A Teach Peace lesson from War Child. Explore the geography of conflict and the fact that many wars have common threads. Examine the impact of conflict and how it disproportionately affects children. Learners will build empathy with children affected by war by considering and researching the long-lasting effects on their lives. Citizenship and action | Literacy

This Teach Peace lesson from the Ecumenical Accompaniment Programme in Palestine and Israel (EAPPI) uses eyewitness case studies from human rights monitors. Learners will evaluate the human effects of conflict and Israel’s occupation of the West Bank and Gaza. The lesson approaches the issue with an ethos of principled impartiality.

in this Teach Peace lesson from the Civil Mediation Council, learners will find out what mediation is and the role it plays helping to resolve conflict in society. They will try out a simple example mediation, and consider the skills, knowledge and values a mediator needs. This lesson could be stand-alone a first step to deciding whether your school community could use peer mediators. Curriculum links, England Citizenship | GCSE (AQA) | 1. Citizenship skills, processes and methods | Understand the range of methods and approaches that can be used by governments, organisations, groups and individuals to address citizenship issues in society PSHE | KS3-4 | Relationships | Forming and maintaining respectful relationship | R19. to develop conflict management skills and strategies to reconcile after disagreements English Language | KS3 | speak confidently and effectively, including through: classroom discussion Citizenship | GCSE (AQA) | 2. Life in Modern Britain |UK role | How the UK has assisted in resolving international disputes and conflicts, and the range of methods used. Curriculum links, Scotland Health and wellbeing across learning | experience personal achievement and build my resilience and confidence Curriculum for Excellence: Effective contributors. | Literacy | Listening and Talking: | LIT 4-02aWhen I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking. Literacy | Listening and Talking: | LIT 4-09aWhen listening and talking with others for different purposes, I can:sum up ideas, issues, findings or conclusions. Curriculum links, Wales Cross-cutting theme | Human rights Cross-curricular skill | develop listening, reading, speaking and writing skills The four purposes | enterprising, creative contributors who: think creatively to reframe and solve problems

A Teach Peace Secondary lesson from West of Scotland Development Education Centre (WOSDEC). Explore Scotland’s connection with Nelson Mandela and feel empowered to take action on issues of importance to them today. Leaners will explore the context of apartheid South Africa and the life of Nelson Mandela and the Scottish anti-apartheid movement and practise speech-making as an awareness-raising tool. History & Society | Citizenship and action | Creative expression ** Curriculum for Excellence Scotland** Curriculum for Excellence: Responsible citizens | Curriculum for Excellence: multi-discipilinary learning levels 2-3 Social Studies | | SOC 3-01aI can use my knowledge of a historical period to interpret the evidence and present an informed view. Social Studies | develop my understanding of the principles of democracy and citizenship through experience of critical and independent thinking Social Studies | SOC 2-16b Z | I can gather and use information about forms of discrimination against people in societies and consider the impact this has on people’s lives. Literacy | Reading |LIT 2-15a | I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. Social Studies | SOC 3-05a | I can describe the factors contributing to a major social, political or economic change in the past and can assess the impact on people’s lives. Social Studies |SOC 3-06a | I can discuss the motives of those involved in a significant turning point in the past and assess the consequences it had then and since. Literacy | Reading |LIT 3-15a | I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate National Curriculum, England History | KS3 | challenges for Britain, Europe and the wider world 1901 to the present day | Britain’s place in the world since 1945 Citizenship | GCSE (AQA) | 2. Life in Modern Britain |Identity | The need for mutual respect and understanding in a diverse society   Citizenship | KS4 | human rights and international law History | KS4 | the ability to create their own structured accounts, including written narratives, descriptions and analyses. English Language | KS3 | giving short speeches and presentations… participating in formal debates and structured discussions… English Literature | KS4/GCSE | AO1 - Read, understand and respond to texts History | GCSE | Thematic studies, which can include war, peace and nonviolence “British Values” | Mutual respect and tolerance of different faiths and beliefs SMSC - Moral | | interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.’ Curriculum for Wales

In this lesson from the London Mining Network, learners will find out about a situation in which nonviolent direct action succeeded. This is the story of the successful nonviolent direct action taken by the Mirrar people and their allies against the Jabiluka uranium mine which was to be built on their ancestral land dangerously close to the Kakadu National Park in Northern Territory, Australia. Learners will carry out a guided group research project on the topic. Citizenship and action | Geography

Taking action for climate justice is a Teach Peace lesson from Quakers in Britain. People all around the world are taking action for climate justice. This lesson takes a close look at different challenges and approaches ranging from the Amazon’s indigenous defenders to divestment campaigners in Glasgow. Leaners will become expert in one case study and present it to their peers, evaluating diverse actions. Along the way, they will explore the data behind climate justice and concepts like the Global North and South and climate adaptation. Citizenship and action | Geography | History & Society | Talking and listening