Showing posts with label peace. Show all posts
Showing posts with label peace. Show all posts

Sunday, December 9, 2018

Commemorate The 70th Anniversary Of The Universal Declaration of Human Rights

Source: TED Ed

The United Nations General Assembly adopted the Universal Declaration of Human Rights (UDHR) on December 10, 1948. This Monday marks the 70th Anniversary of this historic day that is celebrated every year as “Human Rights Day.”

With the unfortunate rise of hate in our society, it would be great if in some small way we could all take a moment to acknowledge the rights of all people with our students. Let's inform our young global citizens about what this day means and encourage them to stand up for human rights.

Source: Stand Up For Human Rights
The official page for the 70th Anniversary of the UDHR provides an array of resources for educators. In addition, students can take the pledge and add their support for human rights. Ask students to participate through social media using the hashtags #StandUp4HumanRights and #RightsOutLoud on Twitter, Instagram, and YouTube.

Source: United Nations

Source: United Nations
The United Nations also produced a booklet with beautiful illustrations by Yacine Ait Kaci. Read it online or download the PDF for your classroom library. The sketchnote quality of the images makes for good examples to inspire students to create their own drawings in support of human rights.

Stand Up For Human Rights - Add Your Voice
The United Nations released this video in 2017 to ask individuals to submit videos of themselves reading the preamble or articles from the UDHR to commemorate the 70th anniversary. There is still time to add your voice by having students record and add their own.




What Are The Universal Human Rights?
TED educational videos are our go-to for many topics. This video is perfect for any age. It helps students understand the basics of human rights including who and how they are enforced. The video explores the subtleties of human rights; it makes for an excellent place to start a class discussion, especially with younger children.





The Universal Declaration Of Human Rights
We are big fans of kinetic typography to graphically combine the power of words with images and music. This video will not disappoint. It's straightforward and powerful. Students love it.




Youth For Human Rights
This website is loaded with resources for educators, including a full curriculum, lessons, downloads, and more. It also created short public service announcements on each of the 30 rights in the UDHR. One of our favorite PSAs is Human Right #2 - Don't Discriminate. Watch this with students; it sends a clear message about about discrimination by appearance.

Sunday, November 19, 2017

Student Activism, Volunteerism, And Social Engagement - Empowering Gen WE

ASIDE 2017
Rarely does a moment emerge that highlights the enormous contributions to global activism that young people make every day. The WE Day UN celebration on Wednesday, September 20, 2017, was perhaps that moment.

Rarely does a genuine opportunity emerge that promotes engagement and social justice on both micro and macro scales. The WE Movement as a whole may very well be that platform.

And rarely does an organization emerge that dedicates itself to collective movements of change. We were honored this fall to be selected to attend WE Day UN with our seventh graders.

Source: WE Day

WE Movement started over twenty years ago by brothers Craig and Marc Kielburger with the express intent to take action and make the world a better place. It includes the WE Charity, ME to WE Social Enterprise, WE Schools, and WE Day.

The WE Schools program offers classroom resources, lesson ideas, practical videos, educator packs, and step-by-step plans for leading global change. The four step program challenges students to investigate and learn, create an action plan, take action, and report and celebrate. Issues of social justice and human rights are all tackled in the spirit of young people making a difference, and it provides the tools to take action.

Source: WE Schools

The WE Day gathering is perhaps the culmination of these efforts. At various WE Day events across the country, students and educators come together to unite their voices in a multimedia festival of speakers and performers that inspire collective movements of change.


We were fortunate enough to be invited to attend the first-annual WE Day UN congress in New York City, at Madison Square Garden. Students cannot buy tickets to WE Day; they have to be invited in recognition of their volunteerism, acts of citizen service, or hours dedicated to communal justice. Our students felt lucky to be acknowledged for their work in social entrepreneurship, public service announcements, and other local actions.

Part of the ten-year anniversary of the WE Day events, this new WE Day incarnation coincided with the United Nations General Assembly (UNGA) meetings in New York. As a result, world leaders past and present visited the Theater at Madison Square Garden to share their stories and motivate the thousands of students in the tri-state area about how to make the world a better, cleaner, and fairer place to live. Leading figures such as Canadian Prime Minister Justin Trudeau, Chelsea Clinton, former President of Ireland Mary Robison, Whoopi Goldberg, and others all shared messages of equality and change.


