Selected Activities - Peace Education

 

Music and Lyrics - use for inspiration, English, discussion

• http://www.youtube.com/watch?v=7sjSHazjrWg - original Cat Stevens "Peace Train" - 1976 but still appropriate today
• http://www.youtube.com/watch?v=Q7iLPnDCQ1g - Yusuf Islam (Cat Stevens) - sings for 2006 Nobel Peace Prize  "Peace Train"
• http://www.youtube.com/watch?v=MZ5iHgcPnHA  - lyrics for "Peace Train"
• http://www.youtube.com/watch?v=9Q0Eyw3l3XM - "Imagine" by John Lennon
• http://www.youtube.com/watch?v=VM0Z75KEd_o - "Imagine" lyrics

 

Videos/Movies

• http://www.karmatube.org/ - could be used with study of Gandhi or other peacemakers or meaning of "Be the Change You Want to See in the World"; students use for reporting, inspiration, understanding of ways people can make a difference; students can make their own video of their project and submit to cite.
• http://www.soldiersofpeacemovie.com/ - film that shows that there are positive changes taking place in the world; stories that usually don't make the news

 

Simulations

• The Trading Game -understand the imbalance in trade and the consequences for the haves and the have nots (appropriate for ages 13+) - on-line materials available at  http://learn.christianaid.org.uk/TeachersResources/secondary/ResourceOverview/simulation.aspx - other simulations listed as well (probably more effective if played by students in industrially developed countries)
• The Chocolate Trade Game - http://learn.christianaid.org.uk/TeachersResources/secondary/choc_trade.aspx - (appropriate for 9+) (more effective with students in industrially developed countries.

 

Peacemakers

• http://www.yesmagazine.org/peace-justice/leymah-gbowee-a-powerful-voice-for-peace - Leymah Gbowee of Liberia - example of non-violent resistance

 

Quotes

• Compassion is not religious business, it is human business, it is not luxury, it is essential for our own peace and mental stability, it is essential for human survival. --The Dalai Lama

 

Service Learning

• http://www.hrea.org/pubs/AIUSA-HREA-ServiceLearning.pdf - gives explanation of human rights and service learning; why the two are paired; projects to be used with service learning activities
• http://www.asmallact.com/ - documentary showing how one person small contribution could make a huge difference in another person's life 

 

Miscellaneous

• This website could serve multiple purposes:  lecture, student discussion, writing project (comparison), use in reports, general information  - http://www.visionofhumanity.org/gpi-data/#/2010/scor

 

Websites with lesson plans

• http://www.amnestyusa.org/educate/lesson-plans/page.do?id=1102163 - focus on a variety of human rights issues
• http://www.pbs.org/teachers - this website contains some lesson plans which have been categorized by topic and grade level
• http://www.itvs.org/educators/lesson-plans - contains many lesson plans using videos that can purchased or streamed.  They are categorized by subject and topic.
• http://www.lessonplanet.com/lesson_directory_b - search engine for teachers.  Extensive site that contains lesson plans for many topics.
• http://www.un.org/works/goingon/goinghome.html - has lesson plans on 10 main topics - seem to be well-developed and interesting
• http://www.pbs.org/wnet/wideangle/classroom/index.html - lessons on a variety of topics -

 

 

