Teach Peace Complete Version

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TeachPeacePack

In Teach Peace you will nd a set o 8 assemblies,

ollow-up activities/resources and prayers and

refections on peace. The themes and ideas

introduced in this resource pack invite children to

begin to think about what peace means to them

and where they eel peaceul helping develop

inner peace.

The resources nurture skills o empathy whichare so important to healthy human development.

The ollow-up activities oer opportunities to think

about what the children can do to build peace

within and between themselves. Without inner

peace, it is impossible to achieve outer peace.

The pack encourages children to think critically

about war and explore the human cost o war;

learning about how children, so oten the innocent

victims, can work together or peace. We hope

that you and your pupils will be inspired to build a

more peaceul world.

From the UN International Day o Peace, 21

September, to the International Day or Children as

Victims o War, 4 June, the school year is lled with

opportunities to use the assemblies and activities

in this pack. I hope that this resource will helpto ensure peace is a key theme in our childrens

education and help you to celebrate peace and the

peacemakers in your school.

Matt Jeziorski

Chair, Peace Education Network

www.peace-education.org.uk

[email protected]

The inspiration or this resource came about

through the concern o one grandmother. With

the advent o Armed Forces Day, the growth o

combined cadet orces, and the approaching

anniversaries o World War I she was worried

that war commemorations and celebrations were

leaving no room or peace at her granddaughters

school.

Introduction

Acknowledgments

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TeachPeacePack

The Peace Education NetworkThis resource has been written by the ollowing members o the Peace Education Network andproduced by Quaker Peace & Social Witness.

l Quaker Peace & Social Witness (QPSW) www.quaker.org.uk/aith-action

l Pax Christi www.paxchristi.org.uk

l Campaign or Nuclear Disarmament (CND) www.cnduk.org

l Columban Justice and Peace Education www.columbans.co.uk

l CRESST Confict Resolution Education www.cresst.org.uk

l West Midlands Quaker Peace Education Project www.peacemakers.org.uk

Many o these organisations oer ree school speakers and can help you with ideas or teachingpeace and building a more peaceul school.

The Peace Education Network draws its membership rom organisations working in peaceeducation. We meet three times a year to share resources, ideas, and inspiration. We alsoorganise proessional development workshops or members o the network and other interestededucators. www.peace-education.org.uk

True peace is more than the absence o war;it requires the presence o justice and care.Without these basic core values, there can beno real or lasting peace. And this is why theseassemblies rightly range across topics whichinclude campaigns or justice and humanrights as well as nonviolence, peace andreconciliation. These are the building blocks

o humane, tolerant and inclusive societies. Inact, there are those who are now using theterm just peace to mean exactly this.

Most teachers would agree that genuinelypeaceul schools are institutions in whichthere is an ethos o calm and care or all,in which mutual respect or persons allowsrespect or learning to grow. A school as aplace o learning is most eective when its

members can fourish as human beings, asindividuals and as members o the community.

In this way, this pack supports the work o theschool in supporting Spiritual, Moral, Socialand Cultural education (SMSC).

Children develop socially and morally in anumber o ways through seeing, thinking,eeling and acting. These assemblies providepowerul opportunities or the children to

think in thoughtul, refective ways aroundsome o the undamental issues about howwe live together. Children also learn romtheir surroundings, rom identiying with thevalues o people they like, admire and trust. Asteachers we must model the values o justiceand care in our lives and then we will see themfourish in our classrooms and schools.

Don Rowe

Founding member of the Citizenship

Foundation, author and researcher

Foreword

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Throughout the school year there are many days, secular and religious,local, national and international, where peace and peacemakers can becelebrated. These dates, beginning with UN International Day of Peace inSeptember, provide opportunities to use the materials in this pack.

Peace Calendar

TeachPeacePack

Peace Calendar 2013/14

21 September UN International Day of Peacewww.un.org/en/events/peaceday andwww.peaceoneday.org

4 October St Francis of Assisiwww.paxchristi.org.uk

24 October One World Weekwww.oneworldweek.org/v2

11 November Remembrance Daywww.britishlegion.org.uk/remembrancewww.quaker.org.uk/education

10 December UN Human Rights Daywww.un.org/en/events/humanrightsday

January Peace Sunday (3rd Sunday of January)www.paxchristi.org.uk

8 March International Womens Daywww.internationalwomensday.com

15 May International Conscientious Objectors Daywww.ppu.org.uk and www.wri-irg.org

21 May Blessed Franz Jgersttterwww.paxchristi.org.uk

4 June International Day for Children as Victims of Warwww.warchild.org.uk and www.childvictimsofwar.org.uk

6 August Anniversary of the bombing of Hiroshima

www.cnduk.org9 August Anniversary of the bombing of Nagasaki

www.cnduk.org

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1 Quiz. n Slide 1A series o pictures will be slowly uncovered (as

you click). Ask the children to put their hands up

when they think they know what the picture is o

n Slide 2: Picture o a dove

n Slide 3: What can you see? (click through toreveal the image

n Slide 4: Peace sign with ngers

n Slides 5 and 6: Paper origamicranes [look or answers like birds, paper

birds, origami]

n Slides 7 and 8: Campaign orNuclear Disarmament (CND) symbol [look or

answers like peace symbol]

2 CND SymbolAsk the children: Does anyone know where the

CND symbol comes from?

