The photographs in this section show the important role of women in the East End.
Although a woman working was frowned upon many families only survived because the mother was working.
The attitude to education for women is clearly shown by Grace Verlander, Tabitha Samuel and Caroline Wheeler’s quotes.
Gloria Lacey’s quote about domestic science lessons is illustrated by the photograph of such a lesson. These make a huge contrast to Food Technology today. |
KEY STAGES 1 and 2
HISTORY scheme of work
Year 3/4 Unit 18:
What was it like to live here in the past?
|
- This sectionhas photographs and quotes from women who lived and worked in the East End.
- For pupils who do not live in London it doesn’t answer the question What was it like to live here in the past? but it can act as a stimulus to start looking at the local environment more closely.
- Projecting on to a white board gives all the pupils an opportunity to take part in a discussion.
Children's questions are likely to be closed: teacher-directed questions should be more open ended to encourage greater deduction Pictures are not neutral, factual sources of information. They are people's interpretations of the past. Using visual sources provides the opportunity to discuss this with the children. Similarly, the quotes are one person’s experience of events. |
Objectives
Children should learn:
- to find information about the area from studying pictures
- to question pictures as interpretations of the past
|
Activities
- Give the children pictures (paintings, sketches, photographs, postcards) showing how the area has changed. Challenge the children, working in pairs, to ask each other questions about each picture. Help them to ask open-ended questions, such as What does it tell us about the area and people in the past? What has changed and what has stayed the same? Why might this be so? Encourage the children to look closely at the details and compare them with a modern photograph. Ask pairs of children to look at different aspects, eg buildings, transport and roads, street furniture and people.
- Lead a discussion about why people have pictures made of the local area. Questions on interpretation might include Why and how do you think the picture was made? Who might it have been made for? Do you think it is natural or posed?
- If there are people in the picture, discuss what may have been happening before the picture was made and what may have occurred afterwards. This could lead to role-play or freeze framing as children recreate the story around a picture. Ask the children to write the instructions that may have been given to the photographer or artist who created the picture, eg make it look grander, bigger, tidier.
- Lead a discussion to sort the pictures into a chronological sequence and then make a visual time line for the classroom.
|
Outcomes
Children:
- Identify features of the area from pictures.
- Record their ideas in a table using the categories as headings.
- Suggest how, why and for whom a picture was made.
- Demonstrate what they have learnt about the area through role play.
|
KEY STAGE 2
HISTORY scheme of work
Year 5/6 Unit 13:
How has life in Britain changed since 1948?
|
- The material on the work panel can be used to set up an Enquiry for this unit.
-
It provides a range of quotes and photos for a group to set up and produce a detailed study on WORK.
- Other sections provide material to focus on other aspects of the enquiry e.g.
Childhood and Streets shows how home life has changed since the war; Women shows how women in the East end always worked and how the attitude of men was often unhelpful and a source of conflict.
|
| Section 3:
THE ENQUIRY: What are the changes in work, home life, popular culture, population and technology in Britain since 1948? When did these changes happen? |
Objectives
Children should learn:
-
what changes have occurred to the way of life of people since 1948
|
Activities
- Using a range of sources of information discuss some of the characteristic features of British society before WWII, eg listening to the radio, unemployment during the Depression, fashion, range of foods available, movement of people including refugees, emigrants and immigrants pre-1942.
- Talk about what it means to do an enquiry. Introduce the two main questions and the topic areas. Explain that the enquiry is carefully structured in five stages. They will work in groups to research a topic and will present their findings using a time line.
|
Outcomes
Children:
- Identify some characteristic features of British life before 1948.
|
| Section 4:
THE ENQUIRY STAGE 1: What are the changes in work, home life, popular culture, population and technology in Britain since 1948? When did these changes happen? |
Objectives
Children should learn:
-
to carry out their own enquiry
|
Activities
- Divide the children into groups. Allocate a topic and relevant sources to each group. Ask them to focus on: What are the most important changes in your topic area since 1948? When did they happen? Children familiarise themselves with one or more sources and collect information. They record their findings in two columns, headed 'What do I know?' and 'What would I like to know?'
|
Outcomes
Children:
- Select and record information that is relevant to their topic.
- Use sources to infer information about change since 1948.
|
| Pupils should continue to develop their ides by working through the ENQUIRY |
| back to top ^^ |
