CROSSING THE WHITE LINE:

THE WALTER TULL STORY

KS2 ACTIVITY PACK

written by Peter Daniel

research by Phil Vasili
design by Camilla Bergman
ACKNOWLEDGEMENTS

Written by Peter Daniel

Activities Peter Daniel

Joseph Nieszner

Original research Phil Vasili

Activity research Peter Daniel
Joeseph Nieszner
Camilla Bergman
Illustrations Ted Smith-Orr

Front cover mural Jonathan Boast

Design Camilla Bergman

Westminster Archives is proud to present the

life story of Walter Tull, which would not have
been possible without the £49,900 grant we
recieved from the Heritage Lottery Fund. As an
organisation we are committed to celebrating
diversity and this funding has allowed us to bring
the story of a Great Black Briton to the wider
audience it deserves. We would also like to
acknowledge the help of Tull biographer Phil Vasili.
Without Phil’s tireless years of research on the Tull
story this project would not have been possible.

We extend our thanks and gratitude to Marilyn

Stephenson-Knight from The Dover War Memorial
Project, whose energy and enthusiasm helped
bring the project to Folkestone, the Finlayson
family for their generosity in allowing us to
use their collection, National Archives UK for
permission to use documents in their collection
and a special thanks to all the staff who worked
with us from NCH Action for Children, The
Methodist Central Hall, The National Army Museum,
The National Football Museum, Glasgow Rangers,
Crabble Corn Mill, students from CAPA and also to

All rights reserved. None of the archive images contained

in this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or
otherwise, without the permission of the publisher.

The learning activities featured in the Crossing the White

Line: The Walter Tull Activity Pack may be duplicated for
educational purposes only.

[Link]
 Contents
All activities are linked to History Unit 20: What can
we learn about recent history from studying the life
of a famous person (Walter Tull)
ACTIVITIES Walter’s Biography
Focus: Biography
1

Walter arrives at Bonner Road 5

orphanage
Focus: Play script writing

Language lower than Billingsgate 9

Focus: Newspaper article

Play the Game 11

Focus: Poster design

A Postcard from Piave 14

Focus: Letter writing

The King’s Telegram 17

Focus: Diary writing

Should Walter Tull be awarded 19

his Military Cross?
Focus: Persuasive writing

Create a stained glass window 21

Focus: Art/design

In Memoriam 23
Focus: Poetry

Sources 28

This KS2 pack is an additional resource and compliments

Crossing the White Line: The Walter Tull Story, which can be
downloaded from the project website
[Link]
Walter’s biography - Childhood Activity 1

Focus: Biography

Using the sources provided for you on page 28, answer the questions about Walter Tull’s life
in the tables below. Once you have done this, use the information you have gathered to write
Walter Tull’s biography, photocopy the sheet on page 4.

SOURCE 1

How many members from Walter’s family lived at 51 Walton Road when the census was taken
in 1891?

SOURCE 1 & SOURCE 2

Compare the family photograph in source 2 with the census sheet in source1. Who is missing?
What do you think happened to them?

SOURCE 1 & SOURCE 3

Where was Walter’s father, Daniel, from? What do you think attitudes towards black people
were like when Walter was young?

SOURCE 4

What happened to Daniel Tull in 1897?

SOURCE 5

Walter and his brother Edward entered the Children’s Home and Orphanage in Bonner Road in
1898, but only Walter’s name appears on the 1901 Census for the orphanage. Find out what
happened to Edward? (Read page 4 in Crosssing the White Line to help you.)

1
Walter’s biography - Footballer
Actvity 1

Focus: Biography

Using the sources provided for you on page 28, answer the questions about Walter Tull’s life
in the tables below. Once you have done this, use the information you have gathered to write
Walter Tull’s biography, photocopy the sheet on page 4.

SOURCE 5

Where did Walter start playing football?

SOURCE 6

What amateur football team did Walter join in 1908?

SOURCE 7

When did Walter play for Tottenham Hotspur?

SOURCE 8

What South American country did Walter go to with Tottenham Hotspur? Walter travelled
there by ship, how did the hot weather on his journey effect him?

SOURCE 9

‘Walter Tull Leads the Way.’ What was this headline about?

2
Walter’s biography - Soldier Activity 1

Focus: Biography

Using the sources provided for you on page 28, answer the questions about Walter Tull’s life
in the tables below. Once you have done this, use the information you have gathered to write
Walter Tull’s biography, photocopy the sheet on page 4.

SOURCE 10

Which regiment did Walter join during World War One? What was unusual about this Battalion?

SOURCE 11

Which countries fought in World War One? Where did Walter fight and die?

SOURCE 12

What did Walter manage to achieve in the army?

SOURCE 13 & page 10 from Crossing the White Line: The Walter Tull Story

What did Walter to do in Italy that lead him to be nominated for a Military Cross?

SOURCE 14

Who first went to Walter’s assistance when Walter was fatally shot?

3
The Walter Tull Story
Written by
(write your name here)

4
Bonner Road Orphanage Activity 2

Focus: Playscript writing

Where you are: (The Scene)
Where you are: (The Scene)
It is 24th February, 1898. Walter his brother, Edward, and step-mother, Clara, have arrived at
Dr Stephenson’s Children’s Home and Orphanage in Bonner Road, Bethnal Green, East London.
Walter and Edward are standing in a corridor outside Dr Stephenson’s office. They are secretly
listening to a conversation between Clara and Dr Stephenson who are both inside. Walter wants
to run away back to Folkestone. Clara is upset because she is worried about leaving Walter and
Edward at the orphanage. It is a long way from Folkestone and she is concerned that she might
lose contact with them. Dr Stephenson is trying to reassure her, explaining that they will be
looked after and she will be able to visit them.
• What do you think Walter and Edward would have been thinking whilst listening?
• What would Walter and Edward have said to each other?
• How would they react to Clara leaving them?
Who you are: (Character List)
Narrator (An older orphaned boy who has been asked by Dr Stephenson to show the new boys around)
Once your group have decided how to do their freeze frame picture of this scene, it will be your job to
step out of the freeze frame and introduce your group to the rest of the class. You will need to briefly
describe what is happening before introducing yourself and each character, which you will do by tapping
them on the shoulder. Each character will then describe what they are doing and how they are feeling.

Walter Tull
Walter is upset but trying not to show it. He is standing in the corridor outside Dr Stephenson’s office
secretly listening to the conversation between his stepmother Clara and Dr Stephenson. He wants to run
away back to Folkestone.

Edward Tull
Edward is standing next to Walter, and is also trying to listen to the conversation inside Dr Stephenson’s
office. Very quietly, in whispers, he tries to persuade Walter not to run away.

Dr Stephenson
Dr Stephenson founded the orphanage in 1869. He is trying to reassure Clara that Walter and Edward will
be well cared for. He promises that they will both learn a trade and there’s the chance that they might
be adopted by families who want children.

