A Better World
Youth work to identify community problems and respond to community needs. They are guided through exercises (many in this Tool Kit) in imagining a stronger
Tools for Age 19 and Above
The following tools are appropriate and suggested for people age 19 years and above. We use this age loosely, and some tools may apply better to younger adults and others may apply better to older adults. These tools have classroom, home and/or community applications.
Action Research
Ask youth to conduct research on various conflicts by visiting peace education websites or multiple media sources. After researching the dimensions and various perspectives of
Active Learning
Vary instructional strategies to develop the whole brain. Provide youth multiple sources of input including books, videos, lectures, discussions, visuals, stories and songs. Allow youth
Active Listening
This is more than just hearing what someone else is saying. Active listening builds trust and ensures that the other person in a conversation knows
Acts of Kindness
Encourage individuals to perform a kind and selfless act for another person, be it someone known or unknown, with the only purpose being to brighten
All about Activists
Youth brainstorm a list of activists, leaders, philosophers, philanthropists, and others who have made a difference in their communities and/or the world. They identify the
Alternate Grades
Consider assigning grades based on absolute standards, and not on a youth’s achievement as defined by the teacher or compared to other youth. Students and
Ants on a Log
A fun and physical activity that encourages teamwork and collaboration. You will need an even number of youth to participate, ideally close to 10. Find
Autobiographical Story
To create an autobiographical story, start with the problem, tension, conflict or personal realization that will serve as the heart of the story. Then work
Be Positive, Not Negative
An activity for “peace within and between” that focuses on negative self-talk, negative thoughts and statements about others, and complaining. A good idea is to
Beanbags of Cooperation
A fun, noncompetitive game that clearly demonstrates concentration, cooperation, and commitment. You will need a large indoor or outdoor space and many bean bags (or
Being Responsible Online
Starting in the pre-teen years, many people use electronic devices and social media, and it is critical that we teach them how to behave appropriately
Bigger Than or Less Than
Using bigger than, less than, or equal signs, role-play different scenarios the youth face on a day to day basis to evaluate whether or not
Blind Teamwork
This is a fun game that emphasizes clear communication, listening skills, and teamwork. Choose a large indoor or outdoor area and divide youth into two
Brain Breaks
The brain alternates between various cycles (high and low) and hemispheres (left and right) throughout the day. To boost energy, enhance wellness, or get youth
Bucket Filling
An idea born in 2006 that works very well with young children, in which a bucket represents your mental and emotional self. When your bucket
Bucket Toss
Create laminated pictures or drawings of various needs and wants, or have the items on hand. Have youth toss the items in a “want” bucket
Buddy Bench
A simple idea to eliminate loneliness and isolation and foster friendship and inclusion on the playground or in any public space. They work best when
Build a Shelter
A collaborative outdoor activity in which youth are challenged to build a shelter with a limited number and type of materials (ie. no more than
Canoe Travel
Identify a problem-solving journey (personal, local, national or global) that you would like to undertake. Imagine you are in a problem-solving canoe, heading toward successful
Cast the Net
Ensure broad participation and diversity of representation in developing classroom, family, or community action plans. Have youth think about casting the largest possible net to
Celebrations
It is really important to celebrate both small and large successes, honor the people involved, maintain momentum, and continue to inspire improvement. Remember to build
Change the Ending
Revisit an event that ended with a less than desirable outcome. Encourage youth to create their own alternative endings. Why did they make the choices
Character Lenses
While doing creative writing, have youth investigate the people involved in their storyboards. What types of people were involved? What do you think they were
Collaborative Leadership
Includes four steps: 1) Connect, 2) Ground, 3) Practice, and 4) Reflect. Group members must be as diverse as possible, there must be a shared
Community Care
Establish age appropriate shared jobs that rotate throughout the year and that will help build the classroom or home environment. Create a classroom or family
Compass Points
An interactive activity that increases awareness of our own and others’ preferences and opens doors to empathy. Create four signs on large chart paper –
Conflict Resolution Drama
Research shows that practicing pro-social behaviors is essential to internalizing these dispositions. Have youth form small groups of two to four. Hand out a sample
