The Royal British Legion is the nation’s leading Armed Forces charity, providing care and support to all members of the British Armed Forces past and present, and their families. For 90 years it has also been the national custodian of Remembrance, safeguarding the Military Covenant between the nation and its Armed Forces. It is best known for the annual Poppy Appeal and its emblem, the red poppy. The Legion is committed to helping About this young people understand the issues of Remembrance, conflict and the importance of peace, using informed, integrated and constructive methods. LEARNING resource

The Royal British Legion’s The topics support the explore. The disks cover This pack is designed Remembrance Women in war free learning resources current areas of the National the themes and issues of to assist teachers How it all began and why How the role of women are updated annually and Curriculum for the following Remembrance; international and other learning it is still so important today. has changed over the last developed to reflect the units: conflicts and peacetime facilitators to introduce The Two Minute Silence and 120 years, in conflict and changing needs of schools operations from World specific themes into the relevance of memorials. on the home front. Women and other informal learning History War I to the present day; the classroom. in the Armed Forces today. groups. This year, some Key Stages 1 and 2 international organisations Primarily it covers the of the sections have been • Commemorative days and the world leaders and History and Citizenship strengthened to support, • ordinary people who have curricula, but it can 2 16 in particular, the teaching Key Stage 3 influenced and witnessed also be used to support of Remembrance. The • World Wars I and II, those events. The CD Rom literacy and aspects diversity section has also including the Holocaust includes all case studies of PSHE and Religious The Royal The Home Front been updated, as have used in current and past Studies. British Legion What was happening in some of the appendices. Citizenship Legion resources. Last year, a section entitled Key stages 1– 4 Useful numbers and The essential welfare work Britain at home during “World War I and Disability” • The identities behind All the learning resources websites can be found of the Legion – support the Second World War. services for families and Evacuation, rationing and was added to the pack. Britain today are available free, throughout on page 24. who receives its help. Its role daily civilian life. This is supported by new • Understanding human the year via the schools as the national custodian contemporary case studies rights and learning section of Six A2 posters for of Remembrance. throughout the document. • Challenging racism and the Legion’s website: the classroom are 8 discrimination www.britishlegion.org.uk. included in the inside 20 Designed to assist teachers • War, conflict and peace back pocket. in introducing specific • Identity and diversity Diversity and World War I themes into the classroom, • Issues supporting rights Further free copies of the British Armed and disability this pack primarily covers and responsibilities. this pack are available the History and Citizenship all year round. Forces How the legacy of disability Curricula. It can also be Materials in this resource are History of different ethnic from World War I affected used, however, to support also suitable for aspects of and religious groups serving British soldiers, their families Literacy, aspects of PSHE study at Key Stage 4 and to and the country as a whole. in the British Armed Forces. and Religious Studies. introduce selected themes at post-16 level. This pack can be used 10 22 either as a starting point In addition to this pack, for certain topics, or to The Royal British Legion inspire teachers and other produces an extensive The Holocaust Case studies users to complementary routes CD Rom and DVD State-organised and systematic A: Britain and the Holocaust on tackling these themes. The triple-disk resource for murder by the Nazis. Who was B: Women and conflict factual information included schools. Together, these targeted and all those affected. C: World War II and on each topic is enough for a disks combine historical the Home Front single lesson, or as a trigger information with lesson plan D: Conflict and disability for extended activities. Each guidance, downloadable section contains lesson classroom activities, plus ideas and follow-up activities film and sound footage 14 25 for all ages and abilities. from the key periods they

The Royal British Legion Learning Pack 2011/2012 1 In Flanders Fields we will In Flanders fields the poppies blow Between the crosses, row on row, That mark our place; and in the sky remember The larks, still bravely singing, fly Scarce heard amid the guns below.

We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie them In Flanders fields. Take up our quarrel with the foe: To you from failing hands we throw The torch; be yours to hold it high. If ye break faith with us who die We shall not sleep, though poppies grow World War I, 1914–1918, Shortly after the Legion In Flanders fields. changed many people’s was formed, the poppy was understanding of conflict. adopted as its symbol. The Lt Colonel John McCrae Young men from across poem In Flanders Fields (1872–1918) the world enlisted, or were was part of the reason, conscripted, to fight. Battles but other poems had also took place in many places – mentioned poppies as at sea, in Gallipoli (in Turkey) they were one of the few in the Middle East, in Eastern flowers able to survive in Europe and in the infamous an area severely damaged trenches of Western Europe. by fighting. The poppy was Millions of people died in seen by many as a powerful terrible conditions. symbol of hope.

The war introduced new Today, the poppy has technology, resulting in far become an international more injuries in conflict than symbol of Remembrance. before, with medical science Wreaths of poppies form striving to keep up with new a central role in Remembrance horrors. Battles lasted months ceremonies held across the UK, rather than just hours or days. parts of the Commonwealth After the war ended, some and overseas. people just wanted life to return to normal, but too many people Memorials had died or been injured for the war to be forgotten. Remembrance can too often focus on battles and Groups and associations conflicts rather than the were created, determined men and women affected to remember what by them. Remembering had happened and to all those involved can be commemorate the sacrifice difficult – there are millions that so many had made. of names to remember. It The act of a Two Minute is why memorials are so Silence began on the important, as they often anniversary of Armistice record the names of those Day, 11 November 1919. who were killed or, just as In 1921, The Royal importantly, act as a symbol British Legion lobbied for all those that fought the Government for and were affected by the ‘Remembrance Day’ conflict. HRH Prince William of KG lays a wreath which was then formally at Camp Bastion, the main military base in adopted as a national day Memorials can have many Afghanistan, in memory of all those who have of Remembrance. different shapes and forms lost their lives in the ongoing conflict.

2 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 3 Above The National Memorial Arboreetum (NMA) in Staffordshire Left The ‘Shot at Dawn’ memorial at the NMA Right The Armed Forces Memorial at the NMA

