module four - institute for economics &...

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By becoming knowledgeable about peace, young people will be better prepared to help shape a better future for

humanity. These modules challenge students to take a closer look at what peace means around the world, and dare

them to find solutions to violence and end conflict throughout their lives.

As a starting point, four distinct educational modules have been created. These modules are primarily designed for 14 -

16 year old students, but can be adopted to address a wider range of grade levels, and cover a range of curriculum

areas.

Each module takes a “thematic” approach:

An Understanding of Peace – explores the notion of peace as more than simply the absence of war and

examines the factors that influence a country’s peacefulness.

Peace and Sustainability – helps your students understand the impact of peace on global sustainability, with a

focus on water access and management.

Education and Peace – examines what “drives” peace, focusing on the role education plays toward a country’s

peacefulness.

Economics and Peace – investigates the benefits of peace to business and the economy through an exploration

of the tourism and retail industries.

Each module contains lesson plans to stimulate and challenge the students. While each activity is discrete, they have

been designed to build upon one another and support the students to develop an understanding of how peace impacts

their lives.

All the teaching materials needed are provided, including student handouts, assessment suggestions and extension

activities.

Don’t forget to send us your feedback at http://www.economicsandpeace.org/Education/Feedback. We are eager to

hear about your experience using these materials and your suggestions for improving them. We also welcome your

students’ feedback. Finally, we are happy to respond to your queries and provide any needed assistance.

Thank you for downloading our peace materials to use in your classrooms!

http://www.economicsandpeace.org/Education/Feedback

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Module Four

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Module 4 Economics and Peace

Lesson Overview This module is designed to challenge the students to think about the relationship between peace and business, recognizing the economic and social benefits of peace. The activities in this module ask the students to think about times of peace in the US, as well as the effect of peace on both social progress and commerce, with a focus on tourism and retail.

Educational objectives At the completion of this module the students will be able to:

Understand the historical legacy of peace on society;

Recognize the differing levels of peace in the world and the implications for industries such as tourism and retail;

Examine Global Peace Index indicators to explore the notion of the peace industry;

NCSS Standards addressed

Culture

People, Places and Environment

Production, Distribution and Consumption

Distribution and Consumption

Global Connections

Civic Ideas and Practices.

Curriculum focus Peace education is not limited to any one curriculum and is relevant in many areas of study. There is the potential to undertake cross-disciplinary assignments or special projects to introduce peace education into existing curricula, ensuring that students in your school are provided with peace education.

Activities Major curriculum areas addressed Page

Activity 1: What is the “peace industry”? Social Studies, Economics 5

Activity 2: Peace Between Wars---The Progressive Era in the United States

US History, Government, Economics, Social Studies

Activity 3: A focus on tourism Social Studies, Geography, Economics

Activity 4: The 50’s – the benefits of peace Social Studies, Economics, US History

Activity 5: A focus on retail Geography, Economics, Social Studies

Activity 6: Peace and business together Geography. Social Studies

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Module 4 Economics and Peace

Preparing your classroom

• There are a range of activities provided within this module. While each activity can be completed on its own to demonstrate a concept, the series of activities have been designed to build a comprehensive understanding of the concepts.

• All the handouts required by the students to complete the activities are provided at the end of this module. These will need to be copied and distributed at the appropriate time.

• There are extension activities and suggestions for assessments in each activity.

• Some activities require access to a computer with an internet connection.

Activities Class Time * Handouts to be copied and distributed

Activity 1: What is the “peace industry”?

2 x 45 minutes # 1 The Peace Industry # 2 Reflective Journal – What do you understand about the peace industry?

Activity 2: Peace Between Wars---The Progressive Era in the United States

3 x 45 minutes

# 3 Progressive Era overview # 4 Progressive Era reforms # 5 Reforms worksheet # 6 Reflective Journal

Activity 3: A focus on tourism

5 x 45 minutes

# 7 My tourist destination # 8 Travel Advisories # 9 World Map – color version # 10 Tourism in .......... # 11 Press Release – Qatar # 12 Reflective Journal – Tourism

Activity 4: The 50’s – the benefits of peace

3 x 45 minutes # 13 1950’s Timeline # 14 Reflective Journal

Activity 5: A focus on retail 4 x 45-minutes # 14 Retail photos – Cape Town, South Africa # 16 The Retail Cycle # 17 Reflective Journal – A focus on retail

Activity 6: Peace and business together

3 x 45-minutes

# 9 World Map – color version #18 World Map – black line version #19 Militarization and Conflict (versions A and B) #20 Reflective Journal – Peace

* Does not include the “Extension activities” or time for the students to complete the “Reflective Journal”

To make it easier for you to follow, some simple icons will be used throughout the module:

Provides some additional notes and suggestions for the teacher.

Refers to the need to access materials from the internet.

Indicates a handout needs to be copied and distributed to the students to complete an activity.

Indicates the activity can be used for assessment purposes.

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Activity 1: What is the “Peace Industry”?

Class Time * Student handouts required Additional teaching requirements

2 x 45-minutes #1 The Peace Industry #2 Reflective Journal – What do you understand about the peace industry?

Read – The Study of Industries that Prosper in Peace – the “Peace Industry” provided in the resources section

http://economicsandpeace.org/wp-content/uploads/2011/09/GPI2008DP.pdf

PART 1: Defining the peace industry

A Ask the students to try and create a definition for the term “peace industry.” Ask the students to think about

the concept and brainstorm as a class to come up with some key words or phrases to define the concept.

The concept of the “peace industry” is a reasonably new way of looking at peace and its relationship with business and economics. There have been many studies to examine the costs of war, but there is little known about the economic and financial cost benefits of peace. “A starting point in understanding the economic benefits of peace would be to define the 'Peace Industry.’ The 'Peace Industry' simply comprises those industry segments and companies that thrive in peace and whose markets and cost structures are adversely affected by violence or war. Initial research indicates that there is a strong relationship between a nation's ranking in peacefulness and the size of its retail sector, stock market and tourism industry, and changes in peacefulness can be used to calculate changes in market sizes.” The Study of Industries that Prosper in Peace – the “Peace Industry,” page 3. If the students are having trouble with the concept, replace the word “peace” with “defense” and see what reaction you get from the students.

B Distribute Handout #1, “The Peace Industry”. Ask students to complete the questions individuall

The questions start from a very individual level about spending money, then progress to prompt the students to consider spending priorities at a school and finally ask the students to think more broadly about a national approach to setting expenditure priorities by examining which sorts of industries would grow and do well in times of peace or in times of conflict.



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C Discuss the students’ responses to the worksheet. Is there any connection between the students’

responses to questions 1 and 2 and the industries they identified in question 3? Share some of the facts below excerpted from the report “The Study of the Industries that Prosper in Peace” with the students to reinforce their responses and encourage clarification.

“The peace industry simply comprises those industries that thrive in peace and whose markets and cost structures are adversely affected by violence or war. There is a relationship between a nation’s ranking on the Global Peace Index and the size of its retail sector, stock market and tourism industry.... There are many industries that prosper in peace and are adversely affected by escalating levels of violence. Some of these industries are:

• insurance, • retail, • financial services, • tourism and • commercial aviation.

Generally, the more peaceful a nation is, the greater its per capita income. This relationship could be regarded as a virtuous cycle rather than one necessarily being the cause of the other. This, on its own, is a significant finding .….. The strong correlation between the Global Peace Index and the Ease of Doing Business Index and Global Competitiveness Index would indicate what seems intuitive. Business becomes more efficient and easier to conduct as peacefulness increases. In situations of armed conflict, consumption and GDP per head invariably fall. For example in Somalia, annual GDP per capita dropped in the period of civil strife from US$280 in 1989 to US$22.60 in 2002 (UNDP data). As consumption and GDP fall, costs rise which detract from spending on more necessary issues such as infrastructure, education and healthcare, as examined by Nobel Laureate Clive Granger in his abstract ‘Peace Economies’. The definition of the Defence Industry is well understood, as are the industry groups and companies that comprise it; being those companies whose markets increase with raising levels of violence or increased threat of violence. On the other hand, if one was to propose the concept of the 'Peace Industry' we would struggle to identify what industries and companies comprise it. It is interesting to note that there are many more industries that thrive in peace and are adversely affected by escalating levels of violence or the threat of violence. These are the industries that could be called the 'Industries of Peace', simply because their ability to develop is predicated on peace.

