EDUCATOR’S PACK CONTENTS

INTRODUCTION A Curiosity Manifesto! 3 by authors Christopher Lloyd and Patrick Skipworth

ACTIVITY 1 Order! Order! 7 On the concept of timelines and chronology

ACTIVITY 2 Documenting the Rock 10 Expanding our understanding of the natural world

ACTIVITY 3 From our own correspondent 12 Making the past into the present

ACTIVITY 4 What’s in a name? 14 Exploring the stories behind the names around

ACTIVITY 5 Weaving a narrative thread 15 Identifying and creating an original narrative through time

ACTIVITY 6 My favourite characters 16 Getting to know Gibraltar’s characters

ACTIVITY 7 Your own timeline 17 Developing a personal narrative of Gibraltar’s history

ACTIVITY 8 What’s next? 18 How understanding the past can help predict the future INTRODUCTION

This pack has been created for use alongside The Story of Gibraltar book. It contains eight activities for students, parents and teachers to do together.

Each activity is aimed at developing one or more core skills of Memory, Narrative, Storytelling, Visualisation, Imagination, Numeracy, Research, Literacy, Discussion, Communication and Historical Perspective.

A Curiosity Manifesto!

Learn how to use this activity pack alongside The Story of Gibraltar to encourage a lifelong love of learning.

TWO THINGS MATTER MOST WHEN CHILDREN LAUNCH INTO THE WORLD. First, they must have a treasure trove of general knowledge; second, they must carry with them a lifelong love of learning.

The reason is because today’s digital economy is overturning tradition daily, and the future is now in the hands of those creative people who thrive on change and who can combine a variety of skills to accomplish as-yet-unimagined goals. To bring up the next generation with both a general understanding of the world and a thirst for learning is a task of great importance for teachers and parents, who are our children’s first educators and primary role models.

I began to create the series of timelines after watching my elder daughter, Matilda, then aged eight, grow frustrated at school but remain eager to engage with her innate curiosity, her natural drive to explore the world around her.

Facilitating her free-ranging exploration taught me three key lessons, all of which have shaped the series. These insights also underpin the activities presented here, which I hope you will want to explore with your students.

3 THE STORY OF GIBRALTAR EDUCATOR’S PACK Introduction – A Curiosity Manifesto! Download this pack at www.whatonearthbooks.com/gibraltar LESSON 1 – Curiosity and Connection

Curiosity seeks and makes connections. Cram a brain with shards of unrelated information, take a step back, and the effect is like trying to see through a pane of shattered glass. Clear vision comes only from connecting the things we learn. We can help children achieve this more complete understanding by combining subjects into a rich tapestry of narratives that span everything from history, geography and maths to music, art, politics and technology. Curiosity serves the imagination, it empowers children to ask unique questions, develop critical skills and propels them on their own personal journeys to discover the extraordinary world they live in.

LESSON 2 – Choice and Reward

Choices appeal to us all. We like to choose what we eat or buy, where we live, what we believe. Individual well-being thrives on choice, because a natural reward, in the form of a chemical called dopamine kicks into action when the brain is presented with a choice and enabled to act on it.

LESSON 3 – Memory and Visual Context

Human brains have powers of memory that developed over millions of years, long before we invented written words and arithmetical symbols. They have evolved to process information and understand the world primarily through image recognition. Illustrated narratives are extremely powerful for learning because they enter the memory directly, without the need for unnatural translation.

4 THE STORY OF GIBRALTAR EDUCATOR’S PACK Introduction – A Curiosity Manifesto! Download this pack at www.whatonearthbooks.com/gibraltar A WORLD OF VISUAL TIMELINES

THESE THREE LESSONS – connection, choice and visual memory – underpin the format, structure and design of The Story of Gibraltar. This is a book that can be read conventionally or unfolded to reveal a giant, interconnected narrative built out of scores of pictures and captions.

