SUMMARY – PEACEBUILDING EDUCATION
UNIT "SUMMARY – PEACEBUILDING EDUCATION"
This lesson addresses peacebuilding education. The objective of this lesson is to help students to be aware of peacebuilding, define and analyze a peacebuilder and make comparisons among peacebuilders and organizations.
Part 1
Learning outcome: + Analysis Critical thinking Open-mindedness Creativity |
Learning skills: Reading & Writing |
Please, define the word peace. While thinking about the definition, think about a “metaphor” to define it. Write your ideas on the website called “Padlet” or any other digital whiteboard (brainstorming tool) available and other students can also write comments and like the definition & metaphor. The padlet link: |
Learning outcome: + Analytical thinking +Critical thinking + Open-mindedness |
Learning skills: Vocabulary & Listening |
Please, match the vocabulary items given below with their definitions. Vocabulary items: -awareness, -generate, -intitiate, -resilience, -facilitate, -discrimination, -diversity, -inclusion Platform: “Wordwall“ or on Hi Globe platform
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Learning outcome: + Analytical thinking +Critical thinking + Open-mindedness +Respect for others |
Learning skills: Listening |
Checking peacebuilding activities mentioned in the video: UNESCO Youth Fast Talks: Peace, Peacebuilding and Resilience (10’) Please, watch a video called Peace, Peacebuilding and Resilience provided by UNESCO Youth Fast Talks Link: Listening: Unesco Youth Fast Talks: https://www.youtube.com/watch?v=B3PtqPjlPW0 While watching the peacebuilding video, accomplish the following activities. Answers: Please check the correct and incorrect sentences provided below by watching the UNESCO Youth Fast Talk: |
Learning outcome: + Analytical thinking +Critical thinking + Open-mindedness +Respect for others |
Learning skills: Reading & Writing |
List the characteristics of a peacebuilder in order to analyze the characteristics, they are provided with the list of Nobel Peace Prizes (the link is provided below). While you are reading the text on the Nobel Peace webpage, you will see some winning people, groups and projects listed. Based on the winners, analyze and understand some of the basic characteristics of Nobel Peace Prize winners. Please, write at least 10 characteristics of a peacebuilder based on the previous Nobel Peace Prize Winners. Some other characteristics can be like: -resolution, ending a fight (2016 winner) -non violent leader (2011 winner) -preventing arming, weapon-free environment The Nobel Peace Prize List: |
Learning outcome: + Changing perspectives Critical thinking Open-mindedness |
Learning skills: Speaking |
Discuss some guiding questions based on your previous readings: Some guiding questions: ◆ Why might it be difficult to be a peacebuilder? What keeps people from working for peace more frequently? ◆ What are the benefits of being a peacebuilder? ◆ What are some of the risks involved in being a peacebuilder in your community or internationally? How can you deal with these risks? |
Learning outcome: + Creativity +Empathy +Social Responsibility +Open Mindedness |
Learning skills: Speaking |
Choose/create your art to address a conflict in your area, country around the world. In addition, think about a conflict and then think and design an artwork for that conflict individually. You may either design it on paper or may design it in 3D format. You may use various tools for that purpose such as Canva, Google Sketchup, …etc. or use existing materials to design an artwork for around 10-15 minutes. In the end present your artwork, by describing the main features of it. Examples:
The Knotted Gun: The sculpture at the United Nations headquarters in New York City
Hand of Peace by Jose Sequiri – Malaga Spain is a photograph by Jon Berghoff which was uploaded on July 28th, 2015.
The hand of peace sculpture with doves on the waterfront in Kusadasi, Turkey
Bronze Great Wall of China Hands Cooperation Peace Sculpture Statue
World Peace is a painting by Julie Joy which was uploaded on January 23rd, 2018.
