1. Sheryl Lerm, Maneesha Peters, Fatima Rahmat, Victoria Robson, and Stephanie Taylor.

2. “If peace is both the destination and the journey then what we teach and how we teach it must not be separated in our preparations for working with pupils." - Patrick Whitaker, British educational advisor and former teacher

3. Peace education brings together multiple traditions of pedagogy, theories of education, and international initiatives for the advancement of human development through learning. It is fundamentally dynamic, interdisciplinary, and multicultural. Building on principles and practices that have evolved over time, responding to different historical circumstances, peace education aims to cultivate the knowledge, skills, and attitudes needed to achieve and sustain a global culture of peace. Understanding and transforming violence is central. United Nations Cyber School bus http://www0.un.org/cyberschoolbus/peace/frame3_2.htmhttp://www0.un.org/cyberschoolbus/peace/frame3_2.htm

4. The following diagram helps visualize the core relationship between violence and peace. Peace is understood not only as the absence of traditional forms of direct violence, but also as a positive presence. Educating for and about all aspects of peace constitutes peace education. Chart retrieved from:http://www.un.org/cyberschoolbus/peace/index.asp

5. In the classroom, peace education aims to develop skills, attitudes, and knowledge with co-operative and participatory learning methods and an environment of tolerance, care, and respect. Students are nurtured and empowered to take responsibility for their own growth and achievement while teachers care for the wellbeing of all students. The practice of peace education is an opportunity to promote the total welfare of students, advocate for their just and equitable treatment of youth, and promote individual and social responsibility for both educators and learners. Through pedagogy and social action, peace educators demonstrate that there are alternatives to violence. United Nations Cyber School bus http://www0.un.org/cyberschoolbus/peace/frame3_2.htmhttp://www0.un.org/cyberschoolbus/peace/frame3_2.htm

6. Peace Education does not teach students what to think, but rather how to think critically. In the process, its holistic and participatory approach may conflict with more traditional curriculum design or strict standards-based schooling. Peace education aims not to reproduce but to transform. It consists of people "consciously striving to educate their successors not for the existing state of affairs but so as to make possible a future better humanity." (John Dewey, Democracy and Education) And with this task comes significant challenges and opportunities for all involved. United Nations Cyber School bus http://www0.un.org/cyberschoolbus/peace/frame3_2.htmhttp://www0.un.org/cyberschoolbus/peace/frame3_2.htm

7. One way to meet the challenges of peace education is to build bridges of support among key participants. Just as learning takes place in a broader social context and not exclusively in schools or classrooms, so peace education relies on families, communities, and social networks to affect positive and lasting change. The notion "think globally, act locally" is central to educating for a culture of peace in that it links theory with practice, international issues to individual efforts. As a peace educator, you need not work alone. The international peace education community is active and growing through networks, publications, global campaigns, national initiatives, and international programs. Concerned citizens, educators and activists of all ages around the world are promoting and building peace through education. United Nations Cyber School bus http://www0.un.org/cyberschoolbus/peace/frame3_2.htmhttp://www0.un.org/cyberschoolbus/peace/frame3_2.htm

8. Grade 5: - Cluster 2 – Early European Colonization 5.2.3 Cultural Interaction in Early Canada 5.2.4 French-British Colonial Rivalry Grade 6: - Cluster 2 – An Emerging Nation (1914-1945) 6.2.1 World War I 6.2.4 World War II Grade 7: - Cluster 2 – Global Quality of Life 7.2.4 Power, Wealth and Justice Grade 8: - Cluster 3 – Ancient Societies Greece and Rome 8.3.4 Roman Empire

9. Province of Manitoba – Manitoba Healthy Schools http://www.gov.mb.ca/healthyschools/resources/scho olstaff/mentalhealth/conflict.html http://www.gov.mb.ca/healthyschools/resources/scho olstaff/mentalhealth/conflict.html United Nations Cyber School bus http://www0.un.org/cyberschoolbus/peace/frame3_2. htm http://www0.un.org/cyberschoolbus/peace/frame3_2. htm Peace Curricula and Classroom Resources (peace.ca) http://www.peace.ca/curricula.htmhttp://www.peace.ca/curricula.htm Conflict Resolution: Safe Schools – MECY (2005) http://www.edu.gov.mb.ca/k12/iru/library_publication s/bibliographies/conflict-2005-06.pdf http://www.edu.gov.mb.ca/k12/iru/library_publication s/bibliographies/conflict-2005-06.pdf