In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE. This content is intended for children age 3-7. There are opportunities to explore the impact of WWI and embed themes of peace throughout the curriculum that build knowledge, develop evaluative and analytic skills as well as broaden students’ understanding of conflict, war and learning from the past. 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

Published on the centenary of the first International Congress of Women on 28 April 1915, this two-lesson sequence allows students to explore independently the wide range of activities women were engaged in during World War I (WWI) and ask, are women the real peacemakers? Students will become experts in the stories they discover about women who strove for peace, supported the war, worked, campaigned for suffrage or tried to help the victims of war.

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

This assembly asks an exciting but serious question for children. Can if ever be right to be disobedient? It uses the true story of Franz Jägerstätter, who refused to join Hitler's army in World War 2. The story is gradually revealed to the young people in stages, giving them a chance to decide what they would do.

Remembering for Peace Aim: To encourage children to think about the impact of war and to consider ways of remembering for peace. Cofio dros Heddwch Nod: Annog plant i feddwl am effeithiau rhyfel ac ystyried ffyrdd o gofio er mwyn hyrwyddo heddwch. This assembly has been created ahead of the Peace Education Network's updated edition of the "Teach Peace" pack. It explores the question of what we remember about war and why, looking at the significance of the different colour of poppies.

In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE. This content is intended for age 14-18. There are opportunities to explore the impact of WWI and embed themes of peace throughout the curriculum that build knowledge, develop evaluative and analytic skills as well as broaden students’ understanding of conflict, war and learning from the past. AIMS: Reflect on how and why we remember past events Reflect on choice Students to work co-operatively to think about what peace means

These assemblies help explore why we Remember war and invites young people to question where war comes from.

Wold War I was not the war to ennd all wars. In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE.

In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE. This content is intended for children age 7-11. There are opportunities to explore the impact of WWI and embed themes of peace throughout the curriculum that build knowledge, develop evaluative and analytic skills as well as broaden students’ understanding of conflict, war and learning from the past. 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

In focusing on 100 years since the ending of World War I, there are rich opportunities to engage children and young people in dialogue to explore their attitudes, values and beliefs as part of PSHE. This content is intended for children age 11-14. There are opportunities to explore the impact of WWI and embed themes of peace throughout the curriculum that build knowledge, develop evaluative and analytic skills as well as broaden students’ understanding of conflict, war and learning from the past. 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

To end all wars? This INSPIRE project plan is for a 30-minute introduction to World War I Remembrance. It can be used as an assembly or at the beginning of a poppy-making workshop. You could use it during Remembrance or, better yet, for thinking about peacemaking in your school. It also contains a challenge: what will you do to make peace in the next 100 years? The content can be used with ages 9 and above. The follow-up poppy-making activity is for all ages. 2020 NOTE: The Collateral Damage Project is now over but, people are doing window displays of white poppies and posting online Aims:** ** to explore the history of war from World War I to the present day to inspire action to prevent war and build peace (extension) to make a poppy as a symbol of Remembrance for peace.

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

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.

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.

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.

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.

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.

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.

(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.

**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?