Peace Education in English Classes

Akamatsu Atsuko

Soutoku High School,Iwakuni Sogo High School

Peace Education Program Organized by JICA Chugoku

June, 2015A picture from Irina’s class in Russia

A. A teacher of a private senior high school http://www.soutoku.ed.jpB. A teacher of a public senior high school http://www.iwakunisogo-h.ysn21.jp/C. A teacher of a school for English conversation http://www.aeonet.com/english-education/D. A secretary-general of Global Campaign for Peace Education, Chugoku-Shikoku Branch in Japan http://www.peace-ed-campaign.org/

1. Self Introduction (1)

E. A committee member of Anne Frank Exhibition in Japan http://www.oki-wide.com/iearn/okisho/panels/ F. A member of DEAR, an organization for

Development Education http://www.dear.or.jp/eng/index.htmlG. A member of New English Teachers’ Association　　 http://www.shin-eiken.com/about/index_e.htmlH. A member of Tami Café, an association to learn about alternative energy and healthy lives https://www.facebook.com/tamicafe?ref=streamI. A member of JEARN, iEARN, ePals http://www.iearn.org/ https://www.epals.com/#/connections

1.Self Introduction (2)

J. A member of The Network of Peace Museum and Citizens http://inmp.net/K. A member of Committee to Run a Movie, “Le Monde selon Monsanto” in Iwakuni City http://www.facebook.com/monsanto.movie.iwakuni/ photos_streamL. A member of Association to Protect Article 9 of Japanese Constitution http://red.ap.teacup.com/yamaguti9/M. A member of Women’s Active Museum on War and Peace http://wam-peace.org/en/

1. Self Introduction (3)

2. Students’ ReactionA. Poster Session“Japanese Students’ Works on Peace”

(1) reading students’ works on posters (2) group discussion “What was interesting in the messages or poems?” (3) sharing the impression or questionsIwakuni Sogo Student’s

works

(1) Attitude to study (2) Interest in English (3) Appreciation of diversity (4) Learning about Japanese culture (5) Joy of communication (6) Choices of carrier (7) Sharing hope for peace

(8) Action for peace

B. How Students Changed

Olga’s picture from Irina’s class in Russia

(a) Two classes in Iwakuni Sogo High School

(b) A girl who received most replies

(c) A girl who quitted school

(d) A boy who often slept in his class

(e) A girl who wrote an essay about POW

(1) Attitude to study(2) Interest in English

Photos from Irina’s student in Russia to express my students words, “We should thank all that exist.”

(3) Appreciation of diversity

I like the landscape and the environment because France has a great diversity of landscapes. Vincent from PTFCA in France

I live in France and I dislike it because it often rains. I am from Morocco and I like it there because there is a lot of sun and there are beautiful beaches.　 In France I like Paris.　 In France I dislike school.　　 I would like to change the president Nicolas Sarkozy.　　 Khalid from PTFCA in France

Attractions on the Island of Grand Bahama

The Bahamas is famous and well known for their beautiful beaches. Here on the island of Grand Bahama there are a lot of water activities to look forward to and a variety of beaches to choose from . Water activities include snorkeling, swimming

with the dolphins, scuba diving, Para sailing and kayaking just to name a few.

MANUEL DORREGO INSTITUTE in Argentina

These landscapes belong to MAR DEL PLATA is in Buenos Aires. Near the Atlantic Ocean

Argentina has many landscapes to enjoy in different points the country. For example:

Mt. ACONCAGUA

From a student in Douala, Littoral, Cameroon

• Cameroon is good because we have much food to eat and we are a miniature Africa because we collect all cultures from Africa, but our country is suffering from corruption

Yaounde, the capital, and Douala Airport

Colegiul National “Nichita Stanescu”, Ploiesti in Romania(1)

We will walk again for a while and we can see the beautiful and impressive Cathedral .St. John’s Cathedral was built in the memory of the inhabitants of Ploieşti who sacrificed their lives in the battles of World War I or behind the front.

