See below for Curriculum Links
Medals were awarded during the Second World War to men and women who displayed personal qualities such as bravery, honour and courage. These activities aim to look at the meaning of these terms during the war and today, the actions that merited being awarded different types of medals, and the practice of recognising and rewarding personal qualities in others. In addition, 2006 is the 150th year of the Victoria Cross, so look out for anniversary events and activities in local and national press and on the web.
Outcomes
- Value the contributions and sacrifices made by men and women to the UK, particularly during the Second World War
- Design a medal to celebrate a particular attribute, event, act or person
Activity description
Discuss the terms bravery, hero, honourable and courage. Look up what they mean and discuss how they are used today. Find examples from the press, especially sports pages, of their use.
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Ask the group to research a range of medals such as the Victoria Cross, George Cross and the Distinguished Conduct Medal. Investigate what different medals are awarded for and how recipients are chosen.
- What does valour mean? Is it different from bravery?
- What qualities do the medals celebrate?
- Pick one person from the Second World War who was awarded one of the medals the group has researched and write a short biography of them.
- The group can share their findings through storytelling or making a display.
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Now look at the Personal Stories 1-11 and the Veterans Reflect set. In groups, decide
- Which person would the group award a medal to?
- What qualities, actions or contributions have they chosen to be awarded for and why?
- Which medal would the group chose and why?
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Activity Extension
Designing a medal
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The George Cross was instituted in 1940 as a response to the courage displayed by civilians during the Second World War. Design a new medal considering the following questions.
- What quality would the medal aim at celebrating?
- Who would it be for? It could be for civilians, military, or both. It could also be inspired by one of the Personal Stories contained in the downloadable resources.
- What symbol/s will the group use and why?
- What will it be called and will there be a motto or inscription?
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Other Resources
Websites
Information about gallantry medals and who they were awarded to can be found in
The Imperial War Museum’s Victoria and George Cross Gallery, London or at http://london.iwm.org.uk/
The National Archives pages on British Armed Services: Gallantry Medals at http:// http://www.nationalarchives.gov.uk.
Ministry of Defence pages on Commonwealth medal winners at
www.mod.uk/
Ministry of Defence pages on Military Honours and Awards at www.mod.uk/honours/
Imperial War Museum’s Online Exhibition ‘Women and War’ has descriptions of women who received recognition for their wartime contributions at
http://www.iwm.org.uk/.
Victoria Cross Reference website at www.victoriacross.net/default.asp
George Cross database at www.gc-database.co.uk/decoration.htm
Practical tips for preserving medals at www.royalbcmuseum.bc.ca/
Curriculum Links
ENGLAND
KS2
History
4 Historical enquiry
a) How to find out about the events, people and changes studied from an appropriate range of resources
5 Organisation & communication
c) Communicate their knowledge and understanding of history in a variety of ways
Citizenship
2 Preparing to play an active role as citizens
e) To reflect on spiritual, moral, social, and cultural issues using imaginations to understand other people’s experiences
4 Developing good relationships and respecting
b) To think about the lives of people living in other places and times and people with different customs and values
Art & Design
1 Exploring & developing ideas
a) Record from experience and imagination, to select and record from first-hand observation and to explore ideas for different purposes
b) Question and make thoughtful observations about starting points and select ideas to use in their work
c) Collect visual and other information to help them develop their ideas
5 Breadth of study
a) Exploring a range of starting points for practical work
KS3
History
4 Historical enquiry
a) Identify, select and use a range of appropriate sources of information including oral accounts
5 Organisation & communication
c) Communicate their knowledge and understanding of history, using a range of techniques
Citizenship
1 Knowledge & understanding about becoming informed citizens
h) The significance of the media in society
2 Developing skills of enquiry & communication
a) Think about topical political, spiritual, moral, social and cultural issues, problems and events
Art & Design
1 Exploring & developing ideas
a) Record and analyse first-hand observations, to select from experience and imagination and to explore ideas for different purposes and audiences
b) Discuss and question critically, and select from a range of visual and other information
5 Breadth of study
a) Exploring a range of starting points for practical work including themselves, their experiences and natural and made objects and environments
NORTHERN IRELAND
KS2
History
Historical skills & concepts
d) Awareness of evidence, historical enquiry and interpretations by
- Extracting factual information from a range of appropriate sources to make obvious statements about the past
Art & Design
Investigating & realising in art & design
a) Explore and respond to direct sensory experiences, and to memory and imagination
d) Discuss and explain their ideas and work, and compare it to that of others
KS3
History
Historical skills & concepts
d) Historical enquiry
- 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
Art & Design
Investigating and realising in art & design
a) Respond to what they experience, remember and imagine
c) Make a personal response, through two and three dimensional work, to a wide range of
stimuli, including observations and experiences of the natural and made environments
KS4
Social and Environmental studies
Principles:
- Develop an understanding of the different values and attitudes, needs and perspectives of their own and other communities
SCOTLAND
5-14 Guidelines
Environmental Studies strands- People in the Past
Knowledge & understanding
The nature of historical evidence
- Developing an understanding of the variety of types of historical evidence and their relative significance (Level C & D)
Personal & Social Development
Inter-personal relationships
- Identify those values which are important to the home, school and community
- Evaluate and demonstrate the acquisition of positive attitudes to others
Art & Design
Expressing feelings, ideas, thoughts & solutions
- Creating and designing (Levels A – D)
- Communicating (Levels A – D)
WALES
KS2
History
4 Historical enquiry
1) Find out about the past from a range of historical resources, including artefacts, buildings and sites, visual sources
Personal & Social Education
Attitudes & values
- Respect others and their property, value their achievements and their uniqueness and recognize the importance of equality of opportunity
Skills
- Empathise with others' experiences and feelings
Knowledge & understanding
- Recognise the uniqueness and independence of individuals
Art
1 Understanding
3) Examine a variety of art, craft and design from different periods, places and cultures, considering their purposes and intentions
3 Investigating
2) Organise reference materials and resources to develop ideas and themes
KS3
History
4 Historical enquiry
1) Investigate historical topics independently using a range of historical sources in their historical context, including oral accounts
Personal & Social Education
Attitudes & values
- Have respect for themselves and others
Skills
- Empathise with others' experiences and feelings
Art
1 Understanding
1) Analyse, compare, contrast and evaluate their own work and that of other artists, craftworkers and designers, using their knowledge to enrich and inform their work
3 Investigating
2) Explore and use a range of reference material and resources to establish and develop ideas or themes