WE Day itself is hard to describe. It is part motivational barnburner, part TED Talk, part rock concert, part panel discussion, part global colloquy, part volunteerism jamboree, and part digital extravaganza. The speakers and guests appeared on stage in rapid fire: YouTube celebrities and Disney Channel alums who elicited shrieks from the kids, and respected authors and actors who drew applause from the adults. WE.org definitely knows how to appeal to its young audience. And to be fair, a regular parade of corporate sponsors also spoke at WE Day, to emphasize the work that responsible business partners are doing in supporting the cause and in sharing the planet.

The effect that this day had on our students was massive. They came away with an excitement to carry the movement forward, but perhaps most striking for many was the persistent commentary on the lack of rights for women and girls around the world. Their plight must be all of ours, both for women and men. It could not have been more powerfully put than when President Trudeau took the stage to emphasize we need more "HE for SHE" in the fight equal rights.


Most importantly, our students realized that WE is Everyone. Being empowered to change the world starts with them, and they don't have to wait for adults to do it.



We look forward to sustaining these themes throughout the months ahead. This event was an ideal way to jumpstart the school year, and we look forward to empowering our Gen WE students to be changemakers for the greater good.

Source: WE Day

Sunday, September 24, 2017

Visualizing The Effects Of A Nuclear War

Source: Shadow Peace
Coming off a summer of the investigation into Russia’s involvement in the election, the riots and deadly violence in Charlottesville, Virginia, and the elevated nuclear threats from North Korea, it’s hard to believe that we’ve had constant turmoil since the presidential election almost one year ago. The most dangerous of all this unrest is the nuclear threat. It’s scary to think that world leaders want to spar over this. So as we return to our classrooms with our middle schoolers, we have our hands full as educators.

This summer, Neil Halloran released his sequel to The Fallen Of World War II called Shadow Peace. This new interactive documentary combines data-visualization and cinematic storytelling to explore the driving factors of war and peace. It is a web series intended to take a data-driven look at peacekeeping efforts since WWII. Part one of Shadow Peace deals with the nuclear threat.



It is a powerful portrayal of the human cost of a nuclear war and the catastrophic impact it would have on the world population and environment. Like its counterpart on WWII, the film can be paused to explore areas in more depth. The didactic possibilities are endless, and the rewards of enlightening others toward peaceful solutions immense.


Source: Shadow Peace

We plan on showing our students this documentary, just as we watched The Fallen Of World War II. The more we can educate young people to be peacemakers, peacebuilders, and peacekeepers, the greater their vision of humanity. That is in the interest of all of us; fire and fury is not.

Friday, September 18, 2015

Talk About Peace For Just One Day, Or More!

Source: Postcards For Peace
This Monday, September 21, marks the thirty-third anniversary of the United Nations International Day of Peace that invites all nations and people to cease hostilities by commemorating the day through awareness on issues related to peace. In our effort this year to bring mindfulness into our curricula, we see this day as an ideal place to connect our year-long endeavor to develop kind, empathetic, young citizens of the world.

We see taking the time to make room to recognize the importance of peaceful, non-violent solutions as imperative to learning. It’s worth every minute to talk about it, particularly in today’s world. The resource materials listed in this post provide a multitude of options for educators to integrate the International Day of Peace into classroom instruction.

Source: Peace On Day

Peace On Day, founded by Jeremy Gilley in 1999, is a good place to start for free, educational resources and curriculum guides. Check out its “Peace Projects” page for curriculum ideas that connect to subject areas with links to Postcards For Peace, Face To Faith, or Pinwheels For Peace.

Postcards For Peace’s mission is to improve the well-being of those people around the world whose lives are affected by violence or prejudice by promoting change and offering hope, support, and compassion through sending postcards of goodwill.

Its short, introductory video is just right for introducing the project to young learners, in addition to promoting writing and creativity. Download the postcard template, or make your own. Either way, it’s a wonderful opportunity to raise awareness with students through acts of kindness.



Postcards For Peace - An Introduction from Postcards For Peace on Vimeo.


Source: Kids For Peace
The last resource we’d like to bring attention to is the website called Kids For Peace. Its mission is to promote peace through youth leadership, community service, global friendships, and thoughtful acts of kindness. The Peace Pledge in this post can be easily downloaded from its website.