Clara
For Clara the dreaded day has arrived, she is very upset. She doesn’t want to leave Walter and Edward
but knows she has to. She does not like the idea that the boys could be adopted. She fears she might
lose contact with them.

Dr Stephenson’s maid
Dr Stephenson’s maid is an orphaned girl. She has taken some tea into Dr Stephenson’s office. As she
leaves the office she is grabbed by Walter, who asks her what is being said inside between Clara and Dr
Stephenson.

Extension Task
Aftermath
If you have time, get together with your group and try to freeze frame a new scene which will show
Walter and Edward being led to their dormitory by the older orphaned boy after Clara has left to return
to Folkestone.
5
Drama workshop instructions: Recruitment
Activity 2
• In your group of 6 read the scene on page 5.
• Decide who will be playing which part.
• Use the images and captions below to help you picture the scene.
Try to imagine how your character would have felt and what they might have said.

Children’s Home and Orphanage

in Bonner Road, East London.
NCH Action for Children

Dr Stephenson
(pictured) is the founder
of the Children’s Home
& Orphanage in Bonner
Road. c.1890.
NCH Action for Children

Clara speaks to Dr Stephenson about leaving Walter

and Edward at the children’s home. Walter and
Edward are in the background. Ted Smith-Orr Form of Agreement, signed by Clara A.S. Tull.
Phil Vasil/Finlayson Family collection

The Tull family are now faced

with the prospect of having to
split up as Clara can not cope
with bringing up 6 children on
her own. Walter and Edward
are sent to an orphanage. This
would have been very difficult
for the two boys.
City of Westminster Archives

6
Bonner Road Orphanage Activity 2
Setting the Scene
Focus: Playscript writing
Write a scene for a play called “Crossing the White Line: The Walter Tull Story”.
It is 24th February, 1898. Walter, his brother, Edward, and stepmother, Clara, are at the
Children’s Home and Orphanage in Bonner Road, Bethnal Green, East London. Walter and
Edward are standing in a corridor outside Dr Stephenson’s office. They are secretly listening to
a conversation between Clara and Dr Stephenson. Clara is upset because she is worried about
leaving Walter and Edward at the orphanage. London is a big city and a very long way from
Folkestone, she thinks that she will lose contact with them. Dr Stephenson is trying to reassure
her that the boys will be well looked after and she will be able to visit them.
Use the character descriptions on page 5, the pictures below and on page 6, to help you write
your scene.

Walter is pictured in his football team at the Children’s

Home and Orphanage in Bonner Road, East London.
Phil Vasili/Finlayson Family collection
Clara speaks to Dr Stephenson.
Ted Smith-Orr

1. SET THE SCENE: Use your imagination to describe what is happening in both the corridor
and in Dr Stephenson’s office. What does the office look and feel like? Is it warm and
welcoming or cold and unfriendly? Are there any pictures on the walls? What do the
characters look like and what are they wearing?

7
Focus: Playscript writing Activity 2
More Walter Tull scenes are available to download from [Link]

2. The characters in the scene are Clara, Walter, Edward, Dr Stephenson, the maid and an
older orphaned boy. Begin the dialogue with Clara telling Dr Stephenson she is upset at
leaving the boys sixty miles from their brothers and sisters and their home in Folkestone.
The brackets are for stage directions.

Clara: ( )

Dr Stephenson: ( )

3. Walter and Edward are standing in the corridor secretly listening to the conversation
between Clara and Dr Stephenson inside his office.
Walter: ( )

Edward: ( )

Maid: ( )

4. Describe how the scene ends:

8
 Activity 3
‘Language lower than Billingsgate!’
Focus: Newspaper article
TO DO:
Look at the sources (a) and (b) below. What do these pictures show you about attitudes
towards black people at the time Walter Tull played for Spurs?

SOURCE (a): Sports Gazette cartoon depicting

South African footballers on their tour of
England 1899-1900. Phil Vasili
SOURCE (b): British Empire Map.
City of Westminster Archives

‘An unpleasant incident occurred when the West Indian, Tull, upset Annan with a heavy
charge. Annan protested vigorously and the spectators took up the story, but the referee
ignored the incident, although he penalised Hanlin for charging over Curtis.’
Bristol Evening News, October 2nd, 1909.
n
s ma de a co wa rdl y att ack on him (Tull) in language lower tha
‘A section of the spectator ga ns tha t Tu ll is so clean in mind and method as
Br ist ol ho oli
Billingsgate. Let me tell those tba ll wh eth er the y be amateur or professional.
wh o pla y foo
to be a model for all white men Tu ll was the best forward on the fie
ld’
if no t act ua l ach iev em en t,
In point of ability,
Football Star, October, 1909.
• Read and compare the two newspaper reports, both cover the same match in October,
1909, where Walter suffered alot of racial abuse from Bristol City fans.
• Write down four questions that you would like to have asked Walter Tull about what really
happened at Bristol City.
1)
2)
3)
4)

9
Newspaper Report Activity 3
• Use role play to help you write your own report on Walter Tull’s match at Bristol City.
• Split into groups of two. Decide who will be Walter Tull and who will be the journalist.
• If you are the journalist then use the questions that you have thought up (page 9) to
interview Walter.
• Read page 6 of “Crossing the White Line,” to help you write the article.

Headline:

Brief introductory paragraph about Walter Tull:

Details of the racist abuse at the Bristol City match:

Comment from Walter Tull:

What action did Spurs take? What is your opinion of this?

10
Play the Game! Activity 4

Focus: Poster design

TO DO:
Imagine you are Walter Tull and
you are looking at this recruitment
poster. Write down how you think
you would feel as a black man
reading the grafitti next to the
poster.

Imperial War Museum

Football Battalion posters

Imperial War
Museum
National Army Museum City of Westminster Archives

TO DO:
Why do you think these posters for the 17th Middlesex (Football Battalion) would have
persuaded Walter Tull to join the army?

1
11
 Football Battalion posters in World War
Activity 4
One made war and sport seem as if they
were the same thing. Even today people
involved in football often talk about their
sport as if they are fighting in a war.

‘Seb Coe plea to Chelsea:

ots.’
Die with blood in their bo
Comment prior to the Champions League final in
the Daily Mirror 18th May, 2008

“I know that if I was in the

trenches the two people I would
want alongside me are Alan
Shearer and Bobby Robson.”
Newcastle chairman Freddy Shepherd, 29 October, 2002 Phil Vasili/Finlayson
Family collection
City of Westminster Archives
Phil Vasili/Finlayson
TO DO: Family collection
The words in the table below could be used to describe warfare or a sporting
battle. Write a sentence using the words in both contexts.
Football
Spurs
Battle
Football
Forward
Battle
Football
Goal
Battle
Football
Victory
Battle
Football
Shoot
Battle

TO DO:
Design a Football Battalion poster for the front cover
of the 1915 F.A. Cup Final programme on page 13.

