Lesson video

Hello, everyone.

How are you today?

I hope you're feeling good.

My name is Ms. Afzal, and I'll be your teacher for this lesson.

I'm feeling really pleased about that because we have such an interesting topic ahead, looking at local communities in the Great War.

That's the title of our lesson.

Our lesson comes from the unit of work, The Great War: How did the Great War affect local people and their communities?

I hope you're feeling interested in exploring this topic.

So if you're ready with some focus, energy, and enthusiasm, we'll begin our lesson now.

The outcome for today's lesson is: I can explain how local communities contributed towards the effort made on the home front during World War I.

I hope this sounds interesting to you.

We have some keywords in our lesson.

I'd like us to go through them one at a time, saying them out loud.

My turn, your turn.

Produce.

Materiel.

Contribution.

Let's find out what these keywords mean.

Produce.

Produce is something that people have made, created, or grown.

It also means to make something.

Materiel.

Military equipment used for war is called materiel.

Contribution.

A contribution is the part that people play in supporting something with either time or money.

So these are our keywords: produce, materiel, contribution.

I'd like you to share with someone, had you heard of any of these keywords before?

Did you already know the meanings of any of these keywords?

Pause here and share with someone.

Thanks for sharing.

Let's look out for our keywords.

Let's listen out for them.

Let's think carefully about our keywords: produce, materiel, contribution.

They'll be coming up in our lesson today.

Today's lesson is called Local communities and the Great War, and it has three learning cycles.

How did local areas support the war effort?

How do we remember those who contributed?

How did whole communities support the war effort?

Let's begin by exploring how did local areas support the war effort.

Soldiers would not have been able to fight in World War I without the important contributions of local people in villages, towns, and cities across Britain.

Here we can see a photo of a woman painting the wings of planes during World War I.

Lots of factories had to stop producing their normal goods and instead make produce for the war.

Many factories also became munitions factories.

And here's a photo of a woman using a sewing machine to sew wing covers.

Huge factories needed lots of workers to make enough produce and materiel for the wall.

New housing estates like Austin Village in Birmingham were built for workers to be able to live near the factories.

So here's a map of Austin Village in Longbridge, Birmingham, and you can see just how many houses there are there and how many workers must have lived in Austin Village.

Let's have a check for understanding.

Select the images which show how people on the home front contributed to the war effort.

We have A, anchoring holes and struts in a propeller-making factory, B, fighting on the battlefields, C, painting the wings of planes.

Pause here while you select the images which show how people on the home front contributed to the war effort.

Well done if you selected A, anchoring holes and struts in a propeller-making factory, and C, painting the wings of planes.

These images show how people on a home front contributed to the war effort.

At the start of World War I, soldiers only wore cloth hats.

By 1916, steel factories in Sheffield had begun making metal helmets for soldiers.

In total, steel factories in Sheffield produced 7 million metal helmets for soldiers in World War I.

And there we can see a photo of a World War I steel helmet.

In Cumbria, miners worked very hard to dig for tiny quantities of tungsten, a miracle metal.

This was added to steel to make it strong enough to crack concrete and smash armor.

It was also used as armor for ships against submarines.

And there we can see a photo of tungsten on a factory conveyor belt.

Laura is thinking about her local area.

"I wonder if any businesses in my local area made a contribution to the war effort.

" Do you know any businesses or factories in your local area that made a contribution to the war effort?

Pause here and share with someone if you do.

Thanks for sharing.

Let's have a check for understanding.

True or false?

Local miners made an important contribution to the war effort in Britain during World War I.

Pause here while you decide is this statement true or false.

Well done if you selected true, and now I'd like you to say a little more about your answer.

Pause here while you do this.

Perhaps you said something like this: Their contribution of mining for tungsten helped factory workers to produce stronger weapons and machines.

Well done if you had an answer like this.

And now it's time for your first task.

I would like you to write one or two sentences to explain how people on the home front help soldiers on the battlefields.

A good explanation could include these words: factories, produce, materiel, helmets.