– some are of people or Memorial Arboretum (NMA), The Legion and Mark Stonelake was a soldier in the Royal Artillery. figures; some are symbols part of The Royal British Remembrance In 2008, his regiment was on active service in such as the Cenotaph Legion family. It is an Afghanistan. Whilst out on patrol, the vehicle that he in Whitehall, London. outdoor site that contains a The Royal British Legion was driving hit a roadside bomb that had been buried For many, a memorial is large and varied number of was founded in 1921, so under the road. important as it is a physical memorials to commemorate 2011 is its 90th anniversary. site for people to visit. For those who have given their Its primary purpose was to His injuries were very serious and he had to have his the first half of the 20th lives for their country and provide welfare for veterans left leg amputated. The explosion also left him with a century, British Service men those who have suffered and their families and to badly damaged right foot, a fractured back, broken and women were buried as a result of conflict. The ensure that the sacrifice bones and a broken nose, jaw and teeth. A friend near to where they fought site reflects the contribution made by those who serve and colleague, also in the vehicle at the time, is now and died, which means there of the Armed Forces and in, or who are affected by permanently brain-damaged by the explosion and has are cemeteries all over the organisations connected conflicts, are not forgotten. to communicate through a computer. world that contain British with conflict from World Today the Legion is the war dead. It also means that War I through to the present national custodian of Mark and his colleagues have been supported by it is sometimes difficult for day. Remembrance. Many The Royal British Legion during their recovery in relatives and friends to visit people think of Remembrance hospital and then afterwards. The Legion is funding their graves. As an arboretum, the Day as a day to remember vital adaptations to Mark’s home, in order to make it NMA uses trees and plants those men and women easier for him to carry out essential everyday activities. More recently, bodies of as well as plaques, statues who lost their lives in Adaptations will include building an extension to the Service men and women and other symbols, to the two World Wars, but house to have a wet room so that Mark can wash killed abroad are returned remember those affected Remembrance Day and easily, as well as other alterations to help make it to the UK to be buried or by war. There is a Garden the act of Remembrance easier for Mark to move around. The Legion also offers cremated. This is called of the Innocents for also include all those who Mark and his family continued emotional and personal ‘repatriation’. Sometimes children affected by conflict, have been involved with, support. Mark lives in Devon with his fiancée Donna repatriation is not possible, including a tree dedicated and affected by, the events and their daughter, Grace. due to the nature of battles to Anne Frank, as well as of war and conflict since and because people, memorials to those who World War I. Mark is only 26 years of age and has already made especially those serving in lived and worked on the a remarkable sacrifice for his country. He can never the Royal Navy, are killed Home Front during World It’s not just the dead who forget the effects of conflict, both for him and his and buried at sea. Memorials War II. are remembered. In recent family. in the UK are therefore years, due to events in important reminders of the The largest memorial at Iraq and Afghanistan, people that took part in the NMA is the Armed Remembrance has taken on conflicts, perhaps thousands Forces Memorial. It records a new significance. It has of miles away, or from a all the names of Service become increasingly clear previous generation whose men and women killed that it should not just be the families still want something on active duty since the dead who are remembered, visible to remind others of end of World War II. Only but all those injured whilst who those people were and half the memorial is full, serving their country and all what they did. as each year, the names those affected by conflict, of those killed in the including the families of In Alrewas, Staffordshire, previous twelve months Service men and women and there is the National are added. civilians. In today’s conflicts,

4 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 5 Lesson Ideas

Key Stage 2 Key Stage 3 Follow-up activities lesson ideas lesson ideas for all Key Stages 2 3 all improved medical services The poem is a powerful Using this section and the Ask pupils to write a poem Using the case studies in Research the story of the The Exhortation mean that many people reminder that you don’t have case studies: about Remembrance. the appendices section poppy. Why is it significant of this pack, ask the in November each year? survive attacks or bombs to have family or friends They shall grow not old, Show the students a picture of Look at the memorials and following questions: – but often with terrible affected by war to want to a poppy – do they know what ask students to design their Why is it important to remember as we that are left grow old: life-long injuries. It is just as remember those who have. it is and what it stands for? own memorial. • Should it just be people people on Remembrance important to remember the remembered on memorials Day? Age shall not weary them, Introduce the students to In groups, discuss: or the wars themselves? nor the years condemn. sacrifices those people and Remembrance Day provides the information about the Explain what the following At the going down of the sun their families have made, as us all with an opportunity to background to the poppy • The different ways that • What types of memorials words mean: Remembrance; it is to remember those who remember loved ones, learn and World War I. people who are involved are effective for remembering Armistice; conscripted. and in the morning with, and affected by war people killed in conflicts? do not return at all. The men about the past as well as the Ask the students if they know are remembered. Go to the Legion website We will remember them. and women injured today are present and, above all, the what a war is? Ask them who • What is the relevance (www.britishlegion.org.uk) usually between the ages of opportunity to reflect upon they think is involved with • What should be of the poppy in the 21st and use it to help organise a wars? remembered during century? Remembrance Day ceremony 18 and 40 years old and will the human cost of war and Remembrancetide? or assembly. Choose the need help for many years the importance of working Ask the students to read the • What are the most words you want to use and to come. for peace. poem In Flanders Fields by • What they would like to important aspects of add pictures, etc. John McCrae – tell them that do at Remembrancetide Remembrance Day? he was also a doctor. – what words they would What do war poems tell us Taking part There are lots of different use to write a service of • Do people need to know about people’s experiences ways to take part in Tell them about Mark Remembrance? the names of those who of war? How do they help us The act of Remembrance, Remembrance: by Stonelake – ask the pupils if are killed or injured? understand what happened? they think those who are not • Is it important to know held on Remembrance Day taking part in an act of killed by wars should also be the names of some of • What would you do to What can you do to stop wars at 11am every 11 November, Remembrance (such as remembered? those that have served? change Remembrance happening? Explain your is intended for everyone attending a service); Day? thoughts and ideas. to take part in. Everyone wearing a poppy; visiting Ask them to read the • Do the ages of those Exhortation – what are affected by conflict • What do the experiences Is the poppy still relevant has a right to experience a memorial; reciting or their thoughts about this matter? of people like Mark today? Discuss. Remembrance and to reflect writing a poem; preparing as a reading? Stonelake tell us about on the horrors of conflict. an assembly or creating the effects of conflict? At many Remembrance a memorial poster. services or events, the words on the left are read out from Lawrence Binyon’s famous poem For the Fallen. It is often called the Exhortation.

6 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 7 People as young as 17.5 years old can be sent on active service, so veterans are often much younger than most people assume. There has been only one year (1968) since World War II when a British Service person has not been killed on active service. Every year, Legionline, the Legion’s helpline, answers thousands of requests for support. 300,000 staff and volunteers organise the Poppy Appeal every year. More than 36 million poppies were made and distributed throughout the UK last year.

The Royal British Legion 9 million people in the is the nation’s leading UK are eligible for Legion Armed Forces charity, support. From residential providing care and support and respite care to advice, to members of the British counselling and financial Armed Forces, past and support, the Legion’s present, and their families. welfare services help people It is also the national struggling to find homes custodian of Remembrance and jobs or needing urgent and leads campaigns to practical help in their own support and protect serving homes. The Legion is there and ex-Service personnel. for them all. The Legion is not part of any political party but it Olaf Schmid was a bomb does lobby governments disposal expert in the on behalf of the serving . Whilst serving and ex-Service community. in Afghanistan in 2009 he It has recently successfully was killed trying to defuse a campaigned to strengthen bomb and was awarded the the Military Covenant George Cross for bravery. between the British people In the five months he was in and their Armed Forces. Afghanistan, he had defused This Covenant will now 64 bombs, saving hundreds become part of UK law. The of lives. His widow believes Legion is best known for the that during that time he was annual Poppy Appeal and its put under additional stress emblem, the red poppy. contributing towards his death. An inquest into his 2011 is the Legion’s death was held in February 90th birthday and 2011 and The Royal demand for its welfare British Legion, through its support is still high. Independent Inquest Advice Service, provided advice and Today’s Service men and support to Mrs Schmid’s women and their families still legal team. need assistance: because of the wars fought in Iraq and The Independent Inquest Afghanistan, many will need Advice Service was help from the Legion for the launched in 2010 and rest of their lives. reflects the wider range of services the Legion offers Every week, the Legion to meet the growing needs spends nearly £1.4 million of Service personnel and on its welfare work – over their families.