Explain that the Campaign or Nuclear

Disarmament campaigns to get rid o nuclear

bombs, the most powerul bombs that exist.

The sign symbolises N and D in semaphore, or

Nuclear Disarmament nSlide 8.

3 PeaceDoes anyone know what one word connects these

four symbols?

nSlide 9: [Look or the answer PEACE. I morehelp is needed then] It has ve letters

nSlide 10: It begins with PnSlide 11.

nSlide 12: What is peace? Explore with thechildren what they think peace means. Ask: What

is peace? Give them a ew seconds to consider

the question and ask them to discuss ideas with

the person next to them. [Take eedback ater a

minute or two].

4 Defnitions o peace

Explain that many people have tried to denepeace over the years

nSlide 13:Ask: Does anyone know who this is?nSlide 14: Martin Luther King American whoworked or airness or people o all races in the

USA.

nSlide 15: He said True peace is not merely theabsence of tension: it is the presence of justice.

Aim: to encourage children to thinkabout what peace means and how wecan achieve it.

Planning/Preparation: you will needthe What is peace? PowerPointpresentation rom the PeaceEducation Network websitewww.peace-education.org.uk.

The orange squaresnin the text reerto these slides.

The our quiz picturesnslides 2, 4,5 and 7, are gradually uncovered byrepeatedly clicking the mouse (beprepared to do quite a lot o clicking!).

Teach Peace PackAssembly 1: What is peace?


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5 Childrens defnitionsChildren in Year 1 and 2 doing a peace week had

their own ideas about what peace is

nSlide 16: They said: Peace is helping myriends when they need me.

nSlide 17: And Peace is when everyonecooperates and listens to each other.

6 GandhinSlide 18: Finally, ask who is this? Gandhi.nSlide 19: He said Be the change you want to

see in the world. What do you think he meant by

that? [Look or answers about i we want peace

then we need to be peaceul, i we want airness

we need to treat people airly, etc.]

7 Conclusion: Peace and justiceWe have talked about peace and what peace is.

A peaceul world is one where there is justice;where everyone is treated airly, where there is no

violence, and where we are able to live without

ear. And that last quote, rom Gandhi, reminds us

that i we want peace then we need to be peaceul

people and to work or peace.

Follow up activities/resources:

l Explore peace with your class.Children can write or draw Peaceis booklets/messages. Ask thestudents where they eel peaceuland create a peaceul place in

your classroom/school where youcan display the messages.

l Books to help children begin toexplore peace:

Can You Say Peace? by KarenKatz, 2006. A simple colourulbook which introduces children tosaying peace in dierent

languages.

What does peace feel like? byVladimir Radunsky, 2004. Childrenrom around the world describewhat peace might eel like; tastelike, sound like.

The Story of Ferdinandby MunroLea, 2011. First published in 1936,

Ferdinand is a bull who wouldrather sit and smell the fowersthan butt heads like the otherbulls.

War and Peas by MichaelForeman, 2002. King Lionscountry has barren ground andwhile the birds set o in search opeas, he visits the neighbouring

country, which has mountains oplenty. Underlying messagesabout helping others, and sharingwhat you have.

l Join ThePeaceul SchoolsMovement anddiscover moreideas or building

a peaceulschool:http://tinyurl.com TPP-PSM.

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1 Introduction: PetsAsk the children: Does anyone have any unusual

pets? What about more usual animals doesanyone have a cat? A hamster? A rabbit? What

about a dog? Why do people keep dogs? [Look

or answers about loyalty, companionship, and

guardianship.]

Explain that you are going to tell a story about a

dog whose master thought him to be a good and

aithul companion.

2 The legend of Gelert

Near the North Wales village o Beddgelert(pronounced beth-gel-airt), in a feld close to the

banks o the River Glaslyn, you can fnd a stone

which marks the fnal resting place o Gelert, the

aithul dog o Prince Llywelyn.

Around 800 years ago Llywelyn had a palace close

to Beddgelert rom where he went out or a days

hunting. Unusually Gelert was not with him on this

trip but was waiting to joyully greet his master on

the princes return. But Gelert was stained and

smeared with blood.

Panicked, the prince raced into his castle to look

or his baby son. He ound the cot empty and the

bedclothes and floor covered with blood

Ask the children: What do you think had

happened?

3 Continue the storyPrince Llywelyn, urious with rage, plunged his

sword into the dogs side thinking he had killed his

little boy. When the dogs dying yelp was answered

by a childs cry, Llywelyn searched and ound

the child unharmed beside the body o a mighty

wol, which Gelert had slain. The prince, flled with

sadness, is said never to have smiled again. He

buried Gelert where today there stands the stone

shown in the picture above.

Image location: http://tinyurl.com/TPP-Gelert

4 Prince LlwelynAsk the children: How do you think Prince Llywelyn

felt? [Look or answers about being relieved/happy

that his son is sae but sad/angry that he killed

Gelert and would miss his riend.] Was he right to

do what he did?

5 Barney and the spilt paintFinish the assembly with an up-to-date story with

the same moral.

Explain that youre going to tell them about

something which happened more recently,

and closer to homeMr Smith walked into his

classroom one day only to fnd the floor covered

in paint. Only Barney was there also covered in

paint. What do you think had happened? What

should Mr Smith do? [Barney was trying to tidy up,

having ound the mess.]

