Heritage

84 heritage for peace and reconciliation | manual for teacherContentscamoufleur in Florida during the First World War. After the war, he studied at theRhode Island School of Design, and later in life he donated his original photographsand plans to the school.For more information:http://dazzle.risd.edutt Teaching tipThe students of the Karel de Grote-Hogeschool University College in Belgium workedin an active and creative manner with new media in their commemoration of the FirstWorld War.To this end, they sought to collaborate with the photographer Jimmy Kets, who wasalso preparing a photographic exhibition for the commemoration. The artist gavecreative suggestions to the students, who became active and inventive in working withnew media in this context. As expressed by the photographer: ‘It is sometimes muchmore effective to conceal than it is to display. In some cases, an image will remaininteresting longer if you do not show everything.’War and peace, remembrance, polyphony – the students translated the different facetsof the First World War. Which memories remain? What testimonies are available inphysical, narrative, graphic or other form? What unique perspective might be usefulfor working with media based on the various lesson topics?I wish that I could snap my fingers and war wouldstop! When I think of war I think of how it would feelif I was there.Jonathan, England, 12Reflection and actionThe First and Second World Wars were two of the most destructive conflicts in recenthistory. They have, however, also been turning points in how we perceive war,and thus might lead to lasting peace in the future. For instance, the wars led to thefounding of the first international organizations whose mandate was the creation oflasting peace.