FIRST WORLD WAR TEACHERS RESOURCE PACK DOVER FIRE COMMAND POST AND PORT WAR SIGNAL STATION

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1 FIRST WORLD WAR TEACHERS RESOURCE PACK DOVER FIRE COMMAND POST AND PORT WAR SIGNAL STATION This pack will help teachers of all key stages plan a visit to Dover s Fire Command Post and Port War Signal Station, which provide essential insight into the role of the British Army and the Royal Navy in the First World War. Use these resources before, during and after your visit to help students get the most out of their learning. To book your free self-led visit, go to: bookings.english-heritage.org.uk/education CONTENTS RESOURCE PAGE Historical Information 2 4 Timeline 5 6 Floor Plan 7 KS1 Curriculum Links and Activities 8 10 KS2 Curriculum Links and Activities KS3 Curriculum Links and Activities KS4 Curriculum Links and Activities P a g e

2 HISTORICAL INFORMATION DOVER FIRE COMMAND POST AND PORT WAR SIGNAL STATION Warships in Admiralty Harbour at the end of the First World War. Dover Museum and Bronze Age Boat Gallery A DEFENDED PORT Dover has been militarily and strategically important since Roman times for two simple reasons: it is the shortest crossing point to France and it is located on the Straits of Dover, the vital seaway between the North Sea and the Atlantic Ocean. In 1914, with a peacetime garrison in the castle and on the Western Heights, and a busy port, soldiers and sailors were and had for many years been part of everyday life at Dover. Before the war, Dover was designated as a Defended Port, with an army garrison to defend it from land and sea attacks. THE IMPACT OF WAR ON DOVER When the First World War was declared on 4 August 1914, the huge Admiralty Harbour was crucial. It supported the naval forces (famously known as the Dover Patrol) that could control the Straits and safeguard troops and supplies. It also provided a safe haven for ships that brought the resources of the Empire to Britain. War triggered a pre-prepared defence plan, causing the number of soldiers to swell from about 3,000 to between 10,000 and 16,000, while increased naval activity brought more sailors. The pre-war population of around 43,000 increased on occasion to over 60,000 as men came and went. Barracks filled up, buildings were converted and hut camps were built to cope with the numbers. Dover became one huge fortress with a garrison to hold the port at all costs. 2 P a g e

3 Men of the Royal Berkshire Regiment, training with a Maxim machine gun at Dover in The Rifles Berkshire and Wiltshire Museum THE ROLE OF THE ARMY The soldiers of the Royal Garrison Artillery (RGA) defended Dover from landward and seaward attack with big coast defence guns. Other regiments of the garrison built and defended a string of detached earthworks, trenches, barbed-wire entanglements and strongpoints on the high ground around the town, with checkpoints to monitor comings and goings. Camps of temporary huts, rifle ranges and training facilities enabled thousands of recruits to prepare for active service in the war. The seaward approaches to the port were defended by 16 big guns of the RGA and 14 searchlights of the Royal Engineers. These enabled close defence of the port and longer-range firing against hostile ships at sea, all of which was co-ordinated by an officer in this room the Fire Commander. THE FIRE COMMAND (FC) POST AT DOVER In wartime, the Dover FC Post protected the Fortress and Admiralty Harbour against attack from the sea, 24 hours a day. In the First World War, 13 men of the RGA worked here in watches of 4 or 6 men, on duty for 8 or 12 hours. Their responsibility covered the sea and coast from Folkstone (6 miles west) to St Margaret s Bay (4 miles east) and the activities of almost 500 men of the RGA and Royal Engineers who manned guns and searchlights. Orders were sent to the guns from a telephone exchange which connected all parts of the Fire Command. The Fire Commander was responsible for 16 coast guns and 14 searchlights. The decision to open fire was his, in conjunction with the Fortress Commander, and in action he was in charge. The Fire Commander relied on naval intelligence from the Port War Sign Station (PWSS) on the floor above, and regularly co-operated with the Chief Officer in charge of the PWSS. 3 P a g e

