1. Remembrance For Peace
Lesson Plan for KS3

2. What are the students learning How are the students learning Timing
Age Range : KS3 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 in appendix:
Analysing a memorial activity
Conflict Escalator
Forgiveness Resources
Curriculum Links:
SMSC
History
Art
Differentiation:
Assessment:
Suggested Timings: minutes
Resources needed :
PowerPoint slides
Appendix slides
Printed gallery images, post it notes and pens
Key words
Co-operation
Conflict
Remembrance
Further information
What are the students learning
How are the students learning
Timing
Starter activity to engage students as they reflect on links between a past event and the present day.
What do you know about WW1? Either in pairs, groups or a whole class discuss which images and words come to mind when WW1 is mentioned. Collate answers centrally. Discuss how many are images or descriptions from France and Belgium? Use the slide to show the global impact of WW1. Ask why do we or should we remember an event that happened long before any of us were born? Discuss the importance of learning from the past to influence our present and future.
5 minutes
Students will practice reflection, creative thinking, empathy and will reflect on links between a past event and the present day.
Gallery Walk: Display six of the images from the appendix and ask students to respond to the images, using post its. Are there images that surprise them? Do they have any questions about any of the images? As part of feedback ask which images were from WW1 and which images were from subsequent conflicts ? Remind Students that today’s lesson is all about thinking about past events to learn for the present and the future (more details are available in the appendix).
15 minutes
Students will practice skills of comparing and contrasting as well as creative thinking.
Analysing memorials A short version of this activity from Facing History is included here (a longer version can be found in the appendix). Use the images provided to discuss how we use memorials to remember and what we hope memorials convey. Compare and contrast the two memorials and if time allows plan a design for a memorial.
15-20 minutes
Students will develop and rehearse the skills of team working including cooperation and negotiation.
Today we have been thinking about remembering for peace, and what we can learn from the past we also want to think about what we can do to build peace locally in our school and our community. In groups think about where there is conflict or lack of peace in our school or wider community. What types of conflict exist and what can be done about them? (You may wish to follow this session with more activities exploring conflict resolution such as the Conflict Escalator or ‘forgiveness’, see the appendix for more details).
10 minutes
Students will have the opportunity to practice skills of active listening and reflection.
Plenary: Feedback to the whole group.

3. What images or words come to mind when someone mentions World War 1?

4. Only two of the following countries were not involved in World War 1 – which ones ?
France
Germany
Great Britain
China
Ethiopia
Japan
Mauritius
India
Jamaica
South Africa
Mexico
Brazil
Australia
Ethiopia and Mexico

6. World War 1: A Global War
Close to 3 million soldiers came from Australia, Africa, Canada, New Zealand, the Caribbean and the countries we now know as India, Pakistan, Bangladesh and Myanmar.
Additionally, thousands of Labourers were used to build roads, supply food, water and fuel. This included 96,000 Chinese labourers.

7. Why do we, or should we remember an event that happened long before any of us were born ?

8. The Gallery Walk
Go around the room and look at the pictures that are displayed on the wall.
As you go round, write your response on a post it note and stick by the photo:
How does the image make you feel ?
Do you have a question about one of the images ?
Anything surprise you about the images?

9. Analysing Memorials – how do we remember WW1 ?

10. Analysing Memorials: The Cenotaph, London A Facing History Resource
Who is the intended audience for this memorial?
What, specifically, is the memorial representing or commemorating?
What story or message do you think the artist was trying to convey? What might the memorial be leaving out?
How does the memorial convey its intended story or message? What materials did the artist use? What experience did the artist create for the audience?

11. Discuss
Do you think the Cenotaph is a good way to remember the First World War?

12. The Iraq and Afghanistan War Memorial, London
Watch this news clip about the opening of the memorial in March 2017.
Who is the intended audience?
What is it representing or commemorating?
What story or message do you think the artist was trying to convey? What might the memorial be leaving out?
How does the memorial convey it’s intended story or message? What materials did the artist use?

13. Discuss How do the two memorials compare?
What are their similarities and differences?
Can memorials help remember for peace?

14. Designing or Building a Memorial
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?

15. What can we do to build peace in our community ?
Have a look at this video about peace building in communities in Rio de Janeiro in Brazil. Afro Reggae What helps to build peace within our school or community? What can we do to help build peace within our school or community ?

16. Additional Resources for KS3
Appendix
Additional Resources for KS3

17. Forgiveness Remembrance
To explore activities around the theme of forgiveness, please see the Oasis Nine Habits Forgiveness resources
Oasis Nine Habits

18. Facing History And Ourselves Remembrance
Facing History and Ourselves is an organisation that works to help students learn about hatred and bigotry so they can stop them from happening in the future. Facing History fosters empathy and reflection, improves students’ academic performance, reinvigorates teachers, and builds safe and inclusive schools. 
To explore their fantastic resources visit their website here

19. Quaker Peace Week Pack
To explore some great ideas and resources please see the ‘Peace Week’ pack, produced by the Quakers. This includes some tried and tested methods of exploring conflict resolution, including ‘The Conflict Escalator’. The pack can be downloaded here

20. Gallery Walk Remembrance For Peace
The following images are suggested for use in the ‘Gallery Walk’ activity. We suggest that you choose 6 images to display . For more information on setting up a Gallery Walk visit Facing History.

