Content: I found Ed Change through the New Century College at George Mason University where Paul Gorski is the associate professor of Integrative Studies, as well as the founder of EdChange. Their initiative is to gather the skills and resources of experienced educators dedicated to the principles of “equity, diversity, multiculturalism, and social justice” (EdChange).

Context: EdChange and their collective staff have decades of training, exposure, and experience with  teaching, as well as facilitating a variety of workshops, seminars, consultations, etc., for P-university level Their aim is to move institutions, along with the people within them, towards an approach to education that incorporates diversity, equity, and multicultural narratives. Due to their systemic focus, coupled with their extensive experience, EdChange can be addressed to classrooms of any size or level, in a multitude of contexts, and depending on the expected results, can be presented formally or informally. The main purpose is to develop a common understanding of the personal needs and/or expectations of the organization and then developing relevant procedures, programs, and tools in accordance. By doing so, there is not only a level of flexibility, but the approach is personal and helps strengthen both sides through their collaboration and growth. 

Implementation- A major factor is the success of EdChange is building momentum and ensuring that the organizations will continue to strive for transformation even after they are done with the training. Many of these skills are developed through the workshops and training seminars to solidify not only their particular approach, but their ability to maintain a productive trajectory. While the different exercises are directed towards individual needs, there are a set of themes that EdChange considers their expertise. For example, Introductory and Framework Building is the initial step of introducing the conversation about topics such as diversity and multicultural education and subsequently building forward thinking approaches. Another focus is on the Curricular/ Pedagogical; teachers are aided in strengthening their lessons to include transformative practices and how to engage the classroom in dialogue revolving around broadening their perceptions on the subjects of diversity, equity, and multicultural education.There are several other main focuses which can be found here. The time that it takes to incorporate their mission/ vision and their specific approaches depends on which focus(es) they are addressing, to which audience, and what goal does the organization have in mind. Where a introductory class could take an afternoon with grade-school children, their leadership development program could be a week-long and dialogue intensive. Due to these drastic differences, the pedagogies may vary, but they are continually aimed at shifting the mindsets toward embracing and implementing the diverse, the equitable, and the multicultural.

Goal- EdChange’s ultimate goal is to give people, all people regardless of any identity, the opportunity to achieve and grow, while simultaneously feeling comfortable in themselves, a well as valued and empowered. Through their continual approach towards the three main principles, they seek to reshape the way schools, communities, society, etc approach and build dialogue around those topics. However, an aspect of discomfort and challenge is essential in transforming power dynamics. By addressing those feelings of vulnerability, dialogue can be constructed from deep within the individual and it presents them with a chance to develop themselves as a part of their environment. To continue affecting change, EdChange will work with anyone or any group at any stage in this process of building awareness and development as long as they are committed and honest to their goal of positive change. There are also three main side-projects that are developed through EdChange to help the individual build their interests: Multicultural Pavilion is a collection of resources for artists, educators, and activists; SoJust is one of the only documented histories of social justice and activism on the Internet, and JUSTICE – the People’s News which is an actively updated journal on human rights and social justice related topics. 

Audience- Two main parties that would contribute from the curriculum built by EdChange are local communities, especially those challenged by systemic pressures or identity issues, and educators within school systems that have more restrictive approaches towards personal identification. On the community level, it would give the participants a change to gain insight on themselves and the intrapersonal aspects, while simultaneously placing them in a situation that gives them insight on their surroundings. Through this, individual identity becomes strengthened, individuals have confidence in dialogue construction, and they are more equipped to challenge the factors that limit them. In a educational environment, especially in places such as standardized public systems, identity development is not a major concern nor is it something that is appropriately addressed. Through giving the students the ability to open up and explore their interests, it will breed appreciation and positive change, which potentially can alter larger systematic procedures such as the education pipeline. Additionally, it gives the educator the skills to develop curriculum that would address diversity, equity, and multicultural narratives; topics that are essential to the growth of peace. 

