Schools Learning

Pack

2017/18

Preface

The Bankes family lived in Dorset since the 17th Century and owned 16,000 acres of east Dorset and Purbeck, including Studland. During this time the Bankes family were often considered one of the most powerful families in England, owning both the estates of Corfe Castle and Kingston Lacy. In 1981, when Ralph Bankes died, he left the 16,000 acre estate to the National Trust. Corfe Castle The Bankes Estate Collection was placed for safe keeping at the Dorset History Centre. The archive is stored in 800 boxes and is made up of approximately 25,000 individual items, containing a rich collection of documents that date from the 13th Century right through to the present day.

Opening up the Archive Until 2015, the Bankes Collection had only ever been partially opened up and catalogued. The boxes of documents needed examination, cataloguing and conserving. With the aid of grants from the Heritage Lottery Fund and other generous donors, the Dorset History Centre is now exploring this wonderful collection and making the contents of the collection more accessible to the public. Archives are full of stories of people, places and events. The Bankes Archive is no exception, containing manorial, legal and estate records alongside numerous personal documents (including letters, diaries, photographs and drawings). These allow us to gain a fascinating insight into the lives of the Bankes family and the people who worked for them and lived on their estates, particularly from the 17th Century onwards. The archive also contains records of the travels and Middle Eastern explorations of William John Bankes, one of the most prominent members of the family. How can I find out more? Take a look at the Bankes Project website and follow the project blog and Twitter account to keep up-to-date with project news. If you would like to volunteer for the project then please take a look at any available positions on Dorset History Centre’s volunteer’s page.

Introduction Welcome to the ‘Unlocking the Bankes Archive’ Schools Learning Pack! This pack has been created as an e-learning resource for schools, providing ‘inspiring opportunities for schools, colleges, universities and other learners’ to work with the collection. As such, the aim of this pack is to be as versatile and useful as possible to a range of Education Institutions, whilst offering an introduction to the Bankes Family Collection. The Lesson Activity Plans are organised into school subject within the pack, with each activity plan then being further categorised into one of the following topic areas: • Life on the Bankes Estate • Sir John Bankes (MP,CP) and Mary Hawtrey (1689-1661) • William John Bankes (MP) (1786-1855) • Henry John Ralph Bankes (1902-1981) • Women of the Bankes Family

These subcategories allow the user the ability to choose specific lessons relating to a particular character and an associated topic, such as the English Civil War (in the case of Sir John Bankes). More information on these characters and their topics is given later in the pack. Another use of the pack could be as a termly, or even yearly theme of ‘the Bankes family’ in a primary school, with the cross-curricular lessons providing ideas and resources for a variety of topics and resources. As mentioned previously, this pack provides an introduction to the Bankes family and resources available within an archive, so we would be happy to assist in any wider scale investigations you may be interested in, such as the homosexuality of William John Bankes (who had to exile himself to Venice or be put to death due to his sexuality), or the reliability of sources (such as the untrustworthy accounts of Lady Mary’s defence of Corfe Castle). Curriculum Links The cross-curricular links within the pack are wide reaching, with topics such as the suitability of materials (Science), map work (Geography), and letter and diary writing (Literacy) present within the pack. For obvious reasons, each lesson has a tie to the History curriculum, with the ‘local history study’ connection present throughout. However there are other, more defined topics available within the packs, such as the English Civil War (Sir John and Lady Mary), Egypt and the Middle East (William John Bankes) and WWII (Henry John Ralph Bankes). We do value any feedback (positive or negative) regarding the pack, so please do contact us. Please note, we can also provide higher quality digital copies of the resources within the pack. Please see the ‘Use of Resources’ page for more details.

Use of Resources

Whilst the Bankes Archive is primarily housed and maintained at the Dorset History Centre, it is a collection ultimately owned by the National Trust, and unless stated otherwise, the copyright used is ‘© National Trust: Bankes of Kingston Lacy family and estate archive, deposited with Dorset History Centre’. In using this pack, you acknowledge that all resources are to be used for non-commercial educational purposes or private study and that you will not supply copies of it for any other use. Furthermore, if you do wish to use this material in anything other than an educational setting, or would like further clarification on copyright use, please contact the Dorset History Centre and we would be happy to advise you. Due to the digital size of some of the resources, the quality has unfortunately had to be reduced to keep the data to a manageable size. However, if you require use of any the original high resolution images available within the pack, please contact the Dorset History Centre and state that you are using the Bankes Learning Resource Pack, before quoting the Resource Number and reference number (D-BKL/etc.). We will endeavour to supply you with the high resolution image free of charge, where possible. However, due to the large size of some of the digital images, there may be a small cost attached if alternative formatting is required.

Acknowledgements

The production of this pack has been made possible through the assistance and feedback of a number of people and organisations:

 Teachers and former teachers who provided feedback and helped in its creation. Partner Organisations  Dorset History Centre staff.  Bankes Project staff members and volunteers.  Staff and volunteers at Kingston Lacy and Priest’s House Museum. Other Organisations  The National Archives.  The London Metropolitan Archives.  Poole Museum. With additional thanks to Bankes Project Supporters.

Dorset History Centre can help you by…

 Providing copies of original source material in paper, electronic or CD format to support your lessons. The material will be made accessible before being supplied to the school, and we can supply extracts of complete or incomplete documents within a variety of different types of sessions. These include (but are not limited to): o World War 1 o World War 2 o Ancient Egypt o Local Art and Design o Development of local Towns, Schools and general local history o Source Analysis, Archive Skills, and Research Sessions

 Visiting your school and delivering workshop sessions based around copies of original source material, for a variety of ages and topics.  Hosting a full class or group of pupils at DHC, giving pupils the chance to work with original documents. This also comes with the optional extra of a ‘behind the scenes’ tour, a chance to see how DHC works and how archive documents are preserved.  Supplementing your visits to any of the local Dorset museums with additional resources to help prepare for, or follow up on, your school trips.  Working with small groups of students to study their own family history or other larger projects around local history (such as Extended Projects). Please visit our website for more information about the types of sessions that we run and for our searchable catalogue. Please note that there is a charge attached to centre activities, which may vary depending on what you require. For further details, please contact the centre.

Elliott Bailey- Archive Learning Officer

Dorset History Centre Bridport Road Dorchester Dorset DT1 1RP Website: www.dorsetforyou.gov.uk/dorsethistorycentre Phone: 01305 250550

The Priest’s House Museum, Wimborne Schools Education Programme

The Priest’s House Museum has a varied and flexible programme of formal and informal lifelong learning opportunities for everyone – from children in Early Years to adults.

We specialise in creative and hands-on learning using the museum building and its collections as inspiration for fun, active and memorable activities. We ensure all our provision is of the highest quality, offers excellent value for money and is an experience for everyone to remember. We have been awarded the Heritage Education Trust’s Sandford Award for Excellence in Heritage Education four times (most recently in 2013), which recognises our high standards.

The Learning service covers a wide range of curriculum linked topics and provides hands-on sessions and resources which we can provide in the museum or in your setting as outreach. Groups rotate around three or four 30 minute sessions which are mostly led by our museum learning assistants, with some sessions self-directed. All activities are fully risk assessed.

Our topics include Toys Old and New where you can hear the stories of some of our most popular old toys in the museum. Hold them in your hands and compare them to the toys we own today. Create your own Peg dolls, visit the Childhood Gallery and complete a quiz or discover Traditional Indoor and Outdoor Games. The topic Houses and Homes explores how home life has changed within living memory by Handling Domestic Objects, taking part in our Washday and bake in our Victorian Kitchen. You can also discover Life in Ancient Dorset including a Stone Age to the Iron Age activities and discover the Romans through hands-on activities including an ‘indoor archaeological dig’.

Through Local Studies explore how we find out about the past and the types of resources that are available to us. Become a Young Curator and see what goes on behind the scenes in the museum. Discover what life was like in Victorian Dorset through our Royal Visit and Dorset Christmas activities. Uncover real stories from World War One and World War Two: Dorset & ‘The Home Front’.

Outreach

We can provide outreach sessions in school on many of these topics, with some adaptations. A member of the learning service team will visit your school with suitable items from the collection. In addition we provide a talk about the topic, and answer any questions the children may have.

Loans Boxes

We can also offer loans boxes which contain objects from our collections, some replica items, photographs, pictures, documents and interpretation which relate to the many topics that we cover.

We are extending and developing the programme all the time and would be delighted to discuss any individual or group requirements you have. If you have a topic, we will find a way to support it!

Arlene Monteith Learning & Community Outreach Office Email: [email protected] Telephone: 01202-882533 Website: http://www.priest-house.co.uk/

Contents

Background Information for Teachers………………………..1

Maths Lesson Activity Plans……………………………………..10

Literacy Lesson Activity Plans……………………………….…..15

Science Lesson Activity Plans……………………………………20

Geography Lesson Activity Plans.……………………..….…..25

History Lesson Activity Plans…………………………………….30

Art and Design Technology Activity Plans………..……….35

Appendices

Dorset History Centre Learning Service………………………………………...….41

Useful Websites………………………………………………………………………42

Suggested Reading…………………………………………....……43-44

Info Sheets 1-7 (US Army Hospital)……………….45-53

Info Sheet 8 (William John Travels)………….…54

Info Sheet 9 (Civil War Timeline)………55

Background Information for Teachers

The Bankes Archive: An Introduction The diagram below shows the family tree of the Bankes family, stretching all the way from John Bankes in the 16th Century, to John Ralph Bankes in the late 20th Century. The focus of the ‘Unlocking the Bankes Archive’ Project is the period from Sir John Bankes MP CP, who bought the Corfe Castle and Kingston Lacy estates in 1635, to Henry John Ralph Bankes who handed them over to the National Trust in 1982.

For a larger copy of the Bankes family tree, see Resource 1.1

1

The Bankes Archive: Life on

the Bankes Estate Levenson Throughout the 500 year period documented Castle Corfe within the Bankes Archive, the family owned

16,000 acres of east Dorset and Purbeck

-

(including Studland). During this time the Bankes NTPL/David family were often considered one of the most influential families in England, owning both the estates of Corfe Castle and Kingston Lacy until they were bequeathed to the National Trust by Henry John Ralph Bankes (referred to as Ralph Bankes) in 1982. Being rich in both history and culture, each of these residences has many stories to share, each of which can be used across the curriculum. Originally built by William the Conqueror between 1066 and 1087, Corfe Castle remained a Royal Fortress until it was sold in 1572 by Queen Elizabeth I to her Lord Chancellor, Sir Christopher Hatton. Plans of the castle were drafted by the steward of Hatton, Ralph Treswell, and are the oldest surviving surveys of the castle. It wasn’t until 1635 that the castle came into the possession of the Bankes family, with Sir John Bankes buying the Corfe Castle estate in 1635. During the English Civil War, the castle came under siege in both 1643 and 1645, with the Royalist Bankes family defending against Parliamentary forces until they were betrayed by one of their own soldiers. This was followed by the confiscation and demolition of the castle, before

© the restoration of the monarchy in 1660 when KingstonLacy the Bankes’ were given back their property.

However, instead of rebuilding Corfe Castle, Sir -

Ralph Bankes (son of Sir John Bankes) opted to NationalTrust build Kingston Hall. In the 1660s the House became the main residence for the Bankes family,

going through multiple restorations to keep in line

Images with current trends and add modern

conveniences such as servant’s quarters and extended parkland areas. Both estates not only housed the Bankes family, but also those who worked on the estates, whose stories are intertwined with that of the estate itself, such as Housekeepers, servants and farmers.

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The Bankes Archive: Sir John and Lady Mary

Sir John Bankes MP, CP (1589-1644) © NTCollections Image John Bankes - the son of a merchant from Keswick in Cumbria - rose from relative obscurity to become a figure of considerable

stature in the political turmoil surrounding

NT

the King, Parliament, and other events 1257051 leading up to and during the English Civil

War. In 1635 he was knighted and appointed Attorney General; an office that gave him an income of approximately £10,000 p.a. Enjoying this wealth, Sir John was able to purchase the Corfe Castle Estate on the Isle of Purbeck. Consolidating his foothold in Dorsetshire, in 1636 he went on to purchase the Kingston Hall estate, near Wimborne. During his years as Attorney General, Sir John appears to have been primarily instrumental in applying royal policy, particularly where the King’s need to raise money was concerned. He was regarded as ‘a man of great abilities and unblemished integrity’ and, in 1641, he was also made Chief Justice of the Court of Common Pleas. With the outbreak of civil war in 1642 Sir John went to the King’s side, attending him in Oxford and York. Lady Bankes retired to the safety of Corfe Castle with most of her younger children. In May of the same year, parliamentary forces laid the first of two sieges on Corfe Castle, which were supposedly defended by Lady Mary. In 1644, Bankes’ house in London was sequestered and sold by parliament, and Bankes was formally accused of high treason by the House of Commons. He died at Oxford on 28 December 1644 and was buried in Christ Church Cathedral, where there is a monument to his memory.

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The Bankes Archive: Sir John and Lady Mary Lady Mary Bankes née Hawtrey (1601 – 1661)

© Lady Mary Bankes grew up in Ruislip in Middlesex in NT Collections NT Image the 16th century. Her father, Ralph Hawtrey, claimed Norman descent. In 1618, at the age of 17, Mary married John Bankes (1589–1644), a successful lawyer

who later became successively Attorney-General and

NT

1250570 Chief Justice of the Common Pleas. In 1635 Sir John bought Corfe Castle before purchasing Kingston Lacy estate in 1636, with the prior becoming the family's seat. It is said that during her time at Corfe Castle she withstood two sieges by the Parliamentarians while her husband was with the King in Oxford, the first during the summer of 1643 and the second over the winter of 1645-46. The story goes that each lasted several weeks, with her courageous defence of the castle earning her the reputation of ‘Brave Dame Mary’. The castle, which was regarded as one of the most impregnable forts in the kingdom, only finally fell on 27 February 1646 as the result of an act of treachery, ending a siege that had lasted forty-eight days. The deceit was carried out by one of her own officers, Colonel Pitman, who allowed enemy troops to enter disguised as reinforcements. According to the story, she was forced to surrender but was allowed to keep the keys of the castle, and her life, as a sign of respect of her valour. As we predominantly have (potentially) biased accounts of the event from later relatives or secondary sources, the stories should certainly be taken cautiously. Lady Mary maintained many household accounts and family records, some of which survive and are kept at the Dorset History Centre. These include her accounts books, covering the period 1632 – 1650, which record purchases ranging from paper and charcoal to valuable parcels of Dorset estate lands. A notebook kept by Lady Mary records all the key dates for her family, including her father’s baptism and death, the dates of her own birth (8 August 1601) and those of her two brothers and 14 children. She records when and where each of her children was born and who witnessed their baptisms.