6 ConclusionAsk the children: What can we learn from these

stories? [Look or answers about not acting in

anger, thinking beore blaming someone, fnding

out the ull story.] Finish by reminding them that its

Aim: to show how things can gowrong when we act in anger.

Planning/Preparation: you may like

to f nd a photo o Gelerts grave todisplay during the assembly

You may want to begin the assemblywith pictures o pets belonging to you/other teachers/children.

Teach Peace PackAssembly 2: Think before youact: the legend of Beddgelert


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OK to be angry, but its what we do about it that

counts. Explain that i you get angry, and have a

volcano in your tummy, theres lots o things you

can do, such as:

l Count backwards rom ten

l Take fve deep breaths

l Move away and do something dierent, youcan return to the problem when youve cooled

down, or you might even fnd its gone away!


l Watch the online animation o thestory o Gelert:http://tinyurl.com/TPP-Gelert-An.

And a version in Welsh here:http://tinyurl.com/TPP-Gelert-AnW.

l Act out the story o Gelert andPrince Llywelyn with your class.

l Explore strategies or handlinganger, see: A Volcano in MyTummy: Helping Children toHandle Anger, by Whitehouse andPudney, 1998.

l

Read The Sand Trayby DonRowe, part o the Thinkersseries or Key Stage 1, written toencourage children to seecomplex but amiliar situationsrom a number o viewpoints.

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1 Introduction: ask for two volunteers

Explain that they wont have to speak, but mightneed to do a bit o acting. (Give each of the two

students a donkey mask and one end of the rope/

cord, making sure they know they cannot let go

of it. Explain you are going to tell a story, and you

would like them to act it out as you go along.)

2 Tell the following story:Once upon a time there were two mules. They

were tied together in the armyard, and they were

very hungry. (Encourage your actors to mime).

Then, the armer let two boxes o ood in the yard

or them: one or the rst mule (position on the let

o the stage) and one or the other mule (position

on the right o the stage).

Each mule saw that the ood had been let, but

they were still tied together. They each tried to

reach their ood, but they couldnt. They were just

as strong as each other, so however hard they

pulled on their rope, they would never get the ood.

Feeling tired and out o breath, they sat down next

to each other, even hungrier than beore.

Explain that at this point its a lose-lose situation.

Neither o the mules has got what he/she needs.

3 What can the mules do?Ask the children for suggestions about what the

mules could do. [Look or ideas about working

together, cooperating to eat together rom one boxrst and then the next].

4 Continue the storyThen the mules started to talk to each other, and

they came up with an idea that would help them

both get ood. They went together to the rst

mules ood and shared it, never pulling on the

rope. Once that ood was gone, they went to the

other mules ood and shared all o that. They both

got enough ood and the sat down happily. They

had ound a win-win solution.

5 Different endingsWin-win solutions made both mules eel happy.

But this story mightnt have had a happy ending.

How could it have ended in a less happy way?Ask

the children for suggestions. Look or ideas such

as

l The mules could have ought over the oodand got hurt lose-lose

l One mule might have bullied the other oneand taken all the ood a win-lose

l They could have pulled so hard that it hurtthem another lose-lose

There was a point in the middle o our story when

the mules did something that helped them solve

their problem. Did anyone notice what this was?

By stopping and thinking, and then talking and

listening, they ound a win-win idea.

6 ConflictExplain that disagreements, or conficts, happen

Aim: to show that co-operation isbetter than conf ict.

Planning/Preparation: you may nd it

useul to have or the assembly:

2 mule masks(rom: www.peace-education.org.uk)

A risbee and a ootballA length o rope/cord2 cardboard boxes.

Teach Peace PackAssembly 3: Conflict resolution: Atale of two mules


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all the time. What matters is how we handle them.

Instead o alling out and arguing we can, like the

donkeys, work together to nd a solution that

everybody is happy with. How do we do this?

Ask the children what the mules had to do to get to

their win-win solution. [Look or answers like stop

and think, cooperate, listen to each other, think

about each others needs....] So now we know howto try to reach win-win solutions, lets see i we

can solve this problem or Sam and Ali (or use the

names o the two students who volunteer). Ask or

two more volunteers. Give one a ootball and one a

Frisbee. Explain the situation:

Sam really wants to play Frisbee

Ali really wants to play basketball.

But they want to play together.

Ask the children what Sam and Ali could do abouttheir problem that would be a win-win? [Look or

answers such as]

l Agree to split their time, playing a bit obasketball and a bit o Frisbee

l Agree to play one now, and the othertomorrow

l Invent a new sport you could even ask your

volunteers to demonstrate a solution, such asbasketrisbee!

7 Win-win solutionsThese ideas are all what we call win-win solutions.

When we get into a disagreement, or confict, we

oten think that or the other person to win, we

must lose. So we ocus only on winning. We pull

really hard in our own direction, like the mules

beore they sat down to think. But even i we end

up winning, weve sometimes hurt the eelings o

the other person, or damaged the riendship.

8 ConclusionSo next time you get into a disagreement, what

should you do? Remember the tale o the two

donkeys. Rather than pull indierent directions,

take the time to stop and think. See i you can

cooperate and nd a win-win solution.


l Display and use in your classroomThe Two Mules poster. Availablerom the Quaker Centre.

T: 020 7663 1030

l Practice I statements. These arereally useul or helping childrenhandle confict. You can use an Istatement to tell someone howyou eel about whats happeningand what you need. You donthave to blame others (which otencauses confict to escalate). For aCircle Time Game on I state-ments, and an I statementworksheet go to:www.cresst.org.uk/pen-resources.

