PEACE TOOL KIT for Middle and High Schoolers:
Created by the Rev. Will Wauters for Camp Stevens in the Diocese of Los Angeles.
(Facilitators – there are several exercises for each session, you can add or reduce the session. Please send your learnings to EPF – epfnational@ameritech.net)
Session ONE: Theme: Introduction to Violence and Nonviolence (Peace)
(This session may be spread over two 1 hour sessions.)
Supplies needed:
Photographs of different violent scenes from newspapers magazines, books, movies;
Bible (the Messenger would be preferable);
Story: Love Walks from Engage (www.paceebene.org), One Thousand Paper Cranes – see belowMaterials for oragami peace cranes and simple instructions - here
Assignment cards for next session with names of countries: USA; Haiti, South Africa, Germany, Ghana, China, India, Botswna, Iraq - you can substitute your own variety of countries.
Sample ICE BREAKER: String toss – with ball of yarn ask any question…what is your pet’s name OR what month were you born? etc. the person who catches the ball of yarn must answer and then throw to another…after several questions the group as created a web of relationship.
Discussion: What is Violence? (place on wall pictures of conflicts with the generative themes around anticipated answers:
· Physical violence
· Violence of poverty
· Violence of “isms”
· Violence of language
· Violence of media
Activity: Violent/Nonviolent Barometer/Spectrum
NOTE: Depending on the group, this might be more appropriate for High Schoolers OR the facilitator could create scenarios more appropriate for Jr. Highs.
(Facilitator: place small signs that say “Violent” and “Not Violent on opposite sides of the room (length-wise). Along the floor place masking tape from one sign to the other.
Push back their chairs and ask everyone to get in the middle of the room. Explain that you are going to read different situations and that you want them to decide if the situation is Violent or NOT Violent…explain that there are no right or wrong answers and that there might be different degrees of feelings. Like you might think the situation is very violent, somewhat violent or not violent …after you read a situation, ask them to move in the direction of the sign that most shows their feelings – demonstrate what you mean. After you read the scenario and folks are in the place they want to be, ask them why they are standing where they are standing.
*A toxic waste incinerator is releasing waste into the air in a low-income neighborhood. An environmental rights group rotests at the incinerator, eventually causing it to shut down. From your point of view, are the groups actions violent or nonviolent?
(Ask them why? And then listening to their explanations, do they want to move? – repeat this for each situation)
*Gloria spray-paints “this insults women” on a sexist billboard. From your point of view, is Gloria’s action violent or not violent?
*Alice has hurt Samantha’s feelings. In turn Samantha refuses to talk with Alice. Is Samantha’s action violent or not violent?
*Hank attacks and seriously hurts a burglar who comes into her house. From your point of view is his action violent or not violent?
*A junior high teacher shows a tape of the beheading of a person in Iraq to his class. From your point of view, was his action violent or not violent?
(Facilitator: feel free to make up your own scenarios or ask the kids to make up some and send them to EPF!)
Bible Reading: The Beatitudes-Matthew 5
Bible Reading 1 John 4: 16-21
Discussion: What does it mean to be peace makers?
Reading: “ Love Walks “ The story of Dolores Mission mothers page 80 in Engage: Exploring Nonviolent Living: Pace e Bene Nonviolence Services (www.paceebene.org)
OR
Reading: One Thousand Paper Cranes: The Story of Sadako and the Children's Peace Statue by Takayuki Ishii (Mass Market Paperback - Jan 9 2001)
Activity: Make peace cranes and talk about either of the stories. (see instructions above in 'supplies'.
Before the session is over: Assign each participant to be a county for the next session, but don’t tell why.