Colegiul National “Nichita Stanescu”, Ploiesti in Romania(2)

I don’t like the fact that you can see a lot of garbage around you. This is a serious problem for us. Well ,everything can be changed, but for the beginning of the change we could try not to throw things on the streets or in the middle of nature.

Austin – grade 7 from Canada

• 2. These are the five things about Canada I like. The first thing is there are a lot of different areas that will amaze you. The second thing is there are many types of people and they’re all nice. The third thing is I get to go hunting for deer and moose. The second last thing is we have the opportunity to go swimming in what ever creek or lake we want. The last thing is there are big black bears that come in my back yard. That’s the five things I like about Canada.

• 3. The one thing I would like to change in Canada is that there isn’t enough people who want to give to the people overseas. The thing I would and will do to change is I will stand up and start doing it by starting in one place at a time and that’s here.

“I found that I didn’t know much about Japanese culture. I enjoyed learning about it, too. “

“I came to like my hometown better after explaining about it.”

“I was satisfied to write how nice Kintai Bridge and lotus roots are.”

(4) Learning about Japanese Culture

Many students of Iwakuni Sogo High School wrote about lotus roots as the local product. These are the flowers of the lotus roots.

(5) Joy of communication(a)(a)A very shy girl who often looked depressed wrote

after Skype session with Russian students: “I enjoyed the communication very much. Russian students are cute.(she added a sign of heart at the end of the sentence.) I want to talk much more with them. I want to meet them. Russia seems to be a fun place.”(b) A girl who hated English and refused her self introduction in an interview wrote: “It was fun to communicate with you all, though I couldn't speak English well. I want to try this communication again! “(c) A girl who had problems of communication wrote “I was glad to feel that other students seemed interested in me.“

(d) A girl who was at a loss at first wrote “I felt I was really communicating with students in foreign countries when I received replies to my emails and their self introduction”

(e) A very shy girl wrote “It was pleasure to correspond with various people. Everyone has one’s own way of thinking, and they are different, so it was very interesting. I hadn’t known many countries last year. But I became familiar with various countries. “

(5) Joy of communication(b)

“My children were very happy after the communication.

They told everybody in school about it. They say that your children are very neat, joyful, they have pretty hair styles. My girls asked me a lot of questions about yours. I only said: "Ask yourselves the next time, I don't know." They find a lot in common. They said that they are similar in many points. And that is good. Because when they become older they will understand each other. “

(5) Joy of communication(c)a reply from Irina from Russia

(a) a girl who was encouraged by a boy who lost his leg and kept on making a great effort to become a doctor

(b) a boy who protested to stop peace education in English classes to study more for entrance exams to enter universities

(c) a girl who enjoyed using English in many kinds of activities in an English Club

(6) Choices of carrier

American students’ mural for peace handed to Afghan children by Nishitani Fumikazu, a leader of an NGO called “Association for Helping Iraqi Children” He helps children in Iraq and Afghanistan.

(7) Sharing hope for peace

A Small Exhibition of Messages for Peace in Takamori High School

Students’ impressions after exchanging messages for peace and other works:

“I felt sense of achievement when I wrote my poem about peace as an assignment for summer vacation without my teacher’s help. I considered peace deeply before writing it. Many students praised my poem about peace, so I was happy.”

“I received a lot of letters from various countries. I thought that though we live in different countries, everyone thinks about similar things: for example, people look forward to Christmas and a happy new year.”

