Peace Curricula and Classroom Resources


If we are going to bring about      

peace in the world,      

 we have to begin with the children      

-Mahatma Gandhi      

grthmbtck.gif (956 bytes)  PEACE EDUCATION THEORY 

NEWBUTTONPINK.GIF (519 bytes) A+ for Empathy - a comprehensive program of social-emotional learning, service learning, and character education: “Empathy, ethics, and service” is a favorite district refrain at Hudson Public Schools.

NEWBUTTONPINK.GIF (519 bytes)Curriculum Resource for Ontario Grade 12 "Canadian and World Politics" Course - During 2003-04 Project Ploughshares partnered with Cameron Heights Collegiate Institute in Kitchener, Ontario and EnviroGlobe Consultants to produce comprehensive support materials for the Ontario Grade 12 "Canadian and World Politics" course. With funding assistance from the Global Classrooms Initiative program of the Canadian International Development Agency (CIDA), the joint project has compiled a full set of lesson plans and resources in different media formats - including role play text, graphics, photographs, and movie clips - to support students and teachers through the pre-university course on a lesson-by-lesson basis. The curriculum materials draw on the "Armed Conflicts Report" and other Ploughshares resources as well as the information and expertise of a host of civil society groups and government agencies.  The full set of the Grade 12 course material is available by clicking on the "World Politics Resources" item on the Cameron Heights website homepage at .  Educators are also welcome to order a free copy of: the 22"x34" poster of Project Ploughshares' Armed Conflicts Report from for classroom use; and the CD-ROM version of all course materials from .

Center for Positive Practices' Peace Education Resources - to many to mention here: look for yourself!!

Certificate program in Peace Education, Teachers College, Columbia University - As a member of an organization concerned with the local and global issues of security, war and peace, human rights and social justice, sustainable development and ecological balance in a world of violent conflict, we want to share with you information about our new and innovative certificate program in peace education.  The Peace Education Center of Teachers College, Columbia University has developed a certificate program designed for classroom teachers, teacher educators, school administrators, program officers of citizen's organizations, activists and church groups and professional associations. The courses provide a substantive basis and training in the pedagogy and methodologies of peace education, providing the participants with the skills and knowledge to teach for a culture of peace within their unique learning community.  The certificate program is intended for non-matriculating students and designed for participants wishing to come to Teachers College for brief periods of study, or otherwise unable to undertake the two to four year duration of a graduate degree program.  The certificate would be awarded upon completion of five courses, four required core courses, and one selected from two to three special courses to be taught by international visiting scholars.  The certificate program can be completed in the span of one year, and does not require continual residence.  Click on the link to find an informational flyer describing requirements for admission, course information in greater detail, and registration information.  If you have any question, please contact Yohei Ishiguro, Program Associate, Peace Education Center, Teachers College, Columbia University, New York, New York 10027; Phone:  (212) 678-8116; Fax:      (212) 678-8237; Email:

NEWBUTTONPINK.GIF (519 bytes) HELP YOUR STUDENTS TO MAKE SENSE OF THEIR WORLD. Are you looking for ways to engage your students responsibly in consideration of the U.S. role in today's world? The CHOICES Program has posted two free curriculum resources. And we have a new web site. Come and see it.

Educators for Social Responsibility has published a new curriculum for the high school level that looks great. Titled "Conflict in Context: Understanding Local to Global Security," it is authored by Gayle Mertz and Carol Lieber. Cost is $30. Order by calling 1-800-370-2515 or visiting .

  Cultivating Peace is an ongoing initiative to promote a Culture of Peace in Canada through educational programs for youth. The initial Cultivating Peace project includes a series of educational resources that will be available free of charge to Secondary Schools across the country starting in August of 2002. Cultivating Peace is produced by Classroom Connections - a non-profit organization that develops free resources for Canadian schools.  While the first three Modules are being developed at the Secondary level, we are currently seeking funding to expand this initiative into the Elementary grades.  Visit to obtain a copy by email or Click on this link to review an Adobe pdf copy of the first Cultivating Peace in the 21st Century resource (60 pages and it is excellent).

Interesting peace education articles are posted on-line in the recent edition of Current Issues in Comparative Education, "Education for democracy in the post-development era: What will the curtain reveal?" at

United Nations Cyber School Bus: Global Teaching and Learning Project - The United Nations Cyberschoolbus was created in 1996 as the online education component of the Global Teaching and Learning Project, whose mission is to promote education about international issues and the United Nations. The Global Teaching and Learning Project produces high quality teaching materials and activities designed for educational use (at primary, intermediate and secondary school levels) and for training teachers. The vision of this Project is to provide exceptional educational resources (both online and in print) to students growing up in a world undergoing increased globalization.  The UN Cyberschoolbus captures the growing potential of the Internet as an educational tool and provides an effective medium with which to disseminate information and resources about international affairs, as well as bring together diverse communities of students and educators from around the world. Within the Cyberschoolbus site there are a number of activities and projects that teach students about global issues in an interactive, engaging and fun way.  The specific aims of the Cyberschoolbus are: To create an on-line global education community; To create educational action projects to show students that they have a role in finding solutions to global problems; To give students a voice in global issues; To provide high-quality teaching resources to a wide range of educators in a cost-effective manner.
As is the nature of the Internet and technology in general, the Cyberschoolbus site is constantly evolving. Over the next few years the site will take on new directions and projects. Through increased collaboration with other organizations and UN agencies, participation in events such as global conferences, concerts, and educational TV programs, production of print materials based on interactive projects, development of a multi-lingual chat room, and increased distance learning opportunities, the
Cyberschoolbus will continue to provide students a forum for learning about the world in which they live.