4 Signalling practice in the RN during the First World War. IWM THE ROLE OF THE NAVY The Dover Command, Royal Navy (RN), was very important in the First World War. The main roles of the Dover Command were: - Guarding the Straits, the southern exit of the North Sea, to prevent German U-boats reaching the Atlantic to attack merchant ships - Escorting supply, troop and hospital ships - Laying anti-submarine nets and minefields - Clearing German mines - Bombarding German troops in France and Flanders, from ships and aircraft. THE PORT WAR SIGNAL STATION (PWSS) AT DOVER At this time the RN was developing a worldwide network of War Signal Stations. Those within Defended Ports, like Dover, were called Port War Signal Stations. The PWSS at Dover was built above the army s Fire Command Post. It was completed on 3 September 1914, a month after the start of the First World War. It helped to control the movement of all ships into and out of Dover harbour. In wartime, naval staff carried out round-the-clock observation of the approaches to Dover harbour from the Straits. Staff in the PWSS identified RN warships visually or by exchanging signals, while the ships waited outside the harbour: only then were they permitted to enter port. The wide window was for watching, with binoculars, for approaching RN ships and potentially hostile ships and aircraft. The roof above was used for visual signalling such as semaphore and Morse code. Those on watch were trained to make quick, accurate identifications and send that information up the chain of command. Orders could then be given to allow entry of a ship, or to alert the naval and military defences such as the FC Post below. 4 P a g e

5 TIMELINE DOVER FIRE COMMAND POST AND PORT WAR SIGNAL STATION 19 TH century 1847 Building of Admiralty Harbour begun Hospital Battery built for three 10-inch guns: one of four new gun batteries built to defend Dover Harbour from seaward attacks Hospital Battery guns withdrawn. 1890s Dover designated a Defended Port Position-finding cells built in former gun positions. 20 TH century 1905 Fire Command (FC) Post built in central gun position. Dover Fire Command established Admiralty Harbour completed. First World War 1914 The First World War begins in Western Europe. Port War Signal Station (PWSS) built above the FC Post. Dover Patrol and the Dover Fortress area established. First bomb dropped on England at Dover FC Post extended to provide office for Fire Commander and Officer Commanding Electric Lights Submarine and Zeppelin attacks on Dover Concrete cover built over FC Post to protect against aircraft. Dover Patrol raid on German held port of Zeebrugge. First World War ended FC Post and PWSS closed. 5 P a g e

6 1933 Adolf Hitler becomes Chancellor of Germany. Second World War 1939 Start of Second World War after Germany invades Poland. FC Post and PWSS reopened as war is declared on Germany Concrete blast wall built behind FC Post and PWSS. Thousands of troops from Dunkirk pass through Dover. The Battle of Britain Another larger and taller concrete building erected to cover FC Post and PWSS. Germany invades Russia End of Second World War after atomic bombs dropped on Japan. FC Post and PWSS closed down. 6 P a g e

7 FLOOR PLAN DOVER FIRE COMMAND POST AND PORT WAR SIGNAL STATION 7 P a g e

8 KS1 CURRICULUM LINKS AND ACTIVITIES DOVER FIRE COMMAND POST AND PORT WAR SIGNAL STATION KEY STAGE 1 CURRICULUM LINKS History events beyond living memory that are significant nationally or globally significant historical events, people and places in own locality Geography basic vocabulary including: beach, cliff, coast, sea, town, port, harbour etc. map skills: use simple compass directions (north, south east and west), and locational and directional language Maths sequence events in chronological order using language recognise and use language relating to dates, including days of the week, weeks, months and years Cross-curricular: English, Drama, Design and Technology ACTIVITY 1 BEFORE YOUR VISIT Learning Objectives: Understand the basic geography of Dover Castle and the surrounding area. Develop basic map-reading skills and learn important vocabulary. Recommended for: Years 1 & 2 8 P a g e

