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The Winston Churchill Leadership Programme was developed in association with the Churchill MuseumLearning Department Copyright © The Guy Fox History Project Registered Charity

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The Winston Churchill Leadership Programme

TEACHER’S SOURCEBOOK

Including:

Winston Churchill ResourcesLeadership ActivitiesCitizenship Activities

National Curriculum Links

Winston Churchill Leadership Programme



INTRODUCTIONWe are pleased to introduce Martin Heaney and Kourtney Harper, our workshop developers whose different educational

strengths merged with great success on this project.

Martin Heaney is a freelance arts education consultant, researcher and lecturer. He has worked for a

number of years as an actor and theatre director. He is an education consultant devising education

programmes for a number of arts organisations including English Touring Theatre, the Oxford Stage Company,

the Royal National Theatre, the Half Moon Young People's Theatre and the Guy Fox History Project. He is

also a visiting lecturer in Theatre Education at Goldsmiths College, the University of London and Central

School of Speech and Drama.

Kourtney Harper is the Creative Director of the Guy Fox History Project, an award-winning South London

educational charity. In developing the activities and resources for this programme, Kourtney drew upon

15 years’ experience in design, as well as 4 years’ workshop provision for young people. Her innovative

approach combines history education with visual arts and information technology.

Leadership, Winston Churchill, and CitizenshipWe piloted this programme with a Year 9 Class in Stoke Newington, London, during June 2004. The class included

28 students, aged 13 and 14 years. While the students engaged at different intellectual levels, the variety and scope

of activities in this programme allowed every student to participate and to develop new skills and awareness of

Leadership, Winston Churchill and Citizenship issues.

In our workshop delivery, we started with Leadership Activities then moved on to Winston Churchill Activities. Finally,

we explored Citizenship. However, with the vast amount of overlap among the subjects, it’s feasible to change the

order. In fact, we encourage you to chop and change according to your students’ needs and abilities!

The Cabinet War Rooms and the Churchill MuseumThe Churchill Museum and Cabinet War Rooms are an amazing source of information about life in Britain during the

Second World War and Winston Churchill’s life and times.

The Learning department offers a range of sessions to support the delivery of the Winston Churchill Leadership

Programme. Sessions are offered every weekday by the Learning team and include illustrated talks, handling workshops

and role play discussions. Should you be unable to visit the department can also offer videoconferences.

For more information about the Learning department’s services see their web site www.iwm.org.uk/cabinetlearning,

call 020 7766 0130/0132 or email [email protected].

We strongly encourage you to visit!

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PROGRAMME OVERVIEWIn the Winston Churchill Leadership Programme, we have created a workshop series which will

develop your students’ citizenship awareness and skillset. By examining leadership, then applying

those lessons to Winston Churchill’s life, students are motivated and equipped to develop campaigns

which fulfill the Key Stage 3 and Key Stage 4 National Curriculum Citizenship requirements.

The programme begins with an exploration of leadership (Leadership: What’s the Big Idea?” page 9),

investigating leadership as an idea, without reference to a specific person. Students consider which

qualities and abilities are needed for different situations, and of these, which ones they recognise

in their own lives (“Build a Leader,” page 10). Additionally,

students begin to consider how leadership skills are cultivated,

and again, how they can develop these skills for themselves.

Through visual and dramatic arts activities, as well as facilitated

discussion, students can expand upon the idea of “leadership”

and begin to develop their own personal definition of leadership

(Activities, page 10).

Once students have established their definition of leadership. the group examines the life and

leadership Winston Churchill. Churchill’s life makes an excellent case study, not only because he is

generally acknowledged to be one of history’s greatest leaders, but also because it was so well-

documented. In our Walk in Churchill’s Shoes Activity (page 13), students are asked to consider their

own actions when confronted with one of Churchill’s life choices. Churchill’s oration makes an ideal

departure point for discussions about Britain during World War II, as well as the development of

key skills necessary for leadership and citizenship.

In our Pilot Workshops, we found that students identified with Winston Churchill’s negative qualities

– his failure to get into Sandhurst until the third attempt, his stammer, his boredom in school –

because they (like all of us) have experienced the same sense of failure in their own lives. Yet, the

idea that Churchill rose to become Prime Minister, despite his mistakes and foibles, captured their

imagination. After all, if we identify with Churchill’s negative qualities, we can allow ourselves to

identify with his positive qualities, too!

After grappling with Winston Churchill and debating leadership, students are asked to “Do SOMETHING!”,

through the development of a campaign (page 19). This citizenship activity encourages students to

put into practice the lessons they have learned from the Leadership and Winston Churchill elements

of the programme.

Throughout the Teacher’s Sourcebook, the

pencil symbol indicates there is a worksheet

available in our Resources Section. It is

followed by a circled letter, which is the

worksheet page reference.




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Warm-up ExercisesFocus your energy and fire up your imagination. Select from a variety of Drama,

Concentration, and Arts Exercises which will kick-start student engagement in

your Leadership, Winston Churchill or Citizenship lesson.

LeadershipEngage your students in the nuts and bolts of Leadership, including different

ideas and qualities of Leadership. Choose from a menu of Leadership Activities

to develop your lesson, or use one of our Sample Sessions.

Winston ChurchillLearn about Winston Churchill: his life, his leadership, and his role in British

history. A selection of Activities will bring Churchill to life, through your own

lesson plan or one of our Sample Sessions.

CitizenshipEncourage your students’ idealism and pursuit of active citizenship. These activities

use elements of Churchill’s leadership to engage students in the world around them.