If you can do nothing else this Monday, try to have the students take the pledge. We are hoping to have everyone at our school take part in this. Kids For Peace also has a simple “Peace Day Challenge” to promote acts of peace. It’s perfect for any age level.

Source: Kids For Peace



Sometimes we feel crunched for time to cover course material, but sometimes the right thing to do should force us to stop for something so important as PEACE!

For other resources, please see:

Friday, June 26, 2015

Peace Through Understanding - GPI 2015

Source: ASIDE, 2015
Last week, the Institute for Economics and Peace (IEP) released the 2015 Global Peace Index (GPI) on its Vision of Humanity website. As with our earlier posts on the topic of peace, and in particular the release of the 2013 and 2014 GPI, we believe that sharing these findings each year helps to establish a deeper understanding of the effects of peace on society. The resources available on the site provide educators with a variety of learning materials, including an interactive map, infographic highlights, and a short motion graphic explaining this year's report.

Unfortunately, while peace did not necessarily decline a great deal in 2015, the GPI for this year does reveal an increasingly more divided world. The motion graphic below helps to explain how the most peaceful countries are enjoying increasing levels of peace and prosperity, while the least peaceful countries spiral into violence and conflict.



In our classrooms, we receive countless questions from young learners regarding current events with reference to violence both in the United States and abroad. We suppose, too, that so much of what we teach in our history classes involves conflict, conquest, and seizure. It’s no wonder that we get this question every year, “Do you think there will ever be a time without war?” We can only reply with, “We hope so.” The strife and conflict in the news does not bode well for a better answer, and if history is any indication, the prospect looks grim.

Source: Vision of Humanity

Source: IDP
Nevertheless, we will do our part to educate young learners to be peacemakers, builders, and keepers. We need young people to believe in social justice, human rights, and peace. The more mindful we are about our actions, the greater the chance for change. This includes talking about divisive issues of racism, immigration, and sexual orientation. We don't want to think about the ramifications if we don't make peace part of the daily conversation. The more voices, the better. Make them heard by preparing now for the International Day Of Peace on September 21, 2015.

For other resources, please see:

Saturday, February 7, 2015

Collaborative Hearts And Minds Help Kids Cope

Source: ASIDE 2015
With the increasing questions we received from our sixth graders about the abhorrent news this past week, we realized they needed to do something to make them feel they were sending a positive message to help the world be a more peaceful place. Eleven- and twelve-year-olds hear the news, and most have far more access to content than their parents realize. Their questions abound and need an outlet. As middle school educators, we know this.

Source: ASIDE 2015
So with our friend and colleague, Francine Wisnewski (@fwisnewski), we decided to bring hearts and minds together to let the kids create a message to share on social media and with the school community. We asked them that each finished design somehow include a heart, map, and peace sign. That’s it. How they incorporated the criteria and with whom they worked, or not, was up to them.

We cherish the flexibility in our curricula that allows us to stop everything to promote mindfulness with our learners. It does not matter that the schedule listed math and history; we pulled the kids together to address their concerns about world conflict and violence.

Source: ASIDE 2015
We continually try to build the hearts and minds of our young learners to be peace builders, peacemakers, and peacekeepers. As adults, we understand the turmoil in the world, and sometimes we just have to stop to help them cope. It’s worth every minute. If we don’t, we lose the power of positive thinking that the world so much needs.

For other resources, please see:

Thursday, August 21, 2014

Media Literacy: War And Peace Journalism

Source: ASIDE, 2014
This summer we’ve seen unprecedented violence and conflict, from our own backyard in Ferguson, Missouri, to the Ukrainian-Russian border. We’re sure that our learners have seen it, too. Wherever the conflict is, you can rest assured the media is there in full force as well.

The sound bites, prompts, replays, jolts per minute never end. The hyped negativity abounds with each new event. The good news is relegated to filler material that is never enough to make anyone feel good for long. No wonder parents are reluctant to let their children watch the news. In some ways our media is like the Capitol of Panem in The Hunger Games spicing up the story to keep the masses engaged. In the competition for viewership, ratings matter.