4

The Bankes Archive: William John Bankes MP (1785-1855)

William John Bankes, born on 11th December 1786 was the second son of Henry II NationalTrust. © licence Commons Creative (CCBY Bankes and his wife Frances. Handsome, conceited and a great talker, he baffled his old-fashioned father but was doted on by his mother. An educated and wealthy man, he attended both Westminster School and Trinity College Cambridge, before following in his father’s footsteps and becoming an MP, initially for Truro (1810), followed by Cambridge University (1822-1826), Marlborough (1829-1832) and finally Dorset (1832-1835). During his time at Trinity College he met Lord Byron and they became close friends, with Byron considering Bankes his “collegiate pastor, and master, and patron’ who ‘ruled the Roast – or rather the

Roasting – and was father of all mischiefs’.”

- NC)

It is widely believed that William largely considered the act of becoming an MP as his family duty, not being particularly active or prominent during his time in the House of Commons. His heart was only ever really set on his travels, particularly to Egypt and the Middle East, which began in 1812. Starting in Spain and Portugal, he later travelled on to Alexandria in 1814. Egypt soon captured his imagination and he started to plan a longer trip south, up the Nile. William engaged Giovanni Finati as his guide for these travels, and Finati accompanied his ‘English Gentleman of Fortune’ for the next four years acting as his fixer and interpreter, among other roles. William Bankes recorded his journeys along the Nile by way of copious sketches and paintings, sketching alone on his first journey in 1815. On his second more ambitious trip in 1818, the party included three talented artists: Henry Beechey, Dr Alessandro Ricci and Louis Linant de Bellefonds (a young French midshipman). They visited and recorded numerous tombs and temples that they encountered on the route. To view all countries visited by William during his travels, see Appendices Info Sheet 8. In 1806 William became heir to Kingston Lacy due to the death of his older brother, Henry. At this point he began sending various notes, drawings and artefacts there during his travels. Although William exiled himself to Venice in 1841 to avoid prosecution for homosexuality (which at the time was illegal and punishable by death), he continued to send items home to his Kingston Lacy collection. It is widely believed that he secretly visited his beloved home several times to admire his collection, before his death in 1855.

5

The Bankes Archive: Henry John

Ralph Bankes (1902-1981)

©

BankesArchive Henry John Ralph Bankes, the son of Walter and Henrietta Bankes, was born on 14thJuly 1902. On this day there was great rejoicing at the Kingston

Lacy estate, it being a relief that at last a son and DBKL/J/C/1/162 male heir had arrived to carry on the long line of the Bankes family. Referred to as Ralph (pronounced Raphe), he was to be the final

member of the Bankes family to own and live at Kingston Lacy. Ralph’s father died when he was a year old, so he was raised by his mother along with his sisters Daphne and Viola. Henrietta was described by her youngest daughter, Viola, as a stern parent. However, she doted particularly on Ralph – ‘the young Squire’ – and gave him prominence during many family or public events. Photographs of the family appear decorous, but tales of the childhoods of Daphne, Viola and Ralph, written in later life by Viola, suggest that they had their share of fun and freedoms. Later he was sent to Eton College and eventually became a student at Magdalen College, Oxford. Many improvements and additions were carried out on the estate by his mother. Henrietta continued to take control of the running of the estate while Ralph studied farm management, but when he was 33 years old, he met and married Hilary Strickland -Constable in 1935. Ralph and Hilary had two children: John, born in London in 1936, and Mary in 1940. During World War One, Lt Ralph Bankes RNVR, was called up to the Navy, and stationed in Portsmouth. He was later posted to Edinburgh, and the family joined him till the war was over. In 1953 Hilary was diagnosed with multiple sclerosis, from which sadly there is no cure. After suffering with the disease for many years, she died in September 1966. Following her death, and with John and Mary having left home, Ralph spent the next fifteen or so years leading a quiet reclusive life at Kingston Lacy and died in August 1981. He left the 16000 acre estate of Kingston Lacy, Studland and Corfe Castle estates to the National Trust in his will. At the time it was the largest bequest that the Trust had ever received.

6

The Bankes Archive: The Women

of the Bankes Family © Margaret Bankes née Parker (after 1665 – 1730) NTCollections Image In 1683, John Bankes III married Margaret Parker, the daughter of Sir Henry Parker of Honington, Warwickshire, a lawyer and MP for Evesham. Margaret’s mother was Mary Hyde, daughter

of Alexander Hyde, Bishop of Sarum. Margaret brought NT

money, useful contacts and a talent for management to the 1257160

Bankes family and following their marriage, John and Margaret took the

management of the family estate into their own hands and returned to Kingston Hall, after the Hall had been let to the Duke of Ormonde for several years. Margaret managed the family accounts for the next 30 years. Her account books reveal meticulous recording of every domestic purchase, such as paying the tailor for making a petticoat (3s), the cost of knitting two pairs of stockings for Mr Bankes (5s) and the cost of lace for a handkerchief (an expensive £1 -12s ). John and Margaret had twelve children, five of whom died in childhood and are buried in the crypt of Wimborne Minster. Margaret was also unfortunately widowed in 1714, after her husband accidentally shot himself. Her eldest son John was 22, but Margaret continued to manage the affairs of Kingston Lacy for some years more, until she was married again, becoming Margaret Lewes. She died in 1730 and was buried in the crypt of Wimborne Minster. Frances Bankes née Woodley (1760-1823) Frances was the daughter of a well-to-do sugar plantation owner

in the Caribbean. She was a noted beauty, making a stir in Bath in 1780 before marrying Henry Bankes the Younger in 1784. She came to live at Kingston Lacy, quickly settling into the life of the lady of the house. The mother of six children, including William

John, she was an enthusiastic correspondent. She appears to have © National Trust Images Trust ©National

enjoyed a friendly relationship with her mother-in-law, Margaret Bankes (née Wynne), who lived in Westminster, as the Bankes Archive contains many of Frances’s letters to Margaret in which she describes family matters and interesting events in lively detail. She also kept a notebook of her children’s illnesses and remedies, including the prescriptions of their doctor, Dr Halifax. Many of his prescriptions are still tucked between the pages of the book.

7

The Bankes Archive: The Women

of the Bankes Family

©

Henrietta Jenny Bankes née Fraser (1867-1953) NT CollectionsImage NT1251574 Henrietta Jenny Fraser married Walter Ralph Bankes on 21st July 1897 at Holy Trinity Church, Sloane Square, London. They had known each other for less than a month, and it was a big society wedding. She wore a fashionable white dress, and according to Vanity Fair she was a “very handsome women”. In her married life, Henrietta arranged magnificent festive gatherings, and quickly became a popular hostess in the county of Dorset, and London. She also entertained some very famous visitors including King Edward VII and the German Kaiser. After seven years of marriage, Walter died of a heart attack and she was left a widow with three young children (Daphne, Viola, and Ralph) to bring up. She never remarried, although she had various suitors, instead focusing her attention on managing the Kingston Lacy and Purbeck estates for her heir, Ralph Bankes. She was diligent in keeping to the terms of Walter’s will, whilst also organising the building of a new estate church and village hall at Pamphill, and other big projects on the estates. She was the lady of the house during the First World War, helping turn the majority of the servants' quarters and the out buildings into a hospital for returning injured soldiers. She also allowed the building of a small war hospital, less than a mile away on the estate. When Ralph became 21, she helped him run the estate, and there are constant reminders of the contribution she made with many distinctive plaques displaying the letters HRB. When Ralph married Hilary Strickland –Constable in 1935 she took a back seat and went to live in her London home, allowing Hilary to establish her own style as lady of the house, but not before she left Hilary some advice: “Please little Hilary, don’t think me an old fuss pot, but when you have visitors staying, try to get them to rub their shoes well and not wear any with studs or nails in them as it is so injurious to the marble (floors) and gravel makes such a mess – it takes two housemaids a week or more to do the marble stairs – this is such a delicate marble”. Beyond this advice, she lived a relatively quiet life in the capital until she died in 1953.

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Lesson Activity Plans

9

Women of the Bankes Family Bankes the of Women

Lesson Focus: To interpret data through the construction and reading of charts and graphs. Resources Required: Resources 2.1-2.6 A and B, Rulers, squared paper. Resource Context: Margaret Bankes kept a number of comprehensive account 2/3 books for the house recording the cost of a number of items, ranging from

food, drink and beauty products, to general house maintenance and clothing. Maths Possible National Curriculum Links: KS2: ‘Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.’ KS2: ‘Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.’ KS3: ‘Construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data’ Necessary Prior Knowledge:  Construction and use of basic graphs and charts  Construction and use of basic tables  General number skills (e.g. times table, place value etc.) Suggested Success Criteria: With assistance, I can read and create a basic [insert type of chart]. I can read and create a basic [insert type of chart]. I can read and create a basic [insert type of chart] after extracting data from raw information Preliminary Discuss context of raw information (Household accounts of Margaret Bankes), old money, and the process of creating graphs using data. Teacher to decide which chart type to focus on for lesson Activity  Introduce pupils to copies of account book pages (2.1A-2.6A). Ask questions about the copies (what can you see, how much is it, etc.), then introduce students to extracted data, with each group having a different set/topic of data (2.1B-2.6B)  Explain that someone has gone through the accounts and split them into the topics of the extracted data (i.e. food, clothing for family, medical).  Within each group, each child chooses pieces of information from the extracted data and input it into a basic table format (lower ability (LA) pupils should use narrower range of data, middle ability (MA) have more complex data, higher ability (HA) have wide range of data to make choice from). Depending on level, pupils may need guidance on which data to use e.g. month vs cost, or comparison of cost of products.  After inputting the data into a table, students then proceed to draw graph using said data after modelling by teacher (if necessary).  Following completion of their graph, each child writes 3-5 questions about the information shown on their graph  Each group then moves to the graphs of another group (who have a different set of data), answering the questions written by the creator of the graph. For later lessons in the week, try a similar format but constructing a different type of graph each lesson Extension: Variations: With a partner, pupils write Higher level classes can do a variety of graphs in each lesson, not just questions comparing their focus on one. graphs. Incorporate mean, median, mode within data extract. Create time line of Births and Charts comparing total money spent on different types of possessions. deaths of Bankes family. 10

William JohnWilliam Bankes

Lesson Focus: To build and analyse the features of Square-based Pyramids. Resources Required: Resources 3.1-3.9, rulers, scissors, protractors. Resource Context: William John Bankes travelled extensively throughout Europe, Egypt and the Middle East, documenting his travels as he went. In his diaries and 2 manuscripts he draws and talks about Egyptian architecture such as Pyramids and Obelisks, including the Obelisk which he brought home and is displayed at Kingston Lacy to this day. Maths Possible National Curriculum Links: KS1: ‘Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces’ ‘Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]’ ‘Measure and record…lengths and heights (m/cm)’ KS2: ‘Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them’ ‘Identify 3-D shapes, including cubes and other cuboids, from 2-D representations’ ‘Recognise, describe and build simple 3-D shapes, including making nets.’ ‘Draw given angles, and measure them in degrees’ Necessary Prior  Measurement Knowledge:  Properties of 2D shapes (squares and equilateral triangles) Suggested Success I can construct a 3D model of a Pyramid using a net and identify its properties. Criteria: I can construct a 3D model of a Pyramid using given 2D shapes and identify its properties. I can create the net of a Pyramid, construct it, and identify its properties.

Preliminary Explain context within Bankes family that William John travelled around Egypt and middle east, drawing pictures of Pyramids and other Egyptian artefacts on his travels. Display resources 3.1-3.6 of drawings of Pyramids and obelisk from Philae to give clues of face shape. Explain context of Egyptians (if necessary), drawing attention to the shape of pyramid from above and the side. Activity  LA pupils given resource 3.7 and 3D model of pyramid, cutting out and assembling the net. In a table, pupils note number of faces, vertices, edges and shape of faces.  MA pupils given resource 3.4 with 3D model of pyramid. Pupils measure triangular face on 3.4 and recreate using scale given. Unit of measurement isn’t clear, but pupils can use it as mm. Pupils insinuate measurements for square base, using resource 3.8 as guidance if necessary, before creating properties table as above.  HA pupils not only measure 3.4 perimeter as above, but also measure angles of triangular face, before recreating exactly and recording in table. For later lessons in the week, try a similar format but using other shapes each lesson. Extension: Variations: Use resource 3.9 to Use clay or Playdough to create shape instead of nets, incorporating planes of construct an obelisk and symmetry for Higher levels. add to table of Incorporate other shapes into lesson (other shapes based pyramids). properties. Pupils work as class to read off measurements (perimeter and angles) before Create nets for triangular recreating in open outside space with skipping ropes or tape measures. based pyramid.