Timelines are visual narratives that give users a choice. You begin and end your journeys where and when you want, but without ever getting lost. You do not have to start at the beginning and journey to the end. You can start in the middle and go backwards, or start at the end and go to the beginning. You construct the narrative.

Timelines also allow you to see multiple events taking place at any one time, connecting seemingly unconnected events. The Story of Gibraltar also uses flags and symbols to illustrate the impact of cultures, nations and religions on Gibraltar’s history, making connections easy.

I should also warn you that when children spend time with What on Earth? timelines they inevitably find out many things that their parents and teachers do not know. And of course nothing makes a young person happier than showing off superior knowledge. So prepare to be amazed!

Because of its size, children often look at a timeline together with their teachers, friends and parents, and inevitably everyone will notice different things. The result is a communal learning experience electrified through discussion and discovery.

5 THE STORY OF GIBRALTAR EDUCATOR’S PACK Introduction – A Curiosity Manifesto! Download this pack at www.whatonearthbooks.com/gibraltar THIS ACTIVITY BOOK

All the activities in this pack can be modified, adapted and extended in any way you like. They are not designed to be followed to the word. They are merely guide posts, suggestions of some of the countless ways in which knowledge can be explored together. In general, these activities are suitable for children ages 7–13. A suggested age group is listed for each individual activity.

It is our sincere hope that the activities in this pack will demonstrate, far more effectively than any words we can write, the extraordinary power of what happens when children and adults learn together using the power of natural curiosity. We believe the next generation will only flourish if, in addition to standard literacy, numeracy, and specific knowledge, children also have general understanding and, most critically of all, are bathed in a curiosity-fuelled lifelong love of learning.

Very best wishes

CHRISTOPHER LLOYD PATRICK SKIPWORTH CEO and Co-author Author [email protected] [email protected]

6 THE STORY OF GIBRALTAR EDUCATOR’S PACK Introduction – A Curiosity Manifesto! Download this pack at www.whatonearthbooks.com/gibraltar ACTIVITY 1 7–9

ORDER! ORDER!

This activity is about developing a sense of chronology. Gibraltar’s incredible history presents a great narrative for helping children develop a sense of chronology, which is key to understanding how and why historical events happened and for a deeper understanding of today’s world. This activity is about understanding the chronology of events – the order in which they took place and even how they might have led to one another.

SKILLS DEVELOPED Memory, Narrative, Storytelling

BASIC ACTIVITY 7–9 Look at the twelve illustrations on the next page and ask the student to identify the events or characters linked to each one. Next, cut out each of the illustrations and ask the student to arrange them in chronological order before building their own timeline by sticking them to sheets of paper and taping or stapling these together.

If the student is stuck, ask them to search for the corresponding dates in the book. Ask them to compare their new timeline to the one in the book. Did they get everything in the correct order?

FURTHER ACTIVITIES 7–9 Each image is just the tip of an iceberg of an amazing story. After arranging their timeline, ask the student to choose their favourite moment and research it further. Ask them to write a caption of at least fifty words on the event, or draw a cartoon depicting how it may have happened.

7 THE STORY OF GIBRALTAR EDUCATOR’S PACK Activity 1: Order! Order! Download this pack at www.whatonearthbooks.com/gibraltar STEP 1 – Ask the student to cut out the twelve illustrations below. STEP 2 – Ask the student to tape several pieces of A4 paper or poster board together to create their own concertina like the one below.

STEP 3 – Ask the student to stick the images onto their timeline in the correct order. As a further activity, they could write the date and their own caption below. A PAGE OF YOUR TIMELINE

IMAGE

DATE

CAPTION ACTIVITY 2 7–9 9–11

Documenting the Rock

This activity is designed to expand children’s understanding of the natural world. Gibraltar’s natural environment is unique, as are many of the environmental challenges it has faced historically and continues to face today. This activity challenges the student to develop their own ‘Natural ’ through their own research.

SKILLS DEVELOPED Research, Visualisation, Literacy

BASIC ACTIVITY 7–9 Read the caption and article about Pomponius Mela from the Timeline and Journal with the student. This ancient Roman and Gibraltar local produced one of the first geographies of Gibraltar, 9–11 and of the world!

