1. This scheme of work builds upon skills developed during the first part of this module, and concentrates in particular upon the key concepts of ‘cause and consequence’ and ‘significance’. The content of this half of the module concentrates upon the First World War. This scheme of work aims to meet the needs of students with varying learning stiles through incorporating a variety of activities. This module aims, in particular, to focus upon the key concepts of cause and consequence, significance, and interpretation. Students will be required to participate in individual, paired, and group work, and will ‘communicate their knowledge and understanding of history, using a range of techniques including spoken language, structured narratives, [and] substantiated explanations.’ ICT will be used to produce resources for this module, and pupils will be required to undertake additional research in preparation for their assessed piece of work. This scheme of work has been designed for a mixed ability group. Questioning will be scaffolded to ensure that all pupils within the class are able to participate in discussions, whilst stretching the most able within the class. Paired and group work will be structured to provide additional support to weaker pupils.

2. Literacy Learning new terminology Reading text Identifying bias Geography Pupils will develop knowledge of geography of Battles England and Britain has been involved in. The following websites are excellent sources of information: www.bbc.co.uk/history www.nationalarchives.gov.uk/education This scheme of work allows for several methods of Assessment for Learning. Through the use of starters and plenaries, teachers can make informal judgements regarding student understanding and knowledge. The inclusion of more formalised homework's will enable teachers to assess levels of understanding, and there are opportunities for pupil peer assessment. The National Curriculum levelled assessment is trench letter incorporating knowledge gained during the course of the unit.

3. Lesson No. 1. Overview Key Question How had Warfare Changed by the 20 th Century? NC. Links KC 1.4 KP 2.1 Aims Be able to identify key features of both the Crimean and First World War (Level 3/4) Be able to explain how warfare had changed between the two periods. (Level 5) Be able to make a judgement to what extent warfare had changed during the two periods. (Level 6) Process Starter Introduce topic of study – using PPT to give context and introduce key question. Using the images of the Crimean War, students should start to pick out different aspects of the warfare used. (Weapons, uniform, tactics, technology). They should then record this on their sheet. Students should then repeat this exercise with the images from World War One. Students should then identify any similarities and differences that they can find. Core Homework Resources Powerpoint Crimean and WW1 sources Crimean and WW1 fact sheet. Answer Sheet

4. Lesson No. 1. Overview Key Question How had Warfare Changed by the 20 th Century? NC. Links KC 1.4 KP 2.1 Aims Be able to identify key features of both the Crimean and First World War (Level 3/4) Be able to explain how warfare had changed between the two periods. (Level 5) Be able to make a judgement to what extent warfare had changed during the two periods. (Level 6) Process Students will then look at two iconic battles from either war. Ask them to compare information and again identify similarities difference. Higher Ability should be able to explain what the differences are rather than simply identify. They should record this in the form of a mind map. Students should then attempt answer the Key Question set at the start of the lesson. Level criteria has been provided to scaffold their answers. Core Homework Resources Powerpoint Crimean and WW1 sources Crimean and WW1 fact sheet. Answer Sheet

5. Lesson No. 2. Key Question How did nationalism lead the world to war in 1914? NC. Links KC 1.4 KP 2.1 Aims Understand the term ‘nationalism’ (Level 4) Be able to explain the long term causes of World War One (Level 5) Be able to form a judgement, based on evidence, about who which country was leading the nationalistic competition (Level 6) Process Starter Ask students to brainstorm ‘Why do country’s go to war?’ Discuss Explain context of Europe in 1914. Ask class to answer quiz question on definition of nationalism. (Hands up) Main Activity Working in groups of 4, give students two minutes to devise definitions for ‘Alliances, Arms Race and Empire’. Choose students at random to share what they have come up with. Students to use the information cards about empires, arms race, and alliances to complete three fuses answer sheet – Core Homework Resources Powerpoint Fuses answer sheet

6. Lesson No. 2. Key Question How did nationalism lead the world to war in 1914? NC. LinksAimsProcess Students should aim to sum up how each of the factors helped lead to war in approx. 20 words within each of the bombs on the sheet. Ask for students to share with class - allowing others to peer assess. Students should then answer the questions from the PowerPoint. Encourage students to attempt ‘push yourself’ questions. Plenary Working in pairs, students should then write an explanation on the long term causes of WW1. They must include these keywords: Nationalism Tension Empires Arms Race Alliances Core Homework Resources