11

Life Life the on Bankes Estate

Lesson Focus: To create and read timelines about the Bankes family. Resources Required: Resources 1.1 and 4.1, rulers, squared paper. Resource Context: The Bankes family actively participated in over 400 years of 1/2 history, spanning multiple generations and with numerous stories to tell. They

lived at Corfe Castle prior to the climax of the Civil War, before the remaining descendants made Kingston Hall (later Kingston Lacy) their home. Maths

Possible National Curriculum Links: KS1: ‘Compare, describe and solve practical problems for time [for example, quicker, slower, earlier, later]’ ‘Sequence events in chronological order using language’ and ‘Compare and sequence intervals of time’ ‘Recognise and use language relating to dates, including days of the week, weeks, months and years’ KS2: ‘Compare durations of events’ and ‘solve problems involving converting between units of time’ KS3: ‘Change freely between related standard units [for example time, length, area, volume/capacity, mass]’ Necessary Prior Knowledge:  Basic drawing to scale (for timeline)  Addition, subtraction, multiplication  Knowledge of chronology Suggested Success Criteria: With assistance, I can create a timeline and answer questions about it. I can create a timeline and answer more difficult questions about it. I can create a timeline and answer complex questions about it. Preliminary Contextualise activity within Bankes family knowledge, showing resource 1.1 to familiarise students with family. As a class, demonstrate drawing a basic accurate timeline to scale e.g. 10 years=1cm, marking at 50 year intervals from the period 1500-2000 Activity  After children draw their own time line during or after the demonstration, pupils start adding the life span of each Bankes family member in red on resource 1.1.  Pupils locate and mark directly below their timeline approximately when the individual was born and when they died, before connecting them with a horizontal line.  Drop down and repeat the process for the next individual and continue, starting with Sir John Bankes (1589-1644) and ending with Ralph Bankes (1902-1981). Each individual could be a different colour.  The end result should be a timeline, with visual representation of each individual down the page beneath it.  Ask questions to each group about their timeline and the family tree (See resource 4.1 for suggested questions) via whiteboard. Extension: Variations: Add extra dates to timeline, Just give names of Bankes family, ask to research dates themselves e.g. available marriage dates. before creating timeline. Add historical dates to Ask each group to focus on one individual, research their life and post timeline, e.g. Civil war, WW1/2 significant dates on that person’s timeline. E.g. births of their children, Create their own questions to dates appointed as MP. ask their partner.

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SirJohn and Lady Mary

Lesson Focus: To create fractions within the will of Sir John Bankes and converting those fractions into percentages and decimals. Resources Required: Resources 5.1 -5.3 2/3

Resource Context: Sir John Bankes died in 1644, leaving behind his wife and their many children. As in modern times, his money and possessions Maths were divided between them in his will, with him also leaving provisions and instructions to construct a workhouse for the poor.

Possible National Curriculum Links: KS2: ‘Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison’ ‘Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal’ ‘Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.’ KS3: ‘Define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express one quantity as a percentage of another, compare two quantities using percentages’ Necessary Prior Knowledge:  Multiplication and division  Basic fractions to percentages  Fraction, place value, percentages  Knowledge of the concept of Wills Suggested Success Criteria: I can create and write fractions from raw data. I can create fractions from raw data and convert them into percentages. I can create fractions from data and convert them into percentages and decimals. Preliminary Brainstorm what pupils already know about fractions, percentages and decimals, e.g. per cent relates to ‘number of parts per hundred’, and some common equivalents e.g. 50% is a 1/2 and 0.5. Remind them how to reduce a fraction to its smallest equivalent. Discuss the concept of a Will if necessary Activity  Begin by guiding pupils through the process of creating a fractions using sets of data, i.e. adding how much the total amount is to get the denominator, and then taking the chosen figure as the numerator, before dividing down to its smallest equivalent.  Introduce resource 5.1 (table of money received by 1650, following the death of Sir John in 1644). Also show resource 5.3 to help pupils understand context.  Begin individual tasks of LA creating fractions from this data, MA to create fractions and then convert to percentages, HA to create fractions, percent and decimal. Extension: Variations: As each ability group finishes, move Pupils could use the transcript (resource 5.2) to extract data from them onto the task of the group source/understand where data came from and context. above e.g. LA start converting into Pupils could first research the value of the currency in today’s percentages. HA pupils could draw a money using a website such as nationalarchives.gov.uk/currency. pie chart of the data.

13

Life Life the on Bankes Estate

Lesson Focus: To successfully translate and sketch irregular shapes. Resources Required: Resources 6.1-6.3, rulers. 2/3 Resource Context: Kingston Lacy is a country house near Wimborne, Dorset. It was built by Sir Ralph Bankes (MP, Kt) between 1663 and 1665, and becoming the family estate following the destruction of Corfe Maths Castle. It has been modified by various family members down the years, and is now owned by the National Trust.

Possible National Curriculum Links: KS2: ‘Describe positions on a 2-D grid as coordinates in the first quadrant’ ‘Describe movements between positions as translations of a given unit to the left/right and up/down’ ‘Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed’ ‘Describe positions on the full coordinate grid (all four quadrants) and draw and translate simple shapes on the coordinate plane’ KS3: ‘Identify properties of, and describe the results of, translations, rotations and reflections applied to given figures’ Necessary Prior Knowledge:  Use of coordinates and axis  General calculation skills  Basic shape knowledge Suggested Success Criteria: I can sketch the pattern of a basic irregular shape after it has been translated. I can sketch the pattern of a more complex irregular shape after it has been translated. I can sketch the pattern of a more complex irregular shape after it has been translated in a four quadrant coordinate grid. Preliminary Introduce/reintroduce the topic of translation, demonstrating the use of column vectors and translation of basic shapes. Demonstrate how to translate shapes, and also how to find the vectors that a shape has been moved by. Programmes are available on interactive white boards to do translations, which could be a good opportunity for pupils to practice before the main activity. Activity  Using worksheet 6.1-6.3, pupils translated different images of Kingston Lacy House (depending on ability).  Working through worksheet pupils sketch the different translations, whilst also recognising that, though the shape moves, it does not change in shape. Create and use template of shape if necessary.

Extension: Variations: LA and MA pupils move onto next Introduce changing size due to scale, reflection and rotation. sheet up. Pupils find and choose own shape related to Kingston Lacy and/or HA create own translation exercise Bankes e.g. Obelisk, Pyramid etc using own shape before swapping with partner to complete.

14

WomenFamily of Bankes the

Lesson Focus: To learn and use poetic features within the genre of a Fable.

ResourcesLesson Required: Focus: To Resource recognise 7.1, and copies use poetic of popular evices. fables (e.g. Aesop). Resource Context: This Fable poem comes from a group of poems within the 2/3 Bankes collection, all of which were either collected or written by Frances

Bankes. The author, signed as ‘T.A.’, is unclear, but it seems that Frances deemed it of high enough quality to become part of her personal collection of Literacy poems and play scripts. Possible National Curriculum Links: KS2: ‘Recognising some different forms of poetry’ and ‘Evaluate and edit’ their writing. ‘Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks’. ‘Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience’. KS3: ‘Learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries’. ‘Recognising a range of poetic conventions and understanding how these have been used’. ‘Writing for a wide range of purposes and audiences, including stories, scripts, poetry’ Necessary Prior  Basic knowledge of poetic features Knowledge:  Grammatical and lexical features of a poem  Ability to analyse a poem Suggested Success I can analyse a poem and use 2 or more different poetic features in my writing. Criteria: I can analyse a poem and use 3 or more different poetic features in my writing. I can analyse a poem and use 5 or more different poetic features in my writing. Preliminary Introduce poetic features, including: Alliteration, rhyme, metaphor, simile, assonance, enjambment, voice, sibilance, onomatopoeia and punctuation. Explain context (above) and introduce the concept of Fables and place resource 7.1 on projector or handouts. Teacher reads small section, gives pupils 5mins to discuss meaning in small groups, before feeding back and repeating for the next section. Activity  Lesson One- Pupils analyse resource 7.1 for poetic features. Depending on ability of class, it may be suitable to attribute one feature to an ability group, e.g. LA look for rhyming couplets. Pupils record/highlight the given feature and examples in tables.  Lesson Two- Pupils look at and analyse a range of regular fables (e.g. Aesop’s), looking for and recording their features e.g. A moral, a lazy character, animals as characters.  Lesson Three- Pupils begin to think about transforming regular fables to ‘poem fables’, by planning their own and creating a word bank.  Lesson Four- Pupils continue writing their Poem Fables using the success criteria above.  Lesson Five- Pupils edit and evaluate their own/peers work, checking that they meet the criteria of a fable and contain poetic features. Extension: Variations: Write your own fable Adjust success criteria depending on pupil ability. (poem or simple story). Pupils could use more complex poetic features, such as metaphor, if they are higher ability.

15

William JohnWilliam Bankes

Lesson Focus: To learn and use the conventions of a play script. Resources Required: Resources 8.1 and 8.2 Resource Context: William John was considered a very artistic and well-

2/3 cultured member of the Bankes family. His love of drama, poetry and painting led him to attempt to turn his hand to all three at various points during his life, with many examples available to the public at the Dorset History Centre. Literacy

Possible National Curriculum Links: KS2: ‘Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks’. ‘Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action’. KS3: ‘Writing for a wide range of purposes and audiences, including stories, scripts, poetry and other imaginative writing’ ‘Improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.’ ‘Reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors’ Necessary Prior Knowledge:  Knowledge of some archaisms  Basic understanding of script writing conventions Suggested Success Criteria: All: I can identify the conventions of a play script and use them in my own writing. Preliminary Looking at an example of a play script to a well-known children’s production, highlight the various conventions, such as the setting of the scene, stage directions, dialogue and the structure on the page. Fairy tales written as play scripts could be used for this, as they are widely available online, and pupils would already know the storyline. Could also use with Shakespeare due to language style similarities. Then introduce Resources 8.1 and 8.2 at an appropriate moment. Activity (could be spread across multiple lessons)  Pupils continue the incomplete script, using the scriptwriting conventions introduced in the preliminary. More advanced pupils could read through the script and research some of the vocabulary, less advanced should use the synopsis.  Pupils begin by planning the setting of the scene (either through narrator or introduction), before deciding on characters and giving a short description. As this is a follow on from William’s unfinished script, at least one of the characters from his scene should be included.  Pupils should then plan the story line for the scene, with it being kept relatively simple, before giving an idea how the full production would end if they were to have time.  Finally, pupils begin to write the script for the scene itself, inputting stage directions and dialogue to keep the audience interested.  Ensure that all pupils have created a storyline along the same theme as the original, whilst adhering to the conventions of scriptwriting, by conducting mini plenaries throughout, with pupils sharing what they have so far. Extension: Variations: Continue writing the next scene Split into 3 lessons if needed: Play script features, planning/scene setting, of their play script. writing of script. Discuss and edit partner’s script. Pupils plan the whole story in note form, before focusing in on one scene.

16

HenryJohn RalphBankes

Lesson Focus: To research and write stories about historical events connected to the Bankes family. (To be divided over multiple lessons) Resources Required: Laptops, research material of your choice. Resource Context: The Bankes family have been involved in British History ranging from the English Civil War, all the way up to World War 2. This lesson plan is focused on the 2/3 American Army Hospital which was established at Kingston Lacy during World War 2, but

there is no reason why it couldn’t be adapted for other events, such as Lady Mary’s defence of Corfe Castle against the Roundheads (including the betrayal by one of her Literacy men which led to her downfall).

Possible National Curriculum Links: KS2: Various ‘Writing- vocabulary, grammar and punctuation’ points. ‘Draft and write by creating settings, characters and plot’ ‘In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed’. ‘Plan their writing by noting and developing initial ideas, drawing on reading and research where necessary’. ‘Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action’. KS3:’Writing for a wide range of purposes and audiences, including stories, scripts, poetry and other imaginative writing’. ‘Applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form’. ‘Drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing’. Necessary Prior Knowledge:  Grammar and vocabulary related to the topic  Some knowledge of narrative structure Suggested Success Criteria: All: I can create a narrative inspired by real historical events. Preliminary Give background info re. Americans in setting up in UK. Explain that the aim at the end of the lessons is to produce a story set in the American Army Hospital at Kingston Lacy during WW2. Explain the process across the lessons (Part 1- Language, Part 2- Character, Part 3- Setting Description, Part 4- Plot, and Part 5- Draft and write the story). Extra research may need to be conducted, or use Info Sheets 1-7 in Appendices to assist. Activities  Part 1- Find out/research hospital using Info Sheets 1-7 in Appendices, possibly annotating images on info sheets. Discuss differences in American English language, and how they would have spoken, creating vocab list as they go.  Part 2- Using people found in research as inspiration, pupils create characters for story. Encourage the creation of interesting characters, including a few descriptive details, their emotions, and a back story, job in camp/hospital.  Part 3-Pupils should have an idea of setting through their research, but encourage them to picture the setting in their mind, describing using all of their senses and looking at it from different angles and perspectives. You could use clips from YouTube of army hospitals to give them more of an idea.  Part 4- Brainstorm ideas of different (appropriate) genres for the story, such as romance, action, crime or mystery. Discuss plot ideas for each genre, with each pupil starting their story from the same point, for example their main character waking up in the bed at the Kingston Lacy Army Hospital. Plan using story board or picture maps, first as a class to model, then individually.  Part 5- Demonstrate and model the style and structure of a story. Discuss different ways of portraying setting and character information, for example through dialogue, adjectives and similes, mention of distinct features, and lists of details. Use examples of other similar stories to demonstrate structure. Set pupils off drafting and then writing story.  Part 6-Editing, sharing, and assessment. Extension: Variations: Evaluate and edit the work of Create story on different topics within Bankes family, such as Corfe defence. their peers. Create diary entries as opposed to a story. Bring in an actor from a local group to ‘bring the story to life’. You may want to contact the Dorset History Centre if interested, as we do have contacts in this field.

17

Life Life the on Bankes Estate

Lesson Focus: To recognise the format of, and later write, a series of diary entries. Resources Required: Modern day fictional diary entries e.g. Diary of a Wimpy Kid, Resource 9.2, and Resource 9.1. 2

Resource Context: During their time at Kingston Lacy and Corfe Castle the Bankes family had a plethora of staff that worked behind the scenes to help Literacy ensure the smooth day to day running of the family seat. We have a diary account written between 1912 and 1915 by a Bankes family housemaid named Beatrice Christopher, which gives an insight into life below the stairs.

