A look at the life of William Beveridge, Baron Beveridge (1879-1963) who was a social reformer and architect of the Beveridge Report, which led to the National Health Service and welfare state. Includes a powerpoint, teachers notes with ideas for activities and flashcards and a telegram template. Curriculum links for Key Stage One History: Significant People and Events, aspects of change in national life, events within living memory, World War II and post 1945 to the present. Literacy: Learning new words and meanings, writing short sentences. PSHE: healthcare, understanding society, British values The sources used in this resource are taken from the Beveridge collection of papers and photographs in the archives of the Library at the London School of Economics, with the exception of the Pathe film footage (available for free on youtube) and photograph of the bombed house. The sources can be used to illustrate the person and events you are talking about but could also be used to think about chronology and cause in history. Importantly the sources can be used to get students to think about how we know about the past through primary evidence. Questions of inquiry around the source can be used to draw out information about the photograph or document and add to the knowledge about this event or person.

Four lessons about the end of the First World War and the influenza pandemic in 1918-19. The lessons here are a prelude to a project to record the experiences, opinions and feelings of children during the coronavirus pandemic a pilot project run by LSE. These four lessons introduce an historical epidemic and thinking about how we remember it as a way in to explore and allow expression of children’s experiences of the coronavirus. However, they can also be used as individual lessons just to look at the end of the war and the epidemic. Outcomes: • Learn about the 1918-20 Influenza Epidemic to understand that similar epidemics have happened before. • To understand that people were emotionally affected by events, such as the influenza epidemic, in history. • To introduce forms of remembering around loss, e.g. war memorials, and historic events, e.g. plaques. • To reassure children that worries and anxious feelings are shared and normal

Powerpoint and videos to plan an active workshop that combines making with thinking about symbolism. This workshop draws on the peace image, protest, making your voice heard and creative art. The idea is to make a wall of debate, hope and working together to combine different ideas. Walls built to exclude people can be subverted and have been (and are) used for protest art. This workshop could be done over the course of a day or over 2-3 afternoons. It incorporates archive material from the Campaign for Nuclear Disarmament and related personal archives held at the Library of the London School of Economics (LSE). The videos are made by artist Becci Kenning and based on a project we carried out in primary schools during 2019. Who is it for: Upper Key Stage 2 – Year 5 or 6. Year 4 can do this but may need more help with the first section. Cross-Curriculum Links & Learning Outcomes: ● Retrieve information from text, widen reading, understand and make slogans, distinguish between fact and opinion, gives justifications for decisions made (English) ● Understanding symbols and how to use them – encouraging participation in politics and thinking critically and debate (Citizenship). ● Making connections from the ancient world (Egypt) to the modern (History) ● Working individually and then together (PSE). ● Practical task of constructing a wall, using tools and understanding function and aesthetic qualities (Design and Technology). ● Using different materials (Art and Design) This lesson has been developed in conjunction with a European Research Council grant titled Gendered Peace, located in the LSE Centre for Women, Peace and Security. This grant takes an interdisciplinary approach to provide new understandings of the spectrum of peace and conflict, while centring a gender analysis.

These lessons draw on an historical epidemic and think about how we remember it as a way to explore and allow expression of children’s experiences of the coronavirus. They draw on a historical scrapbook in the LSE Library and recorded conversations with academics on peoples’ experiences of the pandemic from around the world. It is part of a project with a pilot school and the LSE Festival. The lessons embed Recovery Curriculum principles through encouraging discussion and reflection – these could be expanded in live online sessions or in the classroom when children return to school. It is an interdisciplinary mix of history, visual literacy, art / craft and PSHE. It is aimed at upper Key Stage 2 – Years 5 & 6 – but could be adapted for early KS3 Year 7. Includes 3 videos to explain art techniques in scrapbooking - collage, text, mapping - along with some examples. Outcomes: • Learn about the 1918-20 Influenza Epidemic and understand that epidemics happened in history • To understand that people were emotionally affected by events, such as influenza, in the past. • To introduce forms of remembering around loss, e.g. war memorials, and historic events • To enable the children to express their feelings about change in routine and freedom during the lockdown through art • To recognise attachment and the importance of relationships, whether in a family, in a class, with friends or more short-term ones, like with health care providers or people doing deliveries • To reassure children that worries and anxious feelings are shared and normal • To individually and as a community, remember what is happening and create a message of hope for the future • To build resilience. There are resources and links listed at the end of these notes, plus a worksheet produced by an artist for each lesson to help children record their experiences of lockdown and the pandemic. This is a pilot project so any feedback in the review section would be welcome.

The resource uses campaign material from the 1970s and 1980s in the Hall Carpenter Archives at LSE Library. The primary material is used to help explain terminology and introduce different forms of activism that helped change legislation as well as social and religious attitudes towards sexuality and same-sex relationships in Britain. This draws on material from activism carried out by members of The Campaign for Homosexual Equality (CHE), the Gay Liberation Front (GLF), OutRage! and the Lesbian and Gay Christian Movement in the 1970s and 80s. A list of further reading and links to further resources, including digitised content, is available at the end of these notes. It covers the following curriculum topics and areas: RSE – Same Sex Relationships and Sexuality: tolerance towards others, how freedoms have come about in the UK, freedom of expression, campaigns for equality, positive relationships and an understanding of stereotypes. Citizenship – British Values: this reinforces tolerance around sexuality, how people form identity and how LGBTQIA people won rights in Britain. GCSE Religious Studies (AQA & OCR) – Relationships and Families: sexuality, homosexual relationships, same-sex marriage and co-habitation, same-sex parents. A Christian faith perspective that is positive around same-sex marriage and relationships.