Source: http://economicsandpeace.org/wp-content/uploads/2011/09/GPI2008DP.pdf

Did you know? On average, for every 10 place improvement in the Global Peace Index:

• Consumer spending on food and non-alcoholic beverages increases by US$166 per head of population.

• Consumer spending on clothing and footwear increases by approximately US$79 per head of population.

• Consumer spending on communications increases by approximately US$371 per head of population.


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PART 2: Business for peace

Ask the students to prepare a written response to the following scenario.

Imagine that a new country known as “Peaceware” has just been discovered and you have been appointed to run this country.

• What type of business / companies / services would you need to put in place if your focus was on

defending the country from conflict / war?

• What type of business / companies / services would you need to put in place if your focus was on building a peaceful country?

EXTENSION ACTIVITY

• Ask the students to gather some data about the amount of expenditure that their country makes in

relation to the military. How much money per head is spent on defense? What is the Gross Domestic

Product (GDP) per person? How much of the GDP is spent on defense per citizen? What percentage of

the GDP does that represent? Are the students surprised by this expenditure?

ASSESSMENT

• Students keep a reflective journal. Distribute Handout #2 “Reflective Journal - What do you understand

about the peace industry?”

• The written response to running the country Peaceware in “PART 2” will provide evidence of the

students’ basic understanding of the peace industry.

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The Peace Industry

1. Imagine you are married and have two children. a. If you were feeling happy, safe and the future was very bright, what types of things do you think you

would spend money on?

b. If you were feeling scared and threatened and unsure about the future what types of things would you spend your money on?

2. Imagine that you are part of a school administration or board. Think about the amount of money that may be spent in a school to address violence and conflict, for example paying for security guards, locks, graffiti removal, replacement of broken glass and damaged property. If the school wasn’t spending money on the outcomes of violence and conflict, you could spend this money on peace. What types of things would you buy for your school that would be seen as contributing to peace?

3. Complete the table indicating your thoughts about the industries that will be influenced by varying levels of violence in a country. Place a in the column to indicate your thoughts.

Industries / Services Industry thriving in times of peace

Industry benefitting in times of conflict

Manufacturing

Financial Services

Agriculture

Tourism

Mining

Commercial aviation

Hospitality (hotels, restaurants and related sectors)

Public education

Insurance

Government health services

Private health services / insurance

Government infrastructure (such as roads, water)

Retail

Defence Construction Security

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The Peace Industry

4. Was this difficult for you to complete? Are there some industries that you are sure about and others that you

are unsure about? What may have influenced your decisions?

5. Are there any industries whose markets would grow in times of peace (the more the levels of violence are

reduced, the more they would profit)?

6. Are there more industries that would grow in peace than in conflict?

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Reflective journal – What do you understand of the peace industry?

1. This activity has challenged me to think about the “peace industry” and I now think that ...

2. What do you think could be the benefit of being involved in the “peace industry”?

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Activity 2: Peace between Wars - The Progressive Era in the United States

Class Time *

Student handouts required Additional teaching requirements

3 x 45 minutes

# 3 Progressive Era Overview # 4 Progressive Era Reforms # 5 Reforms worksheet # 6 Reflective Journal

Fannie Fern Andrews’ “American School Peace League” 1907, Boston John Dewey “Lessons on tolerance and diversity” Susan Zeiger “Teaching Peace, Lesson from a Peace Studies Curriculum of the Progressive Era.”

http://www.tc.columbia.edu/centers/epe/howlett_new/Howlett_american_school.pdf The Progressive Movement (1900-1918)

http://www.pbs.org/wgbh/amex/eleanor/peopleevents/pande08.html


Defining the Progressive Era

The role of government is to conduct the business of its people during times of war and peace. What

complicates the business of the people when there is a war? Write the responses of the students on the board.

You may want to define the “business of the people” first---what laws can be enacted that will benefit the lives

of the people?

The Progressive Era was also called the “Age of Reform” and it was an 18 year time period between the Spanish

American War and the beginning of World War I.

A Distribute Handout # 3, “The Progressive Era Overview.” Read the passage about this time period.

Journalists and social activists focused on the betterment of society during this era and, as a result, it was the most productive periods of reform in US history.

B Distribute Handout # 4 “Progressive Era Reforms,” and Handout # 5 “Reforms Worksheet.” The students

are to use Handout # 4 to answer the questions on Handout #5. The questions are designed to focus on the needs and ills of society (a country’s) and the government need to

focus on those needs and ills during the time of peace in society.

C Refer back to the “Peace Industry” lesson (Activity 1) Draw a circle with 5 spikes coming out on the board.

In the center, write an example of a company name that students would know, or elicit ideas of companies from the students. An example of a company like this would be “Nike.” Assuming that it is not war time, what kind of services/products can it provide to better the life of a country’s citizens. Fill in the 5 spikes with 5 ideas the class comes up with. Discuss how those activities might change if the country needed the company to produce for a war effort

http://www.tc.columbia.edu/centers/epe/howlett_new/Howlett_american_school.pdf

http://www.tc.columbia.edu/centers/epe/howlett_new/Howlett_american_school.pdf



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Activity 2: Peace between Wars - The Progressive Era in the United States

EXTENSION ACTIVITY

Have the students look at the timeline found at http://americanveterans.homestead.com/links.html

• Ask them to do some research on the internet and choose one time period between wars. What major

legislation was passed during that time? Why do you think that is the case that times of peace usually

coincide with the passage of major legislation?

ASSESSMENT

• Students keep a reflective journal. Distribute Handout #6 Reflective Journal - What do you understand

about the Progressive Era?

http://americanveterans.homestead.com/links.html

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Progressive Era Overview

The Progressive Era 1900-1918 For Eleanor Roosevelt and others of her generation, early twentieth century America was the training ground for a transformation of the relationship between a democratic government and its people. Perhaps the best known results of this era are the 18th and 19th Amendments, Prohibition and woman suffrage respectively. But this legislation really came at the tail end of the period which has come to be known as the "Age of Reform." The amendments were actually the byproducts of an immense social and political upheaval which changed forever the expectations of the role government would play in American society. It was during this brief interlude, 1900-1918, that America was completing its rapid shift from an agrarian to an urban society. This caused major anxiety among the country's predominantly Yankee, Protestant middle-class because it introduced "disturbing" changes in their society. Large corporations and "trusts," representing materialism and greed, were controlling more and more of the country's finances. Immigrants from southeastern Europe -- "dark-skinned" Italians and peasant Jews from Russia -- were flocking to major industrial centers, competing for low wages and settling in the ethnic enclaves of tenement slums. Party bosses manipulated the political ignorance and desperation of the newcomers to advance their own party machines. To the native middle-class, these ills of society seemed to be escalating out of control. In the name of democratic ideals and social justice, progressives made themselves the arbiters of a "new" America in which the ideals of the founding fathers could find a place within the nation's changing landscape. The progressives came from a long tradition of middle-class elites possessing a strong sense of social duty to the poor. The social hierarchy wherein blue-blooded, native stock was at the top and the poor along with the "darker-skinned" were at the bottom, was accepted by the elite. But inherent in their role as privileged members of society was a certain degree of responsibility for the less fortunate. Growing up in this social class, Eleanor Roosevelt remarked, "In that society you were kind to the poor, you did not neglect your philanthropic duties, you assisted the hospitals and did something for the needy." The Progressive Era is unique in that this impulse spread to foster an all-encompassing mood and effort for reform. From farmers to politicians, the need for change and for direct responsibility for the country's ills became paramount and spread from social service to journalism. During his presidency, Theodore Roosevelt commented on the need: "No hard-and-fast rule can be laid down as to the way in which such work [reform] must be done; but most certainly every man, whatever his position, should strive to do it in some way and to some degree." Applying this sense of duty to all ills of society, middle-class reformers attempted to restore democracy by limiting big business, "Americanizing" the immigrants, and curbing the political machines. Theodore Roosevelt, wanting to ensure free competition, was particularly instrumental in curtailing monopolistic business practices during his time in the White House. He extended the powers of the executive branch and the powers of the government within the economy, departing from the laissez-faire attitude of previous administrations. By supporting labor in the settlement of the Anthracite Coal Strike in 1902, Roosevelt became the first president to assign the government such a direct role and duty to the people. The immigrant "problem" was handled for the most part by white, middle-class young women. Many of these female reformers had been educated in the new women's colleges which had sprung up in the late nineteenth century. Possessing an education yet barred from most professional careers, these women took to "association building" as a means to be active in public life. Among these associations were the Women's Trade Union League, the Women's Christian Temperance Union, the National Consumers' League, and a vast system of "Americanizing" centers known as settlement houses. These organizations were meant to "purify" the public sphere of men in which vice and corruption were bred. The WTUL and the NCL sought to cleanse the largely male-owned garment factories in which female workers were harshly exploited. The Temperance Union sought to eliminate the dominantly male immigrant worker's drinking habits and with them, saloons and prostitution. With settlement houses, women such as Jane Addams and Lillian Wald set out to uplift the immigrant masses and to teach them "proper" ways of life and moral values. These houses, of which there were 400 in America by 1910, instructed immigrants on everything from proper dancing forms (intentionally steering them away from more popular and sexually suggestive dances like the "cakewalk") to proper housekeeping and civic reforms. Settlement house work influenced woman and child labor laws, welfare benefits, and factory inspection legislation.