It is with great pleasure that I write to inform you of the establishment of the Dr. Anatol Rapoport Scholarship in Game Theory and Mathematical Psychology, at the Trudeau Centre for Peace and Conflict Studies, University of Toronto  The Award has been created in honour of Dr. Anatol Rapoport whose service in the path of peace has spanned decades of teaching, activism, and mentorship. The scholarship - to be awarded by the Registrar of University College, upon the recommendation of the Centre's Director - will provide a $500 scholarship to a student in the Peace and Conflict Studies Program, with preference given to a student working in the areas of Game Theory and Mathematical Psychology.  The Scholarship will be available annually through an expendable fund with the goal of endowing it in perpetuity.  The attached pledge form provides information on how to make your contribution. You will receive acknowledgement and an income tax receipt from the Office of Development and Alumni Affairs, University College . If you have any questions, please contact myself or Jim Lawson at  / 416 978 0271.  Thank you for your interest, enthusiasm and support of this initiative which seeks to honour and express appreciation for a great man and the impact he's had on so many lives in his life and in his endeavours for peace. We hope you will forward this announcement and pledge form to others who may be interested, and hope that support of the scholarship continues in the years to come.  Best regards, Cheshmak Farhoumand-Sims 

E-Seminars in nonviolence
- Taught by Professor Dennis Dalton, Columbia University: Nonviolent Power In Action 
Seminar I - Gandhi: Discovering the Power of Nonviolence
Seminar II - Martin Luther King Jr.: An American Gandhi
Seminar III - Gandhi's Disciples

EDUCATING FOR A CULTURE OF PEACE IN A GENDER PERSPECTIVE, by Betty Reardon is now available from UNESCO Publishing at

Educating for Peace classroom resources

Promoting Interest in Peace in Canadian Schools with Gandhi's Message in Gandhi's Character by Dr. Shall Sinha .  Almost everyone knows Mahatma Gandhi as one of the greatest advocates of Peace and Nonviolence; thousands of scholars have written and are still researching and writing on Gandhi’s theory of Nonviolence; and hundreds of men and women around the world are pursuing Gandhi’s technique for making a world fit for tomorrow. But there are few ‘Gandhi Scholars’ who can present Gandhi’s Message in Gandhi’s Character. Dr. Shall Sinha, a resident of Edmonton, Alberta, Canada possesses this unique skill.

Global Campaign for Peace Education Youth Kit 

The Global Classroom Initiative: CIDA's Global Classroom Initiative (GCI), designed to bring more global education to the Canadian classroom, will be accepting project submissions between March 1 to 31, 2003. By financially supporting the development and delivery of school-based education resources and activities, GCI engages Canadian students and their teachers in active exploration of international development and co-operation issues. Find out more about submitting proposals to GCI by visiting the CIDA web site at

Graduation Pledge Alliance - Humboldt State University (California) initiated the  Graduation Pledge of Social and Environmental Responsibility. It states, "I pledge to explore and take into account the social and environmental consequences of any job I consider and will try to improve these aspects of any organizations for which I work."  Students define what being "responsible" means to themselves. Students at over a hundred colleges and universities have used the pledge  at some level, at schools which range in size from Whitman, to Harvard, to University of Wisconsin. This now includes some schools overseas, graduate and professional schools, and high schools. Graduates who voluntarily signed the pledge have turned down jobs they did not feel morally comfortable with and have worked to make changes once on the job. For example, they have promoted recycling at their organization, removed racist language from a training manual, worked for gender parity in high school athletics, and helped to convince an employer to refuse a chemical weapons-related contract. Manchester College now coordinates the campaign effort, which has taken different forms at different institutions. At Manchester, it is a community-wide event involving students, faculty, and staff. Typically, fifty percent of students sign and keep a wallet-size card stating the pledge, while students and supportive faculty wear green ribbons at commencement and the pledge is printed in the formal commencement program. Depending upon the school, it might take several years to reach this level of institutionalization.  If one can just get a few groups/departments involved, and get some media attention on (and off) campus, it will get others interested and build for the future. The project has been covered in newspapers around the country(e.g., USA Today,Chicago Tribune, Washington Post, and Boston Globe), as well as being covered in magazines, national radio networks, and local T.V. stations. The pledge helps educate and motivate  one to contribute to a better world. Think of the impact if even a significant minority of the one million college graduates each year signed and carried out the Pledge. PLEASE KEEP US INFORMED OF ANY PLEDGE EFFORTS YOU UNDERTAKE, AS WE TRY TO MONITOR WHAT IS HAPPENING, AND PROVIDE PERIODIC UPDATES ON THE NATIONAL EFFORT. Contact for information/questions/comments; or write GPA, MC Box 135, Manchester College, 604 E. College Ave., North Manchester, IN  46962. The Campaign also has a web site, at

History of Education - This is a site at about education (which includes elements involving peace education) during the 20th century, organized by decades. It includes a short description of a variety of 'educational episodes' that took place in that period. The episode in question could be a policy, a court case, a piece of legislation, a scholarly article, a new theory, a research report, an incident, the release of a book, a speech, an empirical finding, a conference, the opening or a closure of an institution, a movie, an anecdote, or anything, big or small, that tells us something about education theory, policy, politics, research and practice during the last century. Arguably, some of these episodes have probably been more historically significant or influential than others, and some may be more well-known than others, but each of them uncovers a piece of that immense puzzle that was 20th century education. Education is here understood in its broad sense, and not only as schooling. Although its current emphasis is on North American educational developments, there is an ongoing effort to include more international content.  Most entries have been written especially for this site (many of them by education students), although some consist of links to other webpages. New entries are added regularly. If you would like to submit an entry, make a comment to improve this site, or suggest a link to a webpage to be added to this compilation, please send it to:

Holistic Peace Education by Sonnie McFarland

Imagine Peace..and building peaceful classrooms Website: - a message from Ann Mason, author: My work definitely relates to teaching and learning, and apart from documenting peace-building classroom activities I now have clarified my own thoughts and understandings about the purposes of such endeavours by highlighting my love of Montessori principles in relation to peace. If you know of any teachers, or teacher educators, or people who work with children who might benefit in any way from these html presentations, please pass the URLs onto them. I am keen to respond to any questions or feedback and to support others in any way.  Email Ann at 

Incorporating Genocide, Ethnopolitical Conflict, and Human Rights Issues Into the Psychology Curriculum: Informational Resources (2000) by Linda M. Woolf, Webster University.  This 27-page document contains two annotated bibliographies of materials on genocide, ethnopolitical conflict, and human rights issues written from a psychosocial perspective. The first bibliography includes major journal articles, book chapters, books, and Internet resources on these issues organized by topic. The second bibliography is comprised of reference materials for background information and further study. In addition, there is an annotated list of relevant journals.  available for free download on the Office of Teaching Resources in Psychology (OTRP) website at  Note that these resources have undergone peer review and editing through the OTRP.  It is my hope to update these guides regularly.  Ideally, these resources will be a handy resource reference for the psychology professor who is otherwise unfamiliar with this body of work/concerns as well as for individuals who are already invested in peace psychology.  Courtesy of Linda M. Woolf, Ph.D., Book Review Editor, H-Genocide, Associate Professor - Psychology, Coordinator - Holocaust & Genocide Studies, Center for the Study of the Holocaust, Genocide, and Human Rights, Webster University, 470 East Lockwood, St. Louis, MO  63119; Main Webpage:  email

