MarcoGram June 2005 -- Keeping the Peace

Keeping the Peace
Students spend a lot of time in school studying the causes, effects and statistics of war, but just as important is the examination of what happens when wars come to an end. While many people hope for true peace, it's often difficult to achieve and maintain. This month's MarcoGram challenges students to look beyond the battlefields to the ongoing quest for peace. Use the activities below to get started, then scroll down for more links and resources on this topic. For more information about the Japanese Peace Bell, depicted in this month's animation, visit the United Nations Cyberschoolbus, a MarcoPolo Partner-reviewed Web site.

1. War affects everyone – from soldiers on the front lines to civilians living in war zones to families at home who miss their loved ones. The emotions generated by war are so powerful, they affect people even when the physical danger is past, and their experiences often remain fresh in their minds long after the war is over.

Have you ever faced a conflict or challenge in your life that you had difficulty putting behind you? What feelings did you experience? What did you do to get past the problem and move on with your life? What did you learn from your experience?

Many people who have been involved in war have turned to writing as an outlet for their feelings as they struggle to achieve peace in their lives. Ask students to write down their personal thoughts about war or conflict and also include insights from family or friends from other generations who wish to share their own personal experiences. Ask students to express their sentiments in prose, poetry or a dramatic sketch. Students should focus on the emotional impact of the experiences, rather than simply documenting what happened. Ask willing students to share their works with the class.

Read about and learn from others' first-hand experiences with war in:

"Anne Frank: One of Hundreds of Thousands" (6-8) from EDSITEment, National Endowment for the Humanities

"Building Vietnam War Scavenger Hunts Through Web-Based Inquiry" (9-12) from ReadWriteThink, International Reading Association and the National Council of Teachers of English

"Children of War" (5-8) from ARTSEDGE, The John F. Kennedy Center for the Performing Arts

"Poetry of the Great War: 'From Darkness to Light'?" (9-12) from EDSITEment, National Endowment for the Humanities

"Wartime Poetry: Working with Similes" (3-5) from ReadWriteThink, International Reading Association and the National Council of Teachers of English

The international symbol of the United Nations, reproduced with permission from the United Nations Cyberschoolbus and the UN's Department of Public Information, Outreach Division, 2005. All rights reserved.

2. Peace doesn't just happen. When wars come to an end, nations must come together to agree on terms for peace and then attempt to create an environment that ensures that peace is lasting. Even with the best intentions, however, peace can and often does remain elusive.

Consider various treaties and alliances that have been forged over the last century – such as the Treaty of Versailles, which was signed June 28, 1919, ending the first World War – and their effectiveness in achieving and maintaining peace. Which accords have demonstrated durability and usefulness? What elements do you think were key to their success? Discuss the role and responsibilities of the alliance and other impartial parties in overseeing that the terms of a treaty are carried out.

Investigate the formation and impact of international treaties and alliances in:

"Enlarging the European Union" (9-12) from EconEdLink, National Council on Economic Education

"International Alliances" (9-12) from Xpeditions, National Geographic Society

"The Debate in the United States Over the League of Nations" (9-12) from EDSITEment, National Endowment for the Humanities

"The Great War: Evaluating the Treaty of Versailles" (9-12) from EDSITEment, National Endowment for the Humanities

"The Pros and Cons of Transnational Alliances" (6-8) from Xpeditions, National Geographic Society

3. Identifying the reasons why countries go to war is one step in preventing it from happening. One of the major causes of conflict between nations is economic disparity. Some believe that globalization – the integration of the world's economies – eases tensions by creating a fairer distribution of resources. Critics counter that globalization is merely masked imperialism, imposing the positions of strong, industrialized nations onto developing nations in dire need of economic assistance.

Ask students to imagine that a small, third-world country in need of food supplies wishes to trade with a large, wealthy country. The smaller country cannot pay for the food outright but offers to allow the larger country to exploit its gold mines. Assign monetary values to each commodity and calculate the potential profit and loss for each country. What economic advantages and disadvantages might this arrangement create for each country? What could the smaller country do to ensure that its long-term interests are protected?

Learn how globalization has affected worldwide interdependence in:

"Foreign Currency" (6-8) from Illuminations, The National Council of Teachers of Mathematics

"Is Globalization a Dirty Word?" (9-12) from EconEdLink, National Council on Economic Education

"Lemonade and Cookies" (6-12) from EconEdLink, National Council on Economic Education

4. Many a battle has been fought over territory. There are numerous examples in history, nature and even our own homes. For example, animals growl at strangers who approach their homes or yards. Brothers and sisters argue about who gets the best seat in the car or at the dinner table. All creatures need their own space, and sometimes they will go to extremes to protect that space.

Has someone ever intruded upon your personal space? Perhaps a sibling entered your bedroom without permission, or another student sat in your desk at school. How did it make you feel? What did you do to protect your "territory?" Did a parent, teacher or other grown-up step in to help you solve the problem?

Discuss some ways that people can resolve disputes over territory. Encourage students to draw on their experiences with defining and respecting each others' personal space as they develop strategies that countries in conflict could use to settle their disagreements peacefully. Now stage a dispute among students over the division of space in your classroom. Test students' ideas by using them to resolve the dispute.