So what is Peace Journalism? The principal founder of the concept is Johan Galtung. He claims that our common daily news should be classified as War Journalism, because it tends to present conflicts as endless battles, or war.  According to the Center for Global Peace Journalism, the practice of “Peace Journalism is when editors and reporters make choices that improve the prospects for peace.” These journalists carefully choose their words to create an atmosphere favorable to peace in order to make non-violent solutions more visible and viable.
Source: Center for Global Peace Journalism

Now more than ever we need to include discussions about war and peace journalism as part of media literacy instruction in our classrooms. It's important to help learners sift through messages from the media to find ways to change the view from a culture where aggression sells to one that diffuses turmoil by finding commonalities in humanity. By guiding students to seek solutions to conflicts, they become better peacemakers and peacekeepers. If we can flip classrooms, let’s get kids to flip the news to look for positive ways to present current events.

The following video was created by Oded LevRan as a project in visual communication studies at Holon Institute of Technology. It’s called Chickpeace. It presents the main principles of Peace Journalism using hummus as an analogy to reality that this is a staple dish for both Israelis and Palestinians.


chickpeace from Oded LevRan on Vimeo.

Depending on grade level, students could take a topic, event, or place and present it as a way to build common ground. Aiding students in this type of endeavor teaches them the art of framing a topic around a positive approach to the world around them. Using reframing techniques, they can take an existing report and come up with a way to down play the hostility to foster a greater understanding. As always, teaching students to deconstruct messages, call out biases, or highlight sensationalized reporting builds stronger media and news literacy skills.

For more information, please see:

Thursday, June 19, 2014

Why We Need A Peace World Cup: The 2014 Global Peace Index

Source: Vision of Humanity
Yesterday, the Institute for Economics and Peace (IEP) released the 2014 Global Peace Index (GPI) on its Vision of Humanity website. The goal of this interactive site is to bring peace research to life with interactive maps, reports, and the latest media pertaining to it. As with our earlier posts on the topic of peace, and in particular the release of the 2013 GPI, it is important that we continually share these findings with our learners.

Source: Vision of Humanity
We see the excitement surrounding the 2014 FIFA World Cup tournament daily with kids and adults. It is no wonder the current IEP used this public attention to release the latest GPI report with the banner "Peace World Cup."

Peace is not always easy to define, but perhaps simply put, it is the absence of war or conflict. That is at least the most tangible definition for our learners to grasp, but it is much more. If we live in harmony with the world around us, we think of it as “positive peace;” yet countries that achieve a state of peace because they are not involved in conflicts either external or internal can be in a period of “negative peace.” In other words, the level of peacefulness is not necessarily in harmony with the discord felt among citizens.

The map below shows how 162 countries around the world rank according to their peacefulness based on the 2014 GPI. There is also a concise PDF download of the report with colorful visuals, charts, and statistical information. Both of theses resources will be helpful to teachers in designing lessons to use with students.

Source: Vision of Humanity
The video for the Global Peace Index 2014 summarizes the state of peace around the world over the last seven years, and it is well worth the few short minutes to watch and discuss with students. It brings together the research to show how the GPI, the Cost of Violence Containment, and the Pillars of Peace are all connected.




We want our students to be those “pillars of peace” who take a vested interest in attitudes, structures, and institutions that underpin a peaceful world. With over 200 million people living below the poverty line and over 9 trillion dollars a year spent on containing violence, it’s more important than ever to help our young learners see peace as the most fundamental human right of all people.

For other resources, please see:

Tuesday, March 18, 2014

The Ides Of March - With Syria, Not Shakespeare

Source: WithSyria
Sometimes when we get caught up in the day-to-day activity in our classrooms, we overlook something important. We celebrated Pi Day last Friday, and St. Patrick’s Day on Monday, but missed the Ides of March over the weekend. We are not talking about the infamous line in the play Julius Caesar by William Shakespeare. Instead, March 15 marked the third anniversary of the civil war in Syria.

Right now, the news is preoccupied with the missing Malaysian jet. Even the crisis in the Ukraine has taken second stage to the airplane mystery. While this is an urgent matter, little attention to other newsworthy information seems to make the evening news, particularly about Syria. Is it that old? Too boring? Not current enough?

Perhaps this is why several powerful videos surfaced to help us think otherwise. In the video “With Syria,” street artist Banksy and movie star Idris Elba collaborate on a new awareness campaign for the victims of the conflict. Banksy’s iconic “Girl with the Red Balloon” is carried above and away from the reality of the horrors below.



"With Syria" includes over 130 humanitarian and human rights groups joining together in solidarity for this to be the last anniversary of conflict in Syria.

