GIVE OUT copies of the same picture from Resource L and display the list of terms from Resource K: Slide 4 (these are the same list of terms used for analysing British propaganda representations of Sikh and other Indian soldiers used in Lesson 2).

ASK pairs (within a set time) to annotate the copy of the image, highlighting details which appear to support particular terms and lead a discussion taking suggestions from pupils.

GIVE OUT the images of British propaganda depicting Sikh and other Indian soldiers from Resource H used in Lesson 2.

ASK pairs to identify any British images of Sikh soldiers that might depict them in a similar way and, if so, why they think this might be. (Some of the British images depict Indian and Sikh soldiers as fierce and intimidating so there is some overlap with German depictions. It was in the interests of British propaganda that German troops unfamiliar with Allied colonial forces should fear them.)

DISPLAY Resource K: Slide 5 and explain that it shows a German postcard from early on in the war with an image of a German soldier holding a captured Indian soldier. Explain that the phrase “Der Gefangene Inder” translates as “The Captured Indian”.

GIVE OUT a copy of the same image from Resource M and ask pairs to discuss which terms from the list on Resource K: Slide 4 might best describe the depiction of the Indian.

DISPLAY Resource K: Slide 6, the same photograph of the Sikh corporal used in Lesson 2.

GIVE OUT post-it notes of one colour to pairs. Within a set time limit ask pupils to write statements which summarise how Germans viewed Sikh soldiers in 1914 from the evidence that they have seen so far. Encourage them to use adjectives they have already encountered in teaching.

SELECT pairs to come up and stick their post-it notes to the image of the Sikh soldier, reading out statements as they do so.

DOWNLOAD AND ENLARGE (from this link) copies of the portraits showing Sikh prisoners of war painted by German artists during the war:

(Note: these are images 1- 5 of the ‘Portraits’ gallery slideshow.)

PLACE these portraits at child eye-level around the room and ask children to rotate slowly around the portraits in silence, placing post-it notes on the images including either questions about them, adjectives that might describe them or statements of what they might be thinking (do not reveal at this stage that the portraits were completed by German artists).

ASK pairs (after a set time) to discuss their impressions of each painting and take suggestions for suitable words to describe soldiers.