Antisemitism is increasing in Britain and around the world. To be able to challenge it, young people need to be able to recognise and challenge antisemitic messages and myths. This lesson teaches students about antisemitic tropes, their troubled history, their evolution and their present manifestation, and the harm that their circulation can cause. It is the first lesson in a unit designed with the support of the Association of Jewish Refugees (AJR) that helps teachers have conversations with learners about contemporary antisemitism in a safe, sensitive and constructive way. Build on this lesson with more material from the unit ‘Discussing Contemporary Antisemitism in the Classroom.’ Citizenship and action | Religion and ethics | Talking and Listening

This lesson looks at the rich history of Afghanistan and explores the long Afghan tradition of kite-flying. It can be easy to forget that Afghan history didn’t start in 2001 with the US-British invasion. Young people, however, may have only encountered Afghanistan after the fall of the last government in 2021, when the news was full of distressing stories. This interactive lesson will explore Afghan history and culture behind the news. It will also look at how kites have become symbols of peace and resistance. History & Society | Creative expression | Citizenship and action

A Teach Peace lesson from Corrymeela. The organiser of a march in the Northern Ireland city of Armagh receives frightening phone calls, and then a letter that threatens her life. What will she do? In this sample lesson from Corrymeela’s Upstanding, learners will hear the real-life story of Mary Healy, who marched with Peace People despite threats to her life in 1976, which went on to win the Nobel Prize. This leads to an exploration of why it is so easy to be a bystander, and what it takes to stand up for peace.

London, Sana’a and Hiroshima: three cities bombed at different moments in history. Three poets respond to these events. Learners will analyse the poets’ approaches and make their own poetic responses to the texts. Guide learners through the work by Antony Owen of Coventry, Atiaf Alwazir of Sana’a, and Keith Jarret of London. Learners will explore the poets’ use of form, language and imagery to create meaning. Learners will have the chance to develop their own poetic responses.

A Teach Peace lesson from War Child. What happens to children in war and conflict? Drawing on War Child’s experience protecting children’s rights in war affected countries? Learners will unpack what we mean by war and conflict and the children’s rights consequences, from becoming refugee to being forced to fight as a child soldier. Citizenship and action | Talking and listening

A Teach Peace lesson from War Child. Explore the geography of conflict and the fact that many wars have common threads. Examine the impact of conflict and how it disproportionately affects children. Learners will build empathy with children affected by war by considering and researching the long-lasting effects on their lives. Citizenship and action | Literacy

This Teach Peace lesson from the Ecumenical Accompaniment Programme in Palestine and Israel (EAPPI) uses eyewitness case studies from human rights monitors. Learners will evaluate the human effects of conflict and Israel’s occupation of the West Bank and Gaza. The lesson approaches the issue with an ethos of principled impartiality.

What is the relationship between religion and peace? Some people argue that religion is a cause of war, but many say that their faith is a source of peace. Learners will study teachings from a range of faith traditions, exploring common themes such as the sanctity of life, inner peace, nonviolence, just war and reconciliation. They will consider their own response and what interpretations of peace resonate for them. Religion and ethics | History & Society

A Teach Peace lesson from Pax Christi UK (paxchristi.org.uk). This session explores military spending and security. Looking at the national budget and how much is spent on the military, students are encouraged to discuss whether this makes us more secure and explore what would make the world safer. Citizenship and action | History & Society | Numeracy England Mathematics | KS3/KS4 | Statistics: construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped nume Citizenship | GCSE (AQA) | 1. Citizenship skills, processes and methods | Present their own and other viewpoints and represent the views of others, in relation to citizenship issues, causes, situations and concepts SMSC - Moral | | interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.’ PSHE | KS3 | Living in the wider world | L20. to explore social and moral dilemmas about the use of money, (including how the choices young people make as consumers affect others’ economies and environments) Scotland Curriculum for Excellence: Responsible citizens | Numeracy | Number, money and measure | MNU 4-07aI can choose the most appropriate form of fractions, decimal fractions and percentages to use when making calculations mentally, in written form or using technology, then use my solutions to make comparisons Social Studies | | SOC 4-01aI can evaluate conflicting sources of evidence to sustain a line of argument. Wales The four purposes | ambitious, capable learners who: are questioning and enjoy solving problems Humanities progression | Enquiry, exploration and investigation inspire curiosity about the world, its past, present and future. Humanities progression | Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action. Cross-curricular skill | be able to use numbers and solve problems in real-life situations

A Teach Peace lesson from the Development Education Centre, South Yorkshire (DECSY). Nonviolence has been a force for change around the world, proving effective in unlikely struggles for peace and justice. The aim of this lesson is to enable learners to explore some disagreements around the definition of nonviolence. Learners will also explore their own views about nonviolence. Citizenship and action | History & Society

in this Teach Peace lesson from the Civil Mediation Council, learners will find out what mediation is and the role it plays helping to resolve conflict in society. They will try out a simple example mediation, and consider the skills, knowledge and values a mediator needs. This lesson could be stand-alone a first step to deciding whether your school community could use peer mediators. Curriculum links, England Citizenship | GCSE (AQA) | 1. Citizenship skills, processes and methods | Understand the range of methods and approaches that can be used by governments, organisations, groups and individuals to address citizenship issues in society PSHE | KS3-4 | Relationships | Forming and maintaining respectful relationship | R19. to develop conflict management skills and strategies to reconcile after disagreements English Language | KS3 | speak confidently and effectively, including through: classroom discussion Citizenship | GCSE (AQA) | 2. Life in Modern Britain |UK role | How the UK has assisted in resolving international disputes and conflicts, and the range of methods used. Curriculum links, Scotland Health and wellbeing across learning | experience personal achievement and build my resilience and confidence Curriculum for Excellence: Effective contributors. | Literacy | Listening and Talking: | LIT 4-02aWhen I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking. Literacy | Listening and Talking: | LIT 4-09aWhen listening and talking with others for different purposes, I can:sum up ideas, issues, findings or conclusions. Curriculum links, Wales Cross-cutting theme | Human rights Cross-curricular skill | develop listening, reading, speaking and writing skills The four purposes | enterprising, creative contributors who: think creatively to reframe and solve problems

