Overview
This lesson introduces students to the concept of peace. It enables students to begin to explore the concepts of peace through individual and group lenses and serves as a foundation to understanding as they dive into the complexities of peace in the upcoming modules. Students will be led to develop their personal definitions of peace by using “Five Senses” prompts. They will work in groups to learn to analyze by Human Rights Champions. In addition, students will start imagining what they can do to promote peace and social justice by creating campaigns on social media.
Grade Level
8th - 12th Grades
Essential questions the lesson will address:
● Is it possible to define “peace”?
Learning Outcomes
Students will be able to:
● Explore the concept of peace and define its meaning on a personal level
● Work with small groups and then with the entire class to create a definition of peace that will be used throughout the program
Common Core State Standards (11th Grade)
● CCSS.ELA-LITERACY.SL.11-12.1.B Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
● CCSS.ELA-LITERACY.SL.11-12.1.C Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
● CCSS.ELA-LITERACY.SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
● CCSS.ELA-LITERACY.RI.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
● CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Curriculum Glossary and Key Concepts and Ideas
● Former UN Secretary General Ban Ki-Moon’s quote about peace: “peace means access to education, health and essential services – especially for girls and women; giving every young woman and man the chance to live as they choose; and developing sustainably and protecting the planet’s biodiversity” (UN News, 2014)
Formative Assessment Strategies
The teacher can make a note of…..
● Individual student participation in group work such as when the whole class defines “peace”.
● Individual student’s engagement in their journal writing.
● Individual student participation in whole class discussions.
● Group collaboration when students work together to define “peace”.
Materials for Instructor
● Black/whiteboard and chalk/marker.
● Imagine Curriculum Glossary Board (digital or physical version).
Materials for Students
● Imagine Journal & Writing Utensil
LESSON PLAN
I. Opening Discussion (5 min.)
Share with students that during this program we will be investigating the concept of peace. They will have a chance to listen to and read personal narratives of their peers who live in post-conflict societies about peace. In this first class they will begin their personal and group exploration of peace through writing activities and discussions.
II. Peace Word Poem using the Five Senses to Reflect on Peace (30 min.)
Peace Word Poem using the Five Senses to Reflect on Peace
Make sure students have their Imagine journals on their desks and a writing utensil
Step One
In the first activity the class will create a Peace Word Poem using their five senses that will inspire students to investigate the concept of “peace” in a creative way. To begin, ask students to share the first word that comes to them when asked to describe peace. Start writing their answers on a traditional blackboard or using an overhead projector.
Step Two
Share with students that they are now going to explore the concept of peace in a creative way using their five senses. Ask them to open up to their imagination as they may be surprised at what they will find.
Ask students to close their eyes or gently stare at a spot on the floor
Use the following prompts, or ones that you create, to help guide the exploration, but make sure to give them some time before they open their eyes to share their reflections:
SIGHT
● What does peace look like to you? Is it a scene from nature? An object? A person?
Ask students to open their eyes and popcorn their vision of peace. Write some of them on the board or projector.
Again ask students to close their eyes or or gently stare at a spot on the floor. Use the following prompts to help guide the exploration:
SOUND
● What does peace sound like? Human voices? Animals? Or is it silence?
Ask students to open their eyes and popcorn their sound of peace. Write some of them on the board or projector.
Again ask students to close their eyes or gently stare at a spot on the floor. Use the following prompts to help guide the exploration:
SMELL
● If peace has a smell, what does it smell like? Flowers? A food? Clean laundry?
Ask students to open their eyes and popcorn their smell of peace. Write some of them on the board or projector.
Again ask students to close their eyes or gently stare at a spot on the floor. Use the following prompts to help guide the exploration:
TOUCH
● If you could touch peace, what would it feel like? Would it be soft like cotton? Would it be furry? Would it be cold to touch, or hot?
Ask students to open their eyes and popcorn what peace feels like. Write some of them on the board or projector.
Again ask students to close their eyes or gently stare at a spot on the floor. Use the following prompts to help guide the exploration:
TASTE
● If peace had a taste, what would it taste like? Would it be sweet like a desert? Or savory like popcorn or a cheese burger? Would it taste like your favorite treat?
Ask students to open their eyes and popcorn what peace tastes like. Write some of them on the board or projector.
Step Three: Written Reflection
Have students open their Imagine Journals and take a few minutes to reflect on what it was like to explore the concept of peace through their five senses.
Prompt questions can include:
● What surprised you the most about your five senses exploration of peace?
● Was there one particular sense exploration you would like to write about now?
Step Four: Sharing
● Ask students to share their writings
Step Five:
● Ask a student (s) to read the word poem
III. Class Definition of Peace (15 min.)
Class Definition of Peace
It is time for the class to create a definition of peace that they will use throughout the program. However, keep in mind there may be certain points in the program where students may want to revise the definition as they learn more about the reality of “peace”.
Step One:
Break students into small groups. Their task is to write a definition of peace as a group. Encourage them to look at the word poem to support their endeavor.
Step Two:
Have each group read their definition out loud. Ideally, write their definitions on the blackboard or project them. It is optional to add the former UN Secretary General Ban Ki-Moon’s quote about peace: “peace means access to education, health and essential services – especially for girls and women; giving every young woman and man the chance to live as they choose; and developing sustainably and protecting the planet’s biodiversity” (UN News, 2014).
Step Three:
Guide the students to create one accepted classroom definition. Let them know that as the program continues they may feel compelled to update their definition. Have a student read the final definition outlet and ask the class to write the class definition of peace in their Imagine journals.