INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION

INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION:
A Teaching Guide
INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION:
A Teaching Guide
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Contents
PREFACE ........................................................................................................................... 1
MESSAGES ........................................................................................................................ 2
INTRODUCTION ............................................................................................................... 5
MODULE I: PEACE AND PEACE EDUCATION ................................................................... 13
MODULE II: SPIRITUALITY .............................................................................................. 23
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MODULE III: SOCIAL JUSTICE ........................................................................................ 32
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MODULE IV SUPPORTING NONVIOLENCE .................................................................... 49
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MODULE V STRENGTHENING HUMAN RIGHTS ............................................................ 77
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.............................................................................. 92
MODULE VI SUSTAINABLE DEVELOPMENT ................................................................... 97
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............................................................................... 98
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............................................................................ 104
MODULE VII SENSITIVITY ........................................................................................... 109
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MODULE VIII TEACHING PEACE .................................................................................. 129
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REFERENCES ................................................................................................................ 143
Preface
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Message from Jasmin Nario-Galace, Center for Peace
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What are we to do in the face of these various forms of violence? A former Catholic Pope summarized what we can do in
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Message from Ofelia L. Durante
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Dr. Ofelia L. Durante
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How to use the Guide
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However, the lesson plans are not rigid formats to be followed by the teacher,
but a guide for teachers to use in developing their own lessons. The lessons are examples which can be adapted,
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XIII
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Module
Module I:
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Lesson Title
Peace and Peace
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Module II:
Spirituality
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Module III:
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Values
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TNC
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Module IV:
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Nonviolence
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7
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Lesson 3: Women in
Peacebuilding
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Nonviolence, Gender
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UN S
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advocates
Module V:
Strengthening
Human Rights
Lesson 4: Understanding N
the Mindanao
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The Struggle of the
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Groups
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Women’s Rights
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Respect for human
nonviolence
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CEDAW RA
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Group discussion on
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Module VI:
Sustainable
Development
Lesson 2: Corporal
Punishment
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respect
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corporal punishment
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Footprints
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resources, environmental
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footprints
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and Small Group Discussion
Lesson 2: Resource
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for nature
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Module VII:
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Lesson 1: Challenging
prejudice, stereotyping
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inclusivity
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Small group discussion
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Enumerate ways of handling biases and prejudices in one’s daily life
Module VIII:
Teaching Peace
Lesson 2: Understanding Respect and solidarity
the Mindanao Armed
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Bangsamoro Struggle
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Mindanao
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Lesson 3: Indigenous
Peoples of Davao
Region: Cultural
Survival
Intercultural respect and
solidarity
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Lesson 1: Media
Literacy
Responsible consumerism,
empathy
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Analysis of video clips and
Lesson 2: Peace
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Strategies
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Dialogue, Values
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Empowerment
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Discuss the appropriate teaching strategies to illustrate each of the
pedagogical principles
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Peace Educator
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Paper dance and analysis of
video documentary
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indigenous peoples of the region
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the IPs of Region 11
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Role play
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Contents of the Manual
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XIII
Module I
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Module II
Spirituality
Module III
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Module IV
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Module VI
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Module VII
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Module VIII
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Lesson Format
Values:
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II VII
XIII
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Materials:
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Overview:
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Lesson Proper
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Discussion T
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Synthesis E
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References R
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STUDENT PORTFOLIO ON PEACE EDUCATION
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EDUCATION I
PORTFOLIO ON PEACE
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60%
30%
10%
100%
MODULE I P
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At the end of the lesson, the students should be able to:
Discuss the basic concepts of peace and violence
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Discuss a framework of
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Time:
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Overview
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has become so common that it is now considered a game played by state and non-state actors and poverty has been
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CPP NPA
MNLF
MILF
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populace.
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rights of the human person and the integrity of the environment create the impression of a country heading towards
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dismantling the culture of war;
living in harmony with the earth;
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UNESCO
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SPIRITUALITY C
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SOCIAL JUSTICE L
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SUPPORTING NONVIOLENCE D
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STRENGTHENING HUMAN RIGHTS P
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SUSTAINABLE DEVELOPMENT L
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SENSITIVITY I
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15
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(max. 70 minutes)
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C. Scanning
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Current
realities
E. Group Sharing and visioning
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Peaceful
World
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Discussion
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NOTE I
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A Parable
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Discussion
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Divide the class into 6 groups
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Discussion
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Synthesis
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UNESCO
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Annex: Handout (see next page)
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SPIRITUALITY C
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SOCIAL JUSTICE L
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SUPPORTING NONVIOLENCE D
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STRENGTHENING HUMAN RIGHTS P
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SUSTAINABLE DEVELOPMENT L
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SENSITIVITY I
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MODULE II: Spirituality
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Values S
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At the end of the lesson, the students should be able to:
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Materials:
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Overview
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The way we behave
The way we see ourselves
The way we are perceived
The way society treats us
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(max. 40 minutes)
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Discussion
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26
As people pursue the goal of inner peace, this will contribute to a more peaceful community. A peaceful person is
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“What will yo
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Look at me, you may think you see who I really am
But you’ll never know me.
Everyday, it’s as if I play a part
Now I see if I wear a mask, I can fool the world
But I cannot fool my heart.
(Chorus)
Who is that (man) I see
Staring straight back at me?
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Who I am inside?
I am now in a world where I have to hide my heart
And what I believe in.
But somehow I will show the world
What’s inside my heart and be loved for who I am.
Who is that (man) I see
Staring straight back at me?
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Someone I don’t know?
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That burns with a need to know the reason why
Why must we all conceal what we think, how we feel?
Must there be a secret me I’m forced to hide?
