**Lesson 3 of 6 sample lessons from the Razor Wire & Olive Branches pack. The history of conflict in what today is Palestine and Israel is a complicated, but in this lesson helps students can get to grips with it. The main resource here is a timeline, but there are lots of ways for students to engage with it. The activities can help to learn the chronology of key events, but also start to evaluate their significance. More than that, it is a chance to reflect on how identity informs the way we see history. What are our parallel narratives?

Aim: Learn about the different factors that cause insecurity and how we could make the world safer. Learners will draw on numeracy, speaking and listening and critical thinking skills to explore this citizenship question: do we need to rethink security? Beginning by exploring the idea of security- what makes us safer and what makes us feel safe? Learners will progress by evaluating and quantifying risks that face us today including knife crime, spiders and climate change, before asking what the priorities should be. All the content and notes are included in the slide show. Part of the Rethinking Security project .

This is a creative way to tackle controversial questions surrounding Remembrance, the armed forces, war and militarism. This attractive poster and the accompanying activities elicit debate and discussion about the reality and ethics of military involvement in British society. Armed Forces Day is a particularly relevant time to open up this discussion in your Citizenship, PSHE lessons and meet your SMSC requirements. It also lends itself to Philosophy for Children sessions at primary or secondary. Everything shown is ‘real’ - something that does happen on the streets of Britain. We’ve provided the resource as a PDF, an image and a clickable webpage (meaning you can click on individual parts of the image and see a related video, report or news story; students could explore this individually or be led through it on an a whiteboard. You can order printed hard copies (free, just pay postage) from the quaker bookshop. We’ve also suggested a range of activities to elicit interesting discussion in the attached document.

“The best thing we’ve ever done together as a school community” Moya Richardson, Associate Head Teacher, Our Lady’s Catholic Primary School This whole-school resource pack contains everything staff and pupils need to explore how they can build a peaceful world. You can then develop the attitudes, values and skills needed to create it. Your Peace Week can be run at any time. It can be an exciting way to start a new term, or a positive way to celebrate the end of the school year. Includes: *curriculum linked content for Scotland, Wales and England tools to help you organise lesson plans resources staff training materials Peace Week was created by the Quaker Peace Education Programme with help from schools.

Using critical thinking, Maths and Citizenship skills, learners will explore a simple question: how should the government spend its money to work towards a safer world? The British government spends roughly £45 billion on defence, but groups like the International Peace Bureau question whether this really makes the world safer. Your class will vote on the best way to spend the money. Includes Worksheets. A short assembly is also available to download.

In this assembly, students will explore 4 different ways the world could be made safer and vote on the best way. With $1.7 trillion spent on the militaries of the world, the International Peace Bureau and many other organisations question whether we would be safer by spending the money on other things. Everyone in the assembly will get a chance to vote on how to spend the £45 billion which currently makes up the United Kingdom Defence Budget. A full lesson plan involving more maths and debate is also available.

This Assembly tells the true story of a nonviolent campaign in Kenya to save Mama Zepreta’s house. Hearing or acting out the story, pupils will learn how people can challenge power and injustice without being violent. Aim: to explore positive ways of challenging injustice through nonviolent means. Part of the Teach Peace primary pack

How do war and the armed forces affect our lives? What is it like to join the military? To be trained? To experience armed conflict? What are the risks? What is the effect on everyday life? Using comic books, video, quizzes, maths and critical thinking, learners can explore these questions individually or as a class. Hear from British veterans about the challenges they’ve faced Useful for careers advisors who want students to get to understand what joining the military could mean Learners practise a professional risk assessment Analyse multimedia content from War School and the British Army Reflect on what too much militarism may mean for society More at war.school for the whole film

**Aim: **To gain an understanding of drones and how they affect children’s rights. This circle time lesson explores the life of Aymel, a boy from the village of Dadal in Afghanistan. Pupils will learn about human rights and the effect armed drones had on Aymel’s life. The true story behind this lesson was shared by Raz, a member of the Afghan Peace Volunteers. This is Workshop 1 of Fly Kites Not Drones and can be run as one session or as two shorter sessions. See more at flykitesnotdrones.org **Objectives ** to understand a number of rights from the UN Convention on the Rights of the Child to practise spoken language skills, listening and cooperation in their group to explore empathy with people from a different culture to understand what an armed drone is and be able to explain how it can affect children’s rights to recognise that a moral choice is made when a drone is used to attack people.

‘The Two Mules’ is a simple cartoon that can be used in education to explore the themes of conflict and co-operation. Here we provide suggestions and guidance on using the story interactively online or in-person. The content can be used at primary and secondary level. Learn about: the need for communication in conflict win:win solutions Deeper questions of power in conflict