Nicky Walker – “Mandela World Peace” |
Learning outcome: + Critical thinking and analysis Decision making + Open-mindedness Respect for others |
Learning skills: Reading |
Please, read the provided text given below. Them, read the procedures for the nomination and selection process and try to understand how the process works. Nobel Peace Prize 2021: https://www.newsweek.com/nobel-peace-prize-2021-nominees-list-stacey-abrams-jared-kushner-1566222 2020: https://time.com/5897275/nobel-peace-prize-2020-favorites/ Nomination & Selection: https://www.nobelprize.org/nomination/peace/ Q&A about nomination process: Questions and answers about the nomination process for a Nobel Peace Prize |
Duration: 30 min |
Learning outcome: + Critical thinking and analysis Decision making Creativity Open-mindedness Respect for others |
Learning skills: Writing & Speaking |
Please, prepare a poster or a video or presentation on the organization/project.
You should also consider the potential winner’s -characteristics, -contributions to World Peace, -strengths compared to other candidates. You can also do research from the internet by looking at who is actively working on more in the year before for World Peace. After preparing the presentation, please, present it to the class by explaining why you have chosen that person/group/project.
You may use Canva, Powerpoint, iMovie, Flipgrid, NearPod, YouTube, Final Cut Pro, Google Slides, Prezi or any other related tools to create your presentation, poster or video. |
Part 2
Learning outcome: + Critical thinking and analysis Decision making Open-mindedness Awareness |
Learning skills: Reading |
Please, read the provided text given below and answer the questions: UN Global Issues: https://www.un.org/en/global-issues Questions on the Reading Text: What is the role of the UN in addressing global issues? Which world problems are addressed in a very noticeable way? And Why? Which problems are new as a result of digital advancements? Which problems are directly caused by a lack of money and finance? Which problems do exist in your countries and any neighboring country? Which issue is specifically related to a certain age group? Probable challenging vocabulary Items in the text:
Text Form: 1 global >worldwide 2 foremost >best 3 address >face/deal with 4 transcend >go beyond 5 boundaries >edges/borders 6 be resolved >be settled 7 establishing >beginning and building on 8 framework >(solid basic structure on which bigger things can be built) 9 promoting >(helping increase/showing in a good way) 10 economic >money-based 11 seven decades>seventy years 12 resolution >(agreement that ends an argument) 13 peacekeeping >(serving to prevent war and fighting) 14 specialized >(made to do one thing very well) 15 agencies >(services businesses/government units) 16 engaged in >started/working at 17 array >organized row 18 advancement >(moving ahead or up) 19 overview >summary 20 resources >useful things/valuable supplies 21 additional >added/more |
Duration: 40 min |
Learning outcome: + Analytical thinking Critical thinking Open-mindedness |
Learning skills: Writing |
Pléase, write a problem and solution essay based on 3 most pressing global issues to be addressed in the current year. After reading the text on the UN and global issues addressed worldwide, write whether any of these problems are local or familiar. It is recommended to watch a video in which very familiar and pressing issues are detailed with also solution attempts and efforts. The video is titled “Nations United: Urgent Solutions for Urgent Times | Presented by Thandie Newton”. Link: Urgent Solution for Urgent Times UN Video: https://www.youtube.com/watch?v=xVWHuJOmaEk |
Duration: 20 min |
Learning outcome: + Analytical thinking +Critical thinking Open-mindedness Respect for others |
Learning skills: Listening |
Please, watch a TED Talk title “How We Can Make the World a Better Place by 2030”. The video is about the SDGs announced after the meeting at the UN in September 2015. The countries agreed to a new set of Global Goals for the development of the world by 2030. In line with this content and purpose, social progress expert Michael Green invites the audience to imagine how these goals and their vision for a better world can be achieved. The video can easily be found by searching online for “How We Can Make the World a Better Place by 2030 | Michael Green | TED Talks” as the link is also shared below. While watching the video, list problems and possible solutions to some global issues. Video link is provided here: ● Listening: How We Can Make the World a Better Place by 2030 | Michael Green | TED Talks https://www.youtube.com/watch?v=o08ykAqLOxk |
