Unit 1 My Role In My Community And World

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First unit of a service learning peace education curriculum.

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Unit 1 My Role In My Community And World

  1. 1. 1. My Role in the Community and the World Learning Objectives • Learn about assumptions that can be the bases building communities of peace. For example: (1) we are all part of one family under God, (2) we are a spiritual as well as a physical being, and (3) the fundamental truth of living for the sake of others brings enlightenment and peace. • Think of a leader who can be a role model for building communities of peace. • Identify communities to which the student belongs. • Choose an issue in the community that the student cares about deeply. ICEBREAKERS Alike and Different Have participants pair off and share with each other the answers to these questions: • How I am like some of the others here. • How I am like everyone here. • How I am like no one else here. Did You Know . . . ? Write a list of possible characteristics that others may know. (Examples: born in April, left- handed, oldest in the family, traveled to another island, can whistle) Give each student a copy of the list and have them go around and try to get a name for each characteristic within a few minutes. At the end, read each characteristic and ask who fits it. INTERACTIVE LEARNING We Are Part of One Human Family Show the video honoring South African peacemaker Nelson Mandela, with people extending their hands, accompanied by the song: “With My Own Two Hands” http://www.metacafe.com/watch/3039126/mandela_day_in_your_hands/ • Ask students to list ways they use their hands. Write the list on a blackboard or large piece of paper. • Group the list by ways that build positive connections among people and those that don’t. • Show the video again and invite the students to use their hands in imitation of the ways people in the video use theirs. • Have each student trace an outline of his or her hand on colored paper, cut it out, write on it how they want to use their hands to help build a community of peace, and post them in a pattern on the wall of the meeting room.
  2. 2. © Charles T. Phillips Global Peace Allies Unit 1 / 2 Show the video of many different people proclaiming the phrase used in India meaning “One World Family” http://www.youtube.com/watch?v=hK7nqewBUAA&feature=related (Suggestion: invite students to wear traditional clothing that day) • Write on the blackboard the phrase used in India: Vasudev Kutumbakam • Write the phrase in other languages that the students know. • Have the students sit or stand in a circle and go around the circle in turn, each saying the phrase in one of the languages. (Suggestion: Have someone record this with a video camera.) Show the video of American author Maya Angelou reading her poem: “The Human Family” http://videos.howstuffworks.com/tlc/29820-understanding-maya-angelou-poem-on-race- video.htm • Give each student a strip of paper and have him or her write on it in large letters one sentence on the theme of “The Human Family.” • Line up all the strips of paper and ask students to comment about how the ideas relate to each other. • Ask each student to write in a notebook all the sentences in a poem form. • Ask several students to read out loud how they organized the poem. Examples of religious teachings: Here are some examples of religious teachings on the theme of one human family under God. Invite students to comment on teachings such as these: “Have we not all one father? Hath not one God out of a male and a female, and have made you made us all?” – Malachi 2:10 (Judaism) into nations and tribes, so that you might come to know one another. Verily, the noblest of “Our Father who art in heaven.” – Matthew you in the sight of God is the one who is most 6:9 (Christianity) deeply conscious of Him. Behold, God is all- knowing, all aware.” — Qur’an 49:13 (Islam) “It is paramount that those who adore the One God should show themselves to be both “I tell you, Shariputra, You men grounded in and directed towards the unity of are all my children, the entire human family. In other words, and I am your Father.” — Lotus Sutra 3 fidelity to the One God, the Creator, the Most (Buddhism) High, leads to the recognition that human beings are fundamentally interrelated, since all “When the Great Tao [Way] prevailed, the owe their very existence to a single source and world was a common wealth; men of talent are pointed towards a common goal.” — Pope and virtue were selected, mutual confidence Benedict XVI (Christianity) was emphasized, brotherhood was cultivated.” – The Book of Ritual, Chapter IX, Li Yun “Oh men! Behold, We have created you all (Confucianism) My Communities Ask students what images come to mind when they hear the word “community.” Global Peace Allies promotes building communities of caring and peace beginning from the smallest scale: schools, homes, and neighborhoods. In this program we will practice local community building. The principles and values that we practice on this level can be applied to promote peace within groups in our nation and also between nations. People of all ages are part of communities, and each of them can help make them communities of caring and peace. Have students fill out the “My Communities” worksheet and discuss them with a partner.
