could also refer to the importance of the war, because it had a huge impact on the world and on the nations of Europe in particular. Meanwhile, some people might think it was a good or ‘great’ event in our history – something to be proud of.

Points of view• Share with the children the online newspaper

article at www.bit.ly/GuardianWWIcentenary which describes the objections raised by a group of actors, authors and campaigners – including children’s author Michael Morpurgo – to Prime Minister David Cameron’s May 2013 announcement that the Government was going to spend more than £50 million on the World War I centenary commemorations. From reading the article, can the children say what these people were anxious about? Can they pick out a phrase which sums up their view of World War I? (They wanted to make sure that the centenary celebrations helped to promote peace, rather than glorifying a war which, they believed, was a ‘military disaster and a human catastrophe’.)

• Explain that this is not an uncommon view of the war, as it was certainly one of the most deadly, with more than 16 million people losing their lives as a result of it. However, explain that when Britain declared war, there were street parties and celebrations all over the country. The people were delighted that Germany, led by Kaiser Wilhelm II, was punished for its invasion of Belgium, and so were very much behind their Government’s decision. Similarly, at the end of the war, in spite of the large loss of life, people were proud of the Allies’ victory and proud of how their nation had responded and pulled together during the war.

• Contrast the modern-day newspaper story with the story from The Guardian 12 November 1918, ‘The war is over!’, which features a photograph of people clambering all over a London bus, waving and celebrating (see www.bit.ly/GuardianWWIisover). Note also the use of great in the headline How the great news was received.

• From this story, ask the children to pick out words and phrases that convey a positive message about the war. For example:

■ the overture of rejoicing; ■ a huge Cockney chuckle of delight; ■ These chubby little angels of goodwill were

greeted everywhere with affectionate laughter; ■ a wheezy shriek of delight;

Homework challengeSet the children a ‘great’ three-part

word challenge: ■ List some more uses of the word great

and explain its meaning within each context. (For example, perhaps they have

a Great Granddad.)■ Find and define a homophone for great. (grate – as in grated cheese; grate – as in

a fire grate) ■ Can they find and define an antonym (a word that has the opposite meaning) for

great? (For example, small or little.)

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■ a great victory for humanity; ■ hour of gladness; ■ a triumphant victory; ■ “The sons and the daughters of the people

have done it”, said Prime Minister, Lloyd George.

• How do the children think the style of writing in the 1918 article compares to the 2013 article from The Guardian, and to newspapers today in general? Do they think the 1918 newspaper was reflecting the general mood and opinions of the British public or could it also have had a hidden agenda?

War propaganda• Have the children heard of war propaganda?

Establish what this is and, as an example, look at the poster on Visual resource 1 ‘Daddy, what did YOU do in the war?’

• First discuss the illustrative style and the happy, middle class ‘ideal’ family depicted, with one boy, one girl, both nicely dressed and well-behaved. What can we deduce from the activities shown – the girl reading and the boy playing soldiers?

• Note the date in the caption. This poster was made in 1915, only a year into the war, yet the use of the past tense suggests that the scene shown is in peace time, after the war has ended. Why is that? Establish that the poster is designed to tug on the conscience, and is effectively saying, don’t miss your chance to sign up and fight for your country so that you have something to be proud of later, and so that your children can be proud of you.

• Introduce the term persuasion and ask the children to design their own persuasive poster, designed to encourage British people to fight for their country in the war.

• As well as posters, the British Parliamentary Recruiting Committee also made films, which would be played in cinemas, to try to persuade people to sign up (see ‘Listen’ box for a source of further information). Working in a group, challenge the children to write a script for a recruitment advertisement that they could act out and film. Discuss the different techniques they could use. For example, will they try to shame

their viewer into enlisting, or inspire them? What kind of language and imagery could they use?

• When their advertisements are filmed, play them to the whole class and discuss whose advertisement was most persuasive and why.

• Return to the 1918 newspaper article from The Guardian and discuss how the article could be rewritten from the point of view of someone who has lost their son, brother or father during the war and who does not feel like celebrating.

Speaking and listening• Follow up your work on points of view regarding

World War I with a whole-class debate on the motion: The World War I centenary is something the people of Britain should celebrate. Set two groups – perhaps comprising your more-able writers – the task of planning arguments for and against this motion. Suggest that they start with a discussion, jotting down ideas, before writing up their arguments in full and deciding who will say what.

• Ask each group in turn to present their prepared speeches to the class, while you act as chairman. Give the audience time to ask questions to clarify any arguments, and test the speakers for consistency of point of view. Finally, hold a vote.

• Take the opportunity to discuss with all the children, the difference between formal language and everyday, colloquial language. Which is more appropriate for a debate? Why?

• Draw up a list of persuasive techniques, words and phrases which are useful for structuring an argument. For example: Some people say that ... Meanwhile others believe...

