Peace education in the geography classroom
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Peace Education in the Geography Classroom. GA Annual Conference 15 April 2014 Anna Liddle Peace Education Officer, Campaign for Nuclear Disarmament. Why nuclear issues are relevant to the Geography classroom. There more than 17, 000 nuclear weapons in the world today

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Peace education in the geography classroom

Peace Education in the Geography Classroom

GA Annual Conference

15 April 2014

Anna Liddle

Peace Education Officer, Campaign for Nuclear Disarmament


Why nuclear issues are relevant to the geography classroom

Why nuclear issues are relevant to the Geography classroom.

  • There more than 17, 000 nuclear weapons in the world today

  • Young people are generally unaware of nuclear dangers

  • Young people should know that there are solutions

  • Nuclear issues raise discussion for human and physical geography

  • All opinions are valued and should be explored – important for all the Humanities!


Peace education in the geography classroom

SMSC

Spiritual, Moral, Social and Cultural development


Geography 2014

Geography 2014

Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems

Understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia


Gcse geography

GCSE Geography

AQA Geography B

  • Nuclear power and the issues involved in its use

OCR Geography A

  • Energy sources are renewable and non-renewable

  • WJEC: GeographyA

  • Climate Change


Cnd peace education

CND PEACE EDUCATION

  • Empower young people with knowledge on peace and nuclear issues and support them in making their own decisions

  • Charitably funded (by Nuclear Education Trust)

  • Provide educational materials, school workshops and larger events

  • Links into National Curriculum


To make aware not just to scare

To make AWARENot just to scare

  • Scale to help them understand

  • Make it relevant

  • Photos and Images


Britain s nuclear weapons

Britain’s Nuclear Weapons

  • Britain has about 225 nuclear weapons

  • Each one has eight times the power of Hiroshima

  • One could kill up to a million people

  • The weapons are submarine based


Latest developments

Latest Developments

  • Voted in 2007 to replace the system

  • Delay to “main gate” decisionuntil 2016 and alternatives considered e.g. “lock in a cupboard”

  • HOWEVER :

    • £3bn will be spend before final decision made. (subs and AWE)

  • Scottish independence?


What would happen if

What would happen if…

A British nuclear weapon was dropped on the

GA Conference @ Surrey Uni?


If a british warhead dropped on the university

If a British warhead dropped on the university….

  • Within 4kmthere would be complete destruction of buildings and firestorms

  • The temperature on the ground would reach up to

    6 000° C

  • Winds would rage at

    1 000 mph

  • People close to the centre would be reduced nothing more than shadowsdue to the power of the heat rays

  • This would effect all of Guilford


Effects further out

…effects further out…

  • Buildings would still collapse up to 12km away

  • Exposed skin would burn from heat rays

  • Lots of radiation would be released causing radiation sickness

  • This would happen over Woking, Aldershot, Cranleighand Dorking


Far reaching effects

…far reaching effects.

  • The effects would reach far into the future with survivors getting leukaemia and cancer years later, and affecting their children and grandchildren.

  • Effects would be even further reaching with black radioactive rain falling throughout the region.

  • A bomb exploded on the ground could spread radiation for large distances and be spread by the wind even further.


Our nuclear world the worldwide effects

OUR NUCLEAR WORLD THE WORLDWIDE EFFECTS

EFFECTS ARE SO WIDESPREAD

  • 17,000 weapons owned by 8 countries

  • Nuclear war could end humanity

  • Indiscriminate – take no notice of borders

  • Chernobyl disaster shows effects of radiation

  • Testing and mining are so damaging


Solutions to nuclear dangers

Solutions to Nuclear Dangers

  • Reduce the Likelihood of Their Use

    • Taken off alert

    • No First Use

    • Nuclear Weapon Free Zones

  • No New Nukes

    • Stop upgrading

    • Encourages others to get them

    • Against international law

  • A Global Ban

    - Like landmines etc. have been banned


The bomb factor pack

THE BOMB FACTOR PACK

  • Written using peaceful pedagogies (including active learning).

  • Differentiation for age/ability

  • National Curriculum/ Exam board links.


Sadako sasaki 1943 1955

Sadako Sasaki 1943 - 1955


The story of sadako

The Story of Sadako

  • Sadako was born in 1943

  • She was a good student and gifted athlete

  • One day she collapsed at school

  • She was diagnosed with leukaemia, the “A-bomb disease”


Sadako and the 1000 paper cranes

Sadako and the 1000 Paper Cranes

  • Her best friend brought her a paper crane and told her an old legend

  • She made cranes from all the paper she could find

  • She only managed 644


Her legacy lives on

Her Legacy Lives On...

  • Her classmates folded the remaining 356 cranes and she was buried with them.

