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News clip of Families seeking recognition for Aboriginal soldiers

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News clip of Families seeking recognition for Aboriginal soldiers

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Families seek recognition for Aboriginal soldiers

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The families of Aborigines who served in both world wars are still seeking recognition after 90 years.

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Audio clip of Menzies declaring war with transcript

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Audio clip of Menzies declaring war with transcript

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Announcer Here is the Prime Minister of Australia, the Right Honourable RG Menzies.

Menzies Fellow Australians, it is my melancholy duty to inform you officially that in consequence of a persistence by Germany in her invasion of Poland, Great Britain has declared war upon her and that, as a result, Australia is also at war. No harder task can fall to the lot of a democratic leader than to make such an announcement. Great Britain and France, with the cooperation of the British Dominions, have struggled to avoid this tragedy. They have, as I firmly believe, been patient. They have kept the door of negotiation open. They have given no cause for aggression. But in the result, their efforts have failed and we are therefore, as a great family of nations, involved in a struggle which we must at all costs win and which we believe in our hearts we will win.

What I want to do tonight is just to put before you, honestly, and as clearly as I can, a short account of how this crisis has developed.

The history of recent months in Europe has been an eventful one. It will exhibit to the eyes of the future student some of the most remarkable instances of a ruthlessness and indifference to common humanity which the darkest centuries of European history can scarcely parallel. Moreover, it will, I believe, demonstrate that the leader of Germany has, for a long time, steadily pursued a policy which was deliberately designed to produce either war or a subjugation of one non-German country after another by the threat of war.

We all have vivid recollections of September of last year. Speaking in Berlin on September the 26th 1938, Hitler said, referring to the Sudeten German problem, which was then approaching its acutest stage, 'And now the last problem which must be solved, and which will be solved, concerns us. It is the last territorial claim which I have to make in Europe.' Four days later, at Munich, when the problem had been settled on terms which provided for the absorption of the Sudeten country into Germany, and which otherwise professed to respect the integrity of the remainder of the Czechoslovak state, Hitler participated with the Prime Minister of Great Britain in a statement which went out to all the world. It's most important sentence was this: 'We are resolved that the method of consultation shall be the method adopted to deal with any other question that may concern our two countries, and we are determined to continue our efforts to remove possible causes of difference, and thus to contribute to assure the peace of Europe.'

What a strange piece of irony that seems today, only 12 months later. In those 12 months, what has happened? In cold-blooded breach of the solemn obligations implied in both the statements I have quoted, Hitler has annexed the whole of the Czechoslovak state. Has, without flickering an eyelid, made a pact with Russia, a country the denouncing and reviling of which has been his chief stock-in-trade ever since he became chancellor. And has now, under circumstances which I will describe to you, invaded with armed force and in defiance of civilised opinion, the independent nation of Poland. Your own comments on this dreadful history will need no reinforcement by me. All I need say is, that whatever the inflamed ambitions of the German Fuhrer may be, he will undoubtedly learn, as other great enemies of freedom have learned before, that no empire, no dominion, can be soundly established upon a basis of broken promises or dishonoured agreements.

Let me now say something about the events of the last few days. The facts are not really in dispute. They are, for the most part, contained in documents which are now a matter of record.

On Friday August the 25th, that is, nine days ago, Hitler asked the British Ambassador to call on him, and had a long interview with him. Hitler said that he wished to make a move towards England, as decisive as his recent Russian move, but that first the problem of Danzig and the Corridor must be solved. He went on to indicate that he was looking forward to a general European settlement and that if this could be achieved, he would be willing to accept a reasonable limitation of armaments. On Saturday August the 26th, the British Ambassador flew to London to give a detailed account of his conversation to the British Government. On Sunday the 27th, the British Cabinet fully considered the whole matter and, incidentally, was apprised by me of the views of the Australian Government. On Monday August the 28th, the British reply, which I may say was entirely in line with our own views, was taken back to Berlin and was delivered to Hitler in the evening. That reply stated that the British Government desired a complete and lasting understanding between the two countries and agreed that a prerequisite to such a state of affairs was a settlement of the German-Polish differences. It emphasised the obligations which Great Britain had to Poland and made it clear that Great Britain could not acquiesce in a settlement which would put in jeopardy the independence of a state to which it had given its guarantee. The government said, however, that it would be prepared to participate in an international guarantee or any settlement reached by direct negotiation between Germany and Poland which did not prejudice Poland's essential interests. The note pointed out that the Polish Government was ready to enter into discussions and that it was hoped that the German Government would do the same.

