Global Education Unit

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Global Education Unit

  1. 1. Summary of Global Issue: Peace BuildingBackgroundPeace is often defined in the negative as freedom from war. Peace, developmentand democracy form an interactive triangle. They are mutually reinforcing.Without democracy, fair distribution of economic progress is unlikely, withoutsustainable development the disparities become marked and can be a cause forunrest and without peace, developmental gains are quickly destroyed.The United Nations recognises four major stages of conflict resolution andsupporting peace:Conflict preventionPreventing 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 strengtheninggovernance, improving access to human rights, economic and social development,and developing a culture of peace and destruction of weapons.Peace makingIf fighting breaks out, diplomatic measures to negotiate a ceasefire to which allparties agree and accept that no gains are to be won by continuing is the firststep of peace making. Implementing peace agreement and rebuildingcommunication needs to happen on official and informal levels to build afoundation for future reconciliation.Peace keepingPeace agreements are fragile. The presence of groups of neutral soldiers,military observers, civilian police, electoral observers and human rights monitorscan encourage hostile groups not to return to the use of arms. Peace keepers’tasks can include establishing and policing buffer zones, demobilisation anddisarmament of military forces, establishing communication between parties, andprotecting the delivery of humanitarian assistance.Peace buildingRebuilding society after conflict is more than the rebuilding of theinfrastructure. Peace building is a complex and lengthy process requiring theestablishment of a climate of tolerance and respect for the truth. Itencompasses a wide range of political, developmental, humanitarian and humanrights programs and mechanisms. They include the reintegration of soldiers andrefugees, demining and removal of other war debris, emergency relief, therepair of roads and infrastructure and economic and social rehabilitation.Some of the activities and issues to consider in peace building include:• Humanitarian relief and • Women development • Children• Refugees and displaced people • Reconciliation• Economic development 1
  2. 2. ReferencesWikepedia, http://en.wikipedia.org/wiki/Main_Page, Wikimedia Foundation, Inc.Global Education, http://www.globaleducation.edna.edu.au/, AusAid 2006Anzac Day, http://www.anzacday.org.au/, Copyright © ANZAC Day CommemorationCommittee 2006United Nations Educational, Scientific and Cultural Organisation,http://www3.unesco.org/iycp/, UNESCO CorpReid-Nguyen, Rebecca, Think Global: Global Perspectives in the lower primary classroom,Curriculum Corporation, AusAid 1999Guy, Roslyn, Look Global: Global perspectives in the upper primary classroom, CurriculumCorporation, AusAid 1999 2
  3. 3. Overview of UnitThis HSIE unit has been adapted from the unit “How do communities provide forpeople’s needs?” in Newell, S. & Stubbs, B. (1999). Targeting Society and itsEnvironment: 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 problemLesson 2: Global peaceInitiate-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 providesan example of peaceful action taken by students.Lesson 3: Cooperation and peaceInitiate-Activity: Role Play-Discuss – Other communities around the world with conflictWhat might they need? Peace?Lesson 4 : Sierra Leone and peace buildingGather & OrganiseCase Study Activity: Sierra Leone - Let’s begin with the childrenPresent group work on postersLesson 5: Peace building for the futureSynthesise & ApplyActivity: Promoting peace throughout the school and the communityCompare Sierra Leone and own school and community environmentLook at• The importance of peace• Who can help in peace building/peace keeping?• How can we keep peace building for the future? 3
  4. 4. Lessons 1-5: Peace BuildingLesson 1: What is peace?OutcomesCCS2.2Explains changes in the community and family life and evaluates the effects ofthese on different individuals, groups and environments.• demonstrates an understanding that different groups, including families, may have different points of view about changes in the communityCUS2.4Describes different viewpoints, ways of living, languages and belief systems in avariety 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.PurposeStudents share personal thoughts, ideas and understandings of peace.Resourcespaper and writing or drawing materialsrelaxing, gentle musiclarge sheets of paper and drawing materialslarge spaceIntroduction• Introduce the topic of peace building• Explain that today we will be working towards writing a poem about peace and sharing ideas and picturesBodyInitiateActivity 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
  5. 5. • 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 tooConclusion• 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
  6. 6. Lesson 2: Global peaceOutcomesCCS2.2Explains changes in the community and family life and evaluates the effects ofthese 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 communitySSS2.8Investigates rights, responsibilities and decision-making processes in the school andcommunity, and demonstrates how participation can contribute to the quality oftheir school and community life.• contributes to decision-making processes in the class and school• Describes how rights might conflict.PurposeThis activity broadens students’ understanding of the need for peace on a globalscale, promotes empathy for others.ResourcesStory of Sadoko and the thousand paper cranes (See Appendix 1.3 pg17 - 18)IntroductionInitiate• 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