Specific Lesson plans/information by topic

• Media literacy
• - http://www.pbs.org/inthemix/educators/lessons/selfimage1/ - specifically focuses on how advertising in the media effects self-image
• http://www.un.org/cyberschoolbus/peace/frame3_4.htm -  the theme of this unit is social and civic responsibility and  increases students ability to filter information presented in the media. Good lesson in that it asks some critical questions and helps students analyze different media sources.
• Girls' Education/gender equity
• http://www.un.org/works/goingon/india/lessonplan_girlseducation.html - contains activities/lessons for discussion
• Tolerance
• http://www.un.org/works/goingon/ireland/lessonplan_tolerance.html
• http://www.tolerance.org/ - contains graded and topical lesson plans for teaching tolerance and other peace related topics.
• http://www.un.org/cyberschoolbus/peace/frame3_2.htm -good lesson on tolerance and respect.  Lesson objectives include: • Have a greater understanding of concrete aspects of different cultures represented in the classroom; Practice empathy and compassionate treatment of others - students read story of Anne Frank.  This lesson could also connect with study of the Holocaust/genocide.  Lesson uses several Declarations to help students understand child/human rights, racial discrimination, intolerance of religion, crime of aparthei.
• Landmines
• http://www.un.org/works/goingon/mines/lessonplan_landmines.html
• Poverty
• http://www.un.org/works/goingon/poverty/lessonplan_poverty.html
• http://www.un.org/works/goingon/mines/lessonplan_landmines.html
• Child Soldiers/Immigrants
• http://archive.itvs.org/beyondthefire/ - contains 2 lessons (writing) based on stories of immigrants/child soldiers from various countries
• http://www.un.org/works/goingon/soldiers/lessonplan_soldiers.html - lesson plan on child soldiers - requires computer, television and atlas
• http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.hrea.org%2Ferc%2FLibrary%2Fchild-soldier-uichr04.pdf&external=N or http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=2248&category_id=18&category_type=3&group= (contains link to lessons) - good lessons but does require access to internet
•  
• Human Rights
• http://www.un.org/events/humanrights/udhr60/campaign.shtml - gives full text of Universal Declaration of Human Rights
• http://www.pbs.org/wnet/wideangle/classroom/2lp3.html - has other lessons on other topics (see link above under websites)
• http://www.scribd.com/doc/5561012/Flow-Press-Kit - documentary which shows how water is becoming a human rights issue
• http://ehl.redcross.org/ - extensive lessons on Humanitarian Law (rules of war) - also conducts workshop for teachers 

 

• Empathy/Compassion
• http://www.rootsofempathy.org/ - especially useful for addressing conflict among students but indirectly in developing empathy for those outside of your particular group
• http://www.un.org/cyberschoolbus/peace/frame3_2.htm  - see details of this lesson under Tolerance and Respect above.
• Human Trafficking
• http://www.aagw.org/Education/ - excellent lessons for middle and high school students on human trafficking - too extensive to copy here

 

 

Review of “Peace Lessons from Around the World”

Hague Appeal  for Peace

 

Each lesson is guided by an essential or key question that engages students in upper level thinking.  The key questions for the 16 lessons are:

 

• What is necessary for a peaceful society?
• Can there be genuine peace in a world with an equitable distribution of wealth?
• To what extent is the abolition of war possible?
• Does television violence undermine peace?
• Etc.  (see document for full list of questions)

 

          Unable to copy from document so have not included all questions.  See document.  Really good questions!

 

• Editor’s notes on methodology are helpful.  (unable to copy from document)

 

• Question posed for each lesson is in italics.

 

Red=overall assessment of lesson and reason to use  Green = suggestions/corrections to consider

 

Strand 1 – Roots of War/Culture of Peace

Lesson 1 – Elements of a peaceful society.

 

What is necessary for a peaceful society?

 

Excellent lesson.  Challenges students to think critically.  May want to spend more than 45 minutes depending on the group of students.

 

Lesson 2 – Structural Violence: Barrier to Peace

 

Can there be genuine peace in a world without an equitable distribution of wealth?

 

Excellent lesson. Helps students see the roots of conflict.  Encourages reflection on causes of violence. Does require access to internet for gathering information.  May want to explore also the notion of “cultural violence” as set forth by Johan Galtung.  How does cultural violence lead to direct or structural violence or a violent society?  See http://jpr.sagepub.com/content/27/3/291.abstract

 

Lesson 3 – The Seville Statement and the Science of Hope

 

To what extent is the abolition of war possible?

 

Excellent lesson.  Gives students reason to hope that there can be peace in the world.  However, more than 45 minutes suggested by authors may be needed to complete lesson.

 

Lesson 4 – Television Violence – (page 26)

 

Does television violence undermine peace?

 

Good  lesson at least for cultures that promote programs/movies containing a lot of violence.   May want to find more current data that addresses the question of whether violence on television affects children/adults.  May want to expand to effect of movies, video games and news.  Also, good time to also discuss media literacy in general. 

 

Strand II – International Humanitarian and Human Rights Laws and Institutions

Lesson 1 – International Law and Prevention of War – (page 31)

 

To what extent can international law effectively prevent war and promote peace?

 

Good lesson for understanding the history of international law and helping students apply international law to current situations.  Students would need access to information about current conflicts.  May be difficult without internet connection?

