Damaged in enemy action: A child's correspondence in World War II

These tips are intended to be used in connection with the generic lesson plan for Letter in the Attic.

Which Letter in the Attic resource are these ideas for?

Damaged in enemy action
A child’s correspondence in World War II, 1943-1945
Beryl Speed (LIA16)
www.mybrightonandhove.org.uk/berylspeed

What topics/part of the curriculum would you relate this material to?

Home front in World War II

Which document/photo from the resource would you use for starter material to introduce the lesson? What would you say/ask about it?

The letter with the hole in it (LIA/16/2). A great starting point for ‘How did this happen?’ and ‘When did this happen?’ type of enquiry.

Which transcript or document(s) from the resource would you give to the students to examine in group work?  In addition to the worksheet, what extra questions/exercises might you set?

The letter Beryl receives from Robert Lilywhite, mentioning:  ‘How are you getting on at school these days?  Does your teacher give you the stick if you are naughty?  The little black boys and girls out here are not so lucky as you….’  This fleshes out the ‘when’, and the mores of the time.

What additional thoughts or documents/photos from the resource would you introduce in the closing discussion (if any)?

The letter from Ernest, who was killed a few weeks later.  I think here that a teacher could draw out issues around the ‘censorship’ of the letter.  Maybe then move on to discuss letters that might be being written today by the armed forces, and how a child might write back to a relative stationed overseas.

What transformation or follow-up exercise would you suggest?

Writing a letter from someone in the armed forces (any time period) or from a child to a relative in the armed forces.

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