Listen!Listen to ‘Podcast 3: Joining up’ at www.1914.org/podcasts/page/3 in which people describe their memories of the British Government’s recruitment campaign, including Kitchener’s famous posters, and films played in the cinemas at the time.

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• Having seen a debate in action and had the chance to practise techniques, less-able writers could now try writing a short persuasive argument on another topic related to World

War I. Ideas could include: ■ Was Kaiser Wilhelm II to blame for World War I? ■ Trench warfare was an effective battlefield

tactic. Discuss. ■ Was it fair that British men aged between

18 and 41 were forced to go to war (after January 1916)?

■ Who were the bigger heroes: the men who went overseas to fight or the women who stayed on the Home Front?

• Choose one person who you believe was the greatest World War I hero and say why.

World news • Referring to information gathered in history

sessions, and to information books and useful websites, ask the children to summarise the reasons why each of the following countries got involved in the war:

■ Belgium; ■ France; ■ Russia; ■ Germany; ■ Austria-Hungary; ■ United States of America.• With this in mind, ask them to use their inference

skills to predict how people in each of these countries would have felt:

■ when war was declared; ■ when the armistice

agreement was signed in 1918.

• Now look at the front page of the Belgian newspaper Le Soir, shown on Visual resource 2 ‘Hitting the headlines’. First ask if anyone knows which languages are spoken in Belgium. Establish that about 60 per cent of people speak Flemish (or

Dutch) – particularly in the north, while those further in the south and in the capital city of Brussels traditionally speak French. There are also a small number of people who speak German.

• Then support the children to read, translate and discuss the meaning of:

■ the title (Le Soir means ‘The evening’); ■ the date (Mardi 4 Aout 1914 = Tuesday 4

August; run through the days of the week and the months of the year in French); ■ the main headline (L’Allemagne viole la

neutralité belge = Germany violates Belgian neutrality; refer to the Timeline ‘World War I’ and establish that Belgium was neutral during the war but was invaded by Germany as part of the Kaiser’s Schlieffen Plan);

■ the subheading (L’Ultimatum allemand – La Belgique se défendra par tous les moyens = German ultimatum – The Belgians will defend themselves by all means);

■ the smaller headline on the left-hand side (L’Allemagne adresse un ultimatum à la Belgique = Germany sends Belgium an ultimatum; note that the word ultimatum is the same in French as it is in English);

■ the smaller subheading on the right-hand side under Les Chambres réunies d’urgence (Séance solonnelle sous la présidence du Roi = [there is to be a] formal meeting under the chairmanship of the King; ask the children to

find out the French word for Queen; note the similarity between

the French présidence and the English preside

or president; have they heard the word séance before? What meaning does this word often have when we use it? (A gathering in which people try to

contact the spirits of the dead.)

• From the vocabulary used in this paper, the

choice and relative

Did you know?

The reason why a small number of Belgian people speak

German is that at the end of World War I, in the 1919 Treaty of Versailles, Germany

had to agree to surrender parts of its former Empire. It had to give up to Belgium

an area of land called Eupen-Malmedy. Germany tried to grab this territory back again in World War II, but it fell back under Belgian control

after Germany’s defeat in 1945.

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prominence of the stories, and from their existing knowledge of the war, what can the children infer about the Belgian viewpoint on the events of early August 1914?

World War I glossary Throughout your World War I project, encourage

the children to collect any new or subject-specific words they meet in a word bank or glossary, adding definitions written in their own words. In addition, remind them to use the ‘World War I glossary’ to practise looking up words alphabetically, and reading and understanding the definitions.

Wilfred Owen• Explain to the children that some of the most

moving words written about World War I came from the pens of war poets like Wilfred Owen, Robert Graves and Rupert Brooke, who saw the pain and suffering of war at first hand and tried to tell the world about it through poetry. Many

poets were also angry that the image of war painted by newspapers and politicians was inaccurate and that war was too often glorified.

• Read the Factsheet ‘Wilfred Owen’, first discussing the biography before sharing the poem, ‘Dulce Et Decorum Est’.

• Ask: What person and tense is the biography written in? (Third person singular, past tense.) Why is that? Is that common for biographies? Compare with biographies of other war poets and look for similarities and differences in writing style, as well as in the lives and experiences of the writers.

• Now work through the poem together, line by line, letting the children have a go at putting the line into their own words and explaining its meaning before helping them.

• Ask the children to pick out some of the powerful words and phrases that Owen uses to describe the horrific suffering of the wounded soldiers – such as: bent doubleknock-kneed, coughing like hags, blood-shodflound’ring like a man in fire or limeguttering, choking, drowningfroth-corrupted lungs.

• Using a reference book or website, look up the physical effects of a poison gas attack and link this to Owen’s descriptions to help the children understand his references to burning, sores on innocent tongues, drowning and misty panes.

• Read each line aloud again, focusing on the way Owen carefully chooses words for the way they sound as well as their meaning. Look at the alliteration in knock-kneed and sick of sin for example, and the use of the words guttering and gargling.