These media pieces specifically focus on the most vulnerable in the Syrian crisis, the children. In an earlier post, we featured visual resources to help our learners understand the civil war. One of those was the video by Simon Rawles, entitled "Syria's Lost Generation," which highlights the plight and suffering of children in a straightforward documentary format.

The videos in this post are different from the one created by Rawles. This is particularly apparent in the Save the Children clip, entitled the “Most Shocking Second A Day Video,” when a child’s world is turned upside down as a result of war. What if Britain were Syria? By design, it deliberately pushes us emotionally, leaving an uncomfortable, haunting feeling. While both appeal to our emotions, the messages were constructed for different purposes. Side by side, they make for a strong media literacy lesson on technique and the power of persuasion.



Save the Children also produced another video narrated by Stephen Hawking called “I’m Giving My Voice.” In essence, Hawking is giving his voice to those who don’t have one in this civil war, the children.



The inherent qualities of the videos in this post are designed as media messages to keep a focus on arguably the worst humanitarian crisis in recent memory. Perhaps, too, it’s time to take advantage of the media and challenge networks to keep all crises front and center whether it’s Syria or the Ukraine. Moving from one hyped event to another should not make anything so serious less newsworthy.

Source: WithSyria


For other resources, please see:



Monday, November 11, 2013

Veterans Day: Resources To Embrace, Engage, And Educate

Source: Wounded Warrior Project
We try to instill the patriotic spirit in our students for every national holiday. Many in our school community have family who served in World War II, the Korean War, and in Vietnam, and a few have family and friends who served in Iraq and Afghanistan. We’ve written about Veterans Day and service to the community; however, the following resources bring the reality of the wars in the Middle East closer to home.

Unfortunately, the wars in Iraq and Afghanistan have continued for over ten years, and it's hard to believe that every senior in high school has grown up with them since the second grade. Even though American combat operations in Iraq ended in 2010, there are approximately 48,000 troops still deployed there. For this reason, we pulled together a set of resources to show our students the lasting impact on those who serve our country.

The numbers from the The Wounded Warrior Project (WWP) for veterans returning from these two wars are staggering. As of August 2013 there are over 51,000 wounded, 320,000 with traumatic brain injuries (TBI), and 400,000 with post-traumatic-stress-disorder (PTSD). The WWP has done an amazing job of helping injured veterans, and it's worth showing its video "The WWP - Year In Review 2012" to students. From its Media Room, students can watch other first-hand accounts about the help it gives to those in need.




Source: Team Rubicon
Team Rubicon (TR) is another organization helping hundreds of United States veterans returning home after fighting in ten years of war. TR unites military men and women with first responders who rapidly deploy emergency teams to disaster areas. It gives veterans an opportunity for continued service by helping them make the transition back to civilian life through repurposing their skills and experiences to help others.
Source: Team Rubicon
Since its formation in 2010, TR has impacted thousands of lives around the world, including right here in the United States. According to the data on its website, 92% of recently returning veterans state that service to their community is important to them. Many of our students were unaware that this organization existed.

Source: Team Rubican
The Story of Team Rubicon is a powerful look at how aiding others helped heal the wounds of war, some visible and some not. The call to serve helps the veterans as well as others by giving hope to them and those they aid in times of need.



Perhaps one of the most powerful visualization resources regarding veterans is the Iraq and Afghanistan Veterans of America (IAVA) "The Wait We Carry." It is a tool designed to allow veterans, not the Veterans Administration, to tell their disability claims stories by completing a survey about their medical claims and the emotional and financial toll the process has taken on them. IAVA partnered with Periscopic, an industry-leading information visualization firm, and received a grant from the Knight Foundation to design this interactive tool.

Source: The Wait We Carry
IAVA created this to show that there is a person behind every piece of data. The numbers are staggering with regard to the wait time for medical help, and some did not make it as a result. This is one of those areas that, unless we are personally affected, gets lost. The information on "The Wait We Carry" wants to make the data personal.

Source: The Wait We Carry
Although the news continues to provide information about the military in Iraq and Afghanistan, it is often just straight reporting with little fanfare, unless it’s newsworthy such as the catastrophe in Benghazi. This is a far cry from the daily barrage of wounded soldiers shown nightly on television stations across the nation during the Vietnam War.

