Sowing the Poppy seed – Poppyscotland’s Education Project
Why do conflicts arise, how do they develop and how are they resolved?
Experiences and Outcomes
Learning in the social studies will enable me to learn how to locate, explore and link periods, people and events in time and place.
I can use primary and secondary sources selectively to research events in the past.
Through researching, I can identify possible causes of a past conflict and report on the impact it has had on the lives of people at that time.
Using what I know about the features of different types of texts I can select ideas and relevant information from a variety of sources, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience.
LIT 2-06a, LIT 2-14a & LIT 2-26a
To help me develop an informed view, I can distinguish fact from opinion when listening/identify and explain the difference between fact and opinion when reading and I am learning to recognise when my sources try to influence me and how useful these are.
LIT 2-08a & 2-18a
Throughout all my learning, I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace.
I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.
The Falklands War documentary challenge.
Poppyscotland’s documentary films and archive footage are available from the education website or from the Sowing the Poppy seed DVD.
Poppyscotland’s image library is available from the education website.
Using a camcorder can be an interesting way of stimulating students’ interest in an active learning approach. It is also a useful learning tool for students given that they are not only taking part in active learning but have a resource to take away at the end of their work. This can be a useful learning and revision tool in future for students involved in the project and future students studying the particular topic.
If the school does not have a camcorder even the process of making the documentary is an active learning exercise. The documentary can be shot in front of classmates and peer marked according to a marking grid with the best documentary receiving a prize.
Sample marking grid
5 points - all criteria met and wow factor
4 points - all criteria met satisfactorily
3 points - one of criteria missing
2 points - two of criteria missing
1 point - more than one of the criteria missing
If the activity is captured on camera it is worthwhile having a class or year group launch. This can be turned into an Oscars-style event using the peer-marking approach above.
This activity also allows for a number of subjects to become involved.
Some examples would be:
Art - background, props for mock up interviews;
Craft, Design and Technology - props for mock up interviews of interview scenes;
IT/Computing - research, recording;
Music - background music, intro and end music;
History/English - research, writing up of scripts;
Modern Studies - issues of The Falklands War still very relevant today. Examine another country, e.g. Argentina;
Geography - the location of the Falkland Islands was vital to the conduct of the campaign. There are a number of geographic issues to study. Examine another country, e.g. Argentina.
The Falklands War documentary challenge teacher’s notes.
The Big Question