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Why Has the First World War Been Remembered in Different Ways Since 1918?

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Why Has the First World War Been Remembered in Different Ways Since 1918? PAGE 1 ENQUIRY 8 Why has the First World War been remembered in different ways since 1918? Key stage 3 ENQUIRY OVERVIEW This enquiry is designed to give students some examples of how and why the First World War has been remembered in different ways and in different times and contexts since 1918. The initial stage compares a local war memorial with the Cenotaph in London, considering factors that would be useful for comparing similar memorials on a battlefields visit. The enquiry goes on to focus on five different interpretations (including works of art, memorials and a feature film) which were deliberately created after the War’s end to provoke particular emotional responses in their original audiences. All five sources could be investigated in turn, or fewer could be selected for teaching but deliberately chosen to illustrate contrasting interpretations of the First World War. The memorials in particular could be compared with those of other types and commemorating other nationalities on the Western Front during a battlefields visit. In the final activity students consider how such interpretations might be presented today and why these past interpretations of the War might generate different feelings in modern audiences to those intended by their creators. There are opportunities through this topic to make links to English (e.g. developing speaking and listening skills, writing imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader), citizenship (e.g. looking at the actions individuals, groups and organisations can take to influence and provoke popular opinion) and geography (e.g. interactions between people and their environments, the location of places and environments). Find out more by visiting: www.centenarybattlefieldtours.org PAGE 2 LESSONS STAGE 1 How does remembrance make us feel today? The focus here is on how remembrance makes us feel today. This initial lesson is designed to introduce students to familiar local and national memorials to help them consider the variety of possible responses to the memorials and the First World War, both when they were built and in the present. The activities could also be used with monuments whilst on a visit to the Western Front. Display an image of a local memorial commemorating the First World War (this could be obtained from Resource 1A). Give out a copy of the image for pairs/small groups of students to annotate for the following features: • the inscription • the number and layout of any names • the design and shape of the memorial • the materials and its present condition • its setting. Ask pairs/groups to discuss how the architect probably intended people to feel when looking at the memorial. Take suggestions in whole class discussion and list these feelings under a heading ‘List 1 Feelings the architect wanted people to experience looking at the memorial.’ For example: pride, grief etc. Ask students to justify their choice of feelings with reference to particular features of the memorial’s design. Ask pairs/groups to discuss how the memorial might have actually made people feel just after the First World War. Take suggestions in whole class discussion under a heading ‘List 2 Feelings people might have actually experienced looking at the memorial.’ For example: pride, grief, anger etc. Discuss any similarities and differences between the two lists of feelings e.g. if a person felt anger when looking at the memorial would this have pleased the architect? Would feelings have varied depending on who the people were? Ask pairs/groups to discuss what the memorial makes people feel today. Take suggestions in whole class discussion and list these under a heading ‘List 3 Feelings towards the memorial today.’ Ask students to justify their reasons for selecting particular feelings e.g. ‘indifference because it’s always been there ¬people don`t even notice it.’ Find out more by visiting: www.centenarybattlefieldtours.org PAGE 3 LESSONS STAGE 1 How does remembrance make us feel today? (continued) Lead a whole class discussion about similarities and differences between the three lists of feelings and take suggestions of possible reasons for them e.g. ‘the feelings of people today may be different because they haven’t actually lost anyone they know or loved in the First World War.’ Without revealing where or what the structure is beforehand display film footage of the Cenotaph in Whitehall on an ordinary day (Resource 1B). Lead a discussion about which of the three lists of feelings discussed in relation to the local War Memorial the students experienced most on watching the footage (it will probably be List 3). During discussion introduce detail about the history of the Cenotaph in Whitehall and its design from Resource 1C. Next show Resource 1D, a clip of the section of the annual remembrance ceremony at the Cenotaph just before and after the two minutes silence (but with the sound turned down). Lead a whole class discussion about whether seeing the same structure on a special occasion made students feel differently. If so, how and why, and which of the three lists of feelings compiled previously best expressed their own feelings. Lastly repeat the same clip with the sound turned up (the musical notes of the Last Post breaking into the end of the silence may change feelings again). Lead a whole class discussion about how the soundtrack and film footage together might have changed people’s feelings. If so, why and how, and which of the three lists best expressed them. Give out a set of cards from Resource 1E which describes the First World War differently. Ensure that all students understand the meaning of each statement. Within a set time limit ask students to select the statement that best describes what the modern Cenotaph remembrance ceremony seems to be trying to say about war in general (and by implication the First World War as the ceremony was devised just after it). Ask pairs or small groups to organise the cards in descending order, placing the card that best summarises the intended message of the ceremony at the top through to the card that seems completely at odds with it at the bottom. Hold a final class discussion and take a vote on which description of the War best suits the intentions of the ceremony. Find out more by visiting: www.centenarybattlefieldtours.org PAGE 4 LESSONS STAGE 1 How does remembrance make us feel today? (continued) List of resources, worksheets, video clips and interactive activities for use with Stage 1 Resource 1A: an online gazette of war memorials within the United Kingdom can be found at: http://www.roll-of-honour.com/ Resource 1B: footage of the Cenotaph in Whitehall on an ordinary day: http://www.youtube.com/watch?v=QyGJBRI8B1E Resource 1C: footage of the two minutes silence and playing of the Last Post at the Cenotaph November 2012: http://www.youtube.com/watch?v=RvONWV2n484 Resource 1D: history of the Cenotaph: http://www.bbc.co.uk/remembrance/how/cenotaph.shtml Resource 1E: statements describing the First World War. STAGE 2 What did Francis Derwent Wood want people in 1919 to feel about the First World War? This first interpretation of the First World War is a controversial Canadian sculpture designed to stoke hatred of Germany and is based on a well-known atrocity story spread by Allied propaganda. The activity helps to introduce some of the variety of possible attitudes towards the War at its close, attitudes which sometimes gained popularity in later decades. Play students a short extract of film footage (Resource 2A) showing close-up images of the sculpture Canada’s Golgotha by Francis Derwent Wood which depicts German soldiers crucifying a dead Canadian soldier on a barn door with bayonets, an incident which is alleged to have occurred during the Second Battle of Ypres in the Spring of 1915. Withhold information about the sculpture and invite suggestions from students about what the sculpture appears to be depicting and who the figures might represent. Display alongside a still image of Canada’s Golgotha (Resource 2B) and Resource 2C1, a U.S. propaganda poster of 1917 depicting German soldiers crucifying an Allied soldier on a tree. Lead further discussion about what the American poster appears to depict and how this might help to explain the Canadian sculpture. Lastly display Resource 2D (an extract from the Times of May 1915 describing the original atrocity) and read it neutrally to students. Find out more by visiting: www.centenarybattlefieldtours.org PAGE 5 LESSONS STAGE 2 What did Francis Derwent Wood want people in 1919 to feel about the First World War? (continued) Hold another discussion taking suggestions about links between the three sources (see Resource 2E). Explain that in January 1919 (three months after the armistice was signed) the influential Canadian newspaper owner Lord Beaverbrook (also Britain`s wartime Minister of Information ) organised a free exhibition displaying designs from artists and sculptors commissioned for the Canadian War Memorials Fund at the Royal Academy in London. Explain that thousands visited the exhibition and saw Derwent Wood’s sculpture Canada’s Golgotha. From Resource 2F, give out different cards to pairs or small groups of students which briefly describe possible visitors to the busy exhibition during 1919 (for the purposes of differentiation the number of characters could be reduced). Within a set time limit ask each pair or small group to write down how they think each person would have reacted on seeing Canada’s Golgotha for the first time surrounded by many people staring at it in the exhibition. Ask one student from each group or pair to read out their character’s reaction to the sculpture. Lead a discussion after each statement has been read about how realistic students think the characters reaction might actually have been.
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