Perhaps it is why most adults go about their daily routines, and as a result our learners are removed as well. This disconnect is why we need to make sure our students connect. We need to take time out of the daily delivery of content to make sure that our learners appreciate and understand why it is so important to honor the men and women who serve this country. Sadly, if it were not for the private sector helping these veterans, the harm of war might be even more devastating.

Friday, November 8, 2013

Visualizing The Universal Declaration Of Human Rights

Source: HRAC
We recently stumbled upon this motion graphic on The Universal Declaration Of Human Rights, produced by the Human Rights Action Center (HRAC). We showed it to our students who are currently working on an interdisciplinary project-based learning immigration study. Our approach to the topic of immigration is more than the nostalgic view of Europeans coming through Ellis Island. It is much broader than that. We talk about the painful legacy of Angel Island and the harsh discrimination against the Chinese coming to this country.

The students study immigrant groups from all parts of the world, including the Caribbean and Middle East. We also want our learners to understand the prejudices that different nationalities encountered and that not everyone came by choice.

This video is a powerful reminder of the importance of human rights for all people, and that we all share a role in protecting these rights.



The students' PBL study culminates with a presentation at our annual heritage day assembly in a few weeks, and this year the focus is on the immigrant experience of African Americans in what promises to be a compelling performance of By Choice and By Chains. It's our hope that the passion of these young learners for the rights of others continues to grow as a result of their rich understanding of the topic. The more children become ambassadors to promote peace-making, peace-building, and peace-keeping, the better.

For other related posts, please see:

Sunday, September 8, 2013

Talking To Our Kids About Syria - Visual Resources For Learning

Source: PBS
We’ve only been in school one week, and our students have already been probing about the situation in Syria. It’s dominated their Twitter feeds and topped the news rundown on their carpool radios. We ended up scrapping our lesson on Friday to explore the facts of the Syrian conflict with the students on iPads.

It can be challenging to explain the cultural and revolutionary dynamics in Syria without getting pinned into a “should we or shouldn’t we” intervention choice. At the same time, we found it disconcerting that three different kids in three different classes asked whether the President’s actions toward Syria would lead to World War Three. After a bit of questioning, it turned out they were all responding to a misquoting of remarks by the Syrian deputy foreign minister that had been hyped by cable news.


The syrian conflict, in 5 minutes from BOMBILLO AMARILLO ® on Vimeo.

Luckily, a host of trustworthy visual resources exist to help kids learn about Syria. These can fit into any course subject, from a social history of the tension to the science behind chemical weapons. Students can then make up their own minds regarding U.S. involvement.

The animated video above is the perfect place to start in letting students learn about the history of the conflict. Created by Wilson Liévano and designed by Bombillo Amarillo in association with Animated Press, the motion graphic is informative and age-appropriate. It offers a complete cultural timeline and an explanation of Bashar al-Assad's reactions to rebel resistance.

Source: The New York Times

For lesson plans and teacher tools, PBS lives up to its reputation for objective reporting with a "cheat sheet" of regional facts and a "What Would You Do?" simulation. The news site is an invaluable repository of classroom resources.

Source: Al Jazeera

The New York Times also presents an interactive feature on the "Evolution Of Syria's Conflict." It dates from last year, but it lays out some strong background details on the roots of the war. For infographics about possible partners in a military intervention, Visual.ly has gathered a helpful library of images, including the one above from Al Jazeera.

Source: PBS Newshour

Chemical weapons are bound to come up in conversations with students, because the President drew his "red line" at their use. Kids also worry about their gruesome effects. One approach to this discussion is via science. The diagram above from PBS Newshour outlines technology to survive possible exposure. Richard Johnson at the National Post also offers a detailed graphic that explains the different types of chemical agents that Syria might employ.

Source: National Post (full image)

Finally, refugees fleeing the Syria devastation are perhaps the most critical but least reported story. The video below from Simon Rawles, entitled "Syria's Lost Generation," is a good one to share with students, because it highlights the displacement and suffering of children their own ages and younger.


Syria's Lost Generation? from Simon Rawles on Vimeo.

Thursday, June 13, 2013

2013 Global Peace Index - Building Pillars of Peace

Source: Vision of Humanity
In our world of everyday activity here in the United States, we are protected from the more violent outbursts that occur around the world. We have our share of atrocities such as the massacre at Newtown, Connecticut, but compared to the levels of protests, violence, and deaths in other places, we are fairly removed from the day-to-day death and destruction facing civilians in countries such as Syria, Pakistan, and Afghanistan.