(a) Games for donation ex. Free Rice http://freerice.com/#/english-vocabulary/1538 (b) Websites for supporting NGOs for peace　Companies donate when

people click their advertisements (c) Children creating peace 1. drama, dance, songs, pictures and other artistic expressions for peace education ex. “Youth Messages for Peace” and “Kids’ Gernika” http://kids-guernica.blogspot.jp/ 2. Children CAN establish organizations ex. “Free the Children” Starting from Kraig and his 12

classmates,　1 million members in 45 countries built 650 schools and 50,000 children can go to school now.　http://www.freethechildren.com/

(8) Action for peace (a)

(d) Carrot Mob http://vimeo.com/925729 https://carrotmob.org/ (e) Junior Writers of Chugoku Newspaper http://www.hiroshimapeacemedia.jp/?post_type=seeds&lang=en (f) Citizenship Education Definition on the website of UNESCO: A willingness to investigate issues in the local, school and

wider community. A readiness to recognise social, economic, ecological and

political dimensions of issues needed to resolve them. Theability to analyse issues and to participate in action aimed

at achieving a sustainable future. Developing these skills is the realm of citizenship education. http://www.unesco.org/education/tlsf/mods/theme_b/mod07.html http://www.citizenshipfoundation.org.uk/main/page.php?286

(8) Action for peace (b)

3 Teaching Materials and Guest Speakers for Peace Education

Alexey’s picture from Irina’s class in Russia

Teaching materials can be found in many places.

Newspapers and magazines TV programs The Internet Leaflets and newsletters of NPOs for

peace education and other related topics Mailing lists and Facebook Advertisements Conferences or seminars Textbooks, DVDs, books, comic books, Guest speakers, libraries, museums

 

<Unicorn English Communication II>　 1 Through the Eyes of Imagination The importance of imagination to see things from multiple angles 2 The Problem We All Live with Ruby Bridge’s experience and the Civil Rights Movement in the U.S.A. Supplementary Readings: (1)Critical thinking to distinguish statements of facts and authors’ opinions (2) the Affirmative Action for minorities in the U.S.A. (3) advantages and disadvantages of school uniforms 3 The Debate Girls How to persuade others with words 4 The International Space Station Astronauts from many countries cooperate to live and conduct research together in the Space Station

(A) Topics about Peace Education in Japanese Textbooks (1)

5 The Boy Who Harnessed the Wind A young boy in Malawi, Africa, wanted to change people’s lives determined by weather and politics so he wanted to study. He created wind power plants for the change. 6 Just My Type The differences of calligraphy in different cultures 7 The Power of Choosing People tend to be at a loss when they need to choose something from many choices. Importance of choices 8 Global Water Issues How to use water effectively with all the countries on the Earth

(A) Topics about Peace Education in Japanese Textbooks (2)

9 The Diving Bell and the Butterfly A man with serious disease could not move anything of his body but his eyes. He wrote a book with blinks of his eyes. Physically challenged people’s efforts.10 What is Uniquely Human? Human beings’ unique ability of imagination11 Retracing a Life -saving Journey Comparing two newspaper articles about a man who saves Jewish children’s lives during the World War II Critical thinking about mass media12 Just Enough Recycling system and other eco-friendly ways of lives in the Edo Era of Japan13 Reading a Poem Different forms of poems in different cultures

(A)Topics about Peace Education in Japanese Textbooks (3)

<Other topics in other textbooks> Anne Frank’s Diary Sugihara Chiune, an ambassador who helped Jewish people to flee from Holocaust “the 5th Lucky Dragon,” victims of Hydrogen Bomb experimented in Bikini “A Girl with a White Flag,” a testimony of a girl who survived the battle of Okinawa A Speech by Sevan Suzuki about Sustainable Development Martin Luther King Jr.’s life and Civil Rights Movement in the U.S.A. Chaplin’s “Dictators” Allen Nelson’s Experience about Vietnam War Nelson Mandela’s life and apartheid Gandhi’s Non Violence Movement “Silent Spring” by Rachel Carson “A Big Hole,” A Short Story about irresponsible human beings throwing a lot of

wastes and polluting the Earth by a Japanese novelist, Hoshi Shinichi

(A)Topics about Peace Education in Japanese Textbooks (4)

Barefoot Gen Town of Evening Calm, Country of Cherry Blossoms My Hiroshima (Viking Kestrel picture books) SHIN'S TRICYCLE Sadako Hiroshima Never to Be Repeated Hiroshima Revolution by Steven Leeper A-Bomb Drawings by the Survivors Hiroshima: Effects of the Atomic Bombs on Hiroshima and Nagasaki (DVD) Black Rain (DVD) White Light/Black Rain: The Destruction of Hiroshima and Nagasaki (DVD) Why America Dropped the Atomic Bomb by Ronald Takaki Machinto, a picture book about a girl who was killed with the atomic bomb The Other Town (DVD) http://www.theothertown.com/ Through My Lens (DVD) The film is about the Turkish youth struggling to make films on democracy and human rights in Turkey.

