Crown Hills Community College
KS3 History
Year 9:
A World Study After 1900: World War Two,
The Holocaust and the Atomic Bomb
Teacher’s notes
Aims
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To teach Knowledge, Skills and Understanding through the World Study After 1900
Introduce and develop the Key Concepts identified in the National Curriculum
Programme of Study: Chronological understanding; Cultural, ethnic and religious
diversity; Change and continuity; Cause and Consequence; Significance; and
Interpretation.
The particular focus of this topic and for the assessment will be chronological
understanding and consequence.
To Introduce and develop the Key Processes identified in the National Curriculum
Programme of Study: Historical Enquiry; Using evidence; and Communicating about the
past.
Promoting:
 The Secondary Strategy
 Key skills through history
 Citizenship through history
 Inclusion
 Stimulating the learning of Gifted and Talented students
 Assessment for Learning
Teachers Name…………………………
Subject……………………………
Number of students………………….
Number of Girls……………………
Class………………………………..
Number of boys…………………
Lesson context (sow/pos): Lesson 10: the Home Front: Blitz
Learning objectives:
 To understand what the Blitz was and
its impact on civilians through local
primary sources
Learning outcomes:
 All students will know what is meant by the terms
blitzkrieg and civilians
 Most students will understand how the blitz
affected peoples lives
 Some students will begin to understand how the
blitz is connected to evacuation and rationing
Inclusion:
Group work and role-play to express ideas
Provision for Gifted and Talented:
By outcome-amount of detail in role-play
Boys Achievement:
Role-play activity
Key words:
Blitzkrieg (Blitz), Civilians, Civil Defence. Air Raid
Precaution (ARP) Wardens, Total War
Resources:
Flipchart 10, Primary Sources (Map of Shelters, ARP Incident Reports, Death of 12yr old boy, Fire Service Log Book)
Homework: Start preparing for Assessment-Students need to revise everything they have studied in the topic, as
this a recall based assessment. Lesson 13 will be assessment
TIME:
Starter: (Don’t tell students lesson title or objectives at this point)
ISM activity. Show students the image of the VE Day Street Party. Students have to use the 5Ws to
try and understand what is going on in the picture. Take feedback from students and guide their
thinking. Ensure they understand that people held these parties because they had been through 5
years of Total War
10 minutes
Main:
Explain what the Blitz was-Began with the bombing of London in September 1940 etc.
Show the photograph of bomb damage in Leicester. What can students find out from this picture.
Highlight the fact the bomb was probably intended for the railway station, as the Germans bombed
important places/buildings etc.
5 minutes
Discuss censorship. Photo A would be censored. B was allowed because it had the reassuring
presence of a police officer, and people were going about their daily business.
5 minutes
Show map of location of public shelters in Leicester and photograph of inside a public shelter.
What do students think it would be like to spend a night in an air raid shelter? – Write in books
Give each group a copy of a Blitz incident (Death of 12yr old boy G&T-highlight that nobody
identified the body why not?, Fire Service Log Book or ARP Incident Report SEN) students have to
work as a group to find out what the event is, important details etc and then turn this into a role-play
for the rest of the class to understand.
10 minutes
10-15
minutes
Plenary:
Show Role-Plays
10 minutes
Teachers Name…………………………
Subject……………………………
Number of students………………….
Number of Girls……………………
Class………………………………..
Number of boys…………………
Lesson context (sow/pos): Lesson 11: The Home Front –Evacuation
Learning objectives:
 To understand what life was like for an
evacuee
Learning outcomes:
 All students will know what evacuation was
 Most students will understand what life was like for
an evacuee
 Some students will be able to fully explain whether
evacuation was a good or bad thing
Inclusion:
Writing frame for letter
Provision for Gifted and Talented:
Evaluation activity, Full explanations
Boys Achievement:
Short activities, leading to longer activity
Key words:
Evacuation, Billeted,
Resources:
Flipchart 11, Evacuation Sources
Homework:
To continue to prepare for assessment.
Starter:
ISM, show students the photograph of the evacuees arriving at the train station in Northampton.
5Ws. How do you think these children were feeling?
TIME:
10 minutes
Main:
15 minutes
Students use the set of sources to complete the following table about the evacuation experience
Source Number
What it says about the evacuation
What can you work out about
experience
the evacuees’ home life before
evacuation
20 minutes
Students write a letter to their mum explaining what their new life is like.
Writing frame available for SEN students.
5 minutes
Plenary:
Do you think evacuation was a good or bad thing? Explain why