9 Summary: On a class projector screen, use Google Maps to orientate your class before their visit. Use the map view to locate Dover Castle on the South East coast line. Notice the geographical relationship between Dover Castle and Admiralty Harbour. Switch the view to Google Earth to give your class a more detailed picture of the cliffs and landscape. Finally, use street view to explore the grounds of the castle. Try to find the Fire Command Post, pointing out to sea. Discuss compass directions (i.e. is the Fire Command Post pointing north, south, east or west?). In street view, you can place the yellow man on the roof to give your class a 360º view. You could print the map from Google and give it to students to label with basic vocabulary such as: north, south, east, west, beach, cliff, coast, sea, town, port, harbour. EH Education suggests: Adapt the activity for the Early Years Foundation Stage (EYFS) by teaching them to read the words out loud. You could use an interactive whiteboard to help them to point out these places on a projected map. Supporting resources: Find out more about Dover Castle by visiting the History webpage: ACTIVITY 2 DURING YOUR VISIT Learning Objectives: Understand how the history of the Fire Command Post (FC Post) and Port War Signal Station (PWSS) fits in with national and global events. Use language relating to dates and put events in a chronological sequence. Recommended for: Years 1 & 2 Summary: Gather your students in the Fire Commander s Office in the Fire Command Post (lower floor). It is the first room on your right when you enter, with the blue and green information panels. Point out the long timeline panel to your students and explain how a timeline works (chronological order from left to right). Ask them to use the timeline to find: the start and end dates of both world wars a building event that happened before the First World War a building event that happened during the First World War 9 P a g e

10 a building event that happened during the Second World War EH Education suggests: Differentiate the activity for the EYFS by discussing the First and Second World Wars which one came first? How do they know? Show them the dates on the timeline when the First World War begins and ends. Then show them the dates when the Second World War begins and ends. Use this to explain that the events are all in order on the timeline, from left to right. Supporting resources: Use the Historical Information on pages 2 4 of this pack, and the Timeline resource on pages 5 6. ACTIVITY 3 AFTER YOUR VISIT Learning Objectives: Understand the job of the army and navy at Dover. Recall the key similarities and differences between the army s FC Post and the navy s PWSS. Recommended for: Years 1 & 2 Summary: Ask students to think back to their visit to the FC Post and PWSS. They should try to recall the different floors: the FC Post belonging to the army and the PWSS belonging to the navy. List the similarities and differences between the FC Post (lower floor) and the PWSS (upper floor). Use this list to discuss the different jobs of the army and navy. EH Education suggests: Differentiate the activity for the EYFS by calling out a list of different features from the FC Post and PWSS. Students should try to remember whether they were in the PWSS (upper floor) or the FC Post (lower floor). To get you started, here are some features and where to find them: FC Post plotting table, telephone exchange, Depression Position Finder, donkey ears binoculars, soldier s tin hat, guns, speaking tube PWSS signal platform, observation room, semaphore diagrams, morse code exhibition, telephones, coding table, naval code books Supporting resources: Use the Site Plan resource on page 7 of this pack. 10 P a g e

11 KS2 CURRICULUM LINKS AND ACTIVITIES DOVER FIRE COMMAND POST AND PORT WAR SIGNAL STATION KEY STAGE 2 CURRICULUM LINKS History a local history study (e.g. a British depth study or a study over time tracing how several aspects of national history are reflected in the locality) an aspect or theme in British history beyond 1066 (e.g. the First World War) Geography map skills: use the eight points of a compass, four and six-figure grid references, symbols and key to build knowledge of the UK use fieldwork to observe, measure, record and present the human and physical features in the local area Maths compare durations of events solve practical and number problems (e.g. code breaking) Cross-curricular: English, Drama, Design and Technology ACTIVITY 1 BEFORE YOUR VISIT Learning Objectives: Understand the differences between the army and the navy at Fortress Dover. Explore the various forms of communication used by the navy and army. Develop a list of subject-specific terminology. 11 P a g e

