Subject: History, English
Topic: WW1, Soldier, Obituary, Trenches
Question: Were the physical or the mental dangers faced by soldiers in the trenches of World War One more serious?
Author: Elizabeth Doyle
Description
This resource is intended to enable students to understand the details and conditions in the trenches, and also to imagine the conditions from the point of view of the individual soldier. It is hoped that this will create empathy and engagement that will inform extended writing tasks in History, and in English help to assist with active reading and historical context in books such as ‘Private Peaceful’ and ‘The War Horse’ etc.
There are also sub questions which can be asked during the session, for example, 'What were the physical dangers faced by Tommy and his follow soldiers in the trenches?' and 'What dangers did the soldiers face that were not from the enemy?'
A possible learning outcome for students of both English and History could be to write the proposed ‘obituary’ mentioned in the main task.
An alternative/additional outcome could involve the students being set the following task: ‘You are a reporter for a local newspaper. Your editor has asked you to look through the diary and some history books to write an article about the horror of life in the trenches.’
Audience: KS2
Subject: History, English
Topic: Germany, German, Vote, Election, Hitler, Nazi, 1933, Enabling Act
Question: Hans Fassbender is an ordinary German worker who lives in Hamburg in 1933. Why would he vote for Hitler's Nazi party?
Author: Elizabeth Doyle
Description
The ‘1933 German Election’ mystery can be used to help students of Key Stage Three and GCSE History to reflect upon the experience of an ordinary German who was faced with a choice at the 1933 election. It would also be useful as background in Key Stage Three English to cover historical context for texts such as 'The Boy in the Striped Pyjamas' or 'When Hitler Stole Pink Rabbit' etc.
Students often find it incredible that anyone would vote for such a party, given the outcome of the election result and the subsequent Enabling Act.
There are three difficulty levels available on this mystery:
Easy
The main question on ‘easy’ is ‘Hans Fassbender is an ordinary German worker who lives in Hamburg in 1933. Why would he vote for Hitler's Nazi party?’
In order to help the students answer this question, they are given 18 slips of information, which all have an image on them.
Medium and Hard
The main question on both of these settings is ‘Hans Fassbender is an ordinary German worker who lives in Hamburg in 1933. Which party would he vote for and why?’
In addition to the slips which the ‘easy’ setting gives access to, there is an extra nine on ‘medium’ and a further four on top of those for ‘hard’.
More able students can consider how the Nazis regarded and treated opposing political groups, such as the Communists, and other racial groups as well. How did the Nazis steer 'blame' for Germany's troubles onto these other groups?
Please also note the other sub-questions suggested, which the teacher could ask students during the session.
This exercise is intended to give students a degree of understanding regarding the Nazis' success in gaining support during a time of national suffering.
Audience: KS3
Subject: History, English
Topic: Literature, Welfare, Charity, Society, 20th Century, Financial, Class
Question: How would you distribute charity to the applicants who are appearing before you?
Author: Elizabeth Doyle
Description
This resource is designed to help to teach the historical background and context to the question of the welfare of the poor, and the provision of help for people in financial difficulties in the first half of the Twentieth Century. For students of history, it will help to reflect on the concept of ‘deserving’ and ‘undeserving’ poor. This is also useful when delivering historical context in the study of ‘An Inspector Calls’, as it will help to explore the attitudes towards class and ‘social respectability’ that characterise the Birling family and their associates.
Audience: KS3/KS4
Subject: English
Topic: Literature, Opposites, Contrasts, Feuds, Tragedy, Love, Shakespeare, Romance
Question: How and why does the fight in Act Three Scene One of ‘Romeo and Juliet’ escalate into such a serious incident?
Author: Elizabeth Doyle
Description
Romeo and Juliet is a popular choice for GCSE assessment, and Act Three Scene One is a crucial scene with lots of dramatic appeal and interest.
This scene occurs immediately after Romeo has married Juliet, and has many themes which can be focused on. These include the general contrast of love and hate in the play and the feud of families, which has a direct impact on innocent lives.
It consists of 24 information slips with illustrations, with more coming in at each level: easy (16), medium (20) and hard (24).
As well as the main question ‘How and why does the fight in Act Three Scene One of ‘Romeo and Juliet’ escalate into such a serious incident?’ please see suggested sub-questions which can be asked during the session depending on requirements.
