The theme: This lesson asks a simple question: should we make polluters pay? In exploring this global citizenship question, students will encounter a wealth of cross-curricular learning experiences and outcomes with learning for sustainability at the heart. Teachers can curate a lesson by choosing from 24 activities covering numeracy, literacy, speaking and listening, creative expression, science, geography, critical thinking, mapped onto the curricula of England and Scotland and Wales. Learners will encounter concepts including the polluter pays principle established at the Rio Earth Summit in 1990 and the loss and damage fund established at COP27, and use images and data to understand how these ideas apply around the world. Structure: The activites are structured in four sections: Introductory stimulus | by encountering the Make Polluters Pay exhibition and forming personal responses, students begin to consider the themes of the lesson. Teacher explanation | a series of explanatory activities helps students formulate enquiries and understand the background issues such as climate change, loss and damage and the “polluter pays” principle. Developing understanding | a menu of activities help learners consolidate and deepen their understanding of the difference in responsibility for greenhouse gas emissions, evaluating who should pay. Conclusion and expression | students use their own judgement and creativity to express their views on a fair way to help people facing loss and damage. Why teach this lesson? In 2022, governments across the world agreed to establish a loss and damage fund to compensate those on the frontlines of the climate crisis. The term “loss and damage” describes the irreversible harm climate change is causing to people and communities. To this day the loss and damage fund remains significantly underfunded; this is why campaigners are on the streets chanting “make polluters pay”. Campaigners are calling for the fund to be filled with money from those that caused the climate crisis. Based on the “polluter pays principle”, the idea is to tax polluting companies, utilise this revenue to fill the fund and help those facing climate catastrophe. These lesson materials are based on an exhibition that has toured the UK and has helped people understand and engage with the issue of loss and damage. This exhibition uses examples from around the world to illustrate communities facing painful loss and damage alongside exemplifying voices that have inspired hope and lead to positive change in the face of the climate crisis. This lesson will enable cross-curricular learning of sustainability , unpacking the polluter pays principle which signifies an opportunity of hope and justice during difficult and uncertain times, discussing and evaluating the polluter pays principle can provide a starting point in helping to tackle climate anxiety among students.

Ukraine and Russia are at war and a humanitarian crisis continues. Hundreds of thousands of people have been forced to answer the question, will you fight? In this lesson, learners will use perspective-taking to grapple with the ethical challenges faced by Ukrainians and Russians sent to war whether they wanted it or not. They will gain knowledge of the chronology of the conflict, international law and practise empathy and critical thinking.

These resources are a sample from a larger pack Quakers in Britain and EAPPI UK & Ireland exploring human rights and peacebuilding among Palestinians and Israelis. Learners compare a range of boycotts from history including Irish resistance to colonial landlords, the Nazi boycott of Jewish businesses and the boycott of apartheid South Africa. They will explore what makes a boycott just or unjust as a tool of social change. Using this insight, learners can then examine the modern “Boycott, Divestment, Sanctions” movement aimed at changing Israel’s human rights policies. Learners will evaluate whether the movement is just and nonviolent, or racist and antisemitic as some have argued.

The pamphlet explains offers guidance to school leaders and communities about how to respond to militart engagementent while guarding educational impartiality, student safety and children’s rights. It will connect you with to help introduce a range of perspectives, as well as the obligation to promote peace, tolerance and nonviolence (UN Sustainable Development Goal 4.7 and the Convention on the Rights of the Child Article 29). Paper copies will be available in English and Welsh. Let us know if you’d like physical copies, contact peaceedu (at) quaker.org.uk.

Peace at the Heart: A relational approach to education in British schools brings together evidence of effective practice and the underpinning approaches. Peace at the heart also makes key recommendations for school leaders and the governments of England, Scotland and Wales to support Peace Education in line with their international commitments and how schools can embody a relational approach.

This primary school Assembly from the Teach Peace tells the remarkable story of the Christmas Truce in World War I and encourages children to think about reaching out in friendship across divides.

Explore 4,000 years of Afghan history. with this interactive resource suitable for the classroom or home learning. It can be easy to forget that Afghan history didn’t start in 2001 with the U.S-British invasion following “9-11”. This interactive timeline can help students engage with the rich history of Afghanistan, both in the classroom and through virtual learning. It is designed to facilitate a range of activities including sequencing and sorting, group work and debate, independent research and even a cooperative ‘human timeline’. Students can explore both the chronology and connecting themes such as women’s rights, war and conflict and religion and culture. They can then evaluate which events are the significant and ask big questions like “can Afghanistan find peace?” and “Could military intervention have helped?” Curriculum for Excellence Social Studies | SOC 4-06cI | I can describe attempts to resolve an international conflict and maintain the peace and can present my conclusion about how effective these attempts were. Social Studies | SOC 4-06a |Having critically analysed a significant historical event, I can assess the relative importance of factors contributing to the event. Curriculum for Wales: *Humanities: Human societies are complex and diverse, and shaped by human actions and beliefs ethical, informed citizens of Wales and the world. Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action. Cross-cutting theme: Human rights education and the United Nations Convention on the Rights of the Child (UNCRC) Qualification links: Religious Education | A-Level | Edexcel: Religion and Ethics, Topic 3.1: War and Peace Religious Education | KS4/GCSE | AQA Short Course: Religious, Philosophical and Ethical Thematic Study B: Religion, Peace and Conflict GCSE History: Conflict and tension in the Gulf and Afghanistan, 1990–2009 Citizenship | GCSE | OCR: The UK and its Relations With the Wider World (3.2) Citizenship | A Level | Unit 4: Global Issues and Making a Difference (Human rights; Conflict and its resolution). Citizenship | KS4 | human rights and international law A-Level History: (AQA) 2R The Cold War, c1945–1991 History | A-Level | OCR Unit Y321: The Middle East 1908–2011: Ottomans to Arab Spring