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Progressive Era Overview

By helping the immigrants, female reformers hoped to curb the influence of the political bosses in the urban slums. Ironically, however, their efforts only added to the bosses' popularity. Many immigrants saw the reformers as meddlesome outsiders with little regard or respect for their ways of life. Such nuances as temperance and woman suffrage meant far less to them than issues of subsistence: securing a vendor's license for their pushcart or obtaining false birth certificates so that their children could contribute to the family income. The political boss could provide these services while the reformer only hampered them. Also working to expunge the ills of society were progressive, "muckraking" journalists. Jacob Riis exposed the poor living conditions of the tenement slums in How the Other Half Lives (1890) and inspired significant tenement reforms. In The Shame of the Cities (1904), Lincoln Steffens revealed the political corruption in the party machines of Chicago and New York. Most shocking to contemporary readers was Upton Sinclair's The Jungle (1906) in which he traced an immigrant family's exploitation and downward spiral in Chicago's meat packing industry. The novel resulted in the Pure Food and Drug and the Meat Inspection Acts in 1906, the first legislation of its kind. At the outset of the First World War, the progressive spirit turned from domestic issues to international concerns. Extending their democratic sensibilities and sense of moral duty to the situation in Europe, the pro-war progressives approached the conflict with the same moralizing impulse. Under Woodrow Wilson's leadership, America entered WWI in order to extend democracy and spread its ideals beyond its own borders. When this could not be achieved -- the death of the League of Nations and Wilson's failing health being significant setbacks -- the reforming spirit significantly lessened. The nation was tired of war and it lacked the widespread desire for change to carry on the moralizing crusade. The window of time that the Progressive Era inhabits is a brief one, but not at all insignificant. Its reforms introduced a new role for government. In dealing with the problems of urbanization and industrialization, the country's democratic institutions had to address problems on a very local level. This precedent would provide the backbone for the New Deal and would inspire the reforming spirit of the nation's leaders during the Great Depression.

Source: http://www.pbs.org/wgbh/americanexperience/features/general-article/eleanor-progressive/ PBS American Experience

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Progressive Era (1900 - 1918) Reforms

I. Sources of Progressive Reform A. Industrialization, with all its increase in productivity and the number of consumer goods, created

1. Unemployment and labor unrest 2. Wasteful use of natural resources 3. Abuses of corporate power

B. Growing cities magnified problems of poverty, disease, crime, and corruption C. Influx of immigrants and rise of new managerial class upset traditional class alignments D. Massive depression (1893-1897) convinced many that equal opportunity was out of reach for many

Americans.

II. Who Were the Progressives? A. New middle class composed of young professionals

1. Sought to apply principles of professions (medicine, law, business, teaching) to problems of society 2. Strong faith in progress and the ability of educated people to overcome problems 3. Rise in volunteer organizations organized to address issues (American Bar Association, U.S. Chamber of

Commerce, National Association for the Advancement of Colored People, National Municipal League, eg.)

4. Mainly urban in residence and orientation B. Muckraking journalists attacked corruption and scandal with a sense of moral outrage

1. Lincoln Steffens exposed city machines in The Shame of the Cities (1904) 2. Ida Tarbell exposed Standard Oil Trust abuses 3. Upton Sinclair's The Jungle (1906) attacked the meat-packing industry

C. Political reformers (many opposed to traditional party politics) D. Socialists--frustrated workers who promised to destroy capitalism. Led by Eugene Debs (who polled 900,000

votes for president in 1912), socialists were rejected by most Progressives as too extreme in their goals and methods

III. Teddy Roosevelt & the Square Deal A. Using the power of the presidency (a "bully pulpit") as no president since Lincoln, T.R. loved to lead and to

fight those he felt were not acting in America's best interests. 1. Coal Strike--When coal mine owners refused to deal with the union in a 1902 strike, T.R. summonsed

them and the head of the mine workers to the White House and threatened to use army troops to keep the mines open. Owners backed down and T.R. was credited with ending the strike

2. Northern Securities Case--T.R. used the Sherman Antitrust Act to attack a railroad monopoly. Supreme Court ordered the company to dissolve.

3. Added Departments of Labor and Commerce to the Cabinet 4. Pushed through the Hepburn Act (1906), strengthening the Interstate Commerce Commission 5. Urged Congressional approval of the Pure Food and Drug Act (1906), which forbade impure foods and

required labeling of ingredients of foods and drugs. A. Conservation reform added massive areas to the national forests (total of 190 million acres)

1) Transferred forests to the U.S. Forest Service headed by Gifford Pinchot, who insisted that trees be planted as well as harvested

2) Withdrew millions of acres of public land from sale to protect resources 3) Used public land sale revenues to build dams and canal systems 4) City and State Government Reform

IV. City and State Government Reform

A. City government system changed to prevent boss or "machine" rule 1) City commissions replaced mayors and city councils in some areas 2) City managers (nonpolitical professional managers) were hired to run small cities

B. State level reform efforts championed by Robert La Follette of Wisconsin 1) Direct primary to give voters control over candidates 2) Competitive civil service and restrictions on lobbying 3) Many states passed workmen's compensation laws 4) Election reforms to bring direct democracy to voters

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a. Initiative--allowed 5% of voters to "initiate" laws in state legislatures b. Referendum--in some states voters could then pass initiatives into laws c. Recall--by petition voters could force an official to stand for re-election at any time

V. Major Progressivism Programs

A. Education 1) 1. Progressive education--John Dewey led movement that focused on personal growth, not

mastery of body of knowledge and learning through experience. 2) Charles Eliot of Harvard pioneered elective courses and new teaching techniques (such as

seminars) to make university learning more meaningful. 3) Women began attending colleges in large numbers (by 1920, 47% of total enrollment was

female). 4) Believing that more education would help bring an enlightened population, Progressives pushed

enrollments to record levels (86% of children in schools by 1920) without seriously assessing how schools were doing.

B. Law--judges opinions needed to be based on factual information, not just oral arguments and precedents

1) Muller V. Oregon (1908)--limited women's working hours 2) Not all Progressive legal principles prevailed. In Lochner v. New York (1905), the Supreme Court

overturned a New York law limiting bakers‘ working hours. C. Women’s rights

1) While the number of employed women stayed constant from 1900-1920(20%), the type of work switched from domestic labor (servants, cooks, laundresses) to clerical work (clerks, typists, bookkeepers), factory work, and professionals.