12 Recommended for: Years 3 & 4 Summary: Use the Historical Information on pages 2 4 of this pack. Read it with your class and look up any naval and military terminology they don t understand. Now get them to spot the difference between the role of the navy and the role of the army at Dover. Next, introduce students to the following forms of WW1 communication: semaphore, Morse Code (sound and light), wireless telegraph and telephone. For all new terminology, encourage students to create a personal log book or glossary which they can bring and add to as they explore the site. EH Education suggests: As a pre-visit activity, students could make their own semaphore flags to bring with them when they visit. Supporting resources: Adapt the Historical Information resource (on pages 2 4) to suit your teaching and learning needs. Use Google Images to find examples of the Morse Code and semaphore alphabets for students. ACTIVITY 2 DURING YOUR VISIT Learning Objectives: Explore the Fire Command Post (FC Post) and Port War Signal Station (PWSS) and develop skills of observation. Interact meaningfully with the displays in the FC Post and PWSS. Recommended for: Years 3 6 Summary: Before entering the FC Post and PWSS, split the class in half. Send one half to the upper floor (PWSS) and the other half to the lower floor (FC Post). Ensure staff members are present on each floor to promote student safety and good behaviour. Ask students to explore the floor and its rooms in pairs. Encourage each pair to interact with the displays and gather as much information as they can. Once the group has had fifteen minutes on this floor, get them to swap to the other floor and repeat the activity. Once they have finished exploring both floors, ask students to conduct a short interview with their partner. They should find out: 1) Their partner s favourite part of the FC Post or PWSS and why 2) Something new their partner has learnt 12 P a g e

13 3) A question their partner still has about the FC Post or PWSS You can tweet students questions and one of our experts will do their best to provide an answer. EH Education suggests: To simplify this activity for Years 3 & 4, you could adopt a more structured approach: 1) The adult supervising the floor guides students through the rooms and gives a brief introduction to each. You can download the Site Plan resource to help. 2) Split the students into groups and tell each group which room to start in. 3) After five minutes, instruct the groups to rotate to the next room. 4) Repeat until you are happy that the students have engaged properly with the floor they are on. Supporting resources: Use the Site Plan resource, which you can find on page 7 of this pack. ACTIVITY 3 AFTER YOUR VISIT Learning Objectives: Place Dover s FC Post and PWSS in its geographical context. Develop map-reading and orientation skills. Recommended for: Years 3 6 Summary: On a class projector screen, or with students at individual computers, use Google Maps to remind your class of the location of Dover Castle and the surrounding area. Use the standard map view to locate Dover Castle on the South East coast line and notice the geographical relationship between Dover Caste and Admiralty Harbour. Switch the view to Google Earth to give your class a more detailed picture of the cliffs and landscape. This would be a good opportunity to discuss topography and learn key terminology relating to cliffs and coasts. Finally, use street view and place the yellow man on the navy s signalling platform (the roof of the PWSS). Ask students to list all of the different things they can see on the 8 different points of a compass. You can also use this opportunity to discuss the significance of latitude, longitude and co-ordinates. EH Education suggests: Use an Ordinance Survey map as a comparison. 13 P a g e

14 KS3 CURRICULUM LINKS AND ACTIVITIES DOVER FIRE COMMAND POST AND PORT WAR SIGNAL STATION KEY STAGE 3 CURRICULUM LINKS History challenges for Britain, Europe and the wider world 1901 to the present day (e.g. the First World War) a local history study (e.g. a British depth study or a study over time, testing how far sites in their locality reflect aspects of national history) Geography understand physical geography processes (e.g. rocks, weathering, soils, hydrology and coasts) through place-based examples use fieldwork to collect, analyse and draw conclusions from geographical data Cross-curricular: Maths, English, Drama, Citizenship, Design and Technology ACTIVITY 1 BEFORE YOUR VISIT Learning Objectives: Consider Dover Castle in its local context. To develop skills of research and historical enquiry. Recommended for: Years 7 & 8 Summary: Ask students to research the history of the local area as a pre-visit research task. They could do this on their own as a homework project or in groups as a classroom project. Ask them to focus on one of the following 14 P a g e

