This document provides an abstract for an extended essay examining British children's experiences during World War 2. The essay will analyze the impact of the wartime evacuation program on children's lives, how evacuation affected the education system, and children's contributions to agricultural work. It will challenge overly positive interpretations of evacuation and argue children played a more important role in the war effort than recognized. Primary sources like newspapers, diaries, and government documents will provide insight into evacuation planning and children's active, beneficial roles in Britain's wartime efforts.
This thesis examines the trauma experienced by Jewish children who fled Nazi Germany and Austria on the Kindertransports between 1938-1939. Known as the Kinder, over 10,000 unaccompanied children were evacuated to the UK through this rescue effort organized by British Jewish communities. While the Kinder were spared from the Holocaust, they still endured significant trauma through the sequential events they experienced - harassment in their home countries, separation from their families, unstable living situations in England, and for most, the realization that their parents had perished in the Holocaust. This thesis analyzes oral histories and memoirs of Kindertransport survivors to understand how different factors, such as the quality of their care in England, impacted the long-term effects of their trauma. It
Level 3 a history of britain - penguin readersMilen Bonev
This document provides teaching notes for the Penguin Readers book "A History of Britain" by Fiona Beddall. It includes a summary of the book's content, which covers over 2,000 years of British history in 6 chronological chapters. Each chapter focuses on a different theme or time period, such as invaders, the relationship between Britain's four countries, religion and government during the Tudor period, and the growth and decline of Britain's empire. The notes also discuss the book's background themes of religion, the balance of power between rulers and citizens, and the impact of war on shaping Britain. Suggested classroom activities are provided for engaging students with the content.
This document discusses the key elements of transmedia storytelling including story, multiple story forms, multiple media platforms, a unified storyworld, audience participation, game mechanics, social experience, and different levels of engagement. It also briefly touches on how music can be catchy through story, repetition of melodic phrases, and the use of hooks. Tools for transmedia storytelling and links to related resources are provided.
AHP can create potential value by leveraging its capital structure through increasing debt levels. The weighted average cost of capital decreases as debt increases, which would increase the company's valuation. While debt offers tax benefits, it also increases bankruptcy risk. AHP could implement a more aggressive strategy by issuing bonds and using the proceeds to invest in new machinery, R&D, or acquisitions to increase future cash flows. This strategy aligns with AHP's low-cost culture and focus on long-term shareholder value.
El documento proporciona una historia del transporte aéreo de carga, desde los primeros globos aerostáticos hasta los aviones modernos. Detalla los principales hitos en el desarrollo de aeronaves para transporte de carga como los aviones de hélice durante la Segunda Guerra Mundial. También describe los diferentes tipos de aviones de carga, sus capacidades y características clave.
El documento resume los principales tipos y conceptos relacionados con el transporte internacional de mercancías, incluyendo los modos de transporte marítimo, terrestre, ferroviario y aéreo. Se describen las características, documentación, agentes y consideraciones legales de cada modo. También se mencionan conceptos como el transporte intermodal y los documentos utilizados.
This thesis examines the trauma experienced by Jewish children who fled Nazi Germany and Austria on the Kindertransports between 1938-1939. Known as the Kinder, over 10,000 unaccompanied children were evacuated to the UK through this rescue effort organized by British Jewish communities. While the Kinder were spared from the Holocaust, they still endured significant trauma through the sequential events they experienced - harassment in their home countries, separation from their families, unstable living situations in England, and for most, the realization that their parents had perished in the Holocaust. This thesis analyzes oral histories and memoirs of Kindertransport survivors to understand how different factors, such as the quality of their care in England, impacted the long-term effects of their trauma. It
Level 3 a history of britain - penguin readersMilen Bonev
This document provides teaching notes for the Penguin Readers book "A History of Britain" by Fiona Beddall. It includes a summary of the book's content, which covers over 2,000 years of British history in 6 chronological chapters. Each chapter focuses on a different theme or time period, such as invaders, the relationship between Britain's four countries, religion and government during the Tudor period, and the growth and decline of Britain's empire. The notes also discuss the book's background themes of religion, the balance of power between rulers and citizens, and the impact of war on shaping Britain. Suggested classroom activities are provided for engaging students with the content.
This document discusses the key elements of transmedia storytelling including story, multiple story forms, multiple media platforms, a unified storyworld, audience participation, game mechanics, social experience, and different levels of engagement. It also briefly touches on how music can be catchy through story, repetition of melodic phrases, and the use of hooks. Tools for transmedia storytelling and links to related resources are provided.