(B)DVDs, Books, Comic Books

Former Japanese soldier Former American soldier Survivors of World War II People who worked for JICA Professors from universities A Chinese student An American teacher who can teach how to cook

pizza A Norwegian peace activist who appeals for banning

nuclear weapons An Australian member of Women Welcome Women

Worldwide

(C)Guest Speakers

Making use of reference service offered by librarians Search necessary books on the Internet Tours to a school library or local library Borrowing many books for classes from a local library Cooperation of libraries to share books Letting students choose what they would like to read Attitude to enjoy reading Skills to find information we need to solve problems

(D)Libraries

A. Asia-Pacific Human Rights Information Center http://www.hurights.or.jp/archives/human_rights_education_in_asian_schools/section2/2002/03/teaching-for-a-better-world-global-issues-a

nd-language-education.html B. Hiroshima Peace Memorial Museum http://www.pcf.city.hiroshima.jp/top_e.html Peace Database http://www.pcf.city.hiroshima.jp/database/index_e.html C. Himeyuri Peace Museum http://www.himeyuri.or.jp/EN/info.html 30-minute cartoon about girl students who worked as nurses in the battle of Okinawa in Japan will be sent for free if you

write to: himeyuri1@himeyuri.or.jp (You need gmail address to receive the film.) D. Peace Museum Guide http://

www.hiroshimapeacemedia.jp/mediacenter_d/w_museum/index_en.html

E. The Peace Museum http://www.peacemuseum.org.uk/category/education/

(E)Museums

A. Planning B. Finding partner schools C. Introducing the topics to students D. Helping students express themselves E. Supporting students to use computers F. Sending students’ works to other schools

around the world G. Introducing replies H. Writing replies to the replies I. Communication through Skype J. Sharing creative works on the Internet K. Collaboration with museums for peace

4 Process

(1) Allotment of the content of the textbook for the school year

(2) Choosing topics related to peace education

(3) Making themes of messages about the topics

A. Planning

Julia’s picture from Irina’s class in Russia

(1) ePals

http://www.epals.com/

(2) iEARN

http://www.iearn.org/

B. Finding partner schools

“Believe in yourself a little more! You matter! Every person counts! You can keep peace on Earth!” Yordan from Ms.Nina Tsoneva’s class in Hristo Botev High School, Kubrat, Bulgaria

Helping students feel and experience something with something real in addition to the textbooks

(1) Books and the use of school and local municipal libraries

(2) Photos and pictures (3) Movies or TV documentary programs (4) Inviting guests (5) Dramas or puppet shows (6) Going out of the classroom ex. A school trip to Okinawa

C. Introducing the topics to students

Lily’s picture from Ms. (柯錦玲 )Ko Cindy’s Class in Sangfong Primary School in Taiwan

Helping students express something about their ideas, feelings, experiences, suggestions

(1) Writing messages on the topics they choose(2) Drawing illustrations to express what the English text means (3) Making presentation slides with Power Point(4) Recording video messages(5) Singing songs(6) Performing dramas “Theater for the Oppressed”

http://www.theatreoftheoppressed.org/en/index.php?useFlash=1

D. Helping students express themselves

It is important for students to teach and help one another to create something

(1) To find information on the Internet (2) To write emails (3) To use electric dictionaries and software for

translation (4) To make presentation slides with Power Point (5) To save files with a certain name to attach them on

emails (6) To record video messages

E. Supporting students to use computers

(1) Making photo albums with Power Point (2) Connecting essays as one file with Word (3) Sending the works by attaching to emails (4) Preparing beautiful letter pads or new year cards

with color pens or pencils and, if possible, sticker (5) Sending postal mails or cards to partner schools

from a local post office with kind clerks (6) Considering the differences of schedules of

school years (7) Budget for sending postal mails

F. Sending students’ works to other schools

around the world

(1) Introducing replies in the beginning of classes as introduction or warm-up activities

