The1914 Christmas Truce Education Pack This Pack Has Been Designed with the Aim of Providing an Engaging Educational Experience

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Football Remembers The1914 Christmas Truce Education pack This pack has been designed with the aim of providing an engaging educational experience. Every effort has been made to ensure accuracy. Design and production: Navig8 Ltd © British Council 2014. Please encourage others to download a copy of this publication from http://schoolsonline.britishcouncil.org/football-remembers Welcome to Football Remembers

Football has the power to bring us together and to engage young people who would not otherwise feel part of the Don’t forget to enter First World War centenary. The British Council, the Premier our competition We are delighted to launch our pack with a very League, the Football League and the Football Association special competition to design a memorial to the have joined forces in an imaginative partnership to soldiers who played football during the 1914 encourage young people to remember the Christmas Truce Christmas Truce. The designs will be judged by a panel that includes HRH The Duke of Cambridge of 1914, one of the greatest surprises of the First World War. and Theo Walcott. All shortlisted designs will also be displayed at the National Memorial http://schoolsonline.britishcouncil.org/football-remembers Arboretum (NMA) this summer. The winning school will work with the NMA to realise their The partners design, which will be unveiled at the NMA in December 2014. . The British Council The Football League The British Council is the United Kingdom’s The Football League is the world’s original league More details are in international organisation for cultural relations and football competition. With 72 members, the League Activity G: Design a Memorial educational opportunities. We create international is the largest body of professional clubs in European Closing date: ? opportunities for the people of the UK and other football; it is responsible for the Championship, countries and build trust between them worldwide. League 1, League 2 as well as the Capital One Cup 16 June 2014 The FA – Supporting football since 1863 and Johnstone’s Paint Trophy. The FA is the not-for-proﬁt, governing body of The Premier League football in England. With more than £100m put The Barclays Premier League is the most watched back into the game every year, it grows participation, continuous annual global sporting event in the world. promotes diversity and regulates the sport for Off the pitch the Premier League will spend £168m everyone to enjoy. solely on grassroots and community projects over the next three seasons. How to use the pack

This pack is in two parts – a set of activity plans for We would encourage you to treat the activities as List of activities and colour codes teachers and a set of additional original documents examples of what you can do with the sources – and to to be used with those plans. use the original documents to develop and add to your A Introductory activity – find out about the truce The activities are aimed primarily at pupils aged 9-14 own lesson plans and classroom activities. We hope B English and drama – hot seating, improvisation, but they can be adapted to suit older or younger your school will join in this special centenary event. writing and performing short plays audiences who are studying significant historical But whatever else you do, think about the courage of C English and creative writing – write a events and people from their own locality. Each the soldiers in the trenches in 1914. truce diary unit contains background information, ideas for Action plan D English and drama – learn about footballers discussion and cross-curricular activities. There are H]VgZi]ZeVX`VXgdhhndjghX]dda learning outcomes, links to curriculum subjects and who fought in the war lists of additional resources. JhZî^caZhhdch!VhhZbWa^Zh!Xgdhh"Xjgg^Xjajb E Languages – carry out truce conversations, projects with partner schools These can be used in individual lessons and use drama for language learning, read sources assemblies or can form part of larger cross- K^hî]iie/$$hX]ddahdca^cZ#Wgî^h]XdjcXâ#dg\$ in the original language curriculum projects over a number of subjects. They football-remembers for extra content including F Art and design – cartoons from the could also be a foundation for a joint curriculum videos and the chance to take part in competitions First World War project with a partner school overseas. 9^heaVni]ZgZhjaih^cndjgXdbbjcîn G Art and design – design a war memorial and/or online There are a number of sources suggested for each H Moral education – ethics and dilemmas activity, catering for a range of reading abilities. You IV`ZeVgi^ci]ZXdbeZiî^dcidYZh^\cVlVg I can find more sources relating to this pack at http:// memorial (UK schools only) Sports activities – make a football, plan schoolsonline.britishcouncil.org/football-remembers. your football match, think about the skills GZhZVgX]adXVa[ddiWVaaZghl]d[dj\]i^ci]Z;^ghi footballers need You can also download more copies of the pack, in World War and send us information on them English and Welsh, from this link. J Conflict resolution – play a simulation game Dg\Vc^hZVXdbbZbdgVi^kZigjXZbViX] K in December. History – interpret and review the sources, make a judgement on the significance of the truce L History – find a local footballer who fought in the war M English and media studies – propaganda and football Background information

In the first months of the First To this day, there is debate about whether or not anyone really played football in No Man’s Land. World War, soldiers fighting in There is plenty of evidence, however, that the truce the trenches around Ypres held a did take place. It involved thousands of men and was This is what reported in dozens of newspapers as soldiers wrote No Man’s Land truce. Over the Christmas period home to family and friends. In the years after the war, looked like, they set aside their weapons and many soldiers wrote about their experiences or gave met in ‘No Man’s Land’. interviews to museums, historians and the media. This pack contains a selection of original sources This Christmas Truce was an unplanned and – sources which historians use when they piece unexpected event. It happened many times and in together the story of the Christmas Truce. Some of many places. German, French, British, Belgian and these have not been published previously. Indian soldiers were excited to meet one another. They sang Christmas songs together, exchanged This is real history. It’s elusive, intriguing souvenirs and took photos of one another. And in and inspiring. some cases, it seems that they even played football. It’s very hard to pin down the story of the 1914 Christmas Truce and even harder to find out about the football matches. This wasn’t planned, arranged and recorded, like much else in the war. It was spontaneous and informal. It was an example of ‘fraternisation’ – when enemies met up, shared comforts and even became friends – which naturally met with disapproval from military command. http://schoolsonline.britishcouncil.org/football-remembers Map from January 1915 reproduced with kind permission of the In Flanders Fields Museum’ Contents Football Remembers Monday 8–Monday Activities 15 December 2014 A Introductory activity – find out about the truce B English and drama – hot seating, improvisation, writing and performing short plays Prepare C English and creative writing – write a truce diary Get ready for match day by learning about D English and drama – learn about footballers who fought the Christmas Truce through the Football in the war Remembers education pack E Languages – carry out truce conversations, use drama for Play language learning, read sources in the original language Mark the centenary of the football played F Art and design – cartoons from the First World War in No Man’s Land, Christmas 1914, by G Art and design – design a war memorial playing a match H Moral education – ethics and dilemmas I Sports activities – make a football, plan your football match, Remember think about the skills footballers need Make sure your school joins the national J Conflict resolution – play a simulation game week of football remembrance in 2014 K History – interpret and review the sources, make a judgement #FootballRemembers on the significance of the truce L History – find a local footballer who fought in the war M English and media studies – propaganda and football http://schoolsonline.britishcouncil.org/ Source materials football-remembers Further resources Acknowledgements Age range: 7–14 Learning objectives: Use research and literacy skills to Curriculum Links: English, History identify key elements of the Christmas Truce and use it as a Global citizenship skills and values: Creative thinking, basis for creative writing empathy, collaboration, commitment to peace, research skills

A Introductory activity: ﬁnd out about the truce

The accounts suggested Watch the special videos made with the In Flanders Fields Museum, Ypres, Belgium with your class to see below contain two some of the original source materials in this pack descriptions of the acted out. You can access these at: http://schoolsonline.britishcouncil.org/ Christmas Truce. Choose football-remembers one which is appropriate for your learners and read all, or part, of the account with Suggested sources are a memoir written the class. Ask the pupils to from hospital after the highlight and research any truce and the transcript of a 1983 television words or phrases that they interview with a soldier don’t understand and share who was there. their results. 17, 20 Age range: 9–14 Learning objectives: Use research skills to identify key Curriculum Links: English, History, Drama elements of the Christmas Truce and use it as a stimulus for Global citizenship skills and values: Creative thinking, creative writing and drama empathy, collaboration, commitment to peace, research skills

