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Lesson 4 - Resource 5:
http://www.medwayqueen.co.uk/war.html

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Lesson 4 - Resource 4:
https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj71Ovv4JnRAhVDfhoKHepPCYkQjRwIBw&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F408842472398922745%2F&psig=AFQjCNGHYk_8p0R0vE__u_GwkMIATjd-uA&ust=1483112610640942

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Using the example resources of art provided, alongside the learning that has taken place in previous sessions, children are to create a painting of  the evacuation.
Key questions:

What are these paintings showing?

What do you like about these paintings?

What is similar in these paintings and what is different?

What sort of colours do you think are appropriate?

Lesson 4 - Resource 3:
http://www.iwm.org.uk/collections/item/object/5769

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Lesson 4 - Resource 2:
https://commons.wikimedia.org/wiki/File:Strait_of_Dover_map.png

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Lesson 4 - Where did it take place and what did it look like?

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Lesson 4 - Where did it take place and what did it look like?

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By lesson 4, children should be aware of where the Dunkirk Evacuation took place. Linking history to it's fellow humanities subject Geography, this lesson starter is simple map work. Children can be given either a blank map or a map with some helpful information (resource 2). For example, labelling Belgium and France. The short task is designed to ensure that children understand what was happening and whom it was happening between. Based on the year group and ability of children, this can be done in a number of different ways. Resource 1 can be used as an example for children to refer to. Alternatively, part of the map could be covered up and children could be given the task of having to correctly label what is missing.
Key questions:

Can you label Dunkirk on the map?

Where were the British soldiers?

Where were the German soldiers?

How can you represent the evacuation on the map?

Lesson 4 - Resource 1: http://news.bbc.co.uk/furniture/in_depth/uk/2000/dunkirk_remembered/intro_map.gif

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Lesson 2 - Resource 3:
http://www.secondworldwarhistory.com/rescue-at-dunkirk.asp

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Facing annihilation of grand proportions, over 330,000 Allied troops were evacuated from the French port city of Dunkirk and lived to fight another day.

By this period in the war, the heroic effort on the part of the Allies in defending against the tide of encroaching Axis armor and airpower was all but spent. Poland and Holland had already given way to the might of the Germans and Belgium followed soon after. French and British forces began congregating at the French port city of Dunkirk with British soil, and relative safety, sitting some ways across the unforgiving English Channel. Sensing total annihilation of Allied forces, British Prime Minister Winston Churchill ordered a flotilla of civilian ships to help shuttle troops to awaiting transports from the port. The effort would become one of epic proportions as thousands of souls were saved in the dangerous rescue operation.

The Belgium defense had now fallen though the Allies benefited some from German military resources partially tied to this effort. The window of opportunity allowed more Allied forces to arrive at Dunkirk and the respite that it offered. The operation was then underway and over 338,000 Allied troops were rescued from certain death or imprisonment in what became known as the 'Miracle at Dunkirk' and also the 'Escape from Dunkirk' and the 'Rescue at Dunkirk'. Despite this effort, a generation of British and French children would grow up without fathers - such was the cost of this defeat for the Allies.

A final French Army stand at Dunkirk netted the Germans some 40,000 French soldiers as Prisoners of War while thousands of vehicles, artillery pieces and small arms were captured - delivering yet another blow to Allied military firepower. The Germans would eventually take the port city under their control and end the stand once and for all. Despite the defeat in Europe, the survivors would live to fight another day. The event laid the groundwork for the next phase of Hitler's plans - the invasion of Britain itself through Operation Sea Lion of which the Battle of Britain ultimately thwarted in the coming months. The situation was one of heroics and sacrifice by many involved - some captured by the enemy so as to buy time for others to escape. Over 1,000 vessels took part in the operation and these ran the gamut of fully-fledged Royal Navy warships to private yachts, schooners and trawlers. Not only did private citizens command some of their own boats, they sailed from British waters across The Channel, braved the threat of German U-boats, bombers and fighters and reached the Dunkirk beaches but they also sailed back with holds full of tired and wounded soldiers. Some fifty private ships were sunk in the action. ©www.SecondWorldWarHistory.com
There are a total of (19) Dunkirk Evacuation (Miracle of Dunkirk) events in the SecondWorldWarHistory.com database. Entries are listed below by date-of-occurrence ascending (first-to-last). Other leading and trailing events are also included for perspective.

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By this period in the war, the heroic effort on the part of the Allies in defending against the tide of encroaching Axis armor and airpower was all but spent. Poland and Holland had already given way to the might of the Germans and Belgium followed soon after.

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Lesson 3 - Acting out scenes and hot seating

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Lesson 3 - Acting out scenes and hot seating

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Using the images from lesson 3 resources 2, 3 and 4, children can take part in some drama. The pictures can be used in many ways for example as inspiration and to provoke thought. Alternatively, different images can be given to different groups of children and they could be given the task of acting out what they know/think might be happening. Children could also be hot seated through being given the role of certain people involved in the evacuation. This could help children to understand the event from both sides alongside checking their understanding of the event.
Key questions:

How do you think they are feeling?

Why might they feel like that?

Why did you...?

What are you going to do after you...?