• Highlight similes and discuss their effects – for example: like old beggars under sacks; flound’ring like a man in fire or lime; and His hanging face, like a devil’s sick of sin.

• Define a metaphor, establish how it differs from a simile, and look for examples in the poem, including haunting flares, Drunk with fatigue, through the misty panes, I saw him drowning.

• Overall, what is the poet trying to say through this poem? How can we tell that he is angry about

Using the Activity sheet• Give the children a copy of the Activity sheet ‘Spot the text type’. First, ask them to identify the three text types. (1: Letter; 2: Propaganda poster – persuasive text; 3: News report.) Then, for each text, ask them to identify:

■ the person in which it is written (1st person singular; 2nd person plural; 3rd person singular);

■ the tense and verb forms used (present and past; past, future and imperative tense; past);

■ whether the language is formal or informal (informal; formal).

• Finally, using both explicit information given and from reading between the lines, can the children can say what the writer thinks about the war and what message(s) they are trying to convey?

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the suffering of his fellow soldiers? As well his more direct message in the closing lines, see if the children can read between the lines, picking up on the use of words like innocent and bitter and the messages they convey.

• Let the children practise reading the poem aloud – learning as much of it as they can by heart – ready for a class or assembly performance. As this is quite a long poem, they could work in a group to learn sections and then plan a group performance, perhaps chanting the Latin lines at the end in unison. Encourage them to make recordings of themselves along the way, so they can suggest improvements.

• While working on the performance, explore and discuss the poem’s rhythm. Look at where the line breaks fall and how these can be used to add dramatic effect, and explore the staccato effect of the single syllable words in Gas! Gas! Quick, boys! and how this can convey the sense of panic, at the sudden gas attack.

• As a backdrop for your performance, create or collect some images of World War I and produce a slide show, using a package such as Microsoft PowerPoint. Invite the children to choose some appropriate, quiet music to play in the background, too, or let the children compose their own piece.

Did you know?Although born into a wealthy

family, writer Vera Brittain (1893-1970) worked as a nurse during World War I. Already

known as a feminist, Vera’s experiences in looking after wounded soldiers changed her view of the war and she also

became a firm pacifist. Before she saw its horrific effects first hand, she had often envied the young British men marching off to war. She had even said, ‘But whether it is noble or barbarous I am quite sure

that had I been a boy I should have gone off to take part in it long ago; indeed I have wasted many moments regretting that I am a girl. Women

get all the dreariness of war and none of its exhilaration.’ Vera felt the pain of the war even more deeply when, in 1915, her fiancé, Roland Leighton,

died after being shot in the stomach by a sniper while trying to repair some barbed wire stretched across No-man’s Land between the front-line trenches. Let the children compare the poems of male war poets, like Wilfred Owen, with some of Vera’s work, possibly focusing on her

poem ‘Perhaps’ which describes the loss of a loved one. It opens with the lines:

Perhaps some day the sun will shine again,And I shall see that still the skies are blue,And feel once more I do not live in vain,

Although I feel bereft of You.

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16th May, 1915

Dear Dad,

Sorry I have not written in a while but the

house we are staying in is under constant shell

attack. We’re sleeping in the cellar in the day

and working in the trenches at night. It’s been

impossible to sleep with all the noise and now

I have a splitting headache from the gas the

Germans used against us. But that’s nothing –

we’ve lost many men these past few weeks. The

other night we were fixing the barbed wire in

front of the trenches. We’d almost finished when

two of our men were shot right through the

head by our own people, but things like that are

not talked of in the papers. Still, we must fight

on. I hope that all is well at home. Please give

little Lucy my love.

Your loving son,

Henry.

MEN OF BRITAINWILL YOU

STAND THIS?No. 2 Wykeham

Street, Scarborough,

after the German bombardment on 16th December. It was the home

of a working man. Four people were killed in this

house including the wife, age 38, and two children – the youngest

aged 5.

78 women and children were killed and 228 women and children were wounded

by the German raiders

ENLIST NOWWAR IS OVERThe greatest war in history ended this morning at 6 o’clock, Washington time after 1,567 days of horror, during which virtually the whole civilized world has been convulsed. Announcement of the tremendous event was made at the State Department at the Capitol at 2:45 o’clock this morning and in a few seconds was flashed throughout the continent by the Associated Press.

The terse announcement of the State Department did not tell anything of the scene at Marshal Foch’s headquarters at the time the armistice was signed. It was stated, however, that at 5 o’clock Paris time the signatures of Germany’s delegates were affixed to the document which blasted forever the dreams which embroiled the world in a struggle which has cost, at the very lowest estimate, 10,000,000 lives.

Washington, 11 November 1918 (Associated Press)





Spot the text type

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WWI - lcp.co.uk · Primary Teaching Resource d Author: Helen Watts Unit 1 WWI Upper Years 5&6 KS2 Ideas for English and Foreign Languages