What is Peace building
Description
The International Day of Peace ("Peace
Day") provides an opportunity for individuals, organizations and nations
to create practical acts of peace on a shared date. It was established by a
United Nations resolution in 1981 to coincide with the opening of the General
Assembly. The first Peace Day was celebrated in September 1982.In 2002 the General Assembly officially declared September 21 as the permanent date for the International Day of Peace.
By creating the International Day of Peace, the UN devoted itself to worldwide peace and encouraged all of mankind to work in cooperation for this goal. During the discussion of the U.N. Resolution that established the International Day of Peace, it was suggested that:
Peace Day should be devoted to commemorating and strengthening the ideals of peace both within and among all nations and peoples…This day will serve as a reminder to all peoples that our organization, with all its limitations, is a living instrument in the service of peace and should serve all of us here within the organization as a constantly pealing bell reminding us that our permanent commitment, above all interests or differences of any kind, is to peace.
Since its inception, Peace Day has marked our personal and planetary progress toward peace. It has grown to include millions of people in all parts of the world, and each year events are organized to commemorate and celebrate this day. Events range in scale from private gatherings to public concerts and forums where hundreds of thousands of people participate.
Anyone, anywhere can celebrate Peace Day. It can be as simple as lighting a candle at noon, or just sitting in silent meditation. Or it can involve getting your co-workers, organization, community or government engaged in a large event. The impact if millions of people in all parts of the world, coming together for one day of peace, is immense.
International Day of Peace is also a Day of Ceasefire – personal or political. Take this opportunity to make peace in your own relationships as well as impact the larger conflicts of our time. Imagine what a whole Day of Ceasefire would mean to humankind.
Peace building games
Activity – Win All You Can
- To explore how sub-groups in a larger team can balance their desire to win more as a sub-group with their desire to win as a team
- To reflect on how cooperation and competition might affect multiparty negotiations
At least 40 minutes, although a
thorough debriefing can take hours
At least eight participants
- Visual aids illustrating the goal, rules of the game and scoring system (see below under step IV of the procedure)
- Copies of the handout below, with the score sheet
I) Ask participants to form groups
of eight, then ask the members of each group to form four teams of two (teams
A, B, C and D). If the total number of participants is not a multiple of eight,
create a few teams of three within the groups.
II) Allow each group of eight to sit around the same table.
III) Tell the participants what the goal of the game is:
II) Allow each group of eight to sit around the same table.
III) Tell the participants what the goal of the game is:
“Your goal is to win all you can”.
Participants will probably press you
for more information (What are we winning? Whom are we playing against? Who
wins, the teams of two, or the group of eight as a whole? etc.). Just repeat
“Your goal is to win all you can”, and patiently resist any pressure from
participants.
IV) Explain the rules of the game:
* The game is played in ten rounds
* Each team of two has a vote: Y or X. Each team should vote
visually (team members cross their arms to form a Y or an X)
* Each team will be given time to discuss how to vote in
each round: 90 seconds for the first round, and 30 seconds for all other rounds
* Within each group, teams may not talk to each other.
Explain the scoring system:
* A team’s score in each round is determined by how the
whole group votes.
* Specifically:
* If all teams (A, B, C and D) vote Y, each team will get +1
and the group will get +4 as a result
* If all teams vote X, each team will get -1 and the group
will get -4 as a result.
* If the votes within the group are mixed, each team that
votes Y gets -2 and each team that votes X gets +2. The group’s result is
calculated as the sum of the four teams’ votes
* The stakes multiply in the 5th (multiplied by 3) 8th
(multiplied by 5) and 10th rounds (multiplied by 10).
Example:
* 1st round: all teams vote Y, each team gets +1 and the
group scores +4
* 2nd round: all teams vote X, each team gets -1 and the
group scores –4
* 3rd round: teams A and B vote Y and teams C and D vote X.
A and B get -2 each and C and D get +2 each. The group score is 0 (-2-2+2+2=0)
* 4th round: teams A, B and C vote X and team D votes Y. A,
B and C get +2 each and D gets -2. The group score is +4 (+2+2+2-2=+4)
* 5th round: teams A and B vote X, teams C and D vote Y. A
and B get +6 each (2x3), and C and D get -6 each (-2x3).
