Practical Activities and Resources for Families, Teachers and Other Caregivers. Noting that the conflicts arising daily for young children provide an opportunity for adults to model and teach skills for handling conflict peacefully, this guide provides tips for preventing unnecessary conflict, offers “first aid” for conflict moments, and provides resources for addressing common situations that can cause conflict. Developed cooperatively by Ohio’s Commission on Dispute Resolution and Conflict Management, Head Start Association, and Department of Education Division of Early Childhood, with implementation facilitated by many Ohio public libraries, the guide is comprised of 40 thematic units of instruction for the early childhood setting, with most units accompanied by home cards providing tips for preventing conflict and suggested activities. Each unit contains information on the importance of the topic for conflict management and its link to peace, suggested books, activities, and copies of home cards. The 40 units cover: (1) anger and aggression; (2) art; (3) bad day; (4) bad language; (5) bathtime; (6) bedtime; (7) behavior; (8) big and little; (9) big brother, big sister; (10) biting; (11) conflict; (12) cultural diversity; (13) death; (14) disabilities; (15) divorce; (16) dressing; (17) family; (18) fears; (19) feelings and emotions; (20) free choice; (21) lying; (22) mealtime at school; (23) mistakes; (24) nap time at school; (25) new baby; (26) teaching the problem-solving process; (27) safety; (28) school; (29) security objects; (30) self-esteem; (31) sharing; (32) siblings; (33) sickness; (34) stealing; (35) stress; (36) tantrums; (37) time out; (38) transitions; (39) whining and nagging; and (40) work. Also included in the guide are additional resources, such as a list of books for each unit, information on child development and child needs from birth to five years, and suggested readings for teachers and parents.
Archive
Creating Spaces for Dialogue – A Role for Civil Society
This manuscript is published by Global Partnership for the Prevention of Armed Conflict (GPPAC) as part of a new GPPAC Dialogue and Mediation series. The stories presented in the book are authored by GPPAC network members who initiated a conversation between communities and societies polarised and divided as a result of conflict. Each story shows how civil society plays a vital role in rebuilding trust and enabling collaborations.
The authors describe how the dialogue processes unfolded, and share resulting lessons and observations. They also present their views on the questions that need to be addressed in designing a meaningful process. Is there such a thing as the most opportune moment to initiate a dialogue? Who should introduce the process? How is the process of participant selection approached, and what are the patterns of relationship transformation? Lastly, what follows once confidence and trust have been established?
The stories include civil society contributions to normalising inter-state relations between the US and Cuba, and Russia and Georgia and chronicles of community dialogues between Serbians and Albanians in Serbia and Kosovo, and Christians and Muslims in Indonesia.
Peace Education Handbook for Educators
The International Falcon Movement – Socialist Educational International (IFM-SEI) celebrated 2015 as their Peace Education Year. IFM-SEI is an international educational movement working to empower children and young people to take an active role in society and fight for their rights. They are an umbrella organisation for child and youth-led movements all over the world, educating on the basis of values of equality, democracy, peace, co-operation and friendship. At the end of their Peace Education Year, IFM-SEI published a handbook of educational activities based around peace education for use in member organisations.
The 87-page handbook includes sections on “Understanding conflict”, “Transforming conflict” and “Making Peace” with activities for all different ages, and that can be used on group nights, on camps or seminars, as an experienced group leader, peer educator, or someone who is running a workshop for the first time.
Learning to Live Together: An intercultural and interfaith programme for ethics education
Learning to Live Together is an interfaith and intercultural programme for Ethics Education that contributes to nurturing ethical values in children and young people. The programme was developed by the Interfaith Council on Ethics Education for Children in close collaboration with UNESCO and UNICEF and tested through the Global Network of Religions for Children to contribute to the realization of the Right of the Child to full and healthy physical, mental, spiritual, moral and social development, and to education as set out in the United Nations Convention on the Rights of the Child (CRC), in article 26.1 of the Universal Declaration of Human Rights (UDHR), in the World Declaration on Education for all and in the Millennium Development Goals.
Learning to Live Together is a programme for educators (teachers, youth leaders, social workers) to nurture ethical values and spirituality in children and youth that will help them strengthen their identity and critical thinking, ability to make well grounded decisions, respect and work with people of other cultures and religions, and foster their individual and collective responsibilities in a global community.
Learning to Live Together is built in two modules, “Understanding Self and Others†and “Transforming the World togetherâ€. It is based on four ethical values: respect, empathy, responsibility and reconciliation. The learning process focuses on methodologies based on experience, cooperation, problem solving, discussions and introspection.
Additional materials and versions in other languages are available at http://www.ethicseducationforchildren.org
Teaching Humanitarian Law with Raid Cross
Adolescents are surrounded by violence. Usually they see it in political or historical terms (through the media, teaching and literature) or in the context of amusements (video games, movies). The purpose of Raid Cross, a learning simulation, is to make these adolescents aware of the reality of armed conflict and humanitarian action, thus giving them tools for interpreting events, the news, and violence in general. Raid Cross is an activity that uses international humanitarian law as an instrument for encouraging more extensive thought about human behavior. It focuses on the protection of life and human dignity in wartime and, more generally, in all the experiences of daily life. For more information, visit the Red Cross collection of Resources for Educators.
Eight Ways to Celebrate the International Day of Peace with Your Family
A 3-page pdf prepared by PeaceFirst providing creative and fun ways for families to celebrate the International Day of Peace. Provides links to materials in the PeaceFirst Digital Activity Center.