AHP can create potential value by leveraging its capital structure through increasing debt levels. The weighted average cost of capital decreases as debt increases, which would increase the company's valuation. While debt offers tax benefits, it also increases bankruptcy risk. AHP could implement a more aggressive strategy by issuing bonds and using the proceeds to invest in new machinery, R&D, or acquisitions to increase future cash flows. This strategy aligns with AHP's low-cost culture and focus on long-term shareholder value.
El documento proporciona una historia del transporte aéreo de carga, desde los primeros globos aerostáticos hasta los aviones modernos. Detalla los principales hitos en el desarrollo de aeronaves para transporte de carga como los aviones de hélice durante la Segunda Guerra Mundial. También describe los diferentes tipos de aviones de carga, sus capacidades y características clave.
El documento resume los principales tipos y conceptos relacionados con el transporte internacional de mercancías, incluyendo los modos de transporte marítimo, terrestre, ferroviario y aéreo. Se describen las características, documentación, agentes y consideraciones legales de cada modo. También se mencionan conceptos como el transporte intermodal y los documentos utilizados.
The document is a collection of passages about exploring causes and consequences in history. It discusses how students are often drawn to simplistic explanations for historical events and advocates teaching them to consider multiple causal factors and broader contexts. It provides examples of inquiry questions that could help students develop more sophisticated understandings of history. These include questions about the causes of Canadian Confederation that challenge dominant narratives. The document also presents strategies for teaching causal reasoning, such as using concept maps and having students analyze historical problems or predict outcomes.
This book provides a lively and interesting account of Britain's history from 55 BC to modern times. It reveals the main events, characters, and movements that have shaped Britain. The book follows Britain's history chronologically while organizing chapters thematically. Chapter 1 covers Britain's early history from 55 BC to 1066, including the successive invasions by Romans, Angles and Saxons, Vikings, and Normans that influenced Britain's language, culture, and people. Chapter 2 examines the complex relationships between England, Scotland, Wales, and Northern Ireland. Chapter 3 discusses Britain's transition from Catholicism to Protestantism under Henry VIII and his children. Chapter 4 reviews the growth of democracy in Britain through events like the English Civil War.
World War II had widespread effects on many aspects of society. It brought countries together against fascism but also tore generations apart later. The war increased women's roles in the economy and allowed some racial minorities to gain opportunities, at least temporarily. Major impacts included the GI Bill, which helped veterans get education, and the Marshall Plan, which rebuilt Europe and spread American influence. Overall, WWII was a transformative global event that reshaped the social and political landscape for decades to come.
This document provides a 6-week medium term plan for a history topic on conflict, focusing on World War 2 and how it impacted East London locally. It includes objectives, suggested activities and resources for each lesson. Week 1 involves a local history study of the Blitz in East London. Week 2 covers geography. Week 3 focuses on creating advertisements for Brighton using art and design skills. Week 4 looks at Brighton's role in WW1, including its use as a military hospital. Week 5 includes a trip to Brighton. Weeks 5-6 involve creating multimedia presentations compiling materials from the trip.
The document outlines the history curriculum and exam structure for Key Stage 4 students at Holgate School Sports College. It discusses the importance of studying history and developing an understanding of the past. For GCSE, students can take a short or full course in history. The short course focuses on changes in British society from 1939-1975 and terrorism since 1969. The full course covers the international history of the 20th century, including the World War 1 peace settlement, the rise of the USA from 1919-1941, and social and political changes in Britain from 1939-1975. Students undertake practice exams and controlled assessments to prepare for the OCR Modern World History exams.
This document outlines a 6-week medium term plan for a history topic on conflict. Week 1 focuses on a local history study of East London during WW2, including the Blitz. Week 2 covers geography. Week 3 involves art and design projects. Week 4 looks at the use of the Royal Pavilion in Brighton as a WW1 hospital. Week 5 includes a trip to the Royal Pavilion. Weeks 5-6 involve collating materials from the trip into presentations on the architecture and creating replica pavilions. The plan aims to develop pupils' understanding of conflict, evacuation, the Blitz, and the role of the Royal Pavilion hospital through a range of activities.
The document proposes using library resources to improve student writing skills by engaging them in meaningful research projects in history. It provides an example assignment asking students to research a military leader, determine their influence, and argue whether they should be included in a war museum. Resources on specific leaders like Simon Bolivar, Napoleon Bonaparte, Winston Churchill, and General Charles Cornwallis are listed. The goal is to incorporate interesting topics, primary sources, and themes to motivate students and strengthen research, writing, and critical thinking.
