66 heritage for peace and reconciliation | manual for teacherContents1914), Papeete, Tahiti (September 1914), Gallipoli, Turkey (April 1915 and January1916), Otranto, Italy (May 1917), and Oostende and Zeebrugge on the North Sea(April 1918). A short overview of these battles can be found in Annex II of this publication.tp Teaching practicef The students demonstrate the ability to integrate, synthesize and apply varioustypes of historical information to arrive at reasoned conclusions. The students integratethe historical information into an ‘infotainment show’ using different artisticmedia.Sint-Jozef-Klein-Seminarie from the town of Sint-Niklaas in Flanders is integratingthe underwater cultural heritage theme into a teacher-and-pupil based infotainmentshow as part of an already running, long-term project on the first World War.Several basic aspects of the First World War will be discussed in a 100-minute creative,informative show: new weapons, neutrality, the Christmas Truce, shell shock, propaganda,etc. The students will make several contributions to this show on a voluntarybasis: by making a short film, doing book presentations, theatre, putting war poems tomusic and performing them live with an occasional band, presenting documents (letters,diaries) from their grandparents, etc. The underlying objective is the promotionof peace. The underwater cultural heritage aspect will be realized by focusing on theflooding of the Yser plain and the story of Gallipoli, as well as special contributionsmade by pupils with a Turkish background.Additionally, all courses will look at the First World War from a subject-specific perspective.The maritime archaeology aspect will feature in science lessons (e.g. site protection,artefact preservation, corrosion, biological processes, etc.).The good, the bad and a lot in betweenpa Pedagogical approach‘Historical empathy’ reveals itself in different ways, according to the perspective taken.Thus, we can talk about concern for the fate of victims, empathy with bystanders andgaining awareness of the motives of perpetrators. Or are the perpetrators sometimesalso the victims?
Contentsassessment points for peace education based on heritage67tlTeaching limitationThose who label everyone a victim might do so to avoid think about contemporaryforms of exclusion, violence and deprivation. If everyone is a victim, there are no perpetrators.A victim can be a potential perpetrator and vice versa.to Teaching optionIn many cases, students have primarily encountered stories of the heroic side of theWar (e.g. through films). In these contexts, it is usually clear who the good and thebad are. While war films could be described as being about ‘real’ men, real wars areabout everyone. It is useful to consider the other side of war in the course of the lesson.War lives on in our heads. We could say that wars only have losers. Soldiers lose theirfriends. Civilians mourn the loss of family members. Survivors must go on living withthe pain, fear and sorrow that they have experienced. It is difficult to identify withthe pain and sorrow of others. The difficulty of this is apparent from the laboriousattempts at reconciliation after armed conflict.In many cases, the pain and sorrow of a war or conflict will live on in the second generation.The children of the losers are burdened with the fact that their parents were‘in the wrong’. Children of people who suffered greatly during the war are sometimesFormer child soldiers handed over to UNICEF care. © UN Photo
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