Source: Vision of Humanity
Our push to talk to our students about peace-building, peace-making, and peace-keeping is ongoing, and we have written about it here, here, and here. The world has definitely changed since our first post about visualizing the effects of peace in 2011. Perhaps it is why we think it is so important to annually share the Global Peace Index (GPI) with our students. Sadly, the 2013 GPI is not as optimistic as it was for 2012, and there's been a gradual decline in the peace index over the past several years.

We know that we are winding down at the end of the school year, but perhaps we could encourage our students one last time to look at the GPI interactive map and watch the video highlighting the latest results. It's worth having an open discussion with our students to encourage them to be the forces of change for a more peaceful world. The interactive map and short video are well worth the time. They need to know it's not just a disruption to society, but also an enormous strain on the global economy. It's important to help students understand the financial impact behind the rise in violence.

According to the 2013 Global Peace Index, the world is a less peaceful place in part due to the sharp rise in the number of homicides. Take a minute to watch the following video, which highlights the most recent findings, with students. It's worth it.


We want our students to build "Pillars Of Peace" to push for change that promotes a more harmonious world. It needs to be long-lasting, but to do so it must be front and center.
"For humanity to prosper in a resource constraint world, a paradigm shift in managing international affairs is required to curtail global warfare."
- Steve Killelea, June 10, 2013

Tuesday, December 18, 2012

An Education On Guns In America

Source: The Guardian
As K-8 teachers, we are heartbroken about the tragedy in Newtown, Connecticut. Our thoughts and prayers are with the entire community. It's difficult as teachers to fathom such a heinous act against children so young, especially as we walked passed our own first graders on Monday morning. Today, building the seeds of empathy seems more important than ever before, and we need to reinforce it as much as we can in our classrooms.

Although we want to know why this individual did this, we appreciate the news focus on the victims and the families who lost love ones, rather than on the perpetrator. It, nevertheless, begs the question -- why so many guns? And how many more shootings before we realize there is a problem with this country's obsession?

We've gathered a collection of resources in this post to point out just how much of an impact guns have on our society. We'd be wise to share this information with our students, at least from the middle school on up, to bring about awareness of a growing trend. The number of mass killings in just the last two years should not be accepted as routine, nor be made easy for lack of compromise in legislation.

Source: Good.is
Perhaps, just perhaps, we could start to bring attention to the over-proliferation of guns in America. According to the infographic Armed To the Teeth, there are 88.8 guns per every 100 people in the United States, and 62% of the population that owns a gun has more than one. Of those firearms, 17% are semi-automatic assault weapons.

Source: FastCoDesign (detail)
Another powerful infographic is Where Are the World's Small Arms?. This visualization makes clear that the spread of guns is not about the right to bear arms, but due instead to a billion dollar business. Just take a look at the stats.

The world's firearms economy is a multi-billion dollar industry, with $10.3 billion in the United States alone. Of the 8 million new guns produced each year, 4.5 million are purchased by consumers in this country.

So what can we do to teach our students about the dangers of firearms, especially when 68% of the 12,664 murders in 2011 in this country were committed by firearms? We would hate to think it's a losing battle to try.

If there were ever a need for education and a hard look at gun policies, it's now. When President Barack Obama spoke at the memorial service on Sunday night in Newtown, he asked, "Can we say that we're truly doing enough to give all the children of this country the chance they deserve to live out their lives in happiness and with purpose?" Judging from the data, the answer is no.

Source: The Guardian
Gun laws vary from state to state. The Stand Your Ground Gun Laws is an interactive map demonstrating just how varied these laws are across the country.

For more data on the percentages surrounding this topic, visit The Guardian's interactive maps of "gun ownership and gun homicides murder map of the world," "gun homicides and gun ownership listed by country," and "US Gun Crime Map." The United States is ranked among the highest when compared to other countries.

As we headed back into our classrooms yesterday, we did so with heavy hearts. We could not help but think about our fellow teachers who so heroically tried to shield the children, and we are sure that every parent in America was a little uneasy dropping their child off at school, or putting them on a school bus. We need to do more as educators to find ways within our reach to build tolerance among students and stop the violence. Just maybe, they won't think that they'll need to own a gun.
Related Posts Plugin for WordPress, Blogger...


Pin It