  3. 3. © Charles T. Phillips Global Peace Allies Unit 1 / 3 Worksheet: My Communities Here are several overlapping circles. Write your name in the middle, and around it write in the names of various communities that you are part of. (Examples: family, school, neighborhood, religious community, sports team). Examples of religious teachings “The best of men are those who are useful to covered by the same skies, gazing at the same others.” — Hadith of Bukhari (Islam) stars, breathing the same air, we must learn to progress happily together or miserably perish “Let no one seek his own good, but the good together. For humans can live individually but of his neighbor.” — I Corinthians 10.24 can survive only collectively.” — Atharva (Christianity) Veda: Bhumi-Sukta (Hinduism) “All men are responsible for one another.” “Do not seek to benefit only yourself, but —Talmud, Sanhedrin 27b (Judaism) think of other people also. If you yourself have abundance, do not say, ‘The others do not “We are birds of the same nest. Wearing concern me, I need not bother about them!’ If different skins, speaking different languages, you were lucky in hunting let others share it. believing in different religions, and belonging — Yamana Eskimo Initiation (Native to different cultures – yet we share the same American Religion) home, our earth. Born on the same planet,
  4. 4. Opportunities for Leadership Read out loud “Shaya’s Story” about how children on a softball team included a handicapped boy in a game and demonstrated various kinds of leadership. Shaya’s Story In Brooklyn, New York, Chush is a special Shaya should at least be able to make contact. school that helps learning-disabled children. The first pitch came in and Shaya swung At a parents’ dinner, the father of a Chush clumsily and missed. One of Shaya's child told a story about walking with his son teammates came up to Shaya and together the past a park where some boys Shaya knew were held the bat and faced the pitcher waiting for playing baseball. the next pitch. The pitcher again took a few steps forward to toss the ball softly toward Shaya asked, "Do you think they will let me Shaya. As the pitch came in, Shaya and his play?" teammate swung at the bat and together they hit a slow ground ball to the pitcher. Shaya's father knew that his son was not at all athletic and that most boys would not want The pitcher picked up the soft grounder and him on their team. But Shaya's father could easily have thrown the ball to the first understood that if his son was chosen to play it baseman. Shaya would have been out and that would give him a comfortable sense of would have ended the game. Instead, the belonging. pitcher took the ball and threw it on a high arc to right field, far beyond reach of the first Shaya's father approached one of the boys in baseman. the field and asked if Shaya could play. The boy looked around for guidance from his Everyone started yelling, "Shaya, run to first. teammates. Getting none, he took matters into Run to first." Never in his life had Shaya run his own hands and said "We are losing by six to first. He scampered down the baseline wide- runs and the game is in the eighth inning. I eyed and startled. By the time he reached first guess he can be on our team and we'll try to base, the right fielder had the ball. He could put him up to bat in the ninth inning." have thrown the ball to the second baseman who would tag out Shaya, who was still Shaya's father was ecstatic as Shaya smiled running. But the right fielder understood what broadly. Shaya was told to put on a glove and the pitcher's intentions were, so he threw the go out to play short center field. ball high and far over the third baseman's head. Everyone yelled, "Run to second, run to In the bottom of the eighth inning, Shaya's second." Shaya ran towards second base as the team scored a few runs but was still behind by runners ahead of him deliriously circled the three. In the bottom of the ninth inning, bases towards home. As Shaya reached second Shaya's team scored again and now with two base, the opposing short stop ran to him, outs and the bases loaded with the potential turned him in the direction of third base and winning run on base, Shaya was scheduled to shouted, "Run to third." As Shaya rounded be up. Would the team actually let Shaya bat third, the boys from both teams ran behind him at this juncture and give away their chance to screaming, "Shaya run home." win the game? Surpassingly, Shaya was given the bat. Shaya ran home, stepped on home plate and all 18 boys lifted him on their shoulders and made Everyone knew that it was all but impossible him the hero, as he had just hit a "grand slam" because Shaya didn't even know how to hold and won the game for his team. the bat properly, let alone hit with it. However as Shaya stepped up to the plate, the pitcher moved a few steps to lob the ball in softly so
  5. 5. Learning about Relational Leadership Teach about Relational Leadership using the PowerPoint or the information below. There are five aspects of relational leadership. Ask the students to give examples based on Shaya’s Story or other experiences. Relational Leadership is inclusive, empowering, purposeful, ethical, and process oriented. Inclusive Examples: finding meaning in what we do, believing that people can improve, thinking • Of diverse people creatively, believing that individuals and • Of diverse points of view groups can make a difference Examples: listening and observing, developing talents, treating people fairly, valuing Ethical differences • Guided by moral values and high Empowering standards Examples: acting congruently, trusting others • Encouraging others and being trustworthy, having the courage to • Valuing others’ contributions do what is right, confronting inappropriate Examples: everyone’s contribution is valued; behavior in others people and teams are encouraged to grow and develop their capacity; power, information, Process-Oriented and decision-making are shared • Cooperating rather than competing Purposeful • Involving everyone who is affected Examples: empowering people who might • Being committed have been excluded before, not allowing • Working together with a common people to be railroaded, making fair decisions, vision for the greater good reflecting on what you learned NOTES: Emphasize to the students that each one of them can develop his or her capacity to be a good leader by focusing on these five aspects. Throughout the Global Peace Allies program, there will be many occasions for students to practice these aspects of leadership, building on the strengths, developing new skills, and building effective teams. The teacher can remind students about these points, for example encouraging those who are shy or reminding natural leaders to encourage and empower others to develop their leadership. The reading and the questions may stimulate discussion among the students. The worksheets can be filled out individually with some answers shared with a partner or the entire group. This unit builds up to the final question: “What is one need that I really care about and where I am willing to work together with others to make a difference?” To act on their answers, students will need to draw upon and expand their leadership capacities. After doing the worksheets, ask the students talk about what they want to do to make a difference. From the discussion, the group may wish to choose something to work on together during the Global Peace Allies program, or students may work in groups. It should be something that can be planned and carried out during the Global Peace Allies program with available resources. Explain the SMART guideline for goal-setting: Simple, Measurable, Achievable, Realistic, and achievable within a set Time.
