INTEGRATING PEACE EDUCATION in TEACHER EDUCATION: a Teaching Guide

INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION: A Teaching Guide

L B J V B D M D B D M C M D D O D E E M Q G D E D G N K R P L A J S

L P A E L W A C

L S V L T C MODULE IV SUPPORTING NONVIOLENCE L C C L L T L W P L U M A C T S R A G MODULE V STRENGTHENING HUMAN RIGHTS L U W R L C P MODULE VI SUSTAINABLE DEVELOPMENT L E F L R E MODULE VII SENSITIVITY L C P S D L U M A C T B S SD L I P D R C S MODULE VIII TEACHING PEACE L M L L P E P P A T S L Q P E Contents

PREFACE ...... 1 MESSAGES ...... 2 INTRODUCTION ...... 5 MODULE I: PEACE AND PEACE EDUCATION ...... 13 MODULE II: SPIRITUALITY ...... 23 L P A E ...... 24 L W A C...... 29 MODULE III: SOCIAL JUSTICE ...... 32 L S V ...... 34 L T C ...... 38 MODULE IV SUPPORTING NONVIOLENCE ...... 49 L C C ...... 50 L L T ...... 55 L W P ...... 64 L U M A C T S R A G ...... 73 MODULE V STRENGTHENING HUMAN RIGHTS ...... 77 L U W R ...... 78 L C P ...... 92 MODULE VI SUSTAINABLE DEVELOPMENT ...... 97 L E F ...... 98 L R E ...... 104 MODULE VII SENSITIVITY ...... 109 L C P S D ...... 110 L U M A C T B S SD ...... 116 L I P D R C S ...... 120 MODULE VIII TEACHING PEACE ...... 129 L M L ...... 130 L P E P P A T S ...... 134 L Q P E ...... 140 REFERENCES ...... 143

Preface

M C SH E R O XI CHEDRO XI F C P S forumZFD I P E T E T T G

T R XI W

T T G I

O P E T E T E I TEI I CHEDRO XI forumZFD TEI T P E G

I W I

H R XI T E I P E S T C R M N S CHEDRO XI

T T G A

T T E I

W CHEDRO XI M L

D J M D P M P M forumZFD P forumZFD P

1 M CHED R O XI

T M I P E T E TC H E XI F C P S forumZFD G T E O I P E B E T E

B T M T forumZFD T M CHED XI P E P T E I R XI

A P E M T E I R XI S T T CHED XI F C S forumZFD

A I T E I R R M N S P E S T C T E C S Y

L T M

RAUL C ALVAREZ JREDCESE A D IV Message from Jasmin Nario-Galace, Center for Peace E M C

E E E E

What are we to do in the face of these various forms of violence? A former Catholic Pope summarized what we can do in

P P

A T E O

I I forumZFD C H E R XI T G

W G E F G B T G F UN S C R I

O B A

J NG E D C P E M C Message from Ofelia L. Durante

CHED XI forumZFD I E O I T E R XI

I M T M B

T W T

F I CHED XI forumZFD R XI T

T W M M T M

I forumZFD CHED R XI I M A G

Dr. Ofelia L. Durante P E C I T G T T E I TEI R XI T C H E CHED R XI F C P S forumZFD G B E O I P E B E T E CHED XI F C P S T E I R XI

T T T S T C CHED XI

T S T

T T How to use the Guide E W M I VIII M L L M VIII II VII T TEI

T R XI E However, the lesson plans are not rigid formats to be followed by the teacher, but a guide for teachers to use in developing their own lessons. The lessons are examples which can be adapted, T T I M I M XIII

6 A M M R G S C V H S S G P R L A P

O D TNC TNC D I I S P TNC D L TNC P TNC I A L C S D A S D

S S D D I D D D I D R A Values S S C J C E J S C R LessonTitle Peace and Peace Peace and Peace E P L I A E W L S L V T L C C L T L L Module ModuleI: I ModuleII: Spirituality ModuleIII: SJ ModuleIV: S Nonviolence

7 C C R on discussion Group M Q F E Discussion Group Small and P RA A W W P P E E UN S C R R UN C S P A N P S P M D D C A W VAWC S A R A D punishment corporal footprints D D A P advocates D I D C CEDAW R W C R

D A C P R S S R Gender Nonviolence, S N human for Respect nonviolence N respect E environmental resources, E C nature for Lesson 3: Women in in 3: Women Lesson Peacebuilding Lesson 4:Understanding Mindanao the AC Struggle The the of A R Groups U L Rights Women’s 2: Corporal Lesson Punishment E L Footprints 2: Resource Lesson E Module V: ModuleV: Strengthening HumanRights ModuleVI: Sustainable Development

8 Small group discussion group Small of analysis and dance Paper documentary video S and clips video of Analysis I play Role ne’s daily life daily ne’s te each of the each of te pedagogical principles pedagogical G T B B T M S D Mindanao B D IP D indigenous peoples of the region the of peoples indigenous P E the IPs of Region 11 Region of IPs the IP M I E A C I R R

illustra to strategies teaching appropriate the Discuss

o in prejudices and biases handling of ways Enumerate A A inclusivity solidarity and Respect and respect Intercultural solidarity consumerism, Responsible empathy U H Values Dialogue, C F Empowerment Lesson 1: Challenging 1: Challenging Lesson stereotyping prejudice, Lesson 2:Understanding Armed Mindanao the T C Struggle Bangsamoro SD 3: Indigenous Lesson Davao of Peoples Cultural Region: Survival 1: Media Lesson Literacy 2: Peace Lesson P E T P Strategies Q L Educator Peace ModuleVII: S ModuleVIII: Peace Teaching

9 O

T 1. T T T

Contents of the Manual

T D T SH D V C U P C R

H R XI S S F

Module I P P E Module II Spirituality Module III S J Module IV S N M V S H R E Module VI S D Module VII S Module VIII T P

F M II VII R XI M I XIII M I M XIII

Lesson Format

R Values: E

R O B T

R T U

10 R Materials: T A KM T

R Overview: B T H

R Lesson Proper

A T S T T

Discussion T A

Synthesis E T T T

C A E S T H

References R T

I STUDENT PORTFOLIO ON PEACE EDUCATION

T M O T

11 T A

M S P

P PORTFOLIO ON PEACE EDUCATION I

T H

S T

C 60% C 30% P 10% T 100%

12 MODULE I P P E

O At the end of the lesson, the students should be able to: Discuss the basic concepts of peace and violence I Discuss a framework of

M W M

Time: Overview

F I T M W has become so common that it is now considered a game played by state and non-state actors and poverty has been

T P M CPPNPA MNLF MILF A S A populace.

