Peacemakers

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PEACEMAKERS
- Connect ing
- Serving
- Learning
Peacem akers is an exciting new program for
Ontario students in grades 6-12. It's a project
created by PeaceWorks, Canada's student peace
movement and Mennonite Central Committee
Ontario, one of Canada's oldest and most
trusted charities. PeaceWorks' mission is to
empower student peacemakers through
personal, local and global peace programs.
MCC began in 1920 by sending tractors and
supplies to people stricken by famine in Russia,
and they're now doing relief, development and
peace work in over sixty countries.
Four t ransform at ional experiences you'll
have w hen you becom e a Peacem aker:
1. Your class or school group will connect with
one of over 600 MCC Peace Clubs operating in
schools in fourteen African countries. It's like
having pen pals on another continent!
2. You'll take part in an international service
project by collecting supplies or money for MCC
Hygiene Kit s to help people in need.
3. You'll learn peacemaking skills in an in-class
or after-school Peacem akers Workshop. There
are elementary and secondary level workshops,
and both are aligned with Ontario Ministry of
Education curriculum.
4. When just one class or group in your school
participates in the program, your entire school
(grades 6-12 only) gets to go to Peace Day
Ont ario, the MEGA peace and music festival
happening in June 2018. It's our way of saying
THANK-YOU FOR WORKING FOR PEACE!
To regist er visit :
peacew orks.t v
The Peacem akers Program

MCC Peace Clubs
Making MCC Hygiene Kits
Learn m ore
about t he
Peacem akers
program
Peacemakers Workshop
Peace Day Ontario

Get a Team Toget her
So you value peace, compassion, inclusion and
social justice, and you're stoked about starting
a Peacemakers project in your school, but
you're not sure how to start? It's easy! The first
step is to start talking to students and teachers
to find some like-minded people. Projects can
be started by either a class or an after school
group. We have primary and secondary level
lessons and either one can be completed in
less than one hour. The primary workshop is
aligned with Ontario Ministry of Education
curriculum guidelines for the grade six social
studies course and the secondary workshop is
aligned with the grade twelve equity course.
Let Everyone Know
Make announcements, put up posters and
publish a newsletter to let people know that
you're putting a group together. The first page
of this package gives a pretty good overview of
what a Peacemakers project is all about!
Have a Meet ing
Once you've formed a group have a meeting
to talk about the program as well as
PeaceWorks and MCC's peace work. Then
brainstorm ideas for your project!
All About MCC Ontario
How t o st art a
Peacem akers
project

SERVICEPROJECTS
Hygiene Kit s
Your Peacemakers service project is an important
way to help people in need around the world, and
there are several options for your project. You
can collect items from the Hygiene Kit list, make
entire kits or raise money for MCC programs.
(Ideal for Schools that are far away from a
drop-off location) For more info about kits and
locations visit: mcccanada.ca/kits/hygiene
Fundraising Ideas
The internet is a great resource for fundraising
but here are some ideas we thought of that
might stir your imagination...
Bake Sale; Raffle; Gift Card Sale; Bingo; Pancake
Breakfast; Popcorn Sale; Carnival; Flower or Bulb
Sale; Chocolate Sale; Pizza Day; Hat Day; Flea
Market; Craft Sale; Fun Run; Dance-A-Thon; Talent
Show; Silent Auction; Haunted House; Gift
Wrapping; Read-A-Thon; Fashion Show;
Multicultural Fair; Game Day; Recipe Book;
Charity Ball; Art Exhibition; School Sleepover;
Battle of the Bands; Movie Night; Spa Night;
Snack Sale
Send Your Donat ions
Mail a cheque, including school & contact info to:
Mennonite Central Committee, Suite 203,
50 Kent Avenue, Kitchener, Ontario N2G 3R1
Office: (519) 745-8458 Toll free: (800) 313-6226
Send Your Phot os
Send photos of your fundraising events and we'll
post them on social media: mail@peaceworks.tv

MARKETINGTIPS
Social Media Boost
Give your project a BIG BOOST by talking about
it on social media! Let people know about the
great things you're doing by creating a website,
making a YouTube video, posting info on
FaceBook, Twitter, Instagram and other
platforms. It's an awesome way to create some
buzz and involve as many people as possible.
You can also include links to PeaceWorks and
MCC to give people a view of the bigger picture
and an understanding of why it's so important
for them to support your project. So get
creative, use your imagination and have fun!
Cont act t he Media
Let your local media know about the impact
your program will have! Contact newspapers
and radio/television stations. Use phone calls,
emails, press releases and event listings to get
your message out. You can't represent
PeaceWorks or MCC to the media but you can
tell your group's amazing story in an interview!
Contact PeaceWorks: mail@peaceworks.tv
Contact MCC Ontario: info@mcco.ca
Check out t he
PEACEMAKERS
t -shirt s & t at t oos
inside t he back cover