The 1915 F.A. Cup Final (Sheffield Utd 3 Chelsea 0) played

at Manchester United’s Old Trafford ground was also
known as the “Khaki Cup Final” because so many soldiers
attended. Associated Press
12
2
Programme from the 1915 F.A. Cup Final, when Sheffield Utd beat Chelsea 3-0, Football Association

13
A postcard from Piave Activity 5

Focus: Letter writing in role as Walter Tull

It is New Year’s Day, 1918. Walter has just returned from

his second successful patrol behind enemy lines at Piave
on the Italian front.

He receives his mail from home and immediately sits

down to write a letter to his sister Cecillia in Folkestone.

TO DO:
Imagine you are Walter Tull. Write a letter to Cecillia
from Piave, Italy.
To help you, use the sources on page 15 and read
the letter below written by Harry Lamin, who served
on the Italian front in 1917/18 at the same time as
Walter.

Phil Vasili/Finlayson Family collection

32507 9th Batt York and Lancs

C Company
12 platoon L. G. section
BEF Italy

Dec 1st 1917

Dear Jack
I have just received a small packet from you and was very pleased with it. It was a good job it
was something that would keep as it was the dated Nov 8th. I have also received a letter Nov
14th. We have had some good marches this last fortnight which
I should have enjoyed better had we not quite so much to carry. The weather has been just right
for marching the roads are very level out here you can see all the big hills or mountains in the
distance with snow on them the scenery would be grand in summer time. I am pleased they are
going on all right and home and that you are keeping well. Glad to hear about Kate. I think
it is very good of them to buy you a present worth about £10 it should be a good one. We are
getting on better for food now but very short of bread. Don’t forget to put Italy instead of
France I hope you have a Merry xmas and a Happy new year. I’m going to try to get a card to
send you for Christmas. Write back as soon as you can and don’t forget.
Yours, Harry

Harry’s letter comes from WW1 Experiences of an English Soldier [Link]

Harry Lamin’s letters have been made part of a live blog put together by his grandson Bill
Lamin. Check the daily postings on Harry’s blogs to see the everyday things soldiers on the
Italian front wrote about.
14
A postcard from Piave Activity
Activity5 5

Focus: Letter writing in role as Walter Tull

1 a) Tell Cecillia how proud you are

that you are now 2nd Lieutenant
Walter Tull.
b) Describe any difficulties you
have faced now that you are an Phil Vasili/Finlayson
officer? Family collection

2 a) Describe the weather

conditions you are facing on the
Piave front.

New York Times

3 a) Tell Cecillia why you have

been mentioned in dispatches by
your commander, Major General
Sir Sydney Lawford.

Northampton Independent

4 a) Describe how pleased you are

to have received your Christmas
presents in the post.
(Look at Harry Lamin’s blog
[Link] to
see the kinds of things soldiers
received from their families at
Christmas on the front).

City of Westminster Archives

15
1 3

16
2 4
The King’s Telegram Activity 6

Focus: Diary Writing

Edward Tull received the King’s telegram, below, from Buckingham Palace a few days after
Walter had been killed. It arrived at his home in Glasgow on the 17th April, 1918.
Walter had been killed at Favreuil on 25th March, 1918. Like many soldiers of that time he
believed that he was fighting for his King and country.
Walter Tull’s body was never found so Edward and his family had no grave to visit and grieve at.

The Kings Telegram sent to Edward Tull.

Phil Vasili/Finlayson Family collection
Walter and Edward Tull.
Phil Vasili/Finlayson Family collection

On November 10th, 1920 the Unknown

Warrior was buried in Westminster
Abbey in front of King George V. This
unidentified soldier represented all
the men who had died in the war
and who had no known grave. The
Unknown Warrior was buried amongst
Kings to honour the sacrifice of all
these men.

City of
Westminster
Archives

17
The King’s Telegram Activity 6

Focus: Diary Writing in role as Edward Tull

Imagine you are Edward Tull. Write two diary entries one for April 17th, 1918, when you receive
the King’s telegram about your brother Walters death and the other, on the 10th November,
1920, when you hear about the Unknown Warrior being buried at Westminster Abbey. Read the
poem ‘The King’s Telegram’ to help you write in role.

The King’s Telegram

17th April, 1918
TO DO: 17th April 1918
• Write about how close you were to your Take away this telegram,
brother, Walter, and why.
• Record how you feel about the telegram
Erase each and every line,
you have received from the King at These ‘regrets’ are just a sham,
Buckingham Palace. Against this grief of mine.
• Are you angry, sad, or lonely?
Your words cannot dull my pain,
• Are your feelings about Walter’s death
similar or different to when your father, Or help me through the day,
Daniel died? They won’t bring him back again
• How do other members of the Tull And let me see him play.
family feel such as Cecillia or William?
• Does it remind you of your father’s November 10th 1920
death or is it different in any way?
When your note dropped through my
door,
So many months ago
November 10th, 1920 The grief I’d felt was so raw
I couldn’t let it show.
TO DO:
You have read in the newspaper that
there is going to be a two minute The clock on my mantelpiece
silence at 11am and that the Unknown Starts to chime eleven,
Warrior is going to be buried at Let’s hope Walter’s now at peace
Westminster Abbey. In a football heaven.
• Record how you feel nearly two and
a half years after Walter was killed. Two minutes without a sound
• How do you feel about the ceremony Except the ticking clock,
in the Abbey? Does it make you angry His body was never found,
or sad? Tick tock, tick tock, tick tock.
• Draw a picture to go with your
diary page. Imagine if it was him,
That is the strangest thing,
You could draw Edward Tull receiving
the King’s telegram from the postman
My brother, the orphan,
in 1918. Now buried by his King.

Peter Daniel

18
Should Walter Tull have been Activity 6
awarded his Military Cross?
Focus: Persuasive writing
Walter Tull received his commission as an Officer in May, 1917 and as
2nd Lieutenant Walter Tull was sent to the Italian front to fight against
Austrian and German soldiers.
Tull became the first ever black Officer to lead troops into battle in the
British Army. On both Christmas Eve, 1917 and New Years Day 1918
Walter led his men on patrol behind enemy lines and returned without
any of his men coming to harm. For these acts of bravery, he was
mentioned in despatches for his “gallantry and coolness” under fire and
nominated for a Military Cross. He never received it, perhaps because
he was breaking the Army’s own rules which forbade black officers
leading men into battle.
Phil Vasili/Finlayson Family collection

23rd Middlesex Regiment

17th April 1918.
Dear Sir,
Of course you have already heard of the death of 2nd [Link] on
March 25th last.
Being at present in command of ‘C’ Company - (the captain was
wounded)-
Allow me to say how popular he was throughout the Battalion. He had
been recommended for the Military Cross, and had certainly earned
it; the Commanding officer had every confidence in him, and he was
liked by the men.
Now he has paid the ultimate price, sacrificed pro patria*; The Battalion
and Company have lost a faithful officer; personally I have lost a
friend. Can I say more! Except that I hope that those who remain may
be as true and faithful as he.
Yours Sincerely * Pro patria- comes from a popular line from the time:
“Dulce et decorum est pro patria mori” - It is Sweet
D. Pickard and fitting to die for your country.

