One Heart One Mind Thematic Day 2 Coming To

1. One Heart One Mind Thematic Day 2Coming To Thursday 16th January 2014

2. Mission Statement Founded by the Sisters of Mercy, Broughton Hall is committed to the Catholic Education of girls through Gospel values which permeate the life of the school. AIMS • To recognise, nurture and celebrate the unique gifts, dignity and potential of each individual. • To develop a caring, joyful and friendly community in which all work hard and are happy. • To achieve excellence through an education which: is concerned with the whole person; • enables each person to develop spiritually, aesthetically, vocationally, physically and academically. • To foster a strong sense of community by: generosity of spirit; sensitivity and tolerance; forgiveness and compassion • That prayer and worship underpin the daily life of the school. OBJECTIVES • To ensure that all school policies and documents are rooted in these aims. • To ensure that each pupil leaves with a positive self-image. • To provide a curriculum and teaching strategies which acknowledge and respond to the needs of all. • To create a welcoming, safe, attractive environment. • To promote an awareness of equal opportunities, social justice, peace and global issues. • To strengthen the partnership of staff and pupils with parents, governors, parishes and local community, united in a common purpose

3. Structure of The Day • School body divided into two groups

4. Learning Outcomes By the end of the day you will: • Take part in the creation of a drama to show how the concept of justice is visible as evidenced in our form names & can be lived out in our daily lives • Understand key concepts of Justice/injustice/Genocide /Crimes against humanity/War crimes • Use sources to analyse injustices in Holocaust/Former Yugoslavia/Syria/Rwanda • Respectfully take part in an act of worship • Respectfully contribute to a memorial commemorating victims of injustice • Visit the Amnesty International website & personally support an individual currently suffering injustice showing we are “One Heart One mind”

5. Tasks AM1 Divide class into 4 vertically streamed groups Tasks 1 Each group define Justice and Injustice on A3 sheets provided in order to feedback. Whole group discussion to share & agree definitions &write up findings on coloured poster paper. 2 In groups find local, national and international examples of Justice/injustice using A3 sheets Whole group discussion sharing ideas, consolidating understanding & written examples of each on coloured poster paper. Delegate 2 students to display your 4 completed posters in the designated display areas closest to your room. 3 Whole group watch PowerPoint to understand the location of and main details of The Holocaust, War in Ex Yugoslavia, war in Rwanda and Civil war in Syria

6. Tasks AM 2 4 Each of the 4 groups focuses on one of the above. give them appropriate flag 5 Set out the jumbled up photographs, each group selects photographs that link to their topic 6 Each group uses their photographs to work out what injustices are happening in each of them 7 Whole group discussion to make links and connections between photographs which can now be categorised again according to types of injustice 8 Introduce and watch video clip “Inside the Tribunal” Discussion to clarify work of the ICTY at the Hague, how else might justice be achieved in the world? 9 Watch Assembly, write aspirations about creating a just world on yellow ribbons 10 All pupils take some action to support the work of Amnesty International idea that any small personal action lights a candle in the darkness rather than complain about it. “Better to light a candle than curse the darkness”

7. Holocaust • The Holocaust was the mass murder or genocide of approximately six million Jews during World War II, a programme of systematic state-sponsored murder by Nazi Germany, led by Adolf Hitler and the Nazi Party, throughout the German Reich and German-occupied territories. • Of the nine million Jews who had resided in Europe before the Holocaust, approximately two-thirds were killed. Over one million Jewish children were killed in the Holocaust, as were approximately two million Jewish women and three million Jewish men. • A network of over 40,000 facilities in Germany and German-occupied territory were used to concentrate, hold, and kill Jews and other victims.[

9. Poland

10. Rwanda • The Rwandan Genocide was a genocidalmass slaughter of ethnic Tutsis by ethnic Hutus that took place in 1994 in the East African state of Rwanda. Over the course of approximately 100 days over 500,000 people were killed. ]Estimates of the death toll have ranged from 500,000–1,000,000, or as much as 20% of the country's total population. It was the culmination of longstanding ethnic competition and tensions between the minority Tutsi, who had controlled power for centuries, and the majority Hutu peoples, who had come to power in the rebellion of 1959–62.

12. Rwanda

13. Former Yugoslavia • The Yugoslav Wars were a series of wars fought in Yugoslavia in the 1990s. The wars were complex: characterized by bitter ethnic conflicts among the peoples of the former Yugoslavia, mostly between Serbs on one side and Croats. • Often described as Europe's deadliest conflict since World War II, the conflicts have become infamous for the war crimes involved, including mass murder and genocide. • These were the first conflicts since World War II to be formally judged genocidal in character and many key individual participants were subsequently charged with war crimes. The International Criminal Tribunal for the former Yugoslavia (ICTY) was established by the UN to prosecute these crimes.

