Reduces stress, lowers cortisol levels and enhances neuron growth and neuronal connections. Physical activity provides the brain with oxygen and glucose and releases endorphins and adrenaline, which provide a mood-lift and prepare the brain for challenging tasks. Explore mind-body connections for optimal wellness and use brain-exercise techniques (i.e. “Brain Gym”) to enhance academic performance.
Youth propose discussion topics and craft questions around topics that interest them. They vote on the topics/questions they want to pursue as a group, and use a community ball or talking stick to facilitate discussion. Youth learn to ask a variety of open-ended questions to foster critical thinking. Questions might include, “Is it fair to
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Youth and adults tend to “take sides” when conflicts erupt. It is important that when resolution is achieved, those involved in the conflict ensure that their peers know about the resolution and are committed to not continuing the conflict themselves. It is about building capacity for all to commit to supporting one another in the
Multiple peace education and character education books exist (go to www.ceedsofpeace.org for many book titles). Use throughout all lessons and have readily available in the classroom/home/library. Look to our resource lists in order to build your own peace education resource library or find culturally relevant literature on topics such as compassion (“Wonder”), courage (“Say Something”),
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Activity that gets people out of their comfort zone, and gradually used to a new way of thinking. Have person fold their hands together and notice which thumb is on top; then unfold hands and place the other thumb on top – how does this feel? Could you do this all day (the uncomfortable way)?
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After going through a resolution process, have youth make commitments to one another and to their community about how they will do things differently next time. Document the commitment somewhere safe. If possible, have them set a time frame for meeting the commitment/obligation.
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With gloves and buckets, walk the neighborhood and pick up rubbish off of sidewalks, in public parks, or on the beach. Combine with lessons about where rubbish comes from and where it goes, and how we can minimize our production of waste.
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When discussing a current or historical event, have youth draw, write about, paint or publicly express what their kuleana (responsibility) would have been or is now to that particular situation.
Focusing on wants and needs, have youth each draw their own classroom, school and/or family. How would they meet their needs? They will most likely draw hospitals, gardens, homes for shelter, friends etc. Select one drawing to duplicate on the board then discuss as a class how you would acquire those needs. See what they
Give youth a small amount of money to manage. Teach them about investing, saving, the value of conservation, wise spending, and encourage them to give to charity. Use these activities to teach them about how the economy works and the importance of securing a vibrant economy. Also teach them how money issues create inequalities for