This document outlines topics and materials for peace education in English classes in Japan. It discusses: 1) Topics covered in Japanese textbooks related to peace such as Anne Frank's diary, civil rights movements, and environmental issues. 2) Teaching materials that can be used for peace education from newspapers, the internet, guest speakers, libraries, and more. 3) Examples of guest speakers that have spoken on peace education such as former soldiers, professors, and peace activists. 4) Books, DVDs, and comic books related to war, Hiroshima, and human rights that can supplement peace education.

1. Peace Education
in English Classes
Akamatsu Atsuko
Soutoku
High School,
Iwakuni Sogo
High School
Peace Education
Program Organized by
JICA Chugoku
June, 2015
A picture from Irina’s class in Russia

2. A. A teacher of a private senior high school
http://www.soutoku.ed.jp
B. A teacher of a public senior high school
http://www.iwakunisogo-h.ysn21.jp/
C. A teacher of a school for English conversation
http://www.aeonet.com/english-education/
D. A secretary-general of Global Campaign for Peace
Education, Chugoku-Shikoku Branch in Japan
http://www.peace-ed-campaign.org/
1. Self Introduction (1)

3. E. A committee member of Anne Frank Exhibition in
Japan http://www.oki-wide.com/iearn/okisho/panels/
F. A member of DEAR, an organization for
Development Education
http://www.dear.or.jp/eng/index.html
G. A member of New English Teachers’ Association
http://www.shin-eiken.com/about/index_e.html
H. A member of Tami Café, an association to learn
about alternative energy and healthy lives
https://www.facebook.com/tamicafe?ref=stream
I. A member of JEARN, iEARN, ePals
http://www.iearn.org/
https://www.epals.com/#/connections
1.Self Introduction (2)

4. J. A member of The Network of Peace Museum
and Citizens
http://inmp.net/
K. A member of Committee to Run a Movie,
“Le Monde selon Monsanto” in Iwakuni City
http://www.facebook.com/monsanto.movie.iwakuni/
photos_stream
L. A member of Association to Protect Article 9
of Japanese Constitution
http://red.ap.teacup.com/yamaguti9/
M. A member of Women’s Active Museum on War and Peace
http://wam-peace.org/en/
1. Self Introduction (3)

5. 2. Students’ Reaction
A. Poster Session
“Japanese Students’
Works on Peace”
(1) reading students’
works on posters
(2) group discussion
“What was interesting
in the messages or poems?”
(3) sharing the impression
or questions
Iwakuni Sogo Student’s works

6.  (1) Attitude to study
 (2) Interest in English
 (3) Appreciation of diversity
 (4) Learning about Japanese culture
 (5) Joy of communication
 (6) Choices of carrier
 (7) Sharing hope for peace
(8) Action for peace
B. How Students Changed
Olga’s picture from Irina’s class
in Russia

7.  (a) Two classes in Iwakuni Sogo High School
 (b) A girl who received most replies
 (c) A girl who quitted school
 (d) A boy who often slept in his class
 (e) A girl who wrote an essay about POW
(1) Attitude to study
(2) Interest in English
Photos from Irina’s student in Russia to
express my students words, “We should
thank all that exist.”

8. (3) Appreciation of diversity
I like the landscape and the environment because France has a great
diversity of landscapes. Vincent from PTFCA in France
I live in France and I dislike it because it often rains. I
am from Morocco and I like it there because there is
a lot of sun and there are beautiful beaches. In
France I like Paris. In France I dislike school. I
would like to change the president Nicolas Sarkozy.
Khalid from PTFCA in France

9. Attractions on the Island of Grand
Bahama
The Bahamas is famous and wellknown for their beautiful beaches. Here on the island of Grand Bahama
there area lot of water activities to look forward to and a variety of beaches to choose from . Water
activities include snorkeling, swimming with the dolphins, scuba diving, Para sailing and kayaking just to
name a few.

10. MANUEL DORREGO
INSTITUTE in Argentina
These landscapes belong to MAR DEL PLATA is in
Buenos Aires. Near the Atlantic Ocean
Argentina has many landscapes to enjoy
in different points the country. For example:
Mt. ACONCAGUA

11. From a student in Douala, Littoral,
Cameroon
• Cameroon is good because we have much
food to eat and we are a miniature Africa
because we collect all cultures from Africa, but
our country is suffering from corruption
Yaounde, the capital, and Douala Airport

12. Colegiul National “Nichita
Stanescu”, Ploiesti in Romania(1)
We will walk again for a while
and we can see the beautiful
and impressive Cathedral .
St. John’s Cathedral was built in
the memory of the inhabitants
of Ploieşti who sacrificed their
lives in the battles of World
War I or behind the front.

