PeaceJam Leaders Curriculum...• More than one million young people worldwide have participated in the program. • Hundreds of Youth Conferences have been held around the globe connecting

PeaceJam Leaders & Ambassadors Curriculum Training

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Adult Advisors Training

PeaceJam Leaders Curriculum Designed for Youth Ages 11-14

Fostering Leadership & Positive Identity through the Study of 13 Nobel Peace Laureates

Peace Jam Ambassadors Curriculum

Designed for Youth Ages 14-25 Nobel Laureates Mentoring Youth to Change the World

The PeaceJam Foundation

11200 Ralston Road Arvada CO 80004

303.455.2099 www.peacejam.org

Copyright © 2006-2013 The PeaceJam Foundation

All Rights Reserved


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No part of this publication can be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise, without the prior written consent of the author.

Pages identified as Handouts may be reproduced


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OVERVIEW OF PEACEJAM FOUNDATION

PeaceJam Mission The mission of the PeaceJam Foundation is to create young leaders committed to positive change in themselves, their communities and the world through the inspiration of Nobel Peace Laureates who pass on the spirit, skills, and wisdom they embody. PeaceJam Organization Nearly half of the world’s population is under the age of twenty. Most youth do not yet identify themselves as people who can generate greatness in the world and many young people are plagued with overwhelming feelings of hopelessness and powerlessness that transcend racial, political, and economic boundaries. The PeaceJam Foundation was founded in 1996 in Denver, Colorado to address this need. PeaceJam provides year-long, ongoing educational programs for youth ages 5-25. The participating Nobel Peace Laureates are directly involved in developing the curriculum and the program itself. PeaceJam is the only organization in the world which has so many Nobel Peace Laureates working together long-term for a common cause – the leadership development of our youth. Since the PeaceJam Program was launched in 1996:

• More than one million young people worldwide have participated in the program. • Hundreds of Youth Conferences have been held around the globe connecting youth with

Nobel Peace Laureates. • Youth engagement averages over 40 hours with an adult leader including teachers,

mentors, community leaders, and/or PeaceJam staff. • Nearly two million new service projects have been developed by PeaceJam participants • PeaceJam has created thousands of new leadership and volunteer opportunities for youth

and young adults. • Evaluations have shown that youth who participate in PeaceJam programs show

statistically significant gains in academic skills and knowledge as well as increased school and community engagement as a result of their participation in PeaceJam programming.

• Evaluations have shown that incidents of violence decrease in schools and communities-based organizations where PeaceJam programs are implemented.

[The PeaceJam Foundation is a Colorado 501(c)(3) non-profit organization with no political or religious affiliations.]


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Core Components of PeaceJam

• Education: Curriculum for youth ages 5-25 The purpose of the PeaceJam curriculum is to stimulate youths’ critical thinking skills, strengthen their research abilities, increase their knowledge of the role of nonviolence in conflict, and promote self growth and reflection. It includes specific content on the lives and work of the Nobel Peace Laureates, as well as engaging activities for analyzing root causes of issues that affect communities both locally and globally. Extensive resources in each chapter allow youth to participate in an in-depth exploration of topics such as violence, poverty, reconciliation, and an individual’s power to make a difference.

• Inspiration: 13 Nobel Peace Laureates and the Youth Participants Themselves Through the PeaceJam program, youth explore the personal stories of 13 Nobel Peace Laureates – most of whom have overcome tremendous challenges. Each Laureate’s choice to stand up against negative forces and to solve problems in their own countries through nonviolence serves as inspiration for youth as they work to address the issues they are most passionate about. Youth analyze the skills, knowledge, and attributes that allowed the Laureates to be successful in their work. Youth also explore their own beliefs, actions, and choices and how to put their talents, skills, and passion to work for positive change.

• Action: Global Call to Action Projects Aligned with High Quality Service-Learning Standards PeaceJam puts youth in the authentic position of being peacemakers and peace-builders who address the most pressing issues of our time in both local and global communities. Youth will use the framework of PeaceJam’s Global Call to Action to implement creative projects that address the root causes of such issues as extreme poverty, disease, racism, violence, environmental degradation, human rights, and the proliferation of weapons. PeaceJam offers all young people the opportunity to step into powerful leadership roles that will make a lasting and sustainable impact.

