1. How valid is the interpretation of the events at Dunkirk in 1940? (30)
Controlled Assessment
Part A
The lives of people on the Home Front were greatly changed by evacuation during World War II.
Select any five sources from your pack.
How useful and reliable are these sources in explaining how people’s lives were changed by evacuation during World War II? (20)
Part B
Some historians argue that the events at Dunkirk in 1940 deserve to be remembered as a triumph for Britain and its people.
How valid is the interpretation of the events at Dunkirk in 1940? (30)
To succeed in Part A you must:
Show that you have a developed knowledge of how people’s lives were changed by evacuation.
Be able to use your own knowledge to explain why a source is useful.
Use your own knowledge to explain why a source is not very useful.
Explain why each source could be seen as (un)reliable.
Reach sound, well supported judgements.

2. How valid is the interpretation of the events at Dunkirk in 1940? (30)
Controlled Assessment
Part A
The lives of people on the Home Front were greatly changed by evacuation during World War II.
Select any five sources from your pack.
How useful and reliable are these sources in explaining
how people’s lives were changed by evacuation during World War II? (20)
Part B
Some historians argue that the events at Dunkirk in 1940 deserve to be remembered as a triumph for Britain and its people.
How valid is the interpretation of the events at Dunkirk in 1940? (30)
To succeed in Part B you must:
Be able to explain why some people see Dunkirk as a triumph. (explain the interpretation)
Be able to explain why some people see Dunkirk as a failure. (explain the counter interpretation)
Explain how the content of specific sources can be used to support or reject the interpretation..
Explain why each source could be seen as (un)reliable.
Reach balanced, well supported judgements.

3. How were people’s lives changed by evacuation during World War II?
In your first Controlled Assessment piece you must discuss the impact of evacuation on the people of Britain.
You must also evaluate how useful AND reliable specific sources are in informing you about the impact of evacuation on the people of Britain.

4. Evacuation during World War Two
L.O.
To develop an overview of the process of evacuation and it’s potential impact.
By the end of this lesson…
ALL OF US will be able to begin to describe the process of evacuation. (F-E)
EVEN BETTER IF you can describe in detail and give reasons why evacuation may have been a positive or negative experience. (D-C)
EXCELLENT IF you can reasons why evacuation may have been a positive and negative experience. (B)

5. How do you think evacuation changed the lives of people in England?
4 minutes
Discuss on your own/with your partner and write down everything that you think of on the post it note in front of you.

6. What is Evacuation?
Evacuation means leaving a place.
During the WW2 many children living in big cities were moved temporarily from their homes to places considered safer, like the countryside.
In the first few weeks of the start of the war (September 3rd 1939), nearly two million children were evacuated. The government, which controlled all aspects of the media, wanted to give the public the impression that evacuation was popular among those affected and put out propaganda pictures and film to this effect.

7. Why did Britain evacuate so many people?
In the lead up to World War Two, governments throughout Europe had been terrified of bombing. The destruction of innocent civilians at Guernica in Spain during the Spanish Civil War had been the proof that governments needed that bombing was the new horror of warfare.

8. Why was it important for people to be evacuated?
Evacuation tried to ensure the safety of young children from the cities that were considered to be in danger of German bombing.
Who was evacuated? Schoolchildren and their teachers
Mothers with children under five
Pregnant women
Some disabled people

9. Where were children evacuated from?
London
241,000
Manchester
84,343
Merseyside
79,930
Newcastle
52,494
Birmingham
32,688
Leeds/Bradford
26,419
Portsmouth
23,145
Sheffield
13,871

10. Where were children evacuated to?
Lancashire
71,484
Sussex
67,541
Yorkshire
50,593
Kent
38,000
Cheshire
Essex
25,000
Northamptonshire
24,000
Hertfordshire
23,500
Suffolk
23,000
Somerset 
21,000
Surrey
20,000

11. Who was evacuated?
School Children
827,000
Mothers and children under 5
524,000
Pregnant women
13,000
Blind and disabled people
7,000
Teachers
103,000

12. What else did they pack in their suitcases?
Overcoat or mackintosh
Comb
1 pair of Wellington boots
Towel
Soap
Facecloth
Toothbrush
Boots or shoes
Plimsolls
Sandwiches
Packet of nuts and raisins
Dry biscuits
Barley sugar (rather than sugar)
Apple
                                         

13. What was it like for a child to be evacuated?
Being an evacuee must have been scary and exciting at the same time. The children had to leave their families and homes behind and try to fit in with host families in the country.
At the station
Children had labels attached to them, as if they were parcels. They stood at railway stations not knowing where.
They felt scared about being away from their families but also excited about going to a place they had never seen before.

14. On arrival
They were taken to the village hall, where they would be met by the billeting officer (the person in charge of finding them homes).
A 'pick-your-own evacuee' sessions would then take place, where host families haggled over the most presentable children while the sicklier and grubbier children were left until last.

15. Now use what we have just looked at to describe the process of evacuation including:
Do you think evacuation was a positive experience? Give reasons to support your opinion.
When it happened.
How many people were evacuated.
Who was evacuated and where to.
Why evacuation happened.
What happened to ‘evacuees’.
15 minutes

16. Use your checklist to guide you in making notes.
Over the next three lessons you are going to independently research the impact of evacuation on different groups of people in England and Wales.
Use your checklist to guide you in making notes.
REMEMBER!!! The more specific detail the better you will do in your Controlled Assessment!!!