This group’s score sheet would look like this:
|
Round
|
Team A
|
Team B
|
Team C
|
Team D
|
Group
|
|
1
|
+1
|
+1
|
+1
|
+1
|
+4
|
|
2
|
-1
|
-1
|
-1
|
-1
|
-4
|
|
3
|
-2
|
-2
|
+2
|
+2
|
0
|
|
4
|
+2
|
+2
|
+2
|
-2
|
+4
|
|
5 (3x)
|
+6
|
+6
|
-6
|
-6
|
0
|
V) Start the game. Check the time allowed for the teams’ preparation of each round (90 seconds for the first round and 30 seconds for each following round).
Say: “Ready? 3,2,1… Vote!”
It’s important that all teams vote simultaneously and no cheating be allowed. Remember to tell the participants that the stakes multiply by three, five and ten at the fifth, eighth and tenth rounds.
VI) After the tenth round, ask teams and groups (if there is more than one group) to compare their scores.
The following questions are only
suggestions. You can omit, supplement and change them as you see fit.
- How do you feel about this game?
- How do you feel about your team’s performance?
- How do you feel about the other teams in your group?
- How do you feel about the group’s performance and results?
- How did you feel about the fact the your goal wasn’t that clear?
- What happened during the game?
- What was your team’s strategy at the beginning of the game?
- How did your strategy change during the game?
- Why did your strategy change?
- What happened during the last three rounds?
- Who, in your opinion, was most cooperative?
- Who was most competitive?
- Who won?
- What have you learned from this game?
- What enables the teams of two to cooperate for the benefit of the group of eight?
- What role does trust play in this game?
- How should all teams in a group vote to get the best possible score?
- How should all teams vote to get the worst possible score?
- How does this game relate to the real world?
- When do we see sub-groups in a larger team (or organisation or community) competing with one another to the detriment of everyone?
- When do we see the opposite – cooperation that maximises the larger team’s gain?
- In the real world, what is needed if sub-groups are to cooperate for the benefit of the larger group?
- How does this game relate to multiparty negotiations?
- How do cooperation and competition affect multiparty negotiations?
- What if instead of scores you were to play with real money?
- What if you had 20 or 30 rounds, instead of 10?
- How would you behave differently if you were to play this game a second time?
- What suggestions would you give to someone who is going to play this game for the first time?
- What changes would you apply to your real life/work based on what you have learned from this activity?
This game shows how the sub-groups
of a larger group can balance their desire to win with their desire for the
whole group to win together. The dynamics are an expansion of the “Prisoner’s
Dilemma” – see the activity Green Card, Red Card for similar game
dynamics.
Mark Rogers of Catholic Relief
Services suggested this game. The game is available on the internet in slightly
different versions and with slightly different names: “Win all you can”, “Win
as much as you can” or “Win-all-you-can”.
The Name Game
Rationale: This activity gives participants an opportunity to learn about themselves and about each other. The activity immediately introduces the concepts of self-identity and awareness of one’s cultural or ethnic heritage. The activity also builds trust by promoting sharing and by finding similarities in cultural and ethnic ties to naming.Objectives:
- To identify similarities in the group.
- To explore the significance of names and the process of naming in different cultures.
Time: 20 - 40 minutes, depending on class size
Procedures:
- Tell
students that they are going to introduce themselves by sharing something
about their first, middle, or last name. If you have a large group, you
may want to have students work in small groups to share the story of their
names. Begin the activity by modeling it and sharing something about your
own first, middle, or last name.
- After each student has shared with the group, lead a whole class discussion using some or all of the following questions.
- What themes did you notice about the stories of people’s names?
- Did anyone find it difficult to come up with something to share? Why was it difficult?
- What, if anything, did you learn about yourself during this activity? What did you learn about others?
- What is the value of sharing the stories of our names?
- How can exploring names foster cross-cultural understanding?
Have You Ever?
Rationale: This activity provides participants with the opportunity to explore differences and similarities in identity within the group.Objectives:
- To identify similarities in the group.