The British home front during World War 2 saw several key mobilization efforts: millions of children were evacuated from cities to the countryside for safety, the workforce was mobilized with more women entering the labor force and munitions production increasing, and the government promoted self-sufficiency through rationing of food and household gardens. Rationing limited goods like sugar, meat, and eggs to conserve resources as fears of blockades by Germany loomed. Air raids led to total blackouts at night in cities and air raid sirens prompted citizens to take shelter. The government also mounted security and espionage efforts to counter any threats within Britain through campaigns warning citizens that "careless talk costs lives."
The document discusses how World War 2 affected young children in Britain. It provides lesson objectives on creating presentations about the experiences of children during the war, including their schooling, health, fears, evacuation, happiness, and problems. Key points to be covered are how many children were evacuated, who they went to stay with, and including a diary account from a child who was evacuated. Additional sources provide data on who was most evacuated in 1939, as well as discussing the long term impacts of evacuation such as exposing poor living conditions and increasing calls for government action on social issues like poverty, education and public health.
The document discusses how World War 2 affected young children in Britain. It provides lesson objectives on creating presentations about the experiences of children during the war, including their schooling, health, fears, evacuation and happiness. Key points to be covered are percentages of children evacuated, who they went to stay with, and a diary account from an evacuated child. Sources like graphs, images and videos can be used to best illustrate the argument. The long term impacts of evacuation exposed issues with housing, nutrition, education and living conditions in some British cities, fueling post-war debates around improving social welfare.
M.S. 442 CGSI ELA II 7th & 8th Grade Course OverviewCGSI
M.S. 442 CGSI ELA II 7th & 8th Grade Course Overview. During the year students in the 7th & 8th grade ELA 2 course will study the following historical events paired with a real-world current issue.
The document provides contextual information about Belfast during World War II. It discusses how Belfast contributed strategically and industrially to the British war effort through shipbuilding, aircraft production, and other industries. However, Belfast was initially ill-prepared for German air raids, which began in April 1941 and caused significant damage, disruption, and loss of life over the course of four major attacks. The raids increased tensions with the London government and led to leadership changes in Northern Ireland. By 1943, Belfast had strengthened its role in the war through naval operations and increased industrial production with support from the United States.
This document is a writing sample from Jae Hwa Shin for an international trafficking course. It is a 25-page research paper about the use of child soldiers in modern warfare and its ethical implications. The summary analyzes the history of child soldiering, noting that traditionally wars were fought by adults, but now over 300,000 children under 18 participate in conflicts. It also outlines the strengthening of international laws around child soldiering over the past few decades, including treaties that prohibit recruitment of those under 15 and define a child as under 18.
The document outlines a two-day lesson plan about the Treaty of Versailles and its global effects after World War I. The lesson has six cognitive objectives that students will meet, including understanding the endings of various empires and colonies' desires for independence. Students will discuss whether the treaty's terms regarding Germany were fair. On the second day, students will simulate being countries signing the treaty and creating the League of Nations. The lesson concludes with formative and summative assessments of students' knowledge through class discussions and two homework essays.
The document provides background information and instructions for an exam on International General Certificate of Secondary Education History. It includes two sample exam questions with accompanying sources related to Depth Study A: Germany, 1918-1945.
Source A discusses the Hitler Youth organization based on reports from the exiled Social Democratic Party in 1934, noting their support for the Nazi system and belief that job opportunities would come from persecuting Jews and Communists. Source B includes recollections of former Hitler Youth members, stating there was no direct political indoctrination initially and an emphasis on obedience. The questions analyze the sources and ask students to compare their usefulness as evidence about the Hitler Youth.
The document provides context and questions to help students prepare for an exam on a
The dissertation examines the response of Labour and the Left in Devon and Somerset counties to the Spanish Civil War from 1936-1939. It analyzes both the humanitarian and political responses at the grassroots level, focusing on the rural region's involvement in aid campaigns and the impact on local politics. Chapter One discusses the humanitarian efforts, including the role of Devon and Somerset in the Bristol and West of England foodship campaign for Spain and their contributions to Basque children's colonies in the region. It evaluates whether these aid campaigns represented an informal popular front movement in Britain.