2) Most women still held the lowest paying and least opportune jobs 3) Significant Progressive feminists called for greater reform

a. Charlotte Perkins Gilman attacked the male monopoly on opportunity and declared that domesticity was an obsolete value for American women

b. Margaret Sanger led the movement to provide birth control to prevent unwanted pregnancies among poor women

c. Suffragists urged that women be given the franchise, which came on the national level with the 19th Amendment (1919).

D. Child Laborlaws--most states passed minimum working age laws and prohibited children from working more than 10 hours per day, but enforcement was difficult to achieve.

E. Temperance--Anti-Saloon League and Women's Christian Temperance Union fought alcoholism on the state level through blue laws and on the national level with the 18th Amendment which prohibited the manufacture, sale, and transportation of liquor.

VI. Presidential Election of 1912 A. Republican successor Taft proved to be less progressive than T.R. in the areas of tariff reform and

conservation. 1) Payne-Aldrich Tariff (heralded by Taft as "the best tariff passed by the Republican Party")

protected industries and kept consumer prices high 2) A public land sale scandal in Alaska pitted Pinchot against Secretary of Interior Ballinger. Taft

fired Pinchot B. T.R. organized the National Progressive or "Bull Moose" Party after Progressive Republicans bolted the

Taft-controlled Republican convention. Party platform included long list of Progressive demands C. Democrats nominated Woodrow Wilson, the scholarly governor of New Jersey who called for moral

revival and reform, including low tariffs, the breaking up of all monopolies, and for the government to be an umpire in disputes between labor and business.

D. Socialists nominated Debs, who called for public ownership of all natural resources and major industries.

E. Wilson won 40/48 states as Republicans split between Taft and TR. Height of Progressivism as Wilson, TR, and Debs totaled 11 million votes to 3.5 million for Taft.

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F. Settlement houses--Jane Addams and others established group homes in city slums to aid poor urban residents.

1) Promoted public health reform in cities, chlorinating water and tightening sanitary regulations 2) Developed education and craft programs for residents 3) Created neighborhood health clinics and dispensaries

G. Racial anti-discrimination efforts

1) Booker T. Washington (Atlanta Compromise) argued for self-help and accommodation on the part of blacks to white society

2) W.E.B. DuBois (Niagara Movement--1905) urged blacks to assert themselves and agitate for political and economic rights. Formed NAACP to use legal means to end racial discrimination

VII. Wilson's New Freedom and Progressivism

A. Tariff reform--Underwood Tariff (1913) gave first significant tariff reduction since 1860s as Wilson personally delivered his goals to Congress.

B. Currency and banking reform-- Creation of Federal Reserve System 1) Acted as bankers' banks and prevent "runs" on bank assets 2) Federal reserve notes issued a flexible new currency to the banking system

C. Clayton Antitrust Act (1914) to restrict monopolies and set up a Federal Trade Commission to stop unfair practices that may arise

VIII. Evaluation of Progressivism A. Weaknesses of Progressive reform

1) Material progress of Americans weakened zeal of reformers 2) Myriad of Progressive goals were often confusing and contradictory 3) Opposition to Progressivism apparent as initiatives failed and courts struck down Progressive

legislation 4) Government remained mainly under the influence of business and industry 5) Outbreak of World War I dampened enthusiasm of attempts to use governments to create just

societies on earth B. Progressive accomplishments

1) Trust-busting forced industrialists to notice public opinion 2) Legislation gave federal and state governments the tools to protect consumers. 3) Income tax helped build government revenues and redistribute wealth 4) Progressives successfully challenged traditional institutions and approaches to domestic

problems.

Source: http://www.pbs.org/wgbh/amex/eleanor/peopleevents/pande08.html PBS American Experience


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Reforms Worksheet Look at the list of Progressive era reforms from Handout #4. List 10 reforms in the space below and the need each addressed.

Reform Need

1._____________________________________ _____________________________________ 2._____________________________________ _____________________________________ 3._____________________________________ _____________________________________ 4._____________________________________ _____________________________________ 5._____________________________________ _____________________________________ 6._____________________________________ _____________________________________ 7._____________________________________ _____________________________________ 8._____________________________________ _____________________________________ 9._____________________________________ _____________________________________ 10.____________________________________ ______________________________________

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Reflective Journal – What do you understand about the Progressive Era?

Imagine you are a legislator or a citizen activist during the Progressive Era, and there is talk of war involvement in a war (as was the case in 1914). Would you worry that the war effort would take away from your domestic agenda on the home front? You are in the middle of an interesting lesson and a fight breaks out in the hallway. The teacher has to stop the lesson and run out to the hall to help out. The lesson stops to stop the fight. How would you feel, especially if this was a class you liked and you were really into the lesson? Does war divert the progress of a country? Why or why not?

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5 x 45 minutes

# 7 My tourist destination # 8 Travel advisories # 9 World Map – color version # 10 Tourism in .......... # 11 Press Release – Qatar # 12 Reflective Journal –

Tourism

An understanding of how to interpret the rankings from the Global Peace Index http://www.visionofhumanity.org/gpi-data/ Be familiar with: The Study of Industries that Prosper in Peace – the “Peace Industry”, http://economicsandpeace.org/wp-content/uploads/2011/09/GPI2008DP.pdf


A Ask the students to work individually and provide a written answer to the following questions:

• If you could travel to any country in the world where would you go and why?

• What do you think has influenced your desire to visit this country?

• If you heard that a war or fighting had suddenly broken out in that country, or that levels of civil unrest were particularly high, would you still travel there?

You will be asking the students to examine what influences their decisions about travelling to a country in more detail in the following parts to this activity. This will be an opportunity to discuss the impact of the media on our perceptions (both positive and negative) of a country and also the use of a tool like the GPI which provides an independent measure of peacefulness that takes additional factors into consideration.

B Use the Global Peace Index to determine the peace ranking for the country chosen in “PART A” above. To access

this information, refer to the website http://www.visionofhumanity.org/gpi-data/ Print out the page showing the detailed indicators scores for this country.

Distribute Handout #7 “My tourist destination.” Ask the students to use the country specific information from

the Global Peace Index to complete the worksheet. This activity will guide the students to examine 13 of the 23 GPI indicators and specifically the factors that may influence how they perceive a country and its level of peacefulness, and thus what factors may influence tourism. A list of all the GPI indicators and some basic information is provided in Appendix 1. When using the GPI on the website, the students will be able to gain some additional information about each of the indicators.

http://www.visionofhumanity.org/gpi-data/







21


It is important to challenge the students to think about what will affect tourism, such as the threat of violence, the potential of a terrorist attack or violent street demonstrations. Tourists are quick to cancel a trip if they fear it is going to put them in danger. Ask the students to reflect on their response to PART A of this activity and whether they would delay travelling to a country if they knew about the potential for violence, conflict or war. The next activity will expand on the exercise by introducing government advice in addition to simply considering the influence of the media and/or personal perceptions.

C The governments within many countries issue travel advisories (also known as travel warnings and alerts) to

the general public to help people make decisions about which countries are “safe” or peaceful and therefore are suitable for tourists to visit. Each student is to undertake an exercise examining travel advisories. Distribute Handout #8 “Travel Advisories.”

The students are being asked to use the same 13 indicators from the Global Peace Index in this exercise as they used in exercise B above.

D Ask the students to work in groups of three. Distribute the colored world map, Handout #9 “World Map”

showing the Global Peace Index results for 2012. This information can also be accessed at

http://www.visionofhumanity.org/gpi-data/ Ask each group to select three countries from the Global Peace Index, one from each of the following categories:

• Very high state of peace – dark green on the map • Medium state of peace – yellow on the map • Very low state of peace – red on the map

Having selected the three countries from the map, ask the groups to use the Global Peace Index website

http://www.visionofhumanity.org/gpi-data/ to compare all three and get a print out of the rankings and the scores for the indicators. The students need to divide the three countries up amongst the group, with each student now studying a different country.

Distribute Handout #10 “Tourism in ...........”

When the students have all completed their research for each country, allow class time to share results and compare the differences and similarities between the countries that have been researched.