8 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 9 Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (NA 011188)

Above left Oluadah Equiano Above Sikh troops man a Bren gun in the line near Villa Grande, 1944 Left Johnson Beharry VC Below An observation post in Borneo, 1965

Records from as early as was allowed to achieve. from both World Wars, are the 18th century show many White Commonwealth buried or remembered in the Walter Tull was born in Folkestone in 1888, the son different ethnic and religious and Empire troops did many military cemeteries of a black carpenter from Barbados with a white minorities in the British not experience the same scattered across Western English mother. As a teenager, he became a footballer Armed Forces. Oluadah restrictions. Europe and the rest of the for Clapton FC and from there moved to Tottenham Equiano, known primarily world. Hotspur and later Northampton. He was considered for his personal record In addition to fighting a talented footballer and was respected by players, of slavery, served in the for Britain, Empire and Throughout that time, those however he still experienced a lot of racism. When war British Navy. By the Battle Commonwealth citizens were troops have lived and died broke out, Walter enlisted in the 17th (1st Football) of Trafalgar, 187 sailors on involved with auxiliary work, for British interests and of the , alongside many British ships were from the in roles such as stretcher many have been awarded other professional footballers. By 1916, he had been Caribbean, 28 from Africa bearers, in the trenches, and the Victoria Cross (VC). made a Sergeant and took part in the first Battle of the and 23 from India. in World War II as munitions Able Seaman William Hall in June 1916. workers and in the medical was awarded the VC in Wherever Britain established services. Without the 1857, Subadar Khudadad Towards the end of 1916, Tull was invalided home colonies, local regiments contribution of those different Khan in 1915, Jemador with trench fever. After leaving hospital, he went to were formed that went on groups to the Merchant Navy, Abdul Hafiz in 1944 the cadet training school at Gailes in . to serve all over the world. Britain would not have been (posthumously), Rambahadur Military Law at the time was deeply racist and There were Indian, African able to maintain the war effort Limbu in 1965 and Johnson specifically excluded ‘Negroes’ from exercising ‘actual and Caribbean regiments in either conflict. Beharry in 2005. command’ as officers. Despite this, it is assumed that served as part of the that Tull’s superior officers must have recommended British Forces all over India, During World War II, the and supported him as he was commissioned to a Africa and what was then remarkable contribution Second Lieutenant (ie an officer) and sent to fight on the British Empire. As well of ethnic minority troops the Italian Front with the 23rd (2nd Football) Battalion as showing incredible from the UK and from the of the Middlesex Regiment. He was mentioned in bravery in conflict, those Empire and Commonwealth dispatches for the “gallantry and coolness” with which from ethnic minorities also continued, with nearly three he led his men in the first battle of Piave. In 1918, he had to overcome prejudice million fighting as volunteers and his men returned to France, where they fought and discrimination from in the Army, RAF and Navy. in the second . On 25 March those they fought alongside. 1918, he was shot and died in No Man’s Land. Tull’s As well as ethnic diversity, men tried to bring his body back to the trenches, there was also religious but machine gun fire was too heavy and the body World War I and II diversity in the British was lost. Tull therefore has no marked grave. His During World War I, over Forces. Approximately Commanding Officer remarked on“...how popular one million ethnic minority 40,000 British Jews fought he was throughout the battalion. He was brave troops contributed to the in World War I, primarily in and conscientious... the battalion and company British Allied Forces, fighting Western Europe. Service have lost a faithful officer, and personally I have all over the world, including men from Hindu, Muslim, lost a friend.” His name is on the Memorial at Arras, in the trenches of Western Buddhist and Sikh religious France. Europe. At that time, there communities also fought, were official restrictions on often as part of the Empire the level that a soldier from troops. All the different an ethnic minority (especially faiths, including Christians those from Empire countries) and people with no religion, Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (RAF T 005244)

10 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 11 Lesson Ideas Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (LAND 02 012 0904) Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (CH 012148) Photograph courtesy of the Imperial War Museum, London (MH 033821) Photograph courtesy of the Council National Army Museum, London Photograph courtesy of the Imperial War Museum, London (IND 003975) Fiji is a collection of small islands in the Pacific. Bravest After World War II many Key Stage 2 Key Stage 3 & 4 Follow-up activities Historically Fiji became a British colony in 1874 and later “ nationalities from around lesson ideas lesson ideas for all Key Stages became independent in 1970. Men from Fiji served in of the brave, the world continued to join the British Armed Forces in World War II fighting in some the British Armed Forces of the most dangerous Pacific battles including those most generous as Commonwealth Troops. in Burma. Today Fiji’s population is only 900,000, yet of the generous, The most famous are the despite this, approximately 2000 Fijian men serve in the Gurkhas from the Himalayan British Armed Forces, serving in British regiments in Iraq never had country of Nepal, situated and Afghanistan – many have been injured or killed. on the northern edge of the country more Indian sub-continent. They & The first British soldier to be killed on active service in have been part of the British 2 3 4 all 2011 was a Fijian. Joseva Saqanagonedau faithful friends Forces for 190 years, fighting Use this section and the Using the materials in this • Should more people be Find out about the following: Vatubua was born and grew up in Suva, Fiji, He in all of the conflicts, case studies for exploring section to study diversity: made aware of the history than you. the significance of the VC of diversity in the British • People from ethnic joined the British Army in 2007 and served with The including Afghanistan today. and perceptions of bravery. Ask students to provide an Armed Forces? How minorities who have been ” idea of what they think the Argyll and Sutherland Highlanders, 5th Battalion The Inscription on the Many Gurkhas have been could this be done? publicly recognised, such Examine the story about Walter typical British Tommy in World as Johnson Beharry. Royal Regiment of Scotland. In 2010 he was sent with Gurkha Memorial, London, recognised with awards for War I may have been like his regiment to Afghanistan. On 1 January 2011 he their bravery. Tull and discuss the following • Is it important that Service by Professor Sir Ralph in small groups or as a whole (background, age, etc). men from different religious • Isaac Rosenberg, a famous was killed by an improvised explosive device (bomb) Turner MC class: faiths were buried in poet from World War I. placed in the wall of a compound. Many people are unaware Introduce the story of Walter cemeteries together during Tull (more information is or unappreciative of just • What do we mean by the two World Wars? • What percentage of minority bravery? available on the Legion CD troops currently make up Rom) and Private Vatubua was a promising sportsman and was how many people from Private Joseva Finish with a discussion the British Armed Forces.

