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Summary of Global Issue: Peace BuildingBackground
Peace is often defined in the negative as freedom from war. Peace, development
and democracy form an interactive triangle. They are mutually reinforcing.
Without democracy, fair distribution of economic progress is unlikely, without
sustainable development the disparities become marked and can be a cause for
unrest and without peace, developmental gains are quickly destroyed.
The United Nations recognises four major stages of conflict resolution and
supporting peace:
Conflict prevention
Preventing and resolving conflict before it results in violence is far less costly,
both in human and financial terms, than responding to it once it has occurred.
Action to address the underlying causes of conflict include strengthening
governance, improving access to human rights, economic and social development,
and developing a culture of peace and destruction of weapons.
Peace making
If fighting breaks out, diplomatic measures to negotiate a ceasefire to which all
parties agree and accept that no gains are to be won by continuing is the first
step of peace making. Implementing peace agreement and rebuilding
communication needs to happen on official and informal levels to build a
foundation for future reconciliation.
Peace keeping
Peace agreements are fragile. The presence of groups of neutral soldiers,
military observers, civilian police, electoral observers and human rights monitors
can encourage hostile groups not to return to the use of arms. Peace keepers’
tasks can include establishing and policing buffer zones, demobilisation and
disarmament of military forces, establishing communication between parties, and
protecting the delivery of humanitarian assistance.
Peace building
Rebuilding society after conflict is more than the rebuilding of the
infrastructure. Peace building is a complex and lengthy process requiring the
establishment of a climate of tolerance and respect for the truth. It
encompasses a wide range of political, developmental, humanitarian and human
rights programs and mechanisms. They include the reintegration of soldiers and
refugees, demining and removal of other war debris, emergency relief, the
repair of roads and infrastructure and economic and social rehabilitation.
Some of the activities and issues to consider in peace building include:
• Humanitarian relief and
development
• Refugees and displaced people
• Economic development
• Women
• Children
• Reconciliation
1
References
Wikepedia, http://en.wikipedia.org/wiki/Main_Page, Wikimedia Foundation, Inc.
Global Education, http://www.globaleducation.edna.edu.au/, AusAid 2006
Anzac Day, http://www.anzacday.org.au/, Copyright © ANZAC Day Commemoration
Committee 2006
United Nations Educational, Scientific and Cultural Organisation,
http://www3.unesco.org/iycp/, UNESCO Corp
Reid-Nguyen, Rebecca, Think Global: Global Perspectives in the lower primary classroom,Curriculum Corporation, AusAid 1999
Guy, Roslyn, Look Global: Global perspectives in the upper primary classroom, CurriculumCorporation, AusAid 1999
2
Overview of Unit
This HSIE unit has been adapted from the unit “How do communities provide for
people’s needs?” in Newell, S. & Stubbs, B. (1999). Targeting Society and its
Environment: Middle Primary. This unit integrates English & Creative Arts (Art,
Drama, and Music).
Lesson 1: What is peace?
Initiate
-Activities: Personal peace & Thinking peaceful thoughts (Poems)
-Discuss what peace is and what it means to one another
- Students focus on personal peace through their five senses
-Students share personal thoughts, ideas and understandings of peace
-Discuss why peace might be important among friends/family/school/community
-Solving a problem
Lesson 2: Global peace
Initiate
-Activity: ‘Sadako and the thousand paper cranes’
-Look at symbols of peace around the world
-Broaden students understanding of the need for peace on a global scale
-Promote empathy for others affected by indiscriminately by war and provides
an example of peaceful action taken by students.
Lesson 3: Cooperation and peace
Initiate
-Activity: Role Play
-Discuss – Other communities around the world with conflict
What might they need? Peace?
Lesson 4 : Sierra Leone and peace building
Gather & Organise
Case Study Activity: Sierra Leone - Let’s begin with the childrenPresent group work on posters
Lesson 5: Peace building for the future
Synthesise & Apply
Activity: Promoting peace throughout the school and the community
Compare Sierra Leone and own school and community environment
Look at
• The importance of peace
• Who can help in peace building/peace keeping?