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1 Introduction: FootballAsk the children: Who likes playing football? [Show

o hands] What do you like about it? [Look or

answers about riendship and un]

Explain that you want to tell a story about an

extraordinary game o ootball that took place 100

years ago

2 Tell the story of The Christmas TruceIt was 24 December 1914 Christmas Eve. Many

children were getting ready or Christmas without

their athers. Earlier that year, in August, war

had broken out right across Europe and around

the world. Germany had invaded the next-door

country o Belgium. Britain had agreed to helpdeend Belgium and so hundreds o thousands o

men had set sail to France.

Beore very long they were acing German troops

in a long line o trenches. These deep trenches

were dug to protect soldiers on both sides rom

the guns o the enemy. Even so, already thousands

o men on both sides had been killed.

Explain to the children that it was Christmas Eve.

Ask: What would the soldiers be thinking of?[Look or answers like riends, amily, wives and

girlriends.] So were the Germans.

3 Continue the storyAs the British soldiers kept watch, they heard

something which surprised them. It was not gunfre

but singing. As dawn broke, instead o the guns

starting up once more there was a strange calm.

Someone in the German trenches raised a board

on which they had written the words, You no fght,

we no fght. Along the line, a German ofcer raised

a white flag. Nervously, some British soldiers stood

up above the trench and nothing happened.

Cautiously they began to advance, without their

guns, towards German lines. The Germans, too,

came orward and began to greet their enemies

with warm handshakes. Happy Christmas, Fritz!

and Merry Christmas to you, too, Tommy.

By that aternoon, thousands o soldiers on both

sides were talking and laughing and singing.

Some showed their new riends pictures o their

loved ones. Some Germans had been working in

England just beore the war and one soldier asked

a British ofcer i he would take a letter back to

his English girlriend. There was much swopping

o small presents such as cigarettes, tinned ood,

plum puddings, and even helmets! Someone else

ound a ootball and a game began. Other games

started and where there was no ball, tin cans or

sandbags stued with straw were used. And all

the while, carols continued to be sung in both

languages. This truce had been started by ordinary

soldiers not wishing to fght on Christmas Day. The

ofcers who were fghting with them joined in the

truce but ofcers higher up were not at all pleased.

4 The GeneralsAsk the children: Why do you think the generals,

those running the army, were unhappy? [Look oranswers about them not being happy because

being riendly with the enemy was not a good idea.

How can you fght with someone who is a riend?]

Aim: to learn about a remarkablestory rom World War I and encouragechildren to think about reaching out in

riendship across divides.Planning/Preparation: you may liketo f nd images o WWI trenches todisplay during the assembly.

Teach Peace PackAssembly 4: The Christmas truce


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When the Generals commanding the war got to

hear o it, they were very angry. They eared that

their soldiers would lose the will to fght because

they could see that their enemies were people just

like themselves.

The army commanders acted quickly to prevent

this ever happening again. Orders went out that

there was to be no more contact with the enemyand beore long, sadly, the shooting began again.

Many people had hoped the war would have

been over by Christmas that year. Sadly, it went

on or another three and a hal years. By this time,

millions o soldiers around the world, and even

more civilians, had died.

5 Conclusion: Building peaceExplain to the children that you want them to think

about reaching out across divides.Ask: Have youever helped someone new settle into your class,

or stood up for someone who has needed it, even

though you didnt really know them. Have you

been a friend to someone who needed you? When

you do this sort o thing you are building peace. So

keep doing it...


l Read more about the ChristmasTruce, see: Truce: The Day TheSoldiers Stopped Fighting by JimMurphy, 2009

l Think o times when peoplearound you might want you to dothings which you are unhappyabout. How hard is it to stand outand reuse? Why is that? Whatcan help us to be courageousabout our ideas and belies?

l During World War I and in everyother war, newspapers and others

on all sides, spread terrible liesabout the enemy and what theyhad done. Why do you think thisis? Think about when groups opeople are suspicious o eachother and what can be done tohelp break down the barriers.Why do you think some people donot want these barriers to come

down?l Learn more about World War I and

the experiences o conscientiousobjectors people who reusedto kill rom the start, not just onChristmas Day. See: www.quaker.org.uk/education and www.quaker.org.uk/ww1map.

l Learn how to make a Peace

Mala a symbolic bracelet thatpromotes riendship, respect andpeace between the aiths and allpeople in our world, see:www.peacemala.org.uk.

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1 IntroductionExplain that you are going to tell the children a

story.

The story is about making a very difcult decision.

The person in this story has to decide whether to

go to war and fght or his country or reuse to fght.

I want you to imagine that you are that person and

try to make the decision or them.

