Remembrance For Peace Lesson Plan for KS2

What are the students learning? How are the students learning? Timing Age Range : KS2 PSHE Remembering for peace Aims: Reflect on how and why we remember past events Reflect on causes of conflict Students to work co-operatively to think about what peace means Possible further activities: Books about Children who are affected by contemporary conflicts such as ; ‘There is a boy like me’ By Frasier Cox and ‘My name is not refugee’ By Kate Milner Facing History and ourselves activities on Commemoration and Memorialisation ( see appendix) Curriculum Links: SMSC History Art Differentiation: Assessment: Suggested Timings: 50-80 minutes Resources needed (see Appendix slides 7 - : Memory Game: with WW1 items such as photos of WW1 memorials, war grave to unknown soldier and poppies Gallery Walk images Image of Peace Certificates Creative materials ‘The Day the War Came ‘ A book by Nicola Davies. Additional Teacher’s notes are available at http://www.walker.co.uk/UserFiles/file/The_Day_War_Came_Teachers_Notes.pdf Key words Co-operation Conflict Remembrance Further information What are the students learning? How are the students learning? Timing Students are developing listening skills. Ask , how do we remember things ? Elicit take photos, write things down, film or record events. How does a country remember things? 5 minutes Students are reflecting on events that have happened in the past. Memory game: have a tray with articles referring to WW1 , explain the items and then remove one at a time, who can remember what has been removed? Explain that photos, memorials, poppies etc help lots of people to remember the end of WW1 and to think about all those who have lost their lives in wars since then. War is always a terrible thing, and happens as a result of not dealing well with conflict.(see appendix for ideas). 10 minutes Students will practice reflection, creative thinking, empathy and will reflect on links between a past event and the present day. Gallery Walk: Display 6 of the WW1 images in appendix and ask students to respond to the images, using post it notes. Depending on the age of the pupils, you may wish to provide prompts such as which one raises questions? Which one makes you feel surprised, which one makes you feel sad? Have a whole class feedback session at the end (more details are available in the appendix). 20 minutes Show the image of the peace certificates. Explain that we are remembering that the war ended in November 1918, though the Peace Treaty was not signed until 1919. At this time peace certificates were sent to children in New Zealand and Australia. A shorter activity could be discussing what pupils think about children receiving these at the end of WW1? What would they do now to celebrate this kind of peace now? A longer activity could be for pupils to design their own peace certificates, including their hopes for peace now. Years 5&6 could read the transcript of the Proclamation and consider the language that is used and how it might be written now. 5 - 15 minutes Students have the opportunity to discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations. Explain that sadly WW1 was not the war to end all wars and there have been many wars and conflicts since then. This includes WW2 , War in Vietnam, War in Iraq , Afghanistan and Syria. A shorter activity - What can we do to build peace now? In pairs discuss ways that we can make our school or community a more peaceful place. A longer activity could be to create an INSPIRE display wall with pledges for peace, or to read a recent book such as the ‘The Day War Came’ By Nicola Davies and following from the main theme in the book, create a chair-themed display with hopes for peace. 5 -15 minutes Students will practice their listening skills , and be able to work together co-operatively. Plenary: Feedback answers to the rest of the class , and make a joint pledge or proclamation for peace.

Gallery Walk Go around the room and look at the pictures that are displayed on the wall. As you go round , write on a post it note and stick by the photo: Something that surprises you and why Something that makes you feel sad and why Something that you want to ask a question about.

Children were presented with a medal and a certificate to commemorate the signing of the Treaty of Versailles in 1919. This certificate was presented to Elise Godden who was 11 at the time in Australia.

In New Zealand Children were also presented with a certificate with a proclamation of peace from King George V. Why do you think children in New Zealand and Australia received these peace certificates?

What do you think this means? By King George V A Proclamation! Whereas a definite Treaty of Peace between us and the associated governments and the German government was concluded at Versailles on the twenty-eighth day of June last. In conformity thereunto we have thought fit hereby to command that the same be published in due course throughout all our Dominions; and we do declare to all our loving subjects our will and pleasure that upon the ratification thereof the said Treaty of Peace be observed inviolably as well by sea as by land and in all places whatsoever; strictly charging and commanding all our loving subjects to take notice hereof and to conform themselves thereunto accordingly – Given at our Court at Buckingham Palace, this first day of July , in the year of our Lord, one thousand nine hundred and nineteen; and in the tenth year of our reign. God save the King! Work in pairs: What do you think this means? Are there any words that you don’t understand? How would you describe the language? How would this be written now ?

