Primary Secondary (Header 1, 20 pt bold)

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Primary Secondary (Header 1, 20 pt bold)

Self-Directed Resources for teachers visiting IWM North

    Academic year 2009-10 KS2 First World War


    First World War:


Learning at Imperial War Museum North

    Our award-winning Museum and its stunning displays provide a unique

    learning experience for visitors of all ages and backgrounds. Imperial War

    Museum North is about people: your students will deepen their understanding

    of history through the artefacts and personal stories on display.

    ? TimeLine Our TimeLine runs around the perimeter of the Main Exhibition

    Space and covers from 1914 to the present day.

    ? Silos are 6 areas linked by theme.

    o Experience of War

    o Women and War

    o Impressions of War

    o Empire, Commonwealth and War

    o Science, Technology and War

    o Legacy of War

    ? Large Objects such as the Artillery Piece and the German Trench

    Mortar are on open display.

    ? Action Stations A series of interactive displays for multi-sensory

    learning e.g. The Trench Action Station near the beginning of the Timeline

    allows your group to consider the conditions that soldiers encountered in

    the trenches.

    ? TimeStacks are trays of objects linked by theme. Press the button to

    bring down the Trench Life TimeStack tray near the Artillery Piece or

    select Journeys from the North in the TimeStack near the Tank. ? Big Picture Show is a 360 degree audio visual experience using

    images and sounds from our archive.

    11.00 & 14.00 Children and War

    12.00 & 15.00 The War at Home

    13.00 & 16.00 Weapons and War

    ? Please visit and click on ‘What’s On’ to see what

    Special Exhibition is showing when you visit.

    Page 1 of 12

Self-Directed Resources for teachers visiting IWM North

    Academic year 2009-10 KS2 First World War

    Before your visit

    You will get more from your visit to Imperial War Museum North if you prepare

    with your students before you arrive. Make sure you read, sign and send your

    confirmation form to us before your visit.

Recommended preparation for students

    ? Why do we have museums?

    Talk to students about what a museum is and that one of the important

    roles of museums is to look after objects of historical value. Ask them

    to think what sort of objects a museum collects and why.

    ? Where do the objects come from?

    Many of our artefacts have been donated to the museum by veterans

    of war or their families. Do your students have any possessions which

    they treasure? If they were to give this special item to somebody else

    how would they want it to be looked after?

    ? Discuss behaviour

    Explain that they will be sharing the museum with other people, some

    of whom will have experienced war themselves and that they should

    consider the needs of others in a public place.

    Explain to your students that Imperial War Museum North has a

    number of objects on open display which it is important not to touch

    because acids on our skin will, over time, eventually damage the metal.

    ? Prior knowledge

    It is useful but not essential for your group to have some prior

    knowledge of recruitment, trench conditions and home front.

    You may find the following WebQuest useful for your group.

    How do we remember? (KS1-2 Citizenship/RE/History)

    Page 2 of 12

Self-Directed Resources for teachers visiting IWM North

    Academic year 2009-10 KS2 First World War

    Recommended preparation for accompanying adults

    Brief each accompanying adult who will be attending on the day. A well-

    briefed adult goes a long way to ensure a successful visit.

The briefing should include:

    ? The itinerary for the day

    ? A map of Imperial War Museum North

    ? Dos and don'ts about behaviour

    ? Background information to support any activity

    ? A meeting place for anyone who has become separated from their

    group (we suggest the Information point on the ground floor)

    Remember a visit to a museum is about being inspired and learning how to question as much as it is about finding answers. It is fine to not know all the

    answers to students’ questions. Enquire together. Ask a member of museum

    staff. Make sure that all adults have a paper and pen to jot down any

    outstanding questions. These can be explored further back at school.

If you are using the Learner sheets it may be a good time to hand these out

    along with the relevant parts of this document.

    Download the Learner sheets you wish to use at (specific link to be announced)

    Page 3 of 12

Self-Directed Resources for teachers visiting IWM North

    Academic year 2009-10 KS2 First World War

    During your visit

    Your visit to IWM North can cover a great number of areas, but above all it

    can develop skills in interpretation and analysing sources, including the

    museum itself as a source.