 

Lesson 2 – Evaluation Womens' Rights (page 40)

 

To what extent have the promises of official documents of countries and world organizations have been translated into reality with respect to women’s rights?

 

Excellent focus on status of women in India and student’s own country.  Important lesson in light of the fact that more and more information is coming forward that education and health of women and girls leads to better economic conditions for a country which in turn supports peace.  Many more activities and information could be added to this lesson to further inform students of the need for gender equity.  Error made on page 44.  This activity goes with the lesson on TV violence.

 

Lesson 3 – Is there a human right to sustainable development? (page 48)

 

How could we use resources to preserve the environment and fulfill economic and social rights?

 

This lesson has some good points (discussion on sustainable development; reading and assignment on Wangari Maathai; but I feel assessment needs further development.  Students may need to be given some help with the research part of the lesson.  The UN report was confusing to me.  Also, students need to spend time on UN Declaration of Human Rights if they have not done so in a previous lesson. 

 

Lesson 4 - Children's Mock Parliament (page 55)

 

To what extent can children be guardians of their own rights?

 

This lesson looks at child rights using Nepal as an example where children have very few or no rights.  Lesson includes an outline of the UN Declaration of Child Rights for students to use in exercises.  This is a complex lesson (Mock Parliament) which would require that the teacher know a fair amount about the workings of their country’s parliament/congress.  Students would also need to have a clear understanding of how their government works. 

 

It is worthwhile to have children/students look at the UN Declaration of Child Rights and compare their country or another in terms of these rights. 

 

Overall assessment of this lesson is that it raises a good question and there is value in looking at the UN Declaration of Child Rights however,  implementation of the lesson as outlined may be problematic due to complexity of lesson.  There are other lessons which address child rights so would explore those for an alternative lesson plan.

 

Would be good place to include topics such as:  trafficking, child abuse, child soldiers, orphans due to HIV/AIDS, etc. if time is available.

 

Strand III – Conflict

Lesson 1 – The Hague Agenda for Peace and Justice for the 21^st Century. (page 66)

 

How can the Hague Agenda for Peace and Justice for the 21^st century be realized?

 

Overall this lesson is good.   Lesson asks for discussion of past attempts to end war.  If students cannot recall other attempts to end warthe teacher will need knowledge of past attempts to outlaw war and reasons why they failed.  Some attempts are listed in lesson, teacher would need to research these or alternatively students could research them to understand why they failed.  This could be done in preparation for this lesson.

 

Development section was a little confusing to me.  My understanding is that the process would be:  students are divided into 4 groups, each group reads their strand of the Hague Agenda using the handout provided, they would then report their findings/decisions back to class in the form of a presentation.  Other students take notes and class discusses each presentation using the questions provided.

 

Would be good time to introduce some lecture/lessons/research on non-violent movements that have brought about peaceful change.  Suggested resource:  book - “A Force More Powerful” by Peter Ackerman and Jack DuVall .  Video is also available.

 

Lessson 2 – Perspective and Common Ground (page 71)

 

How can we understand and appreciate the perspective of others in order to live together with our differences?

 

Purpose of lesson:  to help students increase their ability to find common needs of all involved in a conflict.

 

Good lesson to start students thinking about other’s perspective.  This lesson was written for a particular group of students but with some minor modifications it could be adapted to other classrooms.

 

Lesson 3 – Non-Violent Resistance Movements (page 78)

 

To what extent can non-violent resistance affect change?

 

Excellent lesson or at least a beginning for students who are not aware of the non-violence philosophy.  Some teachers might want to go into more depth about the philosophy behind non-violence and the people/groups that have been successful in bring about change through non-violence.  There are many books and videos that address this movement. 

 

Lesson 4 – Traditional Ways Lessons for Building Peace Today – a South African Case Study. (page 86)

 

To what extent can traditional practices inform modern peace-building efforts?

 

Great lesson!  There is a documentary which shows the proceedings surrounding a specific case in the Truth and Reconciliation Commission .  (Can supply source if needed.)  Another traditional method of reconciliation was used/is being used in Rwanda called the Gacaca Court (The Gacaca court is part of a system of community justice inspired by tradition and established in 2001 in Rwanda).  There are videos showing how this system works.  A continuation of this lesson could have students research the effectiveness of these traditional methods.

 

As I recall there is some question/doubt whether these traditions bring about complete reconciliation, however the alternatives are very problematic, i.e., half a population being imprisoned while waiting for trial.