  7. 7. 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
  8. 8. Lesson 3: Cooperation and peace buildingOutcomesPurposeTo highlight the need for cooperation in discussing and reaching amicablesolutions to problemsResourcesCopies 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 placeBody• 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
  9. 9. • 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
  10. 10. Lesson 4: Peace building: Sierra LeoneOutcomesCUS2.4Describes different viewpoints, ways of living, languages and belief systems in avariety 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 viewpointsCCS2.2Explains changes in the community and family life and evaluates the effects ofthese on different individuals, groups and environments.• demonstrates an understanding that different groups, including families, may have different points of view about changes in the communityPurposeFor students to learn about another part of the world that demonstrates otherstudents working towards peaceResourcesGroup WorksheetsMap of Sierra LeoneWork booksIntroductionGather & 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 communityBody• 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 areaGroup A: Introduction about Sierra LeoneGroup B: Schools as peace-building communitiesGroup C: Taking learning into the communityGroup D: Taking peace homeGroup 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
  11. 11. • Case Study Information on Sierra Leone and peace building AUSIADConclusion• 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
  12. 12. Lesson 5: Peace building for the futureOutcomesSSS2.8Investigates rights, responsibilities and decision-making processes in the school andcommunity, and demonstrates how participation can contribute to the quality oftheir school and community life.• contributes to decision-making processes in the class and school• describes how rights might conflict.CUS2.4Describes different viewpoints, ways of living, languages and belief systems in avariety 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 viewpointsPurposeTo combine the students understand of peace on a global and local scale andthink about peace for the futureResourcesFlowchart poster for group workWorksheets for assessmentClass poster for class peace rulesIntroductionSynthesise & ApplyBody• 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
  13. 13. 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
  14. 14. AppendixAppendix 1.1Pictures of peace in Australia and around the world 14
  15. 15. 15
  16. 16. Appendix 1.2 BLM 1 Personal peace through the five sensesName__________ Tittle_____________ Date____________ Personal peace through the five sensesPeace looks like ........Peace sounds like ........Peace tastes like ........Peace smells like ........Peace feels like ........ 16
  17. 17. Appendix 1.3Story: Sadoko and the thousand paper cranes 17
  18. 18. 18
  19. 19. Appendix 1.4BLM 2Role cards Role Card 1 Role Card 2 19
  20. 20. Role Card 3Role Card 4 20
  21. 21. Appendix 1.5Map of Sierra Leone 21
  22. 22. Appendix 1.6BLM 43Group A Research worksheet Group A Sierra Leone Draw and write down important points about; Sierra Leone before independence in 1961 __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ After independence in 1961 __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ 22
  23. 23. Appendix 1.7 BLM 4 Group B worksheet Group B Sierra Leone Draw and write down important points about;Schools as peace-building communities in Sierra Leone________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 23
  24. 24. Appendix 1.8BLM 5Group C Worksheet Group C Sierra Leone Draw and write down important points about; How the children took the learning into the community in Sierra Leone ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 24
  25. 25. Appendix 1.9BLM 6Group D worksheet Group D Sierra Leone Draw and write down important points about;What the students did in taking peace home_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 25
  26. 26. Appendix 1.10BLM 7Group E Research worksheet Group D Sierra Leone Draw and write down important points about; The school community maintaining and growing peace in Sierra Leone ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 26
  27. 27. Appendix 1.11 Flowchart of peace building in Sierra Leone Group A Group BGroup E Group D Group C 27
  28. 28. Appendix 1.12 BLM 8 Peace building for the futureName_______ Class_________ Date__________ Peace for the future1. 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 withfriends.________________________________________________________________________________________________________________________________________________________________________________________________________2. What are the things you can do in your community to help build and maintainpeace? Think about the school, teachers, the community and families____________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. List some of the ways students in Sierra Leone worked towards peace in theircommunity and country? Think about the school, the teachers, the community andfamilies____________________________________________________________________________________________________________________________________________________________________________________________________________________________________Outcomes & IndicatorsDescribes different ways in which citizens in communities can value and respect others T_A_BContributes to decision-making processes in the class and school T_A_BDescribes an understanding of ways citizens can work towards peace T_A_B 28

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