Say youre going to ask them some questions. I

your answer is that you would fght, you want the

students to stand up (or do something visual,

such as put their hands up). I you would reuse to

fght then stay sitting down

2 Telling the storyExplain that you are going to tell the story slowly,

only giving a little bit o inormation at a time. So

i you change your mind during the activity then

change your position. [Ater each point in this story

give the children a moment to change their mind i

they wish. You also might want to occasionally get

eedback on their reasons, i time allows.]

l Your country has just become involved in ahuge war a world war and you have been

called up to ght in the army. Do you ght or

not ght?

l The government have made a law thatyou have to ght so those o you sat down

and not ghting will be breaking the law and

will be punished Do you ght or not ght?

l You are a married man with three young

children Do you ght or not ght?

l Your amily rely on you to provide or themso i you join the army and ght you will be

paid and be able to look ater them and

even i you get seriously injured there will be a

pension but not ghting would leave your

amilys uture less certain Do you ght or

not ght?

l You live in Austria, and it is 1943. So this is

World War II. And Austria ought on the side oGermany so you would be joining Hitlers

army Do you ght or not ght?

l Under Hitler the punishment or reusingto ght is that you will be killed (you will be

beheaded) Do you ght or not ght?

l You are a Christian and think it is impossibleto be a good Christian and ght or Hitler

Do you ght or not ght?

l You go to your priest or advice and he tellsyou that it is your duty to ght or your

country Do you ght or not ght?

Aim: to explore doing what you believeto be right.

Planning/Preparation: with a large

group you may want to use stand upto represent f ght and sit down torepresent wont f ght. Alternatively,you could get a small group o childrento do the activity at the ront on behalo everyone.

With a small enough group thisassembly can be done with one sideo the room marked Fight and the

other Wont f ght and the childrengo to whichever side o the roomrepresents their decision.

Teach Peace PackAssembly 5: The importance ofdisobedience


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l You go to consult the local bishop and heagrees with the priest, it is your duty to ght

or your country Do you ght or not ght?

l You go to talk with your mother. She tellsyou that you must ght as it is the only way

you can look ater your wie and children (her

grandchildren) Do you ght or not ght?

l Final decision time you have talk it throughone last time with your wie. She tells you that

she supports you. She knows it is an

impossible situation but you have to do what

you think is right and not to worry about her.

Do you ght or do you reuse to ght?

[Announce whether most people are ghting

or not]

3 Franz JgersttterExplain: This actually happened to an Austrian

man called Franz Jgersttter. Franz decided that

he could not ght or an evil cause and was killed

or reusing to ght.

A sad end to a dicult story.

But it is not quite the end because today, all

these years later, Franz is considered a hero by

peacemakers...

4 Being a peacemakerAsk the children: Why do you think Franz is

considered a hero by peacemakers? What can we

learn rom Franz about working or peace? [Look

or answers about doing the right thing even when

it is difcult].

5 ConclusionWe are not aced with huge decisions like Franz,

but we can learn something rom him. Oten we

can eel pressured or tempted to do the wrongthing. People might want us to join in being nasty

or unkind to someone in our class or one o our

riends at home. When this happens we must be

brave enough to say no. We must reuse to join in.

We must stand up or what is right.


l For more about Franz Jgerstttersee Pax Christis educationresources www.paxchristi.org.uk

l For help with introducing sensitive

issues see Headlines: War andConfict: Tackling ControversialIssues in the Classroom byprimary head teacher MargueriteHeath, 2010.

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1 Introduction: Prisons of the pastAsk the children: what would it be like if your

parents or carers broke the law and you were

sent to prison with them? Explain that this is what

used to happen, and that there was a time in this

country when if a mother was sent to prison forstealing bread, her children would have to go too.

Prisons were dangerous, dirty places.

One of the reasons that prisons are not like this

today is because of the work of a woman called

Elizabeth Fry.

l Ask the children if anyone has ever heard ofher, or seen her picture? [on current 5 notes]

2 Elizabeth FryElizabeth Fry, who lived 17801845 in the reign ofQueen Victoria, came to know a lot about prisons.

This was not because she got into trouble, but

because of her religious beliefs. Elizabeths family

were Quakers. Quakers believe that there is good

(or something of God) in everybody and that each

human being is precious and unique. This leads

Quakers to value all people equally.

3 QuakersAsk the children:if Quakers believe there is good in

everyone, why might they be interested in prisons,

and how we choose to punish people?

l Ask the children to talk in pairs [Take feedback

after a minute or two. Look for ideas about

fairness; treating people with respect even if

they have done something wrong; trying to

help people turn their life around].

Quakers believe that to build a more peaceful

world, everyone needs to treated fairly, and with

love and kindness.

4 Learning about prison conditionsElizabeths family was quite rich, but she was

brought up to believe its important to help the

poor. One day, a Quaker friend of Elizabeths

visited Newgate Prison. He saw prisoners sleeping

on stone floors with no bed clothes, and babies

crying from the cold. There were no doctors or

nurses to help the sick. He went straight to tell

Elizabeth what hed seen. Elizabeth set to work

collecting clothes for the women and babies and

the next day set out for Newgate.

5 Visiting Newgate PrisonNewgate prison had one of the worst reputations

as a dangerous and deadly place, and many of the

women there had not even had a trial. The prison

governor warned Elizabeth not to go inside. Hesaid that the women were dangerous. Elizabeth

was frightened but she went inside anyway. She

was shocked by the filthy, dark and overcrowded

cells. She dressed every baby in warm clothes and

comforted every mother. The next day she brought

more clothes and clean straw for the sick to lie

on. This time Elizabeth prayed for the prisoners

and was surprised by the effect a solemn quiet

spread throughout the prison. The women were

moved by her message of love for them.

Elizabeth worked hard to raise money to open a

school for the children in the prison, and some of

the women did the teaching themselves.

Aim: to learn about the life of prisonreformer Elizabeth Fry and herdetermination to change something

she believed was wrong.Planning/Preparation: you may wantto display an image of the 5 note.