Content:
A Blogpost outlining Kenya’s Vision 2030 peace education program, which is intended to encourage school age children to solve conflicts in a constructive manner and without resorting to violence. It was created to respond to the violence in Kenya after the 2007-2008 elections. The program aims to help build cultures of peace within these schools and to then have these students take these peaceful attitudes and build a peaceful society
3 objectives:
1. Creating awareness about the sources of conflict and how to deal with them in our daily lives
2. Classroom as the main arena where the values of “positive interdependence, social justice and participation in decision making are learned and practiced”
3. Creating respect for cultural diversity and fostering peaceful, diverse communities by encouraging positive images
Resource is located on DevEd website, an organization dedicated to improving the lives of those in developing countries through education that is tailored to their needs and local culture and practices
Context:
-Depending on how the resource is utilized, it can be used for a variety of age levels in formal educational settings.
-The objectives encourage global values that many aspire to and seek to promote
-The sooner in life we begin promoting peaceful ideals, the more likely they are to stick with a child and help mold them into a peace-building adult.
-It’s integrated into the standard/required courses (History, Social Studies, Religious Education, etc.), but is also encouraged in co-curricular activities like Drama, Music, art, etc.
-The values promoted by the program are universal and can be adapted for any environment, so long as its goal is to create a peaceful, safe space
Implementation:
-In order to incorporate this resource and the values it promotes, educators would need to actively reconsider and restructure their current curriculum. They would need to actively encourage the promotion of peace education in both the formal school setting and the informal “after school” setting where students participate in elective activities
-Logistics and materials: this program would require teachers be trained and educated on the subject of peace education, they might require sample curriculums in which peace education has already been integrated, access to peace education materials, and some training/education in conflict resolution/mediation.
-Because it would require some major changes, the implementation of this curriculum would require a large amount of time and might even need to be implemented gradually (perhaps first in the afterschool extra curricular activities and then spreading to the main curriculum)
-At the end, challenges faced by the program are outlined and educators and school administrators should take these into consideration
-Curriculum encourages and focuses on the importance of music and drama as vehicles for students to create peaceful school environments and communities.
Goal:
-Kids develop cultural awareness, patience, and a strong sense of responsibility.
-They are active participants in their own education and are able to implement their own ideas and decisions they believe will be imperative for them to grasp certain subjects.
-The banking method is completely ruled out and replaced with active discussions and participation that includes everyone, along with the teacher to facilitate.

Audience:
-Fairfax County teachers would definitely benefit from this program. I feel it would be especially beneficial for educators teaching in elementary schools as students are young and can be taught these lessons early on. Teaching children tolerance, acceptance, and understanding from a young age can shape them into well-adjusted adults who can better manage conflicts.
– An after school program educator in a diverse community can also gain from the program. Many after school programs have kids from various backgrounds come together which can lead to conflicts of race and culture. If those in charge of after school programs can implement the concepts from this program, kids can learn to better understand each other and navigate their conflicts.

When searching for group that offers something for the peace education world, I came across the National Peace Academy. The National Peace Academy (NPA) was founded in order to allow and encourage peace professionals and community organizers to continue practicing and share their knowledge with others. To sustain peace movements, leaders, organizers, and educators need a place to share resources and what they have learned as a way to give back. While the content isn’t tailored solely to the public education realm, there are resources for teachers surrounding the 5 spheres of peace. NPA’s 5 Spheres of Peace include social, ecological, personal, institutional, and political; these themes are the foundations for the different programs, events, and curriculums offered. This model would be easy to incorporate in formal and informal education for kids from grades K-8, especially in Civics course.