Ask the student to step into Mela’s shoes and develop their own investigation of the natural world around Gibraltar. Ask the student to find out everything they can about four special species from Gibraltar. These species should include at least one plant and one animal. If the species can only be found at Gibraltar, even better! They could use books or look online, or even ask an expert from the Alameda Gardens.

Ask the student to find out their names, their scientific names (often in Latin), and an incredible fact about them, and to copy and fill out the chart below with this information, adding an illustration as well. If possible and safe, they could take a photo where the species is found instead. Now ask them to arrange their entries on a page to form their own ‘Natural History of Gibraltar’.

10 THE STORY OF GIBRALTAR EDUCATOR’S PACK THE NATURE TIMELINE WALLBOOK ACTIVITY GUIDE | ACTIVITY 1: ORDER! ORDER! Activity 2: Documenting the Rock Download this pack at www.whatonearthbooks.com/gibraltar © 2017 WHAT ON EARTH PUBLISHING. ALL RIGHTS RESERVED. WWW.WHATONEARTHBOOKS.COM Documenting the Rock

NATURAL HISTORY FACT CARD

IMAGE

NAME/ LATIN NAME

INCREDIBLE FACT

FURTHER ACTIVITIES 9–11 Gibraltar’s natural history isn’t just limited to its living creatures and plants, but also its incredible natural and manmade features. Ask the student to add two new entries to their ‘Natural History’: one should be a natural feature, such as a cave or peak, and the other an environmental challenge facing Gibraltar, such as land- reclamation, pollution or water-shortages. They should copy and fill out another card for each and add them to the ‘Natural History’.

Ask the student to find a way to organise their natural history. If they’re stuck, some possible methods might be alphabetically, by size, or chronologically, based on when different species evolved.

11 THE STORY OF GIBRALTAR EDUCATOR’S PACK THE NATURE TIMELINE WALLBOOK ACTIVITY GUIDE | ACTIVITY 1: ORDER! ORDER! Activity 2: Documenting the Rock Download this pack at www.whatonearthbooks.com/gibraltar © 2017 WHAT ON EARTH PUBLISHING. ALL RIGHTS RESERVED. WWW.WHATONEARTHBOOKS.COM ACTIVITY 3 9–11 11–13

From our own correspondent

Newspaper journalism is a dramatic, emotional, surprising and energetic style of writing that makes history come alive! Developing a news report requires communication, research, an attention to detail, an eye for presentation and style, as well as the drive to follow a lead to its conclusion. This activity asks the student to investigate a subject in detail by producing their own news report on it.

SKILLS DEVELOPED Research, Literacy, Imagination, Storytelling, Numeracy

BASIC ACTIVITY 9–11 Read any of the newspaper stories in the Journal with the student. Ask the student to choose one of the topics from the five below (which were only briefly discussed in the Timeline 11–13 and Journal) and begin their own investigation. They could use books, the internet, or ask other people. Their report should focus on a single event, rather than being a general overview (an example is listed below for each topic). Ask them to write up their investigation as a newspaper story, or produce a TV or radio news report. - The caves of Gibraltar Example: Use of the caves as a hospital in WWII

- Spanish rule at Gibraltar Example: Construction of the Spanish Walls under Charles V

- at Gibraltar Example: German U-boats in the - The evacuation of Gibraltar (in World War II) Example: Settlement of in

- The harbour of Gibraltar Example: Gibraltar declared a Free Port after British takeover

12 THE STORY OF GIBRALTAR EDUCATOR’S PACK Activity 3: From our own correspondent Download this pack at www.whatonearthbooks.com/gibraltar From our own correspondent

FURTHER ACTIVITIES 9–11 Ask the student to design a five–question quiz based around their report. Look at the quiz on the back of the Timeline for inspiration. They should test friends, parents and teachers and 11–13 draw up a graph or bar chart of their results.