Teach Peace PackAssembly 6: The angel of prisons


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6 Prison reformAfter these visits to Newgate prison in London

Elizabeth devoted her life to improving the

conditions for women prisoners all over the country

and even abroad. News of what Elizabeth had

achieved encouraged other women to campaign

for better conditions. The beating of women

prisoners was abolished. The authorities beganto look on prisoners as individuals, rather than as

creatures to be locked away.

7 TransportationMany women were transported to Australia for

their crimes, though this could be for something

as small as stealing fabric. Elizabeth made sure

that every woman was given a bag of useful bits,

including a Bible and a sewing kit and material, so

that they could learn to read and gain skills to earn

a living when they arrived in Australia.

l Ask the children: why do you think Elizabeththought this was so important? [Otherwise

they might have to commit more crimes

in order to survive she was trying to give the

women the chance to turn their lives around].

8 Rajah QuiltIn 1841, the women on board the ship Rajah

made a quilt together. On arrival it was presented

to the governors wife. Words sewn onto the quiltsaid that the women were very grateful for the

kindness shown by the ladies in London, which

they never forgot.

9 ConclusionElizabeth Fry became the most famous woman

in England apart from Queen Victoria. Because

she believed that something was wrong and was

determined to do something about it, she changed

peoples views on how to treat prisoners forever.


l Learn more about Elizabeth Frywith Games, Fun Facts and videoson the BBC Schools page:http://tinyurl.com/TPP-BBCFry

l Examine whether Fry was one ofhistorys heroes? Consider thearguments for and against at:http://tinyurl.com/TPP-HeroFry

l Circle Time Discussion: ElizabethFry is currently on our 5 notes.Soon, new 5 notes are to becreated. Explore with the childrenwho they think should replace

her and discuss the qualities thatmake a Peace Hero chooseone for your own 5 note. Thiscould be someone famous or fromyour class/school/family or localcommunity.

l See Peaceful Heroes by JonahWinter, 2013, and discoverwarriors who didnt use weapons,

including Martin Luther King Jr,Sojourner Truth and Gandhi.

l Look up more about the RajahQuilt and its fascinating story atthe website of the National Galleryof Australia:http://nga.gov.au/rajahquilt.

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1 Introduction: Wallsn Show slide 2: A brick wall.Ask the children:

l Why do people build walls? [to eel sae, toprotect their belongings/land, or privacy etc].

l Has anyone seen any famous walls, or reallytall walls?

2 Invite one volunteer to the frontGive her/him your valuable object, and explain

they need to keep it sae.Ask what they can do

to keep it safe, perhaps they should keep it close?

Explain that you trust everyone here, but what i

you were somewhere where you were worried that

you couldnt protect your valuable object? What i

you thought people were going to come and take

it rom you, what could you do? Might you build a

wall or protection?

3 Create a human wallInvite other children to come up to gradually orm

an outward-acing human wall around your rst

volunteer until she/he is more or less out o sight.

Ask i he/she eels saer now they are surrounded

by a human wall.Ask: are there any problems with

being protected in this way? [You may or may not

eel saer, but will it be dicult to move around,

get to lessons, go home and watch TV, chat to

riends? Might the wall become damaged, could

someone climb over it? Ask i she or he would like

to stay inside the human wall orever.] Thank your

volunteers they can sit down again.

4 Musk oxen

n Show slide 3: A group o musk oxendeending their young.

What are these animals doing? Click to explain

using the PowerPoint:

l Reveal the young oxen the most preciousthing they have.

l Reveal the wolves a predator.

l Show how the adult animals make a deensivewall.

5 Hadrians WallLike the musk oxen, people build walls between

each other to keep sae. Sometimes these are little

walls; sometimes they are huge walls to divide

whole communities, but what happens to them in

the end?

n Show slide 4: Hadrians Wall. This was built by

the Romans to deend southern Britain, which theyhad invaded, against Scotland, which was not part

o Roman Britain. The wall was abandoned when

Emperor Hadrian died, and today England and

Scotland are (mostly!) riends.

Aim: to learn that walls are built tokeep the peace but also divide people.

Planning/Preparation: a PowerPoint

presentation is available romwww.peace-education.org.uk.

The orange squaresnin the text reerto these slides.

As children arrive shownslide 1 aseries o images o barriers (the slideswill scroll through automatically.

You may nd is useul to use avaluable object such as a watch/trophy.

Teach Peace PackAssembly 7: Barriers to peace


17/22

6 Peace walls in Northern Irelandn Slide 5: The peace lines/walls in NorthernIreland. These are a series o barriers that separate

Protestant and Catholic neighbourhoods because

there has been a lot o ghting between them.

The rst peace lines were built in 1969 to reduce

the violence, and were only meant to last 6

months. They have multiplied over the years and

became wider and longer. They have meant that

people in the neighbourhoods on either side live

very separate lives. They are still there, but may

disappear in the uture as some neighbourhoods

want to work towards removing the walls and

building peace.

7 Separation barriern Slide 6: Separation barrier around thePalestinian West Bank. This is another barrier

which divides two communities who are in confict.It is being built by Israel. Some o it is an 8 metres

tall concrete wall; some o it is a ence. Israel says

it is needed to protect its community, on one

side, rom Palestinians on the other side. Some

people think that the barrier is eective at stopping

attacks. Others people say that it isnt, and that it

makes lie very hard or ordinary Palestinians living

nearby the wall. It makes it more dicult or them

to get to work and to get to the land they own. This

barrier is still being built today, we dont know i it

will last orever.

