Peace Education - Lesson Plans

Michelle Wilson's

PEACE TEACHING MODULE

s41169432

23/05/07

EDUC2040

Peace Education

Heather Millhouse

Course Title: Peace Education

Level: University (Undergraduate)

Mode: Internal

Ages: Adult

Tutorial Length: 2 Hours

Sessions: Weekly

Class size: approx. 20

Tutor: Ms Michelle Wilson

Objectives and Purpose: These tutorials aim to allow students to reflect on lecture material within a comfortable, peaceable environment where creativity and proactivity is encouraged. Students get a chance to discuss ways in which to approach and deal with violence and conflict today in its every form and on every scale. Students learn ways in which to use nonviolent, peaceful measures to counter the barriers of peace they find in their own lives and the lives of others.

Lecture Lecture Content

1

Definitions of and differences between:

- Direct/personal & indirect/structural violence

- Negative & positive peace

- Deterrence & process of peace (way of life)

- The culture of peace and the culture of conflict

2

- The wide range of causes of conflict

- The culture of conflict

- The 4 levels of conflict:

Interpersonal, intra-group, inter-group, inter-state

- The culture of peace

3

- Origins of violence

- Origins of Peace

- Barriers to Peace

- Ways to Inner Peace

- Prominent Peace Leaders

- Faith-based approaches to Peace

Tutorial 1 Ð'- Introduction to Peace and Conflict

Overview

Tutorial Topic Objectives Activities Materials Used Preparation

1

Intro to Peace and Conflict Students access their own existing knowledge in the area of peace and conflict and collaboratively construct their own initial understandings of both. Through reflection on the scope of Peace Education presented in the lecture and this tute, students' definitions of peace and conflict expand and allow room for broad-ranging issues. Students will become more familiar with the terms Negative Peace, Positive Peace, Structural Violence, Direct Violence, Deterrence and Peace as a Process. Students will become more aware of what the goal of Peace Education is through drawing Peacesia, the ideal. 1. Introductions/

Acrostic name game

2. Ice breaker

3. Individual brainstorm

4. Group collaboration

5. Drawing Peacesia

-Slips of paper (2 per student) Approx. 40

- 4 large pieces of cardboard

-8 thick markers (2 per group)

-Colour pens and pencils

-Large sheet of butcher's paper

- pieces of paper with Negative Peace, Positive Peace, Structural Violence, Direct Violence, Deterrence and Peace as a Process on them

-List of situation sentences to read out - Have seating arranged in circle

- Cut up 40 slips of paper plus 10 extra

- Arrange pieces of cardboard in the corners of the class-room, make sure there are (working) markers with each.

Tutorial Procedure

Activity 1. Introductions and Acrostic Name Game (15minutes)

- Tutor introduces self to students and makes contact details and availability clear.

- Tutor introduces self acrostically: "Hello, my name is Michelle, which means that: My Igloo Catches Hot ElephantsÐ'... Like, LARGE Elephants!"

- Tutor initiates a go-round, where student next to Tutor introduces her Tutor and then herself in the same acrostic manner; the next student introduces her Tutor, the student and herself, and so on, until everyone is introduced.

Activity 2. Ice-breaker and listening activity: Concentric Circles (15 minutes)

- Construct concentric circles.

- Tutor gives instructions of activity: On "go", the outer circle must talk about what they THINK about Peace Education, how they FEEL about it, what they would like to LEARN from it, how it APPLIES to them, what they EXPECT from these tutorials or course etc. (ANYTHING to do with Peace Education.) The inner circle student is not allowed to speak and must only listen.

- Tutor: emphasise the importance of conscious careful listening as they will have to introduce their partner's views to the class.

- Tutor will stop the talking roughly 4 minutes in (or when it seems like talking is dying down) and then the partner speaks.

- Each student must then introduce their partner and their views.

Reflection/Debrief (10 minutes)

- Get back into a full circle.

- Reflect on the listening exercise. Tutor guides discussion with questions like: did we listen