- To explore the value of knowing and appreciating similarities and differences in a group.
From the Global Peacebuilding
Center, United States Institute of Peace. http://www.buildingpeace.org
WORKSHEET: HAVE YOU EVER?
Directions: Walk around the room and ask people the questions
below. When someone answers “yes” to a question, have them write their name on
the line next to the question. You must have a different person write their
name next to each question.
Have you ever climbed a
mountain? ____________________
Have you ever been to the
ocean? ____________________
Have you ever started to say
something and then forgotten it? ____________________
Have you ever lived for more
than 1 year in another country? ____________________
Have you ever been in a parade?
____________________
Have you ever known someone who
speaks 5 languages? ____________________
Have you ever traced your
family heritage? ____________________
Have you ever started a fire
without matches? ____________________
Have you ever broken a bone?
____________________
Have you ever been
misunderstood in another culture? ____________________
Have you ever experienced being
stereotyped? ____________________
Have you ever had your last name
mispronounced? ____________________Time: 15-30 minutes
Procedures:
- Tell
students that this activity will allow them to get to know one another.
- Explain
to students that you will give each of them a worksheet with a series of
questions. Students will walk around the room looking for people who can
answer “yes” to the various questions on the worksheet. When they find
someone who can say “yes” to a question, the student should ask that
person to sign the line next to the question. Students should have a different
person sign each question. Be sure students ask each other the full
question on the worksheet, as this part of the exercise focuses on
communication skills.
- Give
students about 10 minutes to walk around and ask each other questions then
have them return to their seats. Read each question aloud and have
students raise their hand if they can answer “yes” to the question. This
gives the class a sense of who is in the room.
- Lead a discussion with the group using some or all of the questions that follow.
- What did you notice as you and others raised your hands?
- What surprised you?
- What did you learn about other students?
- What is the value of exploring commonalities and differences across cultures?
- How can focusing on similarities contribute to managing conflict?
Draw Your Own Symbol
Rationale: This activity allows students to begin to explore questions of self-identity and enables them to see what they have in common with others.Objectives: To identify similarities and differences in the group.
Materials: Paper and pencil or marker for each student
Time: 30 minutes
Procedures:
- Ask
students to draw a symbol to represent who they are. A symbol can be
anything that characterizes the student, e.g. a ball for a basketball
player, a tree for a nature lover.
- After
they have finished, put the students in pairs and have them share with
their partner what their symbol is and why they selected it.
- Ask if
any volunteers want to share their symbol with the whole class. You may
want to have everyone in the class share their symbol if you have time.
- Lead a class discussion using some or all of the questions that follow.
- How did you decide on your symbol? Was this decision easy or difficult?
- What patterns did you see in the groups’ symbols?
- What role do symbols play in your life? How do you use symbols with your friends and family?
- How can identifying similarities in a group foster positive relationships and help manage conflict?
View from the Window
Rationale: We each have a unique perspective of people and events. This activity explores how very different perceptions can be and questions what happens when people experience things differently in conflict situations.Objectives:
- To consider perspectives other than one’s own.
- To examine the impact of multiple perspectives on conflict situations.
Time: 10 minutes
Procedures:
- Point
the students to a part of the classroom with a window and ask them to
write one sentence about what they see.
- Have
each student read their sentence and show that many points of view enrich
the picture.
Alternative: If there is no window, have the students sit in a circle and place an unusual, inanimate object in the middle (or have someone pose in the middle of the class holding an object). Continue as above with everyone writing about his or her view. - Lead a discussion using some or all of the questions below.
- How did your view differ from others’?
- Can you accept someone else’s view as right?
- Can all perspectives be right?
- How does this exercise relate to conflict management?
Birthday Timeline
Rationale: Research indicates that about 80% of our communication is non-verbal. Being able to communicate effectively includes both verbal and non-verbal interactions. In this activity participants experience what it is like to interact without words in order to understand the complexity of communication.Objectives:
- To understand the role of non-verbal communication in the communication process.
- To consider the place of non-verbal communication in conflict situations.
Time: 20 minutes
Procedures:
- Explain
the rationale for the activity.