• How can we keep peace building for the future?
3
Lessons 1-5: Peace Building
Lesson 1: What is peace?
OutcomesCCS2.2
Explains changes in the community and family life and evaluates the effects of
these on different individuals, groups and environments.
• demonstrates an understanding that different groups, including families, may have
different points of view about changes in the community
CUS2.4
Describes different viewpoints, ways of living, languages and belief systems in a
variety of communities.
• describes different ways in which citizens in communities can value and respect
others, eg acknowledging that people have the right to hold, different viewpoints.
Purpose
Students share personal thoughts, ideas and understandings of peace.
Resources
paper and writing or drawing materials
relaxing, gentle music
large sheets of paper and drawing materials
large space
Introduction
• Introduce the topic of peace building
• Explain that today we will be working towards writing a poem about peace and
sharing ideas and pictures
Body
InitiateActivity 1: Personal Peace through the five senses
• Begin a class discussion about what the students know and understand about
peace
• Discuss some ideas about what peace might look like e.g. working out a
problem between friends etc…
• As a class discuss and name the five senses
• Focus on some words that explain what peace might sound, taste, smell, feel
and look like (the five senses)
• Show some pictures to the class and ask them what they think the people
might be doing/feeling/talking about (see Appendix 1.1 pg14 for pictures of
peace)
• While discussing the five senses and thinking of examples of peace
encourage students to share favourite experiences for each sense.
• Hand out BLM 1 (see Appendix 1.2 pg16)
• Get the class in pairs and complete the poem
4
• Walk around and help everyone out
• Get the class together on the floor and get some of the pairs of read out
what they have done.
Activity 2: Personal Peace through the five senses
• Get the class to lie on floor with eyes closed and listen to gentle music.
• Encourage the students to think about things that make you feel calm and
happy e.g. A picnic, swimming at the beach, dreaming, eating dinner with the
family etc…
• Get the students now individually to draw a picture to represent these
peaceful thoughts.
• Model and get the students to write captions for the pictures ‘Peace is…’.
• Note: Students may finish their poems as well if they finish their pictures
too
Conclusion
• Bring the class together and share the poems and pictures.
• Ask the class
• Q: What do you know about peace?
• Q: Do you think peace is important? Why?
• Q: What don’t you like about peace?
5
Lesson 2: Global peace
OutcomesCCS2.2
Explains changes in the community and family life and evaluates the effects of
these on different individuals, groups and environments.
• listens to life stories of people from different cultural backgrounds
• demonstrates an understanding that different groups, including families, may have
different points of view about changes in the community
SSS2.8
Investigates rights, responsibilities and decision-making processes in the school and
community, and demonstrates how participation can contribute to the quality of
their school and community life.
• contributes to decision-making processes in the class and school
• Describes how rights might conflict.
Purpose
This activity broadens students’ understanding of the need for peace on a global
scale, promotes empathy for others.
Resources
Story of Sadoko and the thousand paper cranes (See Appendix 1.3 pg17 - 18)
Introduction
Initiate
• Ask students what they know about war. Acknowledge the horrific things
that occur as a consequence of war
• Stress that we are safe where we live, but that some children in the world
are not so lucky. Discourage students from dwelling on specific details of
violence and focus on how we can ensure a positive world future, how we can
prevent war, why we need peace, what kind of world we want etc….
Body• Explain the importance of 6th August, which is referred to as Peace Day or
Hiroshima Day.
• It marks the day the first atomic bomb was dropped and reminds people the
devastation in the hope that no more bombs will be used.
• Tell the students the story of Sakako and the thousand paper cranes.
• Discuss with them the story and help them make links with their own
experiences and associated feelings.
• Talk through events that students bring up and help other students to
develop empathy for others.