So pause here while you have a go at this task, explaining how people on the home front help soldiers on the battlefields, and remember those words that would be great to include in your sentences.

I'll see you when you're finished.

It's good to be back with you.

How did you get on with that task of writing one or two sentences to explain how people on the home front helped soldiers on the battlefields?

A good explanation might have looked like this: People on the home front helped soldiers on the battlefields by working in factories to produce materiel.

For example, women worked in factories making parts for planes, and in Sheffield, factory workers made helmets from steel.

Well done if you had an explanation like this.

Well done for having a go at this task.

And now we're onto our next learning cycle: how do we remember those who contributed?

Around Britain, there are many buildings, streets, and places named after those who made a significant contribution in World War I.

For example, 30 streets in one housing estate in Chippenham, Wiltshire, are named after World War I soldiers.

And here's an illustration of some of these street names in Chippenham named after World War I soldiers.

Jun is thinking about streets named after important individuals.

"I live in a street named after a World War I soldier.

" Do you know any streets near you named after people who made an important contribution to the war effort?

Pause here and share with someone.

Thanks for sharing.

Street names don't only remember the contributions made by soldiers in World War I.

One example is Cavell Avenue in Peacehaven in East Sussex.

This street is named after Edith Cavell, a British nurse in World War I.

There, we can see an illustration of Edith Cavell.

Let's have a check for understanding.

Cavell Avenue is named after Edith Cavell, a.

.

.

Complete the sentence by choosing from this selection: A, World War I miner, B, World War I nurse, C, World War I munitions factory worker.

Pause here while you decide.

Well done if you selected answer B, World War I nurse.

Let's read the sentence in full.

Cavell Avenue is named after Edith Cavell, a World War I nurse.

Well done if you completed the sentence in this way.

Edith worked as a nurse in Belgium, which was controlled by Germany in World War I.

She helped enemy soldiers alongside allied soldiers and civilians as she believed it was her duty to help everyone.

She was also able to help 200 British, French, and Belgian soldiers escape to safety.

Here we can see a map showing the location of Belgium.

There are also buildings, plaques, and statues to remember Edith Cavell's contribution to World War I.

One building named after Edith is the nurses' training suite at the University of Salford in Manchester.

William Tritton helped invent and produce the first tank in 1915.

Tritton Road in Lincoln is named after him.

And here's a photo of a British World War I tank.

Let's have a check for understanding.

True or false?

Britain only remembers the contributions made by soldiers in World War I.

Pause here while you decide is this statement true or false.

Well done if you selected false.

Now I'd like you to say a little more about your answer.

Pause here while you do this.

Perhaps you said something like this: Britain also remembers others who made important contributions in World War I, like Edith Cavell, a World War I nurse.

She has buildings and street names dedicated to her memory and contribution.

Well done if you answered in this way.

And now it's time for your next task.

I would like you to write one sentence in each box to explain how Edith Cavell and William Tritton are remembered for their contributions in World War I.

You could include these words to help you: nurse, inventor, Lincoln, East Sussex, street.

So, we have Edith Cavell and William Tritton, and you can write what contribution they each made in the first two boxes, and then in the next two boxes, you could write how they are remembered.

So, pause here while you have a go at this task, writing a sentence in each box to explain how Edith Cavell and William Tritton are remembered for their contributions in World War I.

I'll see you when you're finished.

It's good to be back with you.

How did you get on with that task of writing a sentence in each box to explain how Edith Cavell and William Tritton are remembered for their contributions in World War I?

Your answers might have included something like this: Edith Cavell, her contribution: a World War I nurse who treated injured soldiers on both sides of the war.

And how she was remembered: a street is named after her in East Sussex.

And William Tritton, his contribution: the inventor of the tank, which helped break the stalemate in World War I.

And how he's remembered: a road is named after him in Lincoln.

Well done if you completed the table in this way.

Well done for having a go at this task.

And now we're onto our final learning cycle: how did whole communities support the war effort?

Even children made significant contribution to the home front in World War I.

We can see a photo of some Scouts in World War I on the left and a photo of Girl Guides in World War I on the right.