The students will need to complete more research about their specific country to find out about the tourist attractions and the value of tourism to this country.



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Activity 3: A focus on tourism Each group of three is to make a recommendation about which of their chosen three countries to visit as a tourist. The group could make a brief presentation to the class providing an overview of the three countries they explored and their final recommendation for the country to visit and the rationale for visiting this country. At the end of this session, take time to notice the similarities and differences between countries from the same color ranking on the Global Peace Index map. This will require the results be shared between each of the groups, for example what countries were examined from the dark green areas on the world map and are there any similarities? Did any groups recommend travelling to a country from the red areas on the map?

E Distribute Handout #11 “Press Release – Qatar” and ask the students to respond to the following questions:

• How has the Global Peace Index been used to promote Qatar?

• Would you think about travelling to Qatar based on this article? Explain. • What else would you suggest could be added to this press release to promote Qatar?

There is another interesting media release produced about Oman which makes reference to the Global Peace Index. An excerpt from this article is included in Appendix 2 for your information. You may want to also give the students a copy of this article to examine and discuss what arguments are used to try and persuade people to visit Oman.

You can access this article from http://www.etravelblackboardasia.com/article.asp?nav=13&id=54689

F Ask each student to prepare a press release for the country they have examined in exercise C of this activity,

or the country their group recommended. This media release could : • encourage people to travel to this country highlighting how peaceful it is; • warn about things to be careful of if you were travelling to the country, while highlighting positive

aspects.

EXTENSION ACTIVITY

• The students could be asked to collect media articles from one newspaper over a week that highlight

issues in countries from around the world. The students would then be asked to prepare a summary

document showing the country that is most favorably represented and the country that is least

favorably represented and give a justification.

ASSESSMENT

• Students keep a reflective journal. Distribute Handout # 12 - “Reflective Journal – Tourism”.

• The press release developed in Exercise E will provide evidence of the students’ understanding of the

factors that impact the peace of a country and tourism in a country.

It may be useful for students to look at other press releases as they use a specific structure and language that the students may have not yet learnt.

http://www.etravelblackboardasia.com/article.asp?nav=13&id=54689

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Travel advisories 1a. Select two websites from the following list and examine the travel advisories that are given by the respective government. US Department of State http://travel.state.gov/travel/cis_pa_tw/cis_pa_tw_1168.html Foreign Affairs and International Trade Canada http://www.voyage.gc.ca/countries_pays/menu-eng.asp British Foreign and Commonwealth Office https://www.gov.uk/foreign-travel-advice

Australian Government – Department of Foreign Affairs and Trade http://www.smartraveller.gov.au/zw-cgi/view/Advice/

b. Select two countries from each website: • One country that the government clearly indicates that you should not travel to at this point in

time. • One country that the government recommends that you reconsider your travel arrangements.

Fill in the details in the table on page 2. You can study the same country if it is listed on both websites. This will allow you to see if there are any differences in the emphasis of the warning.

c. Read the travel advisory and the indicators that are highlighted in the advisory

Website 1: Website 2:

Selection of “Indicators of Peace” – used to determine the Global Peace Index

Country: Do not travel to

Country: Reconsider your travel

Country: Do not travel to

Country: Reconsider your travel

Perceived criminality in society

Security officers & police

Homicides

Jailed population

Access to weapons

Organized conflict (Internal)

Violent demonstrations

Violent crime

Political instability

Respect for human rights

Terrorist activity

Displaced people

Neighbouring country relations

d. Examine the Global Peace Index ranking for each of these countries. Refer to the website

http://www.visionofhumanity.org/gpi-data/ Examine the 22 indicators and the peace index scores for these four countries. Are you surprised that there is a government advisory or travel alert for these countries when you examine the scores on the Global Peace Index? Explain.

http://travel.state.gov/travel/cis_pa_tw/cis_pa_tw_1168.html

http://www.voyage.gc.ca/countries_pays/menu-eng.asp

https://www.gov.uk/foreign-travel-advice

http://www.smartraveller.gov.au/zw-cgi/view/Advice/

http://www.smartraveller.gov.au/zw-cgi/view/Advice/


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World Map

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Tourism in ….. – Student worksheet

1. The main tourist attractions for this country are:

2. This country is ranked _____________ on the Global Peace Index.

3. How well does this country rate on the following indicators from the Global Peace Index?

The level of distrust in other citizens

The number of internal security officers and police per 100,000 people

Number of homicides per 100,000 people

Number of jailed population per 100,000 people

Ease of access to weapons of minor destruction

Level of organized conflict

Likelihood of violent demonstrations

Level of violent crime Political instability

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Tourism in ….. – Student worksheet Respect for human rights Potential for terrorist acts Number of displaced people as a percentage of the population Relations with neighboring countries

4. Is there a travel warning or alert issued for this country? If yes what factors are highlighted?

5. How important is the tourism industry in this country? (How much is it worth? How many people are employed? What impact would conflict or war have on the tourism industry in this country?)

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Qatar is the “most peaceful” place to live Raynald Rivera - Qatar is the ‘most peaceful’ place to live The Peninsula, 08 July, 2008 DOHA • Qatar ranks as one of the most peaceful countries in the world, based on the Global Peace Index released by Britain's Economist Intelligence Unit recently. The Global Peace Index ranked Qatar 33rd out of 140 countries and is second out of 18 countries in the middle east only behind Oman (25) and ahead of UAE (42), Kuwait (45), Bahrain (74) and Saudi Arabia (108). The index, now in its second year, ranks 140 countries according to their relative states of peace, based on factors such as military expenditure and respect for human rights. However, do the residents believe that Qatar is one of the most peaceful countries to live? The Peninsula spoke to a cross section of the community yesterday to know their experience of living in Qatar. Louis K George, salesman at Toshiba in Carrefour-City Centre, agrees that Qatar is one of the most peaceful countries though he has been staying here for just four months. He observed that there is markedly less number of crimes in the country compared to other states. "Maybe because people here are much more disciplined and they respect the law," George said. "After my fourteen-month stay in Qatar, I can say that it is peaceful. The reason is that it is a small country with a small population and therefore fewer crimes," said Mohammad Ali, who is familiar with Qatar since he drives people to their destinations in his limousine. "The main reason for the peace we enjoy in this country is the fact that people come here to work and earn money. Lack of money forces people to commit crimes," he added. "Unlike other countries, there is no terrorism in Qatar," was the response of Rohan Saman Kumar, who works with Man Enterprise, a contracting company. Kumar felt terrorism is one of the major hindrances to world peace. Omar Ahmad, a Saudi national asserted that Qatar is not only one of the peaceful countries in the world but also one of the best places to live because of its myriad wonderful features, with more still to come. "Everything is here," he said. "Qatar is peaceful since it has people who are educated," a Filipino resident commented. He believes that education is a key factor in maintaining peace and order in any country. Qatar received a favourable score in the Global Peace Index for its “level of violent crime” and is ahead of western superpowers like France, UK and America in the list. But it slipped one point from the 2007 ranking.

Source: http://www.visionofhumanity.org/news/archive/qatar-is-one-of-the-most-peaceful-places-to-live/

http://www.visionofhumanity.org/news/archive/qatar-is-one-of-the-most-peaceful-places-to-live/

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Reflective journal – Tourism

1. The country I would most like to travel to as a tourist is __________________

I would like to travel to this country because ...

2. If I was travelling to another country in the future I would ...

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Activity 4: The 50s – Benefits of Peace


3 x 45 minutes # 13 1950’s Timeline # 14 Reflective Journal


Defining the 1950’s The post-war period, the 1950’s, saw many societal and economic changes in the U.S..

A Divide the students into groups of 3 or 4. On big sheets of paper, have each group draw pictures that to

them define the 1950’s. Have them think about the TV series “Happy Days” or perhaps “Grease” to conjure up images of the 1950’s. The teacher may need to suggest cultural or social items if the group is stuck. Think about what it was about the 1950’s that made it an “Era of Good Feeling” in the US? Have each group draw/discuss 5 items.

