Introducing the lesson: Present relevant background information, the purpose of the lesson, and the learning objectives.
Teacher/Learner Activity 1 (Whole Class Brainstorm): chapter 6 7/28
• Remind students that in the film Jeremy says about Peace Day, “The only way to silence the cynics was to silence the guns and show people observing the day.” Ask “What is a cynic? What does it mean to be cynical? Why was it so important to prove that Peace Day works?” and “How many people can we tell around the world and ask to act on Peace Day?”
• Open the floor to responses from students on the following ideas. Write down their responses or have a student take notes.
• What can we ask people to do for Peace Day? • What types of groups are we going to contact (schools, student clubs, service clubs, political figures, business people, friends, relatives, etc.)?
• How do we make contact with them? • In how many countries can we generate commitments? • How many commitments can we generate in each country? • Who has friends/family/pen pals in other countries?
Teacher/Learner Activity 2 – Mini-Action Committees:
• Divide students into Mini-Action Committees by continent (Africa, South America, North America, Europe, Asia, and Oceania). See Resource K for assistance in forming the committees.
• Hand out, read over, and explain Resource M. • Explain that, to develop ownership of the project, each member of the various mini-committees must have a role and actively participate.
• Suggest that the group may wish to divide the questions on Resource M among group members so that each member has a responsibility to provide information on one or more issues related to generating contacts.
• They can make notes on their handout Resource L, then share their information with the whole mini-committee when finished.
• Tell students to agree on a date and location for the next meeting. Reflection/Ideas to Discuss:
• Ask each group to report on their ideas and progress to the whole class. • Have students share the strengths and weaknesses of the Mini-Action Committees with the whole class.
• Ask if everyone is clear about what was agreed upon and what each student needs to do next for their group.
4B
Please help students to consider the Three Steps to Peace One Day
Review the purpose of the lesson and learning objectives to determine mastery. 29
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119