- Tell
students they are to arrange themselves in a line according to the month
and day (not the year) of their birthday and they must do this without
talking, writing, or using any props, e.g. identification cards. In other
words, students must find an alternative way to communicate.
The exercise must be done with the month followed by the day. The exercise does not work if you have students arrange themselves by day followed by month.
- Give
students a moment to think of a strategy to use. You can choose to tell
the group where January and December should be or let the group determine
where the beginning and the end of the line are.
Alternative: If you think the group can manage, ask them to think of a second way to communicate the month and day of their birth and to use this strategy in the exercise. - When the
group believes it has accomplished the task, begin with the participant
with the earliest birthday and have each person state the month and day of
their birth. Students in the wrong place should find their correct place
in the line. Once they are in the correct order, have them sit in this
order.
- Lead a brief discussion using the questions below.
- How did you find your place in line?
- Was it difficult? Why or why not?
- What did you do when you tried to communicate with someone who was using a different system of communication? Tell students that finding a common language is very important when trying to manage conflicts.
- Can anyone share an experience in which they tried to communicate with someone but were misunderstood because of a language barrier? How did you respond?
- How does this exercise relate to managing conflicts?
Breaking the Code
Rationale: Often conflicts exist between “insider” and “outsider” groups. This activity allows students to explore the dynamics of keeping people on the” outside”, which often occurs through the use of subtle gestures, and can lead to feelings of isolation and alienation. Insider/outsider dynamics often reflect power differences in societies which can be a source of conflict.Objectives:
- To identify what it feels like to be on the inside and on the outside of a group.
- To explore how insider-outsider dynamics relate to conflict.
Time: 30 minutes
Procedures:
- Divide
the class into groups of four or five students. Have one person from each
group leave the room. Have the other students in each group think of
something physical they will all do while having a discussion in front of
the person who is outside the room (touch their nose, rub their ear,
etc…).
- Have the
students outside re-enter the room and have them observe their group, who
should be doing the agreed upon strategy. When the outsider feels that he
or she has “broken the code,” they should start to use the code themselves
and interact with the rest of the group. If they are correct, the group
should accept them. If they are mistaken, the group should continue to
ignore them. The outsider then has to continue observing until they get
the correct code and are accepted by the group.
- Once the
code is broken, have another group member be the outsider. The group
should make the code more difficult each time they repeat the exercise.
- Lead a class discussion using some or all of the following questions.
- How did it feel to be an outsider?
- How did the group members feel during the exercise?
- How is this exercise similar to everyday interaction?
- Why do people create closed groups?
- What does it feel like to try to be part of a closed group?
- What messages do closed groups give outsiders?
- How can we learn to be more inclusive?
- How does being on the inside or outside relate to our conversations about conflict?
Speaking without Words
Rationale: An individual’s body language can significantly impact how people interact with him or her. In a conflict situation, it is important to be very aware of what one communicates through non-verbal language and to be able to interpret the body language of those with whom one is in conversation.Objectives:
To examine how body language can impact communication.
Materials: None
Time: 30 minutes
Procedures:
- Tell
students they will share their opinions with a classmate on a controversial
topic. Brainstorm a few controversial topics from which students can
choose.
- Divide
students into pairs. Instruct one person in each pair to select one of the
topics and share their opinion with their partners. When the story is
over, the listener will retell the thoughts/opinions in the second person
(“You…). When the retelling is complete, the speaker should either confirm
or correct the retelling. When they have finished, students should switch
roles.
- Before
students begin, give each listener a card with an action or attitude. Tell
students not to share what is on their card, but when they are listening
to the other person sharing their opinion, they are to act out, without
words, what is written on the cards.
- Examples of cards include the following:
- Openness: Open hands
- Defensiveness: Arms crossed, sideways glance, touching-rubbing nose, rubbing eyes
- Insecurity: Chewing pen, biting fingernail
- Cooperation: Open hands, sitting on edge of chair
- Confidence: Hands behind back, back stiffened
- Nervousness: Clearing throat, whistling, covering mouth, jiggling money or keys, tugging ears, wringing hands, blinking frequently
- Frustration:
Short breaths, tightly clenched hands, fist like gestures, rubbing hand
through hair, rubbing back of neck.