(2) Using the replies as model sentences of grammar (3) Making activities for practicing conversation with the replies as

topics to talk about (4) Giving students the replies as assignments to translate if the

level of English is not too difficult for students (5) Handing students handouts of replies with translation for them

to read at home (6) Handing students different replies and helping them prepare

giving speeches about the replies in front of other classmates. (7) Holding exhibitions of replies from many countries on the

bulletin boards of the classroom or on the public bulletin boards near the students’ entrance, halls, cafeteria and other places where many students can enjoy the messages or the pictures from many countries

G. Introducing replies(1)

G. Introducing replies(2)

(8) Opening a website to share such students’ works with many people around the world(9) Introducing the replies on the websites, newsletters, mailing lists, or magazines run by peace museums, organizations for peace education, associations or academies related to school subjects or peace education(10) Introducing seniors’ works and replies they received to younger students to help them expect the response they are going to receive for their works of expressing themselves(11) Making presentations about the process of activities and the content of the replies in local seminars about education or in national conferences of any related themes to encourage other teachers to help their students exchange their works with many students around the world(12) Borrowing replies collected by other teachers, especially organizers of projects of international exchanges of students’ works and using them to supplement the numbers and the kinds of replies 

(1) Mails from a student to a student (2) Group exchange about one topic (3) Sending answers for a questionnaire (4) Exchanging general impressions about

international exchanges of students’ works (5) Writing to the teachers in charge of the

exchanges

H. Writing replies to the replies

(1) Planning the date and the time for Skype communication considering the time differences and summer time system

(2) Writing documents to announce and get the permission for the event to tell colleagues of English teachers, vice-principle, and the principle.

(3) Asking homeroom teachers to announce the event and put the flyer about the event on the

bulletin board of each classroom. (4) Making a list of participants who apply for the

event (5) Introducing the event and the participants in a

teachers’ morning meeting (6) Preparing tools for Skype

I. Communication through Skype(1)

(7) A program for a Skype communication a. Self introduction b. Students’ performance like dancing or singing songs in traditional costumes of the native country c. Singing school songs d. Questions and answers ex.” Have you read Russian literature?” “Have you tried Russian food?” 　“What do you study in your school?” e. Talking about what students felt about the photos, pictures, stories, and news introduced in Skype communication. f. Recording the Skype communication

I. Communication through Skype (2)

A. How precious cooperation in networks of organizations are B. Examples of networks →page1 C. IIPE, International Institute for Peace

Education http://www.i-i-p-e.org/ D. Global Campaign for Peace Education http://www.peace-ed-campaign.org/ E. Global Issues in Language Teaching http://gilesig.org/publications.htm

 5. Networks

IIPE Critical Race and Peace Education Peace Education Team GAMIP No Nukes Asia Actions Peace Trains Global Gathering for Peace Peace Education SIG IIPE Metta Center for Nonviolence Education Global Education Conference Global Issues in Language Teaching Teachers without Borders Global Peace Institute Global Peace Exchange Goodwill Ambassador Global Peace Index. Center for Peace and Conflict Resolution Global Peace Initiatives of Women Global Gathering for Peace Global Movement for the Culture of Peace

6. Social Network System

“Peace means LIFE. It’s as important as the air we breathe.” Ailin from Nina Tsoneva’s class in Hristo Botev High School, Kubrat, Bulgaria

7. Basic Idea in Promoting Peace Education

Unconditional love creates peace and happiness.