Change Starts Here

Inspiration

Action Education


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PeaceJam ProgramsEach PeaceJam program includes curricular activities that enhance both the academic and social-emotional skills of participating youth, fostering the essential character traits necessary to create positive change in the world. Each program ties to learning standards and engages students in a high quality service-learning process designed to build leadership skills and commitment to community engagement. PeaceJam Juniors: For youth ages 5-11, this program explores the childhood stories of the Nobel Peace Laureates and engages youth in activities that explore positive identity development and decision-making. PeaceJam Leaders: For youth ages 11-14, this program explores the adolescent stories of 13 Nobel Peace Laureates and engages youth in activities that explore positive identity development and decision-making. PeaceJam Ambassadors: For youth ages 14-19, this program explores issues related to peace, violence, and social justice along with the study of the work of 13 Nobel Peace Laureates. The program includes an annual Youth Conference where youth meet a Nobel Peace Laureate, giving them an unprecedented opportunity to share with, learn from, and be inspired by a world peace leader. PeaceJam Juvenile Justice: This curriculum is designed for youth who are engaged in the juvenile justice system. It addresses issues of gangs, drunks and alcohol, and other risky behaviors. Participants develop skills in the areas of civic responsibility, reconciliation, and leadership while being challenged to rewrite their life stories and learn the power of peace. PeaceJam Scholars: This program is for youth ages 18-25 who serve as mentors for participants at PeaceJam Youth Conferences, support local PeaceJam groups, and study international issues connected to the work of the Nobel Peace Laureates. They have opportunities to engage in service and research that extends that work into the community as well as to participate in internships and international service trips. Nobel Legacy Film Series Working closely with the 13 inspiring Nobel Peace Laureates on PeaceJam’s Board, PeaceJam is developing a series of films which highlight the cutting edge work being done by these incredible leaders as they fight to create a better future for all of humanity. These films will capture the lifelong legacy of the Laureates and will be featured in a variety of venues; additionally, they will become a permanent part of the PeaceJam curriculum (visit: nobellegacyfilmseries.com) One Billion Acts of Peace Campaign Google and PeaceJam have joined forces to work toward "One Billion Acts of Peace" -- an international global citizen's movement led by thirteen Nobel Peace Laureates and designed to tackle the toughest issues facing humanity. (visit: http://onebillionactsofpeace.com/)


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Leaders Curriculum at a Glance Overview of Concepts & Skills Taught

Laureate Theme Leadership skill Service-Learning

(Global Call to Action)

Curricular Extensions

1. PeaceJam “connecting youth and peace leaders”

Self-Reflection

Understanding Self Exploring beliefs, values and identity

Community Walk

Poetry Mapping Historical analysis Research

2. Alfred Nobel “creator of the Nobel Prizes”

Beyond Self Empathy Opening your eyes, mind and heart

Needs Assessment

Newspaper editorials Debate Role of government History of Norway and Sweden

3. Nobel Peace Prize

“honoring those who solve problems without violence”

Peace & Violence

Recognizing Peace Exploring what it means to be a peacemaker

Project Selection Biographies Research papers Speeches Civic study of Peace World Geography

Laureate Chapters 4. Rigoberta

Menchú Tum “they had to work

together”

Community Team Work Learning to work well together

Community Cafés

Autobiographies Central America Indigenous peoples Child labor issues Essays on community

5. Dalai Lama “only had words”

Communication & Compassion

Listening & Speaking Skills Listening and speaking with respect and compassion

Writing Service-Learning Plans (Global Call to Action)

Opinion papers History of Tibet Mapping Government in Exile Research

6. Adolfo Pérez Esquivel

“turned to art to find his way”

Identity Shapers

Risky Behaviors • Positive and negative

influences • Façades • Groups we choose to

belong to • Role Models

Power of Letters Writing comic strips Business letters Analyzing song lyrics Study of Argentina Dance & sculpture

7. Desmond Tutu

“harnessed anger”

Emotions Handling Anger Identifying emotion triggers and transforming anger into action

Educating the Community

Play writing/Acting Apartheid/South Africa Civil rights movements Global diseases


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Laureate Theme Leadership skill Service-Learning

Curricular Extensions

8. Betty Williams & Máiread

Maguire “moved beyond

stereotypes”

Diversity Overcoming Stereotypes Understanding your own biases and prejudices

Exploring Issues from Diverse Perspectives

Writing narratives from two perspectives Persuasive speeches History of Europe

9. Jody Williams “took action”

Making a Stand Taking Action “Emotion without action is irrelevant”

Informed Action Writing news briefs Landmines Arms Trade Human security

10. Shirin Ebadi “defends those with no voice”

Rights Exploring & Defending Rights Understanding your rights and the rights of others

Doing Human Rights Scan

Writing arguments Study of Iran Citizens’ Rights UN Human Rights Judicial Systems

11. Leymah Gbowee

“Used her skills to help end a Civil

War” “

Using Your Skills Evaluating Your Dreams Identifying and keeping to the root of your dream.