Partner school B English and drama Exchange your storyboards, scripts, photographs and films of the performances with your partner school. The Christmas Truce of 1914 was a brief ceasefire during the bitter http://schoolsonline.british conflict of the First World War. It is remembered as a time of peace and council.org/partner-with humanity which interrupted months of brutal fighting. -a-school

Give copies of the source materials related to this 6[iZgi]ZhZhh^dc!Y^hXjhhl]Vildg`ZYlZaaVcY section to groups of pupils. how they could use the scenes they created as Ask each group to use highlighters to pick out springboards for creative writing. Ask each group Suggested sources details of the events revealed in the sources that to produce a storyboard and script which tells the reflect different nationalities particularly resonate with them. These could be carol story of the Christmas Truce. involved in the truce. These singing, the sharing of gifts or the football match Rehearse these short plays together and include three letters from itself. Discuss how the soldiers must have felt as perform them for a larger audience. The drama soldiers, soldiers’ diaries, a they gingerly stepped into No Man’s Land and the can be accompanied by readings from the scene from a novel written by sights and sounds that would have met them. How original accounts, use of appropriate props such the son of an Indian soldier would they have felt when the fighting restarted? as footballs, cameras, cakes and music from the who served in the British army, What would the reactions of friends and family at time, such as ‘It’s a Long Way to Tipperary’ and the items that troops exchanged, home have been when they heard what happened? Christmas carol ‘Silent Night’. and photographs taken by You can find the lyrics online at Improvise the first contact between the German soldiers during the truce. and Allied soldiers. How might they have greeted http://schoolsonline.britishcouncil.org/ each other? football-remembers 9, 10, 15, 19, 23, :cXdjgV\Z\gdjehidXgZViZ[gZZoZ[gVbZh!a^`Zhiâa photographs, of the significant events that they pick 25, 47, 49, 51 out during their research. Blow a whistle (the signal frequently used by soldiers during the First World War) when you are ready for each group to bring their scene to life.

Your storyboards might look like this. Age range: 9–14 Learning objectives: Use research skills to identify key Curriculum Links: English, History, Drama elements of the Christmas Truce and use it as a stimulus for Global citizenship skills and values: Creative creative writing and drama thinking, empathy, collaboration, commitment to peace, research skills

C English and creative writing: write a truce diary Many of the accounts of the Ask pupils to draft and write their own letter or 67Za\^VcX]âYl]dlVh[dgXZYidaZVkZ]dbZ diary entry of the truce based on a character because of the fighting (read Michel Toudy) Christmas Truce are in the form from one of the sources, using William Tapp’s diary DcZd[i]ZXdd`hegZeVg^c\8]g^hibVhajcX][dgi]Z of letters and diaries. William or other letters and diaries as inspiration. The diary soldiers (from William Tapp’s diary) could be written in English or another language. It Tapp was an army servant who could relate to one of the football matches or to the 6hdaY^Zgl]dlVh^c_jgZY_jhiWZ[dgZi]ZigjXZ died in 1915. In his diary he tells wider truce. 6ndjc\eZghdcl]d]VYgZXZ^kZYVaZiiZg[gdb Students could choose a character that is a soldier who had taken part in the truce, for the story of Christmas Day, talks mentioned in the sources. For example: example, their father, brother, friend, etc. about what he had to eat and DcZd[i]ZbâîVgnXdbbVcYl]dig^ZYidejiV You could include other sources for older remembers his life at home. He stop to the truce (see documents from General Sir pupils, including: Horace Smith-Dorrien) 6hdaY^Zgl]d]VYiV`ZceVgi^ci]ZigjXZVcYi]Zc shares his feelings and talks 6hdaY^Zgl]d]VY]^he^XijgZiV`Zclî]ZcZbn refused to fight, from the Staffordshire Sentinel and about wanting to play football. troops during the truce and kept it as a souvenir the Manchester Guardian. (see photographs from the truce) 6cVgbnX]VeaV^cl]dYZa^kZgZYi]ZWjg^VahZgk^XZ Suggested sources of British and German troops (as reported in include orders against truces the Staffordshire Sentinel) Partner school from the high command, Exchange the accounts with your 6HXdii^h]hdaY^Zgl]deaVnZY[ddiWVaaV\V^chi three soldiers’ diaries, three partner school. Create a display Lieutenant Niemann’s men – they lost 3:2 regimental war diaries, two of the written work that you and 6hdaY^Zg[gdbi]Z>cY^VcVgbnl]d]VY_jhiVgg^kZY letters from the front, the they have produced. in France and had never celebrated Christmas interview and memoirs of http://schoolsonline.british before (described in Walther Stennes’ account) two German officers, and council.org/partner-with I]Z

D English and drama: footballers who fought in the war

Read the footballers’ case studies with your pupils, as well as the background information, about the lives of footballers, such as Alex Suggested sources Turnbull, Donald Simpson Bell, Walter Tull and Leigh Richmond Roose, provide background who enlisted to ﬁght in the First World War. Also look at the story of information on football and Florrie Redford and the rise of women’s football during the war. the war, as well as a range of footballers’ stories, to inspire the pupils. Ask students which questions they would have liked to have asked the footballers themselves. Ask members of the class to use the information in the Donald Simpson 38, 39, 46 stories provided and use hot seating techniques, where pupils sit on the ‘hot seat’ and act ‘in role’ as some of the players. They then answer questions about their lives by other members of the class. The pupils should always answer these questions in character. Use the literacy activity ‘write a truce diary’ to explore how one of the footballers might have remembered events during the war. For example, the ﬁrst day they arrived at the trenches, after they had been injured, when they played a football match behind the front lines on their down time, or Leigh when Florrie played in front of a crowd of more than Richmond 50,000 at Goodison Park. Roose Age range: 9–14 Learning objectives: Discuss the importance of language Curriculum Links: Modern Foreign Languages, History skills and use the context of the truce for MFL conversation Global citizenship skills and values: Intercultural contact, practice and vocabulary development intercultural communication skills, purposes and uses of languages, translation skills, team work

We want to E Languages and the Christmas Truce talk to you

Use the truce to inspire and develop language learning. The truce illustrated the value of language learning Discuss the beneﬁts of being able to speak other On veut vous as soldiers had to speak in any language they could languages. Try communicating simple messages in order to be understood, including gestures and without language, such as ‘what is your name?’ or parler body language. ‘where are you from?’ The accounts in the source materials include many The truce vocabulary lists the phrases that troops Wir wollen mit instances of troops speaking in a language other than could have used during the truce in English, French, euch reden their mother tongue. For example, some Germans Flemish, German and Hindi. Use these phrases to could speak English: improvise conversations that the soldiers might have had in other languages. Include any languages of We willen met which the students have some basic knowledge. “I met a je praten Saxon who talked

English well and who “… some British interpreted for me… ” ofﬁcers also join us, with [Grimsby Daily Telegraph] whom I have a delightful “We also talked as conversation in English, much as we could. English “Private Möckel from my French and German!” and German, but anyhow we platoon, who used to live in [Lieutenant Zehmisch] understood each other.” England for several years, and I call [Walther Stennes] out to the Brits in English – and soon enough, quite a fun conversation develops between us.” [Lieutenant Zehmisch] E Languages and the Christmas Truce

Select one or two of the sources in a different language. Ask pupils to work in groups to read the sources and get a sense of the meaning. K^YZdhVkVâVWaZVi]iie/$$hX]ddahdca^cZ#Wgî^h]XdjcXâ# org/football-remembers will allow your pupils to Partner school hear some of the sources accompanying this pack Work with your partner school to being read in English, French, German and Flemish. translate the resources so that everyone Suggested sources Students could also adopt the persona of one can understand. If your partner school include one diary, three speaks French or German, ask them of the authors of the written sources and have memoirs and a history to translate for you. Translate parts of conversations in character. Record these and of the regiment that play them back to the class. English sources into another language for your partners to read them. Hitler served in during Explore the characters in the sources through the First World War. ‘hot seating’ where one pupil sits on the ‘hot seat’ and answers questions from others in character 22, 23, 26, in another language, then practise their truce conversations for performance or filming. 27, 28, 29, Extension activity 30, 31, 36, 37 More experienced language learners could do further work on translating the sources. Truce vocabulary: French