• How to use this resource: NPA offers many opportunities for those interested in peace education. Under their Programs and Projects page, readers can learn about offerings such as School Teacher and Administrator Trainings, the International Institute on Peace Education, Peacebuilder Teleconference Dialogues, and the Global Campaign for Peace Education. The more valuable link for those interested in learning or facilitating the learning of others would be the Ed Resources section. Resources include access to past dialogues and a “study guide” section. From the study guide, learners can access curriculum developed for children, youth, and adults around the 5 spheres of peace. The resource makes it very clear that these lessons are just a starting point for peace education and teachers should feel free to continue developing their own lessons and activities. Each lesson contains a list of activities, resources, and preparation guides for the teacher in order to have the lesson run smoothly; these predesigned lessons and activities can be adapted as educators see fit.
• Goal– This resource supports peace education by offering resources around 5 branches of peace. By extending these resources to the large community, NPA looks to be a guiding organization that offers a framework and foundation for integrating peace education activities into classrooms across the nation. By having youth focus on topics such as self-reflection, mindfulness, thinking about conflict, and active listening, educators could help develop the skills that youth would have to grow and develop in the modern world. This gets at some of the defining goals of peace education mentioned by Betty Reardon such as global agency, cultural proficiency, conflict competency, and gender sensitivity by giving youth and children the tools to discuss these topics. By offering other access points like dialogues and events, teachers can get the support and education they need to introduce the work authentically to students. Sharing knowledge and resources makes changing the culture to one that supports peace education much easier for teachers knowing that they aren’t alone in their efforts.
• Audience- Two stakeholders who could benefit from this program teachers, mainly grades K-8, interested in incorporating peace education in their classrooms or learners of any age who are willing to dive into the self-study of the 5 spheres of peace; this network is not exclusive to educators, but broadly open to anyone interested in learning more on their own volition.

Founded in 2000, non-profit organization Teachers Without Borders (TWB) was founded on the prospect of spreading peace education methods worldwide. It is run by educators and local leaders who aim to provide educational resources for disadvantaged students around the world, by providing strengthened curricula and materials (i.e.: textbooks, technology, and community building, among several other factors).

Content: The Girls’ Earthquake Science and Safety Initiative is a joint project administered by TWB, The Global Earthquake Model, The Earthquake Engineering Research Institute, and the U.S. Geological Survey. This program combines geological science and earthquake education to empower young women within the classroom. It aim to build educational prowess and self-esteem from the ground-up for all students that it serves.

Context: This program aims to educate 100,000 young women in Central and Southern Asia, regions prone to earthquakes. It is currently implemented to serve students and educators in nations such as Tajikistan, Iran, Pakistan, Afghanistan and India. An instructor with a strong engineering background is put into each of the schools to help administer the process. The initiative is fiscally conducive, and only costs 60 USD per enrolled student.

Implementation: Mentors ask students to survey a million buildings within the school’s community. The curriculum is applicable to students at the primary, intermediate and secondary levels. Additionally, specific curricula have been tailored to fit each community within the initiative. Students become earthquake prevention literate, in addition to getting a stronger science background.

How this program is used: TWB sends a collective of earthquake measuring tools along with the mentor. This allows students to fully participate and glean the greatest amount of knowledge from these lessons. The curriculum is divided into 12 different units. There are corresponding textbook readings and activities for each unit. Each activity is hands-on, and teaches students to apply the information from the text to create an innate understanding of the lesson plan. After each unit is covered, students participate in an extensive codification art and literacy project to show the extent of their knowledge.

Goals: The Girls’ Earthquake Science and Safety Initiative aims to not only fill the gaps that lack from these students’ educations in both earthquake preparedness and sciences, but to actually use the research conducted by the students to help with earthquake prevention in their communities. Additionally, it intends to empower young women with the hope that young women in these communities have the confidence to perhaps lead within a field that is consistently dominated by men.

Audience: Students and educators in areas that are also prone to caustic national disasters could definitely benefit from a similar curriculum for their students. Additionally, anyone interested in the peace education process, or interested in creating an empowering environment for female students to gain self-esteem, communication and critical analysis skills would definitely be interested in this curriculum.

The United States Institute of Peace, Global Peacebuilding Center has made toolkits to support educators as peacebuilders. It is easily downloaded and introduces key concepts of peacebuilding skills and themes to use as a resource in the classroom. Details of the resource can be found on USIP’s website and the Global Peacebuilding Center which is an extension of USIP’s educational work.

I think the peacebuilding toolkit is best placed for middle and high school students as it was designed, however elementary educators could also benefit from these lessons in the classroom. There are separate editions of the resource for middle and high school students. It can also be taught in Spanish, French, and Arabic. The toolkit is very beneficial for educators to learn more about international conflict management.