• Make peace murals with drawings of cranes and other symbols of peace.
• In the centre write a message of Sadako’s friends: “This is our cry, this is
our prayer: peace in the world!’
• In balloons around this message write students’ individual message for peace
6
Conclusion
• Bring the class together and show each other their drawings that they will
put up on the wall.
• Have a small discussion about how might peace be important for people
around the world
7
Lesson 3: Cooperation and peace building
Outcomes
Purpose
To highlight the need for cooperation in discussing and reaching amicable
solutions to problems
Resources
Copies of Role cards (See appendix 1.4 BLM 2 pg18 - 19)
Introduction
• Discuss things people might do when they come across a problem among
friends at school
• Ask the students what they might do if someone was using the slippery-dip
when you wanted a turn and had asked politely
• How would you solve the problem?
• Have a teacher/mediate to help out
• Try and make sure everyone is happy with the outcome
• Cooperation is a big part of peace building and working towards a peaceful
school/community
• Ask students why we have school rules and maybe rules at home
• Discuss that there are rules to help keep people happy and in a safe place
Body• The problem: The students decide on a class activity to celebrate the end of
term. The ideas: a picnic in the local park, a students- versus-teachers
basketball game, or a concert for parents and friends.
• Students perform role play in four groups.
• Distribute appropriate set of role card (See Appendix 1.4 BLM 2 pg18 - 19)
• Help groups discuss their instructions
• Students are unaware of the roles of students outside their group
• Each group quickly brainstorm a number of reasons why their activity should
be agreed to by everyone.
• Students use strategies outlined on their cards as a guide to their behaviour
• Students move back into one large class group. Chairs arranged in a circle
around the room or placed along the side walls so everyone can see everyone.
• One member of the observer group should be nominated to chair the
meeting. Explain the role of the chairperson
8
• Teacher remains detached during the discussion, but should not allow it to go
on for longer than needed.
• After 15mins, stop the discussion and allow debriefing.
Conclusion
• The observers each make a comment on what they noticed about how people
try to influence others
• The chairperson comments on his/her experience
• Allow any other class members to add comment about how they felt during
the discussion
9
Lesson 4: Peace building: Sierra Leone
OutcomesCUS2.4
Describes different viewpoints, ways of living, languages and belief systems in a
variety of communities.
• gathers information and explains the various lifestyles and experiences that
different groups have within communities in Australia and around the world
• describes different ways in which citizens in communities can value and respect
others, eg acknowledging that people have the right to hold, different viewpoints
CCS2.2
Explains changes in the community and family life and evaluates the effects of
these on different individuals, groups and environments.
• demonstrates an understanding that different groups, including families, may have
different points of view about changes in the community
Purpose
For students to learn about another part of the world that demonstrates other
students working towards peace
Resources
Group Worksheets
Map of Sierra Leone
Work books
Introduction
Gather & Organise
• Introduce Sierra Leone
• Show where Sierra Leone is in Africa
• Explain that in parts of the world there have been some terrible civil wars
• Explain the concept of a civil war
• Tell the class they will be investigating how students in Sierra Leone has
aimed at creating peace building within the community
Body• There are 5 research groups
• Hand out the worksheets for each group
• The groups will research websites and information about Sierra Leone and
make important points under the specific area
Group A: Introduction about Sierra Leone
Group B: Schools as peace-building communities
Group C: Taking learning into the communityGroup D: Taking peace home
Group E: Maintaining and growing peace in Sierra Leone
• See Appendix 1.6 – 1.10 pp 21 – 25 (BLM 3, 4, 5, 6 & 7) for group worksheets
10
• Case Study Information on Sierra Leone and peace building AUSIAD
Conclusion
• Get the class together and talk about what information and pictures they
have found so far
• Remind the class they will be presenting their information next lesson
11
Lesson 5: Peace building for the future
OutcomesSSS2.8
Investigates rights, responsibilities and decision-making processes in the school and
community, and demonstrates how participation can contribute to the quality of
their school and community life.
