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2. Learning Objective; To identify what bombing raids took place during the First World War Learning Outcome; To understand the extent and the effects of the bombing raid during the First World War. All students should be able make a judgement about the extent and effects of the bombing Some students will demonstrate an understanding of the different views surrounding the raids

3. YouTube - The First Blitz 1/5 YouTube - The First Blitz 2/5 YouTube - The First Blitz 3/5 YouTube - The First Blitz 4/5 YouTube - The First Blitz 5/5 First World War.com - The War in the Air

4. Source A : A nurse, Ursula Somerville, kept a diary in which she described Zeppelin raids We had a pretty terrifying time with the zepps again last night. We were woken At 10.30 by a terrific noise of bombs, aircraft, guns etc. All apparently around us. We rushed on dressing gowns, said a prayer and got downstairs as quickly as we Could. There was a tremendous glare in the sky to the west of us, which came From a big fire in Wood Street. I believe most of the damage was done in Oxford Street. A lot of people were killed in a motor bus. It would have been terrifying To be out, as I believe there is a fearful panic in the streets. I am afraid there must have been many casualties. Source B: A letter from Mrs Holcombe Ingelby to her son, August 1915, Describing a Zeppelin raid. I turned out of bed and looking up above is saw two Zepps. The searchlights were On them and they looked as if they were among the stars. They were very high and like Cigar shaped constellations, they kept pulling away from the search lights, only to Be caught again. It was lovely. Lesson 5

5. Source D: Sybill Morrison described the shooting down of a Zeppelin, in an article in a local newspaper, 3 rd September 1916 It was like a big cigar I suppose and all the bag part had caught fire. And it seemed to come floating down slowly instead of falling down with a bang. We knew that there would be around sixty people in it and they would be roasted to death. Of course, you weren't supposed to feel any pity for your enemies. Nevertheless I was appalled to see the good kind hearted people dancing about in the streets at the sight of 60 people being burnt alive – clapping and cheering and singing. Lesson 5

6. Source C: A print from 1917 Showing a Royal flying Corps Pilot shooting down a German Zeppelin. Created from eye Witness accounts. Lesson 5

7. Source E : A photograph of a Gotha IV bomber 1917 In May 1917 the Germans began to use these aircraft and by the end of the War there had been 57 raids. These did not cause as much damage as the ones During the Second World War because the bombs they carried only weighed 100 kilograms, capable of destroying just a few houses. Though the raids did Cause considerable loss of life. There were few ways people could protect Themselves as there were no shelters (nothing such as this had occurred before). June 1917 20 Gothas carried out a bombing raid on London in which 162 civilians Were killed and 432 injured. In total, 850 people were killed in Gotha raids in WW1 Lesson 5

8. Activities 1.What can you learn from source A about the effects of a Zeppelin raid? 2.Does source B have the same views? Give a reason for your answer. 3.What can you learn from Source D about the shooting down of the Zeppelin? 4.Devise two different propaganda captions for the print Source C: one for use in Germany and one for use in Britain. 5.Study Sources A-E and complete the table, stating the value and limitations of the sources. 6.Homework / Extension Activity - Study sources A-E put together a newspaper report on a Zeppelin raid. Include: A catchy headline, description of the damage caused, different eye witness accounts from civilians of the raid and the shooting down of the Zeppelin

9. ValueLimitations Diary (Source A)First hand account that gives immediate reactions to the attack. Evidence of panic caused Only one account of one reaction. May not be typical Letter (Source B) Print (Source c) Newspaper Report (Source D) Photograph (Source E) In pairs, study Sources A-E. One of you should give examples of the limitation of the sources One of you should give examples of the value of the sources You must use evidence from the sources themselves not from your knowledge of the topic.