Pause here and share with someone what do you think they're doing in these images?

Thanks for sharing your ideas.

Scouts made a contribution by volunteering as messengers and stretcher bearers.

And we can see a photo of some Scouts as stretcher bearers in World War I on the screen.

Girl Guides contributed by knitting bandages and socks for soldiers and by volunteering to work in factories, shops, banks, and offices.

Some were also trusted to deliver messages and leaflets by MI5.

At the time, it was thought that Boy Scouts were too excitable and talkative to do this type of work.

And here we can see a photo of Girl Guides delivering messages.

Let's have a check for understanding.

Select all the ways the Scouts and Girl Guides made a contribution to the war effort on the home front.

Choose from the following: A, they delivered messages, B, they visited the wounded, C, they fought in battles, D, they worked in shops.

Pause here while you select all the ways the Scouts and Girl Guides made a contribution to the war effort on the home front.

Well done if you selected A, they delivered messages, B, they visited the wounded, and D, they worked in shops.

These are some of the ways that Scouts and Girl Guides made a contribution to the war effort on the home front.

In 1917, the government sent messages to schools to ask British children to collect conkers to help win the war.

The government did not explain why because it was top secret at the time.

Scientists were actually experimenting to see if starch and conkers could replace a chemical needed for explosives.

This might make you think about conkers in a different light when you next see them.

Aisha is thinking about the older generations of her family.

"I wonder if any of my family made a contribution to the war effort when they were children.

" Do you know about anyone in your family or local area who made a contribution to the war effort when they were children?

Pause here and share with someone.

Thanks for sharing.

Let's have a check for understanding.

Match the people listed on the left to the contribution they made on the home front during World War I.

So, we have school children, Waring and Gillow factory workers, nurses, Scouts and Girl Guides, miners, steelworkers in Sheffield.

And the contributions made: made helmets for soldiers, treated the wounded, delivered messages, collected conkers, made wings and propellers for planes, dug underground for tungsten.

Pause here while you match the people on the left to the contribution they made on the home front during World War I.

Did you match them in this way?

School children collected conkers, Waring and Gillow factory workers made wings and propellers for planes, nurses treated the wounded, Scouts and Girl Guides delivered messages, miners dug underground for tungsten, and steelworkers in Sheffield made helmets for soldiers.

Well done if you matched the people to their contributions made on the home front during World War I in this way.

And now we're onto our final task.

Using what you have learned this lesson, describe to your partner how local areas contributed towards the home front war effort.

You might discuss factories, produce, and materiel, important individuals, the work of children, and the groups they were part of.

So pause here while you have a go at this task of describing how local areas contributed towards the home front war effort.

I'll see you when you're finished.

So, how did you get on with that task of describing to your partner how local areas contributed towards the home front war effort?

Your description might have sounded like this: Local areas contributed to the home front war effort in many ways.

For example, factories produced materiel like aircraft wings, and important individuals like Edith Cavell worked as nurses.

Edith is remembered for her contribution through streets and buildings named after her.

Children also helped with the war effort.

Girl Guides carried messages, Scouts visited the wounded in the hospital, and school children even collected conkers to try to help scientists produce explosives.

Well done if you describe contributions towards the home front war effort in this way.

Well done for having a go at this task.

In our lesson, Local Communities and the Great War, we've covered the following: local communities across Britain during World War I helped produce different things, like materiel, to contribute to the war effort.

Individuals also made contributions to the war effort.

Streets and buildings are named after them to remember their actions.

Children also helped the war effort through their work with groups such as the Scouts and Girl Guides.

You may be able to find examples of ways in which your local community or older people in your life contributed to the war effort on the home front.

Well done, everyone, for joining in with this lesson.

I thought it was so interesting to explore how local communities contributed to the war effort on the home front during World War I.

Great to hear about individuals, whole groups and communities, and even children.

I hope you enjoyed this lesson and learned some new facts.

I really enjoyed teaching you, and I look forward to seeing you at another lesson soon.

Bye for now.