NEWBUTTONPINK.GIF (519 bytes)The International Baccalaureate Organization ("IB") mission statement: Education for life - Through comprehensive and balanced curricula coupled with challenging assessments, the International Baccalaureate Organization aims to assist schools in their endeavours to develop the individual talents of young people and teach them to relate the experience of the classroom to the realities of the world outside.  Beyond intellectual rigour and high academic standards, strong emphasis is placed on the ideals of international understanding and responsible citizenship, to the end that IB students may become critical and compassionate thinkers, lifelong learners and informed participants in local and world affairs, conscious of the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life.  Web site .  Canadian office: Mr Bob Poole, Director, Vancouver office, IBNA - Vancouver Office, 1661 West 2nd Avenue, Suite 202, Vancouver, BC, V6J 1H3, CANADA; Phone: +1 604 733 8980; Fax: +1 604 733 8970; E-mail: .  Headquarters: Organisation du Baccalauréat International, Route des Morillons 15, Grand-Saconnex, Genève, CH-1218, SWITZERLAND; Phone: +41 22 791 7740; Fax: +41 22 791 0277; E-mail:  

NEWBUTTONPINK.GIF (519 bytes) MA in International Peace Studies at the University for Peace; for more information go to:

Kids Working It Out: Stories and Strategies for Making Peace in Our Schools - has the best, most up-to-date information on conflict resolution programs and practices- talks about how to make peace practical in the classroom- is one of the best tools available for raising a generation of youth skilled in peacemaking and conflict resolution- should be in every school in the country! WE CAN CREATE A MORE PEACEABLE WORLD BY TEACHING OUR YOUTH NON-VIOLENT WAYS OF RESOLVING CONFLICTS AND BY BECOMING ROLE MODELS FOR THEM...IN THE CLASSROOM, AT THE DINING TABLE, AND ON THE STREETS. HELP US MAKE CHANGE IN THE WORLD. 
For questions and/or to order the book, contact:
1) Jossey-Bass Publishers, 
2) School Mediation Center, 303-444-7671, 
3) Association for Conflict Resolution, Jennifer Druliner, Education Section, 202-667-9700, 4) 
5) Your local bookstore

NEWBUTTONPINK.GIF (519 bytes) Knockin' On Heaven's Door, a 3 minute (approx.) music video featuring Avril Lavigne, (which you can review online) prepared for War Child Canada .  Built around Bob Dylan's hit song, the video dramatically shows the affects of war on children with moving scenes and statistics.  The numbers speak for themselves.  In the past decade alone, two million children have died in war. Millions more have suffered.  War Child Canada is taking measures to promote an end to this tragedy. Music artists across Canada are helping out.  We couldn't do it without them.  Music Artists are a vital part of our work. They help improve the lives of war-affected children by generating awareness and raising vital funds. Most importantly, they demonstrate how it is possible for each and every person to make a difference.  We recommend that teachers and others use this video to initiate a discussion in the class (and elsewhere) on peace.  It is a moving experience.  You can view the video here and obtain the video by purchasing the Avril Lavigne CD/DVD combo entitled "My World" for approx. $15.00 from most music stores, or at 

NEWBUTTONPINK.GIF (519 bytes)LEADERSHIP IN TRANSFORMATION OF THE PEACE PROFESSION - here is the basic curriculum for a semester course in Leadership and Peace, developed by Robert Stewart, C.A., C.M.C., September 2005.  This may be completed as a self-study course.  Modelled after the experiences of Canadian Centres for Teaching Peace and the Canadian Culture of Peace Program.
- download Powerpoint format
- download Microsoft Word format

Learning for a future:refugee education in developing countries (Book details: J.Crisp, C.Talbot & D.B.Cipolloe eds, UNCR, Geneva,2001) (  for details and sales ).  It is very timely and important contribution to contemporary educational and human rights literature.  It deserves to be widely distributed and discussed.  The challenges of responding to the educational needs of children,especially those in war-torn and other emergency situations, are difficult ones and deserve much more compassionate and proactive responses by the international community as well as far better resourcing.  What shines through Learning for a Future is that even with comparatively little resources significant things can be done by agencies such as UNHCR.  This would appear to be especially so if there is encouragement of practical school and community-based initiatives such as the peace ed classes for refugee children  and youth in Kenya.  Such matters are well highlighted in the very thoughtful pieces, for example, by Margaret Sinclair  on education in emergencies and Marc Sommers' evaluation of the impact of innovative peace ed programs in refugee camps.  The potential lessons from this valuable book extend beyond refugee children  and youth in developing countries.  Whether, for example, a child incarcerated in Woomera in Australia awaiting decision as to refugee status or a refugee child in a developing country, neither should be deprived of hope for the future.  Each deserves to be accorded full respect under the convention on the rights of the child.  Education can play a vital part in not only encouraging a refugee child's acquisition of important literacy skills but in contructively responding to trauma, in lessening problems of racist and gendered violence and in engendering a sense of hope for the future.  Learning for the Future draws out strongly the point that adequate responses to humanitarian crises are not simply a matter of attempting to meet immediate needs such as food ,water and shelter but have longer range educational and other peacebuilding goals.  Consistent and adequate funding of innovative refugee education programs such as described in this book are highly desirable and an important investment in the future.  It is clearly a labour of love.  It an excellent resource not just for refugee educators and donors to refugee programs but for anyone interested in crucial issues of peacebuilding,global citizenship and the needs of future generations. 