Connect-Challenge-Serve
After exploring some of the many facets of representative democracy, including voting, representation, free speech, assembly etc., youth identify ways to: a) participate and connect
Connections Map
Youth draw a map that identifies relationships people have with each other. From that map, they identify key decision-makers as well as people that might
Consensus Building
Help everyone in a group to get to a decision that they can be satisfied with by brainstorming and writing out a list of outcomes
Contracts/Pacts
These are promises people make to each other about how to act toward one another. They create shared accountability to outcomes. Find contract templates online
Core Peacebuilding Workshop Series
REGISTER HERE! Mahalo for your interest in our Ceeds of Peace Core Peacebuilding Workshop Series! We invite all educators, parents, caregivers, nonprofit professionals, and general
Count to Ten
Have children sit or stand in a circle. The group counts from one to ten. Anyone can say a number, but if two people say
Create Shared Values
Create a list or use pictures to chart individuals’ values, rules or expectations. Wherever there is a common value or expectation, you’ll find the foundation
Creative Expression of Empathy
Use art, media, song, and dance to create more impactful messaging and learning. Have youth present and understand peer relationships, social studies, literature, and current
Definitions of Peace
This can be a very valuable and eye-opening exercise that can be done with all ages, child to adult. There are many definitions of peace
Deflating Anger
Teach youth that anger can be a healthy emotion, and that it informs us about the importance of an issue. Teach them to remain calm
Design Thinking
Map out the larger system within which a conflict or an issue resides. Discover how the system might be reinforcing the conflict or issue. Identify
Don’t to Do
Instead of “Don’t hit,” try “Touch nicely” and demonstrate. Reinforce by asking, “How do you touch nicely?” Instead of “Don’t touch the lamp,” say, “You
Double Listening
Includes active listening plus listening for the counter story. A counter story is one that will introduce possibilities of resolution or that will help you
Doubting, Believing & Sharing
Pick a difficult topic around which there is conflict and get everybody “believing” they are right about one side of the problem. The process of
Drama and Dance
Use drama and dance to build community, foster active learning, and support youth growth. Use both to aid classroom management, address multiple intelligences, and to
Encourage and Encourage Some More
Find as many opportunities to acknowledge how hard our youth are working. It takes five words of encouragement for every one word of criticism for
Engaging Nature
Getting people outside can do wonders for building capacities for problem solving. Through engaging nature, youth become calm, learn to listen carefully, develop their empathic
Ethnomathematics
Defined by Brazilian mathematician Ubiratan D’Ambrosio as intersections of culture, historical traditions, socio-cultural roots, and mathematics. It seeks to answer the question of students in
Exercise in Empathy
Have youth adopt the perspective of those in history who are poorly represented or not represented in history books. With each news story, piece of
Expository Writing Structures
Although narrative structures are more easily remembered and come more naturally to youth, ask them to try these expository writing structures: Compare & Contrast (discuss
Family Cultural Sharing
Identify cultural treasures from the families in your classroom. Have families come in and share their cultural traditions. Highlight ways of celebrating community through dance,
Family Meetings
Plan meetings as a whole family (try for weekly) where members discuss the upcoming week. Identify where family members might need some help. Family Meetings
Family Narrative
Research shows that youth who have knowledge of their family history, events, challenges, and successes have more self-control, higher self-esteem, and handle difficulties better. This
Feedback
The use of feedback can reduce stress and confusion. Immediate feedback should be specific and focus on ways that youth can improve. Try to avoid
Field Trips
Create field trips that reinforce the Ceeds of Peace that you are planting. Service learning excursions are an example. Youth can work to better understand
Fight or Flight
When people are upset, they access the fight/flight part of their brain. Do not try to solve problems if you or the youth are angry
Find the Light in Others
Make it a practice to look for the “light” in others; see their kindness, compassion, strengths, and talents. Sit in a circle of 4-6 people,
Fist of 5
A way of measuring how everyone is feeling about a process. A useful tool to use as a check-in throughout a process. People show fingers
From the Source Storytelling
Bring in guest speakers who have experienced violence, injustice, racism, or hatred of some kind. Allow youth to hear the story from the source. Teachers
Funders