Peer Mediation Liberia Child Soldiers Slavery West African Pen Pals

12. Jose Ramos-Horta

“made a convincing case for his country”

Problem-solving Conflict Resolution Exploring no-lose problem-solving

Working with Civic Institutions

United Nations Colonization Democracy Reconciliation

13. Joseph Rotblat “took

responsibility for his actions”

Responsibility Taking Responsibility for Your Actions It’s never too late to change your life around

Analyzing Future Impacts

WWII The Holocaust Nuclear weapons Role of Science

14. Oscar Arias “had a vision and

a plan”

Goal Setting Setting Personal Goals Using your power in positive ways

Re-Evaluating Project Goals

Demilitarizing Rainforests Peace accords Central America wars

15. Aung San Suu Kyi

“had the courage to overcome challenges”

Overcoming Challenges

Courage Overcoming obstacles that may keep you from reaching your goals

Public Speaking Study of Burma Military dictatorships Role of protests in history

Final Chapter 16. ME

“what will the world say about you?

My Story I am…believe, care about, belong to, will.

Reflection & Celebration

Writing Peace Plans Self-expression Creating life purpose


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Ambassadors Curriculum at a Glance Overview of Concepts & Skills Taught

Chapter GET INSPIRED

EDUCATE YOURSELF

TAKE ACTION TAKE IT FURTHER

Motivation, Role Models, Wisdom

of Laureates

Educational Concepts & 21st Century Skills

Citizenship & Service

Learning Extensions

Getting Started

PeaceJam’s Story and the Nobel Peace Laureates

Organization Group Norms Civil Discourse Goal Setting

Collaboration; PeaceJam's Global Network

Research charities and agencies

Alfred Nobel & the Nobel Peace Prize

The Alfred Nobel Story & Taking Responsibly for Your Actions

Historical Analysis

Intro to the Global Call to Action & Service-Learning

Letter to Editor, Laureates' Work, Information Literacy

Exploring Identity & Difference

Perspective on Identity through Stories of Laureates & PeaceJam Youth

Dimensions of Identity & Cross-Cultural Awareness

Using Personal Passions and Interests for Action

Mission Statements, Music Festivals, Personal Role Models

Exploring Privilege and

Power

Defending Human Rights Nonviolently

Exploring Prejudice & Understanding Systemic Oppression

Power Dynamics of Civic Groups & Project Selection

Personal Prejudices, Oppression in History

Exploring Peace & Violence

Laureates' Wisdom on Peace & Violence

Dimensions of Peace & Violence

Writing Service-Learning Plans

Media Images of Peace & Violence, Letter writing, Song Lyrics

Nonviolence & The

Global Call to Action

Moving Beyond Emotion to Action

Exploring the Meaning of Nonviolence & Nonviolent Strategies

Implementing Global Call to Action Projects

Steps to Completing Projects


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Chapter GET INSPIRED EDUCATE YOURSELF

