Youth and adults tend to “take sides” when conflicts erupt. It is important that when resolution is achieved, those involved in the conflict ensure that their peers know about the resolution and are committed to not continuing the conflict themselves. It is about building capacity for all to commit to supporting one another in the …
Multiple peace education and character education books exist (go to www.ceedsofpeace.org for many book titles). Use throughout all lessons and have readily available in the classroom/home/library. Look to our resource lists in order to build your own peace education resource library or find culturally relevant literature on topics such as compassion (“Wonder”), courage (“Say Something”), …
Activity that gets people out of their comfort zone, and gradually used to a new way of thinking. Have person fold their hands together and notice which thumb is on top; then unfold hands and place the other thumb on top – how does this feel? Could you do this all day (the uncomfortable way)? …
After going through a resolution process, have youth make commitments to one another and to their community about how they will do things differently next time. Document the commitment somewhere safe. If possible, have them set a time frame for meeting the commitment/obligation.
With gloves and buckets, walk the neighborhood and pick up rubbish off of sidewalks, in public parks, or on the beach. Combine with lessons about where rubbish comes from and where it goes, and how we can minimize our production of waste.
When discussing a current or historical event, have youth draw, write about, paint or publicly express what their kuleana (responsibility) would have been or is now to that particular situation.
Focusing on wants and needs, have youth each draw their own classroom, school and/or family. How would they meet their needs? They will most likely draw hospitals, gardens, homes for shelter, friends etc. Select one drawing to duplicate on the board then discuss as a class how you would acquire those needs. See what they …
Give youth a small amount of money to manage. Teach them about investing, saving, the value of conservation, wise spending, and encourage them to give to charity. Use these activities to teach them about how the economy works and the importance of securing a vibrant economy. Also teach them how money issues create inequalities for …
Provide spaces for youth to practice the skills of mediation between them as well as facilitation of group discussions and problem solving. Hone their skills in active listening, open-ended questions, leading with solutions, etc. Role playing different scenarios is an effective way to learn to mediate and facilitate. (See also: Rotating Facilitators)
Take on a particular current or historical event. Find disparate sources of reporting and media on the event to compare. Who wrote the articles? Ask why they are presenting very different perspectives on a particular issue. What is the tone of each article and how does that make a difference in how we feel about …
Role-play one act of kindness each week with words or actions. When acts of kindness are noticed or a classmate shares an act of kindness they received from another child/student (this can be done in circle time), they get to color a decoration and hang it as an ornament on a tree. Youth can watch …
It is the AND that brings kind AND firm together to avoid extremes. Begin by validating feelings and/or choices when possible. Examples, “I know you don’t want to brush your teeth, AND we can do it together.” “You want to keep playing, AND it is time for bed. Do you want one story or two?” …