• contributes to decision-making processes in the class and school
• describes how rights might conflict.
CUS2.4
Describes different viewpoints, ways of living, languages and belief systems in a
variety of communities.
• describes different ways in which citizens in communities can value and respect
others, eg acknowledging that people have the right to hold, different viewpoints
Purpose
To combine the students understand of peace on a global and local scale and
think about peace for the future
Resources
Flowchart poster for group work
Worksheets for assessment
Class poster for class peace rules
Introduction
Synthesise & Apply
Body• Get the class into their research groups
• Help them finalise their research
• Organise the leader in each group to talk bit about what they found
• After each group leader presents they put each group worksheet in a large
flowchart to hang up in the classroom.
• See Appendix 1.11 pg 26 for Flowchart example
• Discuss Sierra Leone and how as a class we can aim to create and promote
peace
• Discuss things like – setting a good example, helping other people out with
problems, being considerate of other people, sometimes we are not all going
to agree on things, cooperate with friends, family and the school and the
wider community to help create a safe and peaceful environment.
• Hand out worksheets for each student
• The worksheet will help them apply certain ideas and rules contributing to
peace building at home, or at school or with friends
• See Appendix 1.1 pg 27 BLM 8 for assessment worksheets
12
Conclusion
• Get the class together and discuss each students worksheet and ideas
• Make a small poster with points about peace building in the classroom
• Display the class poster in the classroom wall
• Look back and discuss their poems and pictures of what peace is
• Discuss what they know about peace building and other places
13
AppendixAppendix 1.1
Pictures of peace in Australia and around the world
14
15
Appendix 1.2
BLM 1 Personal peace through the five senses
16
Name__________ Tittle_____________ Date____________
Personal peace through the five senses
Peace looks like ........
Peace sounds like ........
Peace tastes like ........
Peace smells like ........
Peace feels like ........
Appendix 1.3
Story: Sadoko and the thousand paper cranes
17
18
Appendix 1.4
BLM 2
Role cards
19
Role Card 1
Role Card 2
20
Role Card 3
Role Card 4
Appendix 1.5
Map of Sierra Leone
21
Appendix 1.6
BLM 43
Group A Research worksheet
22
Group A Sierra Leone
Draw and write down important points about;
Sierra Leone before independence in 1961
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
After independence in 1961__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Appendix 1.7
BLM 4
Group B worksheet
23
Group B Sierra Leone
Draw and write down important points about;
Schools as peace-building communities in Sierra Leone________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Appendix 1.8
BLM 5
Group C Worksheet
24
Group C Sierra Leone
Draw and write down important points about;
How the children took the learning into the community in Sierra Leone________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Appendix 1.9
BLM 6
Group D worksheet
25
Group D Sierra Leone
Draw and write down important points about;
What the students did in taking peace home
_______________________________________________________________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Appendix 1.10
BLM 7
Group E Research worksheet
26
Group D Sierra Leone
Draw and write down important points about;
The school community maintaining and growing peace in Sierra Leone________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Appendix 1.11
Flowchart of peace building in Sierra Leone
27
Group A Group B
Group CGroup E Group D
Appendix 1.12
BLM 8
Peace building for the future
28
Name_______ Class_________ Date__________
Peace for the future
1. List the benefits of peace building and draw a picture of what peace looks like.
The picture could be of students in Sierra Leone or yourself at school or with
friends.
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
2. What are the things you can do in your community to help build and maintain
peace? Think about the school, teachers, the community and families
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________
3. List some of the ways students in Sierra Leone worked towards peace in their
community and country? Think about the school, the teachers, the community and
families
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________
Outcomes & Indicators
Describes different ways in which citizens in communities can value and respect others T_A_B
Contributes to decision-making processes in the class and school T_A_B
Describes an understanding of ways citizens can work towards peace T_A_B
