1. My Role in the Community and the World
• 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.
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.
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”
• 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
• 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.
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.
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
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
• Guided by moral values and high
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.