TO DO:
Do you think Walter deserved his Military Cross?
Write a letter to the Secretary of State for Defence. Argue the case for Walter Tull
to receive his medal.
Use the writing frame to help you. It has been split into 6 paragraphs:
1) In your first paragraph let Secretary of State know the purpose of your letter.
2) Give your main reason why Tull should receive his Military Cross.
3) Read the letter from 2nd Lieutenant Pickard; explain how Walter Tull’s
comrades felt about Walter Tull back in 1918.
4) Describe Walter Tull’s other achievements ie his success as a footballer having
been brought up in an orphanage.
5) Think of a reason why the Secretary of State might say no.
6) Give a good reason why this argument put forward in (5) is not valid.

19
Should Walter Tull have been Activity 6
awarded his Military Cross?
Focus: Persuasive writing

Dear Secretary of State

1) I think that

2) The reason I say this is because

3) Also,

4) Furthermore,

5) Some people might argue that

6) However, I think

Yours sincerely,

20
Stained glass window Activity 7

Focus: Art/design

Wartime is a time of saying goodbye. Many soldiers,

like Walter Tull, left Britain to fight not knowing
whether they would return home. Read the passage
below to help you think of ideas to design a stained
glass window in Walter Tull’s memory.
Phil Vasili/Finlayson Family collection

Walter Tull was born in Folkestone on the 28th April, 1888. He was
the grandson of a slave, son of a Bajan carpenter, and born to a white
English mother from Kent. By the time Walter was 9 years old both
his parents had passed away. He moved to Bonner Road Orphanage,
Bethnal Green, East London. Whilst at the orphanage, Walter
discovered his love of football, he later joined Clapton where he was
noticed by Tottenham Hotspur, making him the second black
professional in England and the first outfield player. When war broke
out in 1914 Walter joined the Football Battalion.
Walter was quickly recognised for possessing great leadership qualities
and was promoted to the rank of Sergeant in 1916. After suffering
from trench foot, he was sent to the Officer Training School in Gailes,
Scotland, despite military regulations forbidding ‘any person not of
pure European descent’ being an Officer. Walter received his
commission in May, 1917.
2nd Lieutenant Walter Tull was sent to the Italian front and became
the first black Officer of the army to lead troops into battle. He led
his men in the Battle of Piave and was mentioned in dispatches for his
‘gallantry and coolness’ under fire.
Phil Vasili/ On 25th March, 1918, 2nd Lieutenant Tull
Finlayson was ordered to lead his men on an attack
Family
collection on the German trenches at Favreuil.
He was killed by machine gun fire and his
body was never recovered.

TO DO:
Using the stained glass window template, design a
stained glass window in memory of Walter Tull.
To help you get some ideas for your design, take a look
at the stained glass windows on the right. The bold
colours are often outlined in black, the black helps give
a dramatic contrast to the colour, helping the colour to
stand out.

21
• Use the centre arch at the top of the window to write and design Walter Tull’s name.
• Follow the instructions for the “In Memoriam” activity on page 26 and include your
epitaph in the oblong shape near the top of the window.

22
In Memoriam Activity 8

Focus: Poetry

On March 25th 1918, Walter Tull was killed at Favreuil,

France. Leicester goalkeeper, Private Billingham,
tried to recover his body for burial, but it proved
impossible under heavy fire. Like 35,000 others who
died in the region and have no known grave, Walter is
commemorated on the Arras Memorial.
Walter is also named on the war memorial at the top
of the ‘Road of Remembrance’ in Folkestone, where
so many soldiers marched down the hill to embark for WalterTull’s name as it appears on the
France. His family also made sure his name was on Arras memorial in France.
the large Dover Town War Memorial and on a smaller
memorial at River, just outside Dover.
For a long time, he had no epitaph to put into words
the amazing things he’d achieved in his short life.
Then in 1999 a memorial was built for him outside
Northampton Town’s ‘Sixfields Stadium’. Phil Vasili,
who had done so much to uncover Tull’s story, had the
difficult job of trying to sum up Tull’s life in a few short
words.
Arras memorial in France.

‘Through his actions, Tull ridiculed

the barriers of ignorance that tried to
deny people of colour equality with their
contemporaries. His life stands testament to
a determination to confront those people and
those obstacles that sought to diminish him
and the world in which he lived. It reveals
a man,though rendered breathless in his
prime, whose strong heart still beats loudly.’

Phil Vasili

Epitaph r t
Walter Tull memorial in Northampton.
s h o
ph is a
Phil Vasili had the difficult task of
An epita n a tom b s t o n e summing up Tull’s life in a few short
t i o n o
inscrip
words. Phil Vasili
e o n e
ry of th In Memoriam
in memo .
ere
buried th Is a latin phrase
meaning ‘in
Memory.’ It is
often used to
remember som
eone after
they’ve died.

23
In Memoriam Activity 8

Focus: Poetry

At the end of World War one, there were many families, like the Tull family, whose loved ones had
no known grave. The Tull’s had nowhere to grieve for Walter and nowhere to leave a tribute, an
epitaph fitting for what he had achieved in his life. To help families who were in this position the
government set up the Imperial (now Commonwealth) War Graves Commission (CGWC) in 1917.

Rudyard Kipling A Son

My son was killed while laughing at some jest.
The CGWC gave Rudyard Kipling the task of
choosing the wording that would be used on I would I knew
memorials. It was he who chose the inscription What it was, and it might serve me in a time
for Edwin Lutyens’ Stone of Remembrance. when jests are few.
The phrase, ‘Their Name Liveth For
Rudyard Kipling
Evermore’ was taken from the Biblical book of
Ecclesiasticus. Kipling also chose the wording
e s t io n w h y we died,
for the headstones which marked the graves of If any q u
u s e o u r fa t hers lied.
eca
unknown casualties, ‘Known Unto God’. Tell them, b
ling
Kipling understood the pain and suffering the Rudyard Kip
war had brought to so many people, as his own “HAVE you ne
ws of my boy
son John Kipling had been killed in 1915 and had Not this tide. Jack?”
no known grave. In addition to the words he “When d’you
wrote for the public memorials he wrote some think that he’l
back?” l come
verse about his son, which you can read here.
Not with this w
ind blowing, a
You can feel Kipling’s pain in his words. He’d tide. nd this
encouraged his only son to join up and blamed Rudyard Kiplin
g
himself for his death.