  • They published a book of her letters and spread the word of her story

  • They arranged for a statue to be put up in her honour


Cranes from around the world

Cranes from Around the World

  • Thousands of cranes arrive everyday

  • "This is our cry, This is our prayer, Peace in the world"

  • People all over the world fold cranes and send over to the memorial as a display of peace


Sadako s cranes

SADAKO'S CRANES

  • Booklet aimed at Key Stage 2 Literacy and Key Stage 2-3 Citizenship and RE.

  • Film clip also available

  • PowerPoint and downloadable images available on website

  • Website to be expanded further.


How to fold a paper crane

How to fold a paper crane


Write a message of peace in your crane

Write a message of peace in your crane


Step one

Step One


Step two

Step Two


Step three

Step Three


Step four

Step Four


Step five

Step Five


Step six

Step Six


Step seven

Step Seven


Step eight

Step Eight


Step nine

Step Nine


Step ten

Step Ten


Step eleven

Step Eleven


Step twelve

Step Twelve


Step thirteen

Step Thirteen


Step fourteen

Step Fourteen


Step fifteen

Step Fifteen


Step sixteen

Step Sixteen


Step seventeen

Step Seventeen


Step eighteen

Step Eighteen


Step nineteen

Step Nineteen


Completed

Completed!


What to do with your cranes

WHAT TO DO WITH YOUR CRANES:

  • Hang up at school or home to show it is a place of peace

  • Send the cranes to your MP to ask them to always think of peace

  • Send to the Mayor to ask them to be a Mayor for Peace

  • Send them to Hiroshima to be added to Sadako's statue


Truman on trial

TRUMAN ON TRIAL

  • Cross-curricula

  • Three lessons:

    • Hiroshima and Nagasaki Carousal

    • Truman on Trial (and alternative)

    • Subject specific extensions.


Truman on trial1

TRUMAN ON TRIAL:

HAIKUS


Peace education in the geography classroom

俳句

“Haiku” in Japanese script


Peace education in the geography classroom

WITNESSES IN THE TRIAL


What is a haiku

WHAT IS A HAIKU?

  • A haiku is a Japanese poem which follows a strict structure

  • Haiku are made up of 17 syllables in total, over three lines

  • Haiku have five syllables in the first line, seven in the second line and five in the third line


Example one

EXAMPLE ONE:

Glass pierces the skin

Dark sky, earth tremble, crying

Is this peace, for you?

Glass/ pier/ces/ the/ skin – 5 syllables

Dark/ sky/, earth/ trem/ble, cry/ing –7 syllables

Is/ this/ peace/, for/ you? – 5 syllables

Is this haiku for or against the bombing?


Example two

EXAMPLE TWO:

The day it ended

Oh what else was there to do?

Peace bought with the bomb

The/ day/ it/ end/ed –5 syllables

Oh/ what/ else/ was/ there/ to/ do? – 7 syllables

Peace/ bought/ with/ the/ bomb – 5 syllables

Is this haiku for or against the bombing?


Your task

YOUR TASK:

Write a haiku about the bombing of Hiroshima and Nagasaki

  • Select a witness from the trial

  • Write a haiku from their point of view

  • If you have time, write one from your point of view too or the opposite point of view!


Haiku tips

HAIKU TIPS:

  • Remember the witnesses’ arguments from last lesson (look at your notes)

  • How did the witnesses feel about the bombing? Did they think it was right or wrong?

  • Think about the words you would use to express your feelings when writing your haiku.

  • Use the word banks for ideas.

  • What images do the words make you think of?

  • Your haiku can be abstract, meaning it doesn’t have to make perfect sense!


Share your haikus

SHARE YOUR HAIKUS!


Peace education in the geography classroom

WITNESSES IN THE TRIAL


Discuss

DISCUSS:

  • How can you tell the difference between the haikus that are for the bombing and those that are against?

  • Are haikus a good way of expressing emotion? Would another form of poetry be better?


Peace education in the geography classroom

SMSC

Spiritual, Moral, Social and Cultural development


Geography 20141

Geography 2014

Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems

Understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia


Gcse geography1

GCSE Geography

AQA Geography B

  • Nuclear power and the issues involved in its use

OCR Geography A

  • Energy sources are renewable and non-renewable

  • WJEC: GeographyA

  • Climate Change


Possible problems and solutions

“Children shouldn’t be exposed to such things”

Appropriately aged

Need to understand world issues

Safe space for possibly difficult discussion

Less biased than media – different views explored

POSSIBLE PROBLEMS AND SOLUTIONS

“You are brain washing children”

  • Factual Information

  • With Hiroshima/ Nagasaki survivors – teachers can give opposing views

  • Campaigning methods can be discussed but not forced

  • Other views are discussed

  • Young people are supported in reaching their own view


Peace education in the geography classroom

“I’ll write peace on your wings and you’ll fly all over the world”


Any questions

Any Questions?


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