This document outlines a workshop to develop lesson plans for peace education using textbooks. It discusses resources for lessons, including textbooks, websites, videos and guest speakers. An example lesson from an English textbook is provided. Methods for developing lessons are described, such as researching topics, creating handouts, showing videos and facilitating group discussions. The workshop agenda is then outlined, including introducing textbooks, choosing topics, researching online, planning lessons, and presentations. Groups will work to develop lesson plans for peace education using textbooks or designing extracurricular project plans.

1. A Workshop to Make Lesson Plans with Textbooks for Classes
for Peace Education
kamatsu Atsuko
Hiroshima Nagisa High School
I Self Introduction
(1) School: Hiroshima Nagisa High School
It has 6 grades. Each grade has 5 classes. The number of students is about 1200.
(2) Organizations: Global Campaign for Peace Education Chushikoku Branch in Japan
iEARN
ePals
New English Teachers’ Association
(3) Projects: “Youth Messages for Peace”
“Hiroshima for Peace”
“The International Book Club”
(4) Newspaper Articles: Chugoku Newspaper Special Edition for Peace Education “Manabou Hiroshima”
or “Let’s Learn about Hiroshima” Summaries of A-Bomb Survivors’ Testimonies for Junior High
Schools and Senior High Schools
II Resources <attached file 1>
(1) Textbooks
(2) Books, comic books, movies
(3) Guest speakers
(4) Database
(5) Websites about actions for peace
(6) Organizations
III Planning Lessons with a Textbook: New Crown English Series New Edition 2 published by Sanseido
Example of lessons:
Lesson 1 is about Hawaii, “Aloha.”
Lesson 2 is about a British children’s story, “Peter Rabbit.”
Lesson 3 is about the Earth Festival and a lecture in the event, “The Ogasawara Islands”
(1) Research
1. Libraries

2. Lesson 1: Books for tourists, about history of indigenous people, immigrants, and conferences
on abolishing nuclear weapons
Lesson 2: Books of “The Tale of Peter Rabbit” and the author’s biography
Lesson 3: Books about the Ogasawara Islands and events like the Earth Festival or the Earth Day
to inspire people to work for protection of environment
2. Websites
Lesson 1:
Maps of the world which does not show Japan in the center and Hawaiian Islands
Photos and videos of beautiful mountains, beaches, flowers, animals and fish in the sea, local art
and sports such as handcraft, the hula, music, surfing and so on
Documentary films about the attack on Pearl Harbor
Information about traditional Hawaiian way of creating peace in people’s minds and human
relationship called Ho’oponopono: http://www.hooponopono.org/
Lesson 2:
Maps of the world and the Lake District in Britain
Photos of beautiful landscape of Lake District
Information about Beatrix Potter, the author of The Tales of Peter Rabbit and the characters in
the author’s stories on the official website of Peter Rabbit.
Lesson 3:
Maps of Japan which can show the distance from Tokyo to the Ogasawara Islands
An English pamphlet about the Ogasawara Islands as the World Heritage Site
Photos of beautiful animals in the sea and plants on the Ogasawara Islands
Information about eco-tourism on the Ogasawara Islands and World War II on the Iwo Jima
Island
3. Information about the Lesson on the Teachers’ Manual
Basic facts about the locations, events, and people in the lesson
(2) Making Handouts
Lesson 1:
1. Target of Grammar: past tense
2. Themes: History of indigenous people, immigrants, the attack on Pearl Harbor and concentration
camps for Japanese in World War II, and the culture of peace including the hula and Ho’
oponopono <attached file 2 and 3>
3. Comparison with Japanese traditional culture

3. Lesson 2:
1. Target of grammar: past progressive tense
2. A short biography of Beatrix Potter, the author of The Tale of Peter Rabbit
3. Characters the author created
4. A handout for students to write down their comments about the contents of Lesson 1 and 2
<Attached file 4>
Lesson 3:
1. A song which includes the target of grammar , the future tense, “will” <Attached file 5>
2. A list of new words with pictures including peace makers’ quotes <Attached file 6>
3. A handout to write students’ comments about the other groups’ performance
4. Pamphlet of the Ogasawara Islands in English
5. A handout about the battle of the Iwo Jima Island
(3) Showing Videos
Lesson 1
1. The meanings of actions in the hula
2. A documentary film on the attack on Pearl Harbor in World War II
3. A documentary film on concentration camps for Japanese during World War II
Lesson 2
1. Presentation of a junior high school student’s story telling of The Tale of Peter Rabbit
2. A cartoon of The Tale of Peter Rabbit
3. A movie, “War Horse”
Lesson 3
1. Promotion video of a song, “Heal the World” by Michael Jackson
2. A documentary film on the battle of Iwo Jima Island
(4) Sharing Students’ Comments
1. Writing comments and answers for questionnaire
2. Sharing the comments and answers
(5) Group Activities
1. Interests in others
2. Cooperation with classmates
(1) The Arrangement of desks