Aloha United Way American Association of University Women, Honolulu Branch AppLovin Atherton Family Foundation Clarence T.C. Ching Foundation Hawaiʻi Community Foundation Luke Center Nā Lei
Future Visioning: Paint and Post the Future
A family, a classroom, a school or a community gets together to envision the future they desire. Collectively draw, paint, or write out the family,
Gender Critique
Critically reflect on the role gender played in a particular situation. Gender critiques should be visited when reading history, current literature, looking at current events,
Gender-Neutral Language
Make efforts to use language and references that are not limited to only one gender, for example, “How are you guys doing today?” or “Firemen
Girls Talk Back
Girls Talk Back was created by the partnership of the American Association of University Women – Honolulu Branch, Women’s Fund of Hawai’i (WFH), and Ceeds
Good Thinker’s Toolkit
A valuable resource for learning how to think critically and responsibly about multicultural and social justice issues. It is made up of seven letter prompts,
Gratitude Journal
Keep a journal with writings and/or artwork to record and express what you are most thankful for in your life. There are many small things
Group Conflict Challenge
Research and examine the different contemporary and indigenous systems for resolving conflicts. Form teams of problem-solvers representing the various systems. Each team is given a
Grow a Garden
Consider the benefits of establishing and maintaining a garden….. time with nature, cultivation of living plants, growing of edible foods, time to reflect, and many
Gut Check
Project a slide or make a poster listing or showing in pictures a wide range of emotions and feelings (brave, uncomfortable, confident, jealous, peaceful, disappointed,
History Jigsaw Puzzle
Each participant explores the same time or event in history from the perspective of a different person or group. Individuals then come together and share
Hopes & Dreams
A reflection activity that can be done as part of a family meeting, intervention, restorative justice session, or other time in which a “big picture”
How does it feel?
After analyzing the information surrounding a problem or challenge, what is your reaction? Were the systems fair? Why or why not? Identify one or two
Ho‘oponopono
Learn about Ho‘oponopono, the Hawaiian system for ‘setting it right,’ and restoring individual and community harmony and balance. It promotes acts of healing interpersonal conflicts
Huaka‘i
Design a huaka‘i or fieldtrip for youth to help them better understand the history, culture, and land systems (ahupua‘a) of Hawai‘i. Your huaka‘i might focus
Hugs
When appropriate, hugs help us feel better. When a child is having a tantrum, try asking for a hug or saying, “When you are ready,
Human Bingo
An interactive game to learn names and qualities about people in a group, that teaches skills of investigation, appreciating diversity, identifying similarities and differences. Photocopy
I Am Here For You
When a young person is in the throes of anger, panic, or emotional outburst, often their minds and bodies are experiencing a stress response whereby
I Statements
Used to confront a behavior without placing blame on another. . Also used to recognize one’s emotions. Another use is to state a point of
I Wish My ________ Knew
Have youth respond in writing to the prompt “I wish my __________________ (fill in person or role) knew…….” in order to learn more about their
Identify Needs & Interests
More likely than not, when people are angry or upset, they are expressing their “position” or a hardline stance on something. It’s important to teach
Identity Activities
Provide opportunities through art, music or writing for youth to express their own identities, history, affiliations, values, intentions, and needs, etc. Explore different facets of
If/Then Game
A basic tool to think through consequences, “If this happens, then what do you think will happen next?” or “If we decided to do this,
In Their Shoes
To help youth better understand those who are disabled, it could be helpful to have them explore what it’s like to be “in their shoes”.
Individual Work & Group Pairings
Youth need to feel comfortable sharing their ideas and feelings, so allowing space for individual work, one-to-one work and group work is critical for self-reflection,
Intellectual Safety
In order to develop respectful relationships between all members of a group or community (classroom, team, family unit, etc.), there must be a clear and
Intrinsically Rewarding Tasks
These are more powerful motivators as they make use of the brain’s natural opiates. Intrinsically motivating tasks are personally relevant and challenging. Minimize the emphasis
Just Because
These are positive interactions that we can make with each other “just because”, meaning they are not in response to what someone else does. “Just
Kind and Firm
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
Kindness Catcher
With paper, scissors and pencils, allow children to make folding “catchers” (also called “origami fortune tellers”), with their kind acts written inside the various flaps.