13. Colegiul National “Nichita
Stanescu”, Ploiesti in Romania(2)
I don’t like the fact that you can see a lot of garbage around you. This is a
serious problem for us. Well ,everything can be changed, but for the
beginning of the change we could try not to throw things on the streets or
in the middle of nature.

14. Austin – grade 7 from Canada
• 2. These are the five things about Canada I
like. The first thing is there are a lot of
different areas that will amaze you. The
second thing is there are many types of
people and they’re all nice. The third thing is I
get to go hunting for deer and moose. The
second last thing is we have the opportunity
to go swimming in what ever creek or lake we
want. The last thing is there are big black
bears that come in my back yard. That’s the
five things I like about Canada.
• 3. The one thing I would like to change in
Canada is that there isn’t enough people who
want to give to the people overseas. The
thing I would and will do to change is I will
stand up and start doing it by starting in one
place at a time and that’s here.

15.  “I found that I didn’t know much about Japanese
culture. I enjoyed learning about it, too. “
 “I came to like my hometown better after explaining
about it.”
 “I was satisfied to write how nice Kintai Bridge and
lotus roots are.”
(4) Learning about Japanese
Culture
Many students of Iwakuni Sogo
High School wrote about lotus
roots as the local product. These
are the flowers of the lotus roots.

16. (5) Joy of communication(a)
(a) A very shy girl who often looked depressed wrote after Skype
session with Russian students:
“I enjoyed the communication very much. Russian students are
cute.(she added a sign of heart at the end of the sentence.) I
want to talk much more with them. I want to meet them. Russia
seems to be a fun place.”
(b) A girl who hated English and refused her self introduction in
an interview wrote: “It was fun to communicate with you all,
though I couldn't speak English well. I want to try this
communication again! “
(c) A girl who had problems of communication wrote “I was glad
to feel that other students seemed interested in me.“

17.  (d) A girl who was at a loss at first wrote “I felt I was
really communicating with students in foreign
countries when I received replies to my emails and
their self introduction”
 (e) A very shy girl wrote “It was pleasure to
correspond with various people. Everyone has one’s
own way of thinking, and they are different, so it was
very interesting. I hadn’t known many countries last
year. But I became familiar with various countries. “
(5) Joy of communication(b)

18.  “My children were very happy after the
communication.
 They told everybody in school about it. They say that
your children are very neat, joyful, they have pretty
hair styles. My girls asked me a lot of questions about
yours. I only said: "Ask yourselves the next time, I
don't know." They find a lot in common. They said
that they are similar in many points. And that is good.
Because when they become older they will
understand each other. “
(5) Joy of communication(c)
a reply from Irina from Russia

19.  (a) a girl who was encouraged by
a boy who lost his leg and kept on
making a great effort to become a
doctor
 (b) a boy who protested to stop
peace education in English classes
to study more for entrance exams
to enter universities
 (c) a girl who enjoyed using
English in many kinds of activities
in an English Club
(6) Choices of carrier
American students’ mural for peace
handed to Afghan children by
Nishitani Fumikazu, a leader of an
NGO called “Association for Helping
Iraqi Children” He helps children in
Iraq and Afghanistan.

20. (7) Sharing hope for peace
A Small Exhibition of Messages for Peace in
Takamori High School
Students’ impressions after exchanging
messages for peace and other works:
“I felt sense of achievement when I wrote my
poem about peace as an assignment for
summer vacation without my teacher’s help. I
considered peace deeply before writing it.
Many students praised my poem about peace,
so I was happy.”
“I received a lot of letters from various
countries. I thought that though we live in
different countries, everyone thinks about
similar things: for example, people look forward
to Christmas and a happy new year.”