On the night of Tuesday August the 29th, Hitler communicated to Sir Neville Henderson his reply to the British note. In it he reiterated his demands, but agreed to accept the British Government's offer of its good offices in securing the dispatch to Berlin of a Polish emissary. In the meantime, it was stated, the German Government would draw up proposals acceptable to itself and would, if possible, place these at the disposal of the British Government before the arrival of the Polish negotiator. Astonishingly enough, for the German proposals were not then even drafted, the note went on to say that the German Government counted on the arrival of the Polish emissary on Wednesday August the 30th, which was the very next day. Sir Neville Henderson pointed out at once that this was an impossible condition, but Hitler assured him that it was only intended to stress the urgency of the matter. On the Wednesday, Hitler's communication was received by the British Government and their reply was handed by Sir Neville Henderson to von Ribbentrop, the German Foreign Minister, at midnight. At the same time the British Ambassador asked whether the German proposals which were to be drawn up were ready, and suggested that von Ribbentrop should invite the Polish Ambassador to call and should hand to him the proposals for transmission to his government. I would have thought this was a very sensible suggestion. But von Ribbentrop rejected it in violent terms. Von Ribbentrop then produced a lengthy document containing the German proposals, which you subsequently saw in the newspapers, and read it aloud in German at top speed. Sir Neville Henderson naturally asked for a copy of the document but the reply was that it now was too late as the Polish representative had not arrived in Berlin by midnight.

You see what a travesty the whole thing was. The German Government was treating Poland as in default, because she had not by Wednesday night offered an opinion upon, or discussed with Germany, a set of proposals of which, in fact, she had at that time never heard. Indeed, apart from the hurried reading to which I've referred, the British Government had no account of these proposals until they were broadcast in Germany on Thursday August the 31st. On the night of August the 31st, the Polish ambassador at Berlin saw von Ribbentrop and told him that the Polish Government was willing to negotiate with Germany about their disputes on an equal basis. The only reply was that German troops passed the Polish frontier and began war upon the Poles at dawn on the morning of Friday September the 1st.

One further fact should be mentioned and it is this. In the British Government's communication of August the 30th, it informed the German Chancellor that it recognised the need for speed and that it also recognised the dangers which arose from the fact that two mobilised armies were facing each other on opposite sides of the Polish frontier, and that accordingly, it strongly urged that both Germany and Poland should undertake that during the negotiations no aggressive military movements would take place. That being communicated to Poland, the Polish Government on Thursday August the 31st, categorically stated that it was prepared to give a formal guarantee that during negotiations Polish troops would not violate the frontiers provided a corresponding guarantee was given by Germany. The German Government made no reply whatever.

My comments on these events need not be very long. The matter was admirably stated by the British Prime Minister to the House of Commons in these words: 'It is plain therefore that Germany claims to treat Poland as in the wrong because she had not by Wednesday night entered upon discussions with Germany about a set of proposals of which she had never heard.'

Let me elaborate this a little. You can make an offer of settlement for two entirely different purposes. You may make your offer genuinely and hoping to have it accepted or discussed with a view to avoiding war. On the other hand, you may make it, hoping to use it as window dressing and with no intention or desire to have it accepted. If I were to make an offer to my neighbour about a piece of land in dispute between us, and before he had had the faintest opportunity of dealing with my offer, I've violently assaulted him, my offer would stand revealed as a fraud. If Germany had really desired a peaceful settlement of questions relating to Danzig and the Corridor, she would have taken every step to see that her proposals were adequately considered by Poland and that there was proper opportunity for discussion. In other words, if Germany had wanted peace, does anybody believe that there would today be fighting on the Polish frontier, or that Europe would be plunged into war? Who wanted war? Poland? Great Britain? France? A review of all these circumstances makes it clear that the German Chancellor has, throughout this week of tension, been set upon war and that the publication of his proposals for settlement was designed merely as a bid for world opinion before he set his armies on the move.

