Peace Education in Peace Education in the Geography the Geography

ClassroomClassroomGA Annual Conference

15 April 2014

Anna LiddlePeace 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

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!

SMSCSpiritual, Moral, Social and Cultural

development

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 AQA Geography B Nuclear power and

the issues involved in its use

OCR Geography A Energy sources are

renewable and non-renewable

WJEC: Geography AClimate Change

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 AWARENot just to scare

To make AWARENot just to scare

Scale to help them understand

Make it relevant

Photos and Images

Britain’s Nuclear WeaponsBritain’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 DevelopmentsLatest Developments Voted in 2007 to

replace the system Delay to “main gate”

decision until 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…

A British nuclear weapon was dropped on the GA Conference @ Surrey Uni?

If a British warhead dropped on the university….

Within 4km there 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 shadows due to the power of the heat rays

This would effect all of Guilford

…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, Cranleigh and Dorking

…far reaching effects. 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.

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

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 DangersSolutions 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

Written using peaceful pedagogies (including active learning).

Differentiation for age/ability

National Curriculum/ Exam board links.

Sadako Sasaki 1943 - 1955

The Story of SadakoThe 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 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 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

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

Write a message of peace in your crane

Step One

Step Two

Step Three

Step Four

Step Five

Step Six

Step Seven

Step Eight

Step Nine

Step Ten

Step Eleven

Step Twelve

Step Thirteen

Step Fourteen

Step Fifteen

Step Sixteen

Step Seventeen

Step Eighteen

Step Nineteen

Completed!

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

Cross-curricula Three lessons:

1. Hiroshima and Nagasaki Carousal

2. Truman on Trial (and alternative)

3. Subject specific extensions.

TRUMAN ON TRIAL:TRUMAN ON TRIAL:

HAIKUSHAIKUS

俳句“Haiku” in Japanese script

WITNESSES IN THE TRIAL

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:

Glass pierces the skinDark sky, earth tremble, cryingIs 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:

The day it endedOh 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:

Write a haiku about the bombing of Hiroshima and

Nagasaki

1.Select a witness from the trial 2.Write a haiku from their point of view3.If you have time, write one from your point

of view too or the opposite point of view!

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!

WITNESSES IN THE TRIAL

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?

SMSCSpiritual, Moral, Social and Cultural

development

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 AQA Geography B Nuclear power and

the issues involved in its use

OCR Geography A Energy sources are

renewable and non-renewable

WJEC: Geography AClimate Change

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

“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

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

Any Questions?