Additional Resources for KS2 Appendix Additional Resources for KS2

Memory tray ideas A War Grave to an unknown soldier in Belgium.   A War Grave to an unknown soldier in Belgium. A white poppy - to remember all people including civilians killed in war. It represents remembrance for all victims of war, A red poppy - to remember British and British Empire troops killed in war. It was inspired by the fields of red that sprung on the battlefields after World War I. After the Empire ended, it was used to remember commonwealth soldiers. Originally this was in memory of World War I, but it now represents losses in all wars. A first world war trench at Delville Wood in Northern France, 100 years on from the Battle of the Somme Names of soldiers who died during World War 1 who have no grave , their names are written on the Tyne Cot memorial A memorial to soldiers from Africa and the Caribbean who died during WW1 and WW2 A memorial to Conscientious Objectors in Tavistock Square in London

Commemoration and Memorialisation A Facing History Activity

Memorials: how do we remember?

Our aims for the session To find out how the people of London remember the Great Fire of 1666 To come up with ideas about how we can remember victims of the recent Grenfell disaster

Look at the map of London What was lost in the fire? Was anything recovered? Was anything gained?

How is the fire remembered?

The monument to the Great Fire of London (1666) was built in 1671, five years after the fire. It stands on the edge of Pudding Lane, where the fire had started. It is 62m in height because that is the distance from the monument to the baker’s shop that first caught fire. There are 311 steps inside so that people can climb the winding staircase to the top. There used to be words on the monument blaming the fire on Catholics – a religious group. But these have been scratched off by order of the Mayor because they were false. Every day, Londoners and visitors to the city climb the steps of the monument to see the view.

Monument Station is a London underground station that is right beside the Great Fire of London Monument. This means that tourists know that this is the place to go to if they want to see the monument. The fire was a long time ago (352 years ago) and so most people have a connection to it only as a story in a history book.

Discuss Do you think the monument is a good way to remember the Great Fire of London? Why is it a good thing to use a building or memorial to remember the tragedy? Are there any problems with making a memorial to the victims of the fire?

2017 – Grenfell Tower, A Modern Fire The 24-floor-high Grenfell Tower in West London caught fire on 14th June 2017. Many people who lived in the building said it had some problems and had not been properly cared for. Although many people escaped, there were 72 people who died and many more were injured. Remembering the victims has been a difficult thing for the whole community and the city of London. This is complicated by the fact that some people believe that there should be punishment for those who could have stopped the fire from happening, such as the builders or the local council. Note: Click on the link and watch the two video links

How have the people of Grenfell remembered their loved ones?

You will now have some time to try to design or build a memorial to the Grenfell victims What have you learned from looking at other monuments and memorials? What can you do to be sensitive (not upset anyone)? How can you make your memorial meaningful / thoughtful? What kind of things do you want to avoid in your design?

Creating a gallery Set out your design Write or explain the steps you took to design / build Take photographs

Plenary Why might a memorial help to keep the memory of victims alive? How and why is it important to think about the families of the victims when deciding what the memorial should look like? Which memorial did you really like? Explain why?

Suggested ‘Gallery Walk’ Photos for Key Stage 2

Paul Nash, The Menin Road The Menin Road is a large oil painting by Paul Nash completed in 1919 that depicts a First World War battlefield. Nash was commissioned by the British War Memorials Committee to paint a battlefield scene for the proposed national Hall of Remembrance. The painting is considered one of the most iconic images of the First World War and is held by the Imperial War Museum

On 11 November 1918, an agreement to stop fighting was signed between France, Britain and Germany, bringing over four years of fighting in the First World War to an end. The ceasefire came into effect at 11am: all along the Western Front, the guns fell silent and military operations were suspended. In Britain, workplaces and schools closed for the day as crowds took to the streets waving flags, singing patriotic songs and attending impromptu street parties. But for many, rejoicing was tempered by the realisation of the huge scale of loss and suffering the war had caused, and the uncertain future of the post-war world. Image credit: 11 November 1918: Crowds celebrating the signing of the Armistice at the end of World War I. Photo by Topical Press Agency/Getty Images

The poignant work created by artist Paul Cummins and designer Tom Piper commemorated the 88,246 British and Commonwealth soldiers who lost their lives in the First World War . The poppies progressively filled the Tower's famous moat between 17 July and 11 November 2014

Munition workers in a shell warehouse at the National Shell Filling Factory, Chilwell, Nottinghamshire. This was one of the largest shell factories in the country. Around 21 August, 1917. © IWM (Q 30018)

During a march past of Indian troops, a woman pins flowers on to the tunic of one of the soldiers. © IWM (Q 70214)

A group of female motor ambulance drivers from the British Red Cross Society Voluntary Aid Detachment (VAD) with their vehicle, a Canadian Red Cross ambulance, at Etaples, France, 27 June 1917. © IWM (Q 2438)

This monument is a powerful and moving tribute to all the animals that served, suffered and died alongside the British, Commonwealth and Allied forces in the wars and conflicts of the 20th century.  By Dario Crespi (Own work) [CC BY-SA 4.0 via Wikimedia Commons

Women’s International League for Peace and Freedom (WILPF) and the International Women’s Congress against World War I that took place in The Hague, the Netherlands, in 1915