A T rights of the human person and the integrity of the environment create the impression of a country heading towards

T T F

W S I I F P

I I UNESCO A C P

E T

dismantling the culture of war; living in harmony with the earth;

14 T R XI I S R XI

u SPIRITUALITY C I P

P F T S F T

u SOCIAL JUSTICE L C J

W I P E

u SUPPORTING NONVIOLENCE D C W

A W C

u STRENGTHENING HUMAN RIGHTS P H R R

P T U D H R C V S

u SUSTAINABLE DEVELOPMENT L I H E

A C U

u SENSITIVITY I R R S

T D F M I

15 A (max. 70 minutes)

T A T

A M

B I

W A W W W

C. Scanning

W N L W W A I I I M I P

D I A

Current Peaceful realities World

E. Group Sharing and visioning

F A A

F P

16 Discussion

A W W C A W W H

NOTE I I

T T L X

F G G G G G

17 A Parable

O A W A

A S T W I

T W I W I

W I

W Y Y

A R K M P P J I C

18 Discussion

A W W H

L T S S J S N S H R S D S

Divide the class into 6 groups

E T A T

Discussion

F W H D I I W

Synthesis

S F T W W II

I T M P

19 B I A C

H P

D O UNESCO

I P R EO T E O S P G A

m H

P I

P E

m S U

m S J B

m S N R

m S H R D

m S D L

m S R

Annex: Handout (see next page)

20 T S S P E F

SPIRITUALITY C I P

P F T S F T

SOCIAL JUSTICE L C J

W I P E

SUPPORTING NONVIOLENCE D C W

A W C

STRENGTHENING HUMAN RIGHTS P H R R

P T U D H R C V S

SUSTAINABLE DEVELOPMENT L I H E

A C U

SENSITIVITY I R R S

T D F M I

21 22 MODULE II: Spirituality

T I T N

L T A T T

L A L T L P A E

Values S

O: At the end of the lesson, the students should be able to: D D I

Materials: R R CD R R W M

O T Overview B U A

M R B T

I RP XI O

G T M P T C

A I U I I C T C

A A K M T F

24 I T

T C P A S B

The way we behave The way we are perceived

The way we see ourselves The way society treats us

T A I I

25 A R O S O (max. 40 minutes)

T T T G R P R A A A A T W R D T

Discussion

W H W R D W D W C W I W W W W

S E A A M A I

26 As people pursue the goal of inner peace, this will contribute to a more peaceful community. A peaceful person is H

A C A

O R “W “What will yo

T At S D R T P E

A L S R

27 R

Look at me, you may think you see who I really am But you’ll never know me. Everyday, it’s as if I play a part Now I see if I wear a mask, I can fool the world But I cannot fool my heart.

(Chorus) Who is that (man) I see Staring straight back at me? W Who I am inside?

I am now in a world where I have to hide my heart And what I believe in. But somehow I will show the world What’s inside my heart and be loved for who I am.

Who is that (man) I see Staring straight back at me?

Someone I don’t know?

M I I W I I T That burns with a need to know the reason why

Why must we all conceal what we think, how we feel? Must there be a secret me I’m forced to hide? I I W I

L D Z M M W

28 Lesson 2: “Winning at All Costs”

Values C

O A D R A S

Materials: W M

Overview A K W H T

I I

T H T M

R I T

B P I W I

Pe K I A N O

29 As future peace educators, there is a need for students to prepare themselves in facing the challenges of providing T

A S G D

T T

D A E E E E

A TV

D W H H W

Discussion

A W W H W D W W W

30 Synthesis

S O O O F A P

C A

E T E E W

31 32 MODULE III S J

- T I

P I I

L - S M - L M A M

L TNC P L TNC T NGO TNC F TNC - T Lesson 1: Structural Violence

Values C J E

O A D I S

Materials: W M LCD C H DVD

T S V J G Overview U I

S H A A T

G H I

U B

B T I

T M M T M I F L

34 T M W M TT Z N M S N L S M O T NSCB P S A M

E P F

T M T

A V C H

L C H M

T A W W W D I

D C H

P R T

35 A C

O S

I D T D O D N D S D O D C D C D S C V

Q W W W

A V V V

E C

36 D S

W A W W A W W W I

Synthesis

S S

I I C

C A I

W I T

C A

E T I B C A V M

37 L T C

V S

O A D TNC P D TNC L TNC P TNC

Materials: P TNC P D R W M

M Overview I T W T C TNC

T TNC MNC T TNC T TNC GDP

TNC S TNC N U J J D M M E P I D F C CS BPA

TNC M TNC

T C GDP E M W M R D S BP GDP V H K N D S

T M A U N C T D

38 T T W F TNC R D TNC

H T W

T T T W T T C T W R E

F TNC T F

I P TNC B P

W P C TNC I D P L L A N D C NDC

T P S S M S T CARAGA W V L M D N D S S C M O J P

B B B

T TNC N M TNC A M N P A NPA TNC I M NPA S N S S M Z

39 T TNC TNC M T

T M TNC S E E E A

Discussion

A W W W TNC P D R I TNC W TNC S W I TNC

Synthesis

S TNC B TNC TNC P T TNC N P A M A TNC P TNC

40 C A

E T S TNC S TNC S TNC

Annex: Newspaper clippings on TNCs in the Philippines and Region XI (see next pages)

41 A

Bishops ask banana growers to stop aerial spraying B J M T I M F P DAVAO CITY, Philippines. Four members of the T Catholic Bishops Conference of the Philippines (CBCP) about 200,000 people in the provinces of Davao del have challenged the Pilipino Banana Growers and Sur, Davao del Norte, Compostela Valley and Davao E A PBGEA C responsibility by stopping the aerial spraying of aerial spraying. M A study conducted by the Department of Health I PBGEA (DOH) in Barangay the village of Camocaan in Hagonoy, S A M ADavao del Sur, showed that 80 percent of the village Gaudencio Cardinal Rosales, described the aerial spraying of chemicals by the country’s leading banana P exporter as an “immoral” act “that infringes upon and in the air and soil samples. We cannot allow their human health and dignity.” Joining Rosales in this call are Auxiliary Bishops of people, especially the least of our brothers and sisters, M B P B C G C B D I T T CBCP A M M E M A A S MAAS C from seeing dying crops and having contaminated A S M water. M The chemicals sprayed from the airplanes that you MAAS use for your bananas indiscriminately expose the I We appeal to the goodness and wisdom of your hearts to value the dignity of life and the integrity of said. targets. Your professed corporate social responsibility In 2007, the city government of Davao passed an R ordinance banning aerial spraying. The decision was dated October 26, a copy of which was obtained by PBGEA the Philippine Daily Inquirer. T MAAS local government of Davao to protect the people and the environment from harm. The PBGEA contested the decision before the Court T of Appeals in Cagayan de Oro. The appellate court D overturned the decision of the local court upholding for the city government to pass an ordinance banning MAAS aerial spraying in the city. S C D The movement grew and the call to ban aerial City ordinance banning aerial spraying. spraying snowballed across the Davao Region where C I M A chemicals to protect their crops from pest. reserved. This material may not be published, T M S B T U SE P A A J