8 ConclusionWe might eel saer while we are behind a wall. We

might not get hurt and there might not be ghting.

So we mightkeep the peace but what do we

lose? Would we enjoythe peace? Not necessarily.

Rather than build walls to feel safe, what can we

do to build peace? [Get to know each other, build

trust, and communicate]. We need to learn tobuild peace between ourselves, and overcome

dierences, rather than have to build barriers

between ourselves.


l Circle Time Discussion: Do thechildren agree that Good encesmake good neighbours? (RobertFrosts poem Mending Wall).Begin with a eelings line standing at one end indicates youagree, standing at the othermeans you disagree. Let thestudents think, then take theirposition. Back in the circle discussthe advantages and disadvantageso ences/walls. Repeat theeelings line to see whetherstudents have changed their mind.

l Read The Kites are Flying byMichael Morpurgo, in which Said,a Palestinian boy who neverspeaks, makes kites to fy over thewall near his home, or ChildsGarden: A Story of Hope byMichael Foreman, in which aboy who nurtures a plant in a war-torn country watches it grow until

it becomes a symbol o hope

l Order a ree copy oLearningabout human rights in the primaryschoolrom AmnestyInternational. This includesactivities or exploring identity andhelping children understand thatwe all belong to dierent groupsbut have some things in common.See: http://tinyurl.com/TPP-AmEd.

l Become a Rights RespectingSchool The Rights RespectingSchools Award (RRSA) recognisesachievement in putting the UnitedNations Convention on the Rightso the Child (CRC) at the heart oa schools planning, policies,

practice and ethos. To nd outmore about gaining a RRSA go to:http://www.unice.org.uk/rrsa

0100g.QPSW.0713


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1 IntroductionExplain that you are going to tell the children a

story. The story is about a girl called Sadako. It is a

sad story, but it also a story o courage and hope

2 Telling the story

Sadako Sadaki was only two years old when thebomb was dropped on 6 August near her home

by Misasa Bridge in Hiroshima, Japan. Sadako

was blown out o the window and her mother ran

out to fnd her, suspecting she might be dead, but

she ound her daughter alive. Whilst Sadako, her

parents and her brother escaped to saety, lots o

other people were killed. Nearly the whole city was

destroyed in seconds.

When Sadako was in Year 6 she was in a PE

lesson when she suddenly ainted. She soon

opened her eyes again, but everyone was very

worried about her, so the next day Sadako had

to see a doctor and have lots o tests. When the

results were ready, Sadakos ather went to meet

the doctor. It was bad news. The doctor said that

Sadako had a type o cancer caused by the bomb.

She was very ill and would have to go into hospital.

She might only have one year to live. Sadako was

conused it had been 10 years since the bomb

went o! Sadakos parents were heartbroken.

They could not bear the thought o losing Sadako.

They also did not want Sadako to eel scared

about going to hospital, so her mother made her a

kimono a special Japanese dress. The material

had pictures o cherry tree blossom, and it helped

Sadako to eel better about being away rom her

riends and amily.

One day, Sadakos riend Chizuko came to visit.She gave Sadako a bird made rom olded gold

paper. The bird is called a crane said Chizuko.

There is an old legend, that i you make one

thousand o these, then you can make a wish. As

soon as Chizuko had said these words, Sadako

knew that this was what she must do. I will make

one thousand cranes! Then maybe I will get a

wish. The two girls were excited and began olding

immediately. Sadako was slow to start with, but

it was not long beore she could remember every

old and the pile o paper cranes began to grow.

Sadako looked everywhere or paper to make

new cranes. News spread throughout the hospital

about her task and patients sent her their old

newspapers and wrapping paper and the nurses

sent her wrappers rom packets o medicines.

Every day, she tried hard to sit up enough to old

her paper but this got harder and harder, until

one day she olded her last crane. Number 644.

Sadako died with her amily at her bedside. Thecancer had killed her. Sadakos body did not hurt

any more.

Aim: to explore the human cost o warand see how children, so oten theinnocent victims, can work together

or peace.Planning/Preparation: You may wantto display an image o Sadako duringthe assembly.

This assembly is most eective i it isollowed up in the classroom with themaking o origami cranes carrying thechildrens messages o peace.

Some children may f nd the content othis assembly upsetting, so be awareo the need or sensitive ollow up.

Teach Peace PackAssembly 8: Sadako and thethousand cranes


19/22

At Sadakos uneral, her parents gave out the

paper cranes to her school riends. They were

pleased, but elt deeply shocked and upset by

Sadakos death; it seemed so unair. They talked

to each other about how they elt, then someone

had the idea o making a statue to tell people

about Sadako, and all the other children who had

died because o the bomb. The children agreedthat this was a good idea. It was not long beore

school children rom all over Japan were sending

donations. Eventually, enough money had been

raised, and a memorial statue o Sadako was put

up. Sadakos riends stood around it. They elt

proud o Sadako. Written on Sadakos statue are

the words: This is our cry, This is our prayer: To

create peace in the world.

3 Conclusion

This is sad story, but it is also one o courage andhope, or Sadako has inspired children all over

the world. Children rom many, many dierent

countries learn to make the paper cranes.

Sometimes they write their wishes or peace on

their wings. Thousands o paper cranes are taken

to the statue o Sadako in the Hiroshima park in

Japan, and lie at its eet.

