DOCUMENT P.ESUME ED 373 862 PS 022 427 AUTHOR Hammond, Merryl; Collins, Rob TITLE One World, One Earth: Educating Children forSocial Responsibility. REPORT NO ISBN-0-86571-247-6; ISBN-1-55092-189-4 PUB DATZ 93 NOTE 150p.; Published in both hardcover and paperback editions; the paperback is cataloged here. AVAILABLE FROMNew Society Publishers, P.O. Box 189,Gabriola Island, BC VOR 1X0 ($17.95, plus $2.50 .._ ..,2T in Canada) or New Society Publishers, 4527 Springfield Avenue, Philadelphia, PA 19143($14.95, plus $2.50 shipping). PUB TYPE Books (010) Guides Non-Classroom Use (055) EDRS PRICE MF01/1306 Plus Postage. DESCRIPTORS Annotated Bibliographies; Attitude Change;Childhood Attitudes; Civil Liberties; *ClassroomTechniques; Elementary Secondary Education;*Environmental Education; *Peace; Preschool Education; SocialBias; *Social Problems; *Social Responsibility; Student Centered Curriculum; War IDENTIFIERS *Peace Education ABSTRACT This book is designed to help teachers,environmental educators, and parents teach children andadolescents about social responsibility. It focuses on helping children talkabout and understand peace as well as issuesrelated'to the environment, human rights, development, the international community,and social justice. It seeks to promote cooperation,solidarity, and security by combating ideas that promote war, violence, nuclear weapons,child abuse, sexism, racism, and environmentaldestruction. Included in five chapters is a selection of:(1) learning activities and discussion starters;(2) detailed lesson plans;(3) tips for using visual materials;(4) songs;(5) simulation games; and (6) zuggestions for working in different settings.Five appendixes provide an annotated list of books andeducational materials, lists of relevant organizations, songs, ideasfor experimenting with poetry writing, and simulation games. 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C 1.1 1-)11-, - One World One Earth Educating Children for Social Responsibility OneWorld OneEarth Educating Children for Social Responsibility IVIerryl Hammond and Rob Collins New SocietyPublishers Gabriola Island, BCPhiladelphia, PA Canadian Cataloguing lo Publication Data Hammond, Merryl. One world, one earth Includes bibliographical references. ISBN 1-55092-188-6 (bound). 1- 55092 -189 -4 (pbk.) 1. International education.2. Responsibility Social aspects Study and teachihg. 3. Social justiceStudy and teaching. 4. Peace Study and teaching. 5. Environmental education. I. Collins, Re:. II. Title. LC 1090.H34 1992 370.11'5 C92-091409-8 Copyright © 1993 Merryl Hammond and Rob Collins. All rights reserved. Inquiries regarding requests to reprint all or part of One World, One Earth: Educating Childrenfor Social Responsibility should be addressed to: New Society Publishers P.O. Box 189, Gabriola Island, BC VOR1X0, or 4527 Springfield Avenue, Philadelphia, PA 19143 Hardcover ISBN CAN 1-55092-188-6 ISBN USA 0-86571-246-8 Paperback ISBN CAN 1-55092-189-4 ISBN USA 0-86571-247-6 Printed in the United States of America on partially recycled paper by Capital. City Press of Montpelier, Vermont. Cover design by g. e. Jarrett. Book typeset by Consultancy for Alternative Education of Montreal.Quebec. To order directly from the publisher, add $2.50 to the price for the first copy, 75t each additional copy (plus GST in Canada). Send check or money order to: New Society Publishers P.O. Box 189, Gabriola Island, BC VOR 1X0, or in the U.S.A., 4527 Springfield Avenue, Philadelphia, PA 19143 New Society Publishers is a project of the New Society Educational Foundation, a nonprofit, tax-exempt, public foundation in the United States, and of the Catalyst Education Society, a non-profit society in Canada. Opinions expressed in this book do not necessarily represent positions of the New Society Educational Foundation, nor the Catalyst Education Society. 5 Contents Foreword bt., Dr. Rosalie Bertell vii Acknowledgments ix Preface xi Chapter 1 Raising Issues, Raising Consciousness: Learning Activities 1 Choosing Appropriate Learning Activities 3 Reading 4 Composing and Writing 5 Art and Craftwork 10 Cooperative Games 11 Using Our Bodies 14 Dramatic Work 17 Music 18 Food, Cooking. and Eating 19 Simulations and Simulation Games 20 Research Projects 21 Visits and Visitors 22 Taking Action 22 Chapter 2 Discussion Starters 24 Role-plays 25 Skits 26 Testimonials 27 Graphics 27 Stories, Poems. Songs, and Chants 32 Movies, Videos, and Slides 33 Other Visual and Audio Aids 34 Questions 35 Brainstorming 35 Quotations 36 ONE WORLD, ONE EARTH Chapter 3 Ice Breaking and Community Building 37 Breaking the Ice 37 Ice Breakers to Introduce Participants 38 Setting the Scene for a New Topic or Theme 41 Energizing Participants 42 Community Building 42 Building