NEWBUTTONPINK.GIF (519 bytes)LEARNING TO ABOLISH WAR: TEACHING TOWARD A CULTURE OF PEACE was developed by Betty Reardon and Alicia Cabezudo for the Hague Appeal for Peace Global Campaign for Peace Education. Order forms are available at Learning to Abolish War is a peace education resource developed by Betty A. Reardon and Alicia Cabezudo as part of the Hague Appeal for Peace Global Campaign for Peace Education. It provides a theoretical overview of peace education, sample lessons from international peace educators, and resources for action.  It includes 3 booklets: 1. Rationale for and Approaches to Peace Education; 2. Sample Learning Units; and 3. Sustaining the Global Campaign for Peace Education: Tools for Participation.  What are people saying about Learning to Abolish War: Teaching Toward a Culture of Peace?   “The texts show a remarkable capacity to tune in to many kinds of teaching and learning situations, to many  disciplines even to a multiplicity of values…I recommend this work and what may follow it as, I dare to say, perhaps our only hope for peace.– Dr.  Maxine Greene, Professor of Philosophy and Education, Teachers College, Columbia University.  "Learning to Abolish War seeks to do for war what earlier advocates did for slavery, apartheid, and colonialism — radically reduce their presence if not eradicate them entirely…States in the U.S. should mandate this curriculum…– Dr. Robert A. Scott, President, Adelphi University.  To order a copy, visit the HAP website at and send the order form and payment to: Hague Appeal for Peace, Attn: Meg Gardinier, c/o IWTC 777 UN Plaza, New York, NY 10017 USA.  Pre-publication price is: USD$25.00 (plus $3.00/each shipping in U.S.)/EUR28.00 (plus shipping)  **5 Star Recommended Reading**

NEWBUTTONPINK.GIF (519 bytes)LESSONS FOR THE FUTURE: The Missing Dimension in Education - David Hicks, RoutledgeFalmer, 2002.  If one of the main purposes of education is to prepare young people for the future then where in education are they given the opportunity to explore the future? This thought provoking book argues that the future is a largely missing dimension in the school curriculum. Drawing on recent research it provides new insights into ways of helping students and teachers think more critically and creatively about their own future and that of wider society. Education has a crucial role to play in helping young people understand the nature of local/global change and for the curriculum to be responsive to such change it needs to promote both a global and futures perspective. This book will challenge much professional thinking about the nature and purpose of education.  "(An) admirable and carefully researched study.impressively cross-referenced and very well written" - Cambridge Journal of Education.  "Provides a clear educational rationale for promoting global and futures perspectives in education, and offers realistic and effective examples of futures-orientated classroom activities...eminently readable.grounded in research and practical wisdom" - Australian Journal of Environmental Education.  INDEX -
Forward: Preparing for the future ~ Prof. Wendell Bell
1. Remembering the future: a personal/professional journey
2. Reclaiming the future: what every educator needs to know
3. A lesson for the future: young people's concerns for tomorrow
4. A geography for the future: some classroom activities
5. Towards tomorrow: strategies for envisioning the future
6. Retrieving the dream: how students envision their preferable futures
7. Stories of hope: a response to the psychology of despair
8. Always coming home: identifying educators' desirable futures
9. Living lightly on the earth: a residential fieldwork experience
10. Teaching about global issues: the need for holistic learning
11. Questioning the century: tales of past, present and future
12. Epilogue: some lessons for the future
ISBN: 0415276721 @ £55.00 ~ Order online at: or through Customer Service: 1-800-634-7064 (toll free)

Lesson on War and Children from Keitha St. Clair - following lesson plan was created to be shared with
classrooms around the United States.  

List of Peace Curricula provided by Ian Harris, Peace Education Commission

Living Values Educational Program by Gudrun Howard, Educator, Editor for Teachers for Peace and Global Education: A BC Provincial Teachers' Specialist Association; National Coordinator, Living Values Educational Program.  Living Values Educational Program is a comprehensive values education program offering a wide variety of experiential values activities and practical methodologies that enable children and young adults to explore and develop twelve universal values: Peace, Respect, Cooperation, Freedom, Happiness, Honesty, Humility, Love, Responsibility, Simplicity, Tolerance and Unity.  LVEP is a non-profit organization (not one paying position in the entire organization) supported by UNESCO and UNICEF and currently being implemented to varying degrees in 70 countries and 7000 sites around the world.  Gudrun is planning to bring books to show as well as explanatory hand-outs to the Conference.  You can email Gudrun at

MANUAL FOR HUMAN RIGHTS Education, at primary and secondary levels

Nonviolence 101 by Leah C. Wells 

Nonviolence and the Ethics of Social Action, University of Colorado.  Here is a web site that profiles a peace course developed using the service learning model. This course is an examination of the phenomenon of nonviolence as a critical dynamic of social action and social change. Major emphases include: the origins of nonviolence and violence, the logic of nonviolence and the illogic of violence, theories and methods of nonviolence throughout history, contemporary applications of nonviolence, nonviolent conflict resolution, and the ethics of action intended to produce social change. Although the dominant perspective in the course is sociological, it is approached overall from an interdisciplinary perspective. Course objectives include familiarity with: the sociological phenomenon of nonviolence; theories of conflict, social change, power, and nonviolence; religious nonviolence and pacifism; secular nonviolence; the nonviolence of Henry David Thoreau, C. Mohandas K. Gandhi, and Martin Luther King, Jr.; an historical overview of nonviolent conflicts; several case studies in nonviolence, including: Gandhian nonviolence in India, nonviolence in the United States - e.g., the civil rights and peace movements - nonviolent social change and transformation in Europe in the late 1980s; and prospects for nonviolent social change in the 21st century.

Nurturing the Peace Flower: A Model for the Science of Peace by Sonnie McFarland

"Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel" by Grace Feuerverger (an Associate Professor at OISE).  This book describes a Jewish-Arab village in Israel named "Oasis of Peace" that lives and teaches peace and equality in a genuine effort for partnership in a conflict-ridden society.  Educational institutions and a "School for Peace" education program allows Jews and Muslim and Christian Arabs to work cooperatively for peaceful co-existence while maintaining their respective Jewish and Palestinian identities.  It provides a model of a grassroots initiative that was made possible by the will of a group of individuals that continue to struggle for its success, despite the tensions, misunderstandings and problems that occur in all societies.