Edward Thomas IN MEMORIAM

Edward was already a poet The flowers left thick at nightfall in the wood
when he enlisted in the army This Eastertide call into mind the men,
in 1915. He was killed in
action during the Battle of
Now far from home, who, with their sweethearts, should
Arras (1917), soon after he Have gathered them and will do never again.
arrived in France. He wrote, Edward Thomas
“In Memoriam” only a year
before he too became a
victim of the war.
2 3
LITTLE CROSS HIS FACE WAS
OF BRONZE A RAY OF SUNSH
THE CROSS HE AMONGST SO M INE
WON ANY DARK CLO
UDS
1 SOME TIME
BUT NEVER WO
RE
MY SON
SOME TIME
WE’LL UNDERSTAND Here are three examples of epitaphs found on
CWGC graveyards in France, written by ordinary people.
Vistit [Link]/
24
In Memoriam Activity 8

Focus: Poetry

The Unknown Warrior

Thousands of soldiers killed in World War One were left with no
known grave. Walter Tull, like others, are honoured in Westminster
Abbey through the tomb of the Unknown Warrior. The remains of
an unidentified soldier were brought back to England on the 11th
November, 1920 and buried amongst the Kings of England.
Walter and family in Scotland, Phil
Vasili/Finlayson Family collection
DO: Imagine you are Edward Tull, Walter’s favourite brother. You have been asked to write
TO
an epitaph for a window dedicated to your brother for Westminster Abbey. Use some
of the examples of epitaphs on page 24 to help you write one for Walter Tull.
• Read through Walter’s story ‘Crossing the White Line’ and answer the questions in the
boxes below, This will help you remember the key parts of Walter’s story.
• Use the template to put together an epitaph for Walter Tull.
• Use your epitaph in your stained glass window for Walter Tull.
SECTION 1
What were the major events in Walter Tull’s life?

How did Walter Tull die?

How do you think Walter Tull would have felt about the circumstances of his death?

How did Edward feel about his brother?

What do you think Edward would most like people to remember about his brother?

25
In Memoriam Activity 8

Focus: Poetry

SECTION 2
Now try and write your epitaph for Walter Tull. Remember that epitaphs are usually quite short,
four lines are normally enough.

My list of words and phrases

Write a list or phrases for your epitaph.
Use your answers to Section 1 to help you here.

Sort out my list of words and phrases

Now look at all the thoughts you have jotted down. Can you put them into some sort of order?
Think about the mood or tone of what you are trying to say.

The final draft of my poem

Ask a partner to read what you have written. What works well? What isn’t clear and needs improving?
When you have done this give your epitaph a title and write your final draft in this box.

26
 Walter Tull cigarette card
from Northampton Town
Football Club.
The Dover War Memorial Project

23
 Contents
Source 1: 29
1891 Census report for Walton Road

Source 2: 30
Picture of the Tull family
SOURCES Source 3: 31
Sports Gazette and
Map of the British Empire

Source 4: 32
Daniel Tull Death Certificate

Source 5: 33
1901 Census report from Bonner Road and
Photograph of the Orphanage Football Team

Source 6: 34
Catch of the Season

Source 7: 35
125 years of the Spurs football kit

Source 8: 36
Spurs visit Argentina

Source 9: 37
Timeline of army uniforms and
Walter Tull Leads the Way article

Source 10 38
Walter Tull’s Attestation of Service form
and Footballer’s Battalion recruitment posters

Source 11 39
Europe at War

Source 12 40
Admission for Officer Training form

Source 13 39
Newpaper Reports on Tull’s Heroism

Source 12 40
Newspaper reports on Tull’s death

Curriculum Links 42
28
SOURCE 1
1891 Census Report for 51 Walton Road, Folkestone, Kent

The 1891
Census Report
for Walton Road,
Folkestone, Kent.
The National Archives UK

EMPLOYED

Name and Relation Condition as AGE AGE last PROFESSION OR

EMPLOYER

surname of each to Head of to Marriage last birthday OCCUPATION

person family birth- of
day of FEMALES
MALES

Daniel Tull Head m 35 Carpenter/Joiner X Barbados, West Indies

Alice *DO Wife m 34 Hougham, Kent
William DO Son 9 Folkestone, Kent
Cecillia DO Daugh- 7 DO DO
ter
Edward DO Son 4 DO DO
Walter DO 2 DO DO

* DO means ditto - this ens us? ouseholds.

What is a c p le a n d h
peo rs.
was used so that the census
n s u s is a c ount of all C e n s u s e very 10 yea
enumerator did not have to A ce had a
, Britain has 001.
write out the Tull surname Sin c e 1 8 0 1
o n S u n d a y 29 April 2
e was
over and over again. The last on ?
a c e n s u s used for provides very useful
What is the Census
ation from r examplent, fo
The inform l governme l
r m a t io n fo r lo c a
in a n a r e a, the loca
info
t in g h o w people live n y s c h o o ls , hospitals,
by coun n decide h
ow ma
r n m e n t c a
gove ds.
n area nee
transport a
29
SOURCE 2
The Tull family

William

Daniel

Edward

Cecillia

Elsie

Walter

Phil Vasili/Finlayson Family collection

The Tull family

30
SOURCE 3
Sports Gazette and map of the British Empire

SOURCE 3a:
Sports Gazette cartoon depicting
South African footballers on their
Tour of England 1899-1900.
Phil Vasili

SOURCE 3b: Map of the British Empire. City of Westminster Archives

31
SOURCE 4
Daniel Tull death certificate

Daniel Tull’s Death Certificate. The National Archives UK

Registration District Elham

1897 Death in the Sub-District of Folkestone in the County of Kent
Where
No. Died, Name/ Sex Age Occupation Comportment Surviving When Signed
When Died Surname Family in Registered
Care at time
of Death
Tenth Daniel Male 41 Carpenter Disease of aortic W. Tull Son Eleventh W.P.
December Tull Years (Journeyman) valves 3 years 51 Walton December Birah
1897 Syncope Certified Road 1897
231 51 Walton by J. Murray Folkestone
Road L.R.C.P.
Folkestone
U.D.

Certified Copy of an Entry of Death

Pursuant to the Births and Death Registration Act 1953

32
SOURCE 5
Walter Tull in the Bonner Road orphanage football team and
1901 Census Report for Bonner Road

1901 census report for Children’s Home and Orphanage, Bonner Road, East London.
The National Archives UK

Form of Agreement, signed by Clara A.S. Tull

Phil Vasili/Finlayson Family Collection

33
SOURCE 6
“Catch of the Season!” article

THE CATCH OF THE SEASON

“Without doubt the original

of the portrait appearing
below has been Clapton’s
“Catch of the Season.”
The son of a West Indian who
came over and settled in
“Catch of the Season” England, the subject of our
article written for the sketch was born at Folkestone
Football Star on 20 March, in 1888. Coming to London ten
1909. Phil Vasili years later, he played with an
orphanage team first on Victoria
Park and later at Stamford
Hill playing-fields, usually at
left-back. In fact, he joined
Clapton with the idea of
continuing in that position,
as his friends told him he was
better there than as outside-
left, the position he occupied
as a school boy. Previous to
playing for his present club, our
dusky friend had never played
in a League game or a Cup,
although one of his brothers
used to play for Folkestone and
Dover St. Mary’s. Another is an
amateur for Ayr Parkhouse, a
Walter Tull playing for Clapton Orient. Scottish Second League Team.
Phil Vasili

34
SOURCE 7
125 Years of Tottenham Hotspur football kits

Phil Vasili/Finlayson Family

collection
Kit Classics
tspur kit timeline and
Look at the Tottenham Ho
in his Spurs kit. Can
the picture of Walter Tull
r played for Spurs by
you work out when Walte
e?
finding his kit in the pictur 35
SOURCE 8
Spurs visit Argentina

Argentinian flag

Picture of Tottenham Hotspur in

The Buenos Aires Herald.
Phil Vasili

The letter, on the right, was written

by Walter Tull to Mr Morgan from the
Bonner Road orphanage, whilst on
his trip to Argentina with Tottenham Letter from Walter Tull
Hotspur, dated May 26th,1909. Whilst on his trip to Argentina with
Below is an extract from the letter. Spurs. Phil Vasili/Finlayson Family collection

“The heat for the last week or so

has been awful. I think I had
a touch of sunstroke and felt
very queer for a few days. It
is getting cooler now, although
we only “crossed the line”
yesterday.”