TAKE ACTION TAKE IT FURTHER

Dalai Lama 1989 Nobel Peace

Prize Winner

Protecting the Environment

Environmental Justice

Compassion towards Others & the Earth

Study of Tibet Buddhism Ecology

Betty Williams 1976 Nobel Peace

Prize Winner

Overcoming Prejudice

Moving Beyond Prejudice & Hatred

Creating a Peace March

Study of N. Ireland Women’s Rights Sectarianism

Rigoberta Menchú Tum

1992 Nobel Peace Prize Winner

Importance of Community

Overcoming a Violent History

Telling Your Story Study of Guatemala Contributions of Indigenous Peoples

Oscar Arias 1987 Nobel Peace

Prize Winner

Investing in Human Security

Setting Priorities Eliminating Violent Systems

Study of Costa Rica Eco-Tourism Investing in Education

Desmond Tutu 1984 Nobel Peace

Prize Winner

Eliminating Oppression

Racism & Systemic Oppression

Reconciliation South Africa Apartheid Restorative Justice

Aung San Suu Kyi 1991 Nobel Peace

Prize Winner

Holding Your Ground through Adversity

Perseverance Using Democratic Systems

Study of Burma Military Junta Democratic process

Máiread Maguire 1976 Nobel Peace

Prize Winner

Solidarity

Celebrating Differences

Standing with Groups in Need of Support

Study of N. Ireland Sectarianism Protecting Basic Rights

Adolfo Pérez Esquivel

1980 Nobel Peace Prize Winner

Using Creativity to Promote Human Rights

Power of Art and Words

Breaking the Cycle of Violence

Study of Argentina Human Rights Amnesty International

José Ramos-Horta 1996 Nobel Peace

Prize Winner

Ensuring all Have Adequate Resources

Overcoming Extreme Poverty

Speaking Up for Oppressed Persons

Study of East Timor Colonization Public Speaking

Jody Williams 1997 Nobel Peace

Prize Winner

Convening Allies to Tackle a Common Goal

Collaboration Developing Partnerships

Banning Landmines Developing Treaties Forming Coalitions

Joseph Rotblat 1995 Nobel Peace

Prize Winner

Taking Responsibility for Your Actions

Responsibility Analyzing Future Impacts

WWII The Holocaust Nuclear weapons

Shirin Ebadi 2003 Nobel Peace

Prize Winner

Understanding Your Rights and Rights of Others

Human Rights Working for the Rights of Others

Study of Iran Citizens’ Rights Judicial Systems

Leymah Gbowee 2011 Nobel Peace

Prize Winner

Understand Your Role in Ending Conflict

Resolving Conflict Watching for “Early Warners”

Child Soldiers Civil War Slavery


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CHAPTER OVERVIEW Chapters Five through Sixteen in the Leaders Program and Chapters Six though Eighteen in the Ambassadors Program center on one of the Nobel Peace Laureates that are members of the PeaceJam Foundation. These chapters contain the following curriculum components:

Opener: Each chapter starts with an “opener” activity to help open youths’ eyes to different ways of thinking and interacting with each other.

Get Inspired: Nobel Peace Laureate Story & Discussion- Each chapter contains a profile of one Nobel Peace Laureate and an activity that explores a critical incident in the Laureate’s life. The stories may be read aloud by the adult facilitator as “guided reading” or by youth.

Educate Yourself: Leadership Skill Builder- Each chapter engages youth in a leadership skill building activity that relates to the life and work of the Nobel Peace Laureate.

Reflection/Journal: Each chapter provides youth with the opportunity to write, talk and think about the concepts and issues that they have explored in the chapter through journal writing, discussion and sharing.

Take Action: Action/Service- Service-learning is a central component to the PeaceJam curriculum and each chapter asks youth to apply their knowledge and skills to real issues in their local and/or global community by creating a Global Call to Action project.

Take it Further: Curricular Extensions- Each chapter contains curriculum extension ideas and activities to allow educators and adult sponsors to explore related curricular material related to Language Arts, History, Civics, Geography and research.

“...” Quotes: The paragraphs in each chapter that are enclosed in quotes are suggested scripts for adult facilitators and are meant to be read aloud to youth.

! This symbol indicates that youth also have the activity in their PeaceJam Journals.

Suggested Resources to Purchase: • PeaceJam Documentary available from www.peacejam.org or www.amazon.com. • PeaceJam: One Billion Simple Acts of Peace available from www.amazon.com • PeaceJam Book available from www.amazon.com


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Structure of the Leaders Program The PeaceJam Leaders Curriculum is designed for youth between the ages of 11 and 14 yet can be used with any age group who are working on the core concepts embodied in the curriculum. It can be implemented either as a part of an academic or elective class, as an after-school program or in an out-of-school community or faith-based organization. All that is needed is an adult sponsor— a teacher, facilitator, parent, nonprofit worker, etc.—who will implement the program with youth.

HOW TO USE THIS CURRICULUM The Curriculum at a Glance table on pages vi and vii outlines the chapters in the PeaceJam Leaders Curriculum. Although the curriculum is designed to be flexible, we recommend that adult facilitators begin with the first three chapters:

• PeaceJam: Exploring Self • Alfred Nobel: Exploring Empathy • The Nobel Peace Prize: Exploring Peace & Violence

These chapters set the foundation for the program and prepare youth to explore the stories of the Nobel Peace Laureates. The Nobel Peace Laureate chapters that follow are designed to be done either in sequential order or in any order that fits with existing curricula or programs. We recommend that adult facilitators do at least one to two of these Nobel Peace Laureate chapters so that youth get to learn first-hand about these amazing world leaders and the ways they have approached problems in their lives. It is important to conclude the curriculum with the final chapter:

• Me: Exploring Who I Am & Where I’m Going This final chapter brings the youth full circle to examine themselves, their role models, the choices they make and who they want to be in the world.

