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History at key stage 3 (Year 9)
Unit 18: Hot war, cold war why did the major twentieth-century conflicts affect so many people?
Section 1: What were the main features of twentieth-century warfare?
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Objectives |
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- to select relevant information from a source
- to group and sequence sources according to different criteria
- in outline about the key features and technological developments that characterised different conflicts in the twentieth century
- that twentieth-century conflicts involved civilians as well as the military
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Activities |
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Outcomes |
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Children: |
- Brainstorm with pupils to remind them of their knowledge of war and warfare. This establishes a common knowledge base, eg methods of fighting, causes.
- Provide groups of pupils with a set of cards of images of twentieth-century warfare. Working in groups, pupils sort the images, devising their own criteria for sorting.
- Lead a class discussion to clarify the criteria the different groups used in sorting.
- Pupils, in groups, then sort against specific criteria which look at common threads,
eg naval warfare, civilian experiences.
- As a class, plot out the basis of a 'concept map',
eg 'cause', 'nature', 'impact', 'effect', which can be returned to later in the unit.
- Use a selection of the images from the sorting activity as a basis for an overview of the chronology of the main conflicts. Annotate a class timeline with dates of major conflicts and with appropriate images from the sorting activity.
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- select and combine information from sources on the basis of content
- identify sources of information that are useful for specific tasks
- describe characteristic features of twentieth-century conflicts
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Points to note |
- This introduction focuses on key ideas and links and connections through thematic studies into aspects of the First and Second World Wars and the Cold War. It will be necessary to select aspects of the conflicts to be studied.
- In the card-sorting activity, the images should cover the full range of twentieth-century wars, including the experiences of civilians. Take care to illustrate the involvement of women and children and the impact of the conflicts upon the whole population,
eg pictures of women munition workers during the First World War. Photographs could include those of soldiers and civilians from the Indian subcontinent, Africa and the Caribbean in order to highlight both their contribution to the Allied cause and the extent of the impact of both world wars. Some cards could contain details of the extent of military and civilian casualties in both world wars.
- A large map of the world and a timeline (1900-2000) could be used as the basis of class displays,
eg the concept maps and significant images.
- While the focus in this section is on looking for common threads, ensure that pupils are able, as they work through the unit, to distinguish clearly the main conflicts, significant events in each conflict and the role of key individuals. The final activity in the section establishes the framework for this.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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