36
SOURCE 9
Timeline of Army uniforms &
newspaper article ‘Walter Tull Leads the Way’
A timeline of British military uniforms and engagements since the birth of Walter Tull

BOER W.W.1 W.W.2 KOREAN FALKLANDS GULF

WAR WAR WAR WAR

D O:
TO
Compare this
picture with
the timeline above.
Which war did Walter
fight in?

“Walter Tull Leads the Way” was written for the

Phil Vasili/Finlayson Family collection Daily Chronicle at the end of 1914. Walter was
the first footballer from Northampton Town to
sign up to the Football Battalion. Phil Vasili
Phil Vasili

37
SOURCE 10
Walter Tull’s Attestation form and the Footballer’s Battalion
Recruitment Posters

Walter Tull’s attestation form.

The National Archives UK

Recruitment poster for the 17th Battalion

Middlesex Regiment, ‘The Football
Battalion.’
City of Westminster Archives and The National Army Museum

38
SOURCE 11
Europe at War

During WW1 Britain fought with a group

of countries called the Allies (shown on
the map in red).
Britain’s 3 main allies were:
1. France

ENGL
2. Russia

AND
RUSSIA
3. Italy GERMANY

Britain fought against a group of FRANCE AUSTRIA

countries called the Central Powers AND
HUNGARY
(shown on the map in black).

IT
Britains 3 main enemies were:

AL
Y
1. Germany TURKEY

2. Austria and Hungary

3. Turkey

Imperial War
Museum

Battle Map of the Somme,

showing the trenches,
where Walter fought and
died.

39
SOURCE 12
Admission for Officer Training

This form shows the

date that Walter Tull
was accepted for
officer training.

The National Archives UK

40
SOURCE 13
Walter Tull at the Battle of Piave (Italian Front)

“Town Footballer’s Heroism”

Northampton Independent,
March 16th, 1918.
Phil Vasili

Headlines from the Italian

Front.
New York Times

41
 SOURCE 14
Walter Tull’s Death

Telegram sent to Edward,

breaking the tragic news of
Walter’s death.
The National Archives UK

The Northampton
Independent reports on
Walter Tull’s death.
Phil Vasili

42
2nd Lieutenant Tull
Phil Vasili/Finlayson Family collection
 curriculum links

CURRICULUM LINKS Unit 20 What can we learn about recent

history from studying the life of a famous
46

person?

What can you discover about Walter Tull 47

from your own research?

Who was Walter Tull and what was his 47

childhood like?

Why is Walter Tull’s story so significant? 49

What influenced Walter Tull to join the 51

Football Battalion?

How did people react to Walter Tull’s 51

death?

What impact did Walter Tull have on the 53

history of this period?

What should we remember from the life 53

of Walter Tull?

What impact did Walter Tull have on the 55

history of this period?

44
 PHOTOCOPY
Teacher’s notes

45
 HISTORY
Years 5/6
Unit 20 What can we learn about recent history from
studying the life of a famous person? (Walter Tull)

About the unit

In this unit, children learn about aspects of early twentieth century history through the study of the life of Walter
Tull as an example of whose life as a footballer and soldier portray some of the key social and cultural features of
the period. The unit has links with with non-fiction work in literacy; in particular this unit is designed to develop
media and information-handling skills.
Children will develop their historical understanding of the period around War One, which will help this unit act as
a transition unit for children in Y6 moving on to KS3. As the period being studied is not normally covered at KS2,
a large number of literacy activities are included so that teachers if they wish can approach this pack under the
umbrella of the literacy hour. Indeed many of the activities form ideal preparation for SATS. Children will learn
about changes both within and across the period, and apply their skills of historical enquiry to a study of the recent
past.

Where the unit fits in

This unit builds on others that have focused on chronology and will help children to identify some of the ideas,
attitudes and beliefs of early twentieth century Britain. It has an emphasis on personal enquiry using primary
sources, and requires the children to interpret and critically assess the impact of an individual on society. It links to
with Unit 17 What are we remembering on Remembrance Day?

Adapting the unit for a different age group

Year 3 and 4 children could:
• focus more on an individual episode of Walter Tull’s life
• focus more on the decades as markers of time and less on specific dates
• use fewer sources of information and undertake less evaluation and comparison
• use a structured framework for bringing their work together.

PRIOR LEARNING VOCABULARY RESOURCES

It is helpful if the children have:

• A time line showing Spurts kits
during their 125 year history; a
• Studied aspects of the way of • Words associated with the period timeline of military uniforms.
life of people from the past. which indicates the casual

• Identified similarities and

racism of the period, eg ‘Darkie’ • Story book ‘Crossing the White
Tull, ‘Our coloured friend etc.’. Line’, encyclopedia’s and CD-
differences between aspects of ROMS.
life today and in the past. • Words associated with
aspects of military life in • Media sources, such as
• Asked and answered questions this period, eg enlistment, television, the internet and
using a variety of sources of recruitment,battalion, newspapers with contemporary
information. trenches,arillery, no man’s land. articles about Tull.
• Some understanding of World
War One. • Words associated with change, • A collection of primary sources
eg different, same as, because, marking the key periods of
cause, effect, reasons, results.. Tull’s life from Childhood,
Footballer to Soldier.

46
 Unit 20: What can we learn about recent
Activities history from studying the life of a famous
person? (Walter Tull)

Learning Objectives Learning Outcomes

1. Walter’s story What can you discover

(Focus Biography/History about Walter Tull from
your own research?
use of Primary sources)

• Use original documents primary • To identify Walter Tull • Know about Walter Tull
sources) to piece together as much and his family from from information extracted
information as possible about pictorial evidence and from pictures and what the
Walter Tull and his family. extract information. teacher has told them.
• Use Walter Tull website www. • To investigate using • Find out and record details
secondary sources some of every day life in early
[Link] use characteristic features 20th century Britain.
images on line to help you focus on of early 20th century • Demonstrate their
key aspects of his life. Britain. knowledge of Tull’s life from
• Write a biography and present • To place events in a their personal research.
finished work to the class. chronological sequence • Identify the range of
and use appropriate different sources of
vocabulary to relate evidence used.
these events to markers • Discuss the value of
of time. different sources.
• To carry out personal
research.
• To identify the key
achievements of Walter
Tull.
• To compare primary and
secondary sources of
information about Walter
Tull.