PEACEJAM JOURNAL A unique component of the PeaceJam Leaders Curriculum is the PeaceJam Journal which aligns directly with the curriculum and gives youth a place to write, draw and explore their thoughts and emotions as they move through the PeaceJam Curriculum. At the back of the journal is the Global Call to Action Service-Learning Log which allows youth to keep track of their Global Call to Action Project. PEACEJAM YOUTH SURVEY Documenting the impacts of the PeaceJam Leaders Program is critical to building support for PeaceJam Programs and for documenting their effectiveness worldwide. You may be asked to administer the PeaceJam Youth Survey to your youth. If you would like to volunteer to be part of the PeaceJam Evaluation Study, please contact your local PeaceJam affiliate or the PeaceJam Foundation at 303-455-2099.


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Structure of the Ambassadors Program The PeaceJam Ambassadors Curriculum is designed to be flexible so that groups can implement it in ways that fit with their schedule, structure, and goals. However, based on years of research and evaluation, PeaceJam has established a set of best practices, that when followed, create statistically significant change in youth’s skills, knowledge and behavior. High quality PeaceJam programs:

• Implemented for at least 15-18 weeks (semester), with impacts on youth reaching statistical significance after 6 months of participation.

• Covered a minimum of ten curriculum components from the Ambassadors Curriculum. • Engaged youth in group discussions, study of Nobel Laureates’ life stories, and service that

addressed the Global Call to Action. • Provided opportunities for youth to organize and implement service projects related to social

justice and that went beyond charity to address the root causes of problems. Using the Planning Template The PeaceJam Ambassadors Planning Template can assist you in planning your PeaceJam Ambassadors program. We provide a blank Planning Template on the following page for you to customize for your program. Feel free to add or subtract weeks and activities based on the amount of time and resources you have available. The Planning Template is based on:

• 15 weeks of programming (Semester). This does not include the 2-3 weeks it may take to recruit, advertise, and set the first meeting for the PeaceJam Ambassadors program. Be sure to adjust for weeks when the group will not meet. While the goal is a semester or more of programming, any amount of time spent implementing the program is a good start! You can always improve on your program as time goes on. It is important to just get started!

• 3 hours a week (ideally 45 hours total) including meeting time, outside readings and/or research, and service related activities. If total time on programming is less than 3 hours a week, the program can be extended to 20-25 weeks or beyond for year-long programs.

• Balance Education, Inspiration, and Action. Each week is blend of the activities from: o Ambassadors Curriculum (Education) o Nobel Laureate Chapter (Inspiration) o Global Call to Action projects (Action)

You can visualize the PeaceJam Ambassadors program as the braiding of these strands. While each week is a blend of these three components, most groups tend to focus on Ambassadors Curriculum Activities from “Getting Started” and Chapters 1-5 in the beginning, shifting to a focus on the Laureate in the middle of the program year, and to an increased focus on Global Call to Action Activities toward the end. PeaceJam Youth Conference Be sure to include a PeaceJam Youth Conference in your template if you plan to attend one. These typically take place in the fall or spring in regions across the country and the world. Visit www.peacejam.org to find the dates of conference nearest you. If your group plans to attend a PeaceJam Youth Conference, be sure to include the preparation in your planning template -- which your Affiliate will outline for your group.


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GUIDELINES FOR ADULT FACILITATORS There is a great number of forces today– including the media, music and corporations— that try to mold the opinions and behaviors of youth. It is therefore critical that youth gain experience in thinking through issues themselves, weighing the evidence and coming to their own thoughtful conclusions. PeaceJam believes that this is especially important because the world will need new ideas and perspectives on how to build peace in the 21st century. The Nobel Peace Prize winners have a great deal to teach about peacemaking, but they too are humans with their own opinions and ways of seeing the world. Youth need to know that, and be encouraged to thoughtfully challenge whatever they are reading or hearing. Here are some guidelines to remember. PeaceJam Leaders is a youth-centered curriculum designed to empower youth to take on leadership roles in their schools, communities and the world. Thus the role of the adult facilitator or educator is critical to the success of the program. Your role is to “lead from behind,” scaffold their experience, and provide necessary support and encouragement while allowing the youth to take on active leadership roles within the group. " Be a PeaceJam Role Model: Your role is to guide the group and facilitate

their interactions. Encourage the youth to form their own opinions which means checking your own beliefs and opinions and instead continually asking them what they think and why – and in many cases, playing the devil’s advocate so they get used to hearing diverse perspectives.

" Set Clear Norms for Interacting: (see activity in first chapter) Help the group establish guidelines so that they can both voice their opinions and be listened to respectfully, as well as be good listeners who can challenge others’ ideas respectfully. In doing so, be ready to help youth think of issues that may arise such as someone getting upset or not feeling safe to share. Because these norms have been set by the youth, they are responsible for adhering to them. If a problem arises, check back in with the group norms and decide whether to change them or go back to following the norms that had been set.

