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.

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.

Peacebuilding Toolkit for Educators – High School Edition

The Peacebuilding Toolkit for Educators is designed to support the work of educators as peacebuilders. It is a resource developed by and for educators, to help introduce peacebuilding themes and skills into the classroom. The Toolkit can help develop students’ understanding of, and interest in, global peacebuilding, and develop their skills and capacities to act as peacebuilders. It can help teachers develop their own understanding of key concepts and skills, and enhance their capacity to teach about global peacebuilding themes and issues. There are two volumes of the toolkit––one for middle school and one for high school.

The High School Edition of the toolkit is designed for a general audience of students in grades 9–12 (ages 14–18). The content can be modified for older students and some of the content can be modified for younger students. High school students are at an ideal stage to talk about peace and conflict, to view the world as an evolving system of relationships, and to prepare themselves to make a positive impact through their choices and actions today and in the future.

The lessons have been developed with great detail to be useful for educators who are new to the methods employed that engage students in experiential learning and critical thinking. The toolkit is organized around basic themes within the field of international conflict management.
Theme 1: Conflict is an inherent part of the human condition.
Theme 2: Violent conflict can be prevented.
Theme 3: There are many ways to be a peacebuilder.

The 15 lessons in the toolkit are interactive and encourage students to work collaboratively to understand concepts and solve problems. The lessons are designed to be detailed enough for a new teacher or a teacher unfamiliar with interactive or experiential methods to pick them up and use them as intended.

Peacebuilding Toolkit for Educators – Middle School Edition

The Peacebuilding Toolkit for Educators is designed to support the work of educators as peacebuilders. It is a resource developed by and for educators, to help introduce peacebuilding themes and skills into the classroom. The Toolkit can help develop students’ understanding of, and interest in, global peacebuilding, and develop their skills and capacities to act as peacebuilders. It can help teachers develop their own understanding of key concepts and skills, and enhance their capacity to teach about global peacebuilding themes and issues. There are two volumes of the toolkit––one for middle school and one for high school.

The Middle School Edition of the toolkit is designed for a general audience of students in grades 6–8. The content can be modified for older students and some of the content can be modified for younger students. Engaging young audiences in conversations about peace and conflict is important. It is the authors’ hope that young students will engage in these topics and continue to reflect on them as they progress through high school and move into the world. The lessons have been developed with great detail to be useful for educators who are new to the methods employed that engage students in experiential learning and critical thinking. The lessons are intended for traditional and alternative education settings. The toolkit is organized around basic themes within the field of international conflict management.
Theme 1: Conflict is an inherent part of the human condition.
Theme 2: Violent conflict can be prevented.
Theme 3: There are many ways to be a peacebuilder.

The 15 lessons in the toolkit are interactive and encourage students to work collaboratively to understand concepts and solve problems. The lessons are designed to be detailed enough for a new teacher or a teacher unfamiliar with interactive or experiential methods to pick them up and use them as intended. The middle school lessons include teacher direction, guided practice, and independent practice.

Peace Learning

Peace Learning highlights the programs and progress of Peace Learning Center, a nonprofit organization in Indianapolis Indiana. The goal of the documentary is to artistically capture and promote hope and peace to a broad audience.

Started in 1997 in Indianapolis Indiana, Peace Learning Center has reached more than 150,000 people locally and internationally. Peace Learning is a documentary of the PLC’s gift of giving conflict resolution and peace education skills to youth and adults. This transformative film encourages positive change in the lives of viewers.

Gender Toolkit: A manual for youth peace workers

This guide aims to provide flexible and context-sensitive tools for supporting awareness and gender mainstreaming in youth peacebuilding organisations. It address the challenge of how to include a “gender lens” in the planning, implementation, monitoring and evaluation of different projects while integrating gender issues at the structural and organisational levels. These challenges can be addressed first by acknowledging their existence and making corrective entries to the organisations’ apparatus of power, and secondly by transforming the challenges into something positive and productive.

The 69-page guide provides a short overview of internal gender mainstreaming and gender mainstreaming in project management backed up by checklists and annotated resources in every section, best practices and trouble-shooters, as well as tips, quotes and advice. An appendix provides some activity modules that will lend a hand in addressing gender issues in organisations and projects.