Here is a potential exam question and mark scheme based on the sources:
Question: Using Sources 5 and 6, analyze the treatment of African American soldiers who came to Britain during World War II. (8 marks)
Mark scheme:
Level 5 (7-8 marks)
Comprehensively analyzes the treatment of African American soldiers based on Sources 5 and 6. Makes clear comparisons between the sources and draws well-substantiated conclusions about their experiences.
Level 4 (5-6 marks)
Analyzes the treatment of African American soldiers based on Sources 5 and 6, drawing clear comparisons. Conclusions about their experiences are supported by evidence from the sources.
Level 3 (3-4 marks)
The document discusses the effects of World War II on British society, focusing on who came to Britain during the war including American soldiers, Commonwealth troops, and prisoners of war. It provides details on how different groups such as African American soldiers, Polish workers, and German/Italian prisoners of war were treated in Britain. Sources suggest that while American soldiers were generally welcomed, social attitudes varied towards different ethnic groups.
Chapter I examines the build up to Operation Demetrius, the British military operation that introduced internment without trial in Northern Ireland in August 1971. It discusses the escalating violence and sectarian attacks in 1971 that exacerbated tensions. With the resignation of Prime Minister Chichester-Clark, his successor Brian Faulkner faced challenges from unionists calling for tougher security measures. Despite opposition from British Army commanders, Faulkner introduced internment with the goal of restoring law and order, though it targeted only nationalists. The chapter analyzes the reasons for Faulkner and Westminster's decision for this security-focused solution despite warnings it could backfire.
WK3 Final Project Framework WorksheetThis worksheet will hel.docxambersalomon88660
WK3 Final Project Framework Worksheet
This worksheet will help you prepare for your final project by organizing the information that you’ll need for your Final Project (paper or PowerPoint presentation) and walking you through the process of defining your topic, researching and analyzing primary and secondary sources, crafting a thesis, and creating an annotated bibliography. Once you have completed the worksheet submit it to the online classroom for grading.
After your instructor has graded the worksheet, please be sure to use it and the feedbackprovided to you by your instructor as you construct your final project.
1. Statement of Topic:
What topic will you be researching for your final project? You have the choice of:
· African Americans
· Native Americans
· Women
· Immigrants
You must choose only ONE of the above groups. Which group have you chosen?
Women
2. Events
You will need to choose at least 4 specific events that you plan to discuss in your final project. You should choose events that show how life in the United States changed over time for the group that you chose. Two events must be from the period between 1877 and 1945 and two events must be from the period 1945 to the present. On this worksheet and in your final project, be sure to discuss the events you’ve chosen in the order that they happened. This will help you put together a project that makes historical sense.Event 1: 1877 to 1945
Name of the event:
Triangle Shirtwaist Fire
When it took place:
March 25, 1911
Where in the US:
The Triangle Shirtwaist Factory in New York City
Who was involved:
The 500 young immigrant workers, many of whom were women. 146 died and many others were injured. Progressive Era workplace reform activists and the International Ladies’ Garment Workers’ Union, who had been fighting for safer working conditions.
What circumstances contributed to the event:
Unsafe working conditions created by the existence of few workplace safety laws and lax enforcement of building codes. The workers had been locked into the building to prevent them from taking breaks or stealing and so when it caught on fire, they had no way out. Many jumped to their death from the ninth floor rather than burn. The New York District Attorney tried the building owners for manslaughter but they were acquitted.
How this event was historically significant:
This event demonstrated the danger that many industrial workers faced during the early 1900s and supported the case made by Progressive reformers for improving working conditions.
Event 2: 1877 to 1945
Name of the event: Women’s participation in World War II
When it took place:
1941 to 1945
Where in the US:
Throughout the United States and overseas.
Who was involved:
American women throughout the nation contributed to the war effort during WWII by volunteering for female branches of the military (WAAC, WASP, etc.) and serving in a number of positions, like nursing, cryptology, and communications..
The document is a collection of passages about exploring causes and consequences in history. It discusses how students are often drawn to simplistic explanations for historical events and advocates teaching them to consider multiple causal factors and broader contexts. It provides examples of inquiry questions that could help students develop more sophisticated understandings of history. These include questions about the causes of Canadian Confederation that challenge dominant narratives. The document also presents strategies for teaching causal reasoning, such as using concept maps and having students analyze historical problems or predict outcomes.