Potential Learning Outcomes

    ? Knowledge/ Understanding

    o Gaining a deeper knowledge of what life was like for soldiers and

    civilians during the First World War through personal stories

    o Learning facts and information from a particular object

? Skills

    o Speaking and listening

    o Observation

    o Historical enquiry

    o Making links between the object and other sources such as the

    photography archive

    o Making links between different topics such as recruitment and

    trench conditions

? Attitudes and values

    o Students will empathise with the experiences of the individuals they

    have discovered in these resources

    o Students will go back to school with a greater motivation for the


? Enjoyment/Inspiration/Creativity

    o Students should become more confident in visiting other museums

? Activity/Behaviour/Progression

    o The activities in the Learner sheets link to work which can be

    followed up at school

    o Students may want to visit the museum again, either with school or

    with their families

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Self-Directed Resources for teachers visiting IWM North

    Academic year 2009-10 KS2 First World War

    Highlights by area

    All the main exhibits are on the First Floor. Go up the staircase or the lift to

    the Main Exhibition Space. Please use your map to help navigate.

Highlight of the Timeline 1914 - 1918

    Find this...

    Object number 8

    It is in the case near the


    British Army Biscuit

     Biscuits could be so hard that sometimes they had to be crushed or mixed

    with hot water to form a paste before being eaten.

The biscuits were extremely hard and some people found them so hard to eat

    that they found other ways to make use of them.

Questions for your group

    ? What has been written on the biscuit?

    ? Why have they written this on the biscuit?

    It was too hard to eat. Because Your King and Country Needs You’

    was a slogan that was used in recruitment campaigns during the First

    World War.

    ? How do you think the person writing this felt?

    There are no right and wrong answers here but angry, betrayed, upset,

    are all possible.

    ? Imagine you are a soldier in the trenches.

    You are very hungry and cannot eat the biscuit you have been given as

    it is too hard. What might you write on it? What photograph might you

    put in it?

Activity - Draw your own biscuit

Ask the students to draw two rectangles in their notebooks. In one rectangle

    they write a message. In the other rectangle draw the photograph.

    Page 5 of 12

Self-Directed Resources for teachers visiting IWM North

    Academic year 2009-10 KS2 First World War

    Highlights of Silo 1: Experience of War

    Find this...

    Object number 4

    It is in the Recruitment case near the drum

    Photo of Alfie Knight and letter

     Look at the letter from Alfie Knight which is in the cabinet and the enlarged

    extract on the Learner sheet. Alfie was a nine year old boy who asked Lord

    Kitchener if he could join the Army.

Questions for your group

    ? Why do you think Alfie wanted to join the Army?

    Encourage the children to come up with their own suggestions. Alfie’s

    letter suggests that he was quite adventurous he probably thought it

    was going to be very exciting. Picture books featured anti-German

    propaganda and that may have influenced him. Some boys wanted to

    prove that they were grown up.

    ? If you were Lord Kitchener how would you reply to Alfie’s letter?

    Ask the children to imagine they are Lord Kitchener. How would they

    reply to this letter? If the children have notebooks they can write down

    their replies to Alfie. If not you can have a discussion as a group or in


    ? Why did men lose the right to choose if they went to fight?

    In 1916 conscription was introduced. This meant that men received a

    letter informing them that they had to join the army. This came about

    due to the fact that so many soldiers had been killed or injured that

    there were not enough volunteers to replace them.

Extra information

Before 1916 people volunteered to join the British armed forces.

    Field Marshal Lord Kitchener was the Secretary of State for War. In August

    1914 Kitchener asked for 100,000 volunteers between 19 and 30 years of age.

    Within a few weeks half a million men had volunteered; five times more than

    Kitchener had asked for.

    Page 6 of 12

Self-Directed Resources for teachers visiting IWM North

    Academic year 2009-10 KS2 First World War

    Highlights of Silo 4: Empire, Commonwealth and War

    Find this...

    Object number 16

    It is in the case ANZACS at Gallipoli

    Princess Mary’s Gift Fund Box

Princess Mary was the daughter of King George V and Queen Mary.