42 A

W C P I

S W A pineapple supplied to Dole are contract laborers and C Dole and Del Monte, through their subsidiaries, W C T N P O S B C R P O W P T A P C R P C C R rise. F D C R P ILO UT R T C R P C LT C A F T C R A CAFTA T D P P D M U pineapples are pressured into reducing costs to be able P widespread increase in contract labor. Read ILRF’s F W S Dole Philippines has been able to evade its A J

43 A

Food prices up by 75% since 2000 - IBON

G T IBON F T I TNC T T W G W B P G A T W IBON W F T D T W IFI TNC S TNC T W TNC C A D M O TNC GMANTV IFI T W Source: GMANews. TV. 2008. Food prices up by IBON O T food-prices-up-by-75-since-2000-ibon. (Accessed 3 July

44 A

Foreign environmentalists asked the government S Tuesday to impose a moratorium on mining to avoid Mr. Goodland noted the mines development site Catholic Bishops Conference of the Philippines (CBCP). The London Working Group on Mining in the Lake Buluan, an important source of livelihood for Philippines unveiled here results of their study the Moro-dominated town of Buluan in Maguindanao conducted across six mining sites in the country, which province. “Forget Lake Buluan [in the long-term] once the the local Catholic Church, academe, nongovernmental D E V P The study was conducted at mining sites in Midsalip, A IC D Zamboanga del Sur; Libay, Zamboanga del Norte, separate interview. Tampakan, South Cotabato; Pujada Bay, Davao Oriental; Mr. de Vera presented a map showing the watershed Victoria, Mindoro and Sibuyan Island, Romblon. areas within and outside the mines development site of M S environment problems jeopardizing food security and The map showed Lake Buluan that serves as catchment of water coming down from the mountains of book Philippines: Mining or Food, authored by Clive T Wicks and Robert Goodland, said. The book will be mines site, he said. launched on Feb. 4 in Manila. Last month, the CBCP, through its president, Jaro Mr. Goodland, a former World Bank environment Archbishop Angel Lagdameo, has asked the government sake of the environment, livelihood and food security in the country. stance. N E “[To avert this rice crisis] the government should Filipino depends on the environment. Because of the threats against these fragile resources, our lives and M L H P U S L The Chamber of Mines of the Philippines has said the was rooted in the failure of the government to maintain CBCP the health of its agricultural sector. In an interview with BusinessWorld at the sidelines, Mining has been one of the investment sectors M G S M I crisis. area. But investments in the sector have been slow due “Open-pit mining is terrifying, especially that the to issues on ancestral land ownership claims of tribal mining area sits in an earthquake fault. The oceans surrounding the mining area will be in danger Source: Sarmiento, Romer S. 2009. Moratorium on said. S BW X C A I R NL A J

45 A

Militants to Aquino: Don’t give Filipinos false hopes about jobs

A P B S P N A III U T P U S US A M P H MNC TNC H M M E A P H M A I M P MME J L M E B A C B C M B A P CBCP V F A E A C US P B O II I VFA B O M W W A C US M I C TNC MNC T VFA RP P US C P B M R R J W M A VFA P E Source: GMANews.TV. 2010. Militants to Aquino: Don’t H give Filipinos false hopes about jobs. 28 September. P A A J

46 A

A TNC P C W N P D

P A N P N P D K A P T M D Q M M N E L M B C C V RESIST P A N R S A A TNC A P PAN AP P P C A R T P P C W B T A P R D D R Q PAN P N P D S U P D Q L A D C A L L J T NGO M S P PU A MASIPAG N D D S K C D T K T GMO P GMO M H PAN AP D W N P D D N D N B I B U C D C F S T I C J B C AMS F C D A V C D M F P P T D P I FS D S I K P I L F C M D A G O T C ST T S G C T M P D D T I C J B I M I D A E U A C C D F P A C B D C S R NGO PAN B D S P A N P S S N C A TNC P T W P A A J

47 A

CHR S B F A C I M P D I

BUTUAN CITY—The Commission on Human Rights T P (CHR) has formed a team to look into reported S H R L A R S N C I P NCIP C CHR T CHR S I R I CHR T D G S H I CHR I P R R A O M T C M IT T S C proper enforcement of this consent mechanism during O C S S G S N I S U T T M C P G M C O S M C FPIC S M G C M M D C T T T B G C Tricom also alleged that the said mining companies FPIC C H NCIP S N C NCIP C S S FPIC M A O P A S EE A J

48 MODULE IV S N

T I A contexts.

Through this module, learners are also guided to recognize the prevailing culture of war and examine the symbols of violence being faced in their daily lives through the media and internet.

L A I cyberviolence in their own contexts. Through the lesson, it is hoped that students will learn to be more responsible in

L T A Lesson 1: Challenging Cyberviolence

Values: Responsible use of the internet and social media, nonviolence

O At the end of the lesson, the students should be able to: I A L

Materials: W M

T SNS F MS T LI Overview T I O SNS M

R P G A S N P B

A P S M S S P I S

S C T SMS I

C T

50 C O D T P C S P W C H F H C

C I V

D T M

C S T T T

C F H S T T

T C P A

O S S B N H B N R A N C P A T A I

A C P A S Q I T F P T H R W A B A I F P ABSCBN N

I S C P T C P A GMA N N

51 While Social Networking connects people, brings people together and make the world within reach by everyone, it can T S

Ac P G S

S S G P E W W H S W W W W P E T

Discussion

W W W

52 A P (max. 20 minutes)

D P C M P P D W C P A C T

T S E

Discussion

H W W W A I

A C (max. 60 minutes)

A T F D PC M I FB T T FB T FB JOIN T I F T LIKE T A H

53 Synthesis

S A

S I I S

B I

C A

S T F T G T

A C P A A R A N DVD

54 C P A

I I F T U C P A Y S M T R P C T Y

I U C P A S O T T

I I IA N A M S M A M U S L C P A S M I F I R P C F T S N S could get arrested.