We have of course been deluged with propaganda from Berlin. We have been told harrowing stories of the oppression of Germans. We have been told that Poland invaded Germany. We have even been told, somewhat contradictorily, that Germany was forced to invade Poland in order to defend herself against aggression. The technique of German propaganda, of carefully fomented agitations in neighbouring countries, the constant talk of persecution and injustice - these are all nauseatingly familiar to us. We made the acquaintance of all of them during the dispute over Czechoslovakia, and we may well ask what has become of the Czech minority and the Slovak minority since the forced absorption of their country into the German state. It is plain, indeed it is brutally plain, that the Hitler ambition has been not, as he once said, to unite the German peoples under one rule but to bring under that rule as many European countries, even of alien race, as can be subdued by force.

If such a policy were allowed to go unchecked there could be no security in Europe and there could be no just peace for the world. A halt has been called. Force has had to be resorted to, to check the march of force. Honest dealing, the peaceful adjustment of differences, the rights of independent peoples to live their own lives, the honouring of international obligations and promises, all these things are at stake. There never was any doubt as to where Great Britain stood in relation to them. There can be no doubt that where Great Britain stands there stand the people of the entire British world.

Bitter as we all feel at this wanton crime, this is not a moment for rhetoric. Prompt as the action of many thousands must be, it is for the rest a moment for quiet thinking, for that calm fortitude that rests not upon the beating of drums but upon the unconquerable spirit of man created by God in his own image. What may be before us we do not know, nor how long the journey. But this we do know: that truth is our companion on that journey; that truth is with us in the battle; and that truth must win.

Before I end, may I say this to you - in the bitter months that have come, calmness, resoluteness, confidence and hard work will be required as never before. This war will involve not only soldiers and sailors and airmen, but supplies, foodstuffs, money. Our staying power, and particularly the staying power of the mother country, will be best assisted by keeping our production going; by continuing our avocations and our business as freely as we can; by maintaining employment and, with it, our strength. I know that in spite of the emotions we are all feeling, you will show that Australia is ready to see it through. May God in his mercy and compassion grant that the world may soon be delivered from this agony.

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Announcer Here is the Prime Minister of Australia, the Right Honourable RG Menzies. Menzies Fellow Australians, it is my melancholy duty to inform you officially that in consequence of a persistence by Germany in her invasion of Poland, Great Britain has declared war upon her and that, as a result, Australia is also at war.

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12 Fascinating Ways to Use Drama in the Curriculum

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12 Fascinating Ways to Use Drama in the Curriculum

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Some ideas for using drama in other learning areas.

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The History of Drama in Education

The use of drama has been used over the course of history from the time of Aristotle, who believed that theatre provided people a way to release emotions, right to the beginning of the progressive movement in education, where emphasis was placed upon "doing" rather than memorizing. Integrating drama helps children in various ways. In this fantastic resource: 'The Arts as Meaning Makers', written by Claudia E. Cornett and Katharine L. Smithrim, there are 12 essential points that we strongly agree to be important to consider:

Drama is part of real life and prepares students to deal with life's problems.
Drama simply allows students the opportunity to rehearse roles, further giving form or shape to the individual and personal ideas and feelings they are naturally experiencing. Overall, this allows students to make sense out of their 'real' life problems.

Drama engages students in creative problem-solving and decision making
Deep experiences through drama guides and supports student's problem solving skills, while at the same time, works to encourage an increasing awareness in how to solve issues at hand. Instead of school just being a place where students are being taught and told what to think and feel, drama turns this into a deeper experience in thinking, further motivating students to question, respond, and explain what they are feeling and thinking.

Drama can enhance students' psychological well-being
Under different characters, students can express their true feelings or sense of personality without fear of being judged or criticized. They can work on personal issue or solve personal problems while in character, which can simply help their overall well being. Essentially, what this does is allow students to get things off their mind, further releasing emotion and tension and allowing students to be who they are.

