LEARNING INTENTIONS:

CORE COMPETENCIES: Communication, Curricular: MATERIALS: access to youtube and projector,

Thinking, and Personal & Social
CURRICULAR COMPENTENCIES: -Ask
questions; gather, interpret, and analyze ideas, and
communicate findings. –Assess the significance of
people, places, events, or developments at
particular times and places. –Make ethical
judgments about past events, decisions, or actions
and assess the limitations.
CONTENT: Interactions and exchanges between
past civilizations and cultures including conflict,
peace, trade, expansion, and migration
chrome books, list of activists to choose from, art
- I can define many aspects of peace and supplies (optional)
explain its importance for our society.
ACCOMODATIONS: Be sure to change any wording that
- I can try to spread peace in my own life may be too difficult for the students to grasp.
through my conscious efforts.
**you could end the activity with a small art project
having the students illustrate what peace means to
them.
Rationale: To promote a culture and
awareness of peace within our students
through discussions, research, and
activism.
International Day of Peace

TEACHING SEQUENCE: Teaching sequence continued:

Show video: https://www.youtube.com/watch?v=GQjHu3c1aBM Who are peace activists?

Begin discussion of What is Peace? Discuss in pairs or
groups/brainstorm as a class. (–See appendix for more) –write key
words or phrases on white board. (3 mins)
Guiding questions: Can peace mean different things for different
people? Why might this be?  How do we deal with conflict? What are
some peaceful ways to deal with conflict?  Do we feel peace inside of
us or outside? Maybe both?
Have students write down their thoughts and then have those who
would like to share read theirs aloud. (7-10 mins)
Present a list of activists to choose from (out of a hat, assign them,
allow them to choose, etc). Groups or individuals will research this
activist and present to the class what they learned about them. (15-20)
(Mahatma Gandhi, Malala Yousafzai, Nelson Mandela, Leymah
Gbowee, Karim Wasfih, or others)
Be sure that they answer these questions:
Who is your peaceful activist? What is their name? Where do they come from?
 What is/was their goal?  How did they achieve or attempt to achieve their
goal?  Why are/were their methods peaceful?  What characteristics do/did
they have?

LESSON:
Con’t:

Groups will each present their findings in 2-3 minutes

Once all groups have gone, debrief about any questions students may have.

Ask students what they can do to spread peace in their own life, in the classroom, in the community, and beyond. (10 mins)

Appendix

Peace is not the absence of war (at the national level), nor the management of conflict but rather the constructive prevention of conflict and promotion of human
rights Equality, diversity and compassion. Peace is equally present in a feeling of calmness and ease at the personal level.

 “freedom from trouble or worry”

 “a feeling of mental or emotional calm”

 “a time when there is no war or a war has ended”

“Peace is when:

 Everyone lives in safety, without fear or threat of violence, and no form of violence is tolerated in law or in practice

 Everyone is equal before the law, the systems for justice are trusted, and fair and effective laws protect people’s rights

 Everyone is able to participate in shaping political decisions and the government is accountable to the people

 Everyone has fair and equal access to the basic needs for their wellbeing – such as food, clean water, shelter, education, healthcare and a decent living environment

 Everyone has an equal opportunity to work and make a living, regardless of gender, ethnicity or any other aspect of identity.”