7. Lesson No. 3 Key Question How did nationalism lead the world to war in 1914? (Part 2) NC. Links KC 1.1 and 1.5 KP 2.1 AND 2.3 Aims Know the reason why Archduke Franz Ferdinand was assassinated (Level 4) Be able to explain how this led to the outbreak of war in 1914? (Level 5) Be able to clearly explain the role nationalism played in the outbreak of war in 1914 (Level 6) Process Starter Recap last lesson – What does nationalism mean? Allow students to discuss. Main Activity Using Powerpoint - explain events around Archduke’s FF’s death. (Teacher’s discretion)This may work well by choosing a tall student to represent Austria-Hungary and two smaller students to represent Serbia and Bosnia) You should then get the students to pretend to have a tug of war of Bosnia – highlighting the fact Bosnia is keen for Serbia to win!) Once you have explained the event of the assasination – using their the cartoon source, students should start to piece together how Europe slipped into war. Differentiated questions are on Powerpoint (and answer sheet for students to attempt) Core Homework Students should write out the events on their answer sheet Resources The Twentieth Century World Event cards Flow sheet Question help sheet.

8. Lesson No. 3 Key Question How did nationalism lead the world to war in 1914? (Part 2) NC. Links KC 1.1 and 1.5 KP 2.1 AND 2.3 Aims Know the reason why Archduke Franz Ferdinand was assassinated (Level 4) Be able to explain how this led to the outbreak of war in 1914? (Level 5) Be able to clearly explain the role nationalism played in the outbreak of war in 1914 (Level 6) Process Working in pairs, students should organise the events following the Archduke’s death in chronological order. Students who finished first and have been checked, could check other answers. Students should then number a blank copy of the events 1= happened first 10= happened last.. Students should attempt to answer the question: How did nationalism bring the world to war in 1914? Level criteria provided. Core Homework Students should write out the events on their answer sheet Resources Cartoon analysis sheet Event cards Flow sheet Question help sheet.

9. Lesson No. 4 (2 Lessons) Key Question Did men ‘join up’ simply because they loved their country? NC. Links KC 1.4 AND 1.6 KP 2.2 Aims Understand why the reasons why men wanted to ‘Join up’ at the outbreak of war (Level 4) Analyse posters to find out their meaning (Level 5) Be able to identify the meaning of sources and explain how they get their message across.(Level 6) Process Starter Picture starter: Show students photograph of men at recruitment centre. Ask students what the men are doing and why. Following discussion, explain that many men joined up voluntarily and 1914. Main Activity (1) Students should watch the short ‘talking heads’ clip. They should then be given time to discuss the answers to the questions asked. (On PowerPoint slide 5) Using the sources, students should then create a mind map that explains why soldiers may have wanted to sign up in 1914. Higher ability students should select information from the sources to support their findings. Discuss as a class. Core Homework Create their own recruitment poster. Resources Recruitment starter Joining up quotation source cards Recruitment posters

10. Lesson No. 4 Key Question Did men ‘join up’ simply because they loved their country? NC. Links KC 1.4 AND 1.6 KP 2.2 Aims Understand why the reasons why men wanted to ‘Join up’ at the outbreak of war (Level 4) Analyse posters to find out their meaning (Level 5) Be able to identify the meaning of sources and explain how they get their message across.(Level 6) Process Main Activity (2) Students should then choose a recruitment poster used during WW1 and analyse it against the level criteria. Go through the example of a good piece of work on the board. Students should detailed analysis on at least two posters. Challenge students to attempt the level above their current working level. Plenary Students should be selected to read out their analysis. Peer assess for positive elements and areas to improve. Core Homework Create their own recruitment poster. Resources Recruitment starter Joining up quotation source cards Recruitment posters

11. Lesson No. 5 Key Question What is trench warfare? NC. Links KC 1.4 KP 2.1 2.2. AND 2.3 Aims Be able to identify at least three features of a trench (Level 4) Be able to explain the meaning of ‘trench warfare’ (Level 5) Be able to use sources to form impressions of conditions in No-man’s land (Level 5-6) Process Starter Listen to the ‘talking heads’ clip – asking the question: What is the solider describing? Use the PPT, Explain the context of why both armies dug trenches in 1914. Use map to show where these trenches were. Ask students to think about why these trenches would have been dug? Main Activity Using the cards, students should match up the pictures to the definitions (features of a trench) They should then record each different aspect on their trench diagram. (Differentiated sheet available for lower literacy students.) Plenary Brainstorm as a class possible problems of fighting in this manner Core Homework Resources Trench Templates Card Match up No Man’s Land images