NEWBUTTONPINK.GIF (519 bytes)"THE ONE BEST BOOK IN PEACE EDUCATION" - In 2000-01, a number of peace electronic discussion groups were canvassed to determine the title and author of the single book which above all others inspired and informed responding peace educators.  Listed in the web site , in alphabetical order by author, are the titles of those "best books" and the name and home territory of each of the persons suggesting the book. The purpose is to help recognize some of the most influential books and to appreciate how people, many of whom we know, began or developed their journey in peace education.

Pax Educare, the Connecticut Center for Peace Education now has a web site which can be accessed at Pax Educare offers resources and consulting and links educators and practitioners (pre K-12 and higher ed and community educators) to issues relating to peace and justice, racism and ecological sustainability. Mary Lee Morrison Ph.D., Director, Pax Educare-the CT Center for Peace Education, 155 Wyllys Street, Hartford, CT 06106. Web site ; telephone 860 930-3182; email

  Peace and Conflict Studies - A High School Course by John Daicopoulos (grades 10 - 12).  There can be no doubt that conflict is a natural activity of humans.  It is commonly the result of contrasting ideas, perceptions, and interests over similar needs or limited resources.  It is interdisciplinary, covering such diverse issues as: environmental concerns, human security, scientific debates, family ties, and political ideologies.  With the ascent of technology it has also become a potentially globally destructive force. Whether as individuals or when acting in groups, our interpersonal, inter-group, and international relationships influence how we manage and cope with conflict; but individuals act differently depending on the context of their relationships.  This course is designed to provide students with a greater awareness of that context and the means to function within it.  The course covers four strands: deconstructing conflict, identity and conflict, conflict resolution and building peaceful societies.  Attached is a 26 page course outline in Microsoft Word. [Click here for Adobe pdf format.] Those who wish to use the program and related material (the related material are the 89 Lesson Plans that go along with the course as samples) can correspond with John Daicopoulus at .  With many thanks to John for this.

Peace and Non-Violence - A 12-week Curriculum Social Studies By Cecil Ramnaraine ( ).  Cecil C Ramnaraine was educated at Macalester College, Carleton College, and the University of Minnesota. In 1986 he took a sabbatical leave of absence and wrote a Peace and NonViolence curriculum entitled Violence Prevention Educatoin. The course explores the great ideas and the great cultural diversity of the world as exemplified in the lives of 12 world peacemakers. Students are challenged to examine themselves, their prejudices, and their moral development and to do community services. This curriculum can be found at  , in the U of M web page under MINCAVA and in the web page of the MN branch of The World Federalist Associatoin. After teaching this course in several Minneapolis High schools, Ramnaraine retired and is now available to do workshops, guest speaking, teaching, and consultation FREE OF CHARGE.

NEWBUTTONPINK.GIF (519 bytes) Peace and Social Justice: Pedagogy and Practice, the curricula notes for a course taught by Dr. Sue McGregor , Mount Saint Vincent University

University of British Columbia ("UBC") Leadership & Involvement Workshops and presentations - Peace Challenge is a new program for UBC students to build peace in their community and lead change, while winning great prizes. This workshop will introduce students to Peace Challenge and our Peace Ambassador program on campus!  The following workshops have been presented as part of Leadership and Involvement events. If any of them interest you or your organization, please contact us and we will provide you with more information.  For more information: or email

Peace Education and Peace Activism - Peace educators should not confuse activism with leadership.  The following articles were written in response to the debate on whether there is a role for activism in education.

Peace Education Around the World: The Concept, Underlying Principles, the Practice and The Research, edited by G. Salomon and B. Nevo.  Click here for Index and related articles.

The World Peace Project Peace Education Kit for children ages 6-18 (1st grade - 12th grade).  For Teachers and Parents for use in the classroom or as a home projectThis Peace Education Kit is put together to be easily used in the classroom. Not only as a classroom project, but to inspire children to reach out to others in their local and international communities. To perform the song for others, to teach the story of Sadako, and to make and send paper cranes to Hiroshima as well as to other children around the country and around the world. The idea of teaching children about peace and how to promote peace is the main goal of this project. We have put this packet together as a "tool box" for the children to develop the skills and have the means to establish ongoing relationships with children in other countries, networking together at a grassroots level to create and promote peace throughout the world.  For more information: web site


Peace Education Links -

Peace Education Publications Catalogues

Peace Education resources - for more details:
-Elementary Perspectives: Teaching Concepts of Peace and Conflict, by WJ Kreidler, Educators for Social Responsibility (ESR) K-6
-Teaching Children to Care: Management in the Responsive Classroom, by Ruth S Charney, Northeast Foundation for Children, available from ESR, K-6
-Open Minds to Equality, by N Schneidewind and E Davidson, Allyn and Bacon, available from ESR, K-8
-Conflict Resolution in the Middle School: A Curriculum and Teacher's Guide, by WJ Kreidler, ESR, Gr 6-8
-Learning to Abolish War: Teaching Toward a Culture of Peace, by B Reardon and A Cabezudo, Hague Appeal for Peace, K-12
-Global Teacher, Global Learner, by G Pike and D Selby, Hodder and Stoughton, available from Green Brick Road, K-12
-Conflict in Context: Understanding Local to Global Security, by G Mertz and CM Lieber, ESR, Gr 9-12
-Conflict Resolution in the High School: 36 Lessons, by CM Lieber, with L Lantieri and T Roderick, ESR, Gr 9-12

Peace, human rights and citizenship education in the context of a consumer culture by Dr. Sue McGregor, principal consultant for the McGregor Consulting Group , is a Professor in the Department of Education at Mount Saint Vincent University, Halifax, NS, Canada.  For course outline -

NEWBUTTONPINK.GIF (519 bytes)PeacePrints is a book of craft activities for primary and elementary aged children (K-6), written by Jan Foley for The Newfoundland-Labrador Human Rights Association.  It is designed to promote respect and understanding of our communities, our environment and ourselves.  Human rights can only flourish in a society where these ideals are an integral part of our everyday lives.  PeacePrints has been written with the hope that it will encourage respect and understanding at a young age. It is available online at .  For more information, or to obtain a print copy:  The Newfoundland-Labrador Human Rights Association, 155 Water Street, Suite 206, P.O. Box 6203, St. John's NF, A1C 6J9; email ; tel/fax 709-7543-0690.  5-Star Must Reading.