In connection to the ways in which integrating drama can help students learn, we have created a list of great activities further emphasizing some of the creative ways drama enhances the classroom environment while also building upon a child's development. These great activities, among many others, can also be found in 'The Arts as Meaning Makers', written by Claudia E. Cornett and Katharine L. Smithrim.

Energizers and Warm-ups
Energizers and warm-ups aim towards helping students to unwind and relax, get them focused, and to simply set the atmosphere.

Paraphrasing: K - adult
* Have the children stand up or sit in a circle
* Turn to the student on your left and ask a question - example: What is your favorite color? Or holiday or fruit or game and so forth
* The student gives an answer [example: red]
* Student who asks the question repeats the answer back to the student - example: What is your favorite color Lisa? Lisa: My favorite color is red - Student repeats Lisa's favorite color is red
* All around the circle until everyone has had a chance to ask and paraphrase
* Reflective questions could be asked such as - What similarities did you notice?

Spider Web: K - adult
For this energizer you need a ball of wool.
* Holding a ball of wool have the students begin by stating their name or something pertaining to themselves or something related to the lesson - example: My name is Nancy, I love to walk.
* The student [Nancy] is than required to pass the yarn to another student
* This process goes around until all the students have had a turn
* If time permits the yarn can be passed in reverse and the student is required to say the name out loud along with a part of the statement given by the last student - example: Nancy you love to walk

Mime Exercises
Mime exercises help further develop oral expression and self-esteem. By using attentiveness, students further develop their observational skills through focus and detail.
Number Freeze:
* Students are grouped in assigned numbers - than given a setting by the teacher (ex.farm)
* Teacher calls a number and the students mime an action from the designated setting - example: they may act like a cow
* Next number group is called and they are to mime their designated setting while the other observe

Verbal Strategies
Verbal strategies can be used to review lessons, or for predicting, analyzing material and so forth.

Pair Sound Effects:
* Students are paired and given a letter A or B to choose from
* A makes a sound
* B coordinates the action of A's sound
* A variation of this strategy could be A makes a sound according to B's action

Connecting Drama to Curriculum

The purpose of engaging these drama activities to the curriculum is to create a variety of complex opportunities that can help further develop skills within reading, speaking, written and composition.

Students will read a story or part of a story. They will choose specific characters within the story to play out.
Math: Bibliography: 1. 2. Cornett, Claudia E. and Katharine L. Smithrim. The arts as meaning makers. Toronto, Ontario: Pearson Education Canada Inc., 2001. Gibbs, Jeanne. (2001) Tribes A New Way of Learning and Being Together. Windsor: CenterSource Systems

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12 fascinating ways to use drama in the curriculum

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12 Fascinating Ways to Use Drama in the Curriculum

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The use of drama has been used over the course of history from the time of Aristotle, who believed that theatre provided people a way to release emotions, right to the beginning of the progressive movement in education, where emphasis was placed upon "doing" rather than memorizing.

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WWII based drama created youth. A great example to show in class.

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Created by the young people of Kirtlington Youth Club, this film is inspired by the personal accounts of World War 2 evacuees who fled to the village from London during war time bombing. Many of them remained in the village. This film was funded by the national lottery.

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Example of unconventional drama. Website includes videos that can be played in class to help students understand the various genres of modern drama.

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White Rabbit Red Rabbit | Arts Centre Melbourne

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Australia's largest performing arts venue. See what's on, book tickets, view an exhibition, take a tour and marvel at the unique arts and entertainment on offer

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Drama students devise WWII themed production

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Drama students devise WWII themed production

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Drama students of a UK College performed show based on WWII.

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Drama students at Sunderland College are performing a hard-hitting show based on the illicit relationships that occurred during the occupation of France in World War Two.

'The Ugly Carnival' depicts the vilification of French men and women who fraternised with the enemy and how these relationships were originally formed.

Performed by foundation degree and BTEC drama students, 'The Ugly Carnival' is an original devised stage production and uses a combination of physical theatre and multimedia to portray the historical subject matter.

