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What Are We Remembering?

Continuing to remember

by Brian Radcliffe

Suitable for Whole School (Pri)

Aims

To consider the things that we remember in November, with special reference to Remembrance Day.

Preparation and materials

  • None required.

Assembly

  1. Ask the children if they have any special memories from the past week.

    Listen to a range of responses.

    Ask the children if they have any special memories from the past year.

    Listen to a range of responses.

    Ask the children if they have any special memories from when they were small. What is their earliest memory?

    Listen to a range of responses.

  2. Point out that November is all about remembering. Ask the children if they can think of anything specific that we remember in November.

  3. Some children may know the rhyme ‘Remember, remember, the fifth of November’. Ask the children if they know what the rhyme is about.

    Listen to a range of responses.

    Encourage the children to find out about Guy Fawkes and the Gunpowder Plot later, when they are back in class.

    Point out that we can find ourselves remembering rhymes and songs without really knowing what they are about. Today, we often enjoy the bonfires and fireworks on 5 November without knowing the history behind the event.

  4. Ask the children what else we specially remember in November.

    Listen to a range of responses.

    If necessary, lead the children to the subject of Remembrance Day.

  5. Discuss various aspects of Remembrance Day and Remembrance Sunday.

    On Remembrance Day, the eleventh day of the eleventh month, a two-minute silence is held at 11 a.m. This marks the moment when the armistice was signed in 1918 to end the First World War.

    On Remembrance Sunday, the second Sunday in November, people gather around the Cenotaph in London, and at war memorials in cities, towns and villages throughout the country. Another two-minute silence is held at 11 a.m.

  6. Ask the children what they think they should reflect on during the two-minute silence.

    Listen to a range of responses.

  7. Explain that you are going to suggest three things that we might think about during the silence.

    First, we could remember that war does not solve disputes. The First World War was called ‘the war to end all wars’ - but it didn’t. It was only just over 20 years later that the Second World War broke out. Between those wars, many armed conflicts had taken place on a more local scale too. Since the end of the Second World War in 1945, there have been many more such conflicts. In 2023, it was calculated that there were 59 armed conflicts in progress around the world, a strong indication that war never provides a long-term solution to political conflict.

    Second, we could remember that war costs a lot in many ways. It is estimated that around 20 million people died during the First World War, and a further 23 million servicepeople were wounded. What a loss.

    The numbers for the Second World War are equally staggering: 70-85 million people are estimated to have died, with many more wounded.

    The cost in terms of the destruction of towns and cities during the two wars can be measured in trillions, not billions, of pounds. Last year, the UK government spent £54.2 billion on defence. The aim of this spending is to prevent us losing a war in the future, and to discourage potential enemies from attacking us. Imagine the difference it would make if that money could be spent on our hospitals, schools and buses. That’s the cost of avoiding war right now.

    Third, we could remember those who mourn loved ones because of war. Let’s remember the people who mourn fathers, mothers, children and friends who have died in wars around the world. Let’s remember those who have suffered life-changing injuries in recent wars, and those who care for the injured.

Time for reflection

Let’s remember.

Pause to allow time for thought.

It’s important to look back and remember what others have sacrificed so that we can enjoy peace and live in freedom.

However, we should also consider what we can learn for ourselves, even for our lives in school.

There will always be disagreements between ourselves and those around us: it’s part of human nature. However, it’s important to reflect on how we deal with these situations. Do we lash out physically or with our words? It’s easy to react that way, particularly if we feel that we’re in the right. Maybe we all need someone who helps us not to do this. Maybe we can be that person for our friends: someone who calms people down, who helps people to think about their actions and encourages them to live peacefully with those around them.

Encourage the children to sit quietly for a moment and think about how they could encourage peace in their home, in their school and among their friends.

Song/music

You may wish to play a recording of ‘The Last Post’, followed by a minute’s silence. A version is available at: https://youtu.be/ydIKG_RxL2o (1.37 minutes long)

Extension activities

Quakers are a branch of the Christian Church that emphasizes active peacemaking. Encourage the children to find out whether there is a Quaker meeting house in their local area.

If there is, why not organize a visit? If there isn’t a meeting house nearby, encourage the children to research how Quakers have encouraged peace in the past, and still do today.

Publication date: November 2024   (Vol.26 No.11)    Published by SPCK, London, UK.
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