Lesson 2 & 3: Part 1
START by setting up the desks in the classroom to roughly resemble a map of the world, with desks pushed together to form land masses. From the list of locations given in Resource H ask individual pupils to stand by desks that correspond to the rough location on "the world map".
HOLD UP a notice with the name of the location on it
(Resource H contains a list of labels which could be blown up and
copied). Invite suggestions as to how these locations might be linked.
THEN display Resource I: Slide 1 which shows the worldwide locations where Sikh (and other Indian) soldiers fought on behalf
of the British Empire between 1914 and 1920.
Note: the locations and dates given on the first slide of Resource
I are listed below:
- Western Front (1914-1918)
- Italy (1917-1918)
- Macedonia (1915-1918)
- Gallipoli (1915-1916)
- North Africa (1915-1916)
- Sinai and Palestine (1915-1918)
- Persia (Iran) (1914-1918)
- Mesopotamia (1914-1920)
- South Arabia (1914-1919)
- North-West Frontier Province (India) (1914-1918)
- Russia (1918-1919)
- East Africa (1914-1918)
- China (1914)
EXPLAIN that these locations represent:
- campaign theatres of the First World War;
- campaigns in which Sikhs served as part of the
British Indian Army.
EXPLAIN that 18% of the British Indian Army (which
numbered around 194,000 combat soldiers in 1914) were Sikhs even though Sikhs only made up around 1% of the population of British India.
SHOW Resource I: Slides 2 and 3 and explain that they show:
- Slide 2 - celebratory Japanese propaganda of the role of Indian soldiers in the fighting;
- Slide 3 - the warm welcome Sikh soldiers received in France.
GIVE OUT British propaganda representations of Sikh (and
other Indian) soldiers from Resource J for pupils to analyse in small
groups.
(Note: for effective use in the activities below these should be reduced in size.)
Attached files:
- Lesson 2 and 3 Resource H
17.3 KB Word document - Lesson 2 and 3 Resource I
3.58 MB Powerpoint presentation - Lesson 2 and 3 Resource J
7.32 MB PDF document