part of the Army Rugby sevens team. His nickname ethnic minorities have • Why are some actions Saqanagonedau Vatubua. about either: in conflict called ‘acts of Have they heard of either of • How different faiths was Big Joe because of his size and he was regarded served and been recognised them before? In small groups, as someone who would rise in the ranks. with awards. Historically, bravery’? • Should there be greater are represented by the ask the students to discuss recognition of diversity in Commonwealth War Graves the treatment towards these • Should any action within Tull’s story. Do they think it is the Armed Forces – and Commission in cemeteries. conflict and supporting important? Do they think more during the two World Wars? (www.cwgc.org) Adam Griffiths MBE, Commanding fighting men (and now people should know about Officer The Argyll and Sutherland Highlanders, 5th women) has often been conflict be regarded as bravery? him? Ask them to explain their • Does diversity matter when • Which issues in the two Battalion The Royal Regiment of Scotland, said: unfair and cruel because answers. the Armed Forces are World Wars affected “The Royal Regiment of Scotland has a tradition of their backgrounds, • Does the Victoria Cross meant to work together, minority troops that might Give the students the of producing courageous, resilient, tenacious and ethnicities, religion and have any significance for our follow orders and recognise not have affected British understanding of conflict? information in this section discipline? white troops. tough infantry soldiers of world renown – Big Joe skin colour. Today, their and ask them to discuss was this and more. An operationally experienced contribution is better Follow the lesson ideas for the following questions • Could Service men and Discuss your thoughts on why in groups: soldier, he died serving alongside his fellow Argylls understood and, as a result, Key Stages 3 & 4 but encourage women from different someone might fight for a in a role that he relished. Fearless in battle, while held in much higher regard. more time to look at the backgrounds encounter country they were not born in. individual stories and explore • Does it matter that there different issues in conflict empathetic to the predicament of Afghanistan and questions about recognising the are Service men and today (eg racism, religious Discuss why you think we the local nationals living around his patrol base, different identities. women from lots of conflict)? know about, and remember, different backgrounds he was at his best on operations, demonstrating the contribution made by serving in the Armed ethnic minorities to the a real awareness and understanding of what he Forces? British Armed Forces. was being asked to do. It was always a wonderful • Are they surprised that any sight to see this mountain of a man surrounded by Discuss what differences of the groups mentioned religious practice might make to children when on patrol.” fought? Ask them to the lives of soldiers in conflict. explain their answers. Private Vatubua was only 24 years old when he was killed. He left behind a wife and family.

12 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 13 Lesson ideas for Follow-up activities Remembering the Holocaust and Key Stage 3 and 4 for all Key Stages “understanding how it came about is part of making sure it never happens again.” Theodore Pappas 3&4 all Adolf Hitler became leader over the ‘pogrom’ that was ideals – classifying everyone concentration camps were (This lesson should be used What can they find out about For Key Stage 2 For all Key Stages of Germany in 1933. His Kristallnacht in November by their racial group and found all across Nazi-controlled following an introduction to the following: Kristallnacht, ‘What is the Holocaust’ – Kindertransport, the territory, the most famous Follow the story of the The Holocaust created the speeches and Nazi ideals 1938. This was the night that judging some groups to supported by The Royal British Nuremberg Laws. Kindertransport (see film word genocide – what does were reported across the thousands of Jewish people be more important than camp of all is probably Legion DVD and CD Rom.) clip on The Royal British the 1948 United Nations world, including in Britain. across the Third Reich were others. That racial policy Auschwitz-Birkenau. Ask students to write a Legion DVD). genocide convention say? Using this section, the newspaper article telling Laws were introduced in attacked, their property also affected Roma Sinti case study and some of the story of a Holocaust Some Jewish children were Germany restricting the rights seized and destroyed and (gypsies), disabled people, Liberating the websites suggested survivor or the experiences evacuated to Britain before of Jews and other minorities hundreds of Jewish men Slavs and Poles, all of whom Bergen-Belsen in the useful numbers of a liberator – it can be a World War II started in the and those actions were arrested without committing were persecuted and killed. section on page 24: real story or one based on Kindertransport. What can you the information they have find out about it? widely reported in the British a crime; secondly, after The Nazis also persecuted On 15 April 1945, British Ask students if they know collected. Press. As a result, from 1933 Kristallnacht, the British others on political or Forces liberated a how many Jews and other Why were Jewish people to 1939, the anti-semitism authorities allowed nearly behavioural grounds concentration camp in victims were killed as part Discuss: forced to wear a yellow star? of the Holocaust? Can they Germany called Bergen- Which people tried to save and violence developing in 10,000 children from the including communists, name any of those victims Is it important to remember Jews? Germany (and in the countries Third Reich into Britain as socialists, trade unionists, Belsen. The scenes there and describe what their lives the victims of the Holocaust or that later became the Third refugees. Only children Jehovah’s Witnesses and were terrible – British Forces were like? just to know about the event? The most famous example Reich) were known about under 16 were allowed and homosexuals. found 60,000 people in the of armed resistance to the Using the case study – ask Why would the liberators Holocaust is the Warsaw in the UK. Despite hearing the majority of those children camp, as well as 13,000 students what does this tell be shocked by what they Ghetto uprising. Jews from terrible reports of what was never saw their families As war progressed, Nazi unburied corpses. Despite them about the Holocaust? saw after many of them had across the whole of Europe happening to people in again – they were killed by control spread. The Nazis medical attention, nearly Discuss as a class what might already fought in battles? were transported to killing have been done to try and centres in occupied Poland – Germany, most governments, the Nazis in the subsequent and their collaborators 14,000 of those liberated died resist the persecution. Why is the persecution of can you find out the names of including the British, did Holocaust. The arrival of destroyed Jewish in the following three months. children significant during these centres? nothing to help those being refugee children to the UK communities that had The arriving British Forces Ask the students to find out conflict? more stories of people who persecuted or take direct was supported by the British existed across Europe for included men who had fought Six million is a number that is lived through the Holocaust difficult to imagine. Find any action against the German public but not always the hundreds of years. They in battles across North Africa and/or about the experiences of the stories of those that leader and his Government. politicians. From 1933 to built an elaborately cruel and Western Europe but many of the camp liberators. survived, or those that did 1939, the build-up to the camp system to punish found the scenes at the camp not, to try and put names and Using the information, faces to that huge number. How Britain reacted Holocaust took place, but their opponents, creating far worse than any battle they ask students if they think the real horrors began once slave labour from groups had experienced. Bergen- Britain should have done Reflect on what lessons the On only two occasions war broke out and Europe considered expendable, eg Belsen, along with the more to stop Germany in its Holocaust might have for the persecution of Jews before world we live in today. before 1939 did the British was thrown into conflict. Slavs and Poles. They also other camps, became a World War II. If so, what action Government react: firstly, devised a system to work symbol of what humans can should they have taken? by publicly condemning The Holocaust was the key to death and exterminate do as a result of ideology the German Government part of Nazi Germany’s racial Jewish people. Although and hatred. Photographs courtesy of USHMM

