Tullie House Museum and Art Gallery Trust THE FIRST WORLD WAR For: KS 2 Duration: 2 hours These notes are intended as a guide for teachers who are attending a session led by one of our staff.
Before the Visit To run this session you will need to bring 4 adults to guide the children on the 4 tables that they will explore in the session. To make life easier for yourself and the other adults that you will bring on the day, we suggest that each adult takes one of the tables and stays on that table whilst the children rotate. The member of Tullie House staff that will be guiding the session will spend a few minutes before the session begins showing you and your adults the tables and activities. Please draw particular attention to the health and safety notes that are included in this pack. On arrival Please go to the main reception desk and hand in your confirmation of booking and your signed health and safety form. If your class need the toilet we advise you to use the main ones in the reception area. A member of the Tullie House Learning Team will be contacted and you will be taken to your session. There is space to leave coats outside the Activities Room but if you have bags as well it is better to ask at Reception for a coat bin. Before the children enter the room please remind them not to touch anything.
Session Format The session will start with a short introduction PowerPoint which will briefly cover the reasons behind the start of WW1 and the global impact that it had. Then the class will split into four groups and rotate around four different activities: Children and War The Front Men at Home Women and War In the final activity, A day in the Life, they will create a mini role play using objects, images and costume for inspiration. The group who finish on the Children at War table will do a semaphore demonstration.
Curriculum Links Curriculum Learning Objectives This workshop will help support learners to develop a chronologically secure knowledge and understanding of World War 1, devising historically valued questions about change, cause, similarly, different and significance. They will construct informed responses that involve thoughtful selection and organisation of relevant historical information. They will understand how knowledge of the past is constructed from a range of sources. Learners will have the opportunity to gain knowledge and understanding of WW1 through handling real WW1 objects and creating and taking part in a role play activity. History (key stage 2) Link to Curriculum subject content: a study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066. English- spoken language Link to programme of study: all pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in the role. They should have opportunities to improvise, devise and script drama for one another and a range of audience, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. Cross Curricular Links Subject Key stage Programmes of study English 2 6. Language and literacy Art and design 2 6.2. Spoken language (including drama) 6.3. Reading and writing 6.4. Vocabulary development
THE FIRST WORLD WAR CHILDREN AND WAR 1. As a group write a list of all the ways children might have been affected by the First World War think about home, school and leisure. 2. Look at the list of ways children helped in the war effort. One of the things they did was make and sell small flags and badges to raise money for the war. Have a look at some of the examples and design and make your own First World War badge.
How did children contribute to the war effort? Food children helped dig and weed vegetable patches, and worked in the fields at harvest time Collecting things like blankets, books and magazines were collected by children and sent to soldiers on the Front Line Boy Scouts carried messages for the War Office, sounded their bugles when Air Raids finished, and learned to send semaphore messages with small flags Girl Guides carried messages, delivered food supplies, collected items to send to the front, learnt First Aid and flag messaging Conkers children were encouraged to collect conkers! Chemicals from conkers were used in factories to make cordite this was an ingredient in explosive shells and bullets School boys collecting conkers Girls helping out on a farm A Boy Scout delivering a message to the War Office
Make a badge Draw your design in the inner circle. Put a metal disk into Tray 1, then your design face up, then a clear plastic disk on top. Slide tray one under the handle and pull the handle down hard. (Make sure an adult is holding the badge machine down) Now put a badge back in Tray 2 with the pin part facing down. Slide Tray 2 under the handle (Tray 1 should be empty) and pull the handle down again.
Flag Day Badge Designs (Crest of the King s Own border Regiment in Carlisle)
THE FIRST WORLD WAR CHILDREN AND WAR FINAL ACTIVITY Boy and Girl scouts learnt a special language to help send messages to the commanders on the home front. It was called Semaphore this meant spelling out letters using flags. In pairs, try and spell out your name using the semaphore flags. Once you have both done that spell out the words STOP, HELP and SAFE. For the final activity you will be spelling these out to the rest of the class, who will have to try and work out what you re spelling.
Semaphore Alphabet
THE FIRST WORLD WAR THE FRONT 1. Look at and carefully handle all the objects on the table. Discuss with your group what you think they are and what they were used for. 2. If you were a soldier in the trenches, which objects do you think would be the most important? Pick out the five most important ones and put them in order. 3. Fill out your Object Record sheet choose your favourite object or photograph from the table and fill out the The Front section.
Object Notes Medals These medals are the 1914 Star (left) and the Victory medal (right). Along with the British War Medal, this set of medals was awarded to soldiers in the British Expeditionary Force. They were known as Pip, Squeak and Wilfred after characters from a comic strip that was popular at the time. They are the most common medals from the war. Trench Whistle Trench whistles were used by officers in the war to give instructions to their men, most usually to go over the top of their trenches. Trench Orders Booklet These orders were issues to all soldiers serving on the Front Line. They gave advice on everything from when the best time to drink rum was to what to do if a mine explodes. Bayonet Bayonets were long knives attached to the ends of soldier s rifles. This made the weapon very heavy and hard to use. Trench Club This weapon would have been used in hand to hand combat by soldiers on the Front Line. Postcards Soldiers with wives or girlfriends back at home would have sent and received postcards like this to keep in touch. Bible Soldiers treasured their personal possessions on the Front Line. This Bible was issued to all soldiers in the hope that it would give them comfort. This one belonged to a man from Carlisle named T. Story. It was donated by his widow. Shaving Set It was important than men kept their faces beard free as it meant gas masks fitted better. This is a safety razor produced specially for soldiers on the front line.