Duration: 15 min |
Learning outcome: + Analytical thinking +Critical thinking + Open-mindedness Respect for others |
Learning skills: Reading |
Go to globalgoals.org website and explore SDGs, then check them out one by one individually or in pairs. In addition, discuss in pairs some of the SDG in line with your essays written prior to the online class. The link to the text is provided here: Global Goals/SDGs website: The UN website where each SDG is explained and presented with some actions taken: |
Duration: 20 min |
Learning outcome: + Analytical thinking +Critical thinking Open-mindedness Respect for others |
Learning skills: Reading & Speaking |
Do you want to learn more about SDGs, global issues and possible problems by matching some of the SDGs (also listed below) with “climate action superheroes”? Then, visit the website of “Climate action superheroes” and see the actions taken by each superhero. Relate those superheroes to the related SDGs. The list of superheroes and SDG are also provided below. The link to the text and website is provided here: https://www.un.org/sustainabledevelopment/climate-action-superheroes-info/
Superhero: TRUTH TALKER Aim: “Has the facts about climate change and tells others about it” SD Goal: SDG 17: Partnerships for the Goal Superhero: VEGGIE VINDICATOR Aim: “Educates everyone on why to eat – and appreciate – more veggies” SD Goal: SDG 2: Zero Hunger Superhero: RECYCLE RANGER Aim: “Knows proper recycling techniques and shows others what items belong in which bin” SD Goal: SDG 12: Responsible Consumption and Production Superhero: GREEN GUIDE Aim: “Keeps plants healthy and doesn’t let them go to waste” SD Goal: SDG 15: Life on Land Superhero: FASHION FIXER Aim: “Mends, donates and keeps clothing out of landfills” SD Goal: SDG 9: Industry, Innovation and Infrastructure Superhero: WATER WIZARD Aim: “Keeps dangerous plastics from getting into the ocean and makes sure you don’t let water go to waste” SD Goal: SDG 14: Life Below Water Superhero: ENERGY EXPERT Aim: “Never wastes electricity, and always turns off the lights when they’re not needed” SD Goal: SDG 7: Affordable and Clean Energy Superhero: FUME FIGHTER Aim: “Defender of clean air and protecting the atmosphere from bad fumes” SD Goal: SDG 11: Sustainable Cities and Communities Individual Links to each Climate Superhero: |
Duration: 35 min |
Learning outcome: + Analytical thinking +Critical thinking + Open-mindedness + Respect for others |
Learning skills: Writing& Speaking |
Create your own superheroes based on one of the chosen remaining SDGs and related global issues. All the SDGs have been covered in the previous activity with the help of climate superheroes and here is the list of the chosen remaining SDGs.
SDG 3: Health, SDG 4: Education SDGs 5&10: Gender In/equality & Inequality, SDGs 1&8: Economics SDG 16: Peace &Justice
In addition, create a similar poster based on your imaginary superhero to deal with one of the given issues also in line with related SDGs.
Superhero Poster Task Sheet:
Individual Links to each Climate Superhero: https://www.un.org/sustainabledevelopment/wp-content/uploads/2020/10/UN_Climate-Action-Superheroes_TRUTH-TALKER-1.pdf
https://www.un.org/sustainabledevelopment/wp-content/uploads/2020/10/UN_Climate-Action-Superheroes_VEGGIE-VINDICATOR.pdf
https://www.un.org/sustainabledevelopment/wp-content/uploads/2020/10/UN_Climate-Action-Superheroes_RECYCLE-RANGER.pdf
https://www.un.org/sustainabledevelopment/wp-content/uploads/2020/10/UN_Climate-Action-Superheroes_GREEN-GUIDE.pdf
https://www.un.org/sustainabledevelopment/wp-content/uploads/2020/10/UN_Climate-Action-Superheroes_FASHION-FIXER-1.pdf
https://www.un.org/sustainabledevelopment/wp-content/uploads/2020/10/UN_Climate-Action-Superheroes_WATER-WIZARD.pdf
https://www.un.org/sustainabledevelopment/wp-content/uploads/2020/10/UN_Climate-Action-Superheroes_ENERGY-EXPERT-1.pdf
https://www.un.org/sustainabledevelopment/wp-content/uploads/2020/10/UN_Climate-Action-Superheroes_FUME-FIGHTER-1.pdf
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