Learning objectives

• To find out what is meant by evacuation.
• To investigate original source material using a layers of inference diagram.
• To explore the possible feelings of evacuees.

 

Possible teaching objectives

• Begin with a definition of evacuation and how this fitted in to events of the Second World War. It is important to stress that the purpose of the question is not to downplay people's sacrifice but rather to see how hard the war was for so many people. The idea here is not to answer the question for this lesson at this stage but to rather give just enough information for the pupils to understand the main thrust of the topic.
  
   

Starter (initial stimulus material) on the Blitz

• This is taken from a channel four programme on the home front. This begins with some British footage and is followed by some American. At the end ask the question - "Why was this shown to an American audience and not to a British one?" The teacher needs to get the pupils to think about the purpose and audience of each piece of film. "Does this explain why children were evacuated?"
• From the resources column display the layers of inference diagram on an interactive whiteboard. Place a photograph of a Morrison shelter in the centre of the diagram. Invite suggestions from pupils as to what they can see in the shelter and make notes in the layer of space directly surrounding the image under the heading "What can you see?" Hold subsequent discussion and make furter notes in the outer layers under the headings " What does this suggest?" and "What other questions can we ask?" This models the use of this kind of diagram to pupils. Ask pupils "Do you think this shelter looks safe?"
• Place the photograph of an Anderson shelter in the centre of the diagram. Give out copies for pupils to work in pairs.
• Lead discussion asking - "How do these two shelters differ?", "Where do you think you would find them?" Explain that an Anderson shelter would require a garden. Who would have these? This will necessitate an explanation of class ie that certain kinds of shelter could only be erected in a dwelling with a garden - in effect at least a middle class household. This should be kept simple, providing enough to have a working knowledge so as to apply this to the topic. The final question should be. "If you were to stay in London where would you go where you could be safe"? The answer you are trying to get them to think about is the tube. At this point bring in the statistic of 143 people dying on 3rd March 1943 in an incident at Bethnal Green Station.

 

 

• Following the discussion about the correct match for the crimes/ punishments ask pupils to think about their view of Victorian crime and punishment. (Having selected the worst examples you can find they will hopefully be left in no doubt that the Victorians were spiteful and vindictive, cruel and unfeeling). Stress to the class that they are not to articulate their view but just to think about it.
• Then hand out pieces of paper and envelopes to every child and invite them to write on it what they think of Victorians, being sure not to allow other pupils to see. Seal the envelopes, name them and return them to the teacher who will hold onto them until a future session.
• Pupils should finally be led to the conclusion that some form of evacuation was essential.
• Using a picture of an evacuation at a station, pupils pick a figure and draw a little picture of their face to stick over it. They describe how they feel, what they see etc. The purpose of this is to get pupils to think about evacuation in some detail. The more able should be encouraged to reflect upon the feelings of the adults. A couple should read out their writing.

 

 

Learning outcomes

• Explain why certain countries produced differing views of the blitz.
• Complete layers of diagrams inference tables to build up
  their understanding of the blitz experience.
• Describe how they might have left if evacuated.