Learning objectives

• To understand how the experience for evacuees differed.
• To challenge the view given at the time by the government that evacuation was a positive experience.

 

Possible teaching objectives

Starter (initial stimulus material) - using a government leaflet "Evacuation; how and why" from 1939

• Display the government leaflet "Evacuation", how and why" listed in the resources column. This is read to the class. Key passages can then be underlined either by the pupils or by the teacher for the purpose of class discussion. Key passages such as ‘much safer and happier' should be drawn out. Do they agree with this statement?

Interview with an ‘evacuee'

• Explain that a lot of people recorded their experiences both officially and in diary form. Explain that the next task will involve using original documents to devise interviews that the pupils will then act out. The task is demonstrated by the teacher and another adult. If another adult is not available then a G&T pupil well primed will do just as well. Ideally they should be dressed in the appropriate 1940s clothes and speak with accents.

 

 

• After the demonstration is finished, take the pupils through the process by showing them the original source material and how questions and responses were taken from it. This can be difficult particularly for the less able so it is a good idea to spend some time on this. Draw up a list of common questions that could be asked. The pupils should also be able to underline key passages on the sources to help them in this.
• In pairs pupils write their own interviews. Again it is important to differentiate here. Some of the sources are more easily accessible than others so should be given out with this in mind. Spend time drawing out key passages that
  you will refer to later in discussion.
• Pupils can perform their interviews.

 

 

Lead a class discussion on what it was like to be evacuated. Was it the same for all? If not then why not? From this and the interviews lead the pupils to come up with a list of questions they would like to ask a real evacuee. Clearly this task necessitates having an evacuee available. This will not always be possible but where it is it proves an excellent learning experience for the pupils.
If possible the next session would consist of an interview with an evacuee.
This can then be used to feedback on and inform the extended writing task.

 

Learning outcomes

• Using original source material pupils produce
  interviews.
• Record views on the relative positive or negative experiences and discuss why this may be the case.
• Participate in class discussion of what it was like to be evacuated.