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Lesson 3 - Resource 4:
http://www.christianstogether.net/Articles/200052/Christians_Together_in/Christian_Life/The_Miracle_of.aspx

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Lesson 3 - Resource 3:
http://www.eyewitnesstohistory.com/dunkirk.htm

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Boats and boating--Equipment and supplies

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Lesson 3 - Resource 2: http://www.rania.co.uk/dunkirk/html/history.htm

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Begin the lesson by playing this video of real footage from the Dunkirk Evacuation. The video has no sound which allows the children to look at the event differently.
After watching the video, have a class discussion based on what it would have been like to have been in the evacuation.
Key questions:

What sounds do you think you would hear?

What do you think they would be saying?

What do you think it would look like in colour?

Lesson 3 - Resource 1: https://www.youtube.com/watch?v=9ZUGMXgeIGA

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Dunkirk Evacuation Footage Operation Dynamo

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Unused / unissued material. Dunkirk, France. Various shots of the British Expeditionary Force (BEF) being evacuated from Dunkirk: different boats at sea, soldiers on one of the boats using bren guns, clouds of smoke rising from the shore, soldiers on boats.

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Before asking the children to complete a timeline of the events of the Evacuation of Dunkirk, encourage discussion. Ask tables to pick 3 dates/events that they have acknowledged and consider as key parts of the evacuation. Have a class discussion to identify those worthy of going on the timelines as well as ensuring they are placed on the timeline in the correct order. For some classes or children it may be preference to collectively create a class timeline that includes dates that all children need to have on their individual timelines and allow freedom with just the illustrations. To aid this, resource 3 could be used. Resource 3 could also be used as an activity for children in lower key stage 2 to complete a cut and stick timeline.
Children can be given a timeline template or allowed to draw their own.
Key questions:

What would the weather have been like?

What would they have been wearing?

What can you draw to help you remember the key events?

- These questions should be asked to encourage children to draw accurate images and to focus on the history of the lesson, not the art.
Lesson 2 - Resource 2: http://freeology.com/wp-content/files/blanktimelinered-thumb.png

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Start the lesson by playing this video to remind children what the Evacuation of Dunkirk is (this may also help to address any misconceptions generated in the first lesson). Explain to the children that during the lesson, they are going to be creating a timeline. Explain that it would be good to remember or jot down any key dates that may have been mentioned.
Key questions:

Can you remember any key dates?

When did the Dunkirk evacuation end?

How long did the Dunkirk evacuation last for?

Lesson 2 - Resource 1:
http://www.bbc.co.uk/history/interactive/animations/wwtwo_movies_dunkirk/index_embed.shtml

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BBC - History - World Wars: WW2 Movies: Dunkirk

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An interactive animation of the evacuation

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Lesson 1 - resource 3:
http://www.socialstudiesforkids.com/articles/worldhistory/dunkirkevacuation.htm

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British and French soldiers were saved by the thousands in the evacuation of Dunkirk.

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Lesson 1 - resource 4:
http://www.bbc.co.uk/history/worldwars/wwtwo/ff2_dunkirk.shtml

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An article about the evacuation of around 350,000 British, French and Belgian troops from Dunkirk

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In schools with sufficient access to ICT, these websites could be used in a research task. Alternatively, children could be provided with books or printed versions of the websites. Providing children with websites to use is essential in ensuring they are accessing the correct information that is relevant and age appropriate. Children should be given time to research the Dunkirk Evacuation and bullet point key facts before creating an information leaflet/poster. This could help to identify key aspects of the event that children are interested in, as well as highlight any misconceptions that may need addressing. Children could complete this task individually, in pairs, or in groups. Different children could be given different websites to focus on or given access to all of them.
Key questions:

What is the Dunkirk Evacuation?

When did the Dunkirk Evacuation happen?

Where was the Dunkirk Evacuation?

- These key questions, along with others, should be used to prompt children to explore certain aspects within the research and to help point some children that may be struggling in the right direction.

Lesson 1 - resource 2:
http://history.parkfieldict.co.uk/world-war-ii/evacuation-of-dunkirk

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Lesson 1 - An introduction to the Dunkirk Evacuation

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Lesson 1 - An introduction to the Dunkirk Evacuation

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Starter:
The figures provided by this resource can be used in a simple pairing task as a lesson starter. The children should match the numbers to the statements e.g. matching 933 to 'ships took part in Operation Dynamo'. The idea of this would be to give the children an insight into the scale of the event, providing 'wow factor' and engaging children. The children should have the correct figures by the end of this task in order to inform the rest of the lesson.
Key questions:

Why do you think that figure matches that statement?

What do you think caused these statements?

What was happening?

Lesson 1 - resource 1: http://www.bbc.co.uk/pressoffice/pressreleases/stories/2004/02_february/03/dunkirk_facts_figures.shtml

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BBC - Press Office - Dunkirk facts & figures

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bbc.co.uk/pressoffice is the online BBC Press Office. This contains the latest BBC press releases; current and archived programme information; biographies of BBC staff; key information to answer frequently asked questions

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This page compiles of a range of resources to enable the Dunkirk Evacuation to be taught in numerous ways. There are many different aspects of World War Two that are interesting and allow for history to be taught in a variety of ways, alongside cross curricular links, and the Dunkirk Evacuation is one of them. The lessons detailed on this page are appropriate for children in key stage two, with a vast amount of flexibility to ensure they are appropriate for both lower and upper key stage two. The National Curriculum states that "a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066" should take place during key stage two (DfE, 2013:191).
·      DfE (2013) The National Curriculum in England Key Stages 1 and 2 Framework Document London: Crown Copyright.