13 THE STORY OF GIBRALTAR EDUCATOR’S PACK Activity 3: From our own correspondent Download this pack at www.whatonearthbooks.com/gibraltar ACTIVITY 4 9–11 11–13

What’s in a name?

Hidden within a name can be a story stretching back centuries. This activity requires research and documenting skills, and challenges the student to investigate the origins of the many unusual place names that are found around Gibraltar, producing a poster illustrating their results. While some names might have clear meanings, others can have more obscure origins.

SKILLS DEVELOPED Research, Narrative, Discussion, Visualisation, Storytelling

BASIC ACTIVITY 9–11 Ask the student to think about some of the unusual place names they may have come across in Gibraltar – these could be the names of streets, a school, a building or a monument. 11–13 Ask them to look through the Timeline or Journal for stories explaining how different locations got their names (for example, see the account of the British takeover on the Timeline for an explanation of Jumper’s Bastion).

Now ask them to make a list of four names and investigate their origins. They could look in books or the internet, or ask a parent, friend, teacher or an expert in Gibraltar’s history. Ask them to create a poster explaining their four names. For each entry they should produce an illustration that depicts the places, events or characters involved in the story of the name.

FURTHER ACTIVITIES 11–13 Some places in Gibraltar have two names – an official, usually English name, and another name, often in Spanish. Ask the student to find out the hidden name of four places important to them – it could be the street they live on, or where their school is, or their favourite street in Gibraltar. Can they find out the origin of this hidden name? Ask them to add an extra section on the ‘hidden names of Gibraltar’ to their poster.

14 THE STORY OF GIBRALTAR EDUCATOR’S PACK Activity 4: What’s in a name? Download this pack at www.whatonearthbooks.com/gibraltar ACTIVITY 5 7–9 9–11

Weaving a narrative thread

Narratives and themes recur throughout Gibraltar and its history. This activity challenges the student to find out how a single narrative can run through history by searching for it in the Timeline and Journal and producing their own thematic comic strip.

SKILLS DEVELOPED Narrative, Historical Perspective, Storytelling

BASIC ACTIVITY 7–9 Ask the student to look at the table below and choose one of the five topics. Now ask them to find how many entries in the Timeline they can find that relate to their topic. They could 9–11 also choose entries from the Journal or the reverse of the Timeline. Ask them to produce a chronological comic strip with illustrations, captions and dialogue depicting the events relevant to each narrative topic. Each panel could depict a different event and the characters relating to it. Their comic should aim to include at least four different panels or entries.

THE COAST NATURE FAMOUS PEOPLE BATTLES BUILDINGS

FURTHER ACTIVITIES 9–11 Ask the student to come up with their own topic. Once they’ve decided on one, ask them to find how many entries fit in to that topic and create a comic strip depicting the narrative. Discuss as a group why they did or didn’t include certain entries.

15 THE STORY OF GIBRALTAR EDUCATOR’S PACK Activity 5: Weaving a narrative thread Download this pack at www.whatonearthbooks.com/gibraltar ACTIVITY 6 7–9 9–11 11–13

My favourite characters Getting to know historical figures can be a great way to understand historical events and themes. This activity asks the student to put forward their case for their favourite character to be awarded a prestigious Gibraltar Globe.

SKILLS DEVELOPED Discussion, Imagination, Communication

BASIC ACTIVITY 7–9 Ask the student to unfold the Timeline and look through it – which characters jump out? Ask the student to read the story of each character and identify their favourites. They might be the 9–11 ones they find the most interesting, or think are most important to Gibraltar’s history. Ask them to think closely about the reasons for their choice.

Now ask the student to put forward the case for their favourite character receiving a prestigious Gibraltar Globe. If in a group, each student can present their case before beginning a discussion to decide which of their choices should receive the award.

FURTHER ACTIVITIES 9–11 Not all characters have had a positive impact. Ask students to decide on the recipient of a Gibraltar Spoon. This award goes to the character who has had the worst impact on Gibraltar’s 11–13 history. Alternatively, ask the students to put the character on trial. Can they prove their innocence?