Follow-up Activities prepare them for turning their ideas into reality.

National Curriculum LinksWe’ve linked our Programme Activities to the National Curriculum for you!

ResourcesInvestigate Winston Churchill, Leadership and Citizenship further with this list of

books, websites and resources. This section includes the resources and worksheets

developed for this programme, as well as an audio file of Churchill’s speeches.

TABLE OF CONTENTS

WARM-UP EXERCISES

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WARM-UP EXERCISES

Drama-Based Exercises1. Name and Gesture

Objective: To get to know names and break the ice!

Instruction: Each person in turn steps into the circle sayshis or her name and makes a gesture Repeat the exercisewith everyone copying the name and gesture Encourage each personAsk the rest of the group to listen and to encourage variety of expressiontone of voice accent modulation etcetera

2. Touch Colour

Objective: To break the ice, particularly with more inhibited groups.

Instruction: Ask the group to walk around the room in silence The leader callsout the name of a colour The group has to touch an item of that colour

3. Number Game

Objective: To prepare for group work, a good ice-breaker.

Instruction: Ask the group to walk around the room in silence The leader calls out a numberEveryone must get into groups of that number Encourage the group to combine withthe people nearest them and not to go to find their friends This exercise is done in silence!

4. Instant Statues

Objective: To prepare for group work, a good ice-breaker.

Instruction: Ask the group to walk around the room in silence The leader asks the groupto get into smaller groups of ’s The leader then asks the pair to make a statueThe statue can only have:

• legs touching the floor or• leg one bottom (and so on)

This can be repeated with different pairs or with a larger number with slightly differentinstructions e g leg arms bottom

5. The Sun Shines On

Objective: To warm up, also a good way to find out likes/ dislikes of the group.

Instruction: This exercise works best seated in chairs One person goes into the middleHe/she must regain a seat by trying to get as many people as possible to move This isdone by calling out a statement which must be true of the person saying it e g :

‘The sun shines on anyone who has dark hair ’‘The sun shines on anyone wearing trainers ’ ( Etcetera )

Everyone this sentence applies to must move The person in the middle tries to find a seatand the exercise starts again The person without the chair calls out ‘The sun shines on ’

Use these Warm-Up Activities as

a prelude to more focused work on

Leadership, Churchill or Citizenship,

or combine them to form a single

drama session.

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Concentration Exercises1. Last Man Walking

Objective: To develop focus and concentration.

Instructions: The group starts walking ( in silence!)The leader calls out a number and only that numberof people keep walking It is important for the group not to talk to keepgood eye contact and think on their feet quickly

2. The Paper Exercise

Objective: To encourage lateral thinking, listening and team-building.

Instructions: Put a large piece of paper on the floor Everyone in the group has tokeep at least one foot on the floor and be in contact with the piece of paperWatch while the group all try to fit on the piece of paper Fold the paper in halfand repeat the instruction This carries on until someone works out: the groupcan hold the paper in the air and stay in contact with the floor!

3. Concentration Sit Down

Objective: To develop concentration and teamwork through non-verbal communication.

Instructions: Get everyone into a circle and keep good eye contact The leader sits downand the members of the group must sit down individually If people sit simultaneouslythe group must start over from the beginning Avoid speed for the exercise to work Ittakes longer with a bigger group

4. Concentration Stand UpAs above but this time if two people stand up simultaneously the exercise starts again

Arts Exercises1. Take Your Pencil for a Walk

Objective: To develop sensitivity with art materials.

Equipment: A sheet of paper and a pencilInstructions: With eyes closed the groupdraws the narrative as the leaderdescribes it For example ‘I waswalking in the grass when suddenlyI bumped into a wall Ouch! I felt myway along the rough wall until Icame to some steps I slowly walkeddown the steps but I tripped and tumbled

etcetera ’Everyone should express the narrator’s activity with their pencilsFollowing the activity everyone looks at their drawing to see the various line qualities:dark light squiggly angularA great starting point for a discussion about line pressure and sensitivity

You could use these exercises as alternative

learning tools to support classroom-based

learning sessions.

These exercises focus on LOOKING rather

than DRAWING. The results may or may

not look good! That’s okay! We have designed

these exercises to help your students get

past the “I can’t draw” stage.

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2. Drawing Without Looking

Objective: To draw what you see.

Equipment: sheets of paper a piece of sticky tape and a pencilInstructions: Everyone should tape one piece of paper over the top of the other to actas a cover sheet The leader identifies an object in the room ( perhaps a still life ) and thegroup draws what they see – without peeking! This may be the first time they have evertruly looked at something and they should be encouraged NOT to peek at their drawingThe result doesn’t matter but the LOOKING does!

3. Upside-Down, Topsy-Turvy

Objective: To draw what you see.

Equipment: Postcard or photocopied artwork for each student Paper and pencilInstructions:This exercise simplifies the drawing of complicated subjects Students shouldturn the image upside down and draw what they see ( It works best if students don’t seethe image correct side up until the end of the exercise ) Turning the image upside downreduces it to a series of lines which students will find easy to draw on their paper At theend of the exercise it is fun to turn it right side up and look how well the drawings haveturned out

4. Pass the Picture

Objective: To loosen up your drawing style and work as a group.

Equipment: Paper and pencilInstructions: Split the large group into smaller groups sitting together at separate tablesThe leader has an image in mind for the groups to create for example an elephant Hetells the group what the image will be then he shouts out instructions for drawing theelephant step by step Everyone in the group draws Step One and then passes the sheetof paper to the left; then everyone draws Step Two on the sheet which has just beenpassed to him or her At the end of the exercise it’s fun to compare the results

5. Quick Draw!

Objective: To loosen up your drawing style and develop ideas.