12. Lesson No. 5 Key Question What is trench warfare? NC. Links KC 1.4 KP 2.1 2.2. AND 2.3 Aims Be able to identify at least three features of a trench (Level 4) Be able to explain the meaning of ‘trench warfare’ (Level 5) Be able to use sources to form impressions of conditions in No-man’s land (Level 5-6) Process Explain how trenches faced one another and that the area in between both front line trenches was called ‘No Man’s Land. Ask why it would have been called that. Using the images provided students should write a paragraph about the impressions (or describe) they can form about No Man’s Land. Plenary In pairs students should create a definition for what trench warfare is. Share definitions – as a class trying to develop the most comprehensive definition as possible. Core Homework Resources Trench Templates Card Match up No Man’s Land images

13. Lesson No. 6 and 7 Key Question What effect did trench warfare have on a First World War soldier? NC. Links KC 1.6 KP 2.2 Aims Be able to describe in your own words what conditions were like in the trenches (Level 4) Be able to use inference to form impressions about what trench conditions were like (Level 5) Be able to use inference to explain how trench life impacted on a First World War soldier (Level 6) Process Starter Students to analyse the image of a WW1 trench. They should then form an impression about trench warfare from what they have seen. Main Activity (1) Using the sources, students should either: Use inference to assess what impact trench warfare had on society or be able to describe what conditions were like. (Differentiated sheet available) Encourage students to work as in depth as possible – they should complete all ten areas to give them a comprehensive view of life in the trenches. Main Activity (2) Students should then select 3- 4 of the sources they have analysed and write out their analysis as an exam style answer. Core Homework. Resources Source cards Inference answer sheets.

14. Lesson No. 6 and 7 Key Question What effect did trench warfare have on a First World War soldier? NC. Links KC 1.6 KP 2.2 Aims Be able to describe in your own words what conditions were like in the trenches (Level 4) Be able to use inference to form impressions about what trench conditions were like (Level 5) Be able to use inference to explain how trench life impacted on a First World War soldier (Level 6) Process Extension: Students should then try to identify positive aspects of living in the trenches. Also, comparing sources to identify any areas of similarity. Plenary Students should then read out their answers – opportunity for peer feedback. Core Homework. Resources Source cards Inference answer sheets..

15. Lesson No. 8. Key Question What were the deadliest weapons of the first world war? NC. Links KP 2.1 2.2 AMD 2.3 Aims Students to know what were the most common weapons of the Great war Understand how effective the new weapons were Process Starter Picture reveal of victims of gas attack. Gradually revel picture, asking what they think has happened? Explain that gas was a weapon that instilled fear, but that it was not the only weapon. Main Activity Place information cards on the walls of the classroom. Students to move around the classroom collecting information to complete their answer sheets about weapons of WW1. Students should then answer the questions on the back of their sheet. There is a gas extension sheet for students who finish this task quickly. Plenary Ask students why they think gas attacks were banned at the end of WW1? Core Homework. Resources Power Point Information cards Answer sheets Extension sheets

16. Lesson No. 9.. Key Question Why do sources conflict? NC. Links KC 1.6 Aims Be able to use sources to find out information about the First World War (Level 4) Be able to begin to analyse a source’s reliability based on one criteria (Level 5/6) Be able to analyse how useful a source is based on it’s nature, origin, purpose, content (Level 7) Process Starter Using the inference grid, students should analyse a First World War poster. Discuss what they have discovered. Now show a second image – ask the students how the sources are similar and how they contrast. Ask question: ‘why are they so different?: Main Activity Using the example provided as guidance, students should begin to analyse both sources. (Differentiated sheet available for lower ability) Discuss findings as a class – showing what they have discovered. Core Homework. Resources Inference grid Powerpoint Differentiated writing frames