14 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 15 Mary Seacole WWI WWII Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (Q 032930) Photograph courtesy of the Imperial War Museum, London (Q 027814) Photograph courtesy of the Imperial War Museum, London (A 001699)

Germans who fired artillery World War I at the hospital. Nellie was Before World War I, women hit by one of the fragments were excluded almost from the exploding shells entirely from within the and subsequently died. Armed Forces. Their only Her body was transported, related role was in nursing, along with her surviving as in the cases of Mary team, further behind the Seacole and Florence Allied Lines. She was Nightingale. During World buried alongside the War I (1914–1918) the Service men who had been massive conscription of men killed. Her grave is situated meant that more women in the Commonwealth were needed to work in War Cemetery called the factories and in other Lijssenthoek in . previously male-dominated Nellie became a symbol for roles. In 1917, The the significant contribution Women’s Auxiliary Army that all the women, Corps (WAAC) was formed especially nurses, made as women were needed to during that conflict. carry out clerical, medical and other basic jobs. World War II Although women were sent to France, they were not During World War II (1939 allowed to take part in any –1945) the role of women form of combat. Women did was extended in both work in the military hospitals the military and civilian in France and some were arenas. By 1943, 90% of able to act as ambulance single women and 80% drivers. By Armistice Day in of married women in the 1918, there were 57,000 UK were involved in war WAACs. World War I also work. The Women’s became the war in which Land Army was formed some women were killed, in 1939 so that women due to their proximity to the could work on farms, front line. doing all the jobs men did I am treated just like one of and in the same difficult “the boys. I am simply someone In 1917, a nurse from Leeds conditions. As a result, called Nellie Spindler, was Britain was able to double who followed a dream. serving at a medical clearing its agricultural output ” Male and female soldiers serving in station very close to the front and, most importantly, Captain Joanna Gordon, the Desert of Kuwait protect their line in Belgium. In August, feed itself. Women also

Apache Helicopter Pilot faces during a sandstorm. Photograph courtesy of the Imperial War Museum, London (OP TELIC 03 010 009 065) her unit was targeted by the worked in factories and

16 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 17 At Bletchley Park, the secret Lesson Ideas site for code breaking, women made up the majority of staff – 6,000 out of approximately 10,000.

Women’s Land Army training, 1940

Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (D 000118) Florence Nightingale Photograph courtesy of the Council National Army Museum, London Photograph courtesy of the Imperial War Museum, London (Q 071088) joined the women’s auxiliary relating to operations for the Key Stage 2 Key Stage 3 Follow-up activities units attached to each of war. At Bletchley Park, the lesson ideas lesson ideas for all Key Stages the military services. They secret site for code breaking, were still not allowed any women made up 6,000 out of combative roles but were approximately 10,000 staff. given more physical jobs such as working with anti- The legacy of war aircraft guns and delivering for women planes between airfields. Odette Churchill Violette Szabo Both World Wars affected Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (HU 003213) Photograph courtesy of the Imperial War Museum, London (HU 016541) women’s lives deeply. Many 2 3 all Special Operations women never married Use the information to Using the case studies of Ask students to write a • Find out about the lives Women also became Special because so many men of their discuss the roles of women women (Appendix B): war diary for a woman in of Mary Seacole, Florence in war. Use the follow-up any of the following roles: Nightingale and Edith Cavell. Operations Executives generation had been killed activities, and finish with Ask students to write one (SOEs). This work was highly or injured. Others became a discussion about how or two sentences about the • A WREN at Bletchley Park • Find testimony about women’s women’s experiences people that took part in events • A nurse in Western Europe experiences during each of dangerous – British men and widows whilst they still had for the two World Wars. women worked for the Allies a very young family, so that should be remembered. or at home the World Wars. Did their sentences include • A land girl behind enemy lines. SOE was even after the war they had to women – if so, how? • A newly married woman • Explain what the following set up in 1940 in two flats off work, as well as carrying out If not, why not? expecting a baby mean: VADs, WAAFs, Baker St, London. It did not the traditional role of raising • A middle-aged woman WRENs and ATA. Working in small groups, working in a factory with recruit from the existing secret their children. For those give each group a copy her son in the Army. • Find out about Bletchley services but from people women whose husbands and of the case studies about Park. Why was it significant women and tell them about Discuss: for women? who they thought might partners did return, life also Nurse Nellie Spindler. have the skills to operate in changed and the men often Ask them to: Should women and men be • Find out the highest rank enemy territory, for example, continued to suffer from their treated equally in war? held by a woman in the language skills. For the wartime experiences. Write down which, if any, of Armed Forces today. this information, is new to Should women and men women who were recruited, them. be remembered equally at Debate and discuss: it was the closest they came The Armed Forces recognised Remembrancetide? “The principle areas from to front line activity, such as the enormous contribution Discuss which of the roles which women (in the Armed they carried out was because firing munitions. The SOE that women had made, and Without the two World Wars, Forces) are excluded today they were women and why? would women have become are those that are required had the expressed support of could continue to make, to equal? deliberately to close with and Winston Churchill, who viewed their work. As a result, women Still working in groups, kill the enemy face to face.” give the students the Why could women be Special (Ministry of Defence). What their activities as essential to were given increased and more information from all of fighting the Axis powers on varied roles in the Forces. The Operations Executives but not do you think are the reasons this section: fight on the frontline? behind this statement? Do you every front. Violette Szabo and early 1990s saw the most agree or disagree? Explain why Odette Churchill were both dramatic peacetime changes Ask them to select one of you feel this way. the examples of women’s captured and tortured carrying in their duties, with women contribution to war effort and Reflect on how wars have out that work, and the former serving on surface ships and to find out more. affected the lives of women was shot. Both received the as aircrew. As of April 2008, and how they might affect Ask them to discuss the ways them in the future. George Cross in recognition of 9% of the regular Armed that women’s lives would be their exceptional courage. Forces were women and, affected if many of the men more recently, another Service were at war. Women also carried out woman has been killed whilst many other essential tasks on active duty in Afghanistan. Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (LAND 02 012 0504)