Come out! We want to talk to you KZcZo On veut vous parler Meet us half way Meet in the middle Rejoignez-nous à mi-chemin! Rejoignons-nous au centre Je peux Do you speak English / German / French? Yes I speak… No I don’t speak any language but my own Tu parles Anglais / Allemand / Français? Oui, je parle… Non, Je ne parle que ma propre langue. te prendre Where did you learn it? I learnt it at school / I lived in another country Où as-tu appris l’Anglais / l’Allemand / le Français? Je l’ai appris à l’école / J’ai vécu dans un autre pays, en photo? How long have you been here? à l’étranger Depuis combien de temps es-tu là? I arrived a few weeks ago Do you want to play football? Je suis arrivé il y a quelques semaines KdjhkdjaZo_djZgVj[ddi4 Do you have a ball? KdjhVkZojcWVaadc4 A Kodak No 1 Do you have a camera? Brownie Model B box Tu as un appareil photo? Are we allowed to play? camera, sometimes On a le droit de jouer? Are you hungry? used during the First Tu as faim? Is it safe? World War Have you seen the newspaper? C’est sans risque? Tu as vu les journaux? Can I take your picture? I’d like to give you something to remember me by Je peux te prendre en photo? Je voudrais te donner quelque chose pour que tu te Would you like some chocolate / an orange / bully souviennes de moi beef? What are your trenches like? Tu veux du chocolat? Une orange? Du corned-beef? C’est comment dans vos tranchées? I have a newspaper from Germany / England / France Do you think we’ll meet again? J’ai un journal allemand / anglais / français Tu penses qu’on se reverra? Here is a button, newspaper, badge, hat… Tiens, un bouton / un journal / un badge / un chapeau They are muddy, wet, cold Il y a de la boue, c’est humide et il fait froid I would like to / I hope so / I don’t think so J’aimerais bien / J’espère que oui / Non, ça m’étonnerait Translated by Feyrouz Djabali Truce vocabulary: Hindi

Come out! We want to talk to you

Meet us half way Meet in the middle

Do you speak English / German / French? Yes I speak… No I don’t speak any language but my own

Where did you learn it? I learnt it at school / I lived in another country

How long have you been here? I arrived a few weeks ago

Do you want to play football? Do you have a ball?

Do you have a camera? Are we allowed to play?

Are you hungry? Is it safe?

Have you seen the newspaper? Can I take your picture?

I’d like to give you something to remember me by Would you like some chocolate / an orange / bully beef?

What are your trenches like? I have a newspaper from Germany / England / France

Do you think we’ll meet again? Here is a button, newspaper, badge, hat…

They are muddy, wet, cold

I would like to / I hope so / I don’t think so

Translated by Ruchira Ghosh Truce vocabulary: German

Come out! Meet in the middle Kommt raus! Trefft uns in der Mitte Meet us half way Yes I speak… No I don’t speak any language but my own Trefft uns in der Mitte Ja, ich spreche… Nein, ich spreche keine Sprache au|3er Do you speak English / German / French? meiner Muttersprache Sprecht ihr Englisch / Deutsch / Französisch? I learnt it at school / I lived in another country Darf Where did you learn it? Ich habe es in der Schule gelernt / Ich habe in einem Wo habt ihr es gelernt? anderen Land gelebt ich dich How long have you been here? I arrived a few weeks ago Wie lange seid ihr schon hier? Ich bin vor ein paar Wochen angekommen fotographieren? Do you want to play football? Do you have a ball? Wollt ihr Fussball spielen? Habt ihr einen Ball? Do you have a camera? Are we allowed to play? Habt ihr eine Kamera? Dürfen wir spielen? Are you hungry? Is it safe? Habt ihr Hunger? Ist es nicht gefãhrlich? Have you seen the newspaper? Can I take your picture? Habt ihr gesehen was in der Zeitung steht? Darf ich dich fotographieren? I’d like to give you something to remember me by Would you like some chocolate / an orange / bully beef? Ich würde dir gern etwas zur Erinnerung an mich geben Möchtest du Schokolade / eine Orange / Dosenﬂeisch? What are your trenches like? I have a newspaper from Germany / England / France Wie sind eure Schützengrãben? Ich habe eine Zeitung aus Deutschland / England / Frankreich etc. Do you think we’ll meet again? Meint ihr, wir werden uns wieder sehen? Here is a button, newspaper, badge, hat Hier ist ein Knopf, eine Zeitung, Dienstmarke, eine Mütze We want to talk to you Wir wollen mit euch reden They are muddy, wet, cold Sie sind schlammig, nass, kalt I would like to / I hope so / I don’t think so Das fãnde ich schön / ich hoffe es / ich glaube nicht

Translated by Anne Bostanci Truce vocabulary: Flemish

Come out! Meet in the middle Kom naar buiten! Laten we elkaar in het midden ontmoeten Meet us half way Yes I speak… No I don’t speak any language but my own Laten we elkaar ergens halverwege ontmoeten Ja, je spreek… Neen, ik spreek alleen mijn eigen taal Mag ik een foto Do you speak English / German / French? I learnt it at school / I lived in another country Spreek je Engels / Duits / Frans? Ik heb het op school geleerd. Ik heb in het van je nemen? Where did you learn it? buitenland gewoond. Waar heb je het geleerd? I arrived a few weeks ago How long have you been here? Ik kwam hier enkele weken geleden aan Hoe lang ben je hier al? Do you have a ball? Do you want to play football? Heb je een bal? Wil je voetbal spelen? Are we allowed to play? Do you have a camera? Is het toegestaan om te spelen? Heb je een camera? Is it safe? Are you hungry? Is het veilig? Heb je honger? Can I take your picture? Have you seen the newspaper? Mag ik een foto van je nemen? Heb je de krant gezien? Would you like some chocolate / an orange / bully I’d like to give you something to remember me by beef? Ik zou je graag iets geven dat je aan mij herinnert Will je wat chocolade, een sinaasappel of wat corned beef? What are your trenches like? Hoe is het in jouw loopgraven? I have a newspaper from Germany / England / France Ik heb een Duitse, Engelse, Franse krant. Do you think we’ll meet again? Denk je dat we elkaar nog zullen terugzien? Here is a button, newspaper, badge, hat Hier is een knoop, een krant, een naamplaatje, een We want to talk to you hoed We willen met je praten They are muddy, wet, cold Ze zijn modderig, nat en koud I would like to / I hope so / I don’t think so Ik zou het ﬁjn vinden / Ik hoop het / Ik denk het niet

IgVchaViZYWnL^bKVchiZZc`^hiZ Age range: 9–14 Learning objectives: Study authentic art resources and Curriculum Links: Art and design, History create drawings about the events of the Christmas Truce Global citizenship skills and values: Empathy, and designs for a war memorial Partner school communication, creativity Exchange copies of the artwork you have developed. Create a photo gallery together. F Art and design: cartoons