16 THE STORY OF GIBRALTAR EDUCATOR’S PACK Activity 6: My favourite characters Download this pack at www.whatonearthbooks.com/gibraltar ACTIVITY 7 7–9 9–11 11–13

Your own timeline

Connecting yourself and those close to you to history by telling your own story can be a great way to develop historical perspective. This activity gives children the chance to tell their own story about Gibraltar by producing their own timeline, requiring research skills and encouraging choice and discovery while also using design and illustration skills.

SKILLS DEVELOPED Research, Literacy

BASIC ACTIVITY 7–9 Ask the student to choose four events from their own life and note them down. They should name and write a caption for each event, and draw a picture to show what’s happening. Now ask 9–11 them to interview the oldest person they know – they could be family or friends – about four important moments in their lives. Ask them to make notes during the interview about the details of each event. They should write a name and a caption, and draw 11–13 an illustration for each of these as well. Finally, ask them to look through The Story of Gibraltar timeline and choose four events which correspond to the dates in their events.

Now ask them to lay out each of these events in order on a big sheet of paper and stick them on before unfolding their timeline to reveal their own story of Gibraltar.

FURTHER ACTIVITIES 9–11 A Timeline is only one way to tell a story. Ask the student to depict their story through a different medium, such as a flick- book, diorama or short play. 11–13

17 THE STORY OF GIBRALTAR EDUCATOR’S PACK Activity 7: Your own timeline Download this pack at www.whatonearthbooks.com/gibraltar ACTIVITY 8 7–9 9–11 11–13

What’s next?

Understanding the past can help us identify important issues to come in the future. This activity asks the student to apply their historical knowledge along with their imagination to think about what happens next at Gibraltar by considering its past as well as the issues facing it today.

SKILLS DEVELOPED Imagination, Historical Perspective, Discussion

BASIC ACTIVITY 7–9 Throughout its history, huge changes have occurred and shaped Gibraltar, while some other things have remained the same for centuries. Ask them to look at the topics below. Based on what 9–11 they know about Gibraltar’s history and its present situation from The Story of Gibraltar and other sources, what do they think will happen next? Ask them to produce a news report from the future, announcing an event that has yet to take place. The report could 11–13 relate to one of the topics below (there is an example event suggested for each).

- Language and culture Example: adopted as official language of Gibraltar

- Science and transport Example: Strait of Gibraltar Bridge opened

- The environment Example: Gibraltar achieves 100 per cent renewable energy supply

- Buildings and architecture Example: New airstrip constructed on artifical island

18 THE STORY OF GIBRALTAR EDUCATOR’S PACK Activity 8: What’s next? Download this pack at www.whatonearthbooks.com/gibraltar What’s next?

FURTHER ACTIVITIES 7–9 Ask the student to produce a proposal for something they think would benefit Gibraltar in the future. It could be a new invention, a new building or institution, or even a new law. The proposal 9–11 should include an accompanying illustration as well. Ask them to present their proposal to a group and see if they agree. If not, why don’t they agree? What changes could they make to their 11–13 proposal to secure their support?

19 THE STORY OF GIBRALTAR EDUCATOR’S PACK Activity 8: What’s next? Download this pack at www.whatonearthbooks.com/gibraltar EDUCATOR’S PACK

This pack has been created for use alongside The Story of Gibraltar book. It contains eight activities for students, parents and teachers to do together.

This pack has been created with the support and assistance of ISOLAS. ‘ISOLAS LLP and the PJI Foundation are delighted to be involved in the production of this exciting publication in the year of the law firm’s 125th anniversary. The Story of Gibraltar is a fascinating one, encapsulating not only the whole of history but stretching back even further, to the time of the . This book, which can be enjoyed by young and old alike, brings this all vividly to life.’ Marcus Killick OBE – CEO, ISOLAS

To download this pack and for more information visit: www.whatonearthbooks.com/gibraltar