18 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 19 Blackout curtains Your courage, (D 01725) ( PROC 000267) (D 014000) All photographs on this page courtesy of the Museum, London Imperial War Key Stage 2 Key Stage 3 Follow-up activities “your cheerfulness, lesson ideas lesson ideas for all Key Stages your resolution will bring us victory! British Government poster ” from World War II 2 3 all The effects of war on those at had been. Women were also for food (such as sugar, On one night, 500 German Introduce students to the As an ICT activity, the Read the information in the • Find out about some of the home in Britain were massive expected to carry out war tea, fruit, sweets and meat), bombers dropped 500 tons subject of World War II – what students should be asked section and ask students to find jobs that were considered do they think is meant by the to research stories about out more about the list of words essential services. and far-reaching. Daily life work in jobs that the men cotton and petrol. Everyday of explosives and nearly term ‘Home Front’? evacuees and rationing. in the lesson plan. Use the changed for everyone. World were no longer available items such as jam became 900 incendiary devices on follow up activities for ICT-led • During the war miners were War II (1939–1945) started for. Tasks ranged from a treat, whilst chocolate the city of Coventry. Nearly Working in groups, ask the Or, using some of the images pieces of work. called ‘Bevan Boys’. Why? students to describe what and the case study in the in September 1939 when factory jobs, including heavy became for very special 40,000 civilians were killed they think the following pack, ask students to write a • Find out what an Anderson Nazi Germany invaded industry, working on farms occasions only. Clothes were as part of all the bombing terms mean (record their letter or a news report on daily shelter was. Poland. The war spread and driving ambulances. also restricted and everyone raids. answers): life for someone of their age across Europe into Africa, Women also joined military had to adopt a ‘Make-do in 1942. • Find out all the goods that • Conscription were rationed and what the Middle East, the Far auxiliary units. Older men and Mend’ approach to Three million people, mainly • Air raid warnings or shelters Discuss: the quantities were. How East and the Pacific. It was continued to work and belongings. Food rationing children, were evacuated to • Rationing does it compare to what fought on land, on the sea joined the Home Guard or meant that any spare land the countryside to escape • Evacuated • Why were cities targeted we use today? • Gas masks for bombing raids? and in the air. Of the Western became air raid wardens was turned over to be the bombing. For some, • Blackout • Children that were European countries that and volunteers. Some vegetable plots. Britain was they remained away from • What services or industries evacuated from the cities to opposed Germany in 1939, men remained in essential turned into a place where their real families for years. As a class discuss how all these would be considered the countryside have often things might be related. essential services? recorded their experiences only Britain succeeded in services, such as miners, the land provided food and Others never returned to – can you find any? avoiding invasion. ensuring the country at resources for the rationed their families as parents • How would people get to war had vital fuel sources. population. who stayed in the cities or work if petrol was rationed? • Find out about the following: Although they didn’t go off were fighting abroad were Blackout; the Home Guard; Changes to • What would life have been the V1 and V2. daily life to fight, they still were an Bombing raids sometimes killed. like for the people of important part of the war Coventry after the bombing? • Find out what life was like For those living in Britain, effort. Their jobs were also Bombing raids to destroy Being at home in Britain still during World War II in • How important was it your town or village. their lives changed often dangerous as the industries and undermine the meant experiencing the daily for people to keep their dramatically. The Military mines, factories and docks civilian morale also became effects of war. activities, especially war • The German Air Force was Training Act (1939) were targets for German a regular occurrence from work, secret? trying to destroy industries introduced preparations for bombing raids. September 1940, forcing that helped produce goods for the war. Discuss why conscription into the military people to spend nights in you think that civilian services. From October Rationing shelters underground. The areas were also bombed. 1939, men between 20 bombing raids hit towns and 41 years of age were The war at sea meant that and cities all over the UK, required to register, ready only essential goods could including Scotland and ‘to be called up’, irrespective be imported. In 1940, Wales, and destroyed of what their civilian career rationing was introduced homes as well as factories.

20 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 21 Does it Matter?

Does it matter? – losing your legs?... For people will always be kind, And you need not show that you mind When the others come in after hunting To gobble their muffins and eggs.

Does it matter? – losing your sight?... There’s such splendid work for the blind; Photograph courtesy of BLESMA Photograph courtesy of the Imperial War Museum, London (Q 027815) And people will always be kind, As you sit on the terrace remembering Key Stage 2 & 3 Follow-up activities And turning your face to the light. lesson ideas for all Key Stages

Do they matter? – those dreams from the pit?... You can drink and forget and be glad, And people won’t say that you’re mad; For they’ll know you’ve fought for your country And no one will worry a bit. Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (Q 027816) Photograph courtesy of the Imperial War Museum, London (CO 001636) 2&3 all World War I lasted for over of men forever, even if the returned with injuries and One of those soldiers who Use the case study Conflict Discuss: Design a memorial to those four years and involved injuries didn’t seem serious permanent disabilities to be served was also a poet, and Disability (Appendix D), that have returned from the sections on the role of the • Who would look after those conflict but injured. millions of people across at the time. Thousands of hidden away. The majority Siegfried Sassoon. He saw Legion and Remembrance, that were injured? the globe. Over nine million men returned home to the of men who returned had to many of his friends killed and the sections on World Find out about help available men and women fought in the UK and across the British earn a living and support their and injured and he wrote War I in the Legion CD Rom • How would those injured to returning ex-Service men in and DVDs. people work? 1918, in 1945 and today. British Armed Forces (Army, Empire and Commonwealth families – they could not afford the poem above, Does it Navy, Air Force and Royal with injuries that meant they to let their disabilities stop Matter?, to try and make Ask the pupils what they know • How should those that are Find out about disability Marines) including British couldn’t work properly, or that. Some of those injured people realise that being about World War I – what do injured be remembered legislation – how is it designed Empire and Commonwealth needed constant medical care received a small pension from injured could be just as bad they think of? now – should they be to help people with a remembered? disability? troops. and help. Thousands had lost the Government but in many as being killed. Have they seen any war arms or legs, had damaged cases this was not enough memorials – what do they • Should disabled Service Write a newspaper article The majority of volunteers and or completely lost their to survive on, especially if the think these are for? men and women be treated about disability and how it differently to other disabled affects work and life choices. those conscripted went into eyesight, others had injuries man had a family to support. Explain to the pupils the people? the Army and were directly that left them in constant The injuries made life difficult number of people that served involved with fighting the pain. In some cases, the injury for many people, even after in World War I. Do they • Do those who return home think the memorials are just injured need special training enemy. Fighting in Europe was not visible at all – the the war was over – it meant for them – if so, are there to be able to work? on the Western and Eastern noise and horrors of the war, that those with disabilities thousands of names on them? Fronts meant trench warfare, such as seeing people killed and their families never fully • Does it matter that many of with battles that involved or having to kill someone, recovered from the war. For Ask pupils to consider what those injured by wars are it must be like to come young? firing lots of explosive shells left many with permanent everyone in the UK there was back from war, having seen (artillery) and hand-to-hand mental scars. These kinds a permanent reminder of the your friends killed or injured Using the poem, discuss why fighting. This type of fighting of injury became known as horrors that war causes. The and what it must be like to poetry might have been used come back injured. Use the to raise awareness about was very dangerous and it ‘shell shock’ and often led to names of those killed were case study about Herbert those that were injured in is not surprising that nearly problems talking, sleeping or recorded on war memorials, Kay (Appendix D) and Mark World War I. Why might that one million men from the being able to behave normally. but those who returned had Stonelake’s story in the be more useful than other British Armed Forces were no memorial, only their injury Remembrance section. campaigns? killed. As well as those that Living with injuries as a permanent reminder. Talk about the numbers of were killed, over two million Even those with injuries that injured Service men and were wounded. Before World War I, many could be treated would be left discuss what that must have been like for their families. people with disabilities were with scars that meant they Being wounded hidden away – they were not could never forget what they treated as normal human had gone through or seen The wounds changed the lives beings. After the war, there whilst serving their country in of hundreds of thousands were too many men who a war.