Possible National Curriculum Links: KS1: ‘Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently’. ‘Drawing on what they already know or on background information and vocabulary provided by the teacher’. ‘Listening to, discussing and expressing views about a wide range of Contemporary, classic poetry and stories’. ‘Writing narratives about personal experiences and those of others (real and fictional)’. ‘Writing about real events’ and ‘writing for different purposes’. KS2: ‘Reading books that are structured in different ways and reading for a range of purposes’. ‘Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar’ and ‘Identifying themes and conventions in a wide range of books’. Necessary Prior Knowledge:  Knowledge of simple tenses and some more complex past tenses.  Some basic knowledge of diary function. Suggested Success Criteria: Outcome assessed by how many features of a diary included in child’s work, alongside quality of writing as a whole. Preliminary Discuss what a diary is, what it is used for, if anyone has one. Introduce the format of a diary through reading an extract to pupils from a modern book containing a diary structure, such as ‘Diary of a Wimpy Kid’. Activity  Go through the features of a diary entry and give pupils a list of them. Send pupils to find said features in extracts of modern text chosen by teacher, writing an example from the text on the sheet.  Once this activity is finished (could be split into two or more lessons), introduce the theme of a servant/housemaid in a country home. This could be done by reading extracts of Beatrice’s diary, or through using something more visual, such as the National Trust’s ‘Country House Sticker Book’.  Pupils could then research the life of servants in a country house, either through traditional research routes, or through visiting Kingston Lacy House or the Priest’s House museum, who run hands on sessions about the topic. We may also be able to offer storytelling sessions regarding the life of Beatrice, contact the Dorset History Centre for more details.  Pupils then write at least 3 diary extracts from the life of Beatrice, using the features found in the previous activity. If necessary, the teacher could give them vague subheadings as a starting point e.g. ‘An unfortunate incident’, ‘A mysterious incident’ and ‘A lucky escape’. Extension: Variations: Continue writing up to 5 diary Adjust modern day material to suit level of class and purpose. entries, before editing and Activities could be split into multiple lessons, focusing more on any aspect the reading the work of a peer. class has difficulty with.

18

Women of the Bankes Family Bankes the of Women

Lesson Focus: To recognise and use the conventions of letter writing. Resources Required: Resources 10.1, 10.2 and 10.3 (transcript of 10.3) Resource Context: In a time when not everyone had a telephone available to 2 them, the running of the household and general correspondence was dependent

on the post service. The ability to write a letter using the correct formality and Literacy conveying an import message correctly was crucial, especially in war time when resources were limited for some.

Possible National Curriculum Links: KS1: ‘Writing for different purposes’, ‘Writing about real events’ and ‘Writing narratives about personal experiences and those of others (real and fictional)’. KS2: ‘Identifying themes and conventions in a wide range of books’. ‘Reading books that are structured in different ways and reading for a range of purposes’. ‘Predicting what might happen from details stated and implied’. ‘Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar’. ‘Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence’. Necessary Prior Knowledge:  Some knowledge of relationships within the Bankes family  Grammatical knowledge alongside basic tenses and some more complex past tenses. Suggested Success Criteria: I can recognise and reproduce the structure of an informal letter. I can recognise and reproduce the structure and grammatical features of a formal letter. I can recognise and reproduce the structure and features of a formal letter, using a range of vocabulary and tenses. Preliminary Discuss the use of letters, differences between other forms of communication e.g. phones, email, text, Instant messenger, face to face. Discuss formality, convenience, pros and cons (depending on age of pupils). Activity  In mixed ability groups, pupils compare features of 10.1, 10.2 and 10.3, finding similarities and differences between the 3 letters. Place them in a table, with an example of each feature. Ensure the pupils pay special attention to the structure of the letters. LA may need assistance with finding the features. A prepared table of basic features could be created so that they just have to find examples.  Pupils gather together, check what they have found. Teacher presents the key features of a letter, showing position of address, date, greeting, opening (why you are writing), main message, conclusion and close. These can be simplified for lower levels.  Pupils then respond to the letters written by and to Henrietta, with LA groups using resource 10.1, MA using 10.2 and HA using 10.3. Ensure pupils use correct tenses, and reemphasise the purpose of a letter and formality of each response (e.g. 10.2 is more formal). Extension: Variations: You are applying for a job as Split into multiple lessons, using more letters to compare features (contact a housemaid at Kingston the History Centre if you would like more examples of letters from the Lacy. Write a formal letter to Bankes collection). Henrietta asking for the job For higher levels, illustrate a wider range of formality, along with the and saying why you should different greetings and closes for people whose names we don’t know etc. be considered for the position.

19

HenryJohn RalphBankes

Lesson Focus: To identify and understand why electrical circuits work. Resources Required: Battery holders, Batteries, crocodile wires, bulbs and holders, resource 11.1-11.5. 1/2 Resource Context: Ralph Bankes was an avid Ham Radio enthusiast, using his

hobby to reach out across the world and communicate with other amateur radio aficionados. Whilst building a radio may be an impracticable lesson Science activity, we can learn about how the electrical circuits within the radio work.

Possible National Curriculum Links: KS1: ‘Observing closely, using simple equipment’, ‘Performing simple tests’ and ‘using their observations and ideas to suggest answers to questions’. ‘Gathering and recording data to help in answering questions’. KS2: ‘Identify common appliances that run on electricity’. ‘Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers’. ‘Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery’. Necessary Prior Knowledge:  General acknowledgement of electricity (they know what it is, but maybe not how it works) and its uses.  Vocabulary knowledge necessary to describe the processes Suggested Success Criteria: I can predict and test circuits, understanding why certain circuits don’t work. I can predict and test circuits, before designing my own, and understand why certain circuits don’t work. I can predict, test and scientifically design circuits, understanding why certain circuits don’t work. Preliminary Discuss use of electricity within homes and daily lives, what would life be like without electricity (which could be used as a historical link to times without electricity, investigating what they did instead). Introduce different components of the circuit, and the knowledge necessary of how circuits work e.g. direction of flow of electricity, positive and negative battery ends, reasons why a circuit may not work. Explain activity and send all of class except HA pupils. Teach HA pupils basic scientific drawing of circuit, such as symbols for the various components. Activity  LA pupils work through worksheets 11.1-11.3, predicting and testing the circuit drawing on the sheet  MA pupils work through worksheets 11.3-11.4, predicting and testing circuit drawings, before drawing their own which do/don’t work.  HA pupils complete worksheet 11.5, drawing scientific diagrams of circuits they have built, and explaining why they do/don’t work. If necessary, give HA pupils sheet 11.3 to start. Extension: Variations: Imagine you are in the early 1900s Use a variety of objects within a circuit to discover which are (when electricity in homes was a conductors and which are insulators. novelty) and you are trying to If you have the ability and/or funding to make a basic radio, this persuade locals to install electricity could be used as a G&T project to link in with the same theme. into their homes. Design a poster A visit by an amateur radio enthusiast could be organised, also advertising the uses of electricity linking in with the topic of radio waves and sound. within the home of the time. Use buzzer instead of bulb to introduce a sound element.

20

Women of the Bankes Family Bankes the of Women

Lesson Focus: To understand some common diseases from the past, and research the scientists who helped fight them. (Lesson 1 of 2) Resources Required: Resources 12.1-12.7, laptops and projector/sugar paper and pens for presentation. 2-4 Resource Context: Frances Bankes left a notebook with detailed accounts of her children’s ailments, alongside various treatments used in for them in the late 18th Science and early 19th Century. These give an insight into early medicine and inoculation and allow us to see how times have changed.

Possible National Curriculum Links: PSHE across the key stages KS2:‘Identifying differences, similarities or changes related to simple scientific ideas and processes’ English- ‘explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary’. KS3 (English): ‘writing for a wide range of purposes and audiences, including notes and polished scripts for talks and presentations’. History-‘the Enlightenment in Europe and Britain, with links back to 17th-Century thinkers and scientists and the founding of the Royal Society’. KS4: ‘Health, disease and the development of medicines’ Necessary Prior Knowledge:  Basic knowledge of the role of microbes and viruses in causing disease. Suggested Success Criteria: All: I can understand how medicine has changed over the last 200 years, and research and present those who changed it. Progress assessed through mini plenaries and monitoring of task development. Preliminary Discuss the last time they were ill, different types of illness, and what they did to ‘cure’ it, i.e. rest, different medicines, hospital operation. Introduce the notion that some diseases are a lot less common or have been wiped out through the invention of inoculation and antibiotics. Explain context of Frances notebook of childhood illnesses prior to the following task. Activity  Using resource 12.1, in mixed groups play a short matching game (with resource pre-cut up), pairing the ailment and its description with the 18th Century treatment.  Bring pupils back together and reveal answers/read accounts of illnesses in resources 12.2-12.7 (extracts of Frances diary), emphasising the fact that in those days children could die from disease like small pox.  Instead of bringing the pupils back together, the teacher could hand out resources 12.2-12.5, with pupils reading to find the answer themselves.  Discuss with pupils which scientists they are aware of who developed early medicine and antibiotics. Write answers on whiteboard. Likely names: Jenner, Alexander Fleming, Louis Pasteur, Joseph Lister.  In mixed groups pupils begin researching one of these scientific icons and putting together a scripted presentation for the rest of the class. Note: If you have a larger class, you could also allow the diseases in resource 12.1 to be researched by a group. This lesson can be used in conjunction with lesson 2 of 2 on diseases and infections Extension: Variations: Answer the following question. ‘If I Focus research on certain diseases, their symptoms, cures and causes. have a cold, the first thing I should Focus the activity around the Black death as opposed to 18th Century do is go to the doctors and take medicine. some antibiotics. True or False?’ Invite a healthcare professional into the class, get pupils to prepare and ask questions in advance.

21

WomenFamily of Bankes the

Lesson Focus: To understand how diseases and infections spread, and how antibiotics and vaccines combat them. (Lesson 2 of 2) Resources Required: Resource 13.1 and 13.2, 4 a4 sheets of dot stickers, and a sheet of ‘inoculation’ stickers (different colour to dots). 3/4 Resource Context: Within her ‘Illness notebook’ Frances also records the use of

inoculation on her children, and recalls George’s inoculation. Science Possible National Curriculum Links: PSHE across the key stages KS2: ‘Identifying differences, similarities or changes related to simple scientific ideas and processes’ English-‘explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary’. KS3 (English): - ‘writing for a wide range of purposes and audiences, including notes and polished scripts for talks and presentations’. History-‘the Enlightenment in Europe and Britain, with links back to 17th-Century thinkers and scientists and the founding of the Royal Society’. KS4: ‘Health, disease and the development of medicines’ Necessary Prior  Basic knowledge of the role of microbes/viruses in causing disease. Knowledge:  Knowledge of some older diseases, as learnt in previous lesson Suggested Success Criteria: All: I can understand the differences between antibiotics and vaccines/inoculations, and how they stop infections from spreading. Preliminary Recap previous lesson information about diseases and scientists, and read Resource 13.1 for historical impression of early inoculation. Discuss what they think the difference is between antibiotics and inoculation/vaccination and play the following game to demonstrate the difference. Highlight the difference that vaccinations are preventative against viruses and antibiotics fight bacterial infections. Also highlight the different diseases we are now vaccinated against as children. Activity  One pupil starts as the infected person, with 3 a4 sheets of stickers. When the teacher starts the game, the pupil then goes and tries to ‘infect’ as many people as possible in 60 seconds by sticker-ing them.  The pupil gives the first two people (or three for larger classes) they ‘infect’, a sheet of their own stickers to use. At the end of 60 seconds, the teacher asks for hands up and counts if you have been ‘infected’ (any multiple stickers, just count as one).  In the next round, the teacher introduces ‘inoculation’ stickers of a different colour to approx. 20% of the class and continues the game as in round 1. All students lose their infected stickers from round 1.  At the end of this round, count how many are infected but make a point of demonstrating that any of those ‘inoculated’ that get a sticker aren’t counted as infected. In real life, even inoculated people get the virus, but their immune systems are able to prevent infection.  Repeat round 2 another 3 times, increasing the number of inoculated stickers by 20% and counting the infected each time.  You could also introduce ‘antibiotics’, pupils who remove stickers from other pupils (or one specific pupil) at the same time to ‘fight against the infection’.  This game should demonstrate how viruses are often eventually ‘wiped out’ in developed countries. See resource 13.2 for a variety of ‘infection game’ ideas suitable for a mix of ages and abilities.  Pupils continue in their research and presentation preparation on doctors, as in previous lesson. Extension: Variations: Research and answer the Game can be played at high or low speed (or even covertly!) depending on space question, ‘What are mutated available. viruses and why are they Pupils can make graphs from the figures collected of how many people were dangerous?’ infected in each round.

22

SirJohn and Lady Mary

Lesson Focus: To understand how structures such as Corfe Castle were built using levers, pulleys and other mechanisms. Resources Required: Cotton reels, weights (of the same size), newton meters, dowels, rulers. Resource Context: During the time of Sir John and Lady Mary Corfe Castle was considered a formidable defensive position, withstanding not just one but two sieges. In 2 order for this to be the case, the castle would need to be modernised and maintained by Sir John and Lady Mary, with this lesson examining how this was managed without Science modern construction machines.

Possible National Curriculum Links: KS2: ‘Identify the effects of air resistance, water resistance and friction that act between moving surfaces’. ‘Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect’. KS3: ‘Forces as pushes or pulls, arising from the interaction between two objects’ KS2 & KS3: ‘Working Scientifically’ Necessary Prior  Basic knowledge of everyday forces, such as gravity and friction. Knowledge:  Knowledge of fair testing, performing simple tests and collecting information. Suggested Success All: I can understand how and why mechanisms such as levers and pulleys were Criteria: used to build and maintain castles. Preliminary Discuss the context of the lesson i.e. the construction and modification of Corfe Castle by Sir John Bankes and the castles previous owners. Compare how a building would be constructed today to how a building such as a castle would have been built, drawing similarities and differences between modern cranes and previous pulley systems, for example. Introduce the activity and the concept of measuring Newtons of force. Activity  The activity will be based around the question ‘How much does the use of a basic mechanism affect the force required to move a weight?’  Pupils are split into groups or pairs and visit multiple stations around the room, testing the effects of various pulleys and mechanisms.  On station one, a basic pulley system can by constructed by placing a cotton reel on a pencil and passing the string over the top. Tie the weight to the other end and ensure that the pulley system forms a Right Angle, as this is the most efficient angle for the pulley to work at. Using a Newton meter, measure how much force is needed to lift the weight.  To gain a fair comparison, pupils should also measure and record how many Newtons of force are required to lift the weight at the end of the string with no pulley.  On station two, pupils place the weight on top of several cylindrical objects, such as pencils or wood dowel. Measure and record how many Newtons it takes to move the weight 15cm to the right. As a fair test, do the same with no dowels, with the weight just on the table surface.  On the third station, place a 30cm ruler on a cotton reel or other large cylindrical object, and the weight at one end. Measure how much force it takes to lift the weight. For this station you could measure the difference in force between placing the fulcrum 10cm from the weighted end of the ruler, and 10cm from the other end.  Class discusses why less force is needed for the mechanisms, with teacher correcting any misconceptions. Extension: Variations: Pupils draw scientific Pupils could construct more of an investigation around the lesson e.g. an aim, diagrams of stations, with prediction, and conclusion. representative force More complex mechanisms involving multiple pulleys could be used if resources arrows. are available. Higher levels could create more advanced formulas to explain forces at work.