‘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

This lesson is produced by Quakers in Britain. It is a collaboration with Potent Whisper, a London based rapper and Spoken Word artist, and Child Rights International Network. The lesson introduces the new piece, The Rhyming Guide to Joining the Army! and give students the opportunity to respond to it as unseen poetry to support their English Literature study. The poem also raises important citizenship questions about under 18 recruitment to the armed forces and the way it is promoted to young people. We’re also really grateful Woodcraft Folk for previewing the video with us and providing an exemplar discussion, blending citizenship and literature in the video discussion provided.

In this lesson, learners will explore and evaluate different peacemaking efforts at the government level and by Palestinians and Israelis at the grassroots. The lesson takes a close look at the history of the Oslo peace process, but also at bottom-up peacebuilders from Palestine & Israel. This is lesson 6/6 based on the Razor Wire & Olive Branches learning pack (2019), produced by EAPPI UK & Ireland and Quakers in Britain. The resources are being released to aid online learning. Order the full pack from the Quaker bookshop.

Learners will get to grips with the concept of nonviolence by looking at the choices and actions of Israelis and Palestinians in conflict. This lesson is based on the Razor Wire & Olive Branches learning pack (2019), produced by EAPPI UK & Ireland and Quakers in Britain. The resources are being released to aid with online learning. Order the full pack from the Quaker bookshop.

In this lesson, learners consider the impact of Israel’s occupation of the West Bank and the Gaza Strip for Palestinians and Israelis. The learning materials provide to ways to approach the question: by looking at international law, and by looking at the lives of Palestinians and Israelis through case studies. This lesson is based on the Razor Wire & Olive Branches learning pack (2019), produced by EAPPI UK & Ireland and Quakers in Britain. The resources are being released to aid with online learning

**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?

Lesson 2 of 6 sample lessons from the Razor Wire & Olive Branches pack. This lesson uses role play and historic sources to explore Britain’s role in Palestine and what would become modern Israel during World War I. Students will practise their negotiation skills and explore power dynamics through in group work, before looking at this and place this experience in the context of Britain’s historic role as a colonial power in the Middle East. To make it simple, the initial negotiation is about whether and how to share an orange, which represents the land. The lesson then unpacks how the real diplomacy worked out during World War I and after, with Britain giving separate assurances to Arab leaders in Palestine, Jewish leaders and the French government. If you haven’t tried Lesson 1, which introduces the geography of Palestine and Israel, it’s available in our TES store.

Lesson 1 of 6 sample lessons from the Razor Wire & Olive Branches pack. This lesson uses map activities, sorting exercises and engaging visuals to introduce students to Palestine & Israel and some of the identities of the people who live there. This lesson starts with building up basic knowledge: Where are Palestine and Israel? What are they like? Who lives there? But even these simple questions can be deceptively simple, so learners will begin to explore the complexity of identity. We have also provided resources to assist in challenging Islamophobia and antisemitism as you embark on the topic. There will be more sample lessons to follow. "The Razor Wire and Olive Branch workshop really widened my knowledge on the current issues taking place in Israel and Palestine. " | Abigail, Year 9 This lesson is based on the larger Razor Wire & Olive Branches learning pack (2019), produced by EAPPI. “EAPPI (Ecumenical Accompaniment Programme in Palestine and Israel) brought a complicated international issue into the classroom in a way that made it entirely accessible to our young people.” | Alice Harlan, Year 11 lead The pack draws on the stories and the wealth of eyewitness experience from the human rights monitors of the Ecumenical Accompaniment Programme in Palestine & Israel (EAPPI). The resources are being released online to aid with online learning. Order the full pack from the Quaker bookshop.

As the Treaty on the Prohibtion of Nuclear Weapons comes into effect (22 January 2021). The resources are being released free online to aid with online learning. In this lesson, learners will explore what weapons have been banned from war, why, when and how. It could be a great spring board for moral and global citizenship discussions and links well with British Values, particularly Democracy and the Rule of Law. Learners will also practise their skills in debate and writing to argue, exploring whether Britain should follow the TPNW.

What rules would you give an armed drone if it could think for itself? Drawing inspiration from robots in science fiction and the real world, this workshop explores the ethics of robots and ultimately of of automating warfare. It uses Isaac Asimov’s Laws of Robotics to pose the question, what rules would you give a robot? Should drones be allowed to decide when to kill?

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

(This is a lockdown lesson) 15 April 2020 marked the 7th anniversary of the liberation of Belsen Concentration Camp by British forces. This lesson uses Chinua Achebe’s famous poem “Vultures”, which refers to Belsen, to explore both language and the disturbing themes it brings out. The lesson explores language, imagery, story and juxtaposition. We also partnered with the Holocaust Memorial Foundation to provide a creative outlet, where young people can decorate their own stone as a contribution to the Holocaust Memorial to be built in London. See the lesson as tweeted here.

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 .