Heritage

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64 heritage for peace and reconciliation | manual for teacherContentstlTeaching limitationBecoming acquainted with the human story behind the underwater cultural heritagefrom the World Wars requires the active involvement of students. They must learnto put themselves in another person’s place. In doing so, they can make comparisonsto themselves and their way of life. However, this is useful only to the extent thatstudents do not completely identify with the other person. While putting themselvesin another person’s place, they should remain themselves, while the other remains theother. Students must recognize that people have different values, interpretations andbeliefs. They must recognize that differing perspectives are both normal and meaningful.to Teaching optionThe First World War is often viewed as a multinational conflict between large andpowerful states. However, the Great War was also an era characterized by an unprecedentedblend of diverse cultures and beliefs. Citizens and soldiers from distant colonies,forced labourers, refugees and displaced people; for many, the conflict representedmore than just a radical change of surroundings, but also a confrontation withother social and cultural practices. The First World War is rarely approached fromthis perspective. Nevertheless, it offers countless exciting educational questions. Whatform did these contacts between people of different origins take? Were these encountersembedded within a logic of war, or did they transcend the war? How were theencounters experienced by the people of the time? What remained of these contactsafter the war? For example, look at the wrecks of the Mendi and the Athos. From whichcountries did their passengers come?tt Teaching tipIn many countries, the commemoration of the First World War will receive a considerableamount of attention. In addition to commemorating the victims, we shoulduse this moment to demonstrate the importance of peace and democracy. Whetherwe want it to be so or not, war and peace form part of a nation’s identity. New citizensand immigrants are thus also eager to be involved in this national past. However, thisdoes not necessarily happen, as a country’s own war history has both similarities toand differences from those of the home countries of new inhabitants. The experiencesof the parents, grandparents and great-grandparents of native people are not alwaysthe same as those of immigrants. The major role that we ascribe to the First World Waris therefore not shared to the same extent in all countries and all population groups.
Contentsassessment points for peace education based on heritage65Other wars, revolutions, liberations from dictatorships and decolonization might playa more prominent role in the historical experience of immigrants. However, there isoften a link between the World Wars and these events. For example, the wars that tookplace in former Yugoslavia in the 1990s were at least partially rooted in conflicts thathad been present as early as the 1940s.A global perspective on history broadens understanding, which is necessary in themulticultural societies and period of globalization in which we live. It is particularlynecessary for schools in metropolitan settings with children from many cultures. Althoughthis certainly does not mean that we should forget our own national historyof war, such history is often so strongly anchored in our society that broadening theperspective is out of the question. It is a challenge to find the right balance betweennational and international history.Gelibolu Anafartalar French Destroyer © HARUN OZDASThe study of the underwater cultural heritage of the First World War provides opportunitiesfor integrating this international perspective into lessons. Battles at sea havetaken place around the globe. The following are a few examples: Jutland in Denmark(May 1916), Lake Tanganyika (December 1915), the Falkland Islands (December
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Heritage

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