This book provides a lively and interesting account of Britain's history from 55 BC to modern times. It reveals the main events, characters, and movements that have shaped Britain. The book follows Britain's history chronologically while organizing chapters thematically. Chapter 1 covers Britain's early history from 55 BC to 1066, including the successive invasions by Romans, Angles and Saxons, Vikings, and Normans that influenced Britain's language, culture, and people. Chapter 2 examines the complex relationships between England, Scotland, Wales, and Northern Ireland. Chapter 3 discusses Britain's transition from Catholicism to Protestantism under Henry VIII and his children. Chapter 4 reviews the growth of democracy in Britain through events like the English Civil War.
World War II had widespread effects on many aspects of society. It brought countries together against fascism but also tore generations apart later. The war increased women's roles in the economy and allowed some racial minorities to gain opportunities, at least temporarily. Major impacts included the GI Bill, which helped veterans get education, and the Marshall Plan, which rebuilt Europe and spread American influence. Overall, WWII was a transformative global event that reshaped the social and political landscape for decades to come.
This document provides a 6-week medium term plan for a history topic on conflict, focusing on World War 2 and how it impacted East London locally. It includes objectives, suggested activities and resources for each lesson. Week 1 involves a local history study of the Blitz in East London. Week 2 covers geography. Week 3 focuses on creating advertisements for Brighton using art and design skills. Week 4 looks at Brighton's role in WW1, including its use as a military hospital. Week 5 includes a trip to Brighton. Weeks 5-6 involve creating multimedia presentations compiling materials from the trip.
The document outlines the history curriculum and exam structure for Key Stage 4 students at Holgate School Sports College. It discusses the importance of studying history and developing an understanding of the past. For GCSE, students can take a short or full course in history. The short course focuses on changes in British society from 1939-1975 and terrorism since 1969. The full course covers the international history of the 20th century, including the World War 1 peace settlement, the rise of the USA from 1919-1941, and social and political changes in Britain from 1939-1975. Students undertake practice exams and controlled assessments to prepare for the OCR Modern World History exams.
This document outlines a 6-week medium term plan for a history topic on conflict. Week 1 focuses on a local history study of East London during WW2, including the Blitz. Week 2 covers geography. Week 3 involves art and design projects. Week 4 looks at the use of the Royal Pavilion in Brighton as a WW1 hospital. Week 5 includes a trip to the Royal Pavilion. Weeks 5-6 involve collating materials from the trip into presentations on the architecture and creating replica pavilions. The plan aims to develop pupils' understanding of conflict, evacuation, the Blitz, and the role of the Royal Pavilion hospital through a range of activities.
The document proposes using library resources to improve student writing skills by engaging them in meaningful research projects in history. It provides an example assignment asking students to research a military leader, determine their influence, and argue whether they should be included in a war museum. Resources on specific leaders like Simon Bolivar, Napoleon Bonaparte, Winston Churchill, and General Charles Cornwallis are listed. The goal is to incorporate interesting topics, primary sources, and themes to motivate students and strengthen research, writing, and critical thinking.
The British home front during World War 2 saw several key mobilization efforts: millions of children were evacuated from cities to the countryside for safety, the workforce was mobilized with more women entering the labor force and munitions production increasing, and the government promoted self-sufficiency through rationing of food and household gardens. Rationing limited goods like sugar, meat, and eggs to conserve resources as fears of blockades by Germany loomed. Air raids led to total blackouts at night in cities and air raid sirens prompted citizens to take shelter. The government also mounted security and espionage efforts to counter any threats within Britain through campaigns warning citizens that "careless talk costs lives."
The document discusses how World War 2 affected young children in Britain. It provides lesson objectives on creating presentations about the experiences of children during the war, including their schooling, health, fears, evacuation, happiness, and problems. Key points to be covered are how many children were evacuated, who they went to stay with, and including a diary account from a child who was evacuated. Additional sources provide data on who was most evacuated in 1939, as well as discussing the long term impacts of evacuation such as exposing poor living conditions and increasing calls for government action on social issues like poverty, education and public health.
The document discusses how World War 2 affected young children in Britain. It provides lesson objectives on creating presentations about the experiences of children during the war, including their schooling, health, fears, evacuation and happiness. Key points to be covered are percentages of children evacuated, who they went to stay with, and a diary account from an evacuated child. Sources like graphs, images and videos can be used to best illustrate the argument. The long term impacts of evacuation exposed issues with housing, nutrition, education and living conditions in some British cities, fueling post-war debates around improving social welfare.
M.S. 442 CGSI ELA II 7th & 8th Grade Course OverviewCGSI
M.S. 442 CGSI ELA II 7th & 8th Grade Course Overview. During the year students in the 7th & 8th grade ELA 2 course will study the following historical events paired with a real-world current issue.