2. Walter arrives at the Children’s Who was Walter Tull

Home and Orphanage, Bonner and what was his
Road, East London (Bethnal childhood like?
Green).
(Focus: Play script writing) • To carry out personal • Demonstrate knowledge
research about Tull’s of Tull’s story from their
• Read through the scene setting and childhood. personal research.
cast list. • To identify key events in • Identify the range of
Tull’s childhood. different sources of
• Answer key questions about the text
• To compare primary and evidence used.
to identify what the story is about secondary sources about
and who the key characters are. • Discuss the value of
Tull’s childhood.
• Work in group to freeze frame different sources.
scene.
• Explore characters feelings through
role play.
• Look at play script template and
discuss format.
• Write up scene.

47
 Unit 20: What can we learn about recent history from studying the life of a famous person?
Literacy Foundation Subjects/
additional notes

Y6 T1 t7 to understand how words and expressions have changed

Finding Information ICT Unit 2c
over time.
Analysing data and asking
questions
ICT Unit 5B
Y6 T1 t11 to distinguish between biography and autobiography; A weekly lesson plan for the
recognising the effect on the reader of the choice between the Literacy hour focussed around
first and third person. this activity is included on the
website :
Y6 T1 t14 to develop the skills of autobiographical writing in role [Link]
adopting distinctive voices e.g. of historical characters.

Speaking and Listening

63 Group discussion and interaction
to consider examples of conflict and resolution, exploring language
used.

Sentence Citizenship (Year 6)

Y6 T1 t7 to understand how words and expressions have changed Unit 12: Moving on
over time.
Y6 T1 t9 to prepare a short section of a story as a script, e.g. using
stage directions, location/setting. • That transition and change
are part of everyone’s life
experience.
Text • To identify their own feelings
Y6 T1 w2 to take account of a view point in a story through, e.g. about change and transition.
identifying the narrator; explaining how this influences the reader’s • To create and sustain
view of events; explaining how events might look from a different different roles.
point of view. • To develop strategies for
Y6 T1 w3 to articulate personal responses to literature identifying managing change.
why and how a text affects the reader.
(Further scenes covering Tull’s
life from Childhood, through
Speaking and Listening
to footballer and soldier are
64 Drama available on the Walter Tull
To improvise using a range of drama strategies and conventions website at:
to explore themes such as hopes fears and desires e.g. drawing [Link]
on shared text to explore emotional tension at key moments in a crossingthewhiteline.)
story.
48
 Unit 20: What can we learn about recent
Activities history from studying the life of a famous
person? (Walter Tull)

Learning Objectives Learning Outcomes

3. Language lower than Why is Walter Tull’s

Billingsgate story so significant?
(Focus: newspaper article)

• Children write newspaper article • To carry out personal • Demonstrate knowledge

for the Evening Standard reporting research. of the key incident in
on Walter Tull’s abuse at the Bristol • To reflect on the first Tull’s football career by
City match. reported case of racism in researching their report.
• Use the original report to help football. • Identify the range of
them locate the key facts. • To compare primary and different sources of
secondary sources of evidence used.
• Discuss in pairs using role play
information. • Discuss the value of
how Walter would have reacted to different sources.
events.
• Give their thoughts on how the
incident should have been dealt
with.

4. Play the game What influenced Walter

(Focus poster design) Tull to join the Football
Battalion?

• Look at photo of poster with racist • To identify characteristic • Make inferences about how
slogan. Imagine how Tull would ideas in recruitment the army attracted recruits
have reacted. posters and design from from the evidence collected/
• Review Football Battalion. WW1. shown.
• To compare differences • Identify characteristics of
Posters. style and design from the
between images from
• Look at wording of posters and different periods. period.
how they reflect attitudes to sport
and war.
• Design a Walter Tull poster for the
Football Btn to attract recruits
from football fans at the Khaki
Cup final.
• Use slogans with double meaning.

49
 Unit 20: What can we learn about recent history from studying the life of a famous person?
Literacy Foundation Subjects/
additional notes

Sentence
Citizenship (Year 6)
Y6 T1 t7: To understand how words and expressions have changed
Unit 5: Living in a Diverse
over time.
World
.

Text • To recognise and show

Y6 T1 t3: Distinguishing between fact opinion and fiction. respect for similarities and
Distinguishing between implicit and explicit points of view and how differences.
these can differ. • To develop strategies
to deal with prejudice,
Y6 T1 t15: To develop a journalistic style through considering: including racism, and
balanced and ethical reporting; what is of public interest; the to support others who
interest of the reader; selection and presentation of info encounter it
Y 6 T1 t16: To use styles and conventions of journalism to report
on e.g. real or imagined events.

Speaking and Listening

63 Group discussion and interaction:
To consider examples of conflict and resolution, exploring language
used.

Sentence
Y6 T1 t7: To understand how words and expressions have changed Art and Design Y6
over time.
Finding information ICT Unit 2a
Text Excellent WW1 poster sites are:
Y6 T1 t12: To comment critically on the language, style, success [Link]
of non fiction. dept/specool/britpost/posters.
htm
Y6 T2 t15: To recognise how arguments are constructed to be
effective [Link]
image/srch/bin/dispatcher

War artists work can be found on:

Speaking and Listening Abbey [Link]
63 Group discussion and interaction: [Link]/[Link]
To consider examples of conflict and resolution, exploring language
used.

50
 Unit 20: What can we learn about recent
Activities history from studying the life of a famous
person? (Walter Tull)

Learning Objectives Learning Outcomes

5. A Postcard from Who was Walter Tull

Piave and what was his
(Focus: Letter writing in childhood like?
role as Walter Tull)

• Use original documents primary • To carry out personal • Demonstrate knowledge of

sources) to piece together as research about Tull’s Tull breaking racial barriers
much information as possible childhood. in the army from their
about Walter Tull becoming the • To identify key elements report on the details of
first black man to lead British of Tull’s story. their personal research.
troops into battle. • To compare primary and • Identify the range of
secondary sources of different sources of
• Use Harry Lamin’s WW1 blog to
information about Walter evidence used.
consider what a soldier in Italy Tull becoming the first
would have written home about. • Discuss the value of
black soldier to lead
• Write a postcard in the role of different sources.
British troops in battle.
Walter Tull to your sister Cecillia.

6. The Telegram How did people react

(Focus: Diary writing) to Walter Tull’s death?