Machine Gun Instructions This is an instruction booklet for the Browning Machine Gun. This very heavy gun was often mounted on jeeps or other vehicles. Respirator The PH helmet was an early type of gas mask issued by the British Army to protect troops against chlorine, phosgene and tear gas. The hood was worn over the head with the opening at the bottom tucked into the neck of the tunic, which was buttoned up at the neck to hold the hood opening in place. It s made from double layered wool with 2 glass windows and breathing mouthpiece.
THE FIRST WORLD WAR WOMEN AND WAR 1. Look at and carefully handle all the objects on the table. Discuss with your group what you think they are and what they were used for. 2. Work out what jobs are represented by the objects and photographs on the table. Do you think women did these jobs before the war? 3. Fill out your Object Record sheet choose your favourite object or photograph from the table and fill out the Women and War section. 4. Food was scarce because German U-Boats (submarines) were sinking the ships bringing supplies to Britain. Food began to be rationed at the start of 1918. At this time women did most of the cooking for their families and had to make food last. Use the scales to weigh out the ration allowance for sugar. This was for an adult for one week do you think it would have been enough?
Image of rationing amount On the scales weigh out how much sugar one adult or child was allowed in one week. ½ lb = 227g Have a think about how much sugar you eat in a week? It s interesting to know that 1 can of coke contains 40g of sugar.
Object Notes Rake This would have been used on a farm to move and gather up hay and grass. Shears, Branding Iron and Turnip Knife These are all tools that would have been used on a farm by women working on the land. The shears would have been used on sheep, the branding iron on cattle and the turnip knife to harvest vegetables. Shell Dressing This shell dressing would have been used to treat soldiers on the Front Line. Since Florence Nightingale s amazing work in the Crimean War, more women than ever had been trained as nurses. Before the First World War, however, they normally only cared for female patients. This changed when war broke out. Thousands of women joined the Voluntary Aid Detachment and treated soldiers at battlefield hospitals by 1918 there were 23,000 women nurses in the VAD. Munitions Worker Pass This pass belonged to Miss Nora Hope, a worker at H.M. Factory Gretna. This was the largest cordite factory in the UK cordite is an explosive chemical used in guns, and its nickname was the Devil s Porridge. Most of the workers were women, who were known as Munitionettes. Bus Ticket This is a bus ticket for a journey from Carlisle to Gretna perhaps the person who this ticket belonged to worked at the munitions factory there. During the war women took on many men s jobs whilst they were fighting, including bus drivers.
THE FIRST WORLD WAR MEN AT HOME 1. Look at and carefully handle all the objects on the table. Discuss with your group what you think they are and what they were used for. 2. Work out which jobs are represented by the objects and photographs on the table. In 1916, when conscription came into force (all men had to join the war effort) men doing these jobs that were of national importance did not have to be soldiers. Why were these jobs so important? 3. Fill out your Object Record sheet choose your favourite object or photograph from the table and fill out the Men at Home section. 4. If you have time, have a look at the map provided and find where the industries of national importance in Cumbria are. Think about why they are positioned where they are? In your group write down the grid references for each place.
Place Moss Bay Steel Works, Workington Grid Reference The Cumbrian iron ore field lies to the south of Workington making it an ideal place for the world's first large-scale steelworks. Steel was in high demand during WW1 for the construction of ships and munitions. Haig Coal Mine, Whitehaven Many miners signed up to fight in 1914/15 so most mines were left being manned by old men and boys until 1916 when mining was classed an occupation of national importance. Barrow in Furness shipyard (find Ulverston on the map) As a major British warship and weapons manufacturer Barrow in Furness shipyard was kept very busy during the war. They built submarines for the Royal Navy, as it still does today, and large quantities of artillery pieces and munitions were also produced.
Object Notes Truncheon This would have been used by a policeman during the First World War. Policing was a reserved occupation during the war which meant policemen were not conscripted or forced to become soldiers. However, many volunteered and fought on the Front Line. Mining Pick Head and Lead Miners Axe Mining was a particularly important reserved occupation during the war as it was essential for the production of weapons and vehicles for the war effort. At the start of the war there was a huge drop in coal mining as men rushed to join the war effort. In 1915 the government took over the running of the mines and didn t conscript miners to the army. Railway Ticket (photograph)
THE FIRST WORLD WAR FINAL ACTIVITY: A DAY IN THE LIFE For our last activity, we ll be writing and performing mini Day in the Life plays. Choose a character using the objects, photographs and costume on your table, and as a group write down what they might have done during a typical day. You can then act this out as a play (one person could play the character and the others could play people they would come across during the day or be narrators). You could be a soldier in the trenches, a woman in a new job (munitions worker, farmer, bus driver etc.), or a man on the home front (farmer, miner, conscientious objector). Think about: What time would I have woken up? What would I have eaten for breakfast / lunch / dinner? What activities would I have done during the day? Use your senses what would you have seen, heard, smelt and touched? How do I feel about the war and my role in it?