See below for Curriculum Links

2005 saw the sixtieth anniversary of the end of the Second World War, and the UK held a national commemoration to mark the anniversary. It is likely that event was the last opportunity for the UK to officially commemorate the war on a large scale whilst its veterans are still alive. So how should we remember the Second World War after 2005?

Outcomes

• Understand the different ways people’s lives and experiences are remembered
• Create and take part in a commemorative event
• Work collaboratively as part of team with peers and older people to organise the event

Activity Description

1.) Discuss in groups: What wartime events do they remember learning about? What events do you mark at school every year? How do you remember them? What will your school do to remember the Second World War this year?

Ask the group to research what other countries do to remember or commemorate the Second World War. Look at Personal Stories 4, 6 and 7 (Dennis Knight, Kenneth Muir and Beryl Myatt)

Discuss: How were the lives of these three people remembered or commemorated? Why were the three people remembered in the ways chosen? What do the group like or think about the methods of remembering?

Use the Veterans Reflect set to begin an investigation into how other veterans remember the Second World War. The group could talk to family members or local veterans to find out more.

2.) Ask the group what they think their school should do this year to commemorate the Second World War. (The group could watch the Commemorative Film chapters 5&6 about remembrance on the Their Past Your Future website to help.) Ask the group to draw up a plan for their project/event. They will need to think about: What the project or event will focus on Who will it involve? Older people? Pupils? How long should it take to do? Will it end with an event or other output, such as a website, small exhibition or display, or a dance/drama piece? If the group want to plan an event, either as part of your project or to simply mark an anniversary date, they will need to think about: Setting a date: will it be an anniversary date, Remembrance Day or a different date? Choosing and booking a venue: will the project or event take place at school or in another building in your village, town or city? Deciding on the time of day and invitation list for the project/event

Activity Extension

Making a War Memorial

War memorials are present in almost every community in the UK. They vary in design and type, ranging from stained glass windows, to monuments, plaques, murals, clocks, gardens and even benches.

Individually or as a group, collect images of various memorials and thoughts about commemoration (these could be from the previous activity) that could be used to design and make a memorial.

Consider the following questions: If the individual or group made a war memorial that lives/is living, what would they make it out of? Trees Flowers Water Music People Fire What symbols would they use? How long should it last for? One day One week One year Forever If the war memorial could sing, what kind of music would it make? Slow Low Loud Sad What colour or colours should it be?

Design the memorial based on responses to the above questions. Annotate the design, explaining why different parts of the design have been chosen.

Other Resources

Websites

• The Commonwealth War Graves Commission website at www.cwgc.org includes information on memorial architecture, horticulture, CWGC cemeteries worldwide and educational activities relating to these topics.
  For other memorials in the UK and overseas:
  The National Inventory of War Memorials at www.ukniwm.org.uk/.
• The War Memorials Trust at www.warmemorials.org/;
• Their Past Your Future has photo albums from international commemorative trips made by UK school children at www.theirpast-yourfuture.org.uk/;
• The BBC has information about the Cenotaph at www.bbc.co.uk/;
• The Ministry of Defence website at www.mod.uk/aboutus/history/ww2/index.html includes information about 60th Anniversary commemorations in the UK.
• Information about the Tomb of the Unknown Soldier at Westminster Abbey can be found at www.veteransagency.mod.uk/

Curriculum Links

ENGLAND

KS2

History

1 Chronological understanding

a) Place events, people and changes into correct periods of time

3 Historical interpretation

Recognise the past is represented and interpreted in different ways and give reasons for this

4 Historical enquiry

a) How to find out about events, people and changes studied from an appropriate range of sources of information

5 Organisation & communication

c) Communicate their knowledge and understanding of history in a variety of ways

6 Breadth of study

7) Local history study
11b) Britain since 1930

Citizenship

2 Preparing to play an active role as citizens

e) To reflect on spiritual, moral, social, and cultural issues using imaginations to understand other people’s experiences

4 Developing good relationships & respecting

b) To think about the lives of people living in other places and times and people with different customs and values

5 Developing knowledge, skills & understanding through:

a) Taking responsibility
c) Participating
e) Meeting and talking with people
f) Developing relationships through work and play

KS3

History

1 Chronological understanding

Recognise and make appropriate use of dates, vocabulary and conventions that describe historical periods and the passing of time

4 Historical enquiry

a) Identify, select and use a range of appropriate sources including oral accounts

5 Organisation & communication

c) Communicate their knowledge and understanding of history, using a range of techniques

Citizenship

2 Developing skills of enquiry & communication

a) Think on topical political, spiritual, moral, social and cultural issues, problems and events

3 Developing skills of participation & responsible action

d) Negotiate, decide and take part responsibly in both school and community-based activities

NORTHERN IRELAND

KS2

History

Historical skills & concepts

a) A chronological awareness by

• Using words or phrases related to the divisions of time

c) Awareness of evidence, historical enquiry and interpretations by

• Using sources of information appropriate to their age and ability to gain information about an aspect of the past

KS3

History

Historical skills & concepts

a) Chronological awareness by

Placing events, people and changes in the periods studied within a chronological framework, noting key dates

d) Historical enquiry by

Identifying, collecting and recording information from a range of sources appropriate to their age and ability to investigate, with increasing independence, aspects of the period

Study Unit 4: The Twentieth-Century World

a) The Impact of World War

SCOTLAND

5-14 Guidelines

Environmental Studies - People in the Past

Knowledge & understanding

Time and historical sequence

• Developing an understanding of time and how events in the past relate to one another in historical sequence

The nature of historical evidence

• Developing an understanding of the variety of types of historical evidence (Levels C)

Skills

Preparing for tasks

• Planning tasks in a systematic, logical way, identifying appropriate sources of information

Developing informed attitudes

Respect & care for self and others

• Being aware of their own rights and responsibilities in caring for others and respecting cultural and social diversity

Focus of study: The Twentieth Century

Personal & Social Development

Inter-personal relationships

• Express their own views on values which are important to the home, school and community

WALES

KS2

History

Range: Life in Modern Wales & Britain

1 Chronological awareness

1) Use chronological frameworks

3 Interpretations of history

2) Identify the ways in which the past is represented and interpreted

5 Organisation & communication

3) Present results with increasing independence in a variety of ways

Personal & Social Education

Attitudes & values

• Respect others and their property, value their achievements and their uniqueness and recognize the importance of equality of opportunity
• Take an active interest in the life of the community and be concerned about the wider environment

Skills

• Be still and reflect

KS3

History

1 Chronological awareness

1) Place events, people and changes within their wider chronological framework

2 Interpretations of history

1) Consider how and why some historical events, people and changes have been interpreted differently

4 Historical enquiry

1) Investigate historical topics independently using a range of historical sources in their historical context, including oral accounts

5 Organisation & communication

3) Communicate with increasing independence in a variety of ways

Personal & Social Education

Attitudes & values

• Have respect for themselves and others
• Be committed to practical involvement in the community