Equipment: Paper and pencilInstructions: The leader has a series of statements for example ‘the cow jumped overthe moon ’ which he shouts out Each student has seconds to illustrate the statementIt is important that this exercise is done quickly and that students draw quickly

6. Quick Draw! ( Part Two )

Objective: To loosen up your drawing style and develop ideas. To practice illustrating abstract

ideas and qualities.

Equipment: Pencil and paperInstructions: The leader has a series of qualities or emotions ( eg ‘communication’‘stubborn’ ‘egotistical’ ) which he calls out Students should illustrate the essence of thatquality or abstract idea – but not necessarily as an image They should be encouraged tolet their pencil EXPRESS the quality itself or how the quality makes them feel ratherthan to draw an image of the idea For example ‘stubborn’ may just be a strong blackline across the page ( To save paper have the group subdivide their sheets before the

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LEADERSHIPBefore engaging your students on the Big Idea of Leadership, consider Leadership for yourself!

Leadership in EducationLeadership in Education is a growing area of research The drive towards higher standardshas created interest in the role of leaders to bring about change in the school environmentLeaders are seen at best as a magic panacea to bring about improvement in failing schoolsand by others as brokers and enablers of change in other people The speed of change ineducation along with a series of governmentreforms has introduced new pressures onschool leaders to manage complex processesand has begun a trend where the head teacheris often referred to in managerial terms asa ‘managing director’ or ‘chief executive’

In the current educational climate there ismore emphasis on the role of the school leaderas a broker of change capable of coping withcomplex processes and recognizing the keyrole of the head as a politically astute andemotionally attuned change agent Thecurrent view of school leadership recognizesthe current climate within which headteachers operate and the role’s rapidlychanging nature So what does effectiveschool leadership look like?

Riley ( : ) suggests that:

• there is no one package for schoolleadership no one model to be learnedand applied regardless of culture orcontext though leadership can bedeveloped and nurtured;

• school leadership is more than theeffort of a single individual;

• school leadership is not static;

• school leaders do not learn how to doleadership: they are often rule breakersand are willing to change in responseto new sets of circumstances[Riley in Harris ( : )]

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What Kind of Leader are YOU?What model of leadership is followed in your school?

These are complex questions but a growing body of

literature provides some interesting reading to

stimulate your thinking around the increasingly

important subject of school leadership. Alma Harris,

writing in The Changing Context of Leadership

( 2003 ) offers a useful overview of the sector,

( and a guide to further reading ). She identifies

three major types of school leadership:

Transactional Leadership: Concerned largely

with structures, emphasizing organizational

purposes rather than people, requiring a

leadership approach that transforms other

people’s feelings and attitudes.

Transformational Leadership: Transformational

leaders not only manage structure but they

purposefully impact upon the culture in order

to change it, changing the leader-follower

relationship to empower others.

Post-Transformational Leadership: A reflective,

highly principled form of leadership which

invests in inviting others into dispersed

leadership structures

This latter category takes into the field of education

theory, knowledge that has been widely accepted

within the commercial sector for some time: that

traditional, command and control leadership no

longer fits the management of complex organizations.

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Leadership : What’s the Big Idea?While brainstorming “Leadership : What’s the Big Idea?” for ourselves, we devised a rule: Avoid

discussing a specific person. We felt it would be patronising to our students to identify someone we

envisioned as a role model, only to fall into the trap of promoting celebrity. After all, the purpose of

this programme is to encourage students to think of THEMSELVES as leaders or potential leaders.

QUESTIONS FOR YOUR STUDENTS

Our brainstorm resulted in these questions about leadership, leading, and being led.

• Are leadership skills something you’re born with, or something you develop?

• In what situations can you find leadership in your life? (Home, school church, etc.)

• When people talk about “he showed great leadership,” what does that mean to you?

• What are the key requirements for leadership? (You can’t lead people who won’t be led.)

• What makes a leader? What makes a good leader?

• What is the role of ethics / morality in leadership? After all, you can lead people in an unethical

direction, and it still makes you a leader. But does it make you a good leader?

• What are the different types of leadership? What skills are necessary to each one?

• It is a common idea that leaders have power. But which comes first, power or leadership?

Can one exist without the other? Can you be a leader without power? Can you have

power without being a leader? Can you cultivate qualities of power?

• What is the relationship between celebrity and leadership?

QUOTATIONS FOR CONSIDERATION

We also considered a number of quotations on leadership. There are countless quotations about

leadership, which you can find on the internet.

A man who wants to lead the orchestra must turn his back on the crowd. – James Crook

The man who follows a crowd will never be followed by a crowd. – R.S. Donnell

Leaders aren’t born, they’re made. And they are made just like everything else, through

hard work. – Vince Lombardi

The penalty of leadership is loneliness. – H. Wheeler Robinson

The best leaders of all, the people know not they exist. They turn to each other and

say, “we did it ourselves.” – Zen saying

It is a terrible thing to look over your shoulder when you are trying to lead – and find

no one there. – Franklin Delano Roosevelt

A great man is not someone who would die nobly for a cause, but someone who would

live humbly for it. – Martin Luther King Junior

We found the discussions around the philosophy of leadership were among the most heated and

engaging of the entire programme.

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LEADERSHIP ACTIVITIES

Discussion & Arts ActivitiesL1. Build a Leader

Objective: To explore various situations requiring

different types of leadership skills and qualities.

