Blitz Kids

The Independent

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The Luftwaffe is bombing London

London under attack

Children have to leave London! Details p.3

Women are fundamental to the war effort.

Blackout!

Darkness is a weapon

Wednesday 9th October, 1940

London Edition

#0120

What was life like during World War II ?

We need you!

What was life like in Britain during WWII?

Resist!

Observe and comment

Photos

Read and Understand

Evacuation of children

Read and Understand + Passive Voice

" A Train to Derbyshire

Watch and Understand

The Blitz

Could/ Had to

Grammar

Observe and comment

Rosie the Riveter

Observe and comment

Propaganda

Quizlet

Vocabulary

Watch and Understand

Women at Work

What can you see?

Observe and comment

Take shelter

Look at the photos.

What's happening?

The Blitz

First, take notes (words/expressions you understand.

Then, answer the questions

Watch and Understand

Watch and answer – The Blitz

a) What was the initial plan of Hitler ?

…………………………………………………………………………………………………………….

b) What’s the English for Blitzkrieg ?

……………………………………………………………………………………………………………

c) How many times was London bombed ? How long did it last (at one point) ?

…………………………………………………………………………………………………………….

d) Did the British surrender (se rendre) ?

…………………………………………………………………………………………………………….

e) What did Hitler do then ?

……………………………………………………………………………………………………………

the Blitz, (September 7, 1940–May 11, 1941) : intense bombing campaign undertaken (entrepris) by Nazi Germany against the UK during World War II. For eight months the Luftwaffe dropped bombs on London and other strategic cities across Britain.

Bombing failed to demoralise the British into surrender or do much damage to the war economy.

Observe and comment

Propaganda

What can you see?

What's the message?

What is/are the objective(s) of these posters?

Step 2 : Pair work - Choose a subject and make a poster

In the Spring of 1939, Britain was about to go to war against Germany. In order to reassure the population, the government ordered a series of posters featuring (présentant) a message of hope and courage.

Those posters were about the evacuation of children, saving food and material as well as blackout regulations during the Blitz.

George's letter

Read and Understand

1) Who is George ? How old is he ?

……………………………………………………………………………

2) Where is he ?

……………………………………………………………………………

3) Who is Tom ?

…………………………………………………………………………..

4) True or False ?

Tom was calm. Quote the text.

……………………………………………………………………………

5) True or False ?

Food was scarce/rare. Quote the texte.

……………………………………………………………………………

6) Que signifie blackout ? Quel était l’objectif de celui-ci ?

…………………………………………………………………………..

COULD et COULDN'T sont les passés de CAN et CAN'T, ils servent à exprimer la capacité ou l'incapacité dans le passé.

On utilise COULD pour dire ce qu'on pouvait faire dans le passé.

Ex: When she was one, she could walk.

On utilise COULDN'T pour dire ce que l'on ne pouvait pas faire dans le passé.

Ex: When she was one, she couldn't speak.

HAD TO + base verbale sert à exprimer l’obligation au passé.

Ex: Tom had to call the police (Tom a dû appeler la police).

COULD & HAD TO

Grammar

Read and Understand

1) Highlight in the text words or expressions about children’s evacuation.

2) Read and give information about the experience as an evacuee.

3) Avez-vous remarqué une forme verbale récurrente ? Si oui, prélevez des exemples.

"A Train to Derbyshire"

Observe - Comment - Watch

1) Describe and comment this cover (explicit to implicit)

2) Watch the video and take notes (then, Plickers Quiz)

Rosie the Riveter

Norman Rockwell’s Rosie the Riveter was the cover of the Saturday Evening Post on Memorial Day, May 29, 1943. Rockwell’s illustration features (présente) a brawny (musclée) woman taking her lunch break with a rivet gun on her lap (genoux), beneath (en dessous) her a copy of Hitler’s manifesto, Mein Kampf and a lunch box labeled “Rosie”. She epitomizes (symbolise) strength and determination.

Women at work

Watch this video and take notes (worksheet)

With thousands of men away serving in the armed forces, British women took on a variety of new jobs during the First and Second World Wars.

Many of these roles had traditionally only been done by men and were thought unsuitable (inapproprié) for women because they were dirty or difficult.

Women became train cleaners, bus conductors, volunteer policewomen; they worked in factories, drove tractors on farms and transported coal.

Women’s work would be vital to the British war effort in World War Two, so much so that it soon became compulsory (women had to do it by law).

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