- Once students have switched roles, lead a class discussion using some or all of the following questions.
- How did the listener’s physical actions affect how they retold the story?
- When this happens in real life, how hard is it to tell a story to someone who does not seem to be interested?
- In what situations might people change their body language? Why might they do this?
- How can body language impact communication during conflict?
What is Active Listening?
Rationale: Effective communication consists of both speaking and listening. Active listening is a way of listening and responding to another person that improves mutual understanding. It is an important first step to defuse the situation and seek solutions to problems. This lesson gives students the opportunity to identify what active listening is and why it is important in managing conflicts.Objectives:
- To examine and practice active listening skills.
- To explore the role of active listening in managing conflicts.
Time: 45 minutes
Procedures:
- Ask
students for situations that require listening. Examples: getting
directions, helping a person, learning about someone, listening to music
for entertainment, etc….
- Ask two
pairs of students to demonstrate for the class both poor and good
listening skills. Tell students to observe you in the conversation.
Scenario 1: Demonstrating poor listening skills
Ask one student to talk about what he/she did over the weekend. When the one student starts to speak, the other student will start exhibiting poor listening skills (look at your watch, interrupt, avoid eye contact, look bored or impatient, tap your foot or fidget).
Scenario 2: Demonstrating good listening skills
Ask one student to talk about what he/she did over the weekend. When the one student starts to speak, the other student will start exhibiting good listening skills (nod, smile, show concern, or encouragement).
- At the
end of the conversation, ask the student how he or she felt while they
were talking.
- Ask the
class what listening skills, good or bad, that they observed.
- Explain
to the class that good listening requires active participation. Ask
students for examples of how to be a good listener. Write these on the
board, separating the verbal and non-verbal skills. You may want to use a
t-chart (see below). After you have generated two lists, you may want to
review the handout Core Principles of Active Listening or It’s Easier for
Others to Talk When I….
Active listening Skills
|
What you See
(non-verbal)
|
What you Hear
(verbal)
|
|
o
Eye contact; focusing on the other person
o
Leaning forward a little or nodding
o
Sitting still
o
Letting the other person finish what he or she
is saying without interruption
o
Interested silence; giving a person time to
respond
|
o
Restating what someone says
o
Reflecting what someone is feeling
o
Asking open-ended questions like, “What
happened? How did you feel about that?”
|
Do the demonstration again this time using the
active listening skills the class has suggested. Have the student talk about
their favorite holiday. Ask the class which skills they observed in the
demonstration.
- Divide the class into pairs. Have each student speak for two minutes on the following topics (or on other topics which you think are relevant). Instruct students to use active listening skills when they are not speaking. After two minutes have the partners switch roles.
- Share with your partner an experience when you thought someone made assumptions about you.
- Share with your partner a time you made an assumption about someone and you were proven wrong.
- Share with your partner a conflict you successfully resolved.
- Share
with your partner the qualities of a ally.
- Lead a class discussion using some or all of the following questions:
- How did you know that your partner was listening to you?
- What did it feel like to really be listened to without being interrupted?
- What made this activity challenging for you?
- How can active listening help you resolve conflicts?
Communicating to Understand Using Drawings
Rationale: This exercise is designed to illustrate the necessity of clear and open communication. After each drawing exercise, the participants will begin to realize that open lines of communication produce a better understanding of differing perspectives and lead to a better chance of managing a conflict.Objectives:
To explore the role of effective communication in managing conflicts.
Materials:
- Abstract Picture Handout (Download PDF - Requires free Adobe Reader)
- Markers and paper
Directions:
- This exercise can be done three different ways:
- Everyone in the group can participate with a partner.
- The entire group can watch as one pair goes through the exercise.
- Three
different pairs from the group can be used for each drawing example while
the rest of the class observes.
- In each
example there is a “Drawer” who draws a picture based on instruction, and
an “Instructor” who gives instructions to the person drawing the picture.
Only the Instructor looks at the picture that is being drawn. Only verbal
instructions can be given to the Drawer. The Instructor should try to
avoid using gestures.