  6. 6. © Charles T. Phillips Global Peace Allies Unit 1 / 6 • Worksheet: Developing Relational Leadership Fill out this worksheet as you are beginning the Global Peace Allies program and add to it during the course of the program. You may have already developed some of these aspects of leadership at home, school, and in the community. In the Global Peace Allies program you will have opportunities to build your capacities for leadership. Refer to this worksheet from time to time and write examples of how you are progressing in these aspects of leadership and what you learned in the process. Inclusive: open to diverse people and diverse points of view no experience, learning by observing others, making efforts, feeling competent Examples: Empowering: encouraging others and valuing the contributions of others no experience, learning by observing others, making efforts, feeling competent Examples: Purposeful: being committed and working together with a common vision for the greater good no experience, learning by observing others, making efforts, feeling competent Examples: Ethical: guided by moral values and high standards no experience, learning by observing others, making efforts, feeling competent Examples: Process oriented: cooperating rather than competing, and involving everyone who is affected no experience, learning by observing others, making efforts, feeling competent Examples:
  7. 7. © Charles T. Phillips Global Peace Allies Unit 1 / 7 Worksheet: My Resources for Leadership Take stock of your skills and attributes. This helps you evaluate where you are, where you want to go, and what you can gain from and contribute to the Global Peace Allies program. 1. Overview of my talents and skills □ Influencing others □ Helping others □ Organizing (people, things, information) □ Creating (art, music, drama) □ Analyzing information □ Producing (building, growing things) □ Adventuring (athletic or risk-taking activities) Skills I would like to gain or improve: ________________________________________ In choosing new skills to gain, the following questions may be helpful: □ Would I like to do it? □ Will other people pay me to teach them the skill? □ Does it relate to my career interests? □Will the skill be useful throughout my life? □ Will the skill help me conquer new situations and gain experiences? 2. Communication skills □ Writing well □ Speaking in front of large groups □ Speaking in front of small groups □ Communicating one-on-one □ Photography □ Other ___________________ 3. Learning skills □ Seeking to expand my knowledge □ Working with mentors □ Handling failure gracefully and learning from it 4. Motivation □ I enjoy my day-to-day activities □ I succeed at school & other activities □ I spend time with people who are motivated 5. Friends □ My friends provide emotional support □ My friends share safe, healthy values 6. Family □ My family is a source of emotional support □ My family can open doors for me □ My family is a source of financial support □ My family supports my achievement 7. Education □ I’m pursuing education to do what I want to do in life □ Good academic record 8. Health □ I eat properly □ I exercise regularly □ I’m not addicted to alcohol or tobacco or drugs □ I’m in generally good health 9. Experiences □ I am looking for experiences related to my career interests 10. Appearance □ I seek to look as good as I can 11. Risk taking □ I have the courage to change
  8. 8. © Charles T. Phillips Global Peace Allies Unit 1 / 8 Worksheet: My Role Model Think of a leader you consider to be a role model, someone who practices what he or she preaches and lives by high standards: ____________________________________________ What is it about the role model that qualifies this person to be an exemplary leader? What values does he or she profess? How does he or she put these into practice? ASSIGNMENT Interview a Community Elder Interview an older person in your community about how they solved a difficult relationship. You may want to pick your grandparent or someone you do not know well. Ask them: Describe the situation How did it come about? What solutions did other people try? How did you work with other people to bring a solution?
  9. 9. © Charles T. Phillips Global Peace Allies Unit 1 / 9 REFLECTION Myself as a Leader Reflect back on some situation in which you were able to influence others for a good purpose? What motivated you to do this? What internal and external resources did you draw on to accomplish it? What principles or ethics guide your life? How do these principles influence how you want to lead others? What legacy do you want to leave in your community? Peace Allies are catalysts for positive change. From the “My Communities” worksheet, what is one need that you really care about and where you are willing to work together with others to make a difference?

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