This mystery is designed to help students of all abilities. At all levels, it can be used to understand Act Three Scene One more, get to know the characters and plot points, as well as help students remember particular quotes.
The lowest ability can use it to clarify the important plot points that can sometimes be elusive to them.
The more able can use it to explore Shakespeare’s skills as a dramatist, and the efficient way he uses language and structure to convey a compelling and moving story.
The most advanced students could use this resource to begin an exploration of the wider theme of ‘contrasts’ and ‘opposites’ that characterise the play.
Audience: KS3/KS4
Subject: English/Drama
Topic: Literature, Shakespeare, Love, Enchantment, Comedy, Relationships, Play
Question: Which of the characters in ’A Midsummer Night’s Dream’ possess the most power?
Author: Elizabeth Doyle
Description
This mystery is designed to help students explore relationships in ‘A Midsummer Night’s Dream’. It should help to address the assessment objectives that deal with writer’s purpose and use of language, and the structure of the text.
The mystery comes with 3 difficulty settings. On the easy setting, there are 18 slips. The circumstances of the relationships between the Courtiers are considered, and the way the theme of love is presented and explored. Students are also encouraged to consider which of the characters have power over the others, and how – accordingly - control can be exerted and maintained.
The medium setting has an extra eight slips to easy. It invites students to think more carefully about the structure of power and authority in the play, and how these structures can be usurped. The experience and effect of love itself are also explored, and the very nature and cause(s) of love may be considered. Having considered the questions of power and control that have been posed by the ‘easy’ statements, more able students could widen their analysis to cover the questions of the way power can be manipulated and usurped. Despite the authority of Theseus and Egeus, the Lovers insist on taking matters into their own hands. In addition, there are factors which exist outside the knowledge and scope of the law, e.g. Puck and the fairies, and the workers’ contribution to the wedding plans. We are also led to think about the different ways of achieving control; is love more effective than anger? And if so, what causes love?
Finally, the hard setting adds seven slips which refer to the ‘play within the play’ at the end of the story, and so brings in the role and participation of the audience in the proceedings. This could help students to develop their ideas about stagecraft, and the ‘power’ that the playwright himself can wield upon the audience and its response to the performance.
‘A Midsummer Night’s Dream’ has inspired all kinds of performance - partly because of its appealing and romantic settings - and many creative people have tried to interpret the visual and lyrical elements of the play. The power of theatre itself emerges towards the end, when the audience is watching the characters perform a ‘play within a play’, and then finally when Puck ‘steps out of the story’ to extend the metaphor of sleeping and dreaming all that has been experienced, by addressing the audience directly. More advanced students who are considering stagecraft may be able to reflect on this, and to consider the impact of the play upon their own consciousness, and the way that Shakespeare draws out their response by using character, language and settings. They may conclude by reflecting upon the power of the playwright, the dramatist or the actor.
Possible learning outcomes may include:
• Explore how some characters have control over others, and if/how this is maintained
• Analyse how power and control can be manipulated
• Discuss/explore the different ways control can be achieved
• Reflect on how the play impacts on the audience by the character, language and settings used
• Explore the ‘power’ of the playwright, dramatist or actor themselves
Audience: KS3
Subject: English
Topic: Literature, Politics, Authority, Power, Manipulation, Revolt, Mutiny, Communism
Question: How do the pigs take control of Animal Farm at the time of the Rebellion and its aftermath?
Author: Elizabeth Doyle
Description
This mystery has 24 slips of information/statements which cover some of the main aspects of the book Animal Farm. It has three difficulty levels (Easy has 18 slips, Medium adds a further 4, and Hard has all 24 slips). The level can be changed in the settings.
It is intended to help the least able students to identify the various strategies and techniques used by the pigs to seize power in Animal Farm. There is not very much in the way of historical context here; it is mainly designed to focus on the text. However, it could provide a platform for the more able students to develop their understanding of the control of information, and then begin to relate the events in the book to the wider questions of the use and manipulation of the education system and the media by various interested groups.
The main ‘tools’ used by the pigs are the control of education, propaganda and the threat of violence to maintain their position of strength. The other animals are – for a variety of reasons - unable to resist the pigs’ tactics.
For the Medium level of this task, the slips/statements build upon the question of the manipulation of facts and the control of the information that the animals could access. It also includes a reference to Moses the raven, and the suggestion that the promise of a happy afterlife can be used to temper (or justify) suffering in this life.