Kindness Tree
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
Kupuna Sharing
Bring in a knowledgeable kupuna (elder) to share their life story. Discuss how roles, rights, and responsibilities look similar or different in Hawai‘i (or elsewhere)
Labels
It is important to talk with youth about labels and the stereotypes that go along with them. Do peers call your child a “jock” or
Land Management Systems
Mauka (mountain) to makai (ocean) management. In teams, draw an ahupua‘a (Hawaiian term for a large traditional socio-economic/geologic/climatic subdivision of land that was cooperatively managed).
Leadership Lessons
How do leaders lead? What do they do? What do they need to know to be successful? This activity assumes that leadership can be learned
Lenses
Have youth find at least two photographs from a movement—past or present—against what are perceived as unjust laws. The goal is to find photographs that
Let It Settle
A great visual tool to show the imbalance of a brain that is experiencing anger or rage, and how it is possible for the anger
Listen for Core Team
While in the discovery phase of problem solving, listen for who might be effective in serving on a core team of planners. Listen for interest,
Literature Circle
Use a literature circle to discuss major elements of a story that is developmentally appropriate to the audience. Include its characters and events. Are the
Logical Consequences
Use discipline to develop character and not to punish. Discipline means “to teach” and should not be punitive but should help a child to grow
Marketplace of Human Rights
Youth are buyers and sellers in a marketplace activity where human rights are the only commodity. In buying particular human rights and in designating the
Media Comparisons
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
Mediation/Facilitation
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
Mindful Breathing
Teach youth how to belly breathe by having them lie down and put their hands on their bellies. See how deep they can breathe in
Mirroring
Repeating the meaning of a person’s words in a warm and caring tone assures the speaker that you seek to understand instead of judging or
Mistakes & Learning
Establish a culture in your classroom or home where mistakes are welcomed and used as learning opportunities. Normalize mistakes by discussing them at mealtime or
Mix Pair Share
Have the children/students mix, then teacher calls “pair” and the youth pair up. Teacher then asks a question and gives the pairs thinking time. Pairs
Modeling
Rather than just telling children and youth how they should act, show them. Show them in your own daily actions and words with them. Intentionally
Modeling Self-Awareness
At mealtimes, during commutes, or whenever there is time to talk with a teen, let them know how you are feeling and why. For example,
Money
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
Movement Healing
Use movement as a way to increase blood flow for effective thinking and problem solving. Build in yoga, dance, stretching, and physical exercise on a
Mo‘olelo
The Hawaiian word for story or tradition; use classical Hawaiian stories to teach literacy, science, and culture. In so doing, youth build their own stories
My Community
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
My Kuleana
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
Name it to Tame It
Help youth to get more specific and expand their emotional vocabulary, replacing basic feeling words with more sophisticated terms. They graduate from using words like
Neighborhood Walkabout
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
Next Time Commitments
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
Non-Violent Communication & Language
“NVC” requires people identify shared needs, revealed by the thoughts and feelings that surround these needs, and collaborate to develop strategies that meet them. Do
Once and Future Rulers
Examine what leadership skills made certain leaders effective (for example, Queen Lili`uokalani or President Lincoln). In addition to warfare and weaponry, did leaders use diplomatic
Open-Ended Questions
Teach youth how to ask effective open-ended questions to learn more. These are typically: How, When, Who, What, and Why questions that cannot be answered
Outside Comfort Zone
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
Partnership Events & Trainings
Together with HIFF, Hawaiʻi Institute for Human Rights, UNA-USA Hawaiʻi, Amnesty International USA, Hawaiʻi Green Growth, and the Matsunaga Institute for Peace, we held 17
Patterns of Connection
Approximately once a month (or more often), have students write down four names – 3 classmates that they want to get to know better, work
Pau Hana for Peace
Ceeds of Peace held its first-ever virtual benefit event, titled Pau Hana For Peace. This virtual event invited talented local musicians like Makana, Tim Rose,
Peace Flower
A strategy for youth to problem-solve themselves. Between two children, they pass a flower back and forth. The first child begins by saying, “I felt
Peace Relevant Literature
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
Peace Table
Providing a space for problem solving is important. A peace table designates expectations for where and how youth will engage with each other. Peacebuilding literature,
Peace Train
The Peace Train is Ceeds of Peace’s small effort to mobilize community members to offer help, so we can be better neighbors to one another
Peeling the Onion
Pull apart the layers of a problem in your classroom, school or community. Look at the history of the problem, the needs and interests of
Peer Mediation
Train youth to be peer mediators. Use video to demonstrate what mediation looks like (i.e.: community heroes who help others and provide basic mediation skills).