Peace Quest - For a really wonderful book which teaches children and their families peacemaking skills, please see

grthmbtck.gif (956 bytes) Peace Studies' War Against America By Brian Sayre - Some real knocks on the Peace Studies discipline and otherwise.  There may be some bias (who isn't) to be discounted, and I am sure there is some truth to be valued, but it is definitely something Peace Educators should be aware of and take into consideration in holding ourselves to a higher standard.

Positive Practices' Extensive Peace Resources: Peace education is enlightened self-defense. It is the most positive, proactive strategy available.

NEWBUTTONPINK.GIF (519 bytes)bluesmpshpin.gif (1016 bytes) The Practice of Peace - by Harrison Owen.  I wish to tell you about this because I see another convergence between the comments that the peacebuilding happens during the process of working on projects (for example), and using the Open Space conferencing in the process.  Owen is the leader behind Open Space Technology.  Open Space Technology or methodology of conferencing is very complimentary to what we have come around to thinking in terms of Servant Leadership style, non-hierarchical organizing, and the principles contained in the draft Charter (borrowed from the World Social Forum).  I have come to believe (an "aha" moment) that essentially the Canadian Peace Initiative may be as simple as providing venues or "Open Spaces to Open Minds to Peace".  (Another "reality check" -- It has been my personal view that I saw my contribution as simply providing venues where peace educators and peace builders could come together to dialogue, network, disseminate information, plan, etc. - in a sense, I/we have been doing Open Space for the past 3 years + without realizing it, through our conferences, my web site, our email listservers, etc.)  What Harrison Owen is saying is, "do not worry about spending a lot of time organizing an agenda.  Just provide an Open Space, have a general theme(s), invite people with a passion to come, the conference will organize itself based on what these passionate people really want to discuss".  He confirms what I think many of our participants have said at the last National Peace Education Conference -- that our best time was in the personal chats outside the presentations.  Harrison puts it much better than I.   You can order the book (and I highly recommend it to you) from the Open Space Institute of Canada in Quebec, by printing an order form off the Internet at and mailing it with a cheque (CDN$33.00).  Alternatively, you can read the 146 page book on the Internet at  Practice of Peace, Chapters 1,2    Practice of Peace, Chapters 2,4    Practice of Peace, Chapters 5,6,    Practice of Peace, Chapters 7,8Practice of Peace, Chapters 9,10 .  (the only thing is, the Internet version is missing about 4 pages - but it doesn't really matter).   Suggestion: do all your group work as a series of Open Space conferencing.  In Owen's words, it will be self-organizing (which coincidentally takes a lot of stress off you).  You may well think that I have gone a bit crazy with this Open Space stuff.  However, I feel it is right for us, for what we have been working on, for the peace constituents, and for these times.  Open Space has all the features of a Culture of Peace (eg. democratic participation, respect, listening to understand, etc.)   Click on this link to read Highlights of the Book.  5 Star Must Reading.

Project Peacemakers education kits for grades 4 - 7 - We have recently updated our website.  We have posted in PDF format two of our educational resources.  The kits can be downloaded and printed.  Both these resources teach elementary school aged children (grades 4 - 7) about the issues which affect children living in war zones.  One of these kits is for public schools, the other is Christian-based, meant for use in Sunday Schools and Christian elementary schools.  These kits have units on refugees, military spending, child soldiers, sanctions and being a peacemaker.  The public school kit also provides lessons on conflict resolution and a general lesson on children and war.  Many of the activities are interchangable between the kits.  It is our hope that these kits will be used widely in order to help North American children gain empathy for children living in war zones and to help them find ways to work for peace in their own lives.  We hope that peace and justice organizations will create links on their websites to ours, so that as many people as possible will find and use these resources.  Our website address is .   The resources can be found on the action and education page.  If you have any comments or questions, please contact me, Jennifer Wushke, at Project Peacemakers, .  Please pass this e-mail on to anyone who may be interested in creating a link to our site or using the kits.  Thank you for your support and ongoing work for peace and justice.   Jenn Wushke, Project Peacemakers, An affiliate of Project Ploughshares, 745 Westminster Ave., Winnipeg, MB R3G 1A5; voice: 204.775.8178 / fax: 204-784-1339; email

NEWBUTTONPINK.GIF (519 bytes)Puppets for Peace   For grades K-4.  A unique 40 minute puppet presentation to educate  your students about bullying.   Our classroom and parent/teacher programs help your school incorporate bullyproofing into every classroom. The program follows the health and life skills program and is designed to improve your school's social climate.  Experienced puppeteers, with teaching backgrounds, present interactive scenarios designed to tackle the difficult issue of bullying in a fun, nonthreatening way.  The message is delivered by captivating, racially diverse child sized hand and rod puppets and are great at holding children's attention.  The puppets introduce the  Footsteps and act out short scenarios which explore what bullying means and share strategies on how all those involved in a bullying situation (the person who bullies, the one who is picked on and the bystanders who can make a difference) can help stop bullying and build a climate of respect. The audience is invited to make suggestions, get up and try the footsteps and even role play with the puppets.  We offer two plays for different age groups.  "Lisasaurus Rex" educates children about different types of bullying and introduces the Four Footsteps, encouraging children to practice and use them.  "Hockey Cards" deals with more complex bullying situations  and offers more strategies such as how to use “Humour  and "Owning It"  when being bullied.  Maximum 60 students per show.  Classroom Visits:  For grades 2-6.  A  program for a class of up to 30 students. A facilitator will involve the class in discussion, puppetry and role-playing of bullying situations.  Students write and perform their own puppet plays to reinforce bully proofing strategies.   Excellent as a follow up to the puppet show or as a stand alone program. The contact phone number is 278-3313; website is  and link to Puppets for Peace. Catherine Ranger

Quest International provides curricula, products, training, and services to support adults in helping young people deal with the complex issues they face every day. Lions-Quest K-5 Programs ; Lions-Quest 6-8 Programs ; Lions-Quest 9-12 Programs ; Staff Development Seminars

Remembrance Day Classroom Lesson Plan

NEWBUTTONPINK.GIF (519 bytes)Remembrance Day Classroom Lesson Plan #2 - There is a much too heavy cost to pay by those who do not learn from their mistakes - difficulty remembering WW I and II, here is a story that is closer to home

There are a number of good websites with information for teachers and parents about how to discuss terrorism with children and students. A site titled "Resources for Educators on the September Tragedy and the Response" includes materials relevant to all grade levels <>. A 25-page curriculum for middle and high school students, "Beyond Blame: Reacting to the Terrorist Attack," is available online at <>. The new Teaching Tolerance site, <>, includes relevant materials appropriate for elementary and middle school levels. The Educators for Social Responsibility site, <>, has useful K-12 resources for addressing the terrorism issue, and you may click on "ESR Store" to find descriptions of a wide variety of peace education curricula that may be purchased from ESR. The Ohio Commission on Dispute Resolution and Conflict Resolution site, <>, also has suggestions for teachers on this issue, as well as many other resources for developing school conflict management programs. Finally, the Crisis Management Institute has online materials for dealing with traumatic events in school settings <>.