ELEMENTARYWORKSHOP
The elem ent ary w orkshop is aligned w it h Ont ario Minist ry of
Educat ion grade six Social St udies curriculum - People and
Environments: Canada's Interaction with the Global Community
Purpose
To deepen students?development as
peacemakers by introducing how to understand
and manage conflict. Students will also focus on
cooperation as a key element of strengthening
their peacemaker classroom community.
Tim ing
This lesson is designed to take 60 minutes
Object ives
By the end of this lesson students will be able to:
- Explain the purpose and benefits of the
Peacemakers program.
- Collaborate in small groups to explore the
qualities of a peacemaker.
- Describe how cooperation skills help build a
sense of trust and community within a
classroom.
Agenda
Opening - 15 m inut es
- Preview
- The Peacemaker
Focus Act ivit y - 25 m inut es
- Cooperative Musical Chairs
Closing - 20 m inut es
- Reflection
- Wrap up
Supplies
- Music playing device (CD player,
computer, smart phone)
- Video playing device (computer)
- Chairs (1 per student)
Key Words
Com m unit y: A group of people who work,
play, or live together who have things in
common and things that are different.
Cooperat e: To work together in a group
toward common goals that benefit all group
members.
Peacem aker: Someone who cooperates
with others, communicates respectfully, is
kind and fair, and takes a stand for what he
or she believes in.
Before You Teach
Make the ?Peacemaker? by tracing a life size
figure on a piece of butcher paper and
cutting it out. Make it wide enough so that
there is room for writing.

WELCOME students to the workshop segment of the program.
- A time when we learn to work together as a community.
- A time when we identify and practice peacemaking skills.
TELL them that they'll be using each others names during their
time together. Ask why this might be important.
POSSIBLE ANSWERS:
LESSON PLAN
OPENING - 15 m inut es
- Helps form bonds and friendships.
- Helps us understand that, as individuals, we all have
unique feelings, likes, and dislikes worthy of respect and
consideration. This builds our community.
PREVIEW the lesson by directing attention to the agenda.
Video
SAY: We're now going to watch a video that gives an overview
of the Peacemakers program and how we can work for peace.
PLAY THE PEACEMAKERS PROMO VIDEO
The Peacem aker
GOAL: To brainstorm ideas about peace, and categorize them
into thoughts, feelings and actions.
HOLD UP the Peacemaker figure.
TELL students that the Peacemaker has no race, no age, no
physical traits and no personality so far.
SAY: We are going to explore the idea of peacemaking.
Let's think about what peacemaking means. What thoughts,
feelings and actions come to your minds when you think
about peacemaking?
WRITE:
- THOUGHTS suggested by students in the head area of
the Peacemaker
- FEELINGS suggested by students in the heart area
- ACTIONS suggested by students in the arms & legs areas
ASK: What might your role as a peacemaker be in your school
and your community? Can you think of ways that you can be a
peacemaker around the world?

SAY: One way to be a peacemaker outside of
Canada is to partner with an organization that
works in other countries. The organization
that the Peacemakers program connects with
is MCC, a Canadian charity that does relief,
development and peace work in over sixty
countries. Through MCC we can help people in
need around the world and also connect with
a Peace Club in an African school!
FOCUS ACTIVITY - 25 m inut es
Cooperat ive Musical Chairs
Act ivit y Overview
This cooperative game encourages students to
work together to complete a task or solve a
problem. To be successful, they must exercise
cooperation, nonverbal communication,
problem solving, trust, risk taking, and
encouragement. There should be a chair for
each student for the first round, with a chair
removed for each successive round.
Goal
To demonstrate a new twist on an old classic
that helps introduce the idea that working to
help everyone succeed is also a way of
"winning".
SAY: One of the ways to resolve conflict and
help other people is to cooperate with others.
By learning how to cooperate we also learn
how to better listen to others, see things from
their perspective and be willing to
compromise.
Sometimes cooperation means doing things a
little bit differently so that more people benefit
in the end. For example, how many of you
have let an extra player be on your team for
basketball or soccer so that everyone could
play? What are some other examples of when
you have cooperated to help others?
We are going to explore cooperating more by
playing a game I'm sure you all know, along with
a version you may not have played before.
ASK: How many of you have played musical
chairs? Can someone describe how to play it?
CLARIFY any rules or instructions the student
may have left out, and emphasize safety,
personal space and playing calmly.
Begin t he Gam e
- Set the chairs up in a circle or row with one
less than the number of students.
- Have students form a circle around the
chairs.
- Remind students that they will walk in a
circle while the music is playing, and then
they will have to find a seat.
- Turn on the music.
- Stop playing the music after a short period
of time (approximately 30?45 seconds).
Remind students that everyone should try
to find a place to sit. The student who is
unable to find a seat can help you with the
music.
- Ask children to stand up before starting
the next round.
- Remove a chair.
- Play the game 3 or 4 times until 4 or 5
students have been ?out.?