Lesson calls for students to role-play dialogue.  Individual teachers need to decide if this activity is useful for their class.

 

Strand IV – Disarmament and Human Security

Lesson 1 – Town Meeting – A Forum for Redefining Security (page 95)

 

How might redefining security shape public priorities towards reduction of violence?

 

Great lesson!  Some adaptation may be needed depending on background of students.

 

Lesson 2 – How Our Government Spends Our Money:  Human Security Versus National Security. (page 101)

 

To what extent does your government’s spending priorities reflect the nation’s security needs?

 

Excellent lesson!  This lesson requires the use of websites. 

 

Lesson 3 – Banning Landmines (page 106)

 

To what extent is the treaty on landmines an indicator that the global community can cooperate to promote peace and security throughout the world?

 

Good lesson.  Requires some access to the internet.  Lesson can be used to encourage student activism. 

 

Lesson 4 – Take Action for a Nuclear Weapons Free World. (page 116)

 

Is the abolition of nuclear weapons essential for the future of our planet?

 

Very useful lesson!

 

Overall assessment of this text is Very Good!  I would use most if not all of the lessons in this text.

 

 

 

Learning to Abolish War Teaching Toward a Culture of Peace

Review of teaching materials

Sample Learning Units – Book 2

Found at: http://www.peace-ed-campaign.org/index.html

 

From document - long-term change in the thought and action of future generations – to enable them to choose to reject violence as a solution to conflict – our best contribution would be to work on peace education.

 

“A CULTURE OF peace will be achieved when citizens of the world understand global problems; have the skills to resolve conflict constructively; know and live by international standards of human rights, gender and racial equality; appreciate cultural diversity; and respect the integrity of the Earth. Such learning cannot be achieved without intentional, sustained and systematic education for peace.”

 

—The Hague Agenda, Main Actions, p. 8

 

However, these learning units are primarily intended to serve as examples for the development of materials more directly related to the needs of particular learning populations.

 

We intend to expand and update this section from time to time and will be augmenting it on the Global Campaign for Peace Education website (www.haguepeace.org). We suggest that educators seeking immediate access to more varied and developed materials consult the original sources from which many of these units were developed, contact relevant organizations, and search the websites listed in Book 3.

 

elementary including grades 1-5, middle grades 5-9, and secondary grades 10-12. These levels are convergent with ages 6-10 years, 11-14, and 15-18

 

Strand 1 – Roots of War/Culture of Peace

 

Red=overall assessment; green=suggested additions/changes; blue=concerns/questions

 

UNIT 1

Peacemakers in the Community

Elementary grade level- 4-6

 

Good activity that could be adapted to use with many levels.  Though this is in elementary section (grades 1-5) it is stated in lesson that it is appropriate for grades 4-6.

 

UNIT 2

Peace Heroines and Heroes

Elementary Grades - Adaptable for grades 6-9

 

Good activity that could be used for secondary levels as well.  #3 would use as a follow up to assignment once students have finished heroes and heroine’s project.  Some contradiction in grade level use.  Unit says elementary but lesson says grades 6-9.

 

(3. Ask the class to tell about heroes and heroines in their own lives and community. Suggested

questions: Are there any heroes and heroines in our school or class? How should we honor the

heroes and heroines among us?)

 

UNIT 3

Violence Survey

Middle Grades-adaptable to grades 6-9

 

This activity would be a good start for discussing direct violence. Helps students see that violence doesn’t just happen somewhere else; that violence exists on many levels.  Would want to continue this activity and look at structural violence as well.  The lesson may be doing this in #4 but it isn’t clear how this will be done or if that is really the goal.  Lesson might be trying to do too much.

 

UNIT 4

Diversity and Discrimination

Middle Grades – grades 6-9

 

This lesson is a good start.  To complete the second goal of this lesson Step #4-5 needs some real life examples of discrimination and diversity.  These could be added through film or readings.  However, may be difficult to find materials in some languages and situations.  Step #6 could be used in group discussion and then whole class.

 

UNIT 5

The Chechen War: One View

Secondary Grades-grades 10-12

 

This activity might be useful to someone who is teaching about a particular war.  Students and teacher would have to be prepared with a lot of background knowledge to complete this activity.  This is mentioned by the developer of this lesson.