Stanford Peace Project for kids ( We are currently (Nov 2004) recruiting children around age 10 from different countries to participate in a field trial of some new software. Additional information for children and parents is available at: .  Here is a short introduction to our project. I hope that your goals align with ours and that you might consider helping us find some children to participate. A number of Stanford University School of Education students are working with the Stanford Peace Project for Kids. Our goal is to bring about global harmony within our lifetime, by connecting children of the world through technology.  Can you help us? We are looking for 5th graders from around the world who would like to participate in the early stages of an exciting new program. We are especially interested in working with international participants.  Each participant will be connected to a global network of friends to collaborate, share, and discover their commonalities. They will use a new application developed to make connecting over the internet easy, safe, and fun.  To participate, children should be about 10 years old, speak conversational English, and have access to a Windows PC with an internet connection. If you know any kids in other countries who would like to be involved, or if you would like more information about this program please contact Meri Mohr at

Classroom Connections has now made available its second module in the Cultivating Peace Initiative called Taking Action ( ).   This resource encourages students to examine their own beliefs regarding the need for change in our world and their personal responsibility in taking action.  The preconditions necessary for a culture of peace are explored through the examination of global issues in sustained development, economic disparity, fair trade, human rights and consumerism.  Students are given opportunities to explore the range of actions possible, the ways in which change occurs, the barriers to participation and the factors that support youth involvement.  The resource includes a teacher's guide, a video, a poster series and a student guide to taking action.  It is designed for use in grades 10 - 12.  You can also download this excellent 68 page document (as well as Module 1: Cultivating Peace in the 21st Century) from the Classroom Connections web site at .  I highly recommend it.  (You can also order free copies at or 1-888-882-8865.)

The Teacher's Kit
courtesy of the Random Acts of Kindness Foundation. You can now download it from our site or, in Canada, write for a hard copy of the guide. Contributions for shipping and handling are appreciated. 

Teachers Without Borders has created "Lessons for Peace" as you can read more through this link:

Teaching Guide on International Terrorism: Definitions, Causes and Responses by the United States Institute of Peace at .  Dealing with terrorism has become the centerpiece of US foreign policy today. Yet, terrorism, its definition, causes and methods of dealing with it, has rarely been dealt with in high school courses. In an effort to assist teachers in helping their students identify and understand terrorism the United States Institute of Peace has developed a three lesson plan entitled Teaching Guide on International Terrorism: Definitions, Causes and Responses. The teaching guide is aimed at grades 11 and 12 with the objective of providing teachers with lesson plans, bibliographic sources, and factual material to assist them in understanding the varying views and definitions of terrorism, some of terrorism's possible origins and different ways in which terrorism may be addressed.  The Teaching Guide on International Terrorism: Definitions, Causes and Responses is available in PDF format. This teaching guide contains three lessons: Lesson one - Defining Terrorism focuses on student responses to terrorism, and engages students in a discussion on defining terrorism. It can be completed in one to two periods.  Lesson two - Causes of Terrorism examines some possible sources of motivation for terrorism. Central to the exercise is to show students that terrorism can emerge from a variety of motivations. Lesson two can be completed in one class period.  Lesson three - Responses to Terrorism engages students in a creative problem solving exercise to examine a range of possible responses to terrorism. Students are also asked to evaluate the utility and consequences of their stronger ideas. This exercise can be completed in one class period.  The teaching guide, with the three lessons, is in PDF format. Supplemental Internet materials will also be available.  Download the Teaching Guide: Download the Teaching Guide on International Terrorism: Definitions, Causes and Responses here.  To use the Teaching Guide on International Terrorism: Definitions, Causes and Responses you will need a copy of Adobe Acrobat Reader.  Helping Students: Information on helping students deal with the tragedy of September 11 can be found at the National Association of School Psychologists web page.  Web Based Materials on Terrorism:  Terrorism/Counter-Terrorism: Web Links, United States Institute of Peace ; Patterns of Global Terrorism--2000, U.S. Department of State ; Terrorist Group Profiles, U.S. Naval Postgraduate School ; America Attacks, New York Times ; Washington Post's 'America Attacked' ; Response to Terrorism, U.S. Department of State

TRANSCEND PEACE UNIVERSITY (TPU) OFFERS FIRST ON-LINE COURSES - TRANSCEND: A Peace and Development Network with 200 members in 56 countries, has since 1996 given on-site courses in conflict transformation, peacebuilding, reconciliation, deep culture etc. in more than 20 countries with more than 4,000 participants.  The manual "Conflict Transformation by Peaceful Means" was published by the United Nations in six languages; a "maxi-version" in English (freely available at ). Based on this experience, on-line courses, each lasting 15 weeks, will begin in Fall 2002.  TPU is aiming at government and nongovernment practitioners and students at any level.  There will be certificates for single courses, diplomas for clusters of courses and eventually BA, MA and PhD degrees.  Participants may combine on-line and on-site courses.  Ten on-line courses are planned for fall 2002 (Fee $400):
- Conflict Transformation         Resource Person: Johan Galtung
- Geopolitical Conflicts Compared Resource Person: Jorgen Johansen*
- Peacebuilding and Empowerment   Resource Person: Kai Jacobsen
- Peacekeeping/Violence Control   Resource Person: Patrick Rechner
- Reconciliation                  Resource Person: Jan Oeberg**
- India-Pakistan Reconciliation   Resource Person: S P Udayakumar
- Peace Journalism                Jake Lynch & Annabel McGoldrick
- Food Assistance in Disasters    Resource Person: George Kent
- Arts and Peace                  Resource Person: Olivier Urbain
- Nonmilitary Aspects of Security Resource Person: Dietrich Fischer
* A comparative study of Hawaii-Pacific, Colombia, Northern Ireland, Basque, Kosovo/a, Somalia, Middle East, Afghanistan, Kashmir, Korea and the USA/Eurasia Configuration, building on TRANSCEND's experience around the world.
**AFTER VIOLENCE: 3R, RECONSTRUCTION, RECONCILIATION, RESOLUTION: Coping With Visible and Invisible Effects of War and Violence by Johan Galtung can be downloaded for free from .  For information contact Jorgen Johansen, Centre for Peace Education, Tromsoe University, Norway <>,

