Links to National Curriculum:

understanding of the historical concepts of continuity and change, cause and consequence, similarity and difference, and significance by making connections, drawing contrasts, analysing trends and framing historical questions

Learning objectives:

To analyse a range of original sources from one culture as evidence of how some people from it viewed people from another culture.
By the end of the lesson:

  • All students should understand the contribution of Muslims to the Allies efforts and WW1
  • Most students will understand that the war was fought on many different fronts
  • Some students will understand complexities of recruitment for war and the effect of the result of WW1 on the Middle East


Learning outcomes:

  • To have reached a balanced conclusion from a range of evidence about how the British viewed Muslim soldiers during the First World War.
  • Pupils will have analysed a range of source material about the attitudes of Muslim soldiers between 1914 and 1918 – how did they view themselves and their role?
  • Pupils will have constructed an interpretation of the role of Muslim soldiers during the First World War from given criteria.


Background:

It is important that WW1 and the Muslim contribution to it, is taught in a cross curricular way. This will aid student understanding and allow them to place this lesson in context. For example:

  • English – in English lessons, the students could be exploring diaries such as diaries of soldiers in WW1 and diary exerts of Muslim Soldiers fighting on the front in WW1.
  • Geography – students could be exploring the areas of the British empire and its areas of control.
  • Religious Education (RE/RS): Students should learn the basics of Islam and what it means to be a Muslim. Cultures and backgrounds of individual or groups of Muslim soldiers could also be studied.
  • BMHC – exploring, during a school trip, the exhibition at the British Muslim Heritage Centre.


Lesson expansion ideas:

  • Relate learning to what is happening around the world and in Britain today.
  • Relate map of the world then to the map of the world today: what difference did WW1 make, if any?
  • What can we learn from soldiers fighting for the Allies – Muslim and all faiths?
  • Think, Pair, Share: Ask students what they think of how soldiers would feel today in light of all the wars that have been fought since then.
  • Students could brain storm or mid map ideas about how this would impact their understanding of Muslim contribution to Britain and the climate towards Muslims today
  • Invite suggestions as to how pupils think that German propaganda may have portrayed Muslim soldiers during WW.


Lesson Structure

Starter:
(5min)
Think, Pair, Share

Main:
Be the Teachers Activity:

This activity is conducted through a series of strictly timed activities.

Students will work in groups of 3 (4 is too large a group). Each group will have a number assigned to it – 1, 2 or 3.

Write the sequence & timings of stages on the board or a sheet at the front so that students can follow the exercise easily.

Resources required per group:

  • 1 piece flipchart paper
  • 3 or 4 different coloured thick feltip pens


Teacher notes/structure

Ask students to create an individual mindmap of all the words, cultures, religions, ideas and ideals they associate with WW1.

Group students in groups of 3 – label each group 1, 2 or 3 – this will be important later.

Stage 1:
(2 minutes)

  • Show the students the learning objectives and informed that the teaching element of the lesson will be conducted by them.
  • Students get 1 minute to read learning objectives – they are not allowed to take notes. They need to understand that they will be working as groups of 3.

Stage 2:
(15-20 minutes)

  • Each group is given a pack of resource material.
  • Groups labelled one are given Pack 1, groups labelled 2 are given Pack 2 and Groups labelled 3 are given Pack 3.
  • Each group converts the resource material into a visual display, a poster using the papers and pens. The poster must be designed for visitors to view and understand – this is very important. The poster can have up to 15 words on it but no more! (10 words for higher ability & 20 words for lower ability groups).
  • The groups are encouraged to use as many numbers, diagrams, symbols, pictures, graphs, cartoons and sketches as it wishes.
  • The group collaborates on this and makes sure everyone in the group contributes and understands the material equally.
  • They will be using this and any other props they would like to make to teach their information to the class. Their ‘lesson’ needs to be no more than 2 minutes long.

Stage 3:
(15-20 minutes)

  • Every group now only has a fraction of the information needed – so they have to learn from each other. Information from Group 1, 2 and 3 is needed to be successful.
  • The groups now come up to the front of the class and teach their segment to the rest of the class.
  • Inform the students that they need all the information and should therefore pay attention and take notes.

Stage 4: Plenary
(10 minutes)

  • Clear away all posters and materials.
  • Students will now complete a quiz as a class.
  • Exit Slip: They will then write a reflective journal entry of their thoughts on what they have learnt today and its impact on their understanding of WW1 and even the world today.


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