The document provides contextual information about Belfast during World War II. It discusses how Belfast contributed strategically and industrially to the British war effort through shipbuilding, aircraft production, and other industries. However, Belfast was initially ill-prepared for German air raids, which began in April 1941 and caused significant damage, disruption, and loss of life over the course of four major attacks. The raids increased tensions with the London government and led to leadership changes in Northern Ireland. By 1943, Belfast had strengthened its role in the war through naval operations and increased industrial production with support from the United States.
This document is a writing sample from Jae Hwa Shin for an international trafficking course. It is a 25-page research paper about the use of child soldiers in modern warfare and its ethical implications. The summary analyzes the history of child soldiering, noting that traditionally wars were fought by adults, but now over 300,000 children under 18 participate in conflicts. It also outlines the strengthening of international laws around child soldiering over the past few decades, including treaties that prohibit recruitment of those under 15 and define a child as under 18.
The document outlines a two-day lesson plan about the Treaty of Versailles and its global effects after World War I. The lesson has six cognitive objectives that students will meet, including understanding the endings of various empires and colonies' desires for independence. Students will discuss whether the treaty's terms regarding Germany were fair. On the second day, students will simulate being countries signing the treaty and creating the League of Nations. The lesson concludes with formative and summative assessments of students' knowledge through class discussions and two homework essays.
The document provides background information and instructions for an exam on International General Certificate of Secondary Education History. It includes two sample exam questions with accompanying sources related to Depth Study A: Germany, 1918-1945.
Source A discusses the Hitler Youth organization based on reports from the exiled Social Democratic Party in 1934, noting their support for the Nazi system and belief that job opportunities would come from persecuting Jews and Communists. Source B includes recollections of former Hitler Youth members, stating there was no direct political indoctrination initially and an emphasis on obedience. The questions analyze the sources and ask students to compare their usefulness as evidence about the Hitler Youth.
The document provides context and questions to help students prepare for an exam on a
The dissertation examines the response of Labour and the Left in Devon and Somerset counties to the Spanish Civil War from 1936-1939. It analyzes both the humanitarian and political responses at the grassroots level, focusing on the rural region's involvement in aid campaigns and the impact on local politics. Chapter One discusses the humanitarian efforts, including the role of Devon and Somerset in the Bristol and West of England foodship campaign for Spain and their contributions to Basque children's colonies in the region. It evaluates whether these aid campaigns represented an informal popular front movement in Britain.
Here is a potential exam question and mark scheme based on the sources:
Question: Using Sources 5 and 6, analyze the treatment of African American soldiers who came to Britain during World War II. (8 marks)
Mark scheme:
Level 5 (7-8 marks)
Comprehensively analyzes the treatment of African American soldiers based on Sources 5 and 6. Makes clear comparisons between the sources and draws well-substantiated conclusions about their experiences.
Level 4 (5-6 marks)
Analyzes the treatment of African American soldiers based on Sources 5 and 6, drawing clear comparisons. Conclusions about their experiences are supported by evidence from the sources.
Level 3 (3-4 marks)
The document discusses the effects of World War II on British society, focusing on who came to Britain during the war including American soldiers, Commonwealth troops, and prisoners of war. It provides details on how different groups such as African American soldiers, Polish workers, and German/Italian prisoners of war were treated in Britain. Sources suggest that while American soldiers were generally welcomed, social attitudes varied towards different ethnic groups.
Chapter I examines the build up to Operation Demetrius, the British military operation that introduced internment without trial in Northern Ireland in August 1971. It discusses the escalating violence and sectarian attacks in 1971 that exacerbated tensions. With the resignation of Prime Minister Chichester-Clark, his successor Brian Faulkner faced challenges from unionists calling for tougher security measures. Despite opposition from British Army commanders, Faulkner introduced internment with the goal of restoring law and order, though it targeted only nationalists. The chapter analyzes the reasons for Faulkner and Westminster's decision for this security-focused solution despite warnings it could backfire.
WK3 Final Project Framework WorksheetThis worksheet will hel.docxambersalomon88660
WK3 Final Project Framework Worksheet
This worksheet will help you prepare for your final project by organizing the information that you’ll need for your Final Project (paper or PowerPoint presentation) and walking you through the process of defining your topic, researching and analyzing primary and secondary sources, crafting a thesis, and creating an annotated bibliography. Once you have completed the worksheet submit it to the online classroom for grading.
After your instructor has graded the worksheet, please be sure to use it and the feedbackprovided to you by your instructor as you construct your final project.