I I IA P V U P C L P A JJ D C P A T D K B S S Y I I K W Y P S S A

I A IA H R W HRW A T P A M

I T T L F T T F T

I U C P A W T T F

55 H I

I I IA R D G I S C P Y I I W

I I IA A M S M S A III B R C H S C P A A D J DOJ N DOJ

I I ฀ I W

S A J

56 Lesson 2: Let’s Talk

Values: Forgiveness, nonviolence

O At the end of the lesson, the students should be able to: C S D A S

Materials: P T H

C C Overview R C W

C I I I

I C T M S

T I C G T

57 A

A U A

Dialogue. A I T T

N N C F W

M I A A H

58 Peace table

I P T I I O C C T P T A I A

T T A P T

S P T

T P T U P T T B

D P

F P T S C P T

O T S O E S T P E S T W E S F B S F D I A

59 A A L (max. 15 minutes)

T T T T E E T T A

A R P C T (max. 45 minutes)

T I T T E E M E T

Discussion

T W W T W H

60 Synthesis

The teacher distributes the handouts and synthesizes the lesson emphasizing the following points: C C F A S S I the classroom

C A

S T are some possible answers: S S P

Annexes: Handouts (see next pages)

61 B

A U A

A L E A W A L I P A A

Paraphrasing D

Dialogue. A I T T

N N C F W

M I A A H

62 Peace Table

S P T

T P T U P T T B

D P

F P T S C P T

O T S O E S T P E S T W E S F B S F D I A

63 Lesson 3: Women in Peacebuilding

Values R

O At the end of the lesson, the students should be able to: P E UN S C R W P S P N A P D M

Materials: LCD MEME NA MINDANAW DQQRAFI C C S D F C W R P

S C P Overview P M M GNWP CPE T

D B CM ZFD WEA W E A B

W T

T P A GNWP CPE

H M S M

T P U N

64 T UN S C R P N A P NAP

A U N S C R T R

A P R P NAP NGO S CARHRIHL I W T C IWTC O NGO P C W N C R F W O P A P P OPAPP UNSCR NAP OPAPP

T NAP I UNSCR I I r OPAPP

T P P NAP C P D P P G UNSCR A P UNSCR CSO OPAPP

F A P N P NAP

65 A V S M M (5 minutes)

Discussion

A W F W M H P

A C S A

O SW C W R P A D F ZFD WEA D C N S

C N B CM T B C C N B C COMIPPA T I P C C N D J W R C T P

D A T W W W W

C A

O P

Synthesis

I A B W D M I B B I

66 F A T U N S C R UN SCR G R M R S C UN SG M S related areas: P G P G UN T P N A P UNSCR P E P C F A P N P NAP O K A

C A

E T L P UNSCR P N A P

Annexes. Cases of Women Empowerment in Peacebuilding

67 Case No. 1: The Bangsamoro Context

S A B CM N P O H U NW F P SO I C A S C V C S P M C W W P L N D I

E UNSCR B M A T B C M ZFD WE A

I B I T B T

T B F I B B I

W W T B M T T B T ARMM

T G F F I B

F GPH MILF M A F A B FAB F B B B

T D F B T B

...please , next page. 68 T B L

S T

M B E T

T T B S GPHMILF

69 Case No. 2: The Indigenous Peoples’ Context

B C M I P S C M I P P A M F IP M IP M A R S R M P A NP N

I J T T B C C M I P P A COMIPPA C T P T

T I P IP T N A P UNSCR IP

T IP T IP M A H F M T IP

A COMIPA QRT IP T NPA LGU M I IP T IP T T U

70 T IP

A S A

S I CPPNPANDF I P M G COMIPPA M COMIPPA IP M IP T

T H E S T

71 C N W R C T nd Peacebuilding

Darwisa Jakiramis a midwife by profession and a Barangay Captain from Sulu who is also a member of Tumikang Sama-sama (TSS), a group of 18 mediators composed of both men and women coming from the MNLF and other barangay leaders situated in

Who are the women? Women are the mothers, sisters, aunts, bearers of life and T

G J I T M

W A T

J S

M J F

A J C I I

E T F

A T S T T A

T A B G I

72 Lesson 4: Under M A C T S R A G

Values N

O A D I D C

Materials: W M LCD A J I P N P A OT A J F CELFKYIM

W M Overview M M S T M M M

H M C P P CPP N P A NPA I A AFP M CPPNPA L V S

T CPPNPA S I M I T NPA CPP N D F NDF S

I J M M F Q S M M H H W W II M HDN OPAPP

I N U R R H T

73 HDN

T CPPNPANDF H T M

T M

O T P C A S T HDN

E CARHRIHL I CARHRIHL IHL HDN

I A NDF J M S CPPNPA US A GPH A I F GPHNDF O N OPAPP

R O P A P P OPAPP S T D T S T A OPAPP

I GPHRPMM T T I T S

74 A P A

Before the actual conduct of the class, invite the students to form groups of 6 students and let them research, discuss, and L W W W W W W NGO

C A

L I N P A F P E T L

Discussion guide in processing the short video documentaries

P W D W H D

75 Synthesis

A I A A I I O R A I M C F O O

C A

A M S T M T GPHNPACPPNDF

76 MODULE V: Strengthening Human Rights

T T U D H R

A V S

Lesson 1 T S T

Lesson 2 I T F A I Lesson 1: Upholding Women’s Rights

Values: Respect for human rights, gender equality, nonviolence

O At the end of the lesson, the students should be able to: C W R CEDAW RA AVAWC A W C D S A R

Materials: N M

S Overview U I H R U A

W I T F

I R XI P D I J D D S I

I D S W D DSWD R X T

T T C E D A W CEDAW B R I I U N D E V A UN G A

W T T

78 (b) The right to equality; (c) The right to liberty and security of person; T T T T (h) The right not to be subjected to torture, or other cruel, inhuman or degrading treatment or punishment.”

I P AV A W T C A RA I T R A F A IA C V A W C N

T T M H

S T E

T W W W W W A W N C C S W

A E

79 Discussion

A D D W H W W I I A

Synthesis

S T I D H R S M W O F CEDAW RA W C D C

C A

E T S E T

Annexes (see next pages)

A H R A A

80 H R

U N C E D A W CEDAW

A W T T T T T T T T T

R A N AV A W T C A S

RA I T R A F A IA C V A W C

S J V M N F A J

81 Women Development Code of Davao City (City Ordinance No. 5004)

SECTION D P P L G D C I L G D C W

T L G D A

T L G D C

TO ATTAIN THE FOREGOING POLICY

T O D A RA W D N B A L G D C

A L G D C W RA

A U N D P

A L G D D C C

T C W D C S A II C II B I C

82 A

FOURTEEN YEARS ago, on March 29, 1996, Karen O P U O P V D C S D C C K I K P S K F I K K W I V A I K C C P K I K S S M D (The decision is referred to as CEDAW/C/46/D/18/2008 B UN O D H C H R H S S D R J K P D I OC S B K K U P KA S E U B K THAT K J U N C E A F D W C K E C