Captain Bruce Bairnsfather’s accounts of the of shuttle business – and when we were resting in this Extension activity Christmas Truce are included in the source materials. farm about ﬁve miles behind the line, I picked out the Find out how other artists portrayed the events of He became a cartoonist during the First World War picture that I thought had the biggest punch about it the First World War. Which do you think are the most and was famous for his drawings from the trenches. at the time and copied it on to a respectable sheet of powerful and why? The photograph of Bairnsfather in the sources was paper and sent it off to London.’ More cartoons by Bruce Bairnsfather are available taken on Christmas Day 1914 during the truce, Discuss the cartoons with the class: online at http://schoolsonline.britishcouncil.org/ and the cartoons include his ‘Christmas card’. In L]ViXVci]ZniZaajhVWdjia^[Z^ci]ZigZcX]Zh4 football-remembers. an interview with Canadian television, Bairnsfather L]ViYdi]ZncdiiZaajh4 remembered playing football with the Germans. =dlYdi]ZnbV`Zndj[ZZa46gZi]Zn[jccn! In 1958, he was asked why he started drawing. This informative or sad? was his reply: L]VibZhhV\ZYdndji]^c`7V^gch[Vi]Zg^hign^c\id ‘Out of boredom, I should say. I suddenly thought, get across in each cartoon? ‘Well, I’d better pass the time,’ you know. I had this complaint in my blood as it were, and I used to draw 8Vcndj^YZci^[nVcni]ZbZhi]Vigjci]gdj\] on the back of envelopes or odd bits of paper or his cartoons? cardboard boxes or anything about. Simply to amuse There is no Bairnsfather cartoon of the football these chaps round about. And demand for these games. Ask pupils to represent the football game, drawings slowly spread up and down. I never thought or another element of the Christmas Truce, such as anything of it, except as a local entertainment. sharing Christmas presents, in a similar style by using ‘Well, then one night a staff ofﬁcer came along the pencil or charcoal. front line trench, and he looked into a dugout and he saw one of these things stuck up there and he said, ‘Who did that stuff?’ and they said a chap down here called Bairnsfather, and he said ‘Oh,’ and he found Suggested sources me, and he said, ‘You know, you ought to send one of include two accounts those things up to a paper’. I’d never dreamt of doing of the truce from Bruce so, never thought of it. However, I thought that would be a good idea, so when we got out of the trenches – Bairnsfather and four you know, we worked a week in and a week out, sort cartoons and drawings of the trenches. 32, 33, 54, 55 Cartoon drawn by Bruce Bairnsfather. Reproduced with the kind permission of the Bairnsfather family Age range: 9–14 Learning objectives: Study authentic art resources and Curriculum Links: Art and Design, History create drawings about the events of the Christmas Truce Global citizenship skills and values: Empathy, and designs for a war memorial communication, creativity

G Design a war memorial

Look at images of different types of war memorials from a variety of different countries and conflicts. Discuss why memorials and events, such as Remembrance Day, are important. Suggested sources If you have a war memorial close to your school, try to arrange a visit to study it in detail. Examine the all contain either a names and the dates of those who are remembered reference to football on it. What does it tell us? How can you find out being played or troops any more information about the people who are Competition who took part in the remembered on the monument? truce. They include two Ask your pupils to design a monument to (2014 only) letters, the transcripts of commemorate the Christmas Truce using the original Football Remembers is launching two television interviews, sources as inspiration. You could share these ideas a competition for UK schools a diary, a memoir and two with your partner school. and football club academies to photographs. design a monument to remember the football played during the 9, 10, 20, 21, Christmas Truce. This competition closes on 16 June 2014. 23, 33, 47 To enter the competition, read the information below, then go to http://schoolsonline.britishcouncil. This monument org/football-remembers in Messines near Ypres marks one of the sites where football was played during the Christmas IgjXZ#K^hîdghaZVkZ footballs. Photo reproduced with kind permission of Steve Hawkins Photography Football Remembers Memorial Competition in association with the National Memorial Arboretum Design a contemporary war Design Criteria The memorial should inspire and educate visitors, as memorial that honours the soldiers well as be a place of remembrance and reflection. It who played football during the should be: Christmas Truce. Designs will 6h^beaZVcYi^bZaZhhYZh^\clî]VhZchZd[Y^\cîn GZVYângZXd\c^hVWaZVhVbZbdg^Va!Wjicdi be shortlisted by the National necessarily of traditional design 3.5m–5m maximum height 3.5m–5m Memorial Arboretum. The winning K^hjVaanXd]ZgZcil]ZchZZc[gdbVaah^YZh!Vaadl^c\ design will be selected by a panel people to gather round it on at least three sides for of judges including HRH The Duke a ceremony. of Cambridge and Theo Walcott and constructed at the National Memorial Arboretum in Staffordshire (www.thenma.org.uk). ? This competition closes on 16 June 2014. Find out more and enter online at http:// schoolsonline.britishcouncil.org/ football-remembers.

Photo reproduced with 4m the kind permission of David Faul 4m Brief for Football Remembers memorial

Additional Design Considerations The memorial should be: GZVYânk^h^WaZ[dghiVcY^c\X]âYgZcVcYVYjaihº the suggested height is between 3.5 and 5m Edhî^dcZYdcVhiZeeZYWVhZidVaadllgZVi]hid be placed above ground level =VkZh^beaZWji^c[dgbVi^kZiZmii]ViXVcWZgZVY in less than 30 seconds and have a font size of at least 14mm AdXViZYdcVWVhZd[hjîVWaZegdedgi^dchcdi Photo reproduced with the kind exceeding 4m by 4m permission of Barry Turner BVYZd[gdWjhibViZg^Vahhdi]Vi\gV[Çi^XdjaYWZ easily cleaned off and the impact of any vandalism is minimised 9Zh^\cZYidgZfj^gZb^c^bVabV^ciZcVcXZ 9Zh^\cZYidVXXdbbdYViZhbVaalddYZcXgdhhZh placed by visitors around the base. Suggested Materials A wide variety of materials can be used. For example, a metal such as bronze, natural stone, glass or resin. The memorial could be figurative (for example, a sculpture), bas relief, a rough-hewn standing stone or cut blocks of stone. A memorial to the If natural stone is used, it should be from a UK Footballers’ Battalion. Photo reproduced with the kind source, preferably local. For example, the National permission of the Football League Memorial Arboretum in Staffordshire uses Hollington Sandstone, a local stone. Age range: 11–14 Learning objectives: Use the truce as an inspiration for Curriculum Links: Citizenship, Religious Studies, PSHE, Drama developing questioning skills and the ability to see different Global citizenship skills and values: Team work, perspectives by discussing ethical dilemmas. communication skills, understanding intercultural contact, empathy

H Moral education

Ethics and the Christmas Truce The Pope and This activity builds on the diary work in which pupils General Sir Horace have already explored different perspectives. Smith-Dorrien

Students carry out imaginary conversations between Students should spend five minutes in their pairs people who were involved in, or affected by, the or groups discussing the truce from the point of truce. Adopting a persona from the sources, they view of their character, and then summarise their discuss what they think of the truce, how it has conversation to the rest of the class. Use this as the affected them and the reasons for their point of view. basis of a class debate about the rights and wrongs Students work in pairs or small groups. Assign a of the Christmas Truce. character to each student from the source materials Questions to answer (in character) during the or ask them to choose their own. A summary of the conversations: characters could be printed onto flash cards to help L]ViY^Yi]ZigjXZbZVcidi]Zb4 them. Older pupils could create their own. =dlY^Yi]ZigjXZV[[ZXii]Zb4 Make sure that each group’s characters have L]Vi^beVXiY^Yî]VkZdci]ZlVg4 different back stories as this will create more interesting discussions. For example, mix up the LVhîg^\]iidbV`Z[g^ZcYhdgeaVn[ddiWVaalî] different ranks of soldiers from the Allied or German enemies who you had tried to kill and who had forces and make these two enemy sides speak to killed your friends? each other. Include the Belgian soldier, Michel Toudy, LVhîg^\]i[dghdaY^ZghidY^hdWZndgYZghid in the discussions and think about why he opposed establish a truce? the truce. Include people at home who heard news of LVhîg^\]iidjhZi]ZXZVhZÇgZidignid\V^c the truce in letters from their fathers, brothers, etc. information about the opposing forces? =dlZVhn^hîidhideÇ\]i^c\VcYi]ZchiVgiV\V^c4 =dlY^Yi]ZhdaY^Zgh[ZZal]Zci]ZigjXZZcYZY4