Divide the class into small groups and give each groupa scenario to discuss ( scenarios are provided )Students should identify a plan for the leader in eachscenario and explore the qualities and skills requiredAt the end of the activity each group feeds backtheir list of skills and qualities From this feedback the class can make a list of LeadershipSkills and Qualities Use this list to debate the most important qualities and skills

L2. Leadership Skills & Qualities

Objective: To visually express leadership skills and qualities.

Using the list of leadership qualities developed in Exercise L ( Build a Leader ) studentschoose the quality they feel is most important in leadership They create an image toillustrate that quality The illustration can be literal or figurative a cartoon an abstractionor an expression drawing ( See Warm up Exercise Quick Draw! Part ) Studentsshould endeavour to illustrate the quality so that it is obvious to the viewer Followingcompletion students should be prepared to defend their choice and explain their illustrations

L3. Leadership Equations

Objective: To explore the various qualities of leadership.

This exercise follows on from Exercise Studentswork either individually or in groups Debating andthen selecting the most important qualities fromthe Leadership Qualities and Skills list the groupproduces a visual expression for leadership Whencomplete the groups should share their equations and the class shoulddiscuss the various combinations Are there common elements in eachequation? What are they? Are the leadership equations appropriate incertain situations only or would they work in any circumstance?

L4. Leadership Models

Objective: To discuss different types of leadership.

This is a teacher led explanation of the various models of Leadership Wehave provided hard copies of the models in the Resources section of thispacket which can be enlarged or copied as posters for the class Youshould fully explain each model and include examples of that particularmodel Encourage your students to debate and discuss the various typesof leadership Do these models cover every type of leadership?

You’ll find the worksheets and supporting

materials for these exercises in the

RESOURCES section of this guide!

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Drama ActivitiesL5. Palm Follow

Objective: To develop concentration. To prepare to explore leadership.

Divide the class into pairs One of the pair is A the leader One is B the follower A and Bhold their palms inches apart A moves his / her hands in slow motion B follows A withhis / her palm They then reverse roles

L6. Obstacle Course


Build an obstacle course in the classroom with chairs and tables Divide the class into pairsThe A’s are blindfolded Selecting a few pairs to start with B’s position themselves on theopposite side of the obstacle course The task is for B’s to get their partners across theobstacle course without bumping into anything or anyone

L7. Build a Leader Statue


Following on from Warm up Exercise ( Instant Statues ) ask students to discuss brieflythen show in statue form what they have identified as a key quality of leadership Thisexercise can be repeated in different forms e g to show the relationship between theleader and the led

Discussion points:

• What sort of leadership was present in these activities?

• In what situations is this type of leadership found?

• Do you have any of these leadership qualities?

L8. Agree / Disagree

Objective: To respond to an issue and articulate different points of view. It is useful as an

opener for discussion-based activities.

Instruction: Ask the group to imagine a line running through the room facing a particulardirection It is like a spectrum Students can place themselves at one end of the spectrumif they agree with the given statement or at the other end if they disagreewith it – or of course at any point in between These statements refer toleadership ( and are only the beginning! Add yours too!

Different situations call for different types of leaders.

The most important leadership skill is good communication.

Leaders should never go against the crowd’s opinion.

Leaders have to be ‘top dog’.

Encourage students to think about their ownpoint of view and position themselves onthe line without discussion Feedback some or all of the viewpoints one at atime without wider discussion until every point of view has been voiced

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Try “Agree / Disagree” with statements

about Churchill or Citizenship, too!

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SAMPLE SESSIONS

Sample Session 1

A. Warm-Up Exercise(s) of Your Choice ( see pages 4 to 6 ) 5 to 10 minutes

B. “What’s the Big Idea?” : Introduction & Discussion of Leadership 10 to 15 minutes

C. Build a Leader ( Exercise #L1 ) 30 to 40 minutes

D. Leadership Skills & Qualities ( Exercise #L2 ) 10 minutes

Alternative: Statue Build ( Leadership Exercise #L7 )

Close the session with a plug for the next session. Give the students something to think

about, for example: “Which qualities and skills are necessary in various leadership situations?

In our next session, we’ll continue to explore leadership skills and qualities!”

Sample Session 2


B. Palm Follow ( Exercise # L5 ) & Obstacle Course ( Exercise #L6 ) 10 minutes

C. Leadership Equations ( Exercise # L3 ) 15 to 20 minutes

D. Agree / Disagree ( Exercise #L8 ) 15 to 20 minutes

If you steer the exercise statements towards the idea of different

types of leadership, it dovetails into a discussion of leadership models.

E. Leadership Models ( Exercise #L4 ) 10 minutes

This discussion is meant to dovetail into the “Walk in Churchill’s Shoes”

Exercise in the Winston Churchill section of the programme.

Encourage students to consider the idea that different situations

demand different leadership.

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WINSTON CHURCHILLMany of your students will have no knowledge of Winston Churchill.

We recommend you find images and resources about Winston Churchill,

which you can refer to during these activities. Perhaps you can create

a Winston Churchill bulletin board or display in the classroom. Exploring

Winston Churchill would make an interesting class exercise as a

prelude to our programme of activities.

WINSTON CHURCHILL ACTIVITIES

WC1. Winston Churchill Fact File

Objective: To present Winston Churchill’s life and eccentricities.

This booklet is an excellent bite sized resource about the life and leadership of WinstonChurchill It includes a timeline of his life excerpts from his speeches and interesting factsUse it during workshops or as supplemental material for students to take home

WC2. Walk in Winston Churchill’s Shoes

Objective: To engage in Winston Churchill’s life story and life choices.