83 A

The Many Faces of Corazon as a Woman

50 year-old Corazon (not her real name) is a mother H of six. Three of them are already married while the P P C S C S C S C P T C I S S C C T F S C G A J W P Corazon as a Worker J C S H W I E W H visitors. C M C D C M G T N C P F I S C T W A T A C P H T P I T C S T F

84 Corazon as a Woman For 16 years, Corazon endured her work since it is her by the Integrated Gender and Development Division only way to feed her children. She shared that her (IGDD) is economic abuse (71 percent) and followed income was never enough for her family. “Kulang gyud by physical abuse (10 percent). The need to provide for ang kita labi na kay dili manghatag ang akong bana their families, forces women to work even in companies sa galastuhan sa balay” (My income was always not which policies are oppressive and the nature of work is enough as my husband never helps in my family’s daily O C expenses). of the women’s courage to resist oppressive work T C I S C The women workers and the rests of the workers had to leave their home for a while but she eventually of Superstar will inevitably stand united against the went back because of her children. company’s management and further push humane and pro-worker policies. Corazon as a Fighter T C Source: Women Studies and Resource Center- oppression experienced by majority of Filipino women. Southern Mindanao Region. 2011. The Many Faces of Just like Corazon, most Filipino women are being denied C of their rights to stable and decent job. Women rights are not only violated in the workplace A J M

85 A

W NGO

A I W D PP IWD A F R M T AFRIM M S areas. M M R D ARMM M AFRIM A A T T IWD E HIVAIDS W E T IWD F N Y USA G T A R M M ARMM C R C M I L F N P A NPA P S AFRIM H A J I I P I C P R E T F I C W M A AFRIM I T PP

86 A

DAVAO CITY (MindaNews/03 October) — Unspeakable A A J A T JJ S D C J JJ of this permit to submit themselves to smear tests to T Ampog said her group used to ask the government to B A B S T JJ I D C T T C P GRO T I B P P T because of the tacit belief among most people that the A T P A W and health checkups twice a month to keep their pink W M B A L B T W A S A T I T F I E S FIES I D C T G O Lacorte/MindaNews) S A J

87 A

W B INA ALLECO R SILVERIO B

2013 I T CWR T C W R N A T S M I CWR N D R R M C I NDRRMC S T W I T T M T NDRRMC CWR F P T E I S F B NDRRMC F J F S J V M L J P C V NDRRMC T P C V R C F T CWR F A O F T C S C N O L M O S C S D O S A CWR N T T T I Z N D A M O F W W F F T R C F

88 2 Region. Two were killed, and 6,000 families were A I D A U N T U N H E S M E E D W A UN N P T UN E P UNEP S A A A I E I S W H O

89 A

Women IDPs who became migrant workers

%E2%80%93-cwr/ . Accessed June 6, 2013 T Melan Tumbi, was born on August 2, 1972 and has O S P D W Salibo town in Maguindanao,a nd got married there at S B S F M S U A M S A W I P P S H T P P B I I C C I I L I S G I C C T T T T H B H T M B H S M M C Q C C S K I I I I I T S Source: Mindanao Migrants Center for Empowering S A MMCEAI W C M S T P I D P D J Camps in Mindanao T W J I I S S

90 A

Returning women migrant workers who became displaced

D Warda Antao, 24 or Makir, Sinsuat, Maguindanao, S D U A E J I J I D S T J A SM T S W J I I I S S T S A P S M G WV S M M I MI I T P I I S J DS T M D S M T MSource: Mindanao Migrants Center for Empowering S J A A MMCEAI W C T P I D P S Camps in Mindanao

91 Lesson 2: Corporal Punishment

Values N

O A R A D

Materials: W M

Overview C T T A U D H R A UN C R C U N T UNICEF R E F C

C I I P C

I E

V A S C F I UNICEF P A F F H R

S T E T

92 faces two college students for not complying with a class requirement (TV Patrol, June 26, 2012). I P T T I the school disciplinary system.

C P I S C UK P T S Children, 2008)

D S GM UPP G H C P U UPPGH CPU B A W WHO R V H

A I T I C

N cruel acts.

A H B C P R A N C A P S 2011)

D M S H B S S C D M C

A T

93 A M (max. 60 minutes)

T T

G D

S G C P G C P

T T T

M D G Q

W W W

M D

G W

E P A

Discussion

A W A W W A W W

Synthesis

S C H R A UN C R C

94 C P F

T C

H B P P D C P C P A C T

C A

E T E I

95 96 MODULE VI: Sustainable Development

T T T T

L T E T

L M T M Lesson 1: Ecological Footprints

Values: Equitable sharing of resources, environmental concern, simple lifestyle

O At the end of the lesson, the students should be able to: D A C P

Materials: W M P

Overview P C H H E I T

T P N O A R R P C D R C

C T M A

A E A T C T W W H T

98 A B H

W T E F I E APCEIU S G F N

S E T E G F N T T U N T B E WWF O T F C I W T W E F

F D W I

W T US A

D M

I E I I E A M G I T

99 A Q

PLEASE NOTE T BEFORE D S T

A S

Food H H W

Travel: H

Housing: H H H D D H

I W A D

T E

Discussion

W H H H D W W D W H

100 Synthesis

S T E F E

S E T E T T

C F I T

C A

E T E T

S E

E I P S E B

I B C CU D W S T B C

Annexes: (see next pages)

101 Annex 1:

ECOLOGICAL FOOTPRINT QUIZ (adopted from Fien, 2004)

ECOLOGICAL FOOTPRINT QUIZ H F E lifestyle.

Food: How much meat do you eat? Vegetarian (no meat) ------1 Meat (1-4 days a week) ------2 Meat almost everyday ------3

How much food is wasted in your homes? Most are eaten ------1 Occasional wastage ------2 Uneaten food thrown away almost daily ------3

Where does your food come from? Grown at home or from local market ------1 Local produce from supermarket ------2 Mostly imported food from supermarket ------3 Travel: How far does your family travel each week? Less than 100 km per week ------1 100-300 km per week ------2 Over 300km per week ------3

How do you travel to school On foot ------1 Public transport ------2 Car ------3

Does your family have a car? No ------1 Small one ------2 Large car ------3 Housing: How big is your house? Small (1-2 rooms) ------1 Medium (4-7 rooms) ------2 Large (over 7 rooms) ------3

What power source does your house have? Solar/wind grid ------1 Electricity ------2 Wood/coal ------3

102 How much electricity does your house hold use? 0-P3000 per month ------1 P3000-P6,000 per month ------2 Over P6,000 per month ------3

How much water does your household use? 700 ltrs or less per day ------1 700 – 1200 litrs per day ------2 Over 1200 ltrs [per day ------3

D A ------1 S ------2 N ------3

H Small (less than 2 children) ------1 Medium (2-4 children) ------2 L ------3

N G T

Annex 2. What your grand total means:

Less than 16 Y E W

17 to 30 Y E

Over 30 L I like this, we would need several more E

103 L R E

Values: Care for the Earth, respect for nature

O At the end of the lesson, the students should be able to: D D A P

Materials: C AM M K J A CD P W M

T M I Overview L V I I I M U

M M S M I T M T

G M

I P I F E B

S F T I A M K O T

D NGO P P M A I

104 A V

M S C C T

T M D T S A T W B

A PS M

S T G L G M G M B P G I E T O

Discussion

T W W W W W M I

105 Synthesis

S O E I T T P F I T

Assignment

T M K M T A R T

C A

E T S F

The Four Laws of Ecology

F B C T C C

E E E T E M G S T N K B H C T I N S T F L E

Handouts: Song Lyrics

106 Lyrics: “Magkaugnay” (Joey Ayala) Lyrics: “Masdan mo ang Kapaligiran” (Asin)

Lupa, laot, langit ay magkaugnay Hayop, halaman, tao ay magkaugnay Wala ka bang napapansin sa iyong mga kapaligiran? K CHORUS Ang lahat ng bagay ay magkaugnay Refrain 1: Magkaugnay ang lahat Hindi na masama ang pagunlad at malayo-layo na rin Tayo ay nakasakay sa mundong naglalakbay dagat Sa gitna ng kalawakan D Umiikot sa bituin na nagbibigay-buhay A S S pumanaw man, [Repeat CHORUS]

Iisang pinagmulan Refrain 2: I Mayron lang akong hinihiling sa aking pagpanaw sana Kamag-anak at katribo ang lahat ng narito ay tagulan Sa lupa, sa laot at sa langit Gitara ko ay aking dadalhin upang sa ulap na lang tayo magkantahan [Repeat CHORUS] [Repeat 1st stanza] Refrain 3: [Repeat CHORUS] Ang mga batang ngayon lang isinilang may hangin pa M kayang lalanguyan?

Refrain 4: B kapaligiran Hindi na masama ang pagunlad kung hindi nakakasira ng kalikasan D madadapuan M

Refrain 5: Lahat ng bagay na narito sa lupa biyayang galing sa Diyos K I P

R R

107 108 MODULE VII S

T M M L V M T M B R

L T

L M B I I B I M

L C P S D

Values A

O A R I E

Materials and Equipment: W M

I Overview T

P T

S W

D T APCEIU

I P T N S T

T U P

110 In the context of Region XI, it can be noted that policies and programs of the Local Government of Davao City to address exclusion of marginalized sectors such as women and children, indigenous peoples, and Muslims are in existence. D public service, among others. These include the following: W D C D C T D C LGU GAD LGU D C T T M T W D C D C

T I G D D IGDD T IGDD C M O W D C D C A D C URL

D M T LGU the Moro and Lumad tribes being represented in the city such as Bagobo, Tagabawa, Kalagan, Clata, Maranao, M T T LGU designing programs for their own people.

T AD O D C I T C D C G

M C D P P T C M M

K F A

O S T C G

T appreciate cultural diversity, and promote inclusiveness.

111 A S G D (max. 50 minutes)

Divide the students into groups with 4-5 members in each group.

I E B

Discussion

P H W W A I I A arious indigenous peoples in the region.

Synthesis

S A

D T

T Y

112 C A

E T T L F E

T IP IP B

T D

I L M W

Annexes for handouts (see next pages)

113 Annex 1. Types of Prejudice

In the previous decades, racism has been the most popular form of prejudice especially in other countries. However, T T

< Sexism - of their sex (Mcginnis & Oehlberg, 1991).

< Heterosexism -

< Classism L

< Linguicism language groups (Chen-Hayes, Chen and Athar, n.d)

< Ageism

< “Looksism” T NG

< Religious intolerance - prejudice against those who are followers of religion other than one’s own

(Source: Castro and Galace, 2008)

114 A T AD O D C

T AD O D C

A R R R R S R D

S A J

P T AD B D C C C D A O

115 L U M A C T B S SD

Values: Respect and solidarity

O At the end of the lesson, the students should be able to: T B M D B S M

Materials and Equipment: LCD A C A ZLD V M V P DVD FSXW W M

M I M Overview T T M I L I M S F R

T B T

B S M B I A I I M I W S P C I T I M C K

H I S P U S T P D A B T M I E P B P R B K D

T B B P R T B T M N L F MNLF

116 T T A P G MNLF P M I F P A MNLF R A P M M H MNLF MILF OPAPP

MILF B T MILF B K T MILF P OPAPP

I GPHMILF T A A T MOAAD

I A GPHMILF GPHMILF D P P T B B ARMM N G

T GPHMILF A F A B FAB O T FAB B A R M M OPAPP T B MILF

T OPAPP S T D GPHMILF F M GPH MILF T C TC I FAB B OPAPP

I F T C GPH MILF C I B B L B T FAB C A B F T GPH OPAPP

H M GPH C M C S OPAPP

117 A P D (max. 10 minutes)

Engage the students in a paper dance game. P manila paper at the center of the class. L C A P let them all stand on the paper. T L W T T

Discussion

W R T M W M H O C

A V M V P (max. 50 minutes)

L M V P M B

T A W B H M R XI C M GPHMILF A C M B T

Discussion

P W B W B I W M H M

118 Synthesis

S M M I L I M S W T M

T B T

T M

F O

I M

C A

A B S T B T B M T GPHMILF

119 Lesson 3: Indigenous Peoples of Davao Region: Cultural Survival

Values: intercultural respect and solidarity

O At the end of the lesson, the students should be able to: D IP D P IP R M IP

Materials: R IP W M

Overview M M C I T M I

T I P IP

A D V C M

A B M A B T B D T G O B T M M

T D N D O W D N A K D T M G M M V A S I S

T M T D O T K T B W M M M

L D C V V A C A A D M M M

120 As with most indigenous tribes anywhere else in the world, the Indigenous People of Region XI face the constant struggle

T I P C P P M W I P W

A I P I P R A RA F

F T A

T IP M T I P R A RA T C A D T CADT C A DL T CALT T I P Z P T I P A F P

O I F

A S E

T I I P F S D IP XI T T G G G G IP G IP G

121 E A T

Discussion

W D W W W W

Synthesis

W W

M D R T IP

C A

E I T V IP I IP T N IP A IP M

Annexes: Readings for handouts (see next pages)

122 Reading 1.

Understanding the Lumad: A Closer Look at a Misunderstood Culture (an excerpt)