Peace Education Online Learning Module – UNESCO Education Server
This modular online learning unit on Peace Education is available via the international UNESCO education server D@dalos dedicated to civic and peace education. The content was developed by the Institute for Peace Education in Tübingen, Germany. Main sections include: What is Peace Education?; What does Peace mean?; Why do we need Peace Education?; What do Peace Educators do?; and Peace Education and Fair Play. Includes a section on conflict analysis that provides 10 models for how to approach this task.
Peace One Day Global Truce 2012
Educators are getting involved with the Global Truce 2012 Campaign. Peace One Day led the initiative to establish the first ever annual day of global ceasefire and non-violence, unanimously adopted by United Nations member states as 21 September – Peace Day. You may also know that we then proved that the day could work in areas of conflict, most notably in Afghanistan, where Peace Day agreements have led to the vaccination against polio of 4.5 million children in recent years. We are grateful to UNICEF, WHO, UNAMA and other UN agencies for making it a great success. On Peace Day 2008 the UN Department for Safety and Security announced a 70% reduction in violent incidents in Afghanistan.
These successes and many others led Jeremy Gilley to launch the Global Truce 2012 campaign: what we hope will be the largest reduction of violence on one day – Peace Day 21 September 2012 – a world record; and the largest ever gathering of individuals in the name of peace. Schools can sign up to the Global Truce 2012 Schools’ Network to register your school’s commitment to taking action on Peace Day. Many schools are using the free 32-minute film The Day After Peace as part of their programming.
The Role of Education in Peacebuilding: A synthesis report of findings
This 40-page report by UNICEF provides evidence that education can be a catalyst for peace and highlights the need for education sectors to integrate a peacebuilding perspective. The report has 2 main parts: a literature review, and three case studies focusing on Lebanon, Nepal and Sierra Leone. The report is part of the knowledge generation component of the Education and Emergencies and Post-Crisis Transition (EEPCT) programme – a partnership between UNICEF, the Government of the Netherlands and the European Commission.
Speak Truth to Power: Human Rights Defenders Who are Changing Our World
The Speak Truth To Power curriculum (296 page PDF) introduces general human rights issues through the stories of some remarkable people working in the field, and urges students to become personally involved in the protection of human rights. The curriculum is based on a book written by Kerry Kennedy that lead to a dramatic production by Ariel Dorfman (the play script is included in the curriculum). It is illustrated with a series of photographic portraits of human rights defenders by the late Pulitzer Prize-winning photographer Eddie Adams. Various editions of Speak Truth to Power have been produced, with this one drawing input from the Chicago Public Schools and Chicago Teachers Union. Also available are Cambodian, Italian, and South African editions, and an edition developed in New York State.
The focus of the learning activities varies based on the age-group of students you are working with. In pre-kindergarten through grade 3, human rights learning focuses on respect for self, parents, teachers and others. In grades 4–6 the focus moves to social responsibility, citizenship, and distinguishing wants and needs from rights. For grades 7 and 8, the focus shifts to introducing and enhancing specific human rights. At the high school level, grades 9–12, the focus expands to include human rights as universal standards, integration of human rights into personal awareness, and behavior.
The S.T.A.R. Conflict Resolution strategy – Webinar Archive
The S.T.A.R. strategy (Stop, Think, Act, Reflect), is a developmentally appropriate problem-solving strategy that:
1) helps students learn and practice critical social-emotional and conflict resolution skills
2) helps teachers and students resolve real problems
3) holds students accountable for their behavior
Participants in this international webinar hosted by the Inter-American Teacher Education Network learned how to teach S.T.A.R. to students, ages 5-14, and how to implement S.T.A.R. in the classroom and school-wide.
The presenter is Christa M. Tinari, MA, a Safe Schools Specialist and a champion of whole-child education. A former Student Assistance Counselor, she has been training children and adults in the skills of peacemaking, for over 15 years. Ms. Tinari is founder of PeacePraxis Educational Services.
Children in Armed Conflict
This narrated infographic from UNICEF provides background information on children involved in armed conflict.
See the image version here: http://uni.cf/xZfyiS
Learn more at: http://uni.cf/xmRis8
Learn Peace : How students can rid the world of nuclear weapons
Produced by the International Campaign to Abolish Nuclear Weapons, this colorfully illustrated 43-page pdf provides a collection of 18 disarmament education activities for use by young people. It is written in a voice that speaks directly to youth, encouraging them to learn more and take action to call for the elimination of nuclear weapons.
The activity titles are as follows: Have a classroom debate; Organize a writing competition; Write a letter to the editor; Make up your mind; Design a peace symbol; Role-play a nuclear crisis; Transform a nuclear bomb ; Honour the victims; Run a United Nations debate; Fold paper cranes for peace; Celebrate the victories; Write to your leaders; Promote abolition online; Hold a trivia night; Describe a nuclear blast; Conduct an opinion poll; Meet with your mayor; Plant sunflowers for peace.
Participatory Theatre for Conflict Transformation Training Manual
Participatory Theatre for Conflict Transformation is a way for artists to apply their creative energy to the cause of lasting peace. This 50-page manual, developed by Search for Common Ground while working in the Democratic Republic of Congo, provides background information on the use of participatory theatre as well as workshop and presentation strategies honed in more than 600 performances in front of more than 500,000 spectators.
Art for Peace Art Start Cards
A set of art start cards that provide 5 conflict resolution concepts for students to choose as a theme, 10-15 different art project ideas, and 6 different art tips. These cards also include a glossary for what might be unfamiliar art terms and the art supplies helpful in creating art projects.