23

William JohnWilliam Bankes

Lesson Focus: To investigate the durability of different types of paper. Resources Required: Various types of paper, small weight or pennies, hole punch, resources 14.1-14.3. 1/2 Resource Context: William John Bankes travelled across the world, visiting countries throughout Europe and even reaching into the likes of Egypt and Syria. Throughout his voyages he recorded his experiences, with the majority of his Science works surviving in present day at least in part due to the quality of paper he used. Possible National Curriculum Links: KS1: ‘Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses’ ‘Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching’ KS2: ‘Asking relevant questions and using different types of scientific enquiries to answer them’. ‘Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions’ and ‘Setting up simple practical enquiries, comparative and fair tests’. ‘Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets’. ‘Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic’. Necessary Prior Knowledge:  Knowledge of conducting simple and fair tests.  Knowledge of how to record data and present it in a table. Suggested Success Criteria: All: I can perform simple tests to determine what type of paper is best for a purpose. Preliminary Imagine that you are a modern day explorer wanting to follow in the footsteps of William John, recording your experiences with pen and paper for future generations, just like he did. Discuss with the class what qualities your paper would need to have in order to ensure your experiences could be told in 200 years’ time, e.g. be water resistant, strong, and flexible. Use resources 14.1-14.3 to show issues with paper. Activity Introduce different types of paper. Suggested papers are: Sugar Paper, Cotton paper, regular a4 paper, transparent/tracing paper, brown paper bag, waxy photo paper, toilet paper, newspaper. Each group could be attributed a type of paper to test, or a type of test to do.  The first paper test is durability when dry. Punch a hole through the end of each piece of paper, making sure the hole is the same distance from the edge on each tester piece. Hang a lightweight bucket from each piece of paper and gently add small weights until the paper tears, and record.  The second paper test is durability when wet. Repeat the test above, but with paper dipped in water.  The third paper test is a writing test. Each type of paper has a 5cm line drawn on it using the same pen/pencil. The group must then agree on a score from 1-5 on how well the paper takes/absorbs the pen (5 being very good, 1 being very bad). Note that this is empirical, so different groups may have different results. If you have the resources, you could also do a flammability test as a class, with pupils timing how longer a paper takes to burn.  After recording the results from each test, pupils share results and compare data before concluding which paper would be the best to take on your William John journey and why. Extension: Variations: Write up as scientific A flexibility test- how many times can you fold the equal pieces in half? investigation. Test writing materials i.e. different pens, inks, pencils.

24

Life Life the on Bankes Estate

Lesson Focus: To be able to locate continents, countries and landmarks on a map. Resources Required: A large piece of paper per group, 1 copy of resource 15.1 per group, 1 copy of resource 15.2 per group (cut out by teacher), and 1 copy of resource 15.3 per group. 1/2

Resource Context: The Bankes family owned a variety of maps, ranging from more regional maps of Dorset to more International maps which were acquired on their Geography travels. By the time John Ralph handed over to the national trust they had amassed a small collection from across the globe, all of which can be publicly accessed at the Dorset History Centre (subject to condition). Possible National Curriculum Links: KS1: ‘Name and locate the world’s seven continents and five oceans’. ‘Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage’. KS2: ‘Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America’. ‘Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied’. Necessary Prior Knowledge:  Basic knowledge of Continent and country location  Basic knowledge of international landmarks  Basic knowledge of map conventions and functions Suggested Success Criteria: I can name the world’s seven continents and five oceans. I can locate the seven continents and five oceans on a map. I can locate the seven continents and five oceans, and identify the region that some well-known landmarks are from. Preliminary Begin by using resource 15.1 and playing the ‘Countries Alphabet Challenge’. For this challenge, pupils have 5mins (or longer depending on ability) to work in teams and list how many countries they can think of. 1 point is given for each correct country, and 2 points for a country which no one else has written. 10 points for getting all letters of the alphabet (except W and X as there are no/only very obscure countries). Also accept names of continents, but point out the difference between continents and countries. This can be done as a whole class exercise for lower ability pupils. Activity  Using resource 15.2, ask students to place the 5 cut out continents on a blank piece of paper, before adding in the 5 oceans (which should be listed on the board to remind students of names). Check the positioning is correct before allowing pupils to stick.  Using resource 15.3, pupils find the location of well-known landmarks on the map, sticking and drawing a line from the picture to the map location. Some can be found written on the map! Note: Due to the age of 15.2 (circa 1850), some countries have changed in name or shape e.g. India was Hindustan, which may take some explaining. Plenary There are many games on the internet based around map knowledge, with a blank map which says ‘click on X country’ followed by another country and so on. One of these could be played as a class to help further the children’s knowledge of countries, especially if an interactive whiteboard is available. Extension: Variations: Pupils could begin to compare For higher levels, further divide the continents and complete the task with the countries in terms of countries, not continents. position on the compass (northern, southern etc.).

25

Life Life the on Bankes Estate

Lesson Focus: To draw basic floor maps and develop knowledge on the use of directions. Resourc es Required: Resources 16.1-16.9 1 Resource Context: Within the Bankes collection there is a large assortment of maps and plans showing not only the land owned by the Bankes family, but also the details of property owned by the family, such as Kingston Lacy and Geography Corfe Castle. Clearly the layout of rooms change over time, with many renovations of Kingston Lacy carried out during its life, but rooms are still laid out in a realistic and authentic way.

Possible National Curriculum Links: KS1: ‘Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map’. ‘Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key’. Necessary Prior Knowledge:  Basic knowledge of drawing in proportion  Basic knowledge of drawing scientifically and from an aerial perspective. Suggested Success Criteria: With assistance, I can convert a photo of a room into a floor map. I can convert a photo of a room into a floor map. I can convert a photo of a room into a floor map, creating a key to represent aspects within the map. Preliminary Teacher introduces the topic of maps, could display maps of different areas or different types, e.g. floorplans, atlases, OS maps. Discuss what they all have in common, what they are all used for. Show resources 16.1- 16.5 (plans and maps of Corfe Castle and Kingston Lacy) to focus lesson topic. Activity  Pupils are either allocated or choose photos from resource 16.6-16.9. For lower levels it may be beneficial to provide pupils with an A4/A3 page with a border around the edge.  Pupils proceed to convert the photos of each room into an aerial view map. Encourage pupils to be creative and imagine what objects and furniture would look like from above.  Add compass and discuss that maps are almost always orientated north. As it is unclear from each photo which direction the room is facing, it may be useful to state that (for the purpose of this task), every room is orientated North on the page.  Higher level pupils should also design a key system for common pieces of furniture, or objects that are not clear representations.

Extension: Variations: In pairs, pupils take it in turns to Before or after this lesson, pupils could progress onto drawing think of an imaginary piece of plans for their school/part of their school, or mapping a route treasure which they have hidden on through the school. If possible, pupils could visit Kingston Lacy their floor map. They must guide and map the grounds and/or house. their partner to the treasure using Higher levels could introduce approximate scales. directions such as ‘it is North of the chest of draws’ and ‘it is in the southern area of the room’.

26

William JohnWilliam Bankes

Lesson Focus: To observe and write about different cultures around the world. Resources Required: Resources 17.1-17.3, research equipment e.g. Laptops.

Resource Context: William John travelled extensively through Europe and the 2/3

Middle East between 1813 and 1820, recording as he went. Extensive documents on these travels can be found at the Dorset History Centre. Geography

Possible National Curriculum Links: KS2: “Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities”. “Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied”. KS3: "Extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities”. “Human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources”. “Understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia”. Necessary Prior  Format and structure of postcards, letters and diary entries. Knowledge: Suggested Success Criteria: I can write a postcard describing a journey/city previously seen by William John. I can write a letter describing a journey/city previously seen by William John. I can write a diary entry describing a journey/city previously seen by William John. Preliminary Visit www.plotaroute.com and search for ‘WJ Bankes route Part’ and then select which route 1-13 you wish to view. These are a chronological representation of his travels around Europe, Middle East, Egypt and Asia. Use whichever section is relevant for your chosen area of study, making the connection to the areas where William John travelled between 1813 and 1820. Activity  Using resources 17.1-17.3 (descriptions of WJ Bankes route) as inspiration, pupils choose a section of William’s travel and research the area today,  Pupils then write a postcard, letter or diary entry (depending on level) detailing the features of the landscape, the city, the people, events on their travels etc.  Encourage pupils to think of details such as, what method of transport they would take, the weather, their different senses, and how it is different to their home and travelling around the UK. Note: Giovanni Finati’s second volume (see ‘Suggested Reading’) is free on Google Books at time of writing. This details his travels with William and the places visited, which could help description if necessary. Extension: Variations: Pupils design their own Pupils research and write from a different period of history in these areas. route and describe, could Pupils compare urbanisation and change of major cities visited. be local or worldwide. Pupils focus on the Nile and its use over time (e.g. William used it for travel and exploration).

27

Life Life the on Bankes Estate

Lesson Focus: To investigate the change in occupations and land use of the residents of Corfe. Resources Required: Resources 18.1-18.3, printouts from websites below. Resource Context: Even after the destruction of Corfe Castle, the village 2/3 which developed around the site continued to grow to the village of Corfe which we know today. By using census records and other information, we can get a better idea of the lives that they led. Geography

Possible National Curriculum Links: KS2: ‘Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time’. ‘Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water’. KS3: ‘Human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources’. KS2 (Maths): ‘Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs’. Necessary Prior  Basic knowledge regarding censuses Knowledge:  Basic Map reading Suggested Success Criteria: All: I can extract occupational data from historical records and use it to create graphical representations of change over time. Activity  Using the census results on the websites http://www.opcdorset.org/CorfeCastleFiles/CorfeCastle.htm and http://www.isleofpurbeck.com/ , pupils note the general changes through the years, particularly with regards to jobs.  As a class project, the data from selected Censuses e.g. 1790, 1841 and 1911, can be divided amongst pupils who sort through the data, making lists of the number of people with specific jobs.  The class then come back to together and share the results, writing the jobs listed, the census year and the number of people.  As a class pupils should decide how to appropriately categorize these jobs e.g. agricultural, educational, tourism etc.  Pupils then individually use this data to create bar or line graphs about the change in common professions within Corfe, before discussing as a class why these changes might have happened.  Following the completion of the graphs, possibly as a starter for the following lesson if time is short, pupils look at Resources 18.1-18.3 as a class, whilst also visiting http://maps.nls.uk/geo/find for more recent maps, and compare the data against the maps, e.g. less agricultural labourers, and less farmland (which was the cause, which was the effect?). Extension: Variations: Create graphs using a If possible pupils could visit the village of Corfe and record the use of different set of data from a buildings today, or take a survey to assess jobs of the local people. census, e.g. age vs Pupils could match up addresses on Census with occupation, attempting occupation in 1790. to recognise if certain areas were more popular with particular trades, along with other patterns. Pupils could the use of a particular building and the people living in it through the ages, whilst comparing how it changes.

28

HenryJohn RalphBankes

Lesson Focus: To understand the skills required for map reading and plotting, alongside the changes of land use during war. Resources Required: Resources 19.1 and 19.2, a piece of string for measurement (optional). For more info on the Hospital, see Appendices info sheets 1-7. 2/3 Resource Context: During WW2 many large manor estates were often commandeered for a multitude of uses, and one such house was Kingston Lacy. During Ralph Bankes tenure at the house, an American Army Hospital was set up Geography on the grounds to care for the many casualties of the European advance. New buildings were raised, with several of them still standing today. Possible National Curriculum Links: KS1: ‘Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map’. KS2: ‘Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps)’. KS2: ‘Land-use patterns; and understanding how some of these aspects have changed over time’. KS3: ‘Interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs’ Necessary Prior Knowledge:  Knowledge of Map function  Understanding the use of scale and grid reference Suggested Success Criteria: All: I can use compass directions, scale and keys to accurately plot the position of buildings on a map. Preliminary Discuss with the pupils about the War effort in Dorset during WW2, what they think changed in daily life for the local community. Discuss evacuees, rationing, and men going off to war, before talking about how the use of certain buildings were changed, such as Kingston Lacy and other heritage sites. Activity  One pupil uses resource 19.1, a map of the WW2 American Army Hospital, and describes location of wards and buildings to their partner, who is using resource 19.2.  The partner plots these wards and other buildings onto resource 19.2, a current OS map of Kingston Lacy.  For this reason, the first pupil must be quite precise with their instructions, using both the distance written on the map and compass directions, whilst also using an existing point of reference (for example, the ‘Nursery’).  For example, the pupil with resource 19.1 may say to the second pupil ‘There is a ward building 600m South East from Kingston Lacy House. The ward building is 200 metres long and is going from East to West.’  To make the activity more interesting, resource 19.1 could be cut in half, giving half to each pupil, with the pupils then describing their half to each other as above.  The aim is to be as accurate as possible before comparing their drawn maps to the actual maps.  Pieces of string could be used to help measure scale distance on the maps. Extension: Variations: Pupils develop their own Use resource 19.1 to walk the grounds of Kingston Lacy, visiting the few key/colour code for the remaining buildings left standing, and even plotting the location of some difference roads and types of of the ones demolished. buildings. Research some of the stories from Army Hospitals at Kingston Lacy and elsewhere, either online or from resources at the History Centre.