An educator may incorporate this resource collectively by downloading the entire toolkit or only use specific individual lessons for the students. It can be implemented in the lesson plan on a bi weekly or monthly basis. To strengthen the use of the resource, the educator can have different activities for practical skills in conflict management.

This peacebuilding toolkit for educators is an informative start to gain more knowledge on peacebuilding. Peace education of preventing violent conflict and how to be a peace builder are most supported by this resource because it gives educators a platform of how to teach peacebuilding skills. Students will gain many skills such as, mediation, negotiation, problem solving and conflict analysis.

All educators can benefit from this toolkit, particularly for students in middle and high school. Students should be encouraged to be a part of peacebuilding in their lives and globally. These skills and attitudes can be learned. The main audience for this resource will be teachers who want to bring important global issues to their classroom and encourage their students to be peace builders.

The WordPress.com stats helper monkeys prepared a 2013 annual report for this blog.

Here’s an excerpt:

The concert hall at the Sydney Opera House holds 2,700 people. This blog was viewed about 8,700 times in 2013. If it were a concert at Sydney Opera House, it would take about 3 sold-out performances for that many people to see it.

Click here to see the complete report.

Location:
Children’s Peace Monument – Hiroshima Peace Memorial Park in Hiroshima, Japan

Content:
The resource is an actual location where peace education can be applied and has been applied around the world in past years. Within the Hiroshima Peace Memorial Park stands a statue of a young girl holding a crane. The girl is Sadako Sasaki who was only two-years-old when Hiroshima was hit by the atomic bomb in 1945. She died at the age of twelve after she developed leukemia, which was due to the radiation she was exposed to from the bombing as a toddler. Sadako had been folding paper cranes while she was in the hospital after being diagnosed in the hopes that folding 1,000. She believed she would be cured according to an old Japanese legend. Sadako and the cranes thus became a symbol of peace and a world without nuclear weapons. I found this resource through my interest in Sadako Sasaki as I had read a book about her life. Through more research, I found out that there is an actual commemorative statue for her in Hiroshima, Japan.

Context:
I think this field trip location would be an excellent source of information and inspiration for people of all ages. It is appropriate for children as it celebrates the life and ambitions of a young victim of war. For adults, it could be a humbling example of the lasting and irreparable effects of nuclear warfare. The most important lesson that could be learned is the importance of peace and finding a peaceful resolution before all else. Inscribed on the statue is: “This is our cry, this is our prayer: for building peace in the world,” which I believe is a poignant message of the lesson to be learned.

Implementation/Pedagogies:

For educators outside of Japan, teaching at this location could be difficult. It would require time, planning, and money. If, however, it can be arranged it is an invaluable and wonderful example of the importance of peace and the consequences of a world without it. Not only the statue but also the entire Peace Park holds the remains of the damage caused by the bombings. This trip could be a formal or informal way of learning. Classroom style instructions and teachings would be required to help the students understand the history of the Peace Park. That might be mistaken for the banking method of learning that Paulo Friere refers to. However, it would involve active learning that includes the student’s ideas that add on to the history the teacher provides the students about Hiroshima and the story of Sadako Sasaki itself. Students always learn more in an active environment where they are free to express themselves and learn about a subject in different ways so they are fully able to understand the importance of the lesson without the teacher forcing it upon them.

However, if a trip to the location is not possible, it is entirely possible to teach from the classroom in a positive and productive way that doesn’t inhibit the student’s learning experience. Sadako Sasaki’s story stands as one example of what the people of Hiroshima, Nagasaki, and the entirety of Japan had to face.

Example of a lesson that could take place of the trip:
Lesson 1: Short background on the war and the bombings of Hiroshima and Nagasaki (includes death toll and after effects)
Lesson 2: Story of Sadako Sasaki and how she was affected by the war (illness and eventual death)
Lesson 3: Introduce lessons the teacher thinks should be learned
Lesson 4: Ask students if and how the bombings could have been avoided and what lessons they believe are important
Lesson 5: Ask students what pedagogies and ideals would have been beneficial for the leaders and decision makers behind the bombings to have.