15. Former Yugoslavia

16. Syria • The Syrian civil war is an ongoing armed conflict in Syria between forces loyal to the Ba'ath government and those seeking to overthrow it. The unrest began on 15 March 2011, with popular demonstrations that grew nationwide by April 2011. Protesters demanded the resignation of President Bashar al-Assad, • In April 2011, the Syrian Army was deployed to crush the uprising and soldiers fired on demonstrators across the country After months of military sieges the protests evolved into an armed rebellion.

17. Syria 2 • According to the United Nations, the death toll surpassed 100,000 in June 2013, and reached 120,000 by September 2013. • In addition, tens of thousands of protesters have been imprisoned and there are reports of widespread torture and terror in state prisons. • International organizations have accused both government and opposition forces of severe human rights violations. • The severity of the humanitarian disaster in Syria has been outlined by UN and many international organizations. More than four million Syrians have been displaced, more than two million Syrians fled the country and became refugees, and millions more were left in poor living conditions with shortage of food and drinking water. • Chemical weapons have also been used in Syria on more than one occasion, triggering strong international reactions.

19. Syria

20. Stop here! • Do not show following images until groups have sorted them.!!!

21. Holocaust Injustices

26. Former Yugoslavia Injustices

31. Syria Injustices

36. Rwanda Injustices

41. Inside The Tribunal ICTY Video Clip • http://youtu.be/nCwORJDn0sQ • 7 Minutes Long

42. Amnesty Case Studies • https://www.amnesty.org.uk/actions/stop-violence-against-women-activists-afghanistan

44. Take the tick off Type in your school email address DO NOT FILL IN !!!

45. Working Lunch & Participation In Ribbon Ceremony To Create Justice Memorial In Grounds • Pupils to write their hopes and aspirations for a just world on their ribbon. • Tie ribbon on fence by outdoor courts in order given on 2nd set of information (staffing spreadsheet). • Each group will be allocated a time & position in order to tie on ribbons and then collect working lunch.

46. Tasks PM 11 Link your form name individual into the idea of creating a just world. How did they each in their own way struggle against injustice? 12 Thinking About Injustice. • If small injustices are allowed what are the outcomes? • Is this true?” The only thing necessary for the triumph of evil is that good people do nothing” • Is it important to learn from the past? Does history repeat itself? 13 Each whole group will incorporate the above into a piece of performance drama, song etc. to inspire people to act justly. This will be videoed by staff on ipad then taken to Chris Higham in the chapel for download over the next 7 days. Use imagination! Be inspirational! 14 Each group of 4 to fill in 3 star and a wish feedback form, leave in folder. BRING FOLDERS, & ALL RESOURCES TO MS ROBERTS OFFICE TO BE SIGNED IN.

47. Names of Forms • Frank • http://www.annefrank.org/en/Anne-Frank/ • http://www.annefrank.org/ • Pankhurst http://www.bbc.co.uk/history/historic_figures/pankhurst_emmeline.shtml http://www.historylearningsite.co.uk/emmeline_pankhurst.htm • Nightingale • http://www.bbc.co.uk/history/historic_figures/nightingale_florence.shtml • http://www.biography.com/people/florence-nightingale-9423539 • Curie • http://www.bbc.co.uk/history/historic_figures/curie_marie.shtml • http://www.mariecurie.org.uk/en-gb/who-we-are/marie-curie-biography/

48. Names of Forms Parks http://www.biography.com/people/rosa-parks-9433715http:// www.rosaparksfacts.com/ McAuley http://www.mercy.org.au/history/ http://www.mercyworld.org/foundress/landing.cfm?loadref=129 Keller http://www.biography.com/people/helen-keller-9361967 http://www.rnib.org.uk/aboutus/aboutsightloss/famous/Pages/helenkeller.aspx Austen http://www.biography.com/people/jane-austen-9192819 http://www.bbc.co.uk/history/historic_figures/austen_jane.shtml Clitherow http://www.catholic.org/saints/saint.php?saint_id=515 http://www.historyofyork.org.uk/themes/tudor-stuart/margaret-clitherow

49. How To Upload Drama • Please take your ipad to Chris Higham in her office (behind the chapel). Your drama will then be uploaded to the shared drive for future use. • Within 5 days please

50. Final ReflectionWhy is thinking about “Justice” important? • If small injustices are allowed what are the outcomes? • Is this true?” The only thing necessary for the triumph of evil is that good people do nothing” • Is it important to learn from the past? Does history repeat itself?