» Activities
» Books
» Curriculum Guides
» Fact Sheets and Online Publications
» Links
Activities
Make your own paper crane!
http://www.operationmigration.org/Origami.pdf
Paper cranes are usually used as a symbol of peace. Check this pdf site for instructions on how to make a paper crane.
145 Ways to Say Peace
http://www.peaceloveandme.com/peacelanguage.html
Saying "Peace" in 144 different languages.
The "Say Hello to the World" Project
http://www.ipl.org/div/kidspace/hello/
This site teaches children to say "hello" in over 30 different languages. It also has links to resources about the languages and the cultures.
Books
The Children's Peace Education and Anti-Bias Library based on Rosmarie Greiner's work.
(for ages 0-6 years) The Children's Peace Education project is a home and classroom curriculum for young children and is also a library of specially selected books to teach peacemaking with young children between one and six years of age. http://www.childpeacebooks.org/cpb/Protect/ourProject.php
The Cow of No Color: Riddle Stories and Justice Tales from Around the World by Nina Jaffe, Steve Zeitlin, Whitney Sherman (Illustrator) (for ages 9 and up). This book is a collection of 23 brief stories and folktales with the theme, justice. After laying out the cultural context of each story, it is then told up until when the character makes a decision or takes action. In italics, the reader is then asked to reflect on what he/she will do/say. http://us.macmillan.com/thecowofnocolor
Holding Up the Sky: Peace Tales for Kids (for all ages). This is a 56 minute CD recording of peace stories and poetry from different parts of the world accompanied by instrumental music. The stories talked about values like sharing, cooperation, forgiveness, respect, paths to peace for all people. A separate curriculum guide is also available which included activities that can go with the CD. This has a guide for additional related resources. http://www.peacetales.org/holdupthesky.html
Spinning Tales, Weaving Hope: Stories, Storytelling, and Activities for Peace, Justice and the Environment by Ed Brody, Jay Goldspinner, Katie Green, Rona Leventhal, & John Porcino (Eds.) (for all ages). A sourcebook of 29 stories from around the world. The tales encourage the values of compassion, sensitivity, cooperation, understanding of diversity and skills such as problem-solving and conflict resolution. Each tale is followed by suggested activities, games, and reading lists that could deepen the story telling and listening experience. http://www.newsociety.com/bookid/3764
Wisdom Tales from Around the World (World Storytelling) by Heather Forest (for all ages). This book is a collection of folktales, parables, and proverbs from different countries all over the world. The stories are short and simple and reflect their cultural origins. Notes are included in each section that explain the background and history of the stories. http://store.augusthouse.com/productdetails.cfm?SKU=4791
Curriculum Guides
Annotated Peace Resource List
http://peace.mennolink.org/resources/biglist/index.html
AskAsia: Lesson Plans
http://www.askasia.org/teachers/lessons/
Education World
http://www.education-world.com/a_curr/curr171.shtml
this article outlines four different approaches to conflict resolution education in schools and describes research into their effectiveness.
The Kid's Guide to Service Projects: Over 500 Service Ideas for Young People Who Want to Make a Difference by Barbara A. Lewis, 1995. This is an extensive presentation of ideas for children to make a difference. Fifteen categories are provided, ranging from animals to environment to transportation. The book may be most effective if used in conjunction with a book that covers the instructions for completing service projects, such as Lewis' Kid's Guide to Social Action or Pelo's It's Not Fair! http://www.freespirit.com/catalog/item_detail.cfm?ITEM_ID=229
The Kid's Guide to Social Action: How to Solve the Social Problems You Choose—and Turn Creative Thinking into Positive Action by Barbara A. Lewis, 1998. This book is aimed at children of all ages, but it is probably most effective with readers or with younger children who have the immediate guidance of teachers or parents. Middle school is a key age for wanting to make a difference, and this book is likely to be most appropriate for that age group. The book includes stories of groups of children who have made a difference. Ho-to instructions are provided. The main sections of the book include Beyond the Classroom, Power Skills (includes telephoning, letter writing, surveys, etc.), Working with Government, resources, and Tools.
http://www.freespirit.com/catalog/item_detail.cfm?ITEM_ID=230
Outreach World: A Resource for Teaching Kids About the World
http://www.outreachworld.org/
This site includes downloadable materials, book lists, and other resources. It is searchable by global region, country, subject, resource type, time period, instructional strategy, and grade level.
Peace Education Foundation
http://www.peaceeducation.org
This site includes listings of curriculum materials, some journal articles, and additional links. Most of the materials are available for purchase rather than online.