17. Lesson No. 9.. Key Question Why do sources conflict? NC. Links KC 1.6 Aims Be able to use sources to find out information about the First World War (Level 4) Be able to begin to analyse a source’s reliability based on one criteria (Level 5/6) Be able to analyse how useful a source is based on it’s nature, origin, purpose, content (Level 7) Process Once complete, each student should be given a writing frame that will help them form an answer to the question: ‘Which source is more reliable to a historian investigating trench warfare?’ Plenary Ask students to give a judgement on which source they consider more reliable (and why). Core Homework Students should write up their writing frame answers into their book.. Resources Inference grid Powerpoint Differentiated writing frames

18. Lesson No. 10. Key Question Is the stereotype of ‘Lions led by donkeys’ fair? NC. Links KC 1.3 AND 1.4 KP 2.1 Aims Understand the type of warfare commanders were prepared for in 1914. Begin to analyse the effectiveness of decision making during the First World War. Use historical evidence to test hypotheses and reach conclusions. Process Starter Show students three tactical suggestions. Class discussion regarding which conflicts the students believe these tactics were taken from and why. Use power point to explain that these tactics were all discussed during a cabinet meeting of 1914. Students should note down and answer the following questions: Why would the government be discussing possible tactics such as these? What difficulties do you think commanders were facing when these tactics were discussed? What can we learn from this document about the nature of warfare in 1914? Main Activity Core Home work Resources Document 1 (A, B, C, D, E) CAB 1/10. Cabinet records 28/12/1914. Discussion of available military methods and technology. Lesson 1 Power Point Document 2 WO 158/234. Orders sent to British Commanders 22/6/1916. Tactics sheet

19. Lesson No. 10. Key Question Is the stereotype of ‘Lions led by donkeys’ fair? NC. Links KC 1.3 AND 1.4 KP 2.1 Aims Understand the type of warfare commanders were prepared for in 1914. Begin to analyse the effectiveness of decision making during the First World War. Use historical evidence to test hypotheses and reach conclusions. Process Each individual should read through the section of the document they have been given, and highlight difficulties faced by commanders or tactics to be used. Each individual should then discuss their findings with other members of the group. Students should then use the knowledge they have acquired from the sources to complete the first column of the tactics table (This will then be completed during the second lesson) Students should remain in their groups. Each group should be given a copy of the orders sent out to British commanders, 22 June 1916 Students should read through these and identify the aims of the battle Students should then answer the following: What were the aims of the Battle of the Somme? What must not be allowed to happen? Students should predict what the outcome of the battle was and why? Students should record these predictions for the following lesson. Core Home work Resources Document 1 (A, B, C, D, E) CAB 1/10. Cabinet records 28/12/1914. Discussion of available military methods and technology. Lesson 1 Power Point Document 2 WO 158/234. Orders sent to British Commanders 22/6/1916. Tactics sheet

20. Lesson No. 11. Key Question Is the stereotype of ‘Lions led by donkeys’ fair? (Part 2) NC. Links KC 1.3 AND 1.4 KP 2.1 Aims Understand how tactics changed during the course of the First World war. Use historical evidence to evaluate the changing nature of tactics and decision making during the First World War. Process As a class, re-visit knowledge gained from previous lesson and create a mind map on the board showing the aims of the Battle of The Somme. Students should re-read their predictions for the battle. In groups students should read through Haig’s letter providing an assessment of the battle so far. As a class, discuss whether he considered the first day a success in relation to the objectives. Students should then discuss in pairs or groups what options would be open to the British and the possible consequences of each option. Each student should then create a flow diagram of the possible options. Explain to students that it was decided by commanders to use tanks on The Somme in September 1916. Ask students to predict how the use of these vehicles might have altered the battle. Core Home work Resources Document 1 (A, B, C, D, E) CAB 1/10. Cabinet records 28/12/1914. Discussion of available military methods and technology. Lesson 1 Power Point Document 2 WO 158/234. Orders sent to British Commanders 22/6/1916. Tactics sheet