A Teach Peace lesson from Legacy of War. Images of war can lack respect for the subjects and leave viewers feeling alienated. Giles Duley’s photographs and texts document survivors of war, telling individual stories of love and fortitude that inspire hope. Learners will see the human side of war. Through discussion, they will consider the power of sensitive images and their role in highlighting the human cost of conflict. Creative expression | Citizenship and action

Planning a peace education lesson, and want to map it to your curriculum? Using handy drop down lists, this spreadsheet lets you find curricular links we’ve, whether in England, Scotland or Wales. We’ve selected cross-curricular learning outcomes that we’ve found useful in developing Teach Peace resources for secondary schools.

A Teach Peace Secondary lesson from West of Scotland Development Education Centre (WOSDEC). Explore Scotland’s connection with Nelson Mandela and feel empowered to take action on issues of importance to them today. Leaners will explore the context of apartheid South Africa and the life of Nelson Mandela and the Scottish anti-apartheid movement and practise speech-making as an awareness-raising tool. History & Society | Citizenship and action | Creative expression ** Curriculum for Excellence Scotland** Curriculum for Excellence: Responsible citizens | Curriculum for Excellence: multi-discipilinary learning levels 2-3 Social Studies | | SOC 3-01aI can use my knowledge of a historical period to interpret the evidence and present an informed view. Social Studies | develop my understanding of the principles of democracy and citizenship through experience of critical and independent thinking Social Studies | SOC 2-16b Z | I can gather and use information about forms of discrimination against people in societies and consider the impact this has on people’s lives. Literacy | Reading |LIT 2-15a | I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. Social Studies | SOC 3-05a | I can describe the factors contributing to a major social, political or economic change in the past and can assess the impact on people’s lives. Social Studies |SOC 3-06a | I can discuss the motives of those involved in a significant turning point in the past and assess the consequences it had then and since. Literacy | Reading |LIT 3-15a | I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate National Curriculum, England History | KS3 | challenges for Britain, Europe and the wider world 1901 to the present day | Britain’s place in the world since 1945 Citizenship | GCSE (AQA) | 2. Life in Modern Britain |Identity | The need for mutual respect and understanding in a diverse society   Citizenship | KS4 | human rights and international law History | KS4 | the ability to create their own structured accounts, including written narratives, descriptions and analyses. English Language | KS3 | giving short speeches and presentations… participating in formal debates and structured discussions… English Literature | KS4/GCSE | AO1 - Read, understand and respond to texts History | GCSE | Thematic studies, which can include war, peace and nonviolence “British Values” | Mutual respect and tolerance of different faiths and beliefs SMSC - Moral | | interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.’ Curriculum for Wales

3. Under pressure: how do pressure groups work for change? Learn from the Campaign for Nuclear Disarmament (cnduk.org/ peace-education), the group that gave the world the famous symbol for peace, how pressure groups operate, and create your own in the classroom! Learners will decide an issue to campaign on and design a citizenship action, taking on the same role of professional campaigners. Citizenship and action | Talking and listening

In this Teach Peace lesson from World Beyond War , Learners will be introduced to the concept of Positive Peace and its importance for promoting optimum environments for human potential to flourish. They will consider the practical application of the Positive Peace model in different contexts. Religion and ethics | Citizenship and action

A* Teach Peace Secondary* lesson from Greenham Women Everywhere. 'You can’t kill the spirit’ was sung by women from across Britain as they struggled against the placement of nuclear cruise missiles at Greenham Common. Discover what motivated the biggest female-led protest in Britain since the Suffragettes. Through contemporary news media and literature, discussion, drama and zine-making learners will explore tactics used by the protestors, the conditions they faced and consider their success. Curriculum links, England Citizenship | GCSE (AQA) | 2. Life in Modern Britain |Citizen voice | examples of how citizens working together, or through groups, attempt to change or improve their communities  History | KS3 | challenges for Britain, Europe and the wider world 1901 to the present day | Britain’s place in the world since 1945 History | KS3 | challenges for Britain, Europe and the wider world 1901 to the present day | social, cultural and technological change in post-war British society SMSC - Moral | | interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.’ Art and Design | KS4/GCSE | actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds Religious Education | A-Level | Edexcel: Religion and Ethics, Topic 3.1: War and Peace Citizenship | A Level | Unit 4: Global Issues and Making a Difference (Human rights; Conflict and its resolution). Curriculum links, Scotland Curriculum links, Wales

A Teach Peace lesson from the Welsh Centre for International Affairs (wcia.org.uk). War, inequality and environmental degradation – the magnitude of the problems facing the world often leave us feeling powerless. Learners will look at some examples of young people taking action, consider what’s important to them and what they can do to create positive change. Citizenship and action | Talking and listening

Using the short film ‘Unknown Ravens’, from doumentary maker Sema Basharan, learners will find out about conscientious objection in Britain during World War I and World War II. They will explore the reasons why some people might refuse to fight in wars and reflect on their own position.

A Teach Peace lesson from Journey to Justice (journeytojustice.org.uk). Looking at five very different stories of young people aged 6 to 18 who took action for peace and racial justice, we consider the values that drove them, the tactics they used and the reasons they succeeded. Our aim: to galvanise learners to consider the world they’d like to live in and grassroots action they can take. Citizenship and action | Talking and listening