29

William JohnWilliam Bankes

Lesson Focus: To investigate and research Egyptian imagery, in particular Egyptian Gods. Resources Required: Resources 20.1-20.10, Laptops/other research

material, sugar paper. 2 Resource Context: During his extensive travels throughout Egypt and History the Middle East, William John Bankes became a noted explorer and an early Egyptologist, exploring Ancient sites such as Petra, Philae, and Abu Simbel. Often one of the first Europeans to visit these sites, he took many sketches and drawings of the Egyptian artwork as opposed to removing the wall section entirely (unlike many of his counterparts!)

Possible National Curriculum Links: KS1: ‘significant historical events, people and places in their own locality’ KS2: ‘Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content’. ‘The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared’. ‘Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information’. Necessary Prior Knowledge:  Knowledge of safe internet use.  Ability to recognise a trustworthy source.  Knowledge of PowerPoint software (optional).  The ability to use an inquiry based approach when researching a new topic. Suggested Success Criteria: All: I can research and discover information about a previously unknown image. Activity  Distribute resources 20.1-20.10 between groups and set scene by asking pupils to imagine that they are the first person to uncover these images (as William John often was).  Ask each group to brainstorm questions they have about the images, before swapping with another group who do the same for their picture. Encourage use of question words and a variety of lines of enquiry.  Use this as a starting point to investigate each scene before them, hypothesise what is happening and why, before gathering information on the Egyptian Gods present in their image.  Glue their image(s) to a large piece of sugar paper or PowerPoint presentation, writing the information that they find around the pictures.  Present their findings to the class. Extension: Variations: Ask additional prompt questions, Design your own Egyptian God, and develop a story around them. such as ‘Why were they made? Who Focus on what area of life they represent and connect that with created them? Who was meant to their appearance e.g. they have big eyes so that they can see view them? What clues do they give everything. about Egyptian Life? Create/Design your own Egyptian head-dress or death mask. Draw your own Egyptian depiction Papier-mâché could be used, with children painting scene from of a section of story surrounding the Ancient Egyptian culture directly onto mask, or onto a separate God’s and the afterlife. surface and applied to the mask later.

30

William JohnWilliam Bankes

Lesson Focus: To create a travel pamphlet providing information on Ancient Egyptian sites and persuading customers to visit. Resources Required: Resources 21.1-21.9, Travel brochures (optional). 2/3 Resource Context: William John Bankes travelled up and down the Nile twice during his travels, once in 1815 and then again between 1818 and History 1819. He was fuelled by his passion for the Ancient Egyptians, making multiple stops on his route to visit various tombs and temples.

Possible National Curriculum Links: KS1: ‘Significant historical events, people and places in their own locality’ KS2: ‘The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China’. KS3(Geography): ‘Extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East’. KS1/2/3: ‘A local history study’. KS1 (English): ‘Writing narratives about personal experiences and those of others (real and fictional) and real events’. KS2 (English): ‘Identifying the audience for and purpose of the writing, selecting the appropriate form’. KS3 (English): ‘Writing for a wide range of purposes and audiences’. Necessary Prior Knowledge:  Conventions of persuasive and descriptive language.  Basic knowledge of the basic Egyptian culture. Suggested Success Criteria: All: I can create a persuasive travel pamphlet based around the Ancient Egyptian sites that William John Bankes visited. Preliminary Pupils could read ‘Narrative of the life and adventures of Giovanni Finati, Volume 2’, with sections describing his travel along the Nile with William John. There are also various online interactive tours around some of the temples and tombs, such as http://www.pbs.org/wgbh/nova/ancient/explore- ancient-egypt.html, or videos on YouTube. Activity  Using resources 21.1-21.9 and ‘WJ Bankes route’ on plotaroute.com, pupils investigate the route which William John took along the Nile, and the various sites which he visited on his excursions.  Depending on ability of pupils and time available, pupils could research and write a travel pamphlet on a single site or multiple sites along the route of the Nile.  Pupils should use persuasive language suitable for the audience, whilst also giving some of the historical context of the site(s) in the pamphlet.  If necessary, examples of travel texts could be obtained from travel agents for pupils to browse and note the features of the genre. Extension: Variations: Imagine you are William John Instead of a travel pamphlet, pupils could write a different media, such Bankes, cruising down the Nile. as diary, blog or cartoon strip Write a descriptive account of Further research could be done on the tourist industry in Egypt and to what you see e.g. nature, local what extent the artefacts from Ancient Egypt contribute. This could people, scenery. lead to more of a geographical stance with the addition of mathematical data handling.

31

SirJohn and Lady Mary

Lesson Focus: To explore the events of the first siege of Corfe Castle translating original source material to do so. Resources Required: Resource 22.1 2/3 Resource Context: Sir John Bankes bought Corfe castle in 1635, and by 1642 the Civil War had broken out. By 1643 most of Dorset was in the hands of Parliamentary forces, with Corfe Castle the only royalist castle History between Dorset and Exeter. While Sir John was with the King in Oxford, the story goes that Lady Mary Bankes defended the castle against two sieges, finally falling due to an act of treachery. In this, the first siege, Lady Mary allegedly defended against enemy forces for six weeks, suffering only two casualties to the Parliamentarians 100+.

Possible National Curriculum Links: KS2: ‘A local history study’. ‘A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066’. KS2 (English): ‘Using dictionaries to check the meaning of words that they have read’ ‘Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context’. ‘Reading aloud their own writing to a group or the whole class’. KS3: ‘The development of Church, state and society in Britain 1509-1745’. ‘A local history study’. KS3 (English): ‘Learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries. Necessary Prior Knowledge:  Basic research and deductive skills.  A good knowledge of phonics.  A knowledge of the events surrounding the siege and Corfe, causes and other similar sieges. Suggested Success Criteria: All: I can understand archaic language and rephrase it to portray the same story today. Preliminary This lesson may work best as the culmination of a series of lessons on the English Civil war, so the preliminary should recap information from those lessons, such as causes and results, timeline of the war, and other battles. Pupils could initially create a timeline of events of the siege to assist in understanding. Activity  Divide resource 22.1 amongst the class and ask pupils to rephrase the transcription in a more modern tongue, essentially rewording the text to tell the story how they would today.  Use thesauruses and dictionaries where necessary, and encourage pupils to use their phonetic knowledge to sound out words and infer their meaning.  Pupils then present their section of the story to the class, before the class as a whole attempts to put the text back together in the correct order. Extension: Variations: Learn about other battles in Pupils could entirely reimagine their own siege scenario, or write a the civil war, finally putting narrative account/drama piece of the first or second siege of Corfe. together a leaflet examining Analyse the source, from Rusticus (a royalist newsbook/paper), causes, results, battles, and discussing bias and reliability as well looking at other research online as other interesting information. to her whereabouts.

32

Henry John RalphBankes Lesson Focus: To experience a taste of Edwardian schooling using original school materials. Resources Required: Resources 23.1-23.3 1/2

Resource Context: Ralph Bankes and his sisters Daphne and Viola were all educated by private tutors on site at Kingston Lacy until History they were about 10, when they were sent to various private schools. Their school books from these early years were all kept by their mother, Henrietta, and offer us insight into Edwardian lessons on subjects such as handwriting, foreign languages, and maths.

Possible National Curriculum Links: KS1: ‘Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life’. KS2: ‘A local history study’. ‘A study of an aspect or theme (Schooling) in British history that extends pupils’ chronological knowledge beyond 1066’. KS1 and 2 (English): Various Handwriting curriculum points. Necessary Prior Knowledge:  Modern day cursive handwriting.  Modern day phonetics and spelling. Suggested Success Criteria: I can write cursive letters in an Edwardian Style. I can write cursive words in an Edwardian Style. I can write cursive sentences in an Edwardian Style. Preliminary Teacher gets into character as an Edwardian schoolteacher, emphasising the connection that this is how Ralph Bankes and his sisters were taught, and that these resources are taken from the Bankes children’s actual school books. Activity  Pupils begin with resource 23.1, writing letters of the alphabet in on the sheets.  Pupils move onto resource 23.2, writing words.  Finally pupils move onto resource 23.3, writing sentences.  In character, teacher patrols classroom menacingly, pointing out the punishments for not being neat and un-smudged would often be a rap across the knuckles!  If possible, attempt to get some fountain pens or even dip pens to enhance the experience of the Edwardian classroom.  Memory chants and repetition were common for the time, with children having to commit information to memory.  For the full immersion experience contact your local museum, who will often have a box of loan items from the era, or may be able to organise a session on site in an Edwardian school setting.  Once out of character, pupils should discuss the different styles of teaching, how it made them feel, how times have changed etc. Extension: Variations: Write school rules for an To continue the ‘Edwardian schooling’ theme, pupils could learn maths Edwardian classroom, thinking in this format, such as old money and imperial measurements. PE can about the differences from also be taught in a similar manner, using drills and organised practices. now.

33

Women of the Bankes Family Bankes the of Women

Lesson Focus: To learn about strong women within the Bankes family, and create a news report about their actions. Resources Required: Resource 24.1, research tools and material. 2/3 Resource Context: Within the Bankes family we can find several examples of Strong Women, women who often managed to go against society’s expectations. How they displayed their strength varied, from History refusing to remarry to defending a castle, but they all left their mark in one way or another.

Possible National Curriculum Links: KS2: ‘A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066’. ‘Local History Study’. KS2 (English): ‘Writing narratives about personal experiences and those of others (real and fictional)’, ‘Writing about real events’ and ‘writing for different purposes’. ‘In non-narrative material, using simple organisational devices [for example, headings and sub- headings]’. KS3: ‘Challenges for Britain, Europe and the wider world 1901 to the present day’. KS3 (English): ‘A range of other narrative and non-narrative texts, including arguments, and personal and formal letters’. Necessary Prior Knowledge:  Newspaper structure and language conventions.  Contextual knowledge of women during various time periods. Suggested Success Criteria: All: I can write a contextual interview report about strong Bankes women in History. Preliminary-Brainstorm what they think a strong woman is, asking questions such as ‘Was it harder to be a strong woman?’ Work in Women’s Suffrage if appropriate. Activity  Pupils use resource 24.1 and own research to gather a good base knowledge of the various women of the Bankes estate and the societal norm for women of the time.  During their planning stage, ensure that pupils understand the context of why they were considered ‘Strong Women’ of their time.  Following a period of planning, possibly using modern day examples of interviews to demonstrate structure, pupils choose and write a series of interview questions and answers for a ‘character’, using the research as reference.  Focus on questions asking why they did their action, what the reaction was etc., focusing on how society would have been during that time.  Alternatively, pupils could write their questions and then swap with a partner, who writes the answer.  Pupils could take these answers and create a newspaper article on one of the women, possibly expressing mock outrage at whatever action she had done. Extension: Variations: Pupils create a humorous classifieds Pupils could use the interview as a script, creating a recorded section for whatever time period their drama piece to bring the characters to life. chosen newspaper character is. For Following creation of the questions, the teacher (or an example, for Lady Mary ‘Wanted: outside actor) could be ‘hot-seated’, with pupils asking Royalist Uniforms. Definitely not for questions like at a press conference, taking notes before treacherous plot’. creating a newspaper article.

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William JohnWilliam Bankes

Lesson Focus: To study the use and translation of Egyptian Hieroglyphs. Resources Required: Resources 25.1 to 25.2, selected pictures from 20.9-20.10. Resource Context: While travelling across Egypt and the Middle East William John came across countless examples of Egyptian Hieroglyphs. With the Rosetta 2 Stone only recently being discovered, a translation was not readily available at this point. However, he still opted to record them for translation at a later date Art & Design Tech as he recognised their importance for the understanding of what was a rapidly

increasing field of Egyptology. Possible National Curriculum Links: KS1 (Art): ‘To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination’. ‘About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.’ KS2 (Art): ‘About great artists, architects and designers in history’. KS2 (History):‘The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one’. KS3 (Art): ‘About the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.’ Necessary Prior Knowledge:  Knowledge of phonics and writing conventions.  Some knowledge of uncommon objects. Suggested Success Criteria: All: I can translate and write Egyptian Hieroglyphs and other picture writing. Preliminary Use resource 21.1, an 18th century Rebus letter, to introduce the concept of using pictures to represent sounds and objects. Work through a section as a class, before giving groups 5 minutes to discuss and translate as much as possible. Some of the language, particularly of older objects, may need to be assisted, so teacher should be moving around the room as much as possible. Activity  After introducing resource 25.1 as the concept of using letters as words, segue into Hieroglyphics and the Ancient Egyptians.  If appropriate, you could discuss the history of Hieroglyphs (i.e. the Rosetta Stone), but it is important to mention that Hieroglyph translations can vary at times as the language does not always directly correspond with English.  Distribute resource 25.2 (a simplified hieroglyph alphabet) to pupils, and display selected pictures from resources 20.1-20.10 to show the copies which William John drew during his travels.  Ask pupils to see if they recognise any symbols from 25.2, but also be aware that symbols will vary and will often not translate directly into English sentences.  Next, give pupils some time to write their own name in Hieroglyphs on a piece of paper. Collect in the paper and re-distribute. Pupils translate and return to the correct person.  Note that Hieroglyphs can be read left to right or right to left. To find which direction is correct you need to know that any human or animal Hieroglyph always faces to the start of the sentence. They may also be grouped together, in which case they are still read from top to bottom. Extension: Variations: Try writing a well-known song Quick fire quizzes for the class to decipher common phrases, with clues title symbolically and if necessary. challenging a partner to Chinese whisper-esque game where pupils are given a phrase, have to decipher it! write it, then pass it on, decipher it, then pass it on, write it, etc.

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SirJo

Lesson Focus: To design and build a siege engine. hnand Lady Mary Resources Required: Resource 22.1, various craft materials, drawing materials. Resource Context: As staunch royalists the Bankes family came under attack, 1/2 both literally and figuratively, during the English Civil War. Lady Mary Bankes came under siege at Corfe Castle not once but twice, repelling the first attack before succumbing to the second. We know that siege engines were certainly Art & Design Tech used in the first attack, and quite likely in the second.