Goals:
I hope that through learning about this location and the story of Sadako Sasaki, students will develop more tolerant and patient attitudes. The atrocities that took place in Japan were partly due to the desire of United States to win the war and end it no matter the cost. This type of attitude will not work when we’re trying to promote a more peaceful world. Even today, there is talk of nuclear war and the use of nuclear weapons. During these volatile times, we need the individuals making the decisions to be patient, knowledgeable, and humane. If students can draw inspiration from the monument, hopefully one day they can be the leaders we need.

Audience:

High school students in history or government classes in Fairfax County could be a great audience for this type of activity. Older students might have a higher chance of being able to go to the actual site and also implement their own ways of thinking/activities to do. If this isn’t possible then even elementary and middle school students would benefit from the classroom exercise option. Community individuals from countries like Iran, North Korea (may be a bit unrealistic), Russia, the U.K., and many other nations could also benefit from learning the deadly impact nuclear warfare can have on people. This activity in general doesn’t have a specific age group because everyone can learn something from it.

History is often told from the winner’s point of view, neglecting many different populations of people who have histories of their own. In the context of US History, the story told has been dominated by White men leaving other stories untold in a public school setting. Paulo Friere in his work Pedagogy of the Oppressed states the importance of teaching history as “a means of understanding more clearly what and who [a people] are so that they can more wisely build the future” (Friere 84). How can today’s students wisely build the future if only one narrative is being told?

The Zinn Education Project, Teaching A People’s History, attempts to break the White male dominated narrative by offering curriculum that emphasizes the roles of minorities like the working class, people of color, and women along with organized social movements. The Project was initiated by a Boston University journalism student, William Holtzman who wanted to further Howard Zinn’s work. Zinn is famous for his civil disobedience and non-violent activism specifically during the 1960s. He has authored many books, but perhaps his most famous work is A People’s History, which portrays US History from a minority perspective. Holtzman worked with Zinn and in conjunction with two non-profits advocating for social justice related curriculum: Teaching for Change and Rethinking Schools.

• How to use this resource: The Project offers different teaching materials by time period, theme, or resource type for free. Teachers of any age group could go on the website, register, and pick an activity or article to download for a specific time period. In addition to planning the activities corresponding to what students are currently learning, a class set of A People’s History of The United States and Voices of A People’s History of The United States would help round out the activities with readings and references from the textbooks. Activities do not indicate how long to plan for, but some of them are very extensive. For example, the role play activity on the origins of modern high schools could take three class periods. Time for the lesson would depend on preparation, an activity, and a debriefing. A pedagogy that would strengthen this curriculum would be one where the teacher guides students with questions–problem-posing. This would allow the students to maximize the activities and articles by letting them do the questioning and discovery with the help of the teacher to guide them.
• Goal– This resource supports peace education by offering a change in perspective from the status quo helping learners become more culturally proficient in diversity. Teaching students about different peoples’ histories and narratives could open their minds and change their world views. The knowledge of minorities and mass protests could inspire questioning and critical analysis of the current system, making them well-informed global citizens who challenge popular opinion and decisions by looking deeper.
• Audience- Two stakeholders who could benefit from this program are Social Studies and History teachers for any age group and students of any age interested in different historical perspectives. This information is by no means limited to these two large groups of people; anyone can benefit from re-examining history from a different perspective. Any person who has taken US History should take a look at atleast Zinn’s two works listed above for a more accurate portrayal of how the US has developed. The only difficulty in implementing this change in a curriculum would be standardized testing as the things they are looking for students to know do not necessarily align with this particular version of the US History narrative.

Content: Embodied Listening is an intensive communication activity developed by Dr. Chris McRae, a performance studies professor in the Department of Communication at the University of South Florida- Tampa. It was originally published in Listening Communication Journal in 2012. Using basic performative techniques, Embodied Listening has a two-fold effect on its participants: first, it teaches active listening to students; and second: it opens up opportunities for dialogue and interpersonal communication between participants.

Context: This activity is applicable for students at the primary, secondary, and undergraduate levels. However, it should be noted that the level of intensity must be applicable to the age of the students. It gives participants opportunities for gaining awareness of their bodies during the active listening process, the generation and utilization of descriptive language, teaches students to accept the power of the listening process, with an end goal of accepting listening as a practice that can shape experience. Through this, a sense of empathy is cultivated, teaching students to respect the opinions and narratives of others.