T M into the Lumad culture. It celebrates the Lumads’ right K B F P M I recounted the story told to her by her mother and her L ground around the daraga (maiden) crumbled, leaving In the Philippines, laws like the Indigenous Peoples untouched the place where she was seated. That was R A IPRA how the mountain “Kandaraga” came to be called. Babo F “immemorial” and who have retained their customs and rock, shaped like a chair, stood. It was the rock where the maiden sat when everything else around her crumbled. “She must have been our great, great grandmother,” B F W M B L Visayas, which started in the Spanish period and has F SILDAPSE L L M T F L B B B M I B T L B the people below. Through the years, the Lumad have A M dagmay (woven abaca cloth). I newcomers have given rise to long standing biases and Lumad that a non-Lumad needs to understand, says misunderstandings. A DD SILDAPSE A T U N D R S I P horror how an academic researcher had “desecrated” I M M L S their ancestral lands. But up to this day, the Lumad are not only driven away D Ironically, though, the places where the Lumad live L L O A A M Y M M G M M Y Y M O P A T M M M F

123 A A L I P R A W S T E D L A M D I S O M C T D D B C U N C E A L F R D CERD CERD S P E S T L S W L L T M D G A S T I D G A S I I F M A S

124 Reading 2.

T A M H

The Ata Manobo is one of the three tribes living in the I T D N T T I M A M S A M A A M T A I T A M T site. T T A T T S A BINOTOK

125 Reading 3.

Tribes from Mindanao, the Bagobo, the New People

The mountainous region between the upper Pulangi this ordeal by using his own magical ability and call the and Davao rivers is the homeland of the Upland Bagobo, the coastal Bagobo once lived in the hills south and east of Mount Apo, where according a legend, their supreme T god and common ancestor Apo Sandawa ruled as God. include healing, they are also skilled as weavers.The Mount Apo is the Bagobo ancestral domain and their women weave abaca cloths with earthly tones, heavily sacred place of worship. T T Anitos, spirits, which include deceased ancestors and nature-spirits or diwatas, who could grant their desire T T of innumerable gimokods (spirits) who have to be became a Bagobo symbol. It is not rare that the heavily shown respect. The Bagobo also believe in a supreme ornamented Bagobo are considered the most colourful being who inhabits the sky world, as well as a deity, a people of the Philippines. supernatural immortal being who will brings sickness Some Bagobo people have abandoned their tribal and death to incestuous couples. The principal Spirit roots and embraced modern life, but most of the tribe’s is the great creator named Eugpamolak Manobo or Manama. T The knowledge of spirits and ancient legends resides in colorful costumes and play their ritual music with gongs and kulintang, they dance their indigenous dances, tell story of Tuwaang, a brave and strong warrior with stomping their feet on the ground and sing their harvest O rituals in solemn chants. They will pass on their skills Tuwaang and a giant from the land of Pinanggayungan. and knowledge to preserve their living, ethnic culture, A B S giant of Pangumanon came across Tuwaang who was to come. T for the maiden, the giant used his magical powers and S T H

126 Reading 4.

R I P S S

COMPOSTELA VALLEY, Philippines, 28 January T T I I SO M N D TD I T T S T D N P B T U T C T M D C B C S B A M L M I C M C V T T PUS N C M D N P M I O T C C O F A Religion T and indigenous peoples D OE R C S D C M M S W B S V C V II C B S P C PCP II C Rituals and knowledge transfer J C J S S V II C C T J T F PCP II M O S C T C C F C G F

127 In fact, Ponciano Tandica—an elder in Maduao, S T Concepcion in Maco town, Compostela Valley us to destroy all materials such as jars, drums and other Province—acknowledged how some Catholic priests musical instruments, which we use for our worship between and among Mindanao’s lumad or indigenous peoples in recent years. S B C T C of worship and our balyan’s ways of healing as ‘works

Reading 5.

Uphold Indigenous Peoples’ Rights, Stop Development Aggression (an excerpt)

While the world commemorates the 60th anniversary that one day, they may lose what remains of their U D H R D Filipino people, especially the Indigenous Peoples and C P C the rural poor have yet to realize their worth as humans W A A their fundamental rights. I business over community interests plan the immediate I P R A IPRA I D F neglected, underserved and undeveloped. Worse, their I of the Mindanao Indigenous Peoples Council for Peace D MIPCPD T by large-scale mining interests, agro-industrial F G TFG betweenW indigenous groups and between the IPs and their support groups. them dearly in terms of lives lost and rights violated. We reiterate our call for an immediate stop to T development aggression – large scale mining, agro- indigenous peoples and the rural poor can expect caused community division, strings of human rights abuses, harassment and killing, and irreparable damage the environment and their culture. The indigenous to the environment. B D K N V We join the rest of human rights advocates and T T A D N evicted from their homes to make way for mining even as we pledge our faith in the genuine movement projects, are currently locked in an uphill struggle to T society. N L S S C S Daguma Coal Mining Project. BC T would mean more indigenous peoples displaced and T T B N L S S C

128 MODULE VIII: Teaching Peace

I P W

his module will seek to develop understanding among the students of both the pedagogical frameworks and T T T

L T T

L I

L T T Lesson 1: Media Literacy

Values: Responsible consumerism, empathy

O At the end of the lesson, the students should be able to: I E A C

Materials: LCD UNICEF JQCRZ D R B S XOMXJG

Overview M F W I W T

M A H A T I

W M L

M L I I M

M A E E B P L M U N M E A T M E T T T W F M E H M E M E I

130 M E I I C M E T T M E I M E I M E M E M E I M E M E I I M E I M E I M E I U M E E I I

What Media Literacy is NOT:

T M NOT M NOT J NOT S NOT L NOT M L NOT

131 A M T P T

I W R B T W I ฀ A

T B A T T S C L UNICEF P A K Q F UNICEF฀ Y U S W E

S G D

A W W UNICEF W UNICEF C M P W

T B

I S T

Discussion

132 Synthesis

S T B

T TV

M O I W Q

M B

T T T T T T

A D R B S T

Group Work

E T A

133 L P E P P T S

O At the end of the lesson, the students should be able to: E D G

Materials: W M P

T Overview

A F B T T

H A F

V F

V V R C

C H A C

134 Dialogue

I A T A

C E

P I P I P C G

A I

I T

S D G H G V F G D G C E E A P R PS S C G O

135 P

E A

Discussion

W H V D C H D W H

Synthesis

S T

T P E UNICEF I R F

T T E

z S G W M L

z R S L

z G D L

z B L

z W C T a T a A L T a A aC T

z N E S

z C S L S

136 z Opinion Poll. Students give their own opinions on a series of statements or principles that are neither “right” or “wrong” in order to explore peoples’ values and opinions on an issue.

z S W L S

z P A in a poster or mural.

z P W

z M A TV

z C L

z F I

z P O

z S T S

C A

P strategies of teaching W peace issue.