21. 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

22. 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

23. 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

24. 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)

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

26. 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)

27. 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

28. 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

29. Gallery Walk Remembrance
The following slides have suggested additional images for ‘Gallery Walk’ for Key Stage 3
You may of course wish to retain a WW1 focus

30. Guernica by Pablo Picasso. 1937.
Guernica (Basque pronunciation: [ɡerˈnika]) is a mural-sized oil painting on canvas by Spanish artist Pablo Picasso completed in June The painting was created in response to the bombing of Guernica, a Basque Country village in northern Spain, by Nazi Germany and Italian warplanes at the request of the Spanish Nationalists. Upon completion, Guernica was exhibited at the Spanish display at the Exposition Internationale des Arts et Techniques dans la Vie Moderne (Paris International Exposition) in the 1937 World's Fair in Paris and then at other venues around the world. The touring exhibition was used to raise funds for Spanish war relief.[4]The painting became famous and widely acclaimed, and it helped bring worldwide attention to the Spanish Civil War.
Photo Source Wikipedia

31. St Paul's Survives is a photograph taken in London during the night air raid of 29/30 December 1940, the 114th night of the Blitz of World War II. It shows St Paul's Cathedral, illuminated by fires and surrounded by the smoke of burning buildings. It was taken by photographer Herbert Mason in the early hours of 30 December, from the roof of Northcliffe House, the Daily Mailbuilding on Tudor Street, close to Fleet Street.[2]
The photograph has become a symbol of British resilience and courage, and is considered one of the most iconic images of the Blitz. It became "instantly famous", and turned the Cathedral into "a symbol of togetherness, survival and suffering".[3] The raid during which the photograph was shot became known as the "Second Great Fire of London": more than 160 people died, over 500 were injured, and hundreds of buildings were destroyed.
Photo Source Wikipedia

32.   John Lennon will be known for the many things that he did with the Beatles, but something that he will also be remembered for is his ideas about peace. John took a very active role in trying to persuade people to protest against the Vietnam War, by doing many different things. He usually worked with his wife, Yoko Ono. Together they peacefully protested against the Vietnam War and asked the world for peace. He wrote his best selling ‘ Imagine ‘ in 1991.
Photo Source Wikipedia

33. A photo taken by the BBC in Easter Ghouta, Syria in February 2018
Photo Source

34. Suggested Additional Analysing and Creating Memorial Activity for KS3
Remembrance For Peace
Suggested Additional Analysing and Creating Memorial Activity for KS3

35. Memorials and Monuments
Think about a memorial you know and describe it, or you can sketch it
What is it?
What does it look like?
Where is it and what is around it?
What does its purpose seem to be?
As a class, share some examples
Why might people want to build memorials? List as many reasons as you can think of.

36. Analysing Memorials – how do we remember WW1 ?

37. Analysing Memorials: The Cenotaph, London
The Remembrance Day service has been held at the Cenotaph in Whitehall, London, for 99 years.  
Built in wood and plaster, it was designed to be part of the Peace Day events of July 1919 at the request of then Prime Minister Lloyd George.
Cenotaph means empty tomb in Greek.
When it was unveiled, members of the public spontaneously covered its base in wreaths to the dead and missing of the First World War.
It was then decided that the Cenotaph should be made a permanent and lasting memorial.
Built in Portland stone, the Cenotaph was unveiled in 1920.
The inscription reads The Glorious Dead.

38. Analysing Memorials: The Cenotaph, London
Who is the intended audience for this memorial?
What, specifically, is the memorial representing or commemorating?
What story or message do you think the artist was trying to convey? What might the memorial be leaving out?
How does the memorial convey its intended story or message? What materials did the artist use? What experience did the artist create for the audience?

39. Discuss
Do you think the Cenotaph is a good way to remember the First World War?
Can a memorial symbolise both war and peace? Lots of veterans come to the Cenotaph. Watch this video about one organisation Veterans for Peace at the Cenotaph.

40. The Iraq and Afghanistan War Memorial
Commemorates British citizens, military and civilian, who participated in the Gulf War, Afghanistan War and Iraq War (between and 2015).
Created by sculptor Paul Day, the memorial consists of two Portland stones:
One stone has the inscription Afghanistan, the other Iraq.
On the other sides are the inscriptions Duty and Service.
In between the stones is a bronze medallion depicting members of the armed forces on one side, and civilians on the other.
The Memorial is situated outside the Ministry of Defence.

41. Analysing Memorials: The Cenotaph, London
Watch this news clip about the opening of the memorial in March 2017.
Who is the intended audience?
What is it representing or commemorating?
What story or message do you think the artist was trying to convey? What might the memorial be leaving out?
How does the memorial convey its intended story or message? What materials did the artist use?

42. Designing or Building a Memorial
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?

43. Create a Class Gallery Set out your design
Write or explain the steps you took to design and build the memorial
Take photographs of the memorials and display as a gallery

44. Other Memorial Examples
Taj Mahal, Agra, India
Completed in 1643 by the Mughal Emperor
Shah Jahan to house the tomb of his wife.
9/11 Memorial and Museum, New York, US
Commemorating the 11th September 2001 terrorist attacks which killed 2,977 people.  

45. Other Memorial Examples
Garden of Stones Memorial
Museum of Jewish Heritage, New York, US
Saperstein (stumbling stones)
Austria, Belgium, Czech Republic, Germany, Hungary, Netherlands, Norway, Ukraine

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