Implementation: Listening is itself an embodied and imperative act of communication. Embodied Listening teaches participants the importance of active listening through an experiential and performative lens. Essentially, participants are asked to consider how their bodies react and feel during the listening experience. In addition, it teaches students the importance of using descriptive language to describe their experiences with active listening.

Procedures:

Stage One/Preparation (3-5 minutes): The instructor should begin with a short dialogue about what the participants think about the act of listening and/or being an audience member. The activity leader should create an open space within the classroom. Furniture such as chairs, desks and tables should not prohibit the opportunities for students to move.

Stage Two/Body Awareness (2-3 minutes): The instructor will then ask the participants to move around the room, encouraging the students to “fill the space” (McRae 16). Carefully ensure they don’t follow each other in a line. As the participants move about the room, ask them to think about their bodies: the way they place their feet on the ground; the way they use their hands; to be aware of their posture.

Stage Three/Exploring Listening (3-5 minutes): The instructor will then inform the students listening will be explored by stimulating reactions to common sounds. The participants will “freeze” after hearing the prompt (e.g.: “Freeze as if you hear a dog bark”; “Freeze as if you hear an alarm going off”; “Freeze as if you hear glass breaking”). After each prompt is given, the instructor will ask the participants to notice their posture, tension, hand/arm placement, etc. After each moment, the instructor will choose one student to “tap out”. The “tapped out” student will go around the room and tell the instructor what they see in terms of the other participants’ body language and other forms of non-verbal communication. Then the instructor should ask the student what they felt when they were “frozen” compared to what they see. The instructor should clarify before they begin this portion of the activity that if a student feels uncomfortable at any point within this part of the activity, they are welcome to step out and observe.

Stage Four/Dialogue and Debriefing (10-15 minutes): The final stage ends with a dialogue between the instructor and the participants. The dialogue should be open with emphasis placed on the participants’ responses and the instructor facilitating.

Goals: From this activity, students should comprehend an innate awareness of their embodiment during the active listening process. The experimental aspect asks students to reflect on prior knowledge about listening in order to build upon their pre-existing foundations. Empathy and active listening are crucial to the dialogue process when it is chosen to be implemented in conflict resolution. By fostering a stronger sense of these two elements, the peace process will be stronger and listening will become a more omnipresent force.

Audience: Because this activity is so applicable and can fit a multitude of populations, Embodied Listening can be used in a variety of academic settings. However, middle school (grades 6-8) students and secondary (grades 9-12) students may be the most absorbent groups for this activity. Students in Fairfax City Public Schools could easily implement this into any sort of advisory programs. Peace education can only be effective when active listening and empathy are mastered. Using embodied listening can help to originate establishing this.

Content:
The PeaceJam program was created in 1996 in an attempt to teach peace to children through interactions and lessons provided by Nobel Laureates, as stated by their website. Their mission statement is “to create young leaders committed to positive change in themselves, their communities and the world through the inspiration of Nobel Peace Laureates who pass on the spirit, skills, and wisdom they embody” (PeaceJam).

Context:
Offered to kids between the ages of 5 and 25, PeaceJam is removed from the traditional classroom setting and utilizes a mix of work-shopping and lecture discussions. PeaceJam’s curriculum is equivalent to educational standards and it aligns with their One Billion Acts of Peace project which fosters peaceful developments globally, and their Global Call to Action campaign which targets the ten most important issues that impact human survival. In this, they build modern technological skills, anti-bullying strategies, concepts of global citizenship, and active community involvement. Through nurturing these leadership skills and character developments, they are enabling the individual to initiate positive growth within themselves and their communities.