21.  (a) Games for donation
 ex. Free Rice
 http://freerice.com/#/english-vocabulary/1538
 (b) Websites for supporting NGOs for peace Companies donate when
people click
 their advertisements
 (c) Children creating peace
 1. drama, dance, songs, pictures and other artistic expressions for
 peace education ex. “Youth Messages for Peace”
 and “Kids’ Gernika” http://kids-guernica.blogspot.jp/
 2. Children CAN establish organizations
 ex. “Free the Children” Starting from Kraig and his 12 classmates,
1 million members in 45 countries built 650 schools and 50,000 children
can go to school now. http://www.freethechildren.com/
(8) Action for peace (a)

22.  (d) Carrot Mob
 http://vimeo.com/925729 https://carrotmob.org/
 (e) Junior Writers of Chugoku Newspaper
 http://www.hiroshimapeacemedia.jp/?post_type=seeds&lang=en
 (f) Citizenship Education Definition on the website of UNESCO:
 A willingness to investigate issues in the local, school and wider
community.
 A readiness to recognise social, economic, ecological and
political dimensions of issues needed to resolve them.
 Theability to analyse issues and to participate in action aimed at
achieving a sustainable future.
 Developing these skills is the realm of citizenship education.
 http://www.unesco.org/education/tlsf/mods/theme_b/mod07.html
 http://www.citizenshipfoundation.org.uk/main/page.php?286
(8) Action for peace (b)

23. 3 Teaching Materials and Guest
Speakers for Peace Education
Alexey’s picture from
Irina’s class in Russia
 Teaching materials can be found in many places.
 Newspapers and magazines
 TV programs
 The Internet
 Leaflets and newsletters of NPOs for peace
education and other related topics
 Mailing lists and Facebook
 Advertisements
 Conferences or seminars
 Textbooks, DVDs, books, comic books,
 Guest speakers, libraries, museums

24. <Unicorn English Communication II>
1 Through the Eyes of Imagination
The importance of imagination to see things from
multiple angles
2 The Problem We All Live with
Ruby Bridge’s experience and the Civil Rights Movement in the U.S.A.
Supplementary Readings: (1)Critical thinking to distinguish statements of
facts and authors’ opinions (2) the Affirmative Action for minorities in the
U.S.A. (3) advantages and disadvantages of school uniforms
3 The Debate Girls
How to persuade others with words
4 The International Space Station
Astronauts from many countries cooperate to live and conduct research
together in the Space Station
(A) Topics about Peace Education
in Japanese Textbooks (1)

25. 5 The Boy Who Harnessed the Wind
A young boy in Malawi, Africa, wanted to change people’s
lives determined by weather and politics so he wanted to
study. He created wind power plants for the change.
6 Just My Type
The differences of calligraphy in different cultures
7 The Power of Choosing
People tend to be at a loss when they need to choose
something from many choices. Importance of choices
8 Global Water Issues
How to use water effectively with all the countries on the Earth
(A) Topics about Peace Education in
Japanese Textbooks (2)

26. 9 The Diving Bell and the Butterfly
A man with serious disease could not move anything
of his body but his eyes. He wrote a book with blinks
of his eyes. Physically challenged people’s efforts.
10 What is Uniquely Human?
Human beings’ unique ability of imagination
11 Retracing a Life -saving Journey
Comparing two newspaper articles about a man who
saves Jewish children’s lives during the World War II
Critical thinking about mass media
12 Just Enough
Recycling system and other eco-friendly ways of lives in
the Edo Era of Japan
13 Reading a Poem
Different forms of poems in different cultures
(A)Topics about Peace Education
in Japanese Textbooks (3)

27.  <Other topics in other textbooks>
 Anne Frank’s Diary
 Sugihara Chiune, an ambassador who helped Jewish people to flee from Holocaust
 “the 5th Lucky Dragon,” victims of Hydrogen Bomb experimented in Bikini
 “A Girl with a White Flag,” a testimony of a girl who survived the battle of Okinawa
 A Speech by Sevan Suzuki about Sustainable Development
 Martin Luther King Jr.’s life and Civil Rights Movement in the U.S.A.
 Chaplin’s “Dictators”
 Allen Nelson’s Experience about Vietnam War
 Nelson Mandela’s life and apartheid
 Gandhi’s Non Violence Movement
 “Silent Spring” by Rachel Carson
 “A Big Hole,” A Short Story about irresponsible human beings throwing a lot of
wastes and polluting the Earth by a Japanese novelist, Hoshi Shinichi
(A)Topics about Peace Education
in Japanese Textbooks (4)