NB. The exercise is included within the Winston Churchill Fact File.

We present ten episodes from Churchill’s life which were moments of truth Students areasked to put themselves in Winston Churchill’s shoes to empathize with his situationand to decide on a course of action or come up witha good solution Students should be encouraged todebate their ideas All ideas and suggestions shouldbe written on the board and students can discussthe ramifications of various actions

Following the discussion of each episode reveal theaction that Churchill took The class should discusswhat leadership qualities were required Refer tothe Leadership Models ( Exercise L ) What typeof leadership did Churchill show in each situation?

WC3. Visit to the Churchill Museum and Cabinet War Rooms

Objective: To learn about and consider the challenges faced by the British population and

Churchill during the Second World War.

During a visit to the Churchill Museum and Cabinet War Rooms students consider issuesrelated to Churchill’s leadership through the Lifeline activity and learn about Churchill’slife and times including the conditions under which he worked during the Second WorldWar When booking a visit please request the Lifeline worksheets The Learning departmentalso offers a range of sessions exploring Churchill’s wartime leadership and life during theSecond World War To discuss your needs or to book a visit please contact the Learningdepartment on / or email cwr edu@iwm org uk

History.Key Stage 3.

Objective 2, 4, 5,7, and 13.

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or WC3a. Discussion of Britain at War & Churchill as Prime Minister

Objective: To learn about and consider the challenges faced by the British population and

Churchill during the Second World War.

The Learning department at the Churchill Museum and Cabinet War Rooms offer avideoconference session through which life during the Second World War and Churchill’sleadership can be discussed Students will need to prepare presentations on specificsubjects for the videoconference

To book a videoconference please contact the Learning department or use the online bookingfacilities at www global leap com

WC4. The Big “Why?” Voting Exercise

Objective: To explore the campaign process.

NB. This exercise follows up the visit to the Cabinet War Rooms or discussion about 1940s

Britain.

Begin with a discussion about the conditions which people endured during World War IIeg rationing Then ask students to write a reply to this question:

WHY DID THE PEOPLE FOLLOW CHURCHILL?

Students write their answers on ballots and place them in the ballot box Pick out a selectionof responses read them out and the person who wrote them must defend it After his /her defence the class discusses its merits Did the person stand up staight? Speak clearly?Make eye contact with voters? Was he or she convincing? Why or why not? Would youfollow this leader? The student then can improve his or her ‘campaign speech’ to try toget the class to vote for his or herresponse

The class makes a second ballot andstudents must vote for one of thereasons which has been defendedThe results are discussed Did the best reasonwin? Or did the most popular student win? Are the election results just?

Part Two: The Second Ballot

In the second part of the exercise the leader asks the question:

IF HE WAS SUCH A GREAT LEADER WHY DID PEOPLE VOTE AGAINSTHIM IN ?

The process for the balloting is the same with discussion about Churchill’s wartime leadershipChurchill’s loss in the general election is one of history’s great debates

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In our Pilot Programme, the voters elected the student who

promised everyone chocolate! It was a perfect opportunity

to discuss campaign promises – especially when the student

did not follow through on his chocolate bribe!

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WC5. Winston Churchill’s Speeches

In addition to the worksheet in the Resources Section, please download the audio file,

WCHURCHILL.mp3, which can be used for this exercise.

Objective: To listen, read and engage with Churchill’s oration.

NB. This exercise ties in well with Speech-Making & Oration ( Exercise #CZ1 ).

We have provided excerpts from Winston Churchill’sspeeches Prior to engaging in the Citizenship orationexercises it is worth discussing the speeches in theircontext Encourage students to listen as if they wereactually living in the UK in the sNotice Churchill’s slight speech impediment themodulation of his voice his lengthy and punchysentences and his use of metaphors / imagery tocarry his point Critique his delivery his clarity andhis objective Would he convince you if he wasarguing against your point of view?

Extension Activity: Have students illustrate Churchill’s metaphors and images as he speaks.

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SAMPLE SESSIONS

Sample Session 1A. Warm-Up Exercise(s) of Your Choice ( see pages 4 to 6 ) 5 to 10 minutes

B. Winston Churchill Fact File ( Exercise #WC1 ) 10 to 15 minutes

C. Walk in Winston Churchill’s Shoes ( Exercise #WC2 ) 40 to 50 minutes

To arrange a visit to the Cabinet War Rooms, call 020 7766 0130/0132 or email [email protected]

Sample Session 2A. Discussion of Conditions in Great Britain during World War II 20 minutes

( Exercise #WC3 )

B. The “Why?” Voting Exercise ( Exercise #WC4 ) 40 minutes

C. Winston Churchill’s Speeches ( Exercise #WC5 ) 20 minutes

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CITIZENSHIPCITIZENSHIP ACTIVITIES

CZ1. Speech-Making & Oration

Oration was one of Churchill’s greatest skills, and arguably, a key

quality for leadership. The role of an active citizen demands the

ability to articulate one’s position and to persuade others.

Objectives:

• To explore

understanding of the

power of the spoken

word as an attribute of leadership.

• To develop students’ ability to use their voices effectively.

• To build confidence in voicing opinions within groups.

• To further students’ awareness of Churchill as a skilled orator and leader.

A. Vocalise It!

Ask students to form a circle facing out from the middle ( to avoid eye contactand focus on listening and the voice ) Ask students to think of two adjectivesto describe themselves In turn students introduce themselves from their positionin the circle ( e g “I am John and I am helpful and hard working ” ) Ask studentsto repeat the exercise this time facing into the circle

Citizenship.Key stage 3.Objective 3a.