1. Statement of Topic:
What topic will you be researching for your final project? You have the choice of:
· African Americans
· Native Americans
· Women
· Immigrants
You must choose only ONE of the above groups. Which group have you chosen?
Women
2. Events
You will need to choose at least 4 specific events that you plan to discuss in your final project. You should choose events that show how life in the United States changed over time for the group that you chose. Two events must be from the period between 1877 and 1945 and two events must be from the period 1945 to the present. On this worksheet and in your final project, be sure to discuss the events you’ve chosen in the order that they happened. This will help you put together a project that makes historical sense.Event 1: 1877 to 1945
Name of the event:
Triangle Shirtwaist Fire
When it took place:
March 25, 1911
Where in the US:
The Triangle Shirtwaist Factory in New York City
Who was involved:
The 500 young immigrant workers, many of whom were women. 146 died and many others were injured. Progressive Era workplace reform activists and the International Ladies’ Garment Workers’ Union, who had been fighting for safer working conditions.
What circumstances contributed to the event:
Unsafe working conditions created by the existence of few workplace safety laws and lax enforcement of building codes. The workers had been locked into the building to prevent them from taking breaks or stealing and so when it caught on fire, they had no way out. Many jumped to their death from the ninth floor rather than burn. The New York District Attorney tried the building owners for manslaughter but they were acquitted.
How this event was historically significant:
This event demonstrated the danger that many industrial workers faced during the early 1900s and supported the case made by Progressive reformers for improving working conditions.
Event 2: 1877 to 1945
Name of the event: Women’s participation in World War II
When it took place:
1941 to 1945
Where in the US:
Throughout the United States and overseas.
Who was involved:
American women throughout the nation contributed to the war effort during WWII by volunteering for female branches of the military (WAAC, WASP, etc.) and serving in a number of positions, like nursing, cryptology, and communications..
WK3 Final Project Framework WorksheetThis worksheet will hel.docx
intro
1. AN APPRAISAL OF CHILDHOOD EXPERIENCES
IN WARTIME BRITAIN
AMY LOUISE WARD
An extended essay submitted in partial fulfilment of the requirements for a BA Hons in
History, De Montfort University 3rd May 2013
Module Code: HIST 3000
Word Count: 10,910
Dissertation Supervisor: Dr John Martin
2. Thankyou John for always responding to my emails so efficiently, your time and
efforts have been much appreciated. Brilliant tutor and historian!
Abstract
3. Theintention of this dissertation is to assess the impact of the Second World War
upon British children’s childhood experiences. The effects of the evacuation
programme with special reference to the social and welfare needs of children
once evacuated occupies chapter 2. The third chapter is devoted to the wartime
national education service and how the evacuation of British children
subsequentlyaffected the provision of education in the reception and evacuation
zones. In addition there is an appraisal of the 1944 Education Act. Chapter 4
looks at the wartime work children were involved in during the war and argues
that their involvement was a crucial element in the wartime food production
campaign, whereas, the historians within this field have generally ignored their
valuablecontributions. The availablehistoriography fails to adequatelyaddress
British children’s wartime experiences and this study will enhance our
understanding of wartime childhood through the exploration of previously
neglected primary source materials.
Contents
Chapter I – Introduction
4. Chapter II – An Assessment of the Impact of Wartime Evacuation on the lives of British
Children
Chapter III – A Critique of the Impact and Legacy of Evacuation on Wartime Education
Chapter IV – An Assessment of Agricultural Wartime Work Undertaken by British Children
Chapter V – Conclusions
Bibliography
Appendices
Abbreviations
CWEAC – County War Agricultural Executive Committee
FW – Farmer’s Weekly
5. IWM – Imperial War Museum
LEA – Local Education Authorities
LCC – London County Council
NUT – National Union of Teachers
NA – National Archives
NUAW – National Union of Agricultural Workers
TUC – Trade Union Congress
TES – Times Educational Supplement
Chapter I – Introduction
When war broke out in 1939 it is fair to say that British children were unprepared for it. Britain
was to experience almost six years of total war and at the centre of the struggle would be the
6. nation’s children. Children were to be uprooted from everything that was familiar to them and
evacuated, they were to witness the break-up of their families, live with the threat of aerial
bombardment, experience hostility from the hosts who took them in and all the while suffering
from the privatisations of rationing, a fractured education system and an uncertain future1.
