The Evacuees - A Drama Unit - Part 1

KEY STAGE 2 (Year 3/4)

This drama unit links to QCA History Unit 9: What was it like for children in the Second World War? and in particular section 4: What was it like to be an evacuee?

Outline:

The unit explores the history of a real nine year old girl evacuated from London to Norfolk at the beginning of the Second World War and the stories of other children and families outside Manchester. A range of drama techniques and strategies are used. The material can be extended over several sessions.

Extensive use is made of archive material including radio recordings from BBC School Radio and written accounts from WW2 People's War. The audio material can be streamed from the website or ordered on CD from the BBC. Transcripts of the recordings can also be found on the BBC School Radio website. Hyperlinks to all external websites are included within the text. A fictional letter is also included, written to Margaret from her mother. This can be handwritten and photocopied before the lesson. It is also helpful to gather photographic images and war posters to show at appropriate points.

Materials:

War posters, photographs of evacuees at railway stations, audio material, print out of Margaret Webb's story, photocopies of Mum's letter.

Learning objectives:

• To empathise with the experiences and feelings of evacuees
• To present the viewpoints of different characters through dialogue, role-play and writing
• To understand and use drama strategies to explore issues
• To identify and discuss the qualities of others' performances

The Lesson:

Begin by discussing what the children know about evacuation in the Second World War. It is helpful to show a photograph of evacuees boarding a train. Play Audio 1: Evacuees at the Station. Discuss what is happening and where. Explain that thousands of children left their homes and parents to travel from urban areas to the countryside and may have remained there for several years.

Introductory Activity: Ten Second Objects

Divide the class into small groups of four to six. Explain that you will call out the name of an object and that each group should make the shape of that object out of their own bodies, joining together in different ways while you count down slowly from ten to zero. Now call out the name of the first object (an easy one to start with) - a steam train.

After you have counted down to zero for the first object, ask the groups to hold their positions for a few moments. Ask them to look around at the other groups and point out that each group has found a different way of forming the object. Explain that they can make their objects look more interesting by using different levels with their bodies within the overall shape - low, medium or high.

Now that they have got the idea, try a few other objects. Examples could be a forest, a mug of cocoa, an ice-cream, a gas mask (these are all objects which are referred to later in the lesson). Ask the groups to show each other their version of each object and to make positive comments on what they liked about other group's objects.

At the Railway Station

At this point, gather the class back together. Explain that you will be reading some extracts of a true account by Margaret Webb, who was evacuated at the age of nine. Read aloud to the class extract one (Leaving Home). Show the class photographs showing children being evacuated at railway stations and in train carriages (ideally showing a range of emotions). Ask the children to describe the different emotions being expressed by the evacuees.

Divide the children into groups of four or five. With each group sitting in a separate area, explain that you would like them to devise their own photograph of evacuees at the station by using freeze-frames. This will involve them using their bodies to make the shapes of people in the photograph. Remind them that it is important to think about the emotion of each character and to show the facial expression as well as the body posture. Give them a time limit (two minutes should be enough time to discuss and carry out the task). During this time, move from group to group to help them negotiate with one another.

When the time is up, ask all the groups to sit down. If time allows, ask each group in turn to show their work. Invite other members of the class to point out what they think may be going on. You could use spotlight as a way of showing the work.

With one or two of the groups, you can now introduce thought-tracking. Explain that you are going to ask individual characters to speak their thoughts or feelings aloud - just one or a few words. When the group are in position, tap each person on the shoulder in turn (or hold a cardboard 'thought-bubble' above their head). Ask them to speak the word or words as though they are the character. Many children will find this easy to do. However, if they are stuck, you can ask for suggestions from the observers as to what that character might be thinking or saying. The more you practice this technique, the easier the children will find it.

Go to Part Two