" PeaceJam is About “Civil Discourse”: Civil discourse is about speaking in ways that follow a set of rules that honor each person and their contributions. Civil discourse is comprised typically of four types of discourse: brainstorm, dialogue/discussion, debate and decision making. It is important that your group understands the difference among the three and the behaviors and goals of each. This will help them communicate effectively.

o Brainstorm: goal is to get many ideas out on the table. All responses are good ones. o Dialogue: goal is to explore a few ideas by talking them through. This is the time for

people to explain ideas. o Debate: goal is to defend an idea. This the time for people to pick a position on an

idea and defend their position using examples, etc. o Decide: goal is to come to consensus or “sufficient consensus” (agree to a decision

although it is not their top choice, etc.) so that the group can move forward. Discuss what can happen if the rules for group discussions are not clear and some people are brainstorming, while others are trying to dialogue and others are debating – and why it is important to eventually come to some kind of consensus.

We recommend reading “Giving Voice to the Leader Within” for creative ideas on working with youth (see reference section in next chapter)


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" Youth Leadership and Voice: PeaceJam may be one of the few opportunities that adolescent youth have to be leaders, where they can direct their own learning and exploration, assess the needs of their community and plan and carry out service projects that address those needs. Your role will be to foster youth voice and youth action which include: fully valuing youth contribution and input, encouraging youth ownership of the group and projects, involving youth at all levels, including final decision making, providing the necessary training for youth, and valuing youth input with the same weight as adult input.

" Supportive Facilitation: This technique is helpful when building a team, diagnosing problems, valuing diversity, and trying to get people to appreciate differences while working to complete a task or engage in discussion. Supportive behaviors include:

o Asking questions that lend themselves to critical thinking o Modeling active listening o Allowing youth to explore consequences and choices o Using praise appropriately o Exploring common ground o Being positive, understanding and caring o Encouraging youth to examine a variety of sources about the issue o Exposing youth to a variety of opinions o Encouraging youth to come up with their own position on the issue o NOT trying to solve their problems for them o NOT offering solutions o NOT using your expertise to influence their decisions

" Tool Bag for Solving Problems: Be sure to have tools ready to head off any potential issue

that may arise in the group. Here are few to get you started: Issue: One or two people dominate the conversation. o Tool: Give everyone five coins (pebbles or pieces of paper) at the start of each

discussion. Explain that they have to use a coin every time they want to talk and they cannot talk any more once their five coins are used up.

Issue: people interrupt or talk over one another. o Tool: Use a talking stick or other object and pass it around the circle and only the

person holding the object can speak. Issue: No one in the group is sharing o Tool: Move around the circle asking each person in turn to comment on the question or

conversation. Each person can pass if they would like but they only get one “pass” per discussion.

" Create a Safe Space: Creating a Safe Space for all youth who are in the group is crucial to their involvement. Define with the group what a Safe Space is and how they will ensure that their group is a safe space for all participants. Some elements of a Safe Space include:

o Establishing yourself as an adult ally o Creating clear norms/culture of respect and openness for all participants o Drawing participants and speakers from diverse backgrounds o Vocally advertising that your space is safe for all who wish to participate o Stress importance of confidentiality (aside from your reporting requirements)


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SERVICE-LEARNING & THE GLOBAL CALL TO ACTION

Service-learning is a central part of the PeaceJam experience because it allows youth to put their academic, civic and leadership skills to action in their communities– and gives them a sense of efficacy as they plan and carry out activities that are meeting real needs. In addition, it fosters an ethic of service and caring for others that is critical to the development of active citizens. Through PeaceJam Leaders, youth will engage in service-learning projects that connect to PeaceJam’s ten-year Global Call to Action Campaign that was launched by the Nobel Peace Laureates in 2008. What is Service-Learning? Service-learning is a teaching method that allows youth to apply their knowledge and skills to real-world issues in their local and global communities. More specifically, it integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, encourage lifelong civic engagement, and strengthen communities. High quality service-learning has the following components: • Curricular connections- Service activities are connected to learning and provide youth with

opportunities to apply their academic, personal and social skills and knowledge to real world issues. The learning goals associated with the service are clearly articulated so youth know what it is they are supposed to be learning.

• Youth voice - Beyond being actively engaged in the project itself, youth have the opportunity to select, design, implement and evaluate their service activity.

• Authentic community needs – Youth investigate to be sure that the issues they select to work on are really high priority needs in their local or global community.

