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A British soldier in battledress

When war broke out in September 1939, some men volunteered to fight but there still weren’t enough men. In October 1939 the Government passed another law so that all men aged between 18 and 41 could be called upon to join the armed services. They could choose between the Army,

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A British soldier in battledress

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  1. When war broke out in September 1939, some men volunteered to fight but there still weren’t enough men. In October 1939 the Government passed another law so that all men aged between 18 and 41 could be called upon to join the armed services. They could choose between the Army, the Navy and the Air Force. SAMPLE SLIDE Random Slides From This PowerPoint Show A British soldier in battledress

  2. When the men went off to war they left their jobs behind. Britain couldn’t manage without all these workers so, what do you think happened? SAMPLE SLIDE Royal Air Force How were all these jobs filled? Who did their jobs? Random Slides From This PowerPoint Show

  3. The government wanted everyone to do ‘their bit’ to help win the war. SAMPLE SLIDE Random Slides From This PowerPoint Show WWII Posters

  4. Children should Learn: • what preparations were made by the government • what preparations were made to keep people safe during a bombing raid. • the characteristic features of the Blitz and what type of area was most likely to be affected • • to locate where bombing raids took place • What was the Blitz? • Use selected sources, eg photographs, a gas mask, to tell the children about the mass bombing of cities. • Discuss why Germany and Britain decided to bomb cities. Use maps, eg of London or Liverpool, or • children’s knowledge, to establish the main targets. Discuss what could be done to stop the bombers, • eg anti-aircraft fire, blackout. • Learning Outcomes • • suggest reasons why some areas of a city were more likely to be bombed than others • • suggest how the bombing could be stopped • Notes: • Explain that ‘Blitz’ comes from the German word ‘blitzkrieg’, which means ‘lightning war’. • It may be possible to show children local evidence of bomb damage, eg damaged buildings, derelict land, prefab housing. • In their work on reading children could read some fictional accounts of bombing raids and compare them with eyewitness accounts. The reading of an extended text set in the period would help the class to explore the effects of war upon fictional characters.

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