Peer Messaging
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
Philosophy for Children (P4C)
Youth propose discussion topics and craft questions around topics that interest them. They vote on the topics/questions they want to pursue as a group, and
Physical Activity
Reduces stress, lowers cortisol levels and enhances neuron growth and neuronal connections. Physical activity provides the brain with oxygen and glucose and releases endorphins and
Play It Out
Create an end of the semester or end of the year skit or play on a particular historical event. Each child/student has a role. Play
Poetry of the Person
Encourage youth to write poetry about who they are, what they value, and where they come from. “I am from…..” can be a helpful writing
Pohaku Bowl
Have a public bowl where everyone has his or her own (identified) stone. There should also be a few unidentified stones. All stones are set
Positive Interdependence
Structure a small group activity to create a picture or diagram that shows how youth are linked in a way that they cannot succeed without
Power of the Bystander
The bystander is one of the most critical, if not the most critical person in a conflict. Teaching youth how to successfully and confidently intervene
Process Writing
Break up a writing task into the following components: Pre-Write; First Draft; Mini Lesson; Peer Share; Revise; Edit; Publish. To Pre-Write, youth research, brainstorm, and
Public Webinars
In partnership with our friends at the Institute for Climate & Peace and the Matsunaga Institute for Peace & Conflict Resolution, we held a series
Puzzles
Puzzles are a good way to encourage critical thinking with all ages of youth. In order to successfully complete a puzzle, they must work with
Recognize-Absorb-Admire
In more diverse classrooms or other groups, have youth share their cultural heritage through music, food, literature, language, art and so on. Have each of
Reflect and Reenter
When an incident occurs, youth can spend time in reflection by writing and identifying: a) what happened; b) what was my role in the problem?;
Reframing
Use reframing to defuse anger and keep dialogue open and positive. To reframe, take a negative statement and remove the emotionally-charged, damaging, and accusatory words,
Resilient Communities, Schools, and Families Project
Accelerating the unique challenges of rural and remote places, COVID-19 has exacerbated existing stressors on youth, family and communities. In response to the impacts of
Restorative Practices
Restorative Justice (RJ) is a form of restorative practice and a problem-solving approach that focuses on relationships and building community. It is an approach to
Revision Toolbox
Teach youth that the writing process isn’t finished after the first draft. A good Revision Toolbox has tools that work with word choice, writing structures,
Rewind It
Take a current event or an event within the classroom, school, family or community. If we were to rewind this event, how would we rebuild
Role Play
A way of seeing situations play out and encouraging individuals to think critically about how to intervene, and in the process build compassion for alternate
Roots of Empathy
An international evidence-based K-8 classroom program (started in Canada in 1996), which has shown significant effect in reducing levels of aggression among school children while
Rose and Thorn
A very simple communication and exploration exercise that can take place with youth and adults just about anywhere. Ideally, it would be used in a
Rotating Facilitators
A way to build commitment, buy-in and skills is to alternate between facilitators during family meetings or classroom group work. Teach youth the skills of
Round Table/Robin
There is usually one piece of paper and one pen for the team. A subject, idea or problem is introduced. One youth makes a written
Safe Spaces
Ensure there is always a safe space for conversation. This is a space to gather, a place that honors, respects and makes people feel they
Saving Face
Teach youth the importance of face-saving in a conflict. Teach them how to calm themselves or another angry person through deep breathing and validation of
Seeds of Empathy
An international evidence-based early childhood (age 3-5 years) program started in Canada in 2005 as the “younger sibling” of the Roots of Empathy K-8 program.