21. Lesson No. 11. Key Question Is the stereotype of ‘Lions led by donkeys’ fair? (Part 2) NC. Links KC 1.3 AND 1.4 KP 2.1 Aims Understand how tactics changed during the course of the First World war. Use historical evidence to evaluate the changing nature of tactics and decision making during the First World War. Process Students should then examine in their groups the orders given on 19th September 1916 for the use of Tanks on The Somme for the first time. Once they have read through these they should each complete the second column of their tactics table. Each group will now consider the attack at Bois de Hamel in 1918. Each group should be given extracts from the report of the operation. Groups should read through the extracts then complete the third column of their tactics table. Discussion Questions: What is the assessment being given of the battle in the document? Was the outcome positive? How had the tactics used changed between 1916 and 1918? Do you think the generals of 1918 learnt from the Battle of the Somme? Alternative activity: Create a continuum line on the board for how much commanders learnt between 1914 and 1918. Ask students to come up to the board and mark on the continuum their opinion. They should then justify their view to the class. Pose students the key question they have been considering: Is the stereotype of ‘Lions led by donkeys’ fair? They must justify their answer with knowledge gained during the previous two lessons Core Home work Resources Lesson 2 Power Point Document 3 WO 158/234 Telegram from General Sir Douglas Haig to General Sir Henry Rawlinson 2/7/1916 Flow diagram Tactics sheet Document 4 (A, B, C) WO 95/431 Instructions for the employment of tanks during the Battle of the Somme. 9/9/1916 Document 5 (A, B, C, D, E) WO 95/986 Account of operations by Australian Corps against Hamel, Bois De Hamel, and Bois de Vaire. 1/7/1918

22. Lesson No. 12.. Key Question Is the stereotype of ‘Lions led by donkeys’ fair? (Part 2) NC. Links KC 1.3 AND 1.4 KP 2.1 Aims Understand how tactics changed during the course of the First World war. Use historical evidence to evaluate the changing nature of tactics and decision making during the First World War. Process Students should then examine in their groups the orders given on 19th September 1916 for the use of Tanks on The Somme for the first time. Once they have read through these they should each complete the second column of their tactics table. Each group will now consider the attack at Bois de Hamel in 1918. Each group should be given extracts from the report of the operation. Groups should read through the extracts then complete the third column of their tactics table. Discussion Questions: What is the assessment being given of the battle in the document? Was the outcome positive? How had the tactics used changed between 1916 and 1918? Do you think the generals of 1918 learnt from the Battle of the Somme? Alternative activity: Create a continuum line on the board for how much commanders learnt between 1914 and 1918. Ask students to come up to the board and mark on the continuum their opinion. They should then justify their view to the class. Pose students the key question they have been considering: Is the stereotype of ‘Lions led by donkeys’ fair? They must justify their answer with knowledge gained during the previous two lessons Core Home work Resources Lesson 2 Power Point Document 3 WO 158/234 Telegram from General Sir Douglas Haig to General Sir Henry Rawlinson 2/7/1916 Flow diagram Tactics sheet Document 4 (A, B, C) WO 95/431 Instructions for the employment of tanks during the Battle of the Somme. 9/9/1916 Document 5 (A, B, C, D, E) WO 95/986 Account of operations by Australian Corps against Hamel, Bois De Hamel, and Bois de Vaire. 1/7/1918

23. Lesson No. 7 Key Question What can we learn from each source about Zeppelin attacks on Britain? NC. Links KP 2.2. AND 2.3 Aims Be able to understand what a ‘Zeppelin raid’ was (All) Be able to explain the damage that Zeppelin raids could cause (Most) Be able to use inference to form an impression about the impact of Zeppelin raids. (Some) Process Starter Students shown an image of a house destroyed by a Zeppelin raid. With a partner, they should discuss the events of the people involved using the ‘before, before, after, after’ timeframe on the Powerpoint. Teacher to give breif background on Zeppelin raids. Main Activity Using the document on the Humber raids, students should work collaboratively as a group to answer the five questions posed. They should all write the answers in their books. Students should then build upon their inference skills from previous lessons to answer the key question. Core Homework Resources Powerpoint Sources Extension sheet.

24. Lesson No. 7 Key Question What can we learn from each source about Zeppelin attacks on Britain? NC. Links KP 2.2. AND 2.3 Aims Be able to understand what a ‘Zeppelin raid’ was (All) Be able to explain the damage that Zeppelin raids could cause (Most) Be able to use inference to form an impression about the impact of Zeppelin raids. (Some) Process Extension: students to write an answer to the question: Which of these sources do you find the most useful for finding out about the raids? Review: Using an image of houses destroyed by the raid – student should write two headlines, one for a German newspaper and one for a British newspaper. Core Homework Resources