The peace cranes can never give Sadako her lie

back, but each o us can think o one thing we can

do to make our amily, riends, class or the wider

world a more peaceul place.Ask the students:

What will you do?


l Learn how to make your ownpaper cranes and or otheractivities about Sadako, seehttp://tinyurl.com/TPP-Sadako

Available on the internet or contactCND or your ree peace educationpack.

Cranes can be hung on stringsand make a beautiul schooldisplay.

l Read Sadako and the ThousandPaper Cranes, by Eleanor Coerr,2004.

l Watch a short flm or animationabout Sadako, there are lotsavailable, such as:http://tinyurl.com/TPP-SadakoAn

l Learn about other stories ochildren aected by war, such as:Gervelies Journey: A RefugeeDiaryby Anthony Robinson and

Annemarie Young, 2010. Thisis part o a series o Reugee Diarybooks: Mohammeds Journey(Iraq) Hamzats Journey(Chechyna) and Meltems Journey(Turkey).

l Join the movement in support oInternational Day o Peace on 21September fnd ideas or actionand share your plans or peaceday to help inspire other aroundthe world. Visit:http://peaceoneday.org

0100h.QPSW.0713


20/22

Ift

he

Earth

were

onlyafewfeetindiam

eter

JoeM

iller

If the Earth wereonly a few feet in diameter,floating a few feet above

a field somewhere, people would comefrom everywhere to marvel at it. People would

walk around it, marvelling at its big pools of water,its little pools and the water flowing between. Peoplewould marvel at the bumps on it, and the holes in it.

They would marvel at the very thin layer of gas surrounding itand the water suspended in the gas. The people would marvelat all the creatures walking around the sur face of the ball, and

the creatures in the water.The people would declare it sacred because it was the only

one, and they would protect it so that it would not be hurt.The ball would be the greatest wonder known, and peoplewould come to pray to it, to be healed, to gain knowledge,

to know beauty and to wonder how it could be.People would love it and defend it with their livesbecause they would somehow know that their

lives could be nothing without it.

If the Earth were onlya few feet in diameter.

Achildspray

erfo

r

peace

Dear God,

We thank you for giving us your peace.

Help us to spread peace at home and at school

by loving and caring for one another.

Help us to spread peace by listening to one another,

even when we dont agree.

Help us to spread peace by sharing our time

with those who are lonely and who need a friend.

Help us to spread peace by thinking and praying

for children who have no food or

who are frightened and live in fear.

Let us pray every day for peace

for our families, for our friends

and for ourselves.

Amen

Ove

rcomin

gviolenceWorldCou

ncilo

fCh

urches

Give me a heart of poverty,able to love and open up and

give myself to others.

Give me a hear t of patience,able to love and live in hope.

Give me a heart of peacefulnessable to love and sow peace in the world.

Give me a hear t of justice, able to loveand measure myself by the standard of justice.

Give me a heart of mercifulness,

able to love and understand and forgive others.Give me a hear t of sensitivity, able to love and weep

without being discouraged.

Give me a hear t of purity,able to love and see God in everyone.

Give me a hear t of strength, able to loveand be faithful unto death.

Give me a heart touched by theGospel, able to love.

102.QPSW.0713

Prayers and reflectionsabout peace

TeachPeacePack


21/22

Blessed

areyoupe

acem

akers

When you speak out

against violence.

When you stand by those

who are hurt or ridiculed.

When you listen to those

you disagree with.

When you give your time and energy

to help others.

When you try to forgive

those who hurt you.

When you love and open

yourself to others.

PrayerofStFrancis

Lord, make me an

instrument of your Peace

Where there is hatred, let me sow love.

Where there is injury, pardon.

Where there is doubt, faith.

Where there is despair, hope.

Where there is darkness, light.

Where there is sadness, joy.

O Divine Master, grant that I may not so much seek

To be consoled as to console;

To be understood, as to understand;

To be loved, as to love;

for it is in giving that we receive,

It is in pardoning that we are pardoned

And it is in dying that we are born to Eternal

Life.

Am

azing

PeaceMayaAngelou

In our joy, we think we hear a whisper.At first it is too soft. Then only half heard.We listen carefully as it gathers strength.

We hear a sweetness.The word is Peace.

It is loud now.Louder than the explosion of bombs.

We tremble at the sound.We are thrilled by its presence.It is what we have hungered for.

Not just the absence of war. But true Peace.A harmony of spirit, and comfort of courtesies.

Security for our beloveds and their beloveds.

We, Angels and Mortals, Believers and Nonbelievers,Look heavenward and speak the word aloud.

Peace. We look at each other, then into ourselves,And we say without shyness or apology or

hesitation:Peace, My Brother.Peace, My Sister.Peace, My Soul.

Apray

erofDesmond

Tutu

Goodness is stronger than evil;

Love is stronger than hate;

Light is stronger than darkness;

Life is stronger than death;

Victory is ours through Him

who loves us.

IBel

i

eve

(found

onthewallsofacellarinGerm

anyw

he

reJ

ewswere

hidd

en)

I believe in the sun

Even when it is not shining

I believe in love

Even when I do not feel it

I believe in GodEven when he is silent


22/22

Whats ournext step?

Creating a more peaceful school

TeachPeacePack

Teach Peace Complete Version

Documents

Transcript of Teach Peace Complete Version