How have the advances of women during the First World War been interpreted?
Teaching Guidance
These resources are intended to take pupils through the process of dealing with historical interpretations. They are intended to be used with Year 9 students and it is advisable that the tasks are completed after pupils have aspects of the advances of women during the 20th century.
Images / Activity Notes/ Section 1 – WHAT ARE HISTORICAL INTERPRETATIONS?
The resource is a video that is designed to introduce pupils to what historical interpretations are. Guidance is led by the character Miss N. Terpretation who explains what interpretations are and are not.
· The video can added to any VLE so it can be downloaded by pupils
· It could be used in class
There is also a PowerPoint that is downloadable and editable.
/ Section 2 – GUIDANCE ON INTERPRETATIONS
These resources can be used separately, combined or as one PowerPoint if they are combined or they could be added to any other existing PPT resource.
Resource 1 - WHAT IS AN HISTORICAL INTERPRETATION?
This is an interactive PowerPoint activity that introduces pupils to historical interpretations.
· Pupils can click on trigger buttons to access information contained in various slides and there is an activity where pupils need to decide what might be an historical interpretation. Correct answers turn green, incorrect answers turn red.
Resource 2 – HOW AND WHY DO HISTORICAL INTERPRETATIONS DIFFER?
A task designed to get pupils to distinguish between ‘fact’ and ‘opinion’ and to think about how historians might gather evidence to form interpretations.
· Slide 3 asks pupils to consider what is ‘fact’ and what is ‘opinion.’ Pupils decide by clicking the statements to turn them red or green. Once completed answers can by checked. After this task you could discuss with pupils how different facts and opinions might lead to different interpretations.
/ Section 3 – HOW TO DEAL WITH INTERPRETATIONS
The activities in this section are intended to introduce pupils to the process of dealing with interpretations.
Resource 1 –HOW DO I DEAL WITH INTERPRETATIONS?
This is a PowerPoint activity that takes pupils through the process of PLAN, DEVELOP and REVIEW.
· The activity should be teacher led as discussion of the required skills is necessary.
Resource 2 –HOW DO I DEAL WITH INTERPRETATIONS?
A Word copy of the PLAN, DEVELOP and REVIEW stages that can be handed out to pupils. Pupils should be encouraged to follow the questions.
/ Section 4 – WOMEN DURING THE FIRST WORLD WAR
These resources are intended to give some background information on life women during the war but also pre and post-war.
Resource 1 – WOMEN DURING THE FIRST WORLD WAR - BACKGROUND
A Word document giving some detail on the background history life for women during the war and pre and post First World War.
· The resource might be used to just give the teacher background information or it could be used by pupils to accompany activities in Resource 2.
Resource 2 – WHAT DO YOU KNOW ABOUT WOMEN DURING THE FIRST WORLD WAR?
A PowerPoint that introduces pupils to role of women during the First World War and should encourage them to carry out their own research.
· Slide 1 is a starter activity – Pupils are asked to watch a video (activated by clicking on it). Pupils are asked to note what they see to try and work out what they are to learn.
· Pupils are then asked about what they saw. There are 16 images in total. On slide 3 the correct answer can be revealed by clicking on the appropriate letter:
A - Mother with sons
B - Nurses with wounded
C - White feather
D - Ambulance Driver
E - Women’s suffrage poster
F - Women’s baseball team
G - Bus conductors
H - Statue
I - Women’s football team
J - Concert Party
K - Red Cross Poster
L - Post Office Uniform
M - Women ploughing
N - Women working in armaments
O - Women’s Land Army Poster
P - Soldier and family
· The second task asks pupils to Think-Pair-Share. Pupils have 5 minutes to record what they know about Women during the First World War and then they share knowledge with a partner. There is a timer on the slide.
· Slide 7 - The next activity allows pupils to work together to figure what changed for women during the war. The activity is a sorting exercise that ask pupils to move statements under the appropriate headings – before 1914, during the war
· Slide 8 - This is a thinking skills activity that is to used in conjunction the paper resource women and the war. Pupils are presented with 16 images relating to women in the war and they are asked to group into four groups of four. They should decide for themselves what they categories should be e.g Home Front or nursing. Pupils can then use the whiteboard to present their ideas – new headings can be typed in when the PowerPoint is open and colours are the pictures can be changed by clicking on the image. N.B. There is no right answer.
· Finally pupils are asked to think about change and continuity with regards to women during the war.
/ Section 5
Starter activity – Pupils to come up with a caption for the photograph.
These resources prepare pupils to compare two different interpretations of the advances of women during the First World War. There is guidance and support to help pupils prepare a written response. The PowerPoint includes a number of interactive activities well suited to an interactive whiteboard, that help pupils consider two interpretations of the Glyndwr and his actions and how they may have been formed.
There are two versions of the activities – one which can be used by the class teacher and another that allows pupils to type and print on slides. The latter might be added to a school’s VLE.
/ Section 6
Here you find the main paper resource for this task. There is also a template if you wish to create your own interpretation activity.
/ Section 7
Resource 1 – PUPIL PEER/SELF ASSESSMENT SHEET
Pupils are given the opportunity to evaluate their own learning and work with a learning partner as part of peer assessment. The sheet includes tick boxes and an area for pupils to write comments.
Resource 2 – PUPIL SELF ASSESSMENT
This PowerPoint asks pupils to assess their own learning.
· Slide 2 – pupils can click on statements they agree with
· Slide 3 – pupils can record comments in answer to set questions
· Pupils are able to print these slides
· The activity might by uploaded on to a VLE site