• Look at the telegram sent to • To examine the portrayal • Recognise similarities

Edward Tull, brother of Britain’s of a key event from and differences between
first black officer Walter Tull.. contemporary newspaper reports in different media
• Discuss difference between Killed in reports. and give reasons for the
Action and Missing in Action.’ • To provide an account of a differences.
historical event based on • Produce a factual account
• Read poem ‘The Telegram’ to
more than one source. of the events, drawing on
enable children to take on the role
of Edward Tull. appropriate sources.
• Write diary entries in role,
imagining how Edward Tull would
have reacted to the news of
Walter’s death and then the return
of the Unknown Warrior.’

51
 Unit 20: What can we learn about recent history from studying the life of a famous person?
Literacy Foundation Subjects/
additional notes

Sentence
Y6 T1 t7: To understand how words and expressions have changed Finding information
over time. ICT Unit 2C
Analyzing data and asking
Y6 T1 t3: To distinguish between fact opinion and fiction. questions
Distinguishing between implicit and explicit points of view and how ICT Unit 5B
these can differ.
Use real time diary blog of Harry
Lamin to gather examples of
Text genuine letters from the Italian
Y6 T1 t4: To develop the skills of autobiographical writing in role front.
adopting distinctive voices e.g. of historical characters. [Link]

Speaking and Listening

63 Group discussion and interaction
To consider examples of conflict and resolution, exploring
language used.

Sentence Citizenship (Year 6)

Y6 T1 t7 to understand how words and expressions have changed Unit 12: Moving on
over time.
• That symbols may represent
Y6 T1 t9 to understand how new words have been added to the commemorative events.
language. • To use historical sources
in the locality to find out
information.
Text • How to record their findings
Y6 T1 t2 to take account of a view point in a story. so they can demonstrate to
other people what they have
Y6 T1 t14 to develop the skills of autobiographical writing in role learnt.
adopting distinctive voices e.g. of historical characters. • To ask and answer relevant
Y6 T1 t3 to articulate personal responses to literature identifying questions from the past.
why and how a text affects the reader.
Art and Design Y3-6
Y6 T2 t5 to analyse how messages, moods, feelings and attitudes
Visiting a Museum or
are conveyed in poetry.
Gallery
Visit to war memorial
Speaking and Listening (Westminster Abbey)
63 Group discussion and interaction
to consider examples of conflict and resolution, exploring language
used.

52
 Unit 20: What can we learn about recent
Activities history from studying the life of a famous
person? (Walter Tull)

Learning Objectives Learning Outcomes

7. Should Walter Tull be What impact did Walter

awarded his Military Tull have on the history
Cross? of this period?
(Focus: Persuasive writing)
• Read 2nd Lieutenanat Pickard’s • To compile a historical • Gather relevant information
regarding Tull’s death. narrative. from a war memorial and
• Summarise the arguments for and • To select information to communicate what they
against Walter Tull receiving his represent key aspects of a have learnt by writing and
Military Cross. biography. drawing.
• Summarise argument and give • To begin to evaluate the • To compare and contrast
impact of an individual on information about
personal opinion.
the history of his times. remembrance.

8. Create a Walter Tull What should we

remember from the • Demonstrate knowledge of
Stained glass window the life of Walter Tull from
life of Walter Tull?
(Focus: Art/Design) the information extracted
from a range of sources.
• Visit a war memorial or research • To extract information • Link the theme of
symbols of remembrance. from reference material remembrance with other
• Design a stained glass window including the internet and events and activities from his
for Westminster Abbey to honour CD-ROMs. life.
Walter Tull a soldier with no known • To find out about aspects • Gather relevant information
grave. of remembrance (see from a war memorial and
link to unit 17 What are
• Review World War One artists to communicate what they
we remembering on
look for inspiration (War Artists Remembrance Day. have learnt by writing and
work can be found on • To use war artists as drawing.
[Link] a source of historical • Explain why the poppy
[Link]/[Link] information was chosen as a symbol of
remembrance.
• Explain that the national
focus of remembrance is on
Westminster at the tomb
of the unknown Warrior in
Westminster Abbey and at the
Cenotaph in Whitehall.

53
 Unit 20: What can we learn about recent history from studying the life of a famous person?
Literacy Foundation Subjects/
additional notes

Sentence
Finding information
Y6 T2 t2 to understand features of formal official language.
ICT Unit 2C

Text
Y6 T2 t15 to recognise how arguments are constructed to be
effective.
Y6 T2 t16 to identify the features of balanced written arguments
which, e.g:
- summarise different sides of an argument;
- clarify the strengths and weaknesses of different positions;
- signal personal opinion clearly;
Y6 T2 t18 to construct effective arguments.
Y6 T2 t19 to write a balanced report of a controversial issue.

Speaking and Listening

63 Group discussion and interaction
To consider examples of conflict and resolution, exploring language
used.

Sentence Link to History Unit 17: What

Y6 T1 w7 To understand how words and expressions have changed are we remembering on
over time. Remembrance Day? (for Y6)

• That symbols may represent

commemorative events.
Text
• To use historical sources
Y6 T1 t3 to articulate personal responses to literature identifying in the locality to find out
why and how a text affects the reader. information.
• How to record their findings
so they can demonstrate to
other people what they have
learnt.
• To ask and answer relevant
questions from the past.
Speaking and Listening
63 Group discussion and interaction Art and Design Y3-6 Visiting a
to consider examples of conflict and resolution, exploring language Museum or Gallery
used. Visit to war memorial
(Westminster Abbey)

54
 Unit 20: What can we learn about recent
Activities history from studying the life of a famous
person? (Walter Tull)

Learning Objectives Learning Outcomes

9. In Memoriam: What impact did Walter

Walter Tull Tull have on the history
(Focus: Poetry) of this period?
• Look at Tull memorials and discuss • To begin to evaluate the • Summarise the key events of
significance of having no known impact of an individual on Walter Tull’s life.
grave. the history of his times. • In discussion, assess the
• Read examples of epitaphs. Learn significance of Walter Tull’s
about significance of CWGC and life.
Rudyard Kipling.
• Read Edward Thomas’s poem In
Memoriam.
• Look at picture of Edward and
Walter Tull and imagine how they
felt at their last meeting.
• Children take the role of Edward
Tull and write an epitaph for
brother Walter.

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 Unit 20: What can we learn about recent history from studying the life of a famous person?
Literacy Foundation Subjects/
additional notes

Sentence
Finding information
Y6 T1 t7 to understand how words and expressions have changed
ICT Unit 2C
over time.
Link to History Unit 17:
What are we remembering on
Y6 T1 t9 to understand how new words have been added to the
Remembrance Day? (For Y6)
language.
• To ask and answer relevant
questions from the past
Text • To compare and contrast
Y6 T1 t2 to take account of a view point in a story. information about
remembrance.
Y6 T1 t3 to articulate personal responses to literature identifying
why and how a text affects the reader.

Y6 T2 t5 to analyse how messages, moods, feelings and attitudes

are conveyed in poetry.

Y6 T2 t6 to read and interpret poems in which meanings are

implied or multi layered, to discuss challenging poems with others.

Speaking and Listening

63 Group discussion and interaction
To consider examples of conflict and resolution, exploring language
used.

56
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