Plowshares Project
http://www.plowsharesproject.org/php/resources/index.php
This site includes a virtual library and syllabi for college courses addressing peace education.
64 Ways to Practice Nonviolence
http://www.nonviolenceworks.com/snv/ed2000/guide.htm
The 64 Ways to Practice Nonviolence Curriculum and Resource Guide contains activities developed to support the 64 Ways to Practice Nonviolence poster that was designed by the Center for the Advancement of Nonviolence. The Guide is part of a continuing effort of CAN to deepen its commitment to engaging communities in exploration, dialogue and the practice of nonviolence in order to foster a society that honors the dignity and worth of every human being. (from the web site)
Teaching Peace: A Guide for the Classroom and Everyday Life
http://www.wagingpeace.org/menu/programs/youth-outreach/peace-ed-book/teaching-peace.pdf
This document is written by Leah Wells and sponsored by the Nuclear Age Peace Foundation.
Teaching Tolerance
http://www.tolerance.org/teach/index.asp
Includes classroom activities, kits & handbooks, web sites, magazines, and grant opportunities.
United Nations Global Teaching and Learning Project: Cyber School Bus
http://www.un.org/cyberschoolbus
This United Nations publication site is filled with basic information and activities for primary and secondary teachers who want to foster an awareness of human rights and peace.
Fact Sheets and Online Publications
Helping Children Cope With a Disaster
http://web.extension.uiuc.edu/disaster/facts/kidcope.html
Preparing for a disaster and coping with it afterwards can sometimes be difficult for children and their families. Children may be frightened by the disaster itself, or be upset by disruptions that a disaster might cause in their daily routines or their relationships with parents, teachers, and friends. It is not unusual for children to show changes in behaviors that may be signs or symptoms of distress or discomfort following a disaster.
Helping Children Overcome Fears
http://www.extension.purdue.edu/extmedia/CFS/CFS-169-W.pdf
Everyone experiences fear at some points in their lives. Children, though, are particularly likely to have fears. Adults might see children's fears as silly, but they are very real to the children. The goal of this publication is to help you understand the fears of children. It may also provide ideas you can use to help your children deal with their fears. Children will outgrow many of their fears, but you can help make the process quicker and more pleasant.
Judith Myers-Walls Responds to Questions
1. What are some actions children and parents can take to help them cope
following these tragic events?
2. How much TV coverage should I allow my children to watch?
3. What should I think if my children shrug off the event or say they don't
care?
4. There are many stories and images I don't want my children to carry with
them. What stories should we be telling and encouraging our children to
remember?
5. Some children cannot understand why families won't give up looking for
lost people. It seems obvious to them that these people are gone. What
do we tell them?
6. What happens after we move away from the initial feelings of this event?
more»
Quaker Peace and Social Witness (British)
http://www.quaker.org.uk/Shared_ASP_Files/UploadedFiles/C9C80472-2B84-46C2-89A1-D57BB0C4B775_QPSWPEAP.pdf
Includes a definition of peace education, descriptions of Quaker projects, and lists of resources.
Recognizing Stress in Children
http://www.preparerespondrecover.com/childrensneeds
A disaster is frightening to everyone. Several factors play an important part in a child's reaction to the event. Children will be affected by the amount of direct exposure they have had to the disaster.
Strategies for Parents and Teachers
http://www.preparerespondrecover.com/childrensneeds/strategies.html
During disasters, many families suffer from the onset of sudden stress. Severe stress can disrupt functioning. Overtime, relief from stress enables families to eventually reestablish equilibrium. Informed intervention can speed up this process and in many instances can prevent serious problems later.
Talking to Children About Terrorism and Armed Conflict
http://ncsu.edu/ffci/publications/2002/v7-n1-2002-winter-spring/fa-1-talking.php
The events of September 11, 2001, provided a sudden and unsettling lesson on the impact of violent conflict on children for many parents and teachers. Although the attacks appear to have been confined to a limited number of places and lasted only a short time, people across the world felt and continue to feel threatened and vulnerable. Because of the number of people killed or injured that day, a very large number of people had direct connections with the death and destruction. Children were aware of the tragedy, so parents needed to respond. Research supports some approaches that are likely to be effective when talking with children about terrorism and armed conflict, although this topic needs additional research.