Possible National Curriculum Links: KS1 (D&T): ‘Design purposeful, functional, appealing products for themselves and other users based on design criteria’. ‘Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology’. ‘Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]’. ‘Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics’. ‘Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products’. KS2 (D&T): ‘Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design’. Necessary Prior Knowledge:  Basic knowledge of siege strategy.  Basic knowledge of using tools and materials safely.  Basic art/design ability to create clear drawings Suggested Success Criteria: All: I can design and make my own siege engine within given criteria. Preliminary Introduce concept of siege’s, purpose and results of them. Discuss how pupils could different ways you could try to get into a castle during a siege e.g. starving them, bribing a gate keeper, siege weapons, throwing diseased animals over. Use resource 22.1 and highlight different approaches taken by parliament forces before the succeeded. Activity  Introduce task: to design and build a suitable siege engine to get through a castle wall.  Discuss what parameters the engine must follow, for example you must be able to move it up to a castle wall, must protect those moving it, must be from 17th Century etc.  Look at different types of siege engines e.g. ramming engines, trebuchets, tunnelling.  Using resource 22.1, see the footnote describing the ‘Sow’ engine and the ‘Boar’. Using 22.1, see why the Sow engine failed, what modifications could have been made.  Ask pupils to design their own siege machine, with annotations describing its features. Could draw from side and birds eye view, depending on ability.  Following the design process, pupils construct a scale model of their machine (does not have to work!) using a basic base and wood dowel structure, depending what materials are available. Extension: Variations: Pupils write a summary of their machine Pupils could just use the description of the Sow in resource and its features, explaining why they 22.1 to design the machine. This would illustrate the chose each element. If they are with problems which would occur when a machine is just working parts, evaluate what changes described, it can be interpreted differently. would be made, or if they made it full size Pupils could build a basic working trebuchet, before what each part would be made from. conducting a science investigation into forces.

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Life Life the on Bankes Estate

Lesson Focus: To critique and analyse paintings from the Bankes estate. Resources Required: Resources 26.1 and 26.2 Resource Context: Throughout the history of the Bankes family works of art 2/3

have been continuously accumulated at Kingston Lacy. Following the restoration of the monarchy, and in turn the Bankes estate to Sir Ralph Bankes, following Art & Design Tech generations made a conscientious effort to replace the confiscated art. William John in particular was a huge collector of art, writing many letters to other relatives discussing pieces he had acquired and was sending back to Kingston Lacy. During his exile he continued to send back pieces from Italy, and instructed others how to arrange them in the house. It is rumoured that William exploited a legal loophole to come back on Sundays just to visit the collection. Possible National Curriculum Links: KS2 (Art): ‘About great artists, architects and designers in history’. KS3 (Art): ‘To analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work’. ‘About the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day’. Necessary Prior Knowledge:  Basic knowledge regarding description of art e.g. foreground, background, tone, detail. Suggested Success Criteria: I can express my opinion of a range of art from Kingston Lacy. I can express and justify my opinion of a range of art from Kingston Lacy. I can express and justify my opinion of a range of art from Kingston Lacy. Preliminary Brainstorm as a class different types of art which pupils are aware of e.g. portraits, landscapes, and modernist. Discuss different art materials e.g. oil paint, acrylic, and pastel. Tell pupils that today they are going to be art critics studying some of the paintings on display around Kingston Lacy House. Emphasise that during the activity, there are no wrong answers! Activity  Distribute resource 26.1 one per table, using several copies if necessary for a larger class.  Pupils walk around the classroom whilst some soft music is playing, to create an ‘exhibition’ atmosphere.  It may be beneficial to do this activity in pairs so that pupils are able to discuss their feelings before writing them down.  Pupils start on their first table and study that painting. They should then discuss their thoughts regarding the painting before writing them down, using resource 26.2 as a framework for both their discussion and notes.  After several minutes, pupils rotate onto their next table and repeat the process until all paintings have been seen.  You could either do mini plenaries throughout, asking pupils what they think about particular paintings as they go around, or a plenary at the end, asking what their favourite painting was, why etc. Extension: Variations: Pupils write a critics review about Using portraits from the Kingston Lacy collection (which can be found one of the paintings, or they online) as inspiration, pupils draw self-portraits using a mirror and could research their favourite studying the proportions of the face. painter some more and present The activity could be used during a trip to Kingston Lacy House, with their own miniature exhibition to pupils studying the originals and noting down their ideas. the class.

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Life Life the on Bankes Estate

Lesson Focus: To explore WW2 rationing and create some dishes from the time. Resources Required: Resource 27.1, cookery supplies and equipment. 1-3

Resource Context: Although the impact of rationing on the Bankes family was limited due to their wealth and status, many families who worked and Art & Design Tech lived on the Bankes estate would have most certainly felt these effects of World War 2. War time recipe books became common during this time as people found ways to vary a limited diet using different cooking techniques and combinations.

Possible National Curriculum Links: KS1 (D&T): ‘Use the basic principles of a healthy and varied diet to prepare dishes’. ‘Understand where food comes from’. KS2 (D&T): ‘Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques’. ‘Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed’. KS3 (D&T): ‘Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet’. ‘Become competent in a range of cooking techniques’. ‘Understand the source, seasonality and characteristics of a broad range of ingredients’. Necessary Prior Knowledge:  Knowledge of measurements  Knowledge of basic cooking techniques  Knowledge of cooking health and safety issues. Suggested Success Criteria: All: I can understand the cause and reasoning for WW2 rationing, and follow recipes from the time. Preliminary Discuss what pupils know about rationing, and the reasons for it. Play a game where pupils have to guess if a particular vegetable or ingredient was rationed in WW2 e.g. Pupil holds up a pepper, pupils say if they think it was rationed/available or not. Discuss that ingredients from abroad were often not available, so had to depend on home grown ingredients, which vary due to seasonality. Activity  Use resource 27.1 and discuss which seasons they think each dish would be served in and which ingredients would be the most valuable.  Discuss the reasons that soup and stews were popular during this time period (could be preserved, feed lots of people with relatively few ingredients.  Pupils choose and follow a wartime recipe to completion either in groups or individually, depending on resources available.  More advanced students could create their own recipe, soup or otherwise, based on ingredients widely available during WW2 rationing. Extension: Variations: Pupils evaluate their own or Teacher gives pupils a set of ingredients and asks them to make a another person’s dish, writing recipe from them (similar to ‘Ready Steady Cook’). This would pros and cons and what they demonstrate how, during rationing, people would have to make a meal would do next time. from what they already had.

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HenryJohn RalphBankes

Lesson Focus: To design and build a model boat. Resources Required: Resource 28.1, various tools and materials, 200g weight. Resource Context: Following service in the Navy, Henry John Ralph lived a 1/2 relatively quiet life at Kingston Lacy before handing it over to the trust, and was

actually not effected too much by WW2. However, during WW2 his beloved boat

was requisitioned for the War effort, a lesser sacrifice than many gave. This boat Art & Design Tech was one of many which he owned during his time at Kingston Lacy, taking any opportunity he could to get back on the water.

Possible National Curriculum Links: KS1 (D&T): ‘Design purposeful, functional, appealing products for themselves and other users based on design criteria’. ‘Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology’. ‘Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]’. ‘Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics’. KS2: ‘Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design’. ‘Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately’. ‘Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities’. Necessary Prior Knowledge:  Basic knowledge of material buoyancy  Knowledge of using tools safely and appropriately Suggested Success Criteria: All: I can design and make a boat which supports a 200g weight. Preliminary Brainstorm the different processes for designing and making a product e.g. researching materials, making several designs etc. Contextualise lesson by showing pupils resource 28.1 and explaining the background information (as shown above). Activity  Introduce design brief- to create a boat powered which can support a 200g weight for 30 seconds  Divide page into two and ask pupils to produce a concept design for the boat. On one half of the page draw the boat from above, on the other the boat from the side.  Decide what each part of the design is going to be made from, and test the properties of the material i.e. can it float, will it soak up the water.  Pupils go away and collect the household waste objects that they need for their design, such as plastic bottles and foil, before making the boat itself.  Pupils test their boats by seeing if their boats will support the weight or not in a sink or bucket.  Either during the design process or after the project, pupils write it up into a report using a standard ‘Aim, research, method, predictions, results, conclusion’ formula. Extension: Variations: Pupils discuss how they would Pupils could have a different design brief for the boat design e.g. it has need to adapt their design to to move using an elastic band ‘motor’. support a 1kg weight. More advanced pupils could investigate the forces involved.

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Appendices

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Dorset History Centre Learning Service

The Joint Archives Service (JAS), based at Dorset History Centre (DHC) is operated on behalf of Bournemouth Borough Council, Dorset County Council and Borough of Poole. Partnership between the three authorities as delivered through the joint service sits at the heart of JAS activities and underwrites the protocols and processes by which DHC preserves material. DHC is the sole local authority archive within the county with Approved Repository status as designated by The National Archives. Archives are documents (hand-written, printed items, maps, plans, slides, postcards, photographs, audio-visual material, digital records and comparable items in diverse physical formats) from all dates. They are items that have been selected through a process of appraisal as being worthy of permanent preservation. DHC is the physical and virtual hub for the archival heritage of Bournemouth, Dorset and Poole in both hard copy and digital formats. The JAS acquires, preserves and makes accessible the archives of Bournemouth, Dorset and Poole and so promote cultural, economic, educational and social well-being. Through its learning and outreach policy the JAS aims to: • To engage new and non-traditional audiences with archives. • To encourage the appreciation and use of archives and local studies by all groups and individuals (outside formal education) as aids to learning, leisure, community cohesion and resilience. • To liaise with heritage-related projects and initiatives to facilitate positive collaboration so ensuring that archive and local studies content is represented within project outcomes as appropriate. • To provide high quality learning opportunities based on the JAS collections to schools, further and higher education services linked to their learning outcomes. • To liaise with colleagues in related sectors (museums, libraries, arts, adult learning and social care) to ensure that opportunities for partnership and joint commissioning are realised.

• To promote the JAS and its collections41 through outreach and marketing at events and to local groups and organisations.

Useful Websites

The Bankes Archive and Blog dcc.dorsetforyou.gov.uk/bankes-archive

Libraries West www.librarieswest.org.uk

Dorset History Centre www.dorsetforyou.gov.uk/dorsethistorycentre

Kingston Lacy www.nationaltrust.org.uk/kingston-lacy

Corfe Castle https://www.nationaltrust.org.uk/corfe-castle

Priest’s House Museum www.priest-house.co.uk/

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Suggested Reading William John Bankes  Narrative of the Life and Adventures of Giovanni Finati. Written by Finati and edited by William John, these two volumes detail his life and travels across Egypt and the Middle East with William. ‘His exploits and experiences are described in this lively and remarkable account, which Bankes took pains to verify from historical records.’ (Free on google books)  The Obelisk and the Englishman, By Dorothy U. Seyler. ‘Enhanced by many of Bankes drawings and paintings, this engaging story is full of vivid detail about the beginnings of Egyptology, Regency England, and a fascinating individual, and it sets the record straight about Bankes’ crucial role in setting the stage for the work of later scholars.’  The Exiled Collector, By Anne Sebba. ‘Based on extensive research from previously undiscovered archives, this is the first ever biography of William Bankes. Brilliantly written and highly readable, ‘The Exiled Collector’ recounts Bankes’ dramatic life story, examines the psychology of collecting, the pain and creativity of exile and affords a revealing insight into the minds of a hypocritical ruling elite in early Victorian Britain.’  Adventures in Egypt and Nubia, By Patricia Usick. This biography of William John follow his life from his political career to his travels through Egypt and the Middle East between 1815 and 1819.  Belzoni’s travels, Edited by Alberto Siliotti ‘”The most fascinating book ever written about Egypt” according to Howard Carter who discovered the tomb of Tutankhamun, the travel journal of G.B. Belzoni…recreates the atmosphere of early nineteenth-century Egypt and the exploits of the pioneering explorers and excavators of its ancient monuments.’

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Life on the Bankes Estate  A Kingston Lacy Childhood, By Viola Bankes and Pamela Watkin. ‘Viola Bankes’ remarkable reminiscences of an Edwardian childhood at Kingston Lacy’.  A Dorset Heritage: The Story of Kingston Lacy, By Viola Bankes and A.L. Rowse. ‘This is the story of the Bankes family of Dorset and the house of treasures which they made at Kingston Lacy. Told by Viola Bankes, sister of the man who in 1981 bequeathed Kingston Lacy to the National Trust, the story begins with the launching of the family fortunes by Sir John Bankes, Chief Justice under Charles I.

Sir John and Lady Mary  Description of Corfe Castle in The Isle of Purbeck, By Thomas Bond.  Story of Corfe Castle, and of Many Who Have Lived There, By George Bankes. ‘Collected from Ancient Chronicles and Records, also from the private memoirs of a family resident there in the time of the Civil Wars’, this book (written by the great, great, great grandson of Sir John and Lady Mary) details the story of Corfe Castle and its inhabitants.

Women of the Bankes Family  To Partake of Tea: The Last Ladies of Kingston Lacy, By Geoffrey Brown. ‘This is the story of life in a great country house, Kingston Lacy near Wimborne in Dorset, during the last eighty years that it remained in private ownership, from 1897 to 1981. Times of glamour, bereavement, sadness and benevolence are recalled through the eyes of Henrietta Bankes and her daughter-in-law Hilary, the estate's last influential chatelaines’.

Henry Ralph Bankes  Kingston Lacy and the American Hospital, By Keith Eldred (Only available for reference at Dorset History Centre). This volume, researched and assembled by a volunteer, gives detailed information about the use of the estate by the American Army.

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Info Sheet 1: Kingston Lacy WWII American Hospital

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Info Sheet 2: Kingston Lacy WWII American Hospital These photographs were taken in 1945 by John Mandel who worked in the 106 General Hospital Laboratory. The notes are John’s own words, as written on the back of each photograph.