Implementation:
The PeaceJam method has a three pronged approach: educate, inspire, and act. Their education program implements 4 different, specified curriculum based on age and 1 directed towards at-risk youth. For the 5-11 age group, PeaceJam Juniors, they learn about the lives, actions, and precedent of the 13 Nobel Laureates, while the 11-14 group, PeaceJam Leaders, addresses the same key people but with a focus on their teenage development. The 14-18 group, PeaceJam Ambassadors, study the fields of peace and violence, the multifaceted nature of identity, as well as learning and discussing with select Laureates. The PeaceJam Juvenile Justice Program builds civil responsibility and reconciliation while allowing them to utilize peace to alter the course of their lives. The final program, PeaceJam Scholars, is designed for college students to learn the skills of mentorship  while also addressing the international effort of the Laureates. The Inspiration branch is aimed towards the empowerment of youth through the impressive activity of the Nobel Laureates in their personal lives and within the program. The process of mentorship can be seen through their designed curriculum, their conferences, the ability to establish connected classrooms, and the Nobel Legacy Film series, which documents the life and work of a select Laureate each year. The last segment of action operates simultaneously with their One Billion Acts of Peace initiative and the 10 Global Calls to Action. Their 4 step program begins with understanding the 10 prominent issues that need to be addressed, then by providing past examples from both Laureates and PeaceJam members, they generate models for project ideas, next you can draft and create a project based on PeaceJam’s curriculum, and finally you can log your project so others can monitor your developments.

Materials and time needed:
The large amount of resources for these events is encompassed by the organizational structure and the man-power needed to gather students, accommodate the Laureates, secure a place to hold the event, as well as the transportation. Additionally, because these are large events, financial resources are also a factor, Aside from travel, the price is $175 for individuals such as educators and there are group rates for schools and NGOs. In order to implement this curriculum outside of the event, there are training programs that be taken online or in-person to be certified in the PeaceJam approach. To implement the PeaceJam method outside of the actual events, schools have begun PeaceJam clubs and have been setting up connected classrooms to allow for this exposure on a more concentrated scale. The most essential resource that can be gained is the curriculum that PeaceJam uses because it can be retrofitted to different classroom sizes and different age groups while simultaneously emphasizing the need for peace. The curriculum blends the approaches of education, inspiration, and action through the main topics of the main curriculum, Nobel Laureate chapters, and Global Call to Action projects. The time, as outlined in the Ambassador program curriculum, is a 15 week full semester of 45 hours of classroom meetings, outside research, and development projects.

Pedagogies used/ ways to implement this resource:
The curriculum is taught through a combination of classroom education, self- developments and exploration, group exercises, and real-world examples. There are four major tenants within the curriculum: get inspired, educate yourself, take action, take it further. Within these, there is a focus on motivations, models, and wisdom of the Laureates, educational concepts and 21st century skills, community service, and extensions of the learning. As the student progresses through the education, these themes will be applied to the chapters that they cover. These chapters include exploring identity, defining privilege and power, human rights, and developments in both peace and violence. Teachers are encouraged to allow the students to have a voice and to interact, to create a safe space with the classroom, to facilitate both group and service-learning projects, and to educate the students on how to monitor their own personal growth.

Goals:
So far, over 1 million youth have participated in PeaceJam events and hundreds of conferences with Nobel Laureates have been hosted. Additionally, over 2 million service projects have been constructed out of the PeaceJam program in accordance to their projected peace goals. There have been markers of growth in both academic skills and involvement in school and the community by the participants, demonstrating the long-lasting effects that PeaceJam offers. Additionally, there have been a decrease in violence in schools that have implements the PeaceJam model.

Audience:
Due to the wide range of age groups that are addressed through the PeaceJam curriculum, that is a vast applicability in both schools and communities. I believe that community centers would be a great resource because the training and curriculum is accessible and the lessons can be addressed to children of all ages, while also allowing for adults in the community to gain training in facilitation and possible mentorship. The service- learning component is an added, mutual benefit because not only will they be more mindful in their approaches towards each other and towards peace, but their community will have the potential to thrive. Another audience that can thrive is school students, especially high school students. If a national chapter, or even head state chapter, is created to implement PeaceJam into either the standardized curriculum or the after school clubs, the effect will permeate into their studies and developments as individuals. High school students are the targeted audience because if they gain the proper training, they can act as facilitators to younger students in other grades, as well as active members in their communities.