Teacher Tip
Playing the traditional musical chairs game for
two or three rounds is adequate for students to
remember how students end up being "out".
You may want to divide the group in two and
play two simultaneous rounds if there isn't
enough space for one big circle.
Debrief
ASK: For those of you who were out of the
game because you didn't have a chair, how did
that feel? For those of you who were still in the
game, how did it feel to see your classmates
and friends have to leave the game?
SAY: Now we are going to play a different
version of musical chairs.
PLACE the missing chairs back in the circle.
SAY: The difference in this version of the game
is that everyone must be sitting on a chair,
even the person who does not have a chair! In
a typical game of musical chairs, the person
without a chair would be out and has lost the
game. However, in this version each person
needs to help figure out ways to make sure
everyone has a place to sit, otherwise the
whole team loses and the game is over.
Teacher Tip
It's recommended to make it explicit that
students may not sit on each other?s laps. Also,
because children will be getting physically close
to one another, it may be important to be clear
about keeping one?s hands to oneself.
ASK if students have any questions and clarify
expectations about where they can sit and how
they need to be careful when playing this version
of the game.
Begin t he Gam e
- Have students form a circle around the
chairs.
- Begin playing music.
- Stop playing the music after a short
period of time. Everyone in the group
should find a place to sit.
- Ask students to stand up before starting
the next round.
- Remove one chair from the row or circle.
- Repeat steps 1?5.
- Continue the game until the students
cannot safely or comfortably fit everyone
on the number of chairs in the row or
circle.
- Then end the game, declaring the entire
class the winner of the game.
ASK students to rearrange the room to its usual
order and have students sit at their desks.
TRANSITION: Tell students that now that they
have practised some peacemaking skills they
will talk about what they learned in the game
they played and how it relates to being
peacemakers.
KEY WORDS: Compassion, inclusion,
compromise, cooperation
CLOSING - 20 m inut es
EXPLAIN to students that the games they
played today were chosen for a reason.
ASK: How do you think the game went?
What was difficult about the version we just
played where everyone had to find a way to sit?
What was the main difference between the two
versions?
POSSIBLE ANSWER: In the first version, there
would have been one winner. In the second
version, the whole class won or lost together.
ASK: Which version of musical chairs involved
cooperation and why? Why do you think we
played this game? What does it have to do with
peacemaking and the skills peacemakers have?
POSSIBLE ANSWER: To see that games can be
more fun when people cooperate and
everyone wins.

WRITE student responses on the board.
Say: In playing the second version of
Cooperative Musical Chairs, the whole class had
common goals. If we didn?t work together, we
wouldn?t have been successful.
WRITE the word cooperat e on the board.
ASK: What does it mean to cooperate?
HELP students generate a definition.
ASK: How did you work cooperatively today?
SAY: When we cooperated today, we were
successful in accomplishing our goals. We have
goals in this class - to be successful students, to
be successful on our tests, to have fun, to
practice our skills as peacemakers - and we can
be even more successful if we are working
together toward those goals (like in the second
game) and not against each other or in
competition with each other (like the first game).
ASK: How would you define com m unit y?
HELP students brainstorm a definition.
ASK: Can someone belong to more than one
community? How?
What communities outside of the classroom do
you belong to?
In each of these communities, what are some
goals you have in common?
How do you cooperate in reaching these goals?
HELP students understand that working
cooperatively toward common goals brought
them together as a peacemaking community
today and helped them to be successful.
EMPHASIZE that this same principle of working
together toward common goals helps any
community be a peacemaking community and
be successful in accomplishing its goals.
TELL students that they have a larger global
community of neighbours around the world.
When there are natural disasters in other
countries the Canadian government and
NGOs (Non-Government Organizations) like MCC
do what they can to help.
ASK: What are some examples of natural
disasters? What are some ways that
organizations like MCC help people in need?
SAY: MCC and other NGOs help when disasters
strike. They interact and cooperate with local
people to learn the best ways to assist them with
food, water, school supplies and health care
needs. We will be collecting supplies and money
to support their work. It is important for
peacemakers to help with immediate, basic
needs because it's more difficult for people to
live in peace when there's extreme poverty.
SAY: Some of the poorest people in the world are
refugees.
ASK: Can anyone tell us what a refugee is?
CLARIFY the student definition.
"A refugee is a person who has been forced to leave
their country to escape war, persecution or natural
disaster."
SAY: You may have heard on the news that MCC
works with the Canadian government and
sponsoring groups to coordinate and welcome
refugee families coming to Canada.
Another important MCC program is Peace Clubs,
where students learn about peace in one of over
600 clubs in schools in fourteen African
countries. Our school group will be connecting
with students in one of these clubs. Raise your
hand if you're excited about connecting with kids
in Africa!
Ending
TELL students that you'll be ending by watching
a video about what goes into an MCC Hygiene Kit
and how they're used.
REMIND them that they'll be collecting supplies
and money for these kits.
PLAY THE HYGIENE KIT VIDEO