Shared Decision-Making Pacts
Identify the things that everyone in a group needs to resolve problems. Identify how decisions will be made in families, schools and workplaces to ensure
Shared Story Media
Find current events that may be similar to situations occurring in school or the home. For example, if youth discrimination, violence or mistreatment is an
Shared Values and Commitments
What do we want to see in our community, classroom or home? Identify shared rules together. Call them “peace actions” or ask individuals what they
Shuttle Diplomacy
A strategy for people to use when they see potential for solutions but don’t feel comfortable or safe bringing their ideas up publicly. A form
Silent Signals
Adults often talk too much and our youth tune out. A silent signal speaks louder than words. Smile and point to the shoes that need
Silk Road
The Silk Road carried trade from cultures embracing numerous religions and worldviews. Stretching from Italy to Japan, the Silk Road runs through Buddhist, Confucian, Christian,
Six Thinking Hats
A simple, effective parallel thinking technique developed by E. de Bono that helps people be more productive, focused, and mindfully involved. It forces people to
Snack Meditation
Opportunities to share healthy snacks together builds community. Everyone begins eating together, often marking the time with a simple shared message. Parents or teachers can
Socratic Seminar
Titled after the Greek philosopher, Socratic dialogue transforms a student’s learning experience by allowing youth to generate and express their own ideas via the teacher
Stoplight
To help young people deal with feelings of anger and frustration, try using the visual of a stoplight: green is calm, yellow is frustrated, and
Story Board
Make a storyboard of a particular event in history that involves a social injustice (slavery, women’s rights, settlers coming to America, Hawaiian history). Have youth
Structured Academic Controversy
An opportunity to explore controversial issues and divergent positions and work to reach consensus on what may have happened– highlighting the complexities of particular perspectives,
Talking Stick
Use a tangible object like a stick, a flower, a ball, or something important to the group to facilitate civil discussions and collaborative activities. Three
Technology Blackouts
Set aside times during the day when no one in the family touches technology. Turn off all cell phones, televisions, computers, etc. Youth who are
Thankenstein
Adult writes at the top of a blank paper, “I’m so grateful that if I were a monster created by a mad scientist, my name
The World Peace Game
TWPG is an elaborative hands-on, youth-driven game/exercise. Founded in 2010, TWPG Foundation is dedicated to sharing the global mission of peace, developing self-awareness, and the
Think Pair Listen Share
Have youth think individually and record their views about a particular issue. Then have them share their ideas with one another. Teachers/parents can foster careful
Think Tac Toe
An alternative assessment method that can be used with all grades and subject areas. In the tic-tac-toe 9-square grid, list a variety of activities and
Three Things About You
An activity that allows for exploration of diversity and elimination of stereotypes. Ask each person to write down three things that no one would know
Tic Tac Toe
Tic Tac Toe boards give youth the opportunity to participate in multiple tasks that allow them to practice skills they’ve learned or to demonstrate and
Treasure Hunts
Take youth on team treasure hunts. Ask critical questions along the way to solve a problem. With each treasure is a clue to solving the
Try It On
n exploring conflict, commit to trying on different perspectives in the conflict. Draw out of a bowl a particular role with an attached explanation. Play
Twenty Questions
A great game in so many ways! Have one player think of an object. The other players will need to ask yes/no questions in an
Upstander
A person who recognizes when something is wrong and then acts to make it right; doing one’s best to help support and protect someone who
Wagonload of Compassion
Share individual stories of people in need. Identify what everyone can contribute. Where could we find the needed materials? Together as a group, deliver the
Web of Life
Youth sit in a circle, often at a transition point in the day. Holding a ball of yarn, they share one thing (something they like
What Should We Do?
Show pictures and/or video of certain situations at school and in the surrounding neighborhood. Examples include: seeing garbage on the floor, an elderly person dropping
What Would They Say?
Ask youth to critically think about how others might respond to their words and actions. “What would they say or think if you did or
Where in the World?
Show youth a variety of pictures of celebrations involving young people from around the world. Place cut-outs of known children/students into the celebration picture (make
Where Were Women and Girls?
Explore what role females played in various events in providing leadership for problem-solving, collaboration and working together. How is that different or similar from today?
Whole Child
Design lessons that focus on the whole child, including: health, nutrition, home life, community life, culture, emotions, and safety. Reflect on all that a child