See below for Curriculum Links

These activities are aimed at exploring what life was like in a Prisoner of War camp, the importance of contact from home, what Red Cross parcels meant to those who received them during the war, and what things are essential to individuals today. The resources can also be used to begin research and discussion into reconciliation and the work of aid agencies and charities today.

Outcomes

• Appreciate the different experiences of Prisoners of War during the Second World War
• Consider the difference between needs and wants, and what is most important to people
• Develop research skills to find out how the work of relief agencies has developed through conflict
• Develop understanding of concepts of reconciliation and forgiveness and how they can affect peoples’ lives

Activity Description

With the group, read Personal Story 9: William Rose and consider the following statement of his about the POWs receiving a Red Cross food parcel in 1943.

‘The rest of the day the lads were like happy schoolboys on Christmas day with their toys.  Here however, the difference being we were starving men with something to eat on a bitterly cold day.’

Look at what was included in a Red Cross food parcel for POWs during the Second World War, as listed on the Red Cross website (see the link to this website in ‘Other Resources’ at the end of this activity). Why do the group think each item was selected as an ‘essential’?  Is there anything that the group finds surprising about the contents of the package? Why would POWs be so excited by receiving this parcel?  What deductions could the group come to about people/society 60 years ago from its contents?

Now read the poem written by Leslie McDermott-Brown (taken prisoner at 15; at the time of capture he was the youngest British POW) included below in ‘Other Resources’ and discuss what it is about. What is it that the author really misses? What things do the group take for granted in their everyday lives?

Write a poem about aspects of normal life that you would miss if you were a prisoner of war or away from home for a long time.

Using all the evidence gathered in this activity, the group could create a modern day Red Cross parcel for a POW. The group should consider carefully what items it would include. Are the items Meaningful? Practical? Essential? Everyday?

Activity Extensions

1. Relief agencies

Groups or individuals could research a UK relief agency, including the Red Cross, the areas of the world they operate in, the services they provide and how these have developed over time, particularly in response to conflict. Their findings could be condensed and recorded on a world map. This activity could be adapted to research the work of Amnesty International, who campaign for human rights worldwide. A different focus could be on specific areas of need in the recent past and today, such as the Tsunami affected regions, Sudan, Bosnia or Ethiopia, with groups researching the particular types of aid that organisations provided to that area.

2. Reconciliation and Forgiveness

Groups could explore the themes of reconciliation and forgiveness using Personal Stories 9&10: William Rose and Johnny Smythe or examples from another conflict.

• What made William and Johnny change their minds about their former enemies? 
• What effect did it have on their lives? Consider other examples of reconciliation such as Simon Weston after the Falklands conflict. 
• How have POW camps and their inmates been remembered and commemorated?
• What are some of the problems associated with remembrance and commemoration?
• Find links to the camps where Johnny Smythe and William Rose were interned in ‘Other Resources.’

Other Resources:

Websites

For information about the Red Cross, see www.redcross.org.uk. For a description of Red Cross parcels sent to Second World War POWs see www.redcross.org.uk//standard.asp?id=3371&cachefixer

See also http://www.ifrc.org for the International Federation of Red Cross and Red Crescent Societies. Oxfam has a very comprehensive website at www.oxfam.org.uk. www.charitychoice.co.uk/categorysearch.htm provides a search across all charities.

For information on Prisoners of war in the Far East see www.cofepow.org.uk, www.catalogue.nationalarchives.gov.uk/Leaflets/ri2020.htm and www.iwmcollections.org.uk/prisoners.

http://www.amnesty.org/ is the site for Amnesty International.

Website for Stalag Luft I (camp where Johnny Smythe was interned); click on ‘The Return’ for an inspiring story of a recent reunion at the camp. At http://www.merkki.com/ or http://www.b24.net/pow/stalag1.htm
Website for Mitsushima Camp (where William Rose was interned) at http://www.mansell.com

Curriculum Links

ENGLAND

KS3

History

2 Knowledge, skills & understanding

e) To consider the significance of the main events, people and changes studied

4 Historical enquiry

a) Identify, select and use a range of appropriate sources of information
b) Evaluate the sources used, select and record information relevant to the enquiry and reach conclusions

5 Organisation & communication

a) Recall, prioritise and select historical information

6 Breadth of study

13) A World Study after 1900

Citizenship

1 Knowledge & understanding about becoming informed citizens

a) The work of community-based, national and international voluntary association

2 Developing skills of enquiry and communication

a) Think about topical political, spiritual, moral, social and cultural issues, problems and events

KS4

Citizenship

1 Knowledge & understanding about becoming informed citizens

f) The opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally

2 Developing skills of enquiry and communication

a) Research a topical political, spiritual, moral, social and cultural issue, problem or event by analysing information from different sources

NORTHERN IRELAND

KS3

History

Historical skills & concepts

b) Range and depth of historical knowledge and understanding by

• Identifying and analysing the characteristic features of periods and societies studied

d) Historical enquiry by:

Identifying, collecting and recording information from a range of sources appropriate to their age and ability to investigate, with increasing independence, aspects of the period

Study Unit 4: The Twentieth Century World

a) The Impact of World War:

Either the First or Second World War, or a major event or turning point which illustrates the nature and impact of total war

SCOTLAND

5-14 Guidelines

Environmental Studies - People in the Past

Knowledge & understanding

People, events and societies of significance in the past

• Developing an understanding of distinctive features of life in the past and why certain societies, people and events are regarded as significant (Levels D, E & F)

The nature of historical evidence

• Developing and understanding of the variety of types of historical evidence and their relative significance (Levels C, D & E)

Focus of study: The Twentieth Century

Skills

Carrying out and reviewing and reporting on tasks

• Selecting relevant information, processing information in a variety of ways
  Developing informed attitudes

Respect & care for self and others

• Being aware of their own rights and responsibilities in caring for others and respecting cultural and social diversity

WALES

KS3

History

Area: The Twentieth-Century World

2 Historical knowledge & understanding

2) describe, analyse and explain the causes and consequences of the historical events, situations and changes studied
3) make comparisons and connections between the main events and developments studied, both within and across periods

4 Historical enquiry

1) investigate historical topics independently using a range of historical sources in their historical context,
2) ask and answer significant questions

5 Organisation & communication

1) select, recall and organise historical information with increasing independence and accuracy
3) communicate with increasing independence in a variety of ways

KS3 & 4

Personal & Social Education

Attitudes & values

• Value friends and families as a source of love and mutual support
• Be moved by injustice, exploitation and denial of human rights