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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?