B Distribute Handout #13 - 1950’s Timeline and ask students to read it. Have the students refine their

pictures even further. After they have added or embellished the pictures, have them write down 5 more events or trends of the 1950’s. Discuss the findings as a class. What does each trend that you have chosen represent? What does this say about the society as a whole? Were we as a country “living” our lives or worried about war? War was imminent, we thought, but as a country we did not dwell on that and were enjoying the peacetime.

C This activity involves the internet, so the students will need computer access.

Divide students into groups based on periods of peace. (For example, the 1920’s).

Have the students do research on societal characteristics or innovations or legislation passed during that time period that benefitted society. If the country was at war, do you think this would have occurred or laws been passed?

Discuss the findings. What do you conclude about a country’s society during peacetime? Can a country successfully handle a war and an economic or social crisis at the same time? Why or why not?

EXTENSION ACTIVITY • Have students do research on a country other than the US. Does peace in a country

pay off for the society---if so, in what ways? Give specific examples in the history of the world.

ASSESSMENT • Students keep a reflective journal. Distribute Handout # 14- “Reflective Journal –

Benefits of Peace.”

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Brief Timeline of Events 1950-1960 By Pauline Weston Thomas for Fashion-Era.com The scientific and mass production advances made during the second World War, meant that the fifties changed forever the way people lived, for example, technological changes in fibers, communication and medicine. Take a look at some 1950s events that have had a long term effect on society.

Year Fashion-era Timeline

1950

War in Korea.

Confirmation of Hydrogen Bomb Program by President Truman.

Credit card system introduced in America.

Pucci opened the Fashion House of Emilio Pucci.

Mass production of computers began.

First organ transplant takes place.

The world population numbers 2.52 billion. (World population now estimated

at 6,442,515,501 (CIA))

1 in 7 UK families owned a car.

Average UK annual salary £101.

USA average annual salary $2,992 - when dollars were $4 to £1

1951

Festival of Britain and nationwide celebrations in UK.

Rock and roll and color TV starts in USA.

Identity cards made essential for South Africans to identify race.

Dresses without waistlines were shown by Balenciaga.

Ready to wear boutiques from designer Balmain, opened in New York.

A new beauty competition: Miss World.

The still camera is given a built in flash.

UK population was 50,290,000, by May 2005 it was estimated at 60,422,986.

USA population was 154,877,889, by May 2005 it was estimated at 295,376,287.

In 1959 the population of India was approx 364.127,000. India in 2005 is now

estimated at 1,078,432,720 persons.

1952

New USA president Dwight Eisenhower elected. The Neo Edwardians, Teddy Boys or Teds are seen around London. Churchill became Prime Minister in UK under Conservatives. Identity cards and then food rationing ended. Givenchy showed his first collection in Paris. Salk polio vaccine used to save humans from poliomyelitis infection. In UK the family norm was 2.2 children, compared to 3.5 children in 1905 and 1.7

children in 1997. Clean Air Act 1952 - UK compulsory use of smokeless fuels eventually end smogs

and winter deaths. In London John Cavanagh and Victor Stiebel open fashion salons.

http://www.fashion-era.com/1950s/1950s_9_timeline_chart.htm



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Brief Timeline of Events 1950-1960


1953

Queen Elizabeth II crowned in June 1953.

Mount Everest conquered by Hillary and Tensing.

DNA the secret of life discovered by James Watson and Frances Crick.

McCarthy witch hunt hearings took place in USA.

A new regime took over in Russia when Stalin died.

Dupont began commercial production of Dacron at a plant in North Carolina,

to produce Dacron (polyester)

1954

French power and dominance in Vietnam ended when French forces were

defeated at Dien Bien Phu.

US segregation made illegal in USA.

The four minute mile is broken by Britain's Roger Bannister.

54% of American homes had television sets.

Coco Chanel reopened her Paris fashion salon after a long closure.

1955

In the USA the civil rights campaign got underway.

Warsaw Pact agreement signed.

In England, the felt-tip pen was introduced.

Tests begin on fibre optics for future mass digital communication.

Bill Haley's "Rock Around the Clock" rocks the world.

In UK Mary Quant opened boutique, Bazaar, in Kings Road London.

Film idol of teenagers James Dean dies in a car accident.

60% of Americans were in the "middle class," having incomes between $3,000

and $10,000 per year.

1956

The Suez Crisis. The Suez Canal was nationalized and control taken from

Britain and France.

Elvis Presley became an international, world acclaimed star with Love Me

Tender film.

IBM created the first hard disk drive.

Prince Rainier III of Monaco married film star Grace Kelly.

Velcro fastening introduced to public.


http://www.fashion-era.com/coronation_dress.htm



http://www.fashion-era.com/the_1960s_mini.htm

http://www.fashion-era.com/denim_jeans_and_casual_wear.htm


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Brief Timeline of Events 1950-1960


1957

Sputnik 1 the first satellite to orbit the earth launched into space by the

Russians. The space age becomes a reality.

European Economic Community established and Channel tunnel (the

Chunnel) between England and France seriously proposed.

Christian Dior dies.

Givenchy launched famous sack line a forerunner of 60's shifts.

Lasers developed.

Average price of a UK house was £2170.

Premium Bonds and Ernie monthly money draw started in UK.

1958

De Gaulle became President of France.

NASA Founded.

Stereo LP records first sold.

Experiments first began in a desire to create the modem.

Paris fashion dictated shorter skirts above the knee.

Yves St.Laurent introduced the Trapeze line.

Last debutantes presented at Court in UK.

USA annual family income reaches $5000.

1959

Castro took power in Cuba and became the new Dictator.

Barbie dolls invented for children.

The microchip was invented, making way for future home computers.

Mary Quant designed suit shapes that later hallmark the sixties fashion look.

Alaska and Hawaii join the USA and become states of North America.

1 in 3 UK families owned a car.

Average UK male annual salary £190.

USA population reaches 177,829,628.

Motown Records start up setting new styles of music in the sixties.

1960 Almost 60% of American families owned their own homes.

By the end of the fifties most American households owned their own car and

washing machine.

Approximately 90% of Americans owned at least one television set.

World Population in 1960 grown to 3 billion.

CIA estimated World population in 2005 at over 6 billion at 6,442,515,501


http://www.fashion-era.com/1950s_glamour.htm





http://www.fashion-era.com/the_1960s_mini.htm


34

Reflective Journal – The 50s Societies perform better in peace time. Defend this statement with your opinion or facts to back it up. How does the war effort in a country drain the country’s resources---land, people, money?

35

Activity 5: A Focus on retail


4 x 45-minutes

#15 Retail photos – Cape Town, South Africa #16 The Retail Cycle #17 Reflective Journal – Retail

Refer back to “Module 1: An understanding of peace” for a photo of an IDP Camp (photo # 2 of Handout # 1). Be familiar with – The Study of Industries that Prosper in Peace – the “Peace Industry”,



A Ask the students to write a personal reflection about their feelings on going shopping. The following

questions may act as stimulus:

• Do you enjoy shopping? • What do you like shopping for most? • Do you ever have to do the grocery shopping for your family? How does this make you feel? • When do you most enjoy shopping? • Do you like to shop alone? • Where do you most like shopping – in the local neighborhood or in a large shopping complex? • Do you like going to the same shopping area where you know your way around, or do you like to

go to new shopping areas? • Do you have shops in your area that have broken windows or security bars? How does this make

you feel about shopping in this area? • Do you ever see security guards where you are shopping? How does this make you feel about

shopping in these shops? • Have you ever felt scared when you were out shopping? • Do you feel at peace when you are shopping? • Do you sometimes buy more than planned? What do you think may influence how much you

spend?

Ask the students to share their reflections. Is there a general agreement amongst the students or are their views diverse? Is there a gender difference?

The purpose of this personal reflection is to get the students thinking about the role of shopping and starting to think about the concept that a feeling of peace does impact on the shopping experience.



36


B As a class discuss what is meant by the term “retail therapy.” Would this be a term that would be familiar

to families in small villages in Africa, or to families living in an Internally Displaced Persons (IDP) camp? Challenge the students to think about the reasons people go shopping. Is shopping about more than simply buying the goods that are needed for survival?