28.  Barefoot Gen
 Town of Evening Calm, Country of Cherry Blossoms
 My Hiroshima (Viking Kestrel picture books)
 SHIN'S TRICYCLE
 Sadako
 Hiroshima Never to Be Repeated
 Hiroshima Revolution by Steven Leeper
 A-Bomb Drawings by the Survivors
 Hiroshima: Effects of the Atomic Bombs on Hiroshima and Nagasaki (DVD)
 Black Rain (DVD)
 White Light/Black Rain: The Destruction of Hiroshima and Nagasaki (DVD)
 Why America Dropped the Atomic Bomb by Ronald Takaki
 Machinto, a picture book about a girl who was killed with the atomic bomb
 The Other Town (DVD) http://www.theothertown.com/
 Through My Lens (DVD) The film is about the Turkish youth struggling to
 make films on democracy and human rights in Turkey.
(B)DVDs, Books, Comic Books

29.  Former Japanese soldier
 Former American soldier
 Survivors of World War II
 People who worked for JICA
 Professors from universities
 A Chinese student
 An American teacher who can teach how to cook pizza
 A Norwegian peace activist who appeals for banning
nuclear weapons
 An Australian member of Women Welcome Women
Worldwide
(C)Guest Speakers

30.  Making use of reference service offered by librarians
 Search necessary books on the Internet
 Tours to a school library or local library
 Borrowing many books for classes from a local library
 Cooperation of libraries to share books
 Letting students choose what they would like to read
 Attitude to enjoy reading
 Skills to find information we need to solve problems
(D)Libraries

31.  A. Asia-Pacific Human Rights Information Center
http://www.hurights.or.jp/archives/human_rights_education_in_asian_scho
ols/section2/2002/03/teaching-for-a-better-world-global-issues-a
 nd-language-education.html
 B. Hiroshima Peace Memorial Museum
 http://www.pcf.city.hiroshima.jp/top_e.html
 Peace Database
 http://www.pcf.city.hiroshima.jp/database/index_e.html
 C. Himeyuri Peace Museum
 http://www.himeyuri.or.jp/EN/info.html
 30-minute cartoon about girl students who worked as
 nurses in the battle of Okinawa in Japan will be sent for free if you write to:
himeyuri1@himeyuri.or.jp
 (You need gmail address to receive the film.)
 D. Peace Museum Guide
http://www.hiroshimapeacemedia.jp/mediacenter_d/w_museum/index_en.
html
 E. The Peace Museum
 http://www.peacemuseum.org.uk/category/education/
(E)Museums

32.  A. Planning
 B. Finding partner schools
 C. Introducing the topics to students
 D. Helping students express themselves
 E. Supporting students to use computers
 F. Sending students’ works to other schools
around the world
 G. Introducing replies
 H. Writing replies to the replies
 I. Communication through Skype
 J. Sharing creative works on the Internet
 K. Collaboration with museums for peace
4 Process

33.  (1) Allotment of the content of
the textbook for the school year
 (2) Choosing topics related to
peace education
 (3) Making themes of messages
about the topics
A. Planning
Julia’s picture from Irina’s class
in Russia

34.  (1) ePals
 http://www.epals.com/
 (2) iEARN
 http://www.iearn.org/
B. Finding partner schools
“Believe in yourself a little more! You
matter! Every person counts! You can
keep peace on Earth!” Yordan from
Ms.Nina Tsoneva’s class in Hristo Botev
High School, Kubrat, Bulgaria

35.  Helping students feel and experience something with
something real in addition to the textbooks
 (1) Books and the use of school and local municipal
libraries
 (2) Photos and pictures
 (3) Movies or
 TV documentary programs
 (4) Inviting guests
 (5) Dramas or puppet shows
 (6) Going out of the classroom
 ex. A school trip to Okinawa
C. Introducing the topics to students
Lily’s picture from Ms. (柯錦玲)Ko Cindy’s Class
in Sangfong Primary School in Taiwan

36.  Helping students express something about their ideas,
feelings, experiences, suggestions
 (1) Writing messages on the topics they choose
(2) Drawing illustrations to express what the English text
means
(3) Making presentation slides with Power Point
(4) Recording video messages
(5) Singing songs
(6) Performing dramas “Theater for the Oppressed”
http://www.theatreoftheoppressed.org/en/index.php?useFlash
=1
D. Helping students express themselves

37.  It is important for students to teach and help one another
to create something
(1) To find information on the Internet
 (2) To write emails
 (3) To use electric dictionaries and software for translation
 (4) To make presentation slides with Power Point
 (5) To save files with a certain name to attach them on
emails
 (6) To record video messages
E. Supporting students to use
computers

