After attendance has been taken, and HO has been accounted for, T to write the Learning Objective on the board and outline the aims for the lesson.

T will recap on the very important--though complex--sparks that lead to the First World War, eliciting the knowledge from the Ss to see if they have processed the teaching.

T reads through the introduction paragraph (p.18), then elaborates about what volunteering meant and why they might have did it (national pride; patriotism; call of duty SOURCE B--famous Kitchener poster; short war full of glory; poverty back home). T asks Ss to look at SOURCE A, and describe it. What can you see here? How do you think they feel? Do they think everyone would have felt the same (poor/middle class/elite/men/women/workers/Irish etc)? What might their reactions be to the news of the war? Which groups do you think would have volunteered and why? Was it just men who volunteered? Look at SOURCE C. Why did Britain need volunteers? T asks Ss to read the three paragraphs on p.19. T elicits a summary of the reading, and adds additional understanding and background knowledge to help Ss understand not just the mood of the volunteers, but also why it was critical for Britain's war effort against the mighty German Army.

Ss will do question 5 on p.19. By reading through the SOURCES (d-g), to write a 300 word paragraph about why volunteers joined up. This will help S understanding behind the motivation of these men, but their answer will almost entirely be based on analyzing and interpreting the sources--an essential history skill. Students will be told that they must reference sources within the text, getting them into good historical practice. T will elicit S ideas afterwards, ensure a standard of historical knowledge and understanding.

T will capitalize on the previous two pages and contrast the mood by way of an introduction to this section. Here Ss will begin to learn how the mood of the volunteers changed when the reality of a new kind of warfare (trench warfare) emerged. T will also demonstrate that its through primary accounts--mainly dairies and poetry--that we have learnt so much about the conflict and why they are so invaluable to historians. T asks Ss to read the first paragraph on p.20, and to summarize what it's saying. T will then draw S attention to the diagram of trench warfare, trying to show the horrible nature of how the war was fought and what I was think to be like on the frontline.

T will ask Ss to write a 300 word paragraph what life was like in the trenches using SOURCES b-e. T will elicts ideas and ask them about the reliability of these sources. Can they be trusted? Are they useful. ENGLISH CROSSOVER what about the play, War Horse, or the war poetry? Is this useful in understanding about life in the trenches? Explain your answer.

T instructs Ss that their H/W is to research about the Battle of Somme. They must produce 3 paragraphs of ORIGINAL work, i.e. that they have researched the topic then re-written it in their own words.