22 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 23 USEFUL NUMBERS BRITAIN & & WEBSITES THE HOLOCAUST

The Royal British Legion The Gurkha Museum National Memorial Haig House 01962 843659 Arboretum 199 Borough High Street www.thegurkhamuseum.co.uk Croxall Road, Alrewas London SE1 1AA Staffordshire Registered charity no: 219279 Imperial War Museum DE13 7AR www.britishlegion.org.uk 020 7416 5320 01283 792333 www.thenma.org.uk www.iwm.org.uk/education The Renee Salt:

Liberators Photograph courtesy of USHMM a survivor’s story

The camp of Bergen-Belsen was II, London, HMSO,1947. The Renee Salt was born in Poland “Renee’s family Legion helpline Bletchley Park liberated on 15 April, 1945 by Belsen Trial of Josef Kramer and in 1929 to a comfortable, large suffered from the 08457 725 725 01908 640404 the British Army, 11th Armoured 44 others, British Military Court, and extended Jewish family. www.bletchleypark.org.uk Poppy Appeal Division. BBC journalist Richard Luneberg, 17 September – Renee’s family suffered from day the Germans 01622 717172 Dimbleby was with them, 17 November 1945 the day the Germans entered entered Poland.” Bruce Castle Museum broadcasting from the camp: Poland. She spent time in “There were piles of corpses lying Poppy Factory (Haringey Culture, Libraries ghettos, including the “Here, over an acre of ground, all over the camp. Even within the 020 8940 3305 and Learning Service) notorious Lodz ghetto. Many lay dead and dying people. You huts there were numbers of bodies, 020 8808 8772 of her family members were could not see which was which... some even in the same bunks as www.haringey.gov.uk already dead from treatment the living lay with their heads the living. Most of the internees at the hands of the Nazis or against the corpses and around were suffering from some form as a result of the selection them moved the awful, ghostly of gastro-enteritis and were process. In the summer of on 27 April, my mother procession of emaciated, too weak to leave the huts. The 1944, Renee and her parents died aged 42 and was Commonwealth War The National Archives The Thiepval Visitor’s aimless people, with nothing lavatories in the huts had long were sent to Auschwitz- buried in a mass grave, Graves Commission 020 8876 3444 Centre to do and with no hope of life, been out of use. Those who Birkenau. She never saw her together with thousands 01628 634221 www.nationalarchives.gov.uk 8 Rue de l’Ancre unable to move out of your way, were strong enough could get father again. She and her of others.” www.cwgc.org.uk 80300 Thiepval unable to look at the terrible into the appropriate compounds mother were selected for National Army Museum France sights around them... Babies but others performed their work and sent to Hamburg Renee, by then still only The Gallipoli Association 020 7730 0717 00 33 (0)3 22 83 54 14 had been born here, tiny wizened natural actions from where for demolition projects as a 16, was one of the very few www.gallipoli-association.org www.nam.ac.uk www.historial.org things that could not live... A they were. Some of the huts result of the Allied bombing survivors from her family – mother, driven mad, screamed at had bunks, but not many, and raids. In March 1945, with she returned for a while to a British sentry to give her milk for they were filled absolutely to the Allies approaching, she Poland but there was little for her child, and thrust the tiny mite overflowing with prisoners in and her mother were sent to her there. In 1949, she met into his arms, then ran off, crying every state of emaciation and Bergen-Belsen. Her mother Charles Salt, a British man terribly. He opened the bundle and disease. There was not room for had become very ill and was who had been one of the Poppy Travel for National Sikh Museum United States found the baby had been dead for them to lie down at full length in removed from the cattle truck Military Police that had Princes Street, days. This day at Belsen was the the huts. In the most crowded Schools & Young People Holocaust Museum by stretcher. On arrival at the liberated Bergen-Belsen. 0845 602 2482 DE23 8NT www.ushmm.org most horrible of my life.” there were anything from 600 camp, they became infected They married, had two www.poppytravelschools. 0845 643 5513 to1,000 people in accommodation After liberation, the Nazi authorities with lice because of the poor children and now have five org.uk www.nationalsikhmuseum. Service Personnel and which should only have taken 100. in charge of the camp were put hygiene there. grandchildren. Veterans Agency (SPVA) There were large medical supplies com on trial and British Service men www.veterans-uk.info in the stores at Belsen, but issues testified as to what they found “I was unconscious for for the use of the prisoners were Wiener Library on liberation. The source below 10 days after we were inadequate.” www.wienerlibrary.co.uk is from: Law Reports of Trials of liberated. Two days after War Criminals, The United Nations Brigadier HL Glyn Hughes, I regained consciousness, War Crimes Commission, Volume CBE, DSO, MC

24 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 25 WOMEN & WORLD WAR II & CONFLICT THE HOME FRONT

Blackout accessories for dogs Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (A 010817) Photograph courtesy of the Imperial War Museum, London (D 018095) Photograph courtesy of the Imperial War Museum, London (D 000066)