Refer back to Module 1: An understanding of peace, for a photo of an IDP camp (photo # 2). Displaying

this photo may assist the students to think about the role of shopping from a different perspective.

C Distribute Handout #15 “Retail photos – Cape Town South Africa.” Ask the students to work in

small groups to discuss the following questions:

• Do you think that people in different parts of this city all have the same shopping experience? Why not?

• How long do you think you would spend shopping if you were in the very beautiful shopping center compared to being watched over by men with guns?

• Why would a shopping area need to have men with guns? • Where do you think the most money is spent? • Where do you think only the “essential living items” are purchased?

Ask the groups to share their reactions with the whole class. Discuss some of the findings from the Global Peace Index in relation to retail and the correlation to peace – see notes below.

“The Global Peace Index found a strong correlation between peacefulness and per capita income. It has long been established that retail expenditure increases in line with per capita (per person) income. Additional positive associations between retail expenditures and peacefulness, as measured by the Global Peace Index, have been discovered and are reported below. Independent research undertaken by Sterling Huang and Professor David Throsby from the Department of Economics at Macquarie University has uncovered the following relationships between retail sales (Global Market Information Database 2002-2007) and peace as measured in the Global Peace Index. (Global Peace Index 2007) On average, for every 10-place improvement in the Global Peace Index:

• Consumer spending on food and non-alcoholic beverages increases by US$166 per person; • Consumer spending on clothing and footwear increases by approximately US$79 per person; • Consumer spending on communications increases by approximately US$371 per person.

With further research it may be possible for companies to better understand the relationship between increasing peacefulness and their sales.” Taken from “The Study of Industries that Prosper in Peace”, page 15.


For Activity B, it may be valuable to remind the students about some of the reasons why people end up in Internally Displaced Persons (IDP) camps in the first place, so that they may appreciate the challenges faced by these people. This will help them to gain a perspective of what ‘shopping’ might mean to people in such situations.


37


D Divide the students into small groups. Give each group a copy of Handout #16 “The Retail Cycle,” which

describes the negative cycle that violence can create on the retail sector, and asks students to develop a graphic representation of the cycle. Display the graphics that are created by each group and ask them to explain their approach.

E Ask the students to work individually to create a “Positive Retail Cycle” poster. This poster should have

a slogan and try to provide some practical strategies to support a positive retail experience and promoting the benefits of peace. The students should provide a brief document to accompany the poster outlining the specific audience for the poster and the rationale for selecting this audience, the strategies included on the poster, and the style for the poster.

EXTENSION ACTIVITY

• The students could interview a local shop owner / manager about the issues they face in

relation to providing a positive retail experience and dealing with the negative aspects. If it is

not possible to talk to the individual owner/manager you may be able to ask a representative

from the local shopping area/complex to talk to the entire class.

ASSESSMENT

• Students keep a reflective journal. Distribute Handout # 17 - “Reflective Journal – A Focus on Retail.”

• The rationale submitted with exercise “E” will provide the students with an understanding of

the impact of peace and retail.

38

Retail photos – Cape Town, South Africa

39

The Retail Cycle Read the following description of the impact of violence on retail. “As violence increases, shopping becomes less of a pleasurable experience. As such the time spent purchasing goods is reduced. Heightened levels of violence (random criminal violence, gang activity) severely hamper people’s mobility. Consumers will want to spend less time on the streets, inevitably reducing the number of retail trips that they will do. As peace decreases, organized crime and its impact on business increases. Mob violence or violent demonstrations inevitably involve looting. With rising levels of violence, retailers need to increase their security. This occurs through the use of ever increasing number of defences including security guards, security shields, cameras and increased staffing and management time to oversee and plan security systems. Additionally, lost opportunity time is involved as senior management spends increasing amounts of time on defensive strategies rather than market capturing strategies.” Sourced from “The Study of Industries that Prosper in Peace” page 15.

Source: http://economicsandpeace.org/wp-content/uploads/2011/09/GPI2008DP.pdf Prepare a graphic way of describing this negative retail cycle.


40

Reflective journal – A focus on Retail

1. The thing that I have learnt most about peace and retail is ...

2. When I go shopping in the future I will ...

41



3 x 45-minutes

#9 World Map – color version (Activity 3, page 25)

#18 World Map – black line version #19 Militarization and Conflict (A and B options) #20 Reflective Journal – Peace

Access the Global Peace Index website http://www.visionofhumanity.org/gpi-data/

Access and show the Soldiers of Peace clip:

********


A Present the following quote to the students: “The natural effect of commerce is to bring about peace.

Two nations which trade together render themselves reciprocally dependent, if one has an interest in buying and other has an interest in selling, as all unions are based on mutual needs.” Montesquieu – 18th century philosopher from “the Spirit of the Laws.”

Distribute Handout #9 “World Map” (Activity 3, page 24) representing the Global Peace Index results for states of peace. This information can also be accessed from

http://www.visionofhumanity.org

Ask the students to select a country from each of the five color categories and use the Global Peace Index

to compare the scores for the “Relations with neighboring countries” indicator for each of these countries.

Distribute the black line world map, Handout #18 “World Map” (line version), and ask the students to

color in the five countries they have been examining and also mark in the score they were given for the “Relations with neighboring countries” indicator. The students should then select a country that borders each of these countries and examine their score for the “Relations with neighboring countries” indicator. The neighboring country selected and the “Relations with neighboring countries” indicator score should then be marked on the map.

The students should examine their findings and make recommendations about which of these ten counties are most likely to be able to trade effectively with one another based on this indicator. They should prepare a very brief written report outlining their recommendation.

This is simply an exercise to encourage the students to think about the ramifications of peaceful relations on trade, and the notion of industries that may flourish in peace. It is clear that within our global economy we do not necessarily have to trade with our neighbors to be “profitable,” but of course it does reduce some overhead costs and fosters stability within a region, which in turn contributes to attracting and fostering more business. Companies are more likely to invest in regions/countries of stability than in regions of conflict.

The students need access to a computer to complete this activity. If this is not possible during class then it will be necessary for you to select the countries and print out the sheets from the Global Peace Index for use in class.


http://www.visionofhumanity.org/


42


B Ask the students to refer back to the colored map and select two countries from the Global Peace Index,

one country from each of the following categories: • High or very high state of peace – dark green or light blue on the map • Low or very low state of peace – orange or red on the map

Note: It is recommended that the students don’t use their home country at this stage as they will be asked to complete further research about their home country later.

If students have access to the Global Peace Index website distribute Handout #19A “Militarization.” This

sheet is to be completed individually with information from www.visionofhumanity.org. If students do not have access to the internet, distribute Handout #19B which uses the examples of Norway and Pakistan for this exercise.

Ask the students to share their responses to questions from the “Militarization” handout. Are the

students surprised by the level of military expenditure in certain countries? Using these examples, does there appear to be a correlation between militarization and the peacefulness of the country? Using the students’ responses to question 5, discuss how the military expenditure could be used to build the peace industry and contribute to the peace of the country: developing and promoting tourism; building infrastructure such as schools, roads, water systems and hospitals which enhance people’s lives and also provide employment opportunities.

“Case studies carried out by the Department of Peace Studies at Bradford University revealed that the share of government expenditure going to the security sector invariably rose, and public provision of social services fell. In Rio de Janeiro, Brazil for instance, investment in security is twice that of education, five times that of health and fifty times that of housing. During violent conflicts physical infrastructure and public good are often the first to be destroyed – schools, hospitals, airports, roads, and bridges needed for the economy to function are lost.

(Taken from “The Study of Industries that Prosper in Peace” page 13.) It is important to challenge the notion that it would be better to develop the peace industry and improve the peacefulness of a country, rather than spending all the resources on war and violent conflict. Investing in the peace industry is good for the country’s economy and the peace of the country, which benefits all people.

C Ask the students to prepare an editorial piece for a newspaper to promote the concept of the “peace

industry.” The heading is “Peace and business together.” This piece should be related to their own home country.