38.  (1) Making photo albums with Power Point
 (2) Connecting essays as one file with Word
 (3) Sending the works by attaching to emails
 (4) Preparing beautiful letter pads or new year cards
with color pens or pencils and, if possible, sticker
 (5) Sending postal mails or cards to partner schools
from a local post office with kind clerks
 (6) Considering the differences of schedules of school
years
 (7) Budget for sending postal mails
F. Sending students’ works to other schools
around the world

39.  (1) Introducing replies in the beginning of classes as introduction or
warm-up activities
 (2) Using the replies as model sentences of grammar
 (3) Making activities for practicing conversation with the replies as
topics to talk about
 (4) Giving students the replies as assignments to translate if the level
of English is not too difficult for students
 (5) Handing students handouts of replies with translation for them to
read at home
 (6) Handing students different replies and helping them prepare
giving speeches about the replies in front of other classmates.
 (7) Holding exhibitions of replies from many countries on the bulletin
boards of the classroom or on the public bulletin boards near the
students’ entrance, halls, cafeteria and other places where many
students can enjoy the messages or the pictures from many countries
G. Introducing replies(1)

40. G. Introducing replies(2)
(8) Opening a website to share such students’ works with many people around the
world
(9) Introducing the replies on the websites, newsletters, mailing lists, or magazines run
by peace museums, organizations for peace education, associations or academies
related to school subjects or peace education
(10) Introducing seniors’ works and replies they received to younger students to help
them expect the response they are going to receive for their works of expressing
themselves
(11) Making presentations about the process of activities and the content of the replies
in local seminars about education or in national conferences of any related themes to
encourage other teachers to help their students exchange their works with many
students around the world
(12) Borrowing replies collected by other teachers, especially organizers of projects of
international exchanges of students’ works and using them to supplement the numbers
and the kinds of replies

41.  (1) Mails from a student to a student
 (2) Group exchange about one topic
 (3) Sending answers for a questionnaire
 (4) Exchanging general impressions about
international exchanges of students’ works
 (5) Writing to the teachers in charge of the
exchanges
H. Writing replies to the replies

42.  (1) Planning the date and the time for Skype communication
considering the time differences and summer time system
 (2) Writing documents to announce and get the permission
for the event to tell colleagues of English teachers, vice-
principle, and the principle.
 (3) Asking homeroom teachers to announce the event and
put the flyer about the event on the
 bulletin board of each classroom.
 (4) Making a list of participants who apply for the event
 (5) Introducing the event and the participants in a teachers’
morning meeting
 (6) Preparing tools for Skype
I. Communication through Skype
(1)

43.  (7) A program for a Skype communication
 a. Self introduction
 b. Students’ performance like dancing or singing songs
 in traditional costumes of the native country
 c. Singing school songs
 d. Questions and answers ex.” Have you read Russian
 literature?” “Have you tried Russian food?” “What
 do you study in your school?”
 e. Talking about what students felt about the photos,
 pictures, stories, and news introduced in Skype
 communication.
 f. Recording the Skype communication
I. Communication through Skype
(2)

44.  A. How precious cooperation in networks of
 organizations are
 B. Examples of networks →page1
 C. IIPE, International Institute for Peace Education
 http://www.i-i-p-e.org/
 D. Global Campaign for Peace Education
 http://www.peace-ed-campaign.org/
 E. Global Issues in Language Teaching
 http://gilesig.org/publications.htm
5. Networks

45.  IIPE Critical Race and Peace Education
 Peace Education Team
 GAMIP
 No Nukes Asia Actions
 Peace Trains
 Global Gathering for Peace
 Peace Education SIG IIPE
 Metta Center for Nonviolence Education
 Global Education Conference
 Global Issues in Language Teaching
 Teachers without Borders
 Global Peace Institute
 Global Peace Exchange
 Goodwill Ambassador
 Global Peace Index.
 Center for Peace and Conflict Resolution
 Global Peace Initiatives of Women
 Global Gathering for Peace
 Global Movement for the Culture of Peace
6. Social Network System
“Peace means LIFE. It’s as important
as the air we breathe.”
Ailin from Nina Tsoneva’s class in
Hristo Botev High School, Kubrat,
Bulgaria

46. 7. Basic Idea
in Promoting Peace Education
Unconditional love creates
peace and happiness.