4. (2) High five, shaking hands, patting group mates by their shoulders or backs
(3) Tapping Touch
http://www.tappingtouch.org/old/en/t_touch/index.html
(6) International Communication
1. Peace Crane Project
2. Hiroshima for Peace
IV Planning Extracurricular Activities through Organizations for International Communication among
Schools
(1) Finding volunteer students in the school
Starting real communication for some good purpose might be more inspiring than just exchanging
essays about themselves.
A teacher in Taiwan was looking for a school in Kumamoto to send messages to encourage students
who suffered from the earthquake in the area. I looked for a teacher in Kumamoto to help him
through mailing lists of some organizations of education. One teacher answered and she said it
must be difficult for teachers and students in Kumamoto to read messages in English now because
they could not open their schools for about a month and they have to catch up with the schedule of
English lessons. Therefore, I asked the International Club in my school to ask the other students to
join the volunteer work of translating the messages. About 30 students joined the work. When
they wrote their comments about what they learned from this volunteer work, most of them wrote
that they would like to try more projects of international communication.
(2) Finding partner schools
iEARN: https://iearn.org/ 140 countries 30 languages 50,000
educators 2 million youth
ePals: http://www.epals.com/#/connections
(3) The list of topics for the students to write about
Inspiring students with interesting questions <attached file 7>
(4) Joining or starting projects

5. Examples: Peace for Hiroshima
A Song for Peace, “Negai” or “A Wish”
The International Book Club <attached file 8>
Survivors’ Testimonies to Remind Us of the Importance of Peace
(5) Making multimedia presentations
(6) Sharing the presentations in the Gallery
(7) Questions and answers on the Forums
(8) Skype meeting or video mail exchanges
(9) Sharing comments
(10)Examples of students’ works; books for peace written and illustrated by children
V A Workshop: Groups Make Plans for Peace Education in Schools
(1) Introducing textbooks of English in some countries
People who brought textbooks write the topic they chose on the white board from the textbooks and
explain about the contents they think are good for peace education in short.
(2) Introducing textbooks of English in Japan
Explanation about some topics in some textbooks in Japan (If there are enough topics in (1), we can
omit this part.)
(3) Choosing topics to make a lesson plan
The facilitator adds a topic of “Extra Activities” on the white board.
The participants writes their names under the topics they are interested in to make lesson plans. If
the participants who do not teach students with textbooks in their workplaces prefer “Extra Activities,”
they can choose the topic and they don’t have to use textbooks.
The participants who wrote their names under the same topic will make groups or pairs.
(4) Research on the Internet
If the participants can use the Internet in the room, they can look for information they can add to the

6. text for peace education.
The participants who don’t use textbooks can read the descriptions about projects for students on
iEARN or ePALs and choose one project for students to join for extracurricular activities after school.
They can make a new project if the like.
(5) Planning lesson plans
1. Textbooks
The title of the lesson and the theme for peace education in the lesson
Allotting time for each part and exercise
Making handouts for peace education and explanation about the purpose and the way to use
the handouts
Thinking of questions to ask students how they feel about what they learned and what they think
are the actions they can take.
If international communication can be added to the lesson, the participants can add explanation
about possible activities.
2. Extracurricular Activities
The title of the project and the theme for peace education in the project
Imagining schedule for the project in a school year
Writing the description of the project, adapting the projects to the participants’ country:
purposes, partners, necessary tools or facilities, activities, kinds of media to communicate, the
way to share the outcomes
Thinking of questions to ask students how they feel about what they learned in the project and
what they think are the actions they can take for
peace.
VI Presentations of the Plans

7. (1) Presentation of each group
(2) Questions and Answers
(3) Comments