This study will address the experiences of children during the Second World War with the
exploration of three interrelated issues. Firstly there will be an analysis of evacuation which
will shed light on the experiences of children who were moved from areas of Britain which
were potential targets for enemy bombing. There are different interpretations of evacuation and
this study will explore the debates which concern the impact that the scheme had on the lives
of children. There is the popular interpretation of evacuation as a successful project which
saved thousands of lives, gave disadvantaged children a chance for a holiday and brought
together the most divided classes of society demonstrated by historians such a Norah Barding,
B. S. Johnson and William Busby2. However this idealistic interpretation requires revision
because the evacuation of children in 1939 was not as successful as first thought and there is
evidence which points towards severe failures in the government’s policy in terms of providing
the care and welfare of the children of Britain whilst attempting to evacuate them to safety. The
logistics of the operation went without serious mishap3. However it is the social problems and
the apparent lack of preparation on behalf of the government which will be addressed here.
Secondly, this paper will explore the failures and successes of the system which is so important
to the development of children. With many teachers being drafted into the armed services,
school buildings taken over for wartime undertakings, the upheaval of evacuation and the terror
of bombardment, surely the British education system suffered more so than historians have
1 Mike Brown, Wartime Childhood, (Oxford, Shire Publications, 2011), pg. 5
2 Norah Barding, A Friendly Hearth, (London, Cape, 1946), B. S. Johnson, Evacuees,(London, Victor Gollancz
Ltd, 1968, William H. Busby, Our Evacuees: A Reminiscence, (London, 1941)
3 Ben Wicks, No Time to Wave Goodbye, (London, Bloomsbury Publishing Limited, 1988), pg. 7
7. currently suggested. P.H.J.H Gosden and Carlton Jackson have viewed evacuation as the key
to understanding the subsequent educational reforms4. The interpretations of the 1944
Education Act have often been very positive. The passing of the Act will be explored in order
to identify what it aimed to achieve, why this Act was required in the British education system
and if it actually succeeded in meeting those aims.
Finally, the work British children undertook on farms during the war will be addressed and
their contribution to the maintenance of agricultural output will be evaluated. With the
exception of Richard Moore-Colyer5, historians have generally overlooked this aspect of the
war but there is evidence to suggest that children played a much more important role in helping
Britain to victory than historians have so far suggested. Through the analysis of their
experiences this study will ascertain how valuable their work was to the successes of the war
on the home front. In addition, this study will address the debates which were underway at the
time regarding whether it was appropriate for children to be involving themselves in manual
labour.
In a sense the wartime evacuation of children has been somewhat glamorised and although the
negative experiences have been made apparent in the historiography, there does seem to be an
overarching idealism and nostalgia which taints the true childhood experiences. The purpose
of this study is to explore a topic which has been neglected by historians. Whether it was
evacuation dominating government policy or helping with the war effort as best they could,
children were actively involved. Under parental and state control children have often been
4 Carlton Jackson, Who Will Take Our Children:The Story of Evacuation in Britain, 1939-1945,(London,
Methuen,1985)
5 Richard Moore-Colyer, ‘Kids in the Corn: Harvest School Camps and Farm Labour Supply in England 1940-
1950, The Agricultural History Review, Vol. 52, No. 2, (2004)
8. viewed as objects rather than subjects and this makes their participation in the war interesting6.
Children’s actual contributions to the war effort are generally overlooked and the work that
children did during the war be it helping on the farms, salvaging scrap paper, domestic work
or simply trying to save money, their contribution is a neglected area of historical research.
The existing secondary source material provides little contextual analysis with regards to
children and the war. Instead they provide a detailed narrative which eulogises the evacuation
of the nation’s children during the great fight for freedom. When most people think about
children and the Second World War, evacuation is the first thing that comes to mind. Hence
this study will attempt to draw on the evacuation schemes as well as the role of education and
the war work in order to make it clear that children did play an active and beneficial role in the
war which goes way beyond simply being evacuated from the cities.
This study will make use of many previously neglected primary sources materials. Included
will be a range of newspaper leading articles published during the war years, contemporary
accounts found in diaries and interviews, school histories, school magazines, BBC broadcasts,
and evacuation surveys. Surviving documents from the Ministry of Information, Ministry of
Health, Board of Education and LCC memoranda, posters and papers (significant collections
of official papers can be located at the National Archives, Kew) will also be used as they
provide a useful insight into wartime planning.
6
Brenda Mayall and Virginia Morrow, You Can Help Your County: English Children’s Work During the
Second World War, (London, Institute of Education, 2011), pg. 4