This activity focuses on using different types of interpretations of World War 1 which people constructed and presented both at the time and then afterwards. This allows pupils to realise that the topic is open to continuing debate and argument. By explicitly studying the different ways World War 1 has been interpreted and represented through film websites paintings literature and museums we can help pupils to make important connections between past and present.
Use a range of images and pictures of World War 1 for example songs/poem/posters of film/paintings /soldiers stories film extracts from the period 1914-1918 to stimulate discussion on what the pupils see in the images. Ask pupils in pairs what they think the author of the sources is trying to say and what is the key message. Discuss their interpretations with other pairs in the class and be prepared to support their views with evidence from the pictures and what they know about the history of the time.
Still in pairs pupils use one source and apply the DAMMIT formula to consider how each source was made.
Pupils share their ideas about how each source was constructed and consider for what purpose.
What have you found out about what people at the time were saying about the World War 1?
Teacher uses a second set of images pictures which portray how World War 1 has been commemorated by later generations.
Use the DAMMIT technique to analyse
A film extract/a propaganda poster or mural /piece of art/a staged photo.
How does the source portray a chosen aspect of World War 1? Why would the author want to see the war in this way?