Annex: Handouts (see next pages)

137 P P P E

1. Holism

A F B T T H A F

V F

V V R C C H A C

3. Dialogue

I A T A

C E

P I P I P C G

138 P E TL S

Small Group Work. M L

R S L

G D L B L

W C. T T A L T A C T

N E S

C S L S

O P S

S W L S

P A or mural.

P W

M A TV

C L

F I

P .

S T S

139 L Q P E

Materials needed: M P

I Overview

S T

A T T V S V B C D T I C C P T P O E P N B T S P E H C D M C P R E

140 A R P P (max. 60 minutes)

T D A T T P E T

Discussion

L T B L C N H

Synthesis

S B T S C B P T

C A

T D W

A H

141 Q P E

(Vision) Sees things/events as wonderful as they can be and not as they are and strives to create change toward a peaceful future.

V B bringing about societal change.

C D T I C

C P the learners.

T P

O E

P N B

T S P

E H

C D M

C P

R E

142 References

Module I

B P P C L G J P E A P C P Q C C P EM C I C J P I C M P P J I C T S H F R A E J C P I J C I T S H U V C P E E S L G U B A T S H C V F P T P P E Q C P P H

Online Resources D C N P P A J T S H C V F A T M C P W P P P C P P C I A A J KPSSPCOPPCIAPDF

Module II, Lesson 1

B P P M P V N C N Y W B P T S H C V F P P Q C P P H

Online Resources B C C P A A J SCDSSSACC TDSVDTCPA

Module II, Lesson 2

B P P T W T D C N W L T S H C V F P Q C P P H T S H C V F P A P Q C P P H

Online Resources C G P C S C H S L P S R A J K A N C T C A C A J M J MD S C PD T B Y S A J

143 Module III, Lesson 1

B P P Alternate Forum for Research in Mindanao. (2009). Toward a Unifying Mindanao People’s Agenda for Peace and Development. Mindanao Focus, 2. Mindanao Peaceweavers (2010). Towards a Mindanao People’s Peace Agenda. S D C T E P F U T S H F R A E J T C P I J C I

Online Resources B A S A J L P S A J S D N S V A J N S C B NSCB T T P P A J

Module III, Lesson 2

Online Resources B R C A J C F CHR S I J A J EE GMAN TV F IBON O GMA N O A J M A D F GMA N O S A J I L R F T W A J K C E M D E I S U A A J P A N P A TNC P C W N P D A J S R S M BW GMA N O J A J T J H C TNC T D P I C A W I CAWI A J T J B I A J B

144 W DS T L H A J Z J I P P M A J

Module IV, Lesson 1

B P P K R M C B M MA B P

Online Resources ABSCBN N C A J A D C A J LID BBC N P A J B W C P A A J B D E N S D J C M C A A J C P U O C P A R A N A J D I D S N S B J S C A B A J G A P A J GMA N N S C TRO A J M A M R A J M S A J S S C A J P T P C C P A S P C A J

Module IV, Lesson 2

B P P C L G J P E A P C P Q C C P E M C D O L P E C M S A S A U P A P P R B C A L T NY H A P

145 T A T P H R C R P P T H R M UP C I D S B E

Online Resources B S S P T C C R I H M A J C R C G I O T P O I C A J C L T E S R E E C A P W J K S T A J O M A P T E M S E U S I P G P C A J GPCETMS

Module IV, Lesson 3

B P P GNWP CPE G N W P C P E UNSCR P ZFD WE A D D F C W R P B R C C D C N

Online Resources CBCP C B C P B A M OPAPP O P A P P T P N A P W P S A M U N S C R O A M

Module IV, Lesson 4

B P P H D N HDN P H D R P H S H D P E S J A S M I M P P C F W P I N T KONSULT MINDANAW S P P M J

Online Resources O P A P P OPAPP T P T U GPHCPP NPANDF P N A M P CPPNPANDF D A M E

146 Module V, Lesson 1

B P P C L G J N P A Q C C P E M C M M C E A MMCEAI W T M D C MMCEAI

Online Resources AFRIM W NGO A J C C DSWD R E D A J I D R J K P D I S A S K H R W W R A J L G U M A J N J R A A J P D I A S A J S I W CWR B A J E UN G A D E V W A J W S R C S M R T M F C A S

Module V, Lesson 2

B P P C R C P D I A

Online Resources H R H B AC P A I R B HD A S HB H B N T P N D C A A S HBPD LCPCA S C A T F C E F C P C A S PB S H A S

147 UNESCO A C P M T C C D A J U N U D H R A S un.org/en/documents/udhr/. W H O WHO W R V H A J

Module VI, Lesson 1

B P P AP C E I U APCEIU L T S S K APCEIU

Online Resources C D R C P A J F L A J EFD G F N F B O A J GFN WWF L P R A J

Module VI, Lesson 2

B P P B B L H E I L T S S K APCEIU C B N M T N Y K V A R K M I M D C AFRIM I

Online Resources K J M C W F M E S S A I C R P A E E N R G I C M E A T H L S C A S E NRCK T E D D M A P E O B UP A C M H U PD F A J

Module VII, Lesson 1

B P P A Y P E C M S A S A U P A P P A P C E I U APCEIU L T S S K APCEIU C L G J P E A P C P Q C C P E M C Q C 148 Online Resources Davao City Government (n.d.). The Integrated Gender and Development Division. Accessed on 8 June 2012 from V M P T AD O D C A J P J C SS D A J

Module VII, Lesson 2

B P P R R B B D C AFRIM I D O I P E C M S A S E A U P K J U H R B A D C M P USIP I W A D E N P D C M L A T V M L S I R D C Petaling Jaya.

Online Resources OPAPP O P A P P B B M S J A M F A B A M E M F A M EE I GPHMILF D A A M

Module VII, Lesson 3

Online Sources I P C P P M M D I P M C S C C SCC P D T C M C N A M J R T M B N P A T T I A M L G E U L A C L M C T I P I C P R E A M LRCKKF EP P M U I P R S D A P S A M BC T I I S R I P S S A M T K M B T A M H A M BINOTOK

149 Module VIII, Lesson 1

Online Resources C M L W A I L M A A O O G M LI E A A C M L A M I Q T DE TV P D I A M S M Y A E C A A

Module VIII, Lesson 1

B P P C V P P E C P I S H T V C E C B MF C G U T S H C V E C B MF C G U P V E Q C P P H

Online Resources A M T T A J F S P UNICEF UNICEF S W P U N C F P P A J PE

Module VIII, Lesson 3

B P P C L G J P E A P C P M C Q C R B E E T P T C P P E M N T S H C V P T P V E Q C P P H

Online Resources W M D Y T P PS T C D P J J V N A J

150 T S S P E F

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