Sheree Snowdon, Sunderland College's curriculum leader for visual and performing arts, said: "Working on a project of this nature has been a fabulous experience for the students. Not only have they been able to develop their performance skills, but to analyse such a brutal event in history has made them discuss current events in the world around us. It has enabled them to question the world we live in and how humans treat each other."

The drama students will be using physical theatre techniques which they have developed throughout their studies.

Sheree added: "The students have looked at the different events which would lead to people fraternising with the enemy during this time, and we hope a contemporary audience can make comparisons to the present day. The performance takes the form of a series of small scenes using music and media as the backdrop, each scene telling a different story of the time."

Sunderland College offers performing arts courses in dance, drama, music and music technology, across a range of levels. It is also launching new courses in technical theatre for further education and higher education students in September.

In addition to practical and theoretical lessons, students often take part in workshops led by professional performing arts companies, such as critically acclaimed Frantic Assembly and North East-based organisation Fertile Ground, to hone their skills.

Sheree said: "We are very proud of the collaborative process our Foundation Degree Drama and BTEC Extended Diploma Drama students have undertaken and the level of professionalism that has been demonstrated. All scenes have been created by the students, making this an even more poignant performance."

'The Ugly Carnival' will be performed at Sunderland College's state-of-the-art Visual and Performing Arts building, Bede Campus on Tuesday, January 20. Open to members of the public, a free matinee will take place at 1.30pm followed by an evening performance at 7.30pm with tickets priced at £5.

Tickets must be reserved in advance for both performances. Please contact sheree.snowdon@sunderlandcollege.ac.uk for tickets and more information.

Sunderland College is holding open evenings this month for people interested in studying drama and other A-Level and vocational courses. Visit our events section for more information.

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Drama students devise WWII themed production | Sunderland College A-levels, BTEC, Higher Education and Adult Courses in the North East

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Drama students at Sunderland College are performing a hard-hitting show based on the illicit relationships that occurred during the occupation of France in World War Two. 'The Ugly Carnival' depicts the vilification of French men and women who fraternised with the enemy and how these relationships were originally formed.

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Film Resource: The Mobilisation of Women in Wartime

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Film Resource: The Mobilisation of Women in Wartime

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British Council's video resources on women's changing role during WWII between 1930-40.

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The necessities of war dictated that women from all over Britain mobilised in the late 1930s-40s. Khaki uniforms or white overalls replaced the peacetime diversity of fashion and British women united as a strong work force in order to relieve men for fighting.

Altogether over seven million British women were employed or volunteered in the war effort. They took on diverse roles: undertaking military training to join the Auxiliary Territorial Service, joining the Women's Royal Naval Service, the Women's Auxiliary Air Force, the Auxiliary Fire Service, the Land Army, producing munitions in factories, training as nurses and first aiders, cooking, sewing and volunteering to help in any way they could with evacuees and a Britain which needed them.

The Women's Voluntary Services for Civil Defence, presided by Her Majesty the Queen, was a democratic organisation without officers, without ranks, without pay, where every member, whatever her task, wore the same badge as her queen.

During mobilisation in World War Two women took on a new role in British society. Their realm was no longer firmly within the home, but now in the fields, the factories, the hospitals and, for some, in the air (some women piloted aeroplanes in wartime flying new machines from factory to aerodromes).

Watch this film to find out more about women's mobilisation and their involvement in World War Two.

See below for related educational resources.

Age 10-14. Women Power.

Subjects covered: History, ICT, English, Media studies

Connecting Classrooms Themes: conflict and peace, rights and responsibilities

Core Skills: creativity, collaboration, media literacy

To investigate the roles performed by women in World War Two in different countries.

In the 1940s posters were often used to attract women to fill the jobs that were left vacant by the men fighting in the armed forces.

They showed images of strong women with slogans such as, 'We can do it!'

Discuss the language and images used in the wartime recruitment posters.

Click here for more discussion questions and activities about the mobilisation of women

Ask the pupils to make a list of the different paid and unpaid wartime jobs that are seen in the film. How would they describe the tone of the commentary and the attitudes to women portrayed? Pick out any particularly memorable phrases.