The students will need to work through the following steps to be able to prepare this piece.

While these education materials generally try to examine the positive aspects of countries, in this module it is necessary to explore the economic impact of war/violent conflict on a country and the implications for the peace industry.


43


Review the Global Peace Index to gather the following information related to your home country • Peace ranking and score • Military expenditure as a percentage of GDP • Number of armed services personnel per 100,000 people • Volume of transfers (imports) of major conventional weapons per 100,000 people • Volume of transfers (exports) of major conventional weapons per 100,000 people • Funding for UN peacekeeping missions • Aggregate number of heavy weapons per 100,000 people • Number of external and internal conflicts fought: 2001-06 • Estimated number of deaths from organized conflict (external) • GDP per capita • Unemployment • Number of visitors as a % of domestic population

Students need to complete some additional research to gather figures related to military expenditure for their country. This can be accessed from the SIPRI Military Expenditure Database at http://milexdata.sipri.org/

Students need to complete some additional research to gather figures related to the value of tourism and retail to the economy of this country. This can usually be accessed from the government website. The students should then be able to draw upon all this information to prepare an editorial piece showing the value of developing the peace industry rather than the defense industry, and providing the facts and figures to support their arguments.

As all the students will be studying the same country they will be able to share their findings and direct one another to websites to gather information. The challenge will be to see how they interpret the information and use it to support their arguments. This may also be difficult for some students if they have a philosophical stance that “war/ violent conflict” is a necessary engine for the economy.

EXTENSION ACTIVITY • The students could examine the commercial aviation industry as another example of an

industry that thrives in times of peace and is adversely affected by violent conflict. The

students could explore the changes in air travel and the increasing costs of security at

airports since September 11, 2011 and make recommendations about how this money could

be spent to create the peace industry and the peacefulness of the country.

ASSESSMENT • Students keep a reflective journal. Distribute Handout # 20- “Reflective Journal –Industry to

create pace.”

• The editorial piece for a newspaper (exercise C) “Peace and business together” will provide

evidence of the students understanding of the peace industry.

When the students are accessing information from a variety of websites, it is important for them to be mindful of the credibility or bias of the website and to cite it properly.

For those students who strongly believe that “war/ violent conflict” is a necessary engine for the economy, it may be useful to get them to compare what they see as the benefits of war with the findings of Activity 4 and particularly other students’ responses to 4C.

http://milexdata.sipri.org/

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World Map

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Militarization – Student worksheet

1. Use the Global Peace Index to complete the following table

Country: Overall ranking:

Country: Overall ranking:

Select indicators used by the Global Peace Index Indicator Score Indicator Score

Military expenditure

Armed services personnel

Weapon imports

Weapon exports

UN peacekeeping funding1

Nuclear and heavy weapons

Conflicts fought

Deaths from conflict (external)

2. Which of these two countries appears to be involved in less militarization? Explain your reasoning.

3. Which of these two countries has the lowest military expenditure?

4. Which of these two countries is the most peaceful?

5. If the aim of a country was to be peaceful, what types of things would you expect to see the government spending on and investing in?

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Militarization – Student worksheet

Country: Norway Overall ranking: 11

Country: Pakistan Overall ranking: 157

Select indicators used by the Global Peace Index Indicator Score Indicator Score

Military expenditure 1.4 1.8

Armed services personnel 1.0 1.0

Weapon imports 4.0 1.0

Weapon exports 2.0 1.0

UN peacekeeping funding1 1.2 2.0

Nuclear and heavy weapons 1.2 5.0

Conflicts fought 2.0 4.0

Deaths from conflict (external) 1.0 2.0

1. Which of these two countries appears to be involved in less militarization? Explain your reasoning.

2. Which of these two countries has the lowest military expenditure?

3. Which of these two countries is the most peaceful?

4. If the aim of a country was to be peaceful, what types of things would you expect to see the government spending on and investing in?

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Reflective Journal – Industry to Create Peace

The thing that I have learnt most about the peace industry is ...

I hope for the future of our country that ...

I hope for the future of the world that ...

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Module Four

49

Module 4: Economics and Peace

Appendix 1: Global Peace Index Indicators

The indicators

Twenty-two indicators of the existence or absence of peace were chosen, which are divided into three broad categories. All scores for each indicator are “banded,” on a scale of 1-5 (for qualitative indicators). Qualitative indicators in the index have been scored by the Economist Intelligence Unit’s extensive team of country analysts, and gaps in the quantitative data have been filled by estimates by the same team. Indicators consisting of quantitative data such as military expenditure or jailed population have been measured on the basis of the distribution of values across all countries between the maximum and minimum values (we assume that the 162 countries measured for the Global Peace Index (GPI) are a representative sample of all countries). Since the 2008 GPI, the data for each indicator has been divided into ten bands based on the full range of the data set and a country’s corresponding score results in its ranking position. Measures of ongoing domestic and international conflict

The Global Peace Index is intended as a review of the state of peace in nations over the previous calendar year, although several indicators are based on data covering the previous two years (2011-12 in the case of the 2013 GPI). The advisory panel decided against including data reflecting a country’s longer-term historical experience of domestic and international conflict on the grounds that the GPI uses authoritative statistics on ongoing civil and trans-national wars collated by the Uppsala Conflict Data Program and the International Peace Research Institute, Oslo. These, combined with two indicators scored by the Economist Intelligence Unit’s analysts, comprise five of the 22 indicators:

• Number of external and internal conflicts fought: 2004-09, remains the same as those used in the 2011 GPI owing to methodological issues concerning the latest data.

• Estimated number of deaths from organized conflict (external) • Number of deaths from organized conflict (internal) • Level of organized conflict (internal)* • Relations with neighboring countries*

Measures of societal safety and security

Ten of the indicators assess the levels of safety and security in a society/country, ranging from the perception of criminality in society, to the level of respect for human rights and the rate of homicides and violent crimes. Crime data is from the UN Office of Drugs and Crime. Four of these indicators have been scored by the Economist Intelligence Unit’s team of country analysts:

• Level of perceived criminality in society* • Number of refugees and displaced people as a percentage of the population* • Political instability* • Political Terror Scale* • Terrorist activity* • Number of homicides per 100,000 people* • Level of violent crime* • Likelihood of violent demonstrations* • Number of jailed population per 100,000 people* • Number of internal security officers and police per 100,000 people*

Note: Indicators marked with this symbol are the indicators that students will be asked to focus on when exploring the peacefulness of a country in light of tourism, as an example of the peace industry.

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Appendix 1: Global Peace Index Indicators Measures of militarization Seven of the indicators are related to a country's military build-up, reflecting the assertion that the level of militarization and access to weapons is directly linked to how at peace a country feels internationally. Comparable data are readily available from sources such as the International Institute of Strategic Studies (IISS).

Military expenditure as a percentage of GDP

Number of armed services personnel per 100,000 people

Volume of transfers (imports) of major conventional weapons per 100,000 people

Volume of transfers (exports) of major conventional weapons per 100,000 people

Financial contributions to UN Peacekeeping missions

Nuclear and heavy weapons capabilities

Ease of access to small arms and light weapons*

Weighting the index The advisory panel apportioned scores based on the relative importance of each of the indicators on a 1-5 scale. Two sub-component weighted indices were then calculated from the GPI group of indicators, 1) a measure of how at peace a country is internally; 2) a measure of how at peace a country is externally (its state of peace beyond its borders). The overall composite score and index was then formulated by applying a weight of 60% to the measure of internal peace and 40% for external peace. The heavier weight applied to internal peace was agreed within the advisory panel, following robust debate. The decision was based on the innovative notion that a greater level of internal peace is likely to lead to, or at least correlate with, lower external conflict - in other words, if ‘charity begins at home' - so might peace. Note: Indicators marked with this symbol are the indicators that students will be asked to focus on when exploring the peacefulness of a country in light of tourism, as an example of the peace industry.

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Appendix 2: Press Release – Oman

Access full copy from: http://www.etravelblackboardasia.com/article.asp?nav=13&id=54689

http://www.etravelblackboardasia.com/article.asp?nav=13&id=54689

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