of pilots to carry out civilian men, although the jobs they “The men and women of the Amongst the rubble lay human out so that they could be activities such as delivering were doing were just as risky, were remains, some of whom were seen by cars with dimmed supplies. In 1938 the ATA (Air but by 1943 some of those civilians in uniforms who never identified; 554 men, headlights. Hundreds of people Transport Auxiliary) was formed factors were readdressed. played a soldiers part in the women and children lay dead were hurt in car accidents as to support air activities and in Battle for Britain and who and 865 injured. The city’s neither cars nor pedestrians 1940, in addition to delivering Amy Johnson the famous performed throughout the tram system was destroyed, could see each other clearly. supplies, the ATA became an record breaking British pilot, war a supreme importance with tram lines ripped from the important support for the RAF. joined the ATA in May 1940. to the RAF.” ground or arched into the air. The Government was Women One of its key, most dangerous During her first year with the Out of a fleet of 181 buses, only concerned that spies would roles was delivering newly-built organisation she logged 275 Today women are pilots in the 73 remained. Almost all the gas pass on information about & conflict aircraft from the factories to the flying hours. It was on an RAF and serve in many frontline Coventry and water pipes were smashed Secrecy factories or troop activities. airbases and transporting pilots ATA mission that she died dangerous roles. For example, in and people were advised to boil The Ministry of Information between air bases. That job was on 5 January 1941; she was Afghanistan, Squadron Leader emergency supplies of water. began a campaign called During World War I, women’s dangerous because of the risk flying from Blackpool to RAF Elizabeth Hyde led the Civil The City of Coventry experienced In September 1939, the ‘Careless Talk Costs Lives’, sections were formed to support of attack by German aircraft and Kidlington near Oxford, and Military Cooperation outfit in some of the worst air raid attacks Further raids occurred into 1941, Blackout was introduced. a propaganda campaign military units. Once the war because the planes were not went off course in terrible Lashkar Gah Helmand Province. by the Nazis of any single although nothing quite matched This meant people had to to get people to be careful was over, those sections were as reliable as they are now and weather conditions. She Every day she was out meeting British city. The initial attacks the scale of the November 1940 cover all windows with heavy about what they said to other disbanded. As World War II could sometimes break down. drowned after bailing out into Afghan people to gain their on Coventry started in October raid. black curtain material and dim people, at all times. Special approached, women’s sections the Thames Estuary after her support for development and 1940, with many small but or turn out all outside lights, to posters were used in the were re-formed for the Army, Among the 1200 civilians at the plane ran out of fuel. Although reconstruction projects. She’s intense raids, leaving 176 prevent showing enemy aircraft campaign. Many were funny, Navy and RAF. Women were ATA were 168 women who were she was seen alive in the water, the human bridge between people dead. where to drop their bombs. showing people having mainly used in roles behind-the- pilots as well as ground crew. a rescue attempt failed. There military activity, Afghan conversations on the bus or scenes of conflict rather than as On 1 January 1940, the ‘First is some secrecy about her reconstruction and the good On 14 November 1940 came the Special Air Raid Wardens in cafés, with Hitler listening frontline fighters, yet their jobs Eight’ women pilots entered death and the mission she will of the local population. The worst attack. Bombing began patrolled the streets after in the background. Slogans often had hidden dangers. service: Winifred Crossley, was on at the time. soft affect of her job was simply at around 7.30pm and didn’t dark to make sure that no were also used to get the Margaret Cunnison, being an example to Afghan stop until after 5am the following lights could be seen from message across such as Women were based at radar , Mona In addition to the British female men and women. Demonstrating morning. For 11 long unrelenting any windows. Pillar-boxes ‘Keep Mum – she’s not so stations, military camps, and Friedlander, pilots were female pilots from how women can make a hours, 500 German bombers were painted yellow, white dumb’. People were also told in dockyards, all of which were (the youngest, at 21), Gabrielle America, Canada, Poland, the proactive contribution to dropped 30,000 incendiaries, stripes were painted on roads, not to include any details to targets for German bombing Patterson, , Netherlands, New Zealand and security and reconstruction. 500 tons of high explosive, 50 lamp-posts – even on cows, relatives serving abroad or campaigns. They also served in and Marion Wilberforce. one from Chile. Without the landmines and 20 oil-mines. to prevent people driving or elsewhere in the UK, in case hospitals near the front lines and All these women were highly contribution of those women The Cathedral was hit, along bumping into anything since letters were intercepted by were at risk of attack and violence. experienced; each having more the ATA would not have been with most of the city centre. all the street lights were off enemy sympathisers. Living than 600 hours of flying time. as successful as it became. 4,330 homes were destroyed too. When men went out in the on the Home Front was given The needs of the Royal Air Force Initially the women did not have Under Secretary of State of Air, and three-quarters of the city’s evening they were advised to just as much importance as meant that there was a shortage the same rights or pay as the Lord Balfour said; factories damaged. leave their shirt-tails hanging those serving in the conflict.

26 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Learning Pack 2011/2012 27 Written and produced by The Royal British Legion’s CONFLICT Learning Team Designed by Perfect World Communications & DISABILITY www.perfectworld.biz When wars are reported in news stories or history books, the focus is often on the Photographs and images used with the kind permission of: battle and the names of those who led attacks, carried out heroic deeds or who British Limbless Ex-Service Men’s were killed. Little is said about those who are injured but in modern warfare, the Association (BLESMA) number of these people could be far higher than the number of those killed. Adrian Brooks, Imagewise Ltd Gurkha Museum The Trustees of the Imperial War Museum, London Justin Creedy-Smith The Ministry of Defence (MoD) National Army Museum Robert Opie Sean Power The United States Holocaust Memorial Museum

90 years ago: Herbert Kay Photograph courtesy of the Imperial War Photograph courtesy of the Imperial War Museum, London (Q 070165)

During World War I, Herbert to his right arm and deafness Simon Brown is joined the King’s Royal Rifle from fighting as a soldier 31 years old and from West Corps and was sent to France meant he was permanently Yorkshire. He joined the in the summer of 1915. He is injured. With that level of injury Armed Forces at the age of presumed to have been in he would have found it very 18, and served in the conflicts one of the which hard to work, and he would of Kosovo and Iraq, working as took part in various phases never be able to return to the a Vehicle Mechanic in the Royal of the Battle of the Somme life that he left to volunteer to Electrical and Mechanical during 1916, and it is likely serve his country. Today: Engineers (REME) of the British that he was injured during Army until May 2010. In that action. This item is from Simon Brown December 2006, in Basra, The First World War Iraq, Simon was repairing a The Battle of the Somme is Poetry Digital Archive, vehicle under attack and was known for being one of the University of Oxford shot in the face by a sniper. worst battles of WWI, with (www.oucs.ox.ac.uk/ww1lit) thousands killed in only a few The bullet entered Simon’s left weeks. Herbert was reported cheek, exited the right cheek missing in 1916, but was then and shattered his face. He has found severely wounded with been left virtually blind, only an injury in his right arm. able to distinguish shapes and His injuries meant he was shadows with one eye. His invalided out of the Army face had to be reconstructed (his injury was so bad that with the use of several titanium he couldn’t fight anymore) plates and he has undergone so he returned to the UK. 12 operations over two and a half years. Whilst undergoing Herbert was awarded medals treatment, Simon has completed including the 1915 Star, the a teaching degree and hopes British War Medal, the Victory to work with troubled teenagers. Medal, and the Silver War Throughout his treatment, he Badge. However, it took until has been supported by The June 1923 to be granted a Royal British Legion. This War Pension after his disability support will continue as long as was assessed as 60%, Simon needs it – he will require because the gunshot wound ongoing medical treatment for his injuries.

28 The Royal British Legion Learning Pack 2011/2012 The Royal British Legion Haig House 199 Borough High Street London SE1 1AA

Registered charity no: 219279 www britishlegion.org.uk Legionline: 08457 725725