SECONDARYWORKSHOP
The secondary w orkshop is aligned w it h Ont ario Minist ry of
Educat ion grade t w elve Equit y St udies curriculum
Addressing Equity and Social Justice Issues / Personal and Social Action
Purpose
To give students a greater understanding of power
dynamics and oppression, including racism,
homophobia, religious intolerance and genderbased
violence. To learn ways that individuals and
groups can create a more just society.
Tim ing
This lesson is designed to take 60 minutes
Object ives
By the end of this lesson students will be able to:
- Define social justice and explain the personal
attitudes and values that contribute to
creating equitable and just solutions to issues.
- Describe the issues leading to the
establishment of a range of social justice
movements.
Agenda
Opening - 30 m inut es
- Creating an agreement
- Defining social justice
- Social injustice stories
Focus Act ivit y - 15 m inut es
- Helium Hula Hoop
Closing - 15 m inut es
- World community
- Social justice groups
- Refugees
Supplies
- Video playing device (computer)
- Hula hoops (one for every 4 students)
Key Words
Social just ice: People being treated fairly
and justly regardless of social, economic,
gender, racial or other differences.
Em pat hy: The ability to understand and
share the feelings of another.
Diversit y: The existence of a variety of
cultural or ethnic groups within a society.
Refugee: A person who has been forced to
leave their country to escape war,
persecution or natural disaster.
NGO: A non-government organization
Before You Teach
Create a poster of the agenda and display in
the classroom.

LESSON PLAN
OPENING - 30 m inut es
WELCOME students to the workshop segment of the program.
- A time when we learn to work together as a community.
- A time when we identify and practice peacemaking skills.
PREVIEW the lesson by directing attention to the agenda.
Video
SAY: We're now going to watch a video that gives an overview
of the Peacemakers program and how we can work for peace.
PLAY THE PEACEMAKERS PROMO VIDEO
SAY: Since this workshop is primarily discussion-based, it's
important for us to create an agreement around how we want
to be while we're together.
Creat ing an Agreem ent
ASK: Who in this room is tired of trying to be heard in their
lives? (like really having their opinion heard)
ASK: How can we create a culture of respect for the next hour?
POSSIBLE ANSWERS:
- Raising hands before speaking
- Respectfully listening to what others have to say
- Not disrupting the group if you're not interested in the
discussion
- Not forcing anyone to participate in anything they're not
comfortable with
Defining Social Just ice
ASK: Can anyone define social justice?
SAY: Here's one dictionary definition:
WRITE ON THE BOARD: "People being treated fairly and justly
regardless of social, economic, gender, racial or other differences."
ASK: Why might this be relevant?
POSSIBLE ANSWERS:
- If we recognize unjust treatment in our school we can try
to eliminate it