Read the memories of some of the women on the People's War archive about the work that they did and compare to the scenes in the film.

Do your pupils think they would be effective today?

If you are outside the UK, research the role of women in your country during the same period or a period of conflict. Are there similarities? Share the results with your partners.

Watch the following clip from the BBC Horrible Histories programme, and compare with the information, tone and style of Women in War-time. Ask your pupils to write an extra verse about one of the other women's occupations seen in the film. Share the result with your partner school.

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Film Resource: The Mobilisation of Women in Wartime

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Women in War-time During world war II, women in the UK took on many of the jobs that had previously been done by the men who were away fighting. They not only worked in the armed forces but also did all kinds of work in factories, as nurses or as part of the 'land army' on farms producing enough food for everyone to eat.

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BBC's project of common people's WWII memories and stories. Rich resources and photos that will be very useful for students' character development.

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An archive of World War Two memories - written by the public, gathered by the BBC

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Film Resource: A 1940s Childhood in Wartime

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Film Resource: A 1940s Childhood in Wartime

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British council's resources on children's life in Wartime regarding British government's evacuation plan.

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'No movies, no neighbours, no shops.' Over one million children were moved to the countryside during World War Two as part of a government evacuation plan. Prompted by bomb threats on towns and cities across Britain, Operation Pied Piper, set in motion in September 1939, was an initiative that affected the children who moved and the communities who absorbed them.

Being an evacuee provoked both fear and excitement for many children. With name and school labels around their necks, a bag of belongings and a gas mask, they set off to begin their new lives. Some returned home after a few weeks when no bombs had fallen yet, but others stayed in the countryside for the rest of the war.

All British children were affected by the war, as were the communities that welcomed them into their homes and schools. One way of dealing with the large numbers of children in small schools was to split the day into two. For half of the day local children played games and did outdoor activities while the newcomers used the classrooms. For the other half they swapped.

Watch this film to find out more about how British children lived as evacuees during World War Two.

See below to find out about the related educational resources.

Age 7-14. The Impact of World War Two on British Children's Lives

Subjects covered: English, History, Drama, Media studies

Connecting Classrooms themes: conflict and peace, identity and belonging

Core Skills: creativity, collaboration, critical thinking, media literacy, historical interpretation

Learning Outcomes:

To gain an understanding of the impact of evacuation in the Second World War on children's lives

To develop communication and historical interpretation skills

Example Activity: Reflecting on the evacuee experience using photographs
Many children had happy life changing experiences when they were evacuated but others did not.

Ask the children to work in pairs, choose two children in the photograph and write about their evacuation experience.

Use excerpts from children's fiction and non- fiction accounts listed in the resources section for inspiration.

Click here for more activity ideas relating to children's experiences of World War Two and evacuation

When the children were evacuated from towns into the countryside to stay with people they had never met they had no idea how long the war would last or if they would see their families again. The commentator in the film says that as they left, many regarded evacuation as a holiday. Do your pupils think they would have thought this way?

Bring in an object that is precious to you wrapped up in a bag. Can the children work out what the object is by asking a series of questions. You can only answer yes or no.

If your pupils had been evacuees what precious objects would they have packed in their bag?

Exchange lists and/or photos of your precious objects with your partner school and discuss the results.

Give groups of your pupils copies of the stills from the film. Ask them to look very carefully and discuss the following questions:

What is happening in the photograph? Who do they think took it and why?

Describe the expression on the children's faces. What might they be thinking? What do you think might be beyond the borders of the photograph that you cannot see?

What might have happened before the photograph was taken and what might happen afterwards?

Ask them to add thought bubbles showing what the children in the photograph might be thinking and speech bubbles to show what they are saying to each other.

In a drama session, recreate the scenes in the photographs using freeze-frame techniques. At a signal, bring the characters to life to create a short piece of improvised drama.

Many children had happy life changing experiences when they were evacuated but others did not. Ask the children to work in pairs, choose two children in the photograph and write about their evacuation experience. Use excerpts from children's fiction and non- fiction accounts listed in the resources section for inspiration.