The Hard level of this task includes an additional 2 slips which could lead to discussion on the class struggle, and perhaps the question of vested interests, whatever they could be. Hopefully the higher ability students will be able to build on the work done so far to consider the importance of education in the struggle against tyranny.
While this task could be used around the same time as students are reading the whole text Animal Farm, it would also be an ideal way to introduce the book in an interesting and engaging way. Students can get an overview of the main characters, but also begin to understand some of the themes and concepts behind them. An alternative would be to do this task after reading the full text, as a way of summarising, reflecting and piecing together different elements.
- Identify the various strategies and techniques used by the pigs to seize power
- Discuss the possibilities of manipulation and control of facts and information
- Discuss the potential of class struggle and motives behind some of the animals' behaviour
Audience: KS4
Subject: English
Topic: Literature, Steinbeck, Redemption, Loneliness, Tragedy, Society, Humanity, Deprivation, Poor
Question: Is Steinbeck’s ‘Of Mice And Men’ just a ‘sad story’? Or are there any parts of it that make you feel positive or ‘uplifted’?
Author: Elizabeth Doyle
Description
‘Of Mice And Men’ is a book which appeals to students of all abilities, and often those in the lowest ability sets find they can ‘connect’ with it, and have a lot of sympathy with the characters. They often find the narrative depressing, and it is hoped that this mystery will help them to identify the humanity in the novel, and to appreciate that there is an interpretation that the ending is redemptive and, to some extent, uplifting. Higher ability students may want to reflect on the writer’s craft and intention; the novel can be used to highlight the plight of the poor and disenfranchised in the society of the time. The most able could consider the tragic elements in the book, and explore the idea that there could ever be an ‘escape’ for the protagonists from their cycle of deprivation and misery.
Audience: KS3
Subject: English / Drama
Topic: Literature, Relationships, Bereavement, Edwardian, England, Children, Social Class
Question: Why will ‘Peter Pan’ never grow up?
Author: Elizabeth Doyle
Description
Peter Pan is a play that has had a significant cultural impact since its first production. It became a novel, and subsequently has been revived and reinterpreted in a range of genres, including film, television, ballet etc. The purpose of this exercise is for teachers of Key Stage Three to enable students to consider and analyse the source material, and to explore many of the themes and ideas (some of them quite dark) that are raised by this story. This will hopefully lead to discussions about the many remakes and re-imaginings of the story (e.g. E.T.) that students will already recognise, and more able students may be able to link this to issues related to family relationships, bereavement and the pressures of social class in Edwardian England.
(NB this resource could be accompanied by a viewing of the film ‘Finding Neverland’ (2004: Directed by Marc Forster)
Audience: KS3
Subject: English
Topic: Literature, Civil Rights, Racism, Crime, Punishment, Society, Imagery
Question: How does Louis Sachar use language to explore different themes and ideas in Holes?
Author: Elizabeth Doyle
Description
This is a popular novel (and film) which appeals across the ability range in Key Stage Three. It has a non-linear narrative which explores some interesting themes in a very accessible way. The discussion of racism, crime and punishment and status in society provide a good ‘entry point’ for a study of Civil Rights and related issues. For higher ability students, there is a huge ‘central metaphor’ which explores the imagery of heaven and hell, and this can be linked to works such as ‘The Inferno’ and ‘Frankenstein’. This Mystery is intended to stimulate discussion both in terms of historical context and in the more sophisticated use of language devices and setting to reinforce the story.
Audience: KS3/KS4
Subject: English
Topic: Writing, Persuasive Arguments, Sport, Exercise
Question: Your school has been given a ‘one off’ gift of £500,000. There are two proposals as to how the money could be spent; one is to expand the school library and ICT facilities, the other is to invest in sports and games equipment. Which proposal would you choose?
Author: Stephanie Nelson
Description
This mystery is designed to help students to reflect on a particular issue, analyse two sides of an argument, and then construct a text which supports their own conclusions. At the time of writing, the issue of school sports is topical and so it is hoped that this exercise will stimulate discussion and enable groups to come up with statements of their own to add to those provided. As the use anecdotes is a popular technique when constructing persuasive texts, students will be encouraged to provide their own to enhance their writing. The outcome could be a written text or a speech, or perhaps form the basis for preparation for a speaking and listening assignment/discuss