- The
group or pair of participants should begin by following the instructions
for Drawing Exercise #1. After they feel like they have exhausted all
roads of communication or have reached a stalemate, move on to Drawing
Exercise #2 and then Drawing Exercise #3.
- After
students have completed all three exercises, lead a class discussion about
the differences in each exercise.
Drawing Exercise #1 - The Drawer and the Instructor face opposite directions.
- The Drawer cannot see the picture.
- Only the Instructor (and the audience if there is one) can see the picture.
- Only the Instructor can speak, the Drawer cannot speak.
- The Instructor CANNOT watch the Drawer draw the picture.
Drawing Exercise #2
- The Drawer and the Instructor face opposite directions.
- The Drawer cannot see the picture.
- Only the Instructor (and the audience if there is one) can see the picture.
- Only the Instructor can speak, the Drawer cannot speak.
- The Instructor CAN watch the Drawer draw the picture and give verbal instructions based on what he/she is observing.
Drawing Exercise #3
- The Drawer and the Instructor face opposite directions.
- The Drawer cannot see the picture.
- Only the Instructor (and the audience if there is one) can see the picture.
- The Instructor CAN watch the Drawer draw the picture and give verbal instructions based on what he/she is observing.
- The
Drawer and the Instructor CAN speak to one another. For example, the Drawer
can ask the Instructor questions and the Instructor can answer and give
verbal direction.
- Lead a class discussion using some or all of the following questions:
- What were the different interpretations that resulted when the lines of communication were not open?
- Were you frustrated during the exercise? How did you deal with your frustration?
- What is the advantage of keeping lines of communication open?
- What would have happened if the lines of communication had been open even more?
- What does this exercise tell you about how you can communicate better?
- How can apply what you learned here to conflict situations?
Cross the Line
Rationale: This lesson allows students to explore the concept of competition versus collaboration and to begin to understand that conflicts are easier to manage when the people in conflict work together, trust one another, and strive to maintain their relationship. This is true in interpersonal conflicts, but also in inter-group and international conflicts.Objectives:
- To examine how cooperation can help parties in conflict find mutually agreeable solutions.
- To explore the role of trust in building or maintaining relationships in conflict situations.
HANDOUT: CROSS THE LINE
Information for Student
1:
You will be sentenced to life
in prison in exactly 3 minutes. Your only chance to escape is if you can get
your opponent to cross over to your side and stay there before the time is up.
Good Luck.
---------------------------------------------------------------------------------------------------------------------
Information for Student
2:
You will be sentenced to life in prison in
exactly 3 minutes. Your only chance to escape is if you can get your opponent
to cross over to your side and stay there before the time is up. Good Luck.Time: 20 minutes
Procedures:
- Select
six to nine volunteers from the class.
- Divide
the volunteers into groups of three and have them stand in different
places in the room.
- Ask for
one volunteer in each group to be an observer.
- Have the
other two in each group face each other with a piece of material, or an
object on the floor dividing them.
- Provide
each student in the pairs with the statements on the Cross the Line
handout. Gather those assigned Student 1 and make sure they understand
what they are supposed to do. Do the same with those assigned Student 2.
Tell them they can use any strategy except physical violence to accomplish
their task.
- Tell them
that they will begin on “Action” and have 3 minutes to solve the problem.
- After the 3 minutes is over, lead a group discussion using some or all of the following questions:
- How many groups “solved” the problem? How did they do this?
- Why were some groups unable to solve the problem?
- What could they have done differently?
- How important was it to trust the person on the other side of the line?
- What does the game teach about cooperation versus competition?
- How can you relate this learning to conflict situations?
Think Outside the Box
Rationale: This activity introduces the problem-solving process to students and encourages creative ideas.Objectives:
- To practice thinking creatively, or thinking outside the box.
- To explore the role of creative thinking in managing conflicts.
Time: 10 minutes
Procedures:
- Draw the
following on the board.
- Instruct
students to connect all 9 dots with only four straight lines, without
lifting their pen.
Solution:
- Lead a class discussion using some or all of the following questions:
- How were people able to solve the problem?
- What made it difficult?
- What made it easy?
- What did students have to do?
- How can this be applied to real conflict management issues?