Key Stage 4.Objective 3a.

Drama, Leadership & CitizenshipCitizenship programmes develop skills of communication, encouraging participation and responsible

action. Students can explore leadership within a curricular framework in relation to issues of

citizenship and participation. Leaders’ decisions have consequences in our government, in shaping

our rights and responsibilities, in how we organize our communities. How do we respond to decisions

that are taken in our name? How do we influence those decisions? How do we become leaders?

Exercises in this section can be used to develop an understanding of leadership issues within a

broader framework of social responsibility. Citizenship programmes commonly promote negotiated

understandings of response to wider social issues. Drama is a particularly effective tool of enquiry

in these programmes as it can encourage:

•Empathy: Students imagine different perspectives & attitudes as a prelude to debate

• Debate & Participation: Students create structures for debate and explore complexissues & different perspectives in addressing human and social dilemmas

Exploring Winston Churchill’s oration may be

more effective later in the workshop programme.

You may find it better to develop other areas

of work before embarking on this exercise.

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B. Orate!

NB. In preparation for this Activity, transcribe the speech excerpts found on Worksheet E

onto separate sheets of paper.

Ask students to face out of the circle again Place a card face down in front of each studentThe card carries a very short phrase from a chosen speech e g one of Churchill’s wartimespeeches Ask students to pick up the card in silence In turn students read out their cardsThe activity can be repeated to increase volume clarity conviction etc until studentsare familiar with the text

C. Drop the Card and Run!

NB. In preparation for this Activity, transcribe the speech excerpts found on Worksheet

E onto separate sheets of paper.

Line the class up in rows of four as if for a race Ask students to run to a finish line and‘release’ their Churchill speech excerpt as loudly as they can join the back of the queue andrepeat ( This exercise is a great means for students to build up confidence in delivery andletting go of inhibitions!)

D. Being a good orator

NB. In preparation for this Activity, transcribe the

speech excerpts found on Worksheet E onto separate

sheets of paper.

In this activity students read out a phrase ( or a slightlyextended version ) from a card in front of the wholeclass as if addressing an audience from a stage

After each student has read their phrase out discuss: What do we remember? What keyphrases or words stood out? What would improve communication?

Coaching Ask individuals to pair up and coach each other to improve their deliveryRepeat the phrases in front of the whole class What do we notice? What has improved?

E. Churchill’s Speeches

NB. This Activity uses the WCHURCHILL.mp3 audio file.

Listen to selected excerpts of Churchill’s speeches

Discuss key resonant leadership qualities How does Churchill make his speeches effective?Discuss speech patterns e g alliteration brevity imagery used What similarities werethere in delivery between students’ presentations and the audio excerpts?

F. Oration. Extended Activity.

After giving background information on the context of Churchill’s speech ask the class toimagine that they are in the same situation as Churchill e g rallying the country afterthe defeat at Dunkirk How would they respond? What message would they want toconvey?

Ask the groups to write a speech reflecting Churchill’s delivery and present it to the class

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CZ2. Political Corners – What’s Your Response?

Objective: To explore how people respond to decisions made by their leaders.

i Divide the room into corners representing four responses to unfairauthority:

Do nothing Persuade the powerful Non violent direct action Violent direct action

ii Introduce the subject: an unfair situation ( e g at school in theplayground within society ) The group reflects on strategies to challenge the unfairness

iii In three groups the class discusses activities that might take place in corners and Ideas can be written on charts set up by the appropriate corners ( e g writing

a petition protest ): Groups rotate so that they put ideas on all three sheets

iv Different strategies and ideas are read out Individuals go to the corner that bestrepresents their views In groups they create a sculpture (tableau) in the corner todescribe and show their feelings about the action that they are taking

reflect on what they see in the images What is being represented? How do peoplefeel? The sculpture (tableau) actors then tell us what they feel and what they aretrying to represent

A. Follow-Up Discussion

• What are the consequences of theaction chosen?

• Why do people choose that kind of action torespond to misuse of power?

• What kind of action is most likelyto create change?

• Which action will be most effective?• Is there a consensus about the course of

action to follow?

B. Extension Activity

The class chooses the most effective way to createchange In groups they show the first stage ofa campaign to bring reform about

C. Discussion

• What further action is necessary to bring abouta reversal of the situation of abuse of power orleadership?

• What skills were needed to organize an effectiveresponse to the situation?

[ This activity is adapted from exercises describedby Danny Braverman in Playing a Part: dramaand citizenship ( ) Trentham]

More Ideas!Courtroom Drama:

Put Your Leaders on Trial!Courtrooms are useful settings to explorecomplex moral questions and leadershipissues Role play can explore differentarguments around key decisions and can beextended to include prosecutors defencecounsel and jury

Current LeadersHow does Churchill compare withcontemporary political leaders? Make a listof his characteristics and compare them withrecent or current politicians Explore themedia interpretation of these charactersHow would you represent these characterson stage? What slogans catch phrases orindividual traits would you show?

Leadership Wish ListList all the positive features of ChurchillHow would you recreate these qualities ina modern leader? What characteristicswould you choose for this ‘ideal’ leader?How would you convey them to the public?

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The courses of action

require careful

explanation! You may wish

to substitute the term

‘violent’ with ‘legal’ or

‘permitted’.

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CZ3. “Do SOMETHING!” Campaign

Objectives: To encourage students to:

• Consider leadership roles in developing a campaign.

• Develop team building & problem-solving skills.