15 studies: a local depth study, focusing on a specific time period e.g. Dover during the First World War a thematic study, focusing on how one particular aspect or theme has changed over time at Dover e.g. local industries, landscape, warfare etc. You may want to provide them with some images and text-based sources to start them off on their research. Once they have gathered enough information, ask students to present their research findings to the rest of the class. EH Education suggests: To extend this activity for Year 9, you could use the research project to open up discussions about primary and secondary sources, issues of reliability and bias, plus skills of scrutinising historical evidence. You could spend some time creating a list of effective research skills and techniques before students begin the project. They can then use this list as success criteria to help them to interrogate historical sources along the way. Supporting resources: Use the Historical Information (on pages 2 4) and Timeline (on pages 5 6). You can adapt these resources to suit your teaching and learning needs. Google Maps can help students to develop their geographical knowledge of Dover Castle and the surrounding area. The English Heritage website is a reliable source of historical information and would be a good starting place for students: ACTIVITY 2 DURING YOUR VISIT Learning Objectives: Identify the different roles of the Royal Navy (RN) and the army during the First World War at Dover. Understand the various forms of communication and equipment used by the army and the RN. Recommended for: Years 7 9 Summary: Give students the opportunity to tour and explore the FC Post and PWSS, reading the information panels and engaging with the interactive opportunities. Once they have had about ten minutes on each floor, gather the students in the navy s PWSS (second floor) and put them into groups of three. Give each group the Team Training Assignment resource, which you can download from our Schools webpage: 15 P a g e

16 heritage.org.uk/visit/places/dover-castle/school-visits In this scenario, a suspicious ship has been spotted approaching the harbour, causing the army and navy to spring into action. Students should complete their Team Training Assignment in groups of three, using the rooms and features of the building to help them. EH Education suggests: Read the Teacher Top Sheet that comes with the Team Training Assignment for a quick summary of the resource. You could introduce students to the six First World War characters before their visit. Supporting resources: Download and print the Team Training Assignment from our Schools page, enough for one per group. ACTIVITY 3 AFTER YOUR VISIT Learning Objectives: Create a list of key words relating to the FC Post and PWSS. Demonstrate the learning that has taken place during the visit. Recommended for: Years 7 9 Summary: Ask students to create a glossary of terms linked to their visit to the FC Post and PWSS. This can include any new words and acronyms they have learnt (e.g. Royal Navy RN and Royal Garrison Artillery RGA ). You could do this as a class glossary by asking students to work in groups on different sets of words. Each group could take responsibility for listing key words which relate to different categories such as: people, rooms, technical equipment, objects, weapons etc. In order to demonstrate progress, students could then use the knowledge they gained during their visit, plus their new vocabulary, to add extra details to their pre-visit research. They could even re-do their presentation for the rest of the class to demonstrate their learning. EH Education suggests: You could ask students to bring a notebook to Dover Castle so that they can jot down words and their definitions, or any words they are still unsure of. Supporting resources: Use the Historical Information resource (on pages 2 4) as reminder of some key words that relate to the RGA and the RN. 16 P a g e

17 KS4 CURRICULUM LINKS AND ACTIVITIES DOVER FIRE COMMAND POST AND PORT WAR SIGNAL STATION KEY STAGE 4 CURRICULUM LINKS AQA History Wider-world depth study: Conflict and tension, and (Paper 1, Section B) OCR History A (Explaining the Modern World) Thematic study: War and British Society c.790 to c.2010 (Component 2) OCR History B (Schools History Project) British History: Britain in Peace and War (Component 1, Section B) The Historic Environment: History Around Us (Component 2) Edexcel History Thematic study and historic environment: The British sector of the Western Front, : injuries, treatment and the trenches; Warfare and British society c1250-present (Paper 1) Cross-curricular: Geography, Citizenship, Design and Technology, English ACTIVITY 1 BEFORE YOUR VISIT Learning Objectives: Identify the different roles of the Royal Navy (RN) and the Royal Garrison Artillery (RGA) during the First World War at Dover. Research the military and naval structure in the First World War. 17 P a g e