 

UNIT 6

Cora’s Vision

Secondary Grades-grades 8-12

 

This lesson is very good in helping students envision a world of peace.  There are many things that could be used to support this idea – videos, readings, movies.  Could be tied in with earlier unit on Peacemakers.  #1 and #2 could be combined.  #5 and #6 could be a reflective activity so students have more time to think about it; then have all group discussion.  #7 could be applied to service learning project.

 

Strand 2: International Humanitarian and Human Rights Law and Institutions

 

UNIT 7

The Convention is Essential to the Lives of Children

Elementary Grades 3-6

 

I found this lesson a little confusing and trying to do too much all at once.  Needs some adjustments but is going in the right direction.  #1 says to draw the tree of life – diagram needs to be provided as not all teachers will know what this is.  There are other changes I would make as well but will not go into detail at this time.

 

UNIT 8

Children Need Protection from Hurt and Harm

Elementary Grades – 3-6

 

Feel this activity needs some changes and expansion in order to work well. 

 

UNIT 9

Needs, Rights, and Human Dignity

Middle Grades – 6-9

 

Good activity for introducing the Declaration of Human Rights

 

UNIT 10

Demobilizing Child Soldiers

Middle Grades – 5-9

 

Activity could be used to make students aware of child soldiers.  There are videos and on-line materials that may help students become more aware of the use of children for soldiers.  I might use these and then follow-up with discussion. 

 

UNIT 11

A People’s Tribunal

Secondary Grades- 10-12

 

I liked the research aspect of this lesson but not sure I would use the simulation.  Also a debate on the ICC might be useful.

 

http://www.pbs.org/newshour/extra/teachers/lessonplans/world/intl_criminal_court.html - has lesson on this subject

 

UNIT 12

Wangari’s Case

Secondary Grades- 9-12

Very good example of activism, human rights and gender stereotyping.  Probably videos on internet that could be used to supplement the lesson.

 

Strand 3: Prevention, Resolution and Transformation of Violent Conflict

 

UNIT 13

Sharing Game

Elementary Grades- 1-3 

 

Not sure about this activity.  A favorite object of a student might be a toy gun.  How would that relate to peace? 

 

UNIT 14

How Conflicts Happen and Change:

Using Children’s Literature

Elementary Grades – 3-6 

 

Useful in understanding the conflict process.

 

UNIT 15

Bystanders

Middle Grades – 6-9 

 

May be useful for helping students understand how their behavior can escalate or de-escalate conflict.   How could this lesson then be used to understand international conflict?  Exploring Humanitarian Law curriculum has a unit on Bystanders - http://ehl.redcross.org/curriculum/module1/index.php

 

UNIT 16

Confronting Opposing Perspectives:

The Role of Youth in Conflict

Middle Grades – 6-9

 

I like the concept of this lesson but would streamline/change it a little.  Maybe begin with #4, divide class into small groups having each group take the role of one of the players in the conflict.  Could also take the form of a debate or the form of a UN meeting. 

 

UNIT 17

Learning How to Listen

Secondary Grades – 10-12

 

Lesson seems like a useful exercise in listening and responding constructively.  Facing the Future has an exercise called “To fight or not to fight” that may be useful with this lesson.

 

UNIT 18

Thinking About Conflict

Secondary Grades – 9-12

 

  Useful for getting a complete and agreed upon definition of conflict.

 

Strand 4: Disarmament and Human Security

 

UNIT 19

Disarmament Dictionary

Elementary Grades – 3-5

 

Many good things in this lesson.  Gets the conversation going about violence and the impact it can have on children.  May use with grade 5 but not sure it would be appropriate for grade 3.

 

UNIT 20

The Staircase

Middle Grades – 6-10

 

Lesson seemed very useful.  Very adaptive to various levels of students.  Could be used along with a service learning project.

 

UNIT 21

Women, Peace, and Security

Secondary Grades – 10-12

 

Excellent lesson.

 

UNIT 22

Conscientious Objection to War

Secondary Grades – 10-12

 

Excellent lesson/topic for students of peace.

 

UNIT 23

The Violence of Globalization:

A Problem of Human Security

Secondary Grades – 10-12

 

Liked this lesson as well as the previous two.  Further readings could be assigned to assist students in understanding concepts of national security, economic security, structural violence.  Simulation – “The Trading Game” could be used to illustrate the difficulties faced by developing countries.