Imperial War Museum document number HU 35801 Partner school After this activity arrange to have a debate with your partner school on these H issues. Put the points of Moral education view of your class to your partner school. Here are some characters from source German high-ranking soldiers – for example, materials that could be used for the Walter Stennes, Prince Heinrich or a German general conversations: seeing the truce through a periscope (photo). The Pope – see reports about the ‘Truce of God’ A Belgian soldier – see Michel Toudy. egdedhZYWnEdeZ7ZcZY^XiMK# Soldiers who took part in the truce and refused British / French rank and file soldiers – for Suggested sources to fight afterwards – see the report from the many different perspectives example, the Wray brothers, Marcel Bechu, John Staffordshire Sentinel of the Guardian report provide Erskin from the Edinburgh Evening News, the account on the truce and include three of the truce from the Staffordshire Sentinel, the A young person at home reading letters reports on the Pope’s call for a truce, orders from the unnamed officer in The Times and the soldiers and newspaper reports about the truce – for high command before and mentioned in the East Sussex Regimental War Diaries example, Taegliche Rundschau, as reported in the after Christmas, the diary of a who rebuffed a truce attempt by the Germans. Staffordshire Sentinel, or the Guardian, as reported in the Staffordshire Sentinel. Belgian soldier, four soldiers’ German rank and file soldiers – see the accounts letters, four memoirs, two Civilians, for example Belgians, who were made from Hitler’s regiment, Lieutenant Niemann, and regimental histories and a others who describe playing football. refugees by the fighting. photograph of the truce taken British high-ranking soldiers – see General Sir through a trench periscope. Horace Smith-Dorrien’s orders to troops before and after the truce. 1, 2, 3, 4, 5, 6, 10, 13, 14, 15, 18, 21, 24, 27, 29, 34, 37, 52 Age range: 9–14 Learning objectives: To begin planning a football match Curriculum links: PE, English to commemorate the Christmas Truce of 1914 and consider Global citizenship skills and values: Communication, the attributes of an effective football player collaboration You don’t need a real pitch, some children don’t even need shoes I Sports activities

The football that was played at Christmas 1914 was not like a football match you might see on a Saturday. It was played in a rough and often bombed area of ground between the trenches. Some of the accounts mention caps being thrown down as goal posts, but the pitch would certainly not be marked in any way.

There were unlimited numbers on each team – one Memories Thinking Ahead soldier remembers two or three hundred taking part. Ask the pupils who has played this kind of football Organising your football match There were no team captains, strikers or defenders. and what made it fun? How and when did it happen? Ask your pupils to think about the organisation There was no referee. What’s the difference between this and a ‘real’ of your special commemorative football match in Some accounts have a real football sent to the troops football match? December. for Christmas and being blown up for the game. In Make a football L]VigZhdjgXZhlâaWZcZZYZY4 other records the football was improvised, and was In parts of the world today, children still play football =dlXVci]Zn^ckdakZVhbVcneZdeaZWdnhVcY just something that they could kick around. on patches of land, often with their bare feet. Many girls) as possible? cannot afford a leather football, so they make their There was no strip. Soldiers wore their uniforms, =dllâai]Zn`ZZehXdgZ4 including trousers and jackets, kilts and heavy own out of local materials. The most commonly army boots. used material is plastic bags. Encourage groups =dlXVci]Znh]VgZVcYejWa^X^hZi]ZZkZci4 of students to make their own football. Have a Encourage them to work together to develop a This lesson encourages you to recreate the spirit competition to see which group can make the most of this special football experience and to think timeline and a list of who will be responsible for successful and robust football and work together different parts of the event. Make sure someone will about how you might go about organising your successfully as a team. commemoration match. be on hand with a camera to take photographs of the teams together to show that you remembered. This is a real football from the First World War. It was dribbled across No Man’s Land by soldiers from the London Irish Rifles during an attack at the battle of Loos in 1915. They wanted to score a ‘goal’ in the German trenches. Photo reproduced with the kind permission of the Curator of the Regimental Museum of the London Irish Rifles. Four corners

Successful footballers can balance the technical, psychological, physical and social elements across their lives, to achieve the best results in sport.

One tool used to help them achieve this is the four corners approach. This looks at different aspects of TECHNICAL PSYCHOLOGICAL a player’s life – technical, psychological, physical and As a footballer, the skills needed to be effective on The mental strength needed by footballers: social – and develops these to achieve their potential the pitch, for example: – Decision making on the pitch on the pitch. The model aims to develop not just the – Long and short passes player but the whole person. To develop these skills: – Tackling 6aadli]ZeaVnZghidaZVgc[gdbi]Z^gb^hiV`Zh The table to the right gives some examples of the To develop these skills: and take risks skills footballers need in each of the four corners: 6h`i]ZiZVbideaVn^cY^[[ZgZciedh^i^dchYjg^c\ AZii]ZeaVnZghZmeZg^bZciVcYbV`Zi]Z^g different periods of the game own decisions AZii]ZbeaVni]Z^gdlc\VbZ EaVnY^[[ZgZci[dgbVi^dch

PHYSICAL SOCIAL Footballers need to be in good shape for Being part of a team the match. Following the rules of the game To develop these skills: To develop these skills: >cXdgedgViZ\ZcZg^XbdkZbZciºV\âîn!WVaVcXZ 6aadli]ZeaVnZghidWZ^ckdakZY^cYZX^h^dc and co-ordination into your warm-up making processes <^kZi]ZeaVnZghgZhedch^Wâîn Suggested sources to football being played contain or show a referencetroops that took part in the truce. They include two soldier’s letters, transcripts of two interviews, a diary, a regimental history and two photographs of the truce taking place. 9, 10, 20, 21, 23, Four corners 33, 47

Ask pupils if they can add to the grid by giving further examples for each section and ideas of how these TECHNICAL PSYCHOLOGICAL skills could be developed. The skills needed by a soldier in the trenches, for The mental strength needed by soldiers Soldiers ﬁghting on the Western Front taking part in example: – Risk taking the Christmas Truce also had to balance these four – how to use and arm a gun aspects. Use the source materials to try and identify – Strategic awareness the technical, psychological, physical and social – In the truce the courage to meet the enemy. attributes that were important during this period and In the source materials, a soldier from RJR 16 (Hitler’s add to the grid to the right. regiment) described how an enemy soldier made his way across No Man’s Land: ‘An especially brave man came closer, with his arms waving, then another followed and then more and more… ’ The corporal writing in The Saturday Review explains that ‘… even to show your head above the parapet would have been fatal, but tonight we go unarmed (but a little shakey) out to meet our enemies.’

PHYSICAL SOCIAL Soldiers need to be ﬁt. In the source materials, Lieutenant Zehmisch describes ‘a vigorous football match’

The FA’s four corner model has been adapted for the purposes of this project. Age range: 9–14 Learning objectives: To use the historical example of the Curriculum Links: Citizenship, History, Literacy Christmas Truce to develop understanding of conflict and Global citizenship skills and learning values: Conflict conflict resolution resolution, self-awareness, critical analysis

J Friend and Foe conﬂict simulation game

What is the game about? Around this time some enemy soldiers start to share A conflict resolution game for upper primary Christmas greetings. Gradually the soldiers begin to and lower secondary students based around the rise out of the trenches and meet each other in No Christmas Truce on the Western Front in 1914. The Man’s Land. Carols are sung, presents exchanged and game will challenge your students to think about their it is rumoured that football matches are played. actions, as well as the cause and effect of conflicts. What might have happened if both sides had carried You can see a video of a school playing this game at forward this good feeling and tried to sort out their http://schoolsonline.britishcouncil.org/ differences? Could the war have ended then, without football-remembers. millions of lives being lost? Why play the game? The Friend and Foe game explores a process the two sides might have used to reach a truce. In this game cooperation (playing the Friend card) results in the best pay-off for both sides, even if the temptation to double cross (playing the Foe card) is high. A version of this game has been used in many communities in conflict including Kosovo, Northern Ireland, northern Nigeria, Sri Lanka and gangs in Colombia. The Scenario (read this to the students) It is Christmas 1914 and the First World War started almost four months ago. German, Belgian, French, German soldiers of the Indian and British troops have dug themselves into 134th Saxon Regiment trenches in northern France and Belgium. From photographed with the trenches they fight one another across No men of the Royal Man’s Land. Warwickshire Regiment in No Man’s Land on the Western Front

