Teaching ideas for Drama and history.

Teaching ideas for Drama and history

Objectives

For pupils to demonstrate what they have learnt from the visit about the First World War, developing their understanding of the characters involved both in the fighting and those who remained at home. There are obvious links with History and use of real or created artefacts.

Ideas

The idea is to produce a sequence of still pictures which follows one soldier from the moment he tells his family that he has signed up to the moment that his family hears of his death. Options could be to have a short scene leading into the still picture or have the teacher move around the still pictures and touching characters on the shoulder to signify a thought track. Members of the class could step forward to stand behind a ‘special’ chair and express their thoughts and views about the character, or the views of the character. It is useful to slow down the action and can prompt both deeper understanding of individual characters and thoughtful, sensitive responses to what has happened.

1. telling the family he has joined up
2. saying goodbye at the station
3. arrival at army training camp - excited and proud, eager to fight
4. at the front - attitude now changed
5. death– not as glorious as he might have imagined
6. family grief

Before the drama begins, spend a few minutes discussing the task. Explain that they will be asked to do a sequence of still pictures and discuss the first one - how the soldier and his family will be feeling – proud, yet apprehensive, pleased he is ‘doing his bit’, yet aware of the possibility of death or injury.

In small groups pupils organise themselves into a family unit, deciding on the age of their character and position in the family. Groups organise first two still pictures and show them to the rest of the class (teacher indicates point of change).

When all groups have shared their work, explain the next two (for these, all members of the group are soldiers). Discuss how the soldiers’ feelings might change with their growing experience of war.

Again watch the work in sequence.

Now explain the final two - the original family scene minus one member, the son who went to war. A possible elaboration may be that his death is reported in one way but the reality was different, perhaps a letter from his ‘officer’ describing his death – chance to create an artefact, could be overlayed over a still picture/small group improvisation/overheard conversation of the reality of his death.

Run all in sequence either group by group or simultaneously, depending on time available. Options include all groups being in position and teacher walks from group to group and only the group he is next to does their drama.

Suggestions for Extension Work

Soldier could have joined up in response to receiving a white feather. How would this alter him telling his family? A chance to use Roll on the Wall or Conscience Alley both for his dilemma/loyalties about joining up and for his families mixed feelings about it. This could also be used to explore the general views of the war prevalent at the time.

Ritual could be used as family members go to church to pray for the soldier’s safe return, get together to read his letters home or have a family gathering (birthday, wedding anniversary etc) without him. Narration could also be brought in here, either by a pupil or teacher.

Artefacts, both real or devised, can be used. A real newspaper report of a WW1 battle in which the soldier may have taken part could be read by a family member and discussed. ‘Kitchener’s Address to the Troops’ could be used (see Archive 1) or tales of ‘dirty tricks’ by the enemy (see Archive 2).

See:http://www.tlysau.org.uk/en/item1/24572 for a representation of a newspaper page.

Archive 1

[This paper is to be considered by each soldier as confidential, and to be kept in his Active Service Pay Book.]

You are ordered abroad as a soldier of the King to help our French comrades against the invasion of a common enemy. You have to perform a task which will need your courage, your energy, your patience. Remember that the honour of the British Army depends on your individual conduct. It will be your duty not only to set an example of discipline and perfect steadyness under fire but also to maintain the most friendly relations with those whom you are helping in this struggle. The operations in which you are engaged will, for the most part, take place in a friendly country, and you can do your own country no better service than in showing yourself in France and Belgium in the true character of a British soldier.

Be invariably courteous, considerate and kind. Never do anything likely to injure or destroy property, and always look upon looting as a disgraceful act. You are sure to meet a welcome and to be trusted; your conduct must justify that welcome and that trust. Your duty cannot be done unless your health is sound. So keep constantly on your guard against any excesses. In this new experience you may find temptations both in wine and women. You must entirely resist both temptations, and, while treating all women with perfect courtesy, you should avoid any intimacy.

Do your duty bravely.

Fear God.

Honour the King.

KITCHENER,
Field-Marshal.