• Reflection – Youth have structured opportunities to think, talk, and write about their service experience. The balance of reflection and action allows youth to be aware of the impact of their work and what they are learning.

• Partnerships – Service is done in partnership with service recipients (not “to them”) whether they are people or agencies. The partners work with youth to identify genuine needs and contribute to completing the project. In a successful partnership, both sides will give to and benefit from the project.

• Assessment – Well structured assessment instruments with constructive feedback through reflection provide valuable information regarding the positive 'reciprocal learning' and serving outcomes for sustainability and replication.

What is my role in this process? As the adult facilitator, your role is to guide youth through the service-learning process as the youth develop and implement a Global Call to Action project. The steps are laid out in each chapter of the PeaceJam Leaders Curriculum to guide you in this process – have fun with it and allow youth to be creative! The basics of the Global Call to Action are:

1. Identify an issue to work on 2. Research the issue from multiple perspectives 3. Create an action plan 4. Get out there and serve! 5. Reflect and revise

PeaceJam: A Billion Simple Acts of Peace By Ivan Suvanjieff and Dawn Engle The Story of the Global Call to Action This new book tells the amazing story of a worldwide youth movement that aims to create one billion acts of peace and it shows you how you can become part of it. It tells how Nobel laureates like The Dalai Lama, Archbishop Desmond Tutu, Oscar Arias Sanchez and Aung San Suu Kyi are working with young people to tackle the core issues facing our world today.


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6. Celebrate and showcase the youths’ accomplishments


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THE GLOBAL CALL TO ACTION In September 2008, ten leading Nobel Peace Laureates launched the PeaceJam Foundation's Global Call to Action with the youth of the world as a part of PeaceJam's 10th Anniversary Celebration. This is a decade-long, worldwide campaign and we encourage all PeaceJam groups to select service-learning projects that align with this Global Call to Action. The PeaceJam Leaders Youth Journal contains step by step guidelines to help youth plan and implement their projects.

THE GLOBAL CALL TO ACTION (in no specific order)

»Ensure Access to Water and Other Natural Resources The lack of access to clean water and farm land is an increasing problem for many people around the world – and the struggle over these limited resources leads to war and conflict. We must work to be sure all people have at least the most basic natural resources, such as safe drinking water.

» End Racism and Hate Racism and the growing divide between rich and poor are problems that affect all of us. There are two groups of people in most countries – one which that is well off, and one that is hidden and full of suffering. This is creating a lot of tension among people that is leading to war and conflict.

» End Global Disease The movement of people and goods around the world means that many “third world” diseases are now threatening the developed world, and have now become the problem of everyone. We must address these diseases together, as one human family.

» End Poverty Our world cannot be safe when billions of people are forced to live on less than $1 per day, without access to even the most basic levels of shelter, food, or education. Extreme poverty as well as the myth of scarcity can be eliminated.

» Ensure Social Justice & Human Rights When people lack basic human rights and social justice over long periods of time, it leads to conflict and violence. Only when people have basic rights and are treated fairly by their government will there be peace. So we need to work to protect those rights in the areas of the world that are in conflict.

» Defend Rights for Women and Children & their Role as Leaders We need to end the exploitation of children and defend the basic human rights of women around the world, including the right to an education. We also need to work for more women and youth leaders in local communities.

» Care for the Earth’s Environment The earth is our mother, and it is wounded. It is out of balance and needs to be healed. Global warming is a reality, and only by working together can we address the many problems we have created for ourselves here on earth.

» Control the Use and Selling of Weapons The world still spends nearly a trillion dollars each year on the weapons of war. We must change our values and our priorities as we enter the 21st century. By making, buying and selling nuclear and conventional weapons, we are increasing violent conflicts and wars around the world.

» Break the Cycle of Violence We have a culture of violence and our minds have been shaped to think violence is okay. Peace is the grand revolution that humans have been waiting for. We need to see that our thoughts and actions are shaped by the violence around us and we can reshape them with peace.

» Invest in Human Security Many leaders say that they need guns and other military machines to make their people safe and secure. However, when we stop global warming, provide decent education, or end racism, we are doing more to create a secure world. We need to stop thinking about military security and work for true human security.

“Today we ask the young leaders of PeaceJam, and the youth of the entire world, to join us in a Global Call to Action. For the next ten years, we invite them to work side by side with us as we address ten fundamental issues. These ten core problems are at the root of much of the suffering in our world, and we believe that young people can mobilize to make a difference in these ten key areas.” ~ The Nobel Peace Laureates


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Global Call to Action Project Planning Read through the steps involved in planning and carrying out your Global Call to Acton Project. You can check off each step as it is completed. 1. Pick Your Issue:

a. Which Global Call to Action issue area do you want to address? b. What is the Global Call to Action issue saying? c. Which topic within the Global Call issue area does your group what to address?