Talking to Children About Terrorism: By the Numbers-Age Appropriate Responses for Parents and Others
While children may not be directly affected by the tragic events surrounding the terrorist attack on the Pentagon and World Trade Center, they will have questions and concerns about what it means for their world. more»
Talking With Children About Terrorism
The terrorist attack on the World Trade Center and the Pentagon has captured the attention of the nation, and it should. Children, however have a hard time putting these emotionally charged events into perspective. They need the help of the adults around them. So what is a parent, teacher or other caring adult to do when terrorist violence fills the airwaves and the consciousness of America? more» en Español
Talking With Children About Terrorism -- One Year Later: September 2002
It has been a year since the terrorist attack on the United States on Tuesday, Sept. 11, 2001. Some of the attention has decreased, but it still is difficult to see a TV news program, newspaper, or even sitcom that doesnot mention that date and explore its impact. At times like the one-year point, news footage is repeated and many people again discuss the events of that day and its aftermath. We are said to be at war, but it does not look like wars that children have learned about. They are not sure if Sept. 11 was a war, whether it started a war, or who was involved. Some feel vulnerable and at risk. They need the help of the adults around them. So what is a parent, teacher, or other caring adult to do when terrorist violence and international conflict fill the airwaves and the consciousness of America? more»
Talking With Children When the Talking Gets Tough
Wars, shootings in schools, natural disasters, deaths at sporting events—as adults we hope that these and other tragic outcomes will never happen anywhere and definitely will not affect the children and youth we care about. We would like to protect those young minds from the pain and horror of difficult situations. We would like to ensure that they have happy, innocent, and carefree lives. So what is a parent, teacher, or other caring adult to do when disasters fill the airwaves and the consciousness of society? more»
When War is in the News (September 2003)
The United States is in a very long period of conflict as it attempts to fight the war on terrorism. Many troops have been deployed, and new men and women are sent overseas as others return. Government officials have spoken frequently about the need for military actions. The president has described some of the evil actions of the countries with which we have concerns.
Children probably do not understand the politics of this situation. For many, especially the youngest children, war is a distant event, and they do not pay attention to it. But many others are likely to be confused. They see parents being deployed and leaving their children behind. Seeing children in the news attracts other children’s attention. They may wonder if their own parents will be called to go away. As they hear about deaths of soldiers they may become especially worried. Older children may be confused when they hear differing opinions and recommendations. Many words are being used that are not familiar to children. more» en Español
Links
Annotated Peace Resource List
http://peace.mennolink.org/resources/biglist/index.html
AskAsia: a K-12 Resource of the Asia Society
http://www.askasia.org/
A rich site where teachers, children ,parents, and organizations can read and learn about countries and cultures in Asia.
Global Kids
http://www.globalkids.info/
Features fairy tales, geography tidbits, and games.
Odyssey Online
http://carlos.emory.edu/ODYSSEY/MidElem_Home.html
this site explores Egyptian, Greek, Roman, and sub-Saharan African cultures. There are puzzles, games, and worksheets.
On Earth Peace (Church of the Brethren)
http://www.brethren.org/oepa/
"The Peace Education program area of On Earth Peace is dedicated to developing leadership for peace in each new generation. By providing education materials, interactive workshops, peace retreats and opportunities for youth and adults to grow in leadership, On Earth Peace works to promote peace eduation in the Church of the Brethren. On Earth Peace recognizes the strength that is gained when people of faith gather to share ideas with one another, learn new concepts, and practice techniques that can be taken into the world." (from the web site)
Quaker
http://www.spont.com/moviesintro.htm
Movies on peace and war issues recommended by Quakers.
Sadako Sasaki and the Thousand Paper Cranes
http://sadako.com/
This site explores the story of Sadako and the thousand paper cranes and teachers children about the power to create change and values cherished by all cultures. It also teaches children how to fold paper cranes.
Teaching Peace to Children: Resources Available from Lombard Mennonite
Peace Center (LMPC)
http://www.lmpeacecenter.org/LMPC_books_for_sale-Schools_and_family.doc
Tolerance.Org
http://www.tolerance.org/
This is an online resource for parents, children, teens, educators/teachers, and organizations that is rich with
- daily news about groups and individuals working for tolerance and fighting
hate;
- guidebooks for adult and youth activists;
- practical resources for parents and teachers; and
- entertaining and educational games for young children.
United Nations Global Teaching and Learning Project: Cyber School Bus
http://www.un.org/cyberschoolbus
Includes many resources and links. Some special highlights are lessons about landmines, the environment, conferences for students on human rights, peace, and poverty. The Peace Education link includes sections for "teacher as learner" ( a description of the theories of peace education) and "learner as teacher" (UNESCO integrated framework of action on Education for Peace, Human Rights, and Democracy, and 5 curricula for 8- through 14+-year-olds).
World Peace for Children
http://www.ppu.org.uk/learn/early/early_index.html
This site discusses global matters that concern children and gives them tools to build positive connections with children in other cultures. There are also stories about peace-making.