The scenes of evacuation may now seem to be from a long time ago but there are children across the world today who are growing up amongst wars and conflict. Ask your pupils to use resources such as the British Council/BBC Schools World Service films to find out how children around the world are currently being affected by conflict.

What similarities and differences can they find?

Additional Resources:
BBC World War Two evacuation Guardian article about Children of the wartime
Children's fiction about the period includes: Johnny and the Bomb by Bernard Ashley, Friend or Foe by Michael Morpurgo, Goodnight Mr Tom by Michelle Magorian, Carrie's War by Nina Bawden, War Boy by Michael Foreman.
BBC archive of World War Two memories, writen by the public

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Film Resource: A 1940s Childhood in Wartime

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A 1940s Childhood in Wartime This film gives a brief look at the life of British children during World War II. All children in Britain were affected by the war, regardless of where they lived. The British government thought that cities would be bombed so in order to protect children, decided to move them away from cities to the countryside.

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An American teacher's WWII Unit plan with activities ideas and cool resources.

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Hello! Welcome to 10th grade World History. In this Digital Unit you will learn about World War II. Below are key points that you will go over in this unit over the span of six lessons.

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Poster art that includes portrait of Adolf Hitler

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Plot summaries and information in English

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Message to Adolf , known in Japan as Adolf ni Tsugu and known in earlier English versions as Adolf , is a manga series made by Osamu Tezuka. The story is set before World War II and is centered on three men with the name Adolf.

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Official Website of the play "Message to Adolf"

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Official Website of the play "Message to Adolf"

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Official website of the 2015 play "Message to Adolf" with summary, videos, and other resources. (in Japanese)

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舞台「アドルフに告ぐ」公式ホームページ　｜　原作・手塚治虫　キャストやチケット情報など　｜　KAAT神奈川芸術劇場

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公式サイト／原作・手塚治虫の名作をダイナミックにそして繊細に魅せる！KAAT神奈川芸術劇場にて2015年6月上演。

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Short preview of the actual play released by the company with some key scenes. (in Japanese)

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三人のアドルフの数奇な物語…舞台『アドルフに告ぐ』公開稽古

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「エンタステージ」http://enterstage.jp/ アドルフ・ヒットラーの出生の秘密に翻弄される、3人の"アドルフ"を描いた手塚治虫原作の舞台『アドルフに告ぐ』。その公開稽古が6月2日(火)行われた。成河、松下洸平、高橋洋、鶴見辰吾ほかが出演するこの舞台、観るものの心をつかんで離さない、公開稽古の模様をご紹介しよう。

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Official page for "The Story of Three Adolfs"

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Official page for "The Story of Three Adolfs"

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Official page for the original manga "The Story of Three Adolfs" with brief story introduction and preview of the manga.

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The Stories of Three Adolfs : Manga : TezukaOsamu.net(EN)

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"A Story of Three Adolfs" is a long Manga that features three men who coincidentally have the same first name of "Adolf." The story is set in both Japan and Germany during World War II. In 1936, Toge Sohei goes to Germany to cover the Berlin Olympic Games as a reporter.

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Integrating Drama with Science and History

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Integrating Drama with Science and History

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Video of a teacher's successful method of using drama to help students to better understand abstract concepts in science and history by having the students physically represent "hip-hop"molecules and key historical figures. through dance and drama.

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Integrating Drama with Science and History

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All students can benefit when you introduce drama into the learning experience. Whether it's a Science or History lesson, students become more engaged when they are participants in the lesson.

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Full of resources for drama integration! Cannot be missed.

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Susan Pope has been selected for artistic excellence to participate in Teaching Artist Directory, a program of the Kentucky Arts Council, the state arts agency, which is supported by state tax dollars and federal funding from the National Endowment for the Arts.

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UK based theatre company that works with museums and schools to create historical drama that brings history alive.

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Welcome To Spectrum Drama : Spectrum Drama

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Spectrum Drama leaders in educational entertainment for Museums, Schools, Historic Houses and Corporate events