a Cooperative Learning Community 45 Chapter 4 Session Plans 49 Planning a Provisional Program 49 Environmental Education: I Am a Child of the Earth 55 International Education: Am a Member of the World Family 64 Orientation Session for Day Camp Staff 64 International Sessions for Children 69 Peace Education: I Will Work for Peace 75 Special Events and Ceremonies 82. Chapter 5 Getting Organized 90 Working with Family Members 90 Working in a Community Setting 93 Working in an Institutional Setting 96 Generating and Sustaining Enthusiasm 101 Creating a Ripple Effect: Involving Others 106 Appendixes 111 Appendix 1: Resources: Learning Activities, Discussion Starters, and Educational Approaches 111 Appendix 2: Organizations 119 Appendix 3: Songs 123 Appendix 4: Experimenting with Poetry 127 Appendix 5: Simulations and Simulation Games 129 References 133 Foreword Many subjects taught in our schools have changed drastically since I was a student in the 1930s and 1940s. One of thedelightful improvements is the Suzuki method for violin. Would that Icould start again with the 5-year-olds! Biology has now become ecology, and the various plants and ani- mals are no longer taught as parts of a competitive predator-prey system, with inter- and intraspecies pecking orders. Nowstudents learn about energy flows in the ecosystem, symbiotic arrangements, the food chain, and biomagnification of pollutants. It seems that music and science have been more flexible and forward-looking than social attitudes. This was painfully apparent during the Gulf War with its exaggerated "holy cause," utterly evil enemy, and the "it's all his fault" attitude regardingthe thousands of civilian deaths still occurring today. There seem to be two kinds of orientation in the global village. The first assumes that if you are big and strong enough or have enough money, you can obtain whatever you want. Thesecond relies ox justice to promote co-operation, solidarity, and security. Thefirst attitude breeds child abuse, battered women, rape, violent crimes, war, and nuclear bombs. It espouses "order"through force and encourages us to declare our own way to be the only "right" or"holy" or "necessary" way and then to pursue itruthlessly. Most people no longer believe that sparing the rod makes a spoiled child orthaVwife beating preserves a marriage. However, there is still a lot of support for nation bashing. In subtle ways our parent/child and teacher/child relations can teach the first attitude"I'm bigger, do what I say." But if we teach this way. our children will grow up to do the same to younger sisters and brothers, their own children, and anyone else they areable to overpower. This book breathes a new message. It is firmly rooted in the second attitude: Peace is not only possible, it is even desirable and fun! Don't use the ideas described here without theunderlying spirit, or you will again raise a generation to kill and die. This book is important. Let your mind dream a new way and your heart warm to a newfire, and let the children teach you to be born into the twenty-first century! Dr. Rosalie Bertell International Institute of Concern for Public Health, Toronto February 1992 8 Acknowledgments We start by acknowledging the children with whom we have worked and played. As so often happens, we educators probably learned more than any of them. Our young friends from the WIND-Y club and our neighbors &Om Ste. Anne de Bellevue deserve special mention, espe- cially Andrea and Jasmine Anderson, Francois Brunet, Jenny Fyon, Gordie and Jess Milligan, Brandon Runnings, Isabel and Nathan Small, and Amy Taylor. Thanks to Emmilia Assal Dowlatshahi, Jennifer Haddad, and Esther Maloney-Lebensold for their beautiful artwork. We are also grateful to the many children from the West IslandYMCA day camps with whom we have worked. They introduced us tothe real challenge of incorporating serious issues and deep learning into pro- grams where the emphasis is definitely on having fun. Our own children also deserve special acknowledgment. They cheer- fully participate in regular "peace nights" and family meetings designed to keep the peace at home, and accompany us to many of the protests, ceremonies, and meetings we organize or attend. During the writingof this book, Kai and Mika helped by making suggestions, doing artwork, and offering encouragement. Three-year-old Karrie was infinitely pa- tient while we were working, and soon figured, "If you can't beat them, join them"; she started writing her own "peace book." Finally,, young Tami stayed "inside" well past her due date, giving us some bonus time for relatively uninterrupted work on the book, and has since settled into extrauterine life so smoothly that the peace here has barely been disturbed...