UNITS WE HAVE
- Unit 1: Introduction to Peace by P.E.A.C.E./Discussing Conflict
o Define word “conflict”
o Survey: get to know the kids: serious & not serious questions
o Spectrum of conflicts: individual, community, world, etc.
o Fight vs. Conflict
o Discussion of what kids think about conflict/personal experience
o Keep some of the games but not all
o Why we’re here
o Rules/fake fight
o Starting small & working up to bigger: how you impact what’s around you
o “About me” sheets?
o Conflict WEB: free associations/ TREE
- Unit 2: Why Resolve Conflict?
o Jonesboro activity: talk show
o Brainstorm all the issues from Jonesboro (i.e., communication, escalation) as end goal: have THEM come up with all the future units
o How to avoid this at YOUR school
o Bring in an article about a kid who solved something peacefully?
- Unit 3: How to recognize a conflict
o Conflict Tree
o Escalation/de-escalation intro.
o Fake fight
o Anger management techniques: talk about all possible de-escalators
o Helpful/Hurtful conflicts
o What’s worth fighting for?
o Physiology of anger: relaxation activities as closing activity
- Unit 4: De-escalation 1: Self-Esteem/Self-Respect: How can you maintain self-respect without fighting?
o Inner-power activities
o Dealing with Bullying
o Turning neg. into positive self-talk
- Unit 5: De-scalation 2: Communication
o Communication 1
§ good listening
§ Body language/tone of voice
§ I-language
§ Negative to positive talk
§ Letter to mayor
o Communication 2
- Unit 6: De-escalation 3: Overcoming Stereotypes/dealing with diversity
o Stereotype activities
- Unit 7 : De-escalation 4: Perspectives: Empathy/point of view
o Remind what happened before break
o What happened in room 619
- Unit 8: De-escalation 5: Negotiation
o Practical negotiation skills
- Unit 9:De-escalation 6: Mediation & Peaceful Communities
o Training to be peer mediators
o Roles within the community
o How kids can get involved
o Identifying problems in community
o Non-violence in the community
o Non-violent community leaders from history
o Other kids who are leaders: look in kids’ magazines: Owl, 17, Us, books of projects (for every lesson)
- Unit 10: Game-making
o Game-making 1
o Game-making 2/wrap-up
STRUCTURAL: EACH LESSON
- Closing ritual (possibly journals sometimes?) Assessment questions?
- Icebreakers at beginning of each class/focus activities: hook for lessons, when you first walk in
- Goal of the day & objectives for each lesson
- Space to write YOUR goals of the day! (i.e., classroom management goals, etc.)
- Rules for each activity
- Explain WHAT peace games are: makes kids take more seriously
- Time allotment: AVERAGE RUN TIME
- Write volunteer name in blank space
- Have each kid write a thought/question or goal for suggestion box at end of each lesson: optional? Depending on class?
- Copy Toronto’s format for reflections at end of each lesson
- Check box at end of every lesson: Tell teacher when you’re coming next, talk to teacher about how it went, etc.
GAMES/IDEAS
- Training Manual
- Suggestions for clarity: writing on board, etc.
- Give out actual notebooks for PXP
- Revise conflict tree (use Baltimore’s model?)
- Writing activities
- Shake Your Buns: Win-win game: relate to competition-based society
- Emotional Baggage: ways to de-fuse it
- Jibberish skit: Lesson 9 Baltimore
- Unit 10 Baltimore: put-ups/put-downs
- What’s in a game?
- Body language & tone of voice activities (Columbia)
- Journals
- Helpful/hurtful (Columbia)
- CLIMB: use of acronyms to remember methods (Columbia)
- I/You statements
- Letters to mayor: publish, or put into peaceful communities unit
- Violence and Society: Get rid of Q Carter: replace with article about kids who weren’t violent!
- Make sure whole thing is “urban” enough
- Make sure we’re not trying to be “teachers:” engage their attention (i.e., performing)
- Teachers should expect to learn from their students
- Discussion: Neo-Nazi rally & call from Giuliani: how would kids handle it?
- Multi-cultural names
- Title game by concept, not catchy name: Or put colon between them
- Format can be a long description followed by bulleted main points summary
- Also write goals within each game, so sum of goals for each game adds up to goals of lesson