Explore the concept of territory and how disputes over territory can be resolved peacefully in:

"Social Trade-Offs" (3-5) from Science NetLinks, American Association for the Advancement of Science

"What Can I Do?" (K-2) from Science NetLinks, American Association for the Advancement of Science

"What's Your Territory?" (K-2) from Xpeditions, National Geographic Society



© Microsoft Design Gallery		1. War affects everyone – from soldiers on the front lines to civilians living in war zones to families at home who miss their loved ones. The emotions generated by war are so powerful, they affect people even when the physical danger is past, and their experiences often remain fresh in their minds long after the war is over. Have you ever faced a conflict or challenge in your life that you had difficulty putting behind you? What feelings did you experience? What did you do to get past the problem and move on with your life? What did you learn from your experience? Many people who have been involved in war have turned to writing as an outlet for their feelings as they struggle to achieve peace in their lives. Ask students to write down their personal thoughts about war or conflict and also include insights from family or friends from other generations who wish to share their own personal experiences. Ask students to express their sentiments in prose, poetry or a dramatic sketch. Students should focus on the emotional impact of the experiences, rather than simply documenting what happened. Ask willing students to share their works with the class. Read about and learn from others' first-hand experiences with war in: "Anne Frank: One of Hundreds of Thousands" (6-8) from EDSITEment, National Endowment for the Humanities


		"Building Vietnam War Scavenger Hunts Through Web-Based Inquiry" (9-12) from ReadWriteThink, International Reading Association and the National Council of Teachers of English


		"Children of War" (5-8) from ARTSEDGE, The John F. Kennedy Center for the Performing Arts


		"Poetry of the Great War: 'From Darkness to Light'?" (9-12) from EDSITEment, National Endowment for the Humanities


		"Wartime Poetry: Working with Similes" (3-5) from ReadWriteThink, International Reading Association and the National Council of Teachers of English


The international symbol of the United Nations, reproduced with permission from the United Nations Cyberschoolbus and the UN's Department of Public Information, Outreach Division, 2005. All rights reserved.		2. Peace doesn't just happen. When wars come to an end, nations must come together to agree on terms for peace and then attempt to create an environment that ensures that peace is lasting. Even with the best intentions, however, peace can and often does remain elusive. Consider various treaties and alliances that have been forged over the last century – such as the Treaty of Versailles, which was signed June 28, 1919, ending the first World War – and their effectiveness in achieving and maintaining peace. Which accords have demonstrated durability and usefulness? What elements do you think were key to their success? Discuss the role and responsibilities of the alliance and other impartial parties in overseeing that the terms of a treaty are carried out. Investigate the formation and impact of international treaties and alliances in: "Enlarging the European Union" (9-12) from EconEdLink, National Council on Economic Education


		"International Alliances" (9-12) from Xpeditions, National Geographic Society


		"The Debate in the United States Over the League of Nations" (9-12) from EDSITEment, National Endowment for the Humanities


		"The Great War: Evaluating the Treaty of Versailles" (9-12) from EDSITEment, National Endowment for the Humanities


		"The Pros and Cons of Transnational Alliances" (6-8) from Xpeditions, National Geographic Society


		3. Identifying the reasons why countries go to war is one step in preventing it from happening. One of the major causes of conflict between nations is economic disparity. Some believe that globalization – the integration of the world's economies – eases tensions by creating a fairer distribution of resources. Critics counter that globalization is merely masked imperialism, imposing the positions of strong, industrialized nations onto developing nations in dire need of economic assistance. Ask students to imagine that a small, third-world country in need of food supplies wishes to trade with a large, wealthy country. The smaller country cannot pay for the food outright but offers to allow the larger country to exploit its gold mines. Assign monetary values to each commodity and calculate the potential profit and loss for each country. What economic advantages and disadvantages might this arrangement create for each country? What could the smaller country do to ensure that its long-term interests are protected? Learn how globalization has affected worldwide interdependence in: "Foreign Currency" (6-8) from Illuminations, The National Council of Teachers of Mathematics


		"Is Globalization a Dirty Word?" (9-12) from EconEdLink, National Council on Economic Education


		"Lemonade and Cookies" (6-12) from EconEdLink, National Council on Economic Education


		4. Many a battle has been fought over territory. There are numerous examples in history, nature and even our own homes. For example, animals growl at strangers who approach their homes or yards. Brothers and sisters argue about who gets the best seat in the car or at the dinner table. All creatures need their own space, and sometimes they will go to extremes to protect that space. Has someone ever intruded upon your personal space? Perhaps a sibling entered your bedroom without permission, or another student sat in your desk at school. How did it make you feel? What did you do to protect your "territory?" Did a parent, teacher or other grown-up step in to help you solve the problem? Discuss some ways that people can resolve disputes over territory. Encourage students to draw on their experiences with defining and respecting each others' personal space as they develop strategies that countries in conflict could use to settle their disagreements peacefully. Now stage a dispute among students over the division of space in your classroom. Test students' ideas by using them to resolve the dispute. Explore the concept of territory and how disputes over territory can be resolved peacefully in: "Social Trade-Offs" (3-5) from Science NetLinks, American Association for the Advancement of Science


		"What Can I Do?" (K-2) from Science NetLinks, American Association for the Advancement of Science


		"What's Your Territory?" (K-2) from Xpeditions, National Geographic Society