2. Check Out the Facts: Get to the Root Causes a. Research the issue and determine how big a problem it is. b. Use data that relates to the issue (e.g., school or city data, demographics and income

levels). c. Read the newspapers and watch the news for current information on this issue. d. Figure out what things have caused the issue. e. Don’t be afraid to change or narrow your focus – you may find new information that

causes you to pick a different issue or allows you to narrow your issue down. 3. Get Perspective: Investigate the Impacts of Issue

a. Observe for evidence of the issue – take a walk, look around you. b. Interview people about the issue. c. Survey people about the issue. d. Find at least three different perspectives on the issue.

4. Make a Plan for Action a. After your research and investigation, state the problem in a sentence or two. Be sure to

specify whether the level is local, national or global. Include facts and the factors that lead to the problem.

b. What has already been tried by different groups to address this issue? c. What are some creative solutions to the issue that have not been tried? d. Who makes decisions about this issue and how can you have influence on those decision

makers? (e.g., school board, city council, community group, corporation) e. What can your group do to address this issue? – take into account the time and resources

you have. f. Write up your plan – you can use the template provided to get you started.

5. Do It! a. Get out there and do your project. Be sure to take notes, take pictures and document

your work as well as include the community in your project. b. What did you accomplish? c. Reflection: What went well and what could you have done differently?

6. Sign It Up! a. Go to PeaceJam website and log your project. Log on to www.peacejam.org and submit

your project, interact with other groups, and join in the online PeaceJam community.


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Global Call to Action Project Plan

School/Organization:: PeaceJam Group Name:

Adult Advisor Name:

Phone: Email:

Global Call to Action Issue Addressed: Project Goals: (service and learning goals – what do you hope to accomplish?)

Problem Statement: (specific issue will you address and at what level – school level, local community, national level, etc.?) Root Causes of Problem: (factors or conditions that lead to problem) Project Plan: (what do you plan to do, step by step, to address the problem?)

Project Research: (summarize the research – facts, findings, etc. - that your group collected regarding the issue)

Project Decision: (how did your group decide on this particular project?)

Project Continuance: (how do you plan to keep the project going? Is it to last for weeks, months, years? How will you keep people involved, raise money and continue or complete the project?)

Social Innovation: (how is your project innovative and contribute new ideas and solutions? How can you use technology and media to have more impact?)

How do you think your project will make a difference?


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Document Our Service-Learning Accomplishments!

1. Did we meet our service goals? Did we do what we set out to do?

2. Let’s finish up our KWL and see what we learned. [complete the final column in

your KWL table] Did we meet our learning goals?

3. What did we do to address the Global Call to Action?

4. What went well with the project?

5. What did not go so well? How could we change it to make it better?

6. Do we want to continue working on this issue? If yes, what are our next steps?

Celebrate Our Service-Learning Accomplishments!

Community Celebration: Brainstorm fun and creative ways to showcase and celebrate with the community what we accomplished with our service-learning project (and the PeaceJam Leaders or Ambassadors Program overall). We can use all the things that we created over the course of the program and other things such as plans, photos, quotes from community members, etc. Questions to guide our planning include:

Where and when will we hold the celebration?

What do we hope to accomplish with the celebration?

Who will we invite and why?

What will happen at the celebration?

Who will do what? How will we divide up the work?


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Steps to Starting a PeaceJam Group in Your School

1. Register now to access Online Curriculum & Resources (special

conference price: $75).

2. Register an account as an “Adult Advisor” in the “PeaceJam HQ” affiliate region on the PeaceJam website.

3. Review the “Adult Advisor’s Starter Kit”

4. Start your PeaceJam Group.

5. Study the curriculum and do a Global Call to Action Project.

6. Consider Starting an International School PJ Chapter.

Links to PeaceJam Resources • PeaceJam Website:

www.peacejam.org • PeaceJam Youtube Channel:

www.youtube.com/user/PeaceJamHQ • PeaceJam Facebook Page:

https://www.facebook.com/PeaceJamFoundation • PeaceJam Google+ Page:

https://plus.google.com/+1BAOP/posts • PeaceJam Twitter Page:

https://twitter.com/peacejam

Documents

PeaceJam Leaders Curriculum...• More than one million young people worldwide have participated in the program. • Hundreds of Youth Conferences have been held around the globe connecting