Imperial War Museum document number HU 35801. Playing the Friend and Foe game

It will take around an hour to play. The game consists of ten rounds of each team After each round, each team discusses what card playing either a red or blue card. Red cards are to play next. You will need: cooperative: Friend. Blue cards are uncooperative: Rounds 1–4: During the first four rounds students 'm;g^ZcYXVgYhG:9HVcY'm;dZXVgYh7AJ:H! Foe. If you play a red card you are building trust may not communicate with the other team in any so that each team has one of each colour with your enemy. If you play a blue card you are way. After each play, record the score. HXdgZh]ZZi undermining the truce, or ‘defecting’. After Round 4: Each team chooses an envoy or Split the students into two teams, A and B. Each The teams’ scores depend on the cards played by representative to talk to the other team (these are the team needs an area to discuss tactics that is not the opposing team (see the score table) and whether brave soldiers who first stepped out into No Man’s within listening distance of the other team. their plays are Friend plays (maximum score three Land). They spend two minutes talking to each other HiVgiWngZVY^c\djii]ZhXZcVg^d points) or Foe plays (maximum score six points). about how they will move forward but they do not have to stick to what they promise. They then report NdjXVcVahdVhh^\cidZVX]iZVbVcVji]dg[gdb Note: Students will be confused by the explanation of back to their teams ahead of round five. the written sources who was in favour of the truce, the game, but all will become clear after the first few one from the German side and the other from the rounds. Tell students this before the game begins. Rounds 5–8: Resume play. After each play, record Allied Forces. For example, German Lieutenant The possible plays in the card game are: the score. Zehmisch and British Captain Robert Hamilton IldGZY;g^ZcYXVgYhºWdi]XddeZgViZVcYVgZ After Round 8: Both teams meet to discuss how to (their diaries are included in the source materials). rewarded for cooperation by receiving three move forward. The teacher should facilitate this and Ask the teams to read the Zehmisch and Hamilton points each. students should speak only when asked, to avoid a accounts of the truce and put themselves in the DcZGZY;g^ZcYVcYdcZ7ajZ;dZXVgYºdcZ shouting match. place of the officers cooperates and the other defects. The defecting Rounds 9–10: Resume play. The final two rounds :meaV^cidi]ZXaVhhi]Vii]^h\VbZlâa\^kZi]Zb player gets six points, while the cooperator are worth double points. Add up the final scores and an opportunity to end the war, either by building a gets none. explain the conclusions below. lasting truce or by victory/defeat. Ild7ajZ;dZXVgYhºWdi]YZ[ZXiVcYVgZejc^h]ZY Secret strategy advice for teachers: The best for their mutual defection by having three points strategy is to cooperate on the first move and deducted each. then repeat the play made by the opponent on the previous move. Students should not find this out until the end of the game. Playing the Friend and Foe game

The conclusions After the game Peace: both teams have more than ten points. Students should complete the evaluation form The peace talks have worked and a truce is in place. independently to express their own feelings and Everyone wins. not those of the group. Then discuss the ﬁndings A fragile truce: both teams score between zero together. Points to consider include: and ten points. A fragile truce is in place but relations =dli]Z\VbZ]ZaehndjidjcYZghiVcYi]Z could easily break down again. Christmas Truce One side wins the war: if one team has between I]Z[VXidghi]ViVgZ^bedgiVci^cgZhdak^c\XdcÈ^Xi zero and ten points and the other has more than ten. L]ni]^h\VbZXdjaYWZjhZYidgZhdakZVcY For a decisive victory, the winning team should have avoid conﬂicts more than 30 points. Everybody loses: both teams have zero or minus points. The war continues at the cost of millions of lives.

include Suggested sources two soldiers’ diaries and a regimental war diary. 8, 16, 23

The conﬂict resolution game was adapted for this pack by Professor Tom Woodhouse, University of Bradford Score sheet

ROUND COLOR PLAYED SCORE 8JBJA6I>K:H8DG:

A B A B A B

1 GROUP A GROUP B 2 SCORE A Red 3 SCORE B Red Red 4 +3 Blue Blue 8DC;:G:C8::CKDN +3 0 Blue Red 5 +6 Blue +6 6 -3 0 7 -3

CONFERENCE (WHOLE TEAM)

EA:C6GNG:K>:L Evaluation form

What was your strategy at the beginning of the game? If you played the game again what would you do differently?

Did your strategy change as the game progressed? What did you learn from playing the game? Age range: 9–14 Learning objectives: Develop an awareness of different Curriculum Links: History, English interpretations of historical events and an ability to review Global citizenship skills and learning values: Critical sources and consider their accuracy thinking, reading and comprehension, debate and discussion, analysis and value judgement

K History

In pairs or small groups, ask the pupils to make mind 1. Why were soldiers friendly towards their Give time for individuals, pairs or small groups to maps showing what they already know, or think they enemies across the Western Front during circulate around the room reading and annotate each know, about the Christmas Truce. Christmas 1914? source in turn. Ask them to highlight comments or Then ask each group to write down three questions Use the information in the introduction to this pack phrases within the text or details within an image that or topics that that they would like to investigate to recap and explain details of the Christmas Truce could suggest a particular motivation for the actions further before their commemorative football match. of 1914. Using source material from the pack, make of soldiers on each side. Ask them to rank which they Encourage them to ask open questions that they can a single large copy of each suggested source and think are the most important. go on to research. mount each one on an even larger piece of paper Pupils could participate in a final debate on why for annotation. Share the pupils’ mind maps. Talk about the pupils’ soldiers fraternised despite propaganda depicting existing knowledge and explore some of the Display the possible motivations for fraternisation their enemies as cruel, treacherous or barbaric. questions or topics that have been raised. Discuss listed below. Ask pupils if there are others they can how they can go about finding their answers. think of: HdaY^ZghdcWdi]h^YZh[djcYi]Zn]VYZmeZg^ZcXZh It is important that this sequence of enquiry in common questions and activities is taught in order, as it is designed to culminate in an assessment of the HdaY^ZghZc_dnZYhdX^Va^h^c\lî]ZVX]di]Zg significance of the Christmas Truce to pupils today. HdaY^ZghdcWdi]h^YZhlZgZ]dbZh^X`VcYlVciZY The activities could be differentiated for younger to celebrate the Christmas holiday as they usually did with their families for pupils by limiting the number of sources they use, Suggested sources simplifying text or leaving out material that is deemed HdaY^ZghdcWdi]h^YZhlZgZXjg^djhidbZZii]Z^g question 1 include soldiers’ inappropriate for a particular age group. enemies diaries, soldiers’ letters and HdaY^ZghdcWdi]h^YZhi]dj\]iîlVhlgdc\id`âa extracts of war diaries. at Christmas 7, 9, 16, 23, 53 HdaY^ZghdcWdi]h^YZhlVciZYidWjgni]Z^gYZVY# for question Suggested sources 2 include four soldiers’ letters, two memoirs, a diary and the photograph of the truce taken through a trench periscope. 10, 11, 12, 17, 19, K History 27, 52, 53