- Social justice issues in our country and
around the world are often in the news
Social Injust ice St ories
SAY: Think about people you know who have
suffered injustice.
ASK: Who knows a person who's been treated
unfairly because of their social status? Without
divulging their identity, can someone tell us how
that person was impacted?
REMIND students to not identify anyone.
ASK: Does anyone know a person who's suffered
injustice because of their economic status? Can
someone share an example without telling us
who they are?
ASK students for stories about other social justice
issues involving gender, race, sexual orientation
and religious intolerance.
ASK: Do you think most Canadians would say that
striving for social justice is a good thing? Why
might some people not agree?
POSSIBLE ANSWERS:
Religious beliefs; social conditioning; disrespectful
attitudes; prejudice; just don't care
ASK: What behaviours and attitudes might
describe a person who strongly believes that
social justice is important?
POSSIBLE ANSWERS:
Fair-mindedness; empathy; compassion;
embracing diversity
ASK: What do you think we can do as individuals
to reduce social injustice?
POSSIBLE ANSWERS:
- Speak out when we witness injustice
- Make socially just decisions day-to-day
- Include victims of social injustice in our
day-to-day activities
SAY: We're going to play a game that will help us
to develop basic peacemaking skills and
demonstrate the importance of working together.
Goal
FOCUS ACTIVITY - 15 m inut es
Helium Hula Hoop
Act ivit y Overview
DIVIDE players into groups of four (groups of
5 or 6 are also okay if the numbers don't work
out exactly)
EXPLAIN that players will work together to
lower a hula hoop to the ground.
ASK for a group to demonstrate the game.
TELL the volunteer group to form a close circle
and to raise their arms, fully extended, to
about their eye level, all at the same height,
with their index fingers extended.
PLACE the hula hoop on the volunteers?
fingertips and tell them to lower it to the
ground, making sure their fingers never lose
contact with the hoop.
ASK players if they have any questions.
DISTRIBUTE a hula hoop to each group.
TELL players to begin the game and closely
m onit or the groups to make sure that their
fingers stay in contact with the hula hoop.
The gam e ends w hen every t eam has
successfully com plet ed t he t ask.
TELL players that you will now reflect on how
they experienced the game.

Debrief Teacher Tip
Cooperative games are only as effective as
your debrief. This is your opportunity to
reinforce any skills or beliefs you are hoping
players will carry with them beyond the game.
ASK:
- What happened during the game?
- How did your group work together?
- Could you have been successful without
team work?
- What peacemaking skills did you use
during this game?
- How can you use these skills outside of
the game?
Thank players for t heir part icipat ion.
CLOSING - 15 m inut es
SAY: Canada is viewed by many countries as a
place that values equity and social justice, and
the Canadian military has historically played a
peace keeping role around the world. There are
many NGOs (non-government organizations)
that we can partner with to work for peace and
social justice.
SAY: I'm going to read out the names of some
organizations and ask you to tell us what their
primary goals are.
ASK: Who knows what Greenpeace works for?
ANSWER: Protect and conserve the
environment and to promote peace
ASK: What are the main issues that the
Canadian labour movement focuses on?
ANSWER: Wage equity and working conditions
ASK: What are the primary issues for Project
Ploughshares?
ANSWER: Peace and nuclear disarmament
ASK: What about Doctors Without Borders?
ANSWER: Health care and medical emergencies
ASK: Is anyone here currently volunteering with
an NGO that's working for social justice?
SAY: The organization that we have an
opportunity to partner with through the
Peacemakers program is MCC (Mennonite
Central Committee) MCC is a 97 year old charity
that does relief, development and peace work in
over 60 countries. They also work with the
Canadian government and sponsoring groups to
coordinate and welcome refugee families
coming to Canada.
ASK: Can anyone tell us what a refugee is?
SAY: Here's one definition: "A refugee is a person
who has been forced to leave their country to
escape war, persecution or natural disaster."
TELL students that MCC often sends hygiene kits
to refugees overseas.
End
SAY: We'll end by watching a video about what
goes into an MCC hygiene kit and how they're
used.
REMIND students that they are collecting
supplies and money for these kits.
PLAY THE HYGIENE KIT VIDEO

We want to say THANK-YOU for being a
Peacemaker by inviting your ENTIRE SCHOOL
(grades 6-12 only) to Peace Day Ontario, the
MEGA Peace & Music Festival happening on
June 13, 2018 at the Paris Fairgrounds!
genuine
indie bands
fest ival fashion
t ransform at ional
inspiring speakers
back-t o-t he-land

SUMMARY
12 sim ple st eps t o becom ing a
PEACEMAKER
1. Register at peaceworks.tv
2. Form a group
3. Have a meeting to brainstorm
4. Connect with a Peace Club in an African school
5. Start a fund raising project
6. Collect MCC hygiene kit supplies
7. Multiply your effort with social media
8. Contact the media
9. Run a Peacemakers workshop
10.Mail cheques, including school and contact
info to: MCC Ontario, Suite 203, 50 Kent Ave,
Kitchener, Ontario N2G 3R1
11.Email photos to mail@peaceworks.tv
12.Organize buses to transport your entire school
(grades 6-12 only) to Peace Day Ontario, the
FREE peace & music festival happening on
Wednesday June 13, 2018, 11am-1pm at the
Paris Fairgrounds. Find a bus sponsor or
charge each student $5-$10 .

MERCHANDISE
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Adult sizes S - XL
$15 + $5 shipping
Tem porary Tat t oos
Size: 1/ 2" x 3"
3 for 75 cent s + $1 shipping
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Email orders to: mail@peaceworks.tv
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