18 Recommended for: Years 10 & 11 Summary: Before visiting, share the First World War Character Cards with students, which you will find in the Team Training Assignment resource on our Schools webpage: Students could use this as a starting point for an independent research project into the differences between the army and the Royal Navy at Dover. Introduce students to the idea that the army and the navy were two distinct organisations, with distinct roles. They shared a building at Dover but they each occupied their own purpose-built space: the Fire Command (FC) Post belonged to the army and, above it, the Port War Signal Station (PWSS) belonged to the navy. The army and navy relied on each other s services and needed to work closely with one another, and with the Examination Service in the port. Together, they defended the land and sea at Dover, and ensured safe passage of friendly ships. This was just one part of a national war effort, which students would benefit from researching before they visit. To explore this idea further, students could research the military hierarchy in the First World War (ranks and chain of command). They should then research the structure of the Royal Navy in the same way. EH Education suggests: Students could demonstrate their research by creating an annotated diagram showing the British military and naval structures in the First World War. Supporting resources: Use the Historical Information and Timeline on pages 2 6 of this pack. You can also use the Floor Plan on page 7 as a visual aid for students, to help them to distinguish between the FC Post (lower level) and the PWSS (upper level) before they visit. ACTIVITY 2 DURING YOUR VISIT Learning Objectives: Identify the different roles of the Royal Navy (RN) and the army during the First World War at Dover. Understand the various forms of communication and equipment used by the army and the RN. Recommended for: Years 10 & P a g e

19 Summary: Before entering the building, ask students to get into pairs and label themselves A & B. A s will start by exploring the lower floor (FC Post) whilst B s explore the upper floor (PWSS). Ensure there are members of staff on both floor to supervise students. Allow students minutes to explore their floor, interacting with the displays where it is possible to do so. They could use the Floor Plan resource (on page 7), and label it with any interesting features they find as they explore. When their time is up, they should meet their partner outside and tell them three things to look out for on the floor they have just explored. Students can then swap (Bs go to the FC Post and As got to the PWSS). Once both students in the pair have explored both floors, get them to come back together to conduct a short interview. They should ask their partner: 1) In your opinion, what was the most interesting feature of the FC Post or PWSS and why? 2) Pick one area of the building and describe what you saw, heard and felt in that location. 3) What new information have you learnt today? If students have any questions, they can tweet them and one of our experts will do their best to provide an answer. Next, students should complete the Team Training Assignment, which you can download from our Schools page: In this scenario, a suspicious ship has been spotted approaching the harbour, causing the army and navy to spring into action. Students should complete the activity in groups of three, using the rooms and features of the building to help. EH Education suggests: You might want to introduce students to the six First World War characters before their visit. Supporting resources: Download and print the Team Training Assignment from our Schools page, enough for one per group. ACTIVITY 3 AFTER YOUR VISIT Learning Objectives: Better understand the role of the army at the Dover Fire Command Post. Empathise with the troops on watch at the Dover Fire 19 P a g e

20 Command Post. Recall key subject-specific terminology. Recommended for: Years 10 & 11 Summary: Students could respond to their visit to Dover FC Post and PWSS by creating a glossary of terms linked to their visit. This can include any new words and acronyms they have learnt (e.g. Royal Navy RN and Royal Garrison Artillery RGA ). They can then apply this understanding by writing a military report about the achievements of the troops. For inspiration, share the following extracts with your class. They are taken from a real army report, which details the achievements of different units in No. 46 Company of the Royal Garrison Artillery in the year , whilst stationed at Dover: On 10 th December 1914, South Breakwater took part in repelling a sub-marine attack, at 5.am. and 7.am. Battery Commander Major A. J. Breakey R.G.A. On 12 th January 1915, at 12.mn., South Breakwater beat off a sub-marine attack on western entrance to the harbour. Officer of the watch, 2 nd Lieut H.Simonis R.G.A. On 27 th February 1915 Pier Extension opened fire at 7.55.pm. at a sub-marine which appeared in No. 3 Electric searchlight beam. Officer in charge, 2 nd Lieut N.L.Borkott R.G.A. Ask students to imagine they are working for No. 46 Company at Dover in the year They are on duty in the FC Post and have just been involved in repelling an enemy sub-marine. They need to write a short report to explain what happened. It should follow the same structure as the examples above: date and time, unit involved, details of the achievement, person in charge at the time. 20 P a g e