Headquarters Square, 106 (U.S.) General Hospital Headquarters area, 106 General Hospital…Ambulance parked in front of headquarters building. Morgue to left of jeep and barber shop, tailor shop and P.X. in building on right. April 1945

Looking from entrance out. Main road is just outside gate Men lined up outside mess hall…men with white leggings are M.P’s (Military Police?)

A familiar scene almost every day for 2 weeks before we left. A show down inspection see that the men had every item of Prisoner of War Stockade, Kingston Lacy clothing, in the proper quantity & quality.

My home in the E.T.O. also shared with 15 other men. Triangular affair on right is a gas attack alarm. Building in shadows on right is An outdoor lesson the latrine, or ablutions as the English say. Again note trees- truly we are in the nicest location in England 46

1735 Thursday 7 September 1944 England Info Sheet 3: Kingston Lacy WWII American Hospital "We are having a dress parade tomorrow (not senior or field grade Wednesday 2018 officers) and a formal presentation of the Silver Star to one of our 19 July 1944 hero patients. We are also slated for a "technical inspection" for England tomorrow ‑ so it will be quite a big day.

My Dearest I'm telling you, the spit and polish in the U. S. A. is nothing to what it is over here. I might almost say care of the patient is secondary. After supper I made my bed and put my clothes in my They know we will do that work no matter what else we have to do rough board hand-made boxlike cupboard. I have a nice big so they really bear down on our housekeeping. No man can find English desk in the room which is quite lovely size. Senior any dirt in my building anywhere, anytime. A patient walks through officers have a room to themselves. or is carried through, he is followed by one of my boys with a dry mop, who wipes up his footprints. We scrub and wax and polish our We are quite near to that very lovely estate I told you floor twice weekly. Three privates have a police roster which they about some days ago and we are among these great old sign alternately every hour all day long. During that hour he cleans, trees; rolling hillocks abound, and much green green grass dusts, shines the brass faucets, polishes windows, empties is everywhere. It is lovely. wastebaskets, picks up leaves, etc. Every idle moment I have I walk about trying to see something wrong. That is the way the Colonel I have all the pictures I brought with me ready to arrange wants it and that's the way the STO wants it and that's the way it shall be. My two T/4S wouldn't come up to my expectations so I on my desk now and I am saving that pleasure until I have a had a buck sergeant put in over them and he is making them keep hot shower and shave after I finish this. I have to walk at it. I was spending all my time or too much of it supervising them. about 100 feet to the 'ablution building' but we have It runs better now and we shine. constant hot water, plenty of it and what a pleasure that is. My work is only 500 yards away from my quarters now and Did I tell you about our building? The building is black brick. The floors are concrete, painted black like a baseboard. We keep it the mess hall the same distance the other direction. PX is waxed and it shines like black marble. The walls are all white on the way to work but with rationing we buy only once a painted brick inside. We keep about a thousand blankets, white week. But by next week our officers' club, 50 yards away, and blue fluffy all wool! And 200 litters in one room (stacked will be in operation and I can get a pint of English mit— geometrically straight). I have an office and a treatment room. The brown ale before supper or before going to bed. When all waiting room is 40 or 50 feet by 20 or 30. The roundabout with the the gang is here it should be very nice but of course no one flagpole and grass plot is right in front of my office. Headquarters is can say how long we'll be here." j on one side and Registrar on the other. Now with this plan you know exactly where I am all day!!

July 9, 1944 May 14, 1944 Dear Folks: I am getting your mail now since July 4th and am Dear Folks: well here in England though it has rained every day and is cold We had a quiet Sunday today: nothing to and damp. Nothing of interest has happened and there is not do but eat and sleep. I took some movies of the camp much sign of war activity here in this country locality. We are not and will forward them soon. They should be interesting working just resting or spending the time getting things in order. for they show the entire camp and surroundings. I expect to be promoted to Captain in about 3 Tomorrow I am going on duty as months; we also get a 10% raise in pay here in the European dermatologist here; this will be more in my line. theatre. There are long hours of daylight here. It does not begin to get dark until 12:30 p.m. and is light again around 5:30 a.m.! We had a fine dinner today: celery, We are rationed here; we get only 3-5¢ candy bars, 7 packs of mashed potatoes, chicken fricassee, gravy, corn, diced cigarettes (price 5¢ a pack) and a few cookies (like Lorna Doone) cabbage. In the afternoon we went to the officers club per week, also one package of gum. X Ask the post office to let for a beer. Can V you send some film V for a 620 you send some candy like nougats etc. that do not break X brownie camera. Also send the snaps we took in Watertown. They ought to be good. When we get started here I am going to be Chief of So far everything is working nicely; not too the skin ward and perhaps life will be more interesting. I have much to do and lots of congenial fellows here. spent some days looking thru the old village where I am and intend to go out one of these days and see ancient ruins nearby. Anton Everything in general is OK. 47 I am still a 1st Lt. Love, Anton Info Sheet 4: Kingston Lacy WWII American Hospital

These photographs were taken in 1945 by John Mandel who worked in the 106 General Hospital Laboratory. The notes are John’s own words, as written on the back of each photograph.

Mass admissions. The ambulances come in from the left & back in. The men line Bulletin board and real sharp pegs in ground. Building is the up and from 2-4 men take a litter and carry into building on right. There the patient’s mess hall. On left linen exchange room at rear of patients are assigned wards & carried to the ward. They then return with the pharmacy. May 1945 empty litter and blankets. Litter bearing is back breaking. Oct 1944

Laboratory, 106 General Hospital

Sgt Trentin. Copper sulphate bottles on left for determining Haemoglobin. Oct 1944 48

Info Sheet 5: Kingston Lacy WWII American Hospital These photographs of a Field Day were taken in May 1945 by John Madel, who worked in the 106 General Hospital laboratory. The notes are John’s own words, as written on the back of each photograph.

Getting outdoor mess hall fixed up- at Field Day- Lt Bourne is measuring the shot put which patient in chew hounds are forming a line already. robe has just put.

Lt McClellan one of the clowns, some nurses and Scene at Field Day. Baseball game between officers miscellaneous people and nurses. Nurse Lt Ventri at bat. Capt McFarland mess officer catching. May 1945

English children intently watching as two clowns, Lt Field Day. Field Day. Finish of 100 yard dash. Col. McClellam & Lt Woodin, making fun with a deck of cards. Cobb is timer at right. Note patient in pyjama Those kids really had the time of their life that day including the best meal in 5 years. May 1945 and stockinged feet running. 49

Info Sheet 6: Kingston Lacy WWII American Hospital

These photographs were taken in 1945 by John Mandel who worked in the 106 Another scene of the same street in Wimborne. Note how narrow the General Hospital Laboratory. The notes street is, how narrow the sidewalks- the packing together of the houses- are John’s own words, as written on the very typical of what every English village looks like. April 1945 back of each photograph.

Street scene Wimborne, Dorset, England. Central space. Building and tower in background is the Another angle of the same square as in picture one. If the ancient church. April 1945 picture is placed next to picture one & connect the two parts of the bank building together, it’s a good shot of what the whole square looks like. April 1945

Wimborne- People line up (queued up) for ice cream on one of the first days it was sold after 6 years of war. This is called ice cream, tastes nothing like American cream- probably it is due to the war. April 1945 50

Info Sheet 7: Kingston Lacy WWII American Hospital The American Army Hospital at Kingston Lacy

During WWII, as part of the planning for the Nazi invasion of Europe, the expected number of casualties was estimated. The Government soon realised that there would be more casualties than spaces at existing hospitals, which led to the creation of three more in East Dorset: at Blandford Camp, at St Leonards in Ferndown, and at Kingston Lacy. On 17th March 1943, the War Department took over 72.5 Acres (about 72 football pitches) of Ralph Bankes’ land at Kingston Lacy. He was to be paid £145 per year (worth about £3500 today) for this, but many stories state that he received very little of this money! The Building of the Hospital By the end of summer 1943, work had begun to clear the site so that the building of the hospital could start. This work was finished by the end of March 1944, and the site lay between Blandford Road in the North and Abbot Street in the South, with the main entrance at Tadden. The hospital site itself consisted of just over 100 buildings of different shapes and sizes. The main wards, operating theatres, clinics, kitchens and messes were made from brick with concrete bases, and were all centrally heated with full plumbing, including flushing toilets. They were all linked by corridors and walkways, and the site also had two libraries, a cinema, a chapel, a mortuary and a Post Exchange. There was also a large Red Cross building equipped with a stage, piano, table tennis tables and comfortable chairs. The accommodation for Doctors and Nurses was in wooden huts heated by two stoves, each housing thirty people in bunk beds. Again, hot water was pumped in from a central boiler system powered by coal or wood. Approximately 81,000 gallons of water were used per day by the camp, so a water tank was installed next to St Stephen’s church in Pamphill, with the water itself provided by Wimborne town. There was also the problem of sewage generated by the camp, so a treatment plant was installed on the site, close to Blandford Road. Records show that it seems to have been very efficient, but as you would expect could occasionally be a little smelly! However, all of these services were far better than those available to residents of Wimborne, who mostly did not have flushing toilets or a hot water tap! On 23rd March 1945, a compound was built for prisoners of war, measuring about 150m by 150m. It was surrounded by barbed wire, with a watch tower in each corner. Prisoners lived in tents within the camp, and could hold 250 men if necessary (although records show that no more than 50 German Prisoners were there at any time). The German prisoners were used as a labour force on the site, supervised by American soldiers. The Occupants Between the 3rd April 1944 and 25th July 1945 the Hospital was run by ‘28th (U.S.) General Hospital, but were then redeployed elsewhere after this period. At this point the Hospital was handed over to the 106th (U.S.) General Hospital, who remained at Kingston Lacy until

51 the Hospital closed. This unit consisted of 56 officers, 1 warrant officer, 100 nurses, 3 physical therapy aides, 3 dieticians and 500 other ranks, and was commanded by Lieutenant Colonel Orval J Miller. They initially trained in Alabama, before eventually embarking on troopships to Liverpool where they arrived on 30th June, and catching the train from Liverpool to Wimborne. The unit’s report states that it was ‘a cold rainy English morning’ on 1st July. Before the 28th had left the Hospital, some of the 106th stayed in Wimborne Town. It was important that everyone adjusted to this new country, so classes were given on Military Courtesy, Anglo-American relations, Racial Problems, Security, Air Raid and Blackout Regulations and the Conservation of Food and Fuel. Patient Care Most of the patients who came to Kingston Lacy arrived by train at either Wimborne or Sturminster Marshall Railway stations, where a fleet of ambulances met them, ready to transport them to the hospital. The hospital trains generally carried about 300 injured men and the transfer could be done in about an hour. The 106th were soon joined by nurses from eleven different American hospitals in the UK, which initially caused a problem as each of these hospitals had their own way of doing things! However, after the initial confusion and some retraining, the Hospital began to run smoothly once again. Between the 25th July 1944 and the end of December 3,942 patients were admitted to the hospital- 2,642 to the surgical wards and 1,300 to the medical wards. During this time, there were 2,711 dental consultations carried out, 6,199 X-ray examinations, and 16,913 completed laboratory tests. Sadly, the hospital also had to carry out 96 amputations. There was only one death recorded, which was the case of a man who died as he was being taken off the train at Wimborne, and nothing could be done for him at the hospital. The medical records also state that there were 384 psychological patients treated at Kingston Lacy, dealing with mental effects of the war. Free Time It was important that staff and patients had some form of recreation. On the site there were basketball, volleyball and badminton courts, and the estate gave permission for nearby fields to be used for football (probably American Football!) and baseball. The hospital also had a 150 seat cinema with two shows per night, and different films three times per week. Kingston Lacy also had its own radio station, broadcasting Armed Forces radio programmes. Song requests were played, and anyone with something of interest to talk about was interviewed. When possible, Theatre trips and trips into Wimborne and other places of interest were organised. The libraries proved to be popular, with the hospital becoming the first to set up a school teaching a variety of subjects for anyone interested. Bands and concerts were also organised, with the weekly dance most popular, possibly because of the girls shipped in by truck from Wimborne Square!

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The War Continues… As the war in Europe progressed, the hospital became even busier. In January and February 1945, the hospital was full, with 984 patients in the main wards and a further 330 in tents in the grounds. These were heated by stoves and insulated, keeping them the same temperature as the rest of the hospital. There was also a shortage of water during this time, which caused rationing until a new water pipe could be put in place. Fuel of all kinds was also in short supply, and even food became a problem. It became difficult to find meat for patients on normal and high protein diets, as the main priorities were for those soldiers still fighting on the front line. Between 1st January 1945 and the beginning of July 1945, a further 4,282 patients were admitted to the hospital, with 6 deaths at Kingston Lacy. The End of the War Following VE day on the 8th May 1945, preparations were made to close the hospital. By the 6th July all the patients had gone and on the 11th July the 106th left Kingston Lacy. Although only active for 16 months, Kingston Lacy’s Army hospital treated up to 20,000 patients as far as the records can tell us, quite a considerable achievement! The hospital site was officially closed in 1947, but some of the buildings were used for various functions, including housing refugees and temporary housing. Finally in 1958, the camp was demolished and handed back to Ralph Bankes, 15 years after its initial requisition and 13 years after the war ended.

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Info Sheet 8: Countries Travelled to by William John Bankes

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Info Sheet 9: Civil War Timeline (in relation to Bankes family)

1624-29- Sir John Bankes sits in House of Commons. 5th June 1631- Sir John was knighted.

1635-36- Sir John buys Corfe September 1634- Sir John Castle and Kingston Lacy was appointed Attorney- Estates. General to the King. Holds this position during Hampden’s Ship Money case in 1638. January 1640- Sir John made Chief Justice of the Common Pleas.

1641- Leaves Corfe Castle to attend to the King in Oxford.

May 1643- Most of Dorset in Parliament control, Corfe stays royalist. First siege begins.

August 1643- First siege ends. December 1644- Sir John dies.

1645- Corfe Castle Second March 1645- Parliament vote Siege begins and ends. to slight (destroy) Corfe Castle. Garrison and those inside allowed to leave.

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