A. What’s your Argument?

i Through facilitated discussion identifykey issues for which students wouldlike to campaign Establish workinggroups groups of five or six areoptimal

ii Ask the groups to consider the following factors in their campaigns:• The key campaign issue(s) to be addressed• The audiences that need to be targeted• Campaign and media tools• Leadership skills• Major obstacles that the campaign may encounter• A slogan for the campaign

B. Make Your Argument

Ask students to write a short speech to use to address a key audience acknowledgingkey obstacles for progress and stating the campaign’s vision

Students should present the speech to the class:• Stating the issue• Arguments / counter arguments• Campaign tools• Slogan and speech

C. Extended Activities - Creating an Ideal Leader…

Ask students to prepare job specifications which detailcampaign roles and leadership qualities required

D. Whole Class Campaigns

i Ask students to identify an issue that they would all like to campaign for This might beof local or school interest or for example a global environment issue

ii Using a range of resources students investigate key aspects of the issue and share findingswith the whole class

Task the groups with one or more of the following:

• Getting Publicity: drawing up slogans and identifying key issues of the campaign• Designing a petition: What questions need to be asked?• Writing a letter to a celebrity to ask for their involvement• Writing a press release• Designing a campaign website or poster

Citizenship.Key Stage 3.

Objectives 2a, 3a, 3b, 3c.

Key Stage 4.Objectives 2a, 3a, 3b, 3c.

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This activity allows

students to explore issues

that they feel passionately

about and to reflect on

and develop appropriate

skills to take these issues

into the public arena.

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SAMPLE SESSIONS

Sample Session 1


B. “Do SOMETHING!” Campaign 50 to 60 minutes

The “Do SOMETHING!” exercise was piloted in a two-hour session, but it has the

scope to be a long-term exercise ( over a few weeks ) with a group which really wants to

develop their campaigns.

Sample Session 2

A. Student Presentations / Campaigns 15 minutes per presentation

Follow up each presentation with a class critique. Discuss the viability of the campaign - have

the students considered all the necessary parts of their campaign and executed them well?

NB. If your students are motivated to take their campaign to the next level, there are many

sources of support and funding. The Guy Fox History Project can help your students find resources.

Contact us at [email protected] or through www.guyfox.org.uk.

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NATIONAL CURRICULUM LINKSCitizenship – Key Stage 3 www.nc.uk.net/nc/contentsTeaching should ensure that knowledge and understanding about becoming informed citizens are acquired and appliedwhen developing skills of enquiry and communication and participation and responsible action During Key Stage students study reflect upon and discuss topical political spiritual moral social and cultural issues problems and events

They learn to identify the role of the legal political religious social and economic institutions and systems that influencetheir lives and communities They continue to be actively involved in the life of their school neighbourhood and widercommunities and learn to become more effective in public life They learn about fairness social justice respect fordemocracy and diversity at school local national and global level and through taking part responsibly in communityactivities

Knowledge and understanding about becoming informed citizens

) students should be taught about:a) the legal and human rights and responsibilities underpinning society basic aspects of the criminal justice system

and how both relate to young peopleb) the diversity of national regional religious and ethnic identities in the United Kingdom and the need for

mutual respect and understandingc) central and local government the public services they offer and how they are financed and the opportunities

to contributed) the key characteristics of parliamentary and other forms of governmente) the electoral system and the importance of votingf) the work of communitybased national and international voluntary groupsg) the importance of resolving conflict fairlyh) the significance of the media in societyi) the world as a global community and the political economic environmental and social implications of this

and the role of the European Union the Commonwealth and the United Nations

Developing skills of enquiry and communication

) students should be taught to:a) think about topical political spiritual moral social and cultural issues problems and events by analysing

information and its sources including ICTbased sourcesb) justify orally and in writing a personal opinion about such issues problems or eventsc) contribute to group and exploratory class discussions and take part in debates

Developing skills of participation and responsible action

) students should be taught to:a) use their imagination to consider other people's experiences and be able to think about express and explain

views that are not their ownb) negotiate decide and take part responsibly in both school and communitybased activitiesc) reflect on the process of participating

Citizenship – Key Stage 4 www.nc.uk.net/nc/contentsTeaching should ensure that knowledge and understanding about becoming informed citizens are acquired andapplied when developing skills of enquiry and communication and participation and responsible action During KeyStage students continue to study think about and discuss topical political spiritual moral social and cultural issuesproblems and events They study the legal political religious social constitutional and economic systems that influencetheir lives and communities looking more closely at how they work and their effects They continue to be activelyinvolved in the life of their school neighbourhood and wider communities taking greater responsibility They developa range of skills to help them do this with a growing emphasis on critical awareness and evaluation They developknowledge skills and understanding in these areas through for example learning more about fairness social justicerespect for democracy and diversity at school local national and global level and through taking part in communityactivities

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Citizenship – Key Stage 4 (continued)

Knowledge and understanding about becoming informed citizens

) students should be taught about:a) the legal and human rights and responsibilities underpinning society and how they relate to citizensincluding the role and operation of the criminal and civil justice systems

b) the origins and implications of the diverse national regional religious and ethnic identities in the UnitedKingdom and the need for mutual respect and understanding

c) the work of parliament the government & the courts in making and shaping the lawd) the importance of playing an active part in democratic and electoral processese) how the economy functions including the role of business and financial servicesf) the opportunities for individuals and voluntary groups to bring about social change locally nationally in Europe

and internationallyg) the importance of a free press and the media's role in society including the internet in providing information

and affecting opinionh) the rights and responsibilities of consumers employers and employeesi) the United Kingdom's relations in Europe including the European Union and relations with the Commonwealth

and the United Nations

Developing skills of enquiry and communication

) students should be taught to:a) research a topical political spiritual moral social or cultural issue problem or event by analysing information

from different sources including ICT based sources showing an awareness of the use and abuse of statisticsb) express justify and defend orally and in writing a personal opinion about such issues problems or events