We are happy to invite you to our online course in Transforming Civil Conflict (TCC) which is offered by The European Network University, an initiative of the University of Amsterdam, the Netherlands and the Centre for Conflict Resolution, Department of Peace Studies, Bradford University, UK. The Transforming Civil Conflict course is a four-week online course in international conflict resolution, taugh entirely through the Internet! Aim and Target Group: The target group is professionals that work in conflict areas and students with a special interest in the topic. The aim of the program is to help prepare participants for work in conflict areas or to make their work more effective. We do this by giving them more insight into the processes in conflicts and the roles of different organisations. Content of the Course: During the course the participants are familiarised with contemporary theories of conflict and conflict resolution, acquainted with a range of relevant information on conflict on the Internet and introduced to practical issues and debates within the field. They are brought together in a 'learning community' with people with a professional interest in conflict. The subjects for each of the course weeks are: Introduction to Conflict Resolution, Conflict Analysis and Conflict Prevention. The students participate through online debates, assignments and exercises and are coached intensively online. For more information: web site ; contact Lambrecht Wessels MA,
Course Director/Trainer Conflict Studies, The European Network University, PO Box 94603, 1090 GP Amsterdam, The Netherlands, Tel.: 020-561 8167; Fax.: 020-561 8164; Email: 

NEWBUTTONPINK.GIF (519 bytes)The Vision of The Virtues ProjectTM is to serve humanity by supporting the moral and spiritual development of people of all cultures, by helping them to remember who they really are and to live by their highest values. The Mission of The Virtues ProjectTM is to provide empowering strategies that inspire the practice of virtues in everyday life through programs of excellence and simplicity which support people of all ages to cultivate their virtues -- the gifts of character.  A variety of programs are available which focus on the Five Strategies of The Virtues ProjectTM in personal, professional and community development. Examples are: Personal Growth and Healing Retreats, Parenting Life-skills Courses, Character Education Initiatives, Positive Cultural Change, Violence Prevention and Intervention, Transformation of Bully Behaviour, Community Building, Leadership Development and Facilitator Training.  Presentations can take the form of an inspirational keynote for a conference, a series of community development workshops for a group in crisis, an ongoing character education program within a school, corporate leadership training, or a personal development retreat for couples or individuals.  For more information: web site ; telephone WITHIN NORTH AMERICA: 1-888-261-5611; INTERNATIONAL: 1-423-870-4525; FAX: 1-423-870-4774; email UNITED STATES: ; CANADA: ; EUROPE: ; INTERNATIONAL:

"War: who does anything against it?" An information package for writing a paper or giving a presentation, for pupils of 10-15 years old. (Read it as a pdf file   3.4 MB!) Download the Acrobat Reader for free!

 "What Shall We Teach Our Children: Peace Education in the Schools", by Jacqueline Haessly, is available from Peacemaking Associates for $12, including postage and handling - USA; or $15 including postage and handling elsewhere in the world.  Mailing address for Peacemaking Associates is 2437 N. Grant Blvd.  Milwaukee, WI, 53210.  In 1985 The Milwaukee Public School System, in Milwaukee, Wisconsin, USA, became the first large public school system in the country to initiate a K-12 peace education curriculum.  A report of the process by which this took place is documented in "What Shall We Teach the Children: Peace Education in the Schools".  The report identifies the initial impetus for such a program; presents challenges for school board members, school administrators, educators, and citizens who served on an 18 mo committee to develop the curriculum; suggests the range of topics, concepts and skills to be included in a K-12 peace education curriculum, and also identifies limitations of the MPS curriculum.  The curriculum has been revised a number of times during the past 17 years, each time to meet specific community needs.  While the initial focus was on the nuclear threats of the 1980's, for high school students, the curriculum that was developed was much more comprehensive, and developmentally sound according to the needs of a K-12 population of about 110,000 students. Revisions both strengthed original curriculum, and also expanded some areas to address issues of increasing levels of youth and community violence. When principals were introduced to the K-12 peace education curriculum in Feb. 1995, they applauded.  Inservice sessions were offered to all principals, and to all teachers in the K-12 programs at that time. Limited funds and fading interest with reduced nuclear threat has reduced on-going inservice, or any parent and community education.  Still, the concepts and program might be of interest to readers here, who are seeking to establish such a program in their own school district.  Comments courtesy of author Jacqueline Haessly,  Peace Education Specialist,

WORLD PRESS REVIEW CLASSROOM PROGRAM -EDUCATORS HANDBOOK - at is an ideal teaching tool for international studies. In the following pages, we have provided some examples of how various regularly featured departments of World Press Review may be used in the classroom. Cover Story: A package of articles on major news events or political, economic, social, cultural, or environmental phenomena. View Points: A roundup of editorial perspectives and interpretations of major news stories. Mirror on the United States: Articles reflecting attitudes and assumptions about the United States from around the world. Regional Reports: An international media watch, providing explanations and analyses of the stories dominating the press in countries in Africa, the Americas, Asia/Pacific, Central Asia, Europe, and the Middle East. Commentary: Editorials, opinion pieces or analytic, interpretive essays, usually presented in their entirety, on dominant news stories or major phenomena. World in Cartoons: A selection of political cartoons from the international press.   WPR is a dynamic teaching tool for international affairs, economics, political science, comparative politics, or journalism—the only English-language publication offering a cogent monthly mix of newspaper and magazine articles from countries around the globe, translated from their original languages and framed by analyses by our team of correspondents and editors. Each issue immerses your students in the full flavor of the robust public debates that engage citizens throughout the world.


ALSO SEE Information Resources
and Email Listservers