2. Since early 1915, people have disputed the 3. How significant was the Christmas Truce Ask the pupils to form pairs to carefully read the idea that football could have been played in of 1914? suggested accounts of the truce in this pack and to such difficult circumstances. Ask your pupils Lead a discussion about what pupils consider to be highlight words which indicate how significant the whether they think that football was played. the most significant event in their lives so far and participants thought the truce was at the time. Lead Display the possible reasons for debate listed ask them to give reasons for this. Ask the class what a whole class discussion and take a vote, awarding below: ‘significance’ means to them. a mark out of ten for how significant the truce EZdeaZl]dhVn[ddiWVaalVheaVnZYVgZgZedgi^c\ Now display the following criteria for ascribing appeared to be to people at the time. hearsay, so it was just a rumour historical significance to an historical event: Repeat the same activity for the extract over the HdbZd[i]ZVXXdjcihd[[ddiWVaaWZ^c\eaVnZYdcan GZbVg`VWaZºi]ZZkZcilVhgZbVg`ZYdcVii]Z page from the Official British War History published emerged years and years after the war – it was a time or has been since in 1926. myth which people wanted to believe in GZbZbWZgZYºi]ZZkZci]VhWZZcgZbZbWZgZY CdBVc¿hAVcYlVhkZgnYVc\ZgdjhVcYÇaaZYlî] as important at some stage in history to a group or wire, shellholes and the dead – people could not groups of people have played football there GZhjaiZY^cX]Vc\Zºi]ZZkZci]VYXdchZfjZcXZh HdaY^Zgh]VY\jchVcYVbbjcî^dcºcdi[ddiWVaahº for the future in the trenches GZhdcVciºeZdeaZhiâaXdccZXilî]!dggZ[Zgidi]Z for 8dbbVcY^c\d[ÇXZghldjaYcdi]VkZVaadlZY event, in the present Suggested sources soldiers to fraternise. GZkZVa^c\ºi]ZZkZciiZaahndjhdbZi]^c\VWdji question 3 include one diary, This lesson could be differentiated for younger pupils what it was like to live at that time. a photograph of the truce, by selecting fewer or more accessible sources. the official history of 1915, a memoir, an interview and a regimental record. 16, 24, 31, 34, 35, 48 K History

‘During Christmas Day (1914) there was an informal suspension of If you watch one of these, or study one of the books, you could have a similar discussion to those held arms (truce) during daylight on a few parts of the front and a certain above and take a vote, awarding a mark out of ten for amount of fraternization (friendly relations). Where there had been how significant the truces appear to be in this source. Lastly, lead a discussion ensuring that pupils recent fighting both sides took the opportunity of burying their dead understand the criteria and take suggestions as to lying in No Man’s Land and in some places there was an exchange how it could be applied to the Christmas Truce of 1914. Then ask them to consider what mark out of of small gifts and a little talk, the Germans expressing themselves ten for significance they might award the confident of an early victory. Before returning to their trenches both Christmas Truce. sides sang Christmas carols and soldiers’ songs, each in their own language… There was to be an attempt to repeat this old time warfare custom at Christmas 1915 but it was a small isolated one, and the fraternisation of 1914 was never repeated.’

Steer the whole class discussion of the extract, so B^X]VZaBdgejg\d¿hThe Best Christmas Present in that pupils compare the accounts of 1914 with the the World extract from the Ofﬁcial British War History and 7aVX`VYYZg

This activity was developed with the support of the Institute of Education, University of London. Age range: 9–14 Learning objectives: Use research skills to learn about Curriculum Links: History, English, Drama, Citizenship football in the First World War and ﬁnd out how propaganda Global citizenship skills and learning values: Research was used to encourage footballers and fans to join up skills, team work, community awareness, reading and comprehension, presentation skills

L Find a footballer

Create a profile of a First World War footballer and present your research as a poster. This could be someone from your area, someone from a local team or someone whose story inspires your pupils. This activity gives students a human connection with football in the First ? World War through an individual player’s story, professional or amateur, man or woman. Ask students to work independently or in pairs Suggested sources to research a footballer, record their findings and include background present them to the class. They could use a wide reading and examples range of sources. Online research, libraries and of footballers’ stories to football club historians are a good place to start. inspire pupils, as well as Remind them to record the sources they use. a photograph of British They could use the following guidance and template and Indian soldiers to help them. playing football behind Make a display in your school of all the footballers the frontline, watched by your pupils find, swap stories with your partner local children. school, and upload what the students find to the British Council Schools Online site. 38, 39, 46 L Find a footballer research worksheet

NAME DATE AND PLACE OF BIRTH A PHOTOGRAPH

Deciding who to research can be one of the If you can find one that is free of BACKGROUND toughest decisions – here are a few options copyright restrictions. to help you get started: Where did he (or she) grow up, what was their A DRAWING 9dndjeaVn[ddiWVaa^cViZVbidYVn49^Y family like, what was their job before, or as well as, your team exist at the outbreak of the First World playing football? Be an artist! From what you have discovered, what War? If so, can you find out what happened to the do you think your footballer looked like? people who played in your team during the war? WHAT HAPPENED TO THEM IN THE WAR? 9dndjhjeedgiV[ddiWVaaiZVbidYVn49^Y When did they join up to fight, and which regiment RESOURCES USED your football team exist during the First or battalion did they join? It’s always important to explain how you got your World War? Can you find out who played If you are finding out about a female footballer, information and where you got it from. for them, and what the team did during the what did she do during the war? Why did she start war? (This is a good place to start whether playing football? you support a small local club or one of the Premier League’s top four teams.) WHAT HAPPENED AFTERWARDS? 9jg^c\i]ZlVg!Y^YldbZceaVn[ddiWVaa^cndjg area? What can you find out about them? If they survived, what did they do after the war? If they died, are they remembered 6gZi]ZgZVcnhidg^Zh^cndjg[VbândgXdbbjcîn somewhere? For example, on a war about football in the First World War? There memorial or at their football club. may be a very special story on your doorstep. Perhaps a great-great-uncle who loved to play Remember that most people who took part in the football before the war signed up. Ask your war came home – 88 per cent of soldiers returned. parents, grandparents and other relatives or people from your local area. This could include sheltered housing for older people, as their parents might have been involved in the war, and local history groups. L Find a footballer research worksheet

Name What happened to them in the war? An image

Date and place of birth

Background

What happened afterwards?

Resources used Age range: 9–14 Learning objectives: Use research skills to learn about Curriculum Links: History, English, Drama, Citizenship football in the First World War and ﬁnd out how propaganda Global citizenship skills and learning values: Research was used to encourage footballers and fans to join up Partner school Exchange recruitment skills, team work, community awareness, reading and comprehension, presentation skills posters with your partner school. M Propaganda and football

Recruiting footballers to the armed forces – Football Battalion recruitment poster – Divide the class into small groups and give them propaganda ‘Young men of Britain!!! The Germans said you some or all of the sources from the above list to At the start of the First World War, football carried on were not in earnest… We knew you’d come and work with. Discuss your findings together. Ask as usual. Some people thought that this was wrong Give Them The Lie! Play the Greater Game students to look at the sources and answer the and that men who played football should be fighting on the Field of Honour.’ The poster quotes following questions: for their country. a German newspaper as saying, ‘The young L]VibZhhV\Z^hi]ZedhiZg$aZiiZg$\VbZ$Vgi^XaZ The Football Association (FA) and the government Britons prefer to exercise their long limbs on the trying to get across? encouraged footballers to join up. One way they did football ground rather than to expose them to =dlYdZhîYdi]^hºi]gdj\]îhaVc\jV\Z!aVndji! this was through propaganda. any sort of risk in the service of their country.’ use of images? The source materials include posters and a letter They also include a poster encouraging Irish soldiers L]Vi`^cYd[aVc\jV\ZYdZhîjhZ4=dlYdZhîh from the FA sent to footballers encouraging them to enlist by encouraging them to join a ‘Grand language help to get the message across? to enlist: International Match’ against Germany and Austria, a football-themed game from the time and three =dlYdi]ZedhiZghVcYaZiiZgVeeZVaidndjg FA Poster – An Appeal to Good Sportsmen – emotions? What effect do they have? issued in 1914, urging men to enlist now and ‘show newspaper articles. that they are good sportsmen… Every man must 8dbeVgZVcYXdcigVhii]ZhdjgXZh#L]^X]Ydndj know his duty to himself and to his country’. think are the most effective and why? I]Z;6hZciVletter to footballers encouraging 9Zh^\c[ddiWVaagZXgjîbZciedhiZgh[dgVY^heaVn# them to join the ‘Footballer’s Battalion’. Its closing line was, ‘We do urge you as a patriot and a include footballer to come to the help of the country in Suggested sources its hour of need.’ three recruitment posters, a letter written by the head of the Football Association, a game from the time and three short newspaper articles. 40, 41, 42, 43, 44, 45, 50, 56 Further Resources

Below is a selection of some useful resources for exploring the Christmas Truce and the role of football in the First World War more widely, including museums, websites and books.