Developing skills of participation and responsible action

) students should be taught to:a) use their imagination to consider other people's experiences and be able to think about express explain and

critically evaluate views that are not their ownb) negotiate decide and take part responsibly in school and community based activitiesc) reflect on the process of participating

History – Key Stage 3 www.nc.uk.net

Knowledge, skills and understanding

Chronological understanding) students should be taught to recognise and make appropriate use of dates vocabulary and conventions that

describe historical periods and the passing of time

Knowledge and understanding of events, people and changes in the past

) students should be taught:• to describe and analyse the relationships between the characteristic features of the periods and societies studied

including the experiences and range of ideas beliefs and attitudes of men women and children in the past• about the social cultural religious and ethnic diversity of the societies studied both in Britain and the wider

world• to analyse and explain the reasons for and results of the historical events situations and changes in the periods

studied• to identify trends both within and across different periods and links between local British European and world

history• to consider the significance of the main events people and changes studied

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Historical interpretation

) students should be taught:• how & why historical events people situations & changes have been interpreted in different ways• to evaluate interpretations

Historical enquiry

) students should be taught to:• identify select and use a range of appropriate sources of information including oral accounts documents

printed sources the media artefacts pictures photographs music museums buildings and sites and ICTbased sources as a basis for independent historical enquiries

• evaluate the sources used select and record information relevant to the enquiry and reach conclusions

Organisation and communication

) students should be taught to:• recall prioritise and select historical information• accurately select and use chronological conventions and historical vocabulary appropriate to the periodsstudied to organise historical information• communicate their knowledge and understanding of history using a range of techniques including spokenlanguage structured narratives substantiated explanations and the use of ICT

Breadth of study

) During the key stage students should be taught the knowledge skills and understanding through three Britishstudies a European study and two world studies

) In their study of local British European and world history students should be taught about:• significant events people and changes from the recent and more distant past• history from a variety of perspectives including political religious social cultural aesthetic economic

technological and scientific• aspects of the histories of England Ireland Scotland and Wales where appropriate •the history of Britain in its European and wider world context• some aspects in overview and others in depth

A world study after 1900

) A study of some of the significant individuals events and developments from across the twentieth centuryincluding the two World Wars the Holocaust the Cold War and their impact on Britain Europe and the widerworld

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RESOURCESLeadership ResourcesFullan, Michael. Leading in a Culture of Change. San Francisco: Jossey-Bass, 2001.

Harris, Alma. The Changing Context of School Leadership in Effective Leadership for School

Improvement. London: RoutledgeFalmer, 2003.

Senge, Peter. The Fifth Discipline. New York: Doubleday, 1990.

Winston Churchill ResourcesBooksSir Winston Churchill. Pitkin Guide, Jarrold Publishing, ISBN 0 85372 498 9.

Winston Churchill, From Army Officer to World Leader. (Twentieth-Century History Makers Series)

Written by Simon Adams. Franklin Watts, ISBN 074964692 6.

Churchill. Written by Celia Sandys. Contender Entertainment Group, ISBN 1843570491.

Churchill The War Leader 1940 – 1945. Documents from Winston Churchill’s government. Public

Record Office, ISBN 1873162685.

Winston Churchill : A Brief Life. Written by Piers Brendon. Random House, ISBN 0712667733.

Audio RecordingsWinston Churchill: Wartime Speeches 1939 – 1945. Audio CD of Winston Churchill’s speeches.

Universal Music Company, ISBN 1858498309.

Winston Churchill: 25 Years of His Speeches 1918 – 1943 ( Volume 2 ). Audio CD of Winston

Churchill’s speeches. Universal Music Company, ISBN 1858498511.

Winston Churchill: Memoirs and Speeches ( Volume 3 ). Audio CD of Winston Churchill’s speeches.

Universal Music Company, ISBN 1858498767.

Websiteswww.cwr.co.uk

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Citizenship ResourcesWebsites

UNICEF http://www.unicefusa.org

Prevent Genocide http://www.preventgenocide.org

Genocide Watch http://www.genocidewatch.org

OXFAM http://www.oxfam.org.uk

Fairtrade http://www.fairtradefederation.com

http://www.fairtrade.org.uk

Christian Aid http://www.christianaid.org.uk

Action Aid http://www.actionaid.org

http://www.actionaid.org.uk

People & Planet http://www.peopleandplanet.org.uk

NSPCC http://www.nspcc.org.uk

ECPAT http://www.ecpat.net/eng/index.asp

First Book http://www.firstbook.org

People & Planet http://www.peopleandplanet.net

RSPCA http://www.rspca.org.uk

People for the Ethical Treatment of Animals http://www.peta.org.uk

Charity Commission http://www.charitycommission.gov.uk

Millennium Commission http://www.unltd.org.uk

A World Connected http://www.aworldconnected.org

How to Change the World http://www.howtochangetheworld.org

Make a Difference Day http://www.csv.org.uk

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NOTES:PAGE

The Winston Churchill Leadership Programme … · Winston Churchill Leadership Programme The...

Documents

Transcript of The Winston Churchill Leadership Programme … · Winston Churchill Leadership Programme The...