    On the 15 October Buckingham Palace gave out a letter signed by the

    Princess which explained the purpose of the Princess Mary Fund.

    Questions for your group

    ? Why did Princess Mary want to send a gift to the troops?

    Many believed that the war would be over by Christmas. When it

    became clear that this was not the case the present was a way of

    thanking the troops and showing them they had not been forgotten.

    ? Who was the gift for?

    It was for all British and Commonwealth soldiers and sailors and

    nurses serving overseas and the parents of those who had been killed.

    ? What do you think was inside?

    All boxes contained a Christmas card and photograph of the Princess.

    The Smoker’s Gift Box had tobacco and a pipe. The Indian Sikh’s tin

    contained sugar candy and a box of spices. Nurses received a packet

    of chocolate.

    ? What do you think the letter ‘M’s stands for?


    ? What do the countries named around the edge of the box have in


    They were Britain’s allies at the time.

    ? How would you feel if you were a soldier, sailor or nurse receiving

    this gift?

    ? What might a 2009 Christmas gift box contain?

    Page 7 of 12

Self-Directed Resources for teachers visiting IWM North

    Academic year 2009-10 KS2 First World War

    Highlights of Silo 6: Legacy of War

    Find this...

    Object number 3

    It is next to the Remembrance display in the case

    low down called Loss of a loved one

Next of Kin memorial plaque, scroll and medals

These plaques were given to the next of kin for all service men and women

    who had died between 4 August 1914 and 10 January 1920. In 1916 the

    Government decided that there should be some form of commemoration to

    give to the families of people who died during the First World War. In 1917 a

    competition to design these plaques was announced. The competition was

    won by a man named Edward Carter Preston. His initials are on the plaque.

Questions for your group

    ? Why has this been made?

    As a way of remembering those who died.

    ? What do you think the person and animals on the plaque might


    ? The robed figure is Britannia: a classically inspired figure which was

    meant to represent Britain. The lion represents the strength of Britain.

    The dolphins are a reference to British naval power. The lion and the

    eagle at the bottom of the plaque represent the British lion defeating

    the German eagle.

    ? Why do you think this plaque was given the nickname ‘Dead

    Man’s Penny’?

    It looks like a coin. In particular, an old penny, which has not been in

    use since 1971, except much larger.

    ? What else is in the case?

    A scroll: tribute from the County of Stockport, medals issued

    posthumously to Nicholson, a photograph of Nicholson’s grave in

    Ypres, rose petals taken from the grave as a keepsake by Nicholson’s

    widow and a photo of Nicholson as a police officer, about 1909.

    ? Is the plaque a good way to remember a soldier?

    Page 8 of 12

Self-Directed Resources for teachers visiting IWM North

    Academic year 2009-10 KS2 First World War

    ? Was a Memorial Plaque like the one you are looking at ever made

    to commemorate a woman in the First World War?

    Yes. Some women were killed while serving, often as nurses, close to

    the fighting. However Next of Kin memorial plaques featuring a

    woman’s name are rare.

    ? How else do we remember people who have been killed in wars?

    Individuals remember lost loved ones in a variety of ways. You may

    want to mention the following:

    ? Memorials in public places such a plaques or statues

    ? Remembrance Day attending a service or wearing a poppy

    ? The two-minute silence

    ? Families keep items such as letters, photographs and medals to

    help them remember

    ? Visiting battlefields


    If you have brought notebooks you can ask the children to design a

    remembrance plaque. They can look at the First World War section of the

    timeline to find objects, stories and information to inspire them.

    Page 9 of 12

Self-Directed Resources for teachers visiting IWM North

    Academic year 2009-10 KS2 First World War

    After your visit If your group took any photographs or made any sketches of their visit they

    can make a collage.

If the students know of any relatives or family friends who fought and died in

    the First World War you may wish to visit the Commonwealth War Graves

    Commission website which can be found at

Alternatively students can enter their surname to see if anyone who shares

    their surname is commemorated there.

You may wish to visit a local war memorial ask the students to select a name

    from it and look them up on the website.

You could also plan some craft activities linked to this theme such as

    designing a recruitment poster or you could try one of the craft activities listed


    Page 10 of 12

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