MUSEUMS: Manchester United FC Museum (Old Trafford, Football Clubs may be able to help you find out Several museums have information and Manchester): www.manutd.com/en/visit-old-trafford/ more. Also see www.premierleague.com, collections relating to the First World War and museum-and-stadium-tour/welcome.aspx www.football-league.co.uk, www.thefa.com the football truce. Among them are: Chelsea FC Museum (Stamford Bridge, Regimental museums near you can be a great The Imperial War Museum: www.iwm.org.uk London): www.chelseafc.com/stadium-tours-info/ source of information about the First World War in The National Football Museum: article/2556087/title/about-the-tours--museum general. Below are some regimental museums that www.nationalfootballmuseum.com Arsenal FC Museum (Emirates Stadium, London): hold displays or artefacts which specifically relate to An exhibition on football in the First World War opens www.arsenal.com/history/the-arsenal-museum the Christmas Truce: in December 2014. Westminster Archives holds information about The London Irish Rifles Museum has a football The National Army Museum: www.nam.ac.uk Walter Tull: www.westminster.gov.uk/archives that was kicked ahead of the regiment’s attack at the battle of Loos, 1915: www.londonirishrifles.com/ The National Memorial Arboretum: The Surrey History Centre has information about museum www.thenma.org.uk football and the Somme: www.surreycc.gov.uk/ The Surrey Infantry Museum has The Scottish National Football Museum recreation-heritage-and-culture/archives-and-history/ surrey-history-centre information about football and the Somme: (Hampden Park, Glasgow): www.queensroyalsurreys.org.uk/new_museum/ www.scottishfootballmuseum.org.uk The Bodelwyddan Castle Museum and the new_museum.shtml National Museum of Wales will have a special In Flanders Fields Museum (Ypres, Belgium): The Prince of Wales Royal Regiment and www.inflandersfields.be/en exhibition on the Christmas Truce between January and March 2015: www.bodelwyddan-castle.co.uk and Queen’s Regiment Museum has information about Wrexham Museum service holds the Welsh www.museumwales.ac.uk football and the Somme: www.royalwelsh.org.uk/ Football Collection: www.wrexham.gov.uk/english/ regimental-museum-of-the-royal-welsh.shtml heritage/welsh_football Further Resources

The Green Howards Museum: The Commonwealth War Graves Commission The Institute of Education www.greenhowards.org.uk www.cwgc.org www.centenarybattlefieldtours.org Royal Regiment of Fusiliers Museum (Royal Learning resources, virtual cemetery and CWGC sites Additional teaching resources Warwickshire): www.warwickfusiliers.co.uk The Royal British Legion The Bruce Bairnsfather Society Royal Welch Fusiliers Museum: www.britishlegion.org.uk www.brucebairnsfather.org.uk www.rwfmuseum.org.uk The British Library Dick, Kerr Ladies FC 1917-1965 You can find other regimental museums here: www.bl.uk www.dickkerrladies.com www.armymuseums.org.uk The National Archives The pioneering women’s football team in which Florrie Redford played Remember the World as well as the War: www.nationalarchives.gov.uk http://www.britishcouncil.org/organisation/ The Europeana Collection The Christmas Truce 1914 Operation Plum publications/remember-the-world www.europeana-collections-1914-1918.eu Pudding A British Council publication highlighting the truly www.christmastruce.co.uk/ The Glory Days Letters from local papers global nature of the conflict and its lasting legacy http://www.cwgc.org/glorydays/flash.html MORE FIRST WORLD WAR RESOURCES AND Football in the First World War Spartacus Educational ACTIVITIES FOR SCHOOLS www.spartacus.schoolnet.co.uk World War One – Playing the Game History with illustrations and primary sources British Council Schools Online www.ww1playingthegame.org.uk http://schoolsonline.britishcouncil.org Educational resources based on the children’s book The First World War Centenary Resources to help your students explore the world War Game by Michael Foreman www.1914.org beyond their classroom Local events taking place for Centenary Crossing the White Line commemorations British Council First World War Resources for www.crossingthewhiteline.com EFL/ESOL Students Explores the life of Walter Tull, professional footballer Royal Shakespeare Company www.teachingenglish.org.uk/world-war-1 and soldier in the First World War www.rsc.org.uk/whats-on/the-christmas-truce New play about the Christmas Truce The Imperial War Museum Football and Peace www.iwm.org.uk www.childrensfootballalliance.com/football-and- Our Friends, the Enemy peace www.ourfriendstheenemy.com Commemorates the truce and celebrates peace One man show about the Christmas Truce through play/sports A small selection of further reading

Ali, J.: Our Boys: The Great War in a Lancashire Village, Landy Publishing, 2007 Bell, M.: Red, White and Khaki, Peak publish, 2011 Brown, M. and Seaton, S.: The Christmas Truce, Pan Books, 1994 Foley, M.: Hard as Nails, Spellmount, 2007 Hamilton, A. and Read, A.: Meet at Dawn, Unarmed, Dene House, 2009 (www.meetatdawnunarmed.co.uk) Harris, C. and Whipple, J.: The Greater Game, Pen & Sword, 2008 Harris, E.: The Footballer of Loos, The History Press, 2007 Jacobs, B.: The Dick, Kerr’s Ladies, Robinson, 2004 Jenkins, S.: They Took the Lead, DDP, 2005 Lewis-Stempel, J.: Six Weeks, Weidenfeld & Nicholson, 2010 Myerson, G.: Fighting for Football, Aurum, 2009 Riddoch A. and Kemp, J.: When the Whistle Blows, Haynes, 2011 Tate, T.: Girls with Balls, John Blake, 2013 K^\cZh!H#/Lost in France, Stadia, 2007 Weintraub, S.: Silent Night: The Story of the World War I Christmas Truce, The Free Press, 2001 Acknowledgements

The Football Remembers pack Amongst the many individuals who contributed we would like to thank History Advisor Dr. Emma has been created with generous Hanna and Education Advisor Emma Till. Iain Adams, support from many individuals Jonathan Ali, Simone Bacchini, William Campbell, Piet Chielens, Michael Cox, Peter Daniel, Santanu Das, and organisations and we would Roger Davies, Greg Demetriou, Dominiek Dendooven, like to express our thanks to Drew de Soto, Paul Docherty, Phil Dorward, Andrew Hamilton, Patricia Hannam, Peter Hannon, Martyn everyone who has supported Heather, Kathy Holvoet, Steve Jenkins, Paul Kennedy, and advised us. Rowan Kennedy, John Krijnen, Jonathon Riley, Debbie McDonnell, Gerard Murray, Robert Sullivan, Our special thanks to the British Library, In Flanders EVjaIVnadg"=daaVcY!6Yg^VckVc@aVkZgZc!I^bK^cZ! Fields Museum, the Institute of Education, the @aVjhKZghX]ZjgZ!H^YKdaiZg!BVg`LVgWn!VcY6a^hdc National Football Museum, the National Memorial Willmott also supported the project. Arboretum and the Imperial War Museum. I]Z;ddiWVaaGZbZbWZgheVX`lVhZY^iZYWnK^g\^c^V 8gdbeidcVcYK^X`n