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Lesson 2: “Winning at All Costs”
Values C
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Materials:
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Overview
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As future peace educators, there is a need for students to prepare themselves in facing the challenges of providing
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Synthesis
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MODULE III S
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TNC
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TNC
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Lesson 1: Structural Violence
Values C
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Materials:
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Overview
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DVD
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Synthesis
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TNC
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TNC
Materials:
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Overview
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TNC
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TNC
TNC
MNC
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TNC T
TNC
GDP
TNC
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TNC
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GDP
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GDP
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TNC
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CARAGA
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Discussion
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Annex: Newspaper clippings on TNCs in the Philippines and Region XI (see next pages)
41
A
Bishops ask banana growers to stop aerial spraying
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DAVAO CITY, Philippines. Four members of the
Catholic Bishops Conference of the Philippines (CBCP)
have challenged the Pilipino Banana Growers and
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PBGEA
responsibility by stopping the aerial spraying of
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PBGEA
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Gaudencio Cardinal Rosales, described the aerial
spraying of chemicals by the country’s leading banana
exporter as an “immoral” act “that infringes upon
human health and dignity.”
Joining Rosales in this call are Auxiliary Bishops of
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CBCP
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MAAS C
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MAAS
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about 200,000 people in the provinces of Davao del
Sur, Davao del Norte, Compostela Valley and Davao
C
aerial spraying.
A study conducted by the Department of Health
(DOH) in Barangay the village of Camocaan in Hagonoy,
Davao del Sur, showed that 80 percent of the village
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and in the air and soil samples. We cannot allow their
people, especially the least of our brothers and sisters,
G
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from seeing dying crops and having contaminated
water.
The chemicals sprayed from the airplanes that you
use for your bananas indiscriminately expose the
I
We appeal to the goodness and wisdom of your
hearts to value the dignity of life and the integrity of
targets. Your professed corporate social responsibility
R
dated October 26, a copy of which was obtained by
the Philippine Daily Inquirer.
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MAAS
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for the city government to pass an ordinance banning
aerial spraying in the city.
The movement grew and the call to ban aerial
spraying snowballed across the Davao Region where
said.
In 2007, the city government of Davao passed an
ordinance banning aerial spraying. The decision was
PBGEA
local government of Davao to protect the people and
the environment from harm.
The PBGEA contested the decision before the Court
of Appeals in Cagayan de Oro. The appellate court
overturned the decision of the local court upholding
MAAS
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City ordinance banning aerial spraying.
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reserved. This material may not be published,
chemicals to protect their crops from pest.
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pineapple supplied to Dole are contract laborers and
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Dole and Del Monte, through their subsidiaries,
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rise.
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ILO
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CAFTA
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widespread increase in contract labor. Read ILRF’s
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Dole Philippines has been able to evade its
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pineapples are pressured into reducing costs to be able
S
A
J
43
A
Food prices up by 75% since 2000 - IBON
G
T
IBON
F
T
I
TNC
T
T
W
G
W
B
P
G
A
T
W
IBON
W
T
F
D
T
IFI
W
TNC
S
TNC
W
TNC
D
O
T
C
A
M
TNC
GMAN
IFI
W
TV
T
Source: GMANews. TV. 2008. Food prices up by
IBON O
T
food-prices-up-by-75-since-2000-ibon. (Accessed 3 July
44
A
M
S
Foreign environmentalists asked the government
Tuesday to impose a moratorium on mining to avoid
Mr. Goodland noted the mines development site
Catholic Bishops Conference of the Philippines (CBCP).
The London Working Group on Mining in the
Philippines unveiled here results of their study
conducted across six mining sites in the country, which
the local Catholic Church, academe, nongovernmental
The study was conducted at mining sites in Midsalip,
Zamboanga del Sur; Libay, Zamboanga del Norte,
Tampakan, South Cotabato; Pujada Bay, Davao Oriental;
Victoria, Mindoro and Sibuyan Island, Romblon.
M
environment problems jeopardizing food security and
book Philippines: Mining or Food, authored by Clive
Wicks and Robert Goodland, said. The book will be
launched on Feb. 4 in Manila.
Mr. Goodland, a former World Bank environment
stance.
“[To avert this rice crisis] the government should
H
P
was rooted in the failure of the government to maintain
the health of its agricultural sector.
In an interview with BusinessWorld at the sidelines,
M G
S
M
I
area.
“Open-pit mining is terrifying, especially that the
mining area sits in an earthquake fault. The oceans
surrounding the mining area will be in danger
Lake Buluan, an important source of livelihood for
the Moro-dominated town of Buluan in Maguindanao
province.
“Forget Lake Buluan [in the long-term] once the
D
E
V
P
A
I
C
D
separate interview.
Mr. de Vera presented a map showing the watershed
areas within and outside the mines development site of
S
The map showed Lake Buluan that serves as
catchment of water coming down from the mountains of
T
mines site, he said.
Last month, the CBCP, through its president, Jaro
Archbishop Angel Lagdameo, has asked the government
sake of the environment, livelihood and food security in
the country.
N
E
Filipino depends on the environment. Because of the
threats against these fragile resources, our lives and
M L
U
S
L
The Chamber of Mines of the Philippines has said the
CBCP
Mining has been one of the investment sectors
crisis.
But investments in the sector have been slow due
to issues on ancestral land ownership claims of tribal
Source: Sarmiento, Romer S. 2009. Moratorium on
said.
S
X
NL
B
C
A
I
W
R
A
J
45
A
Militants to Aquino: Don’t give Filipinos false hopes about jobs
A
N
P
A
B
S
P
III
U
T
P
U
S
US A
M
P
H
H
M
M
E
MNC
P
A
TNC
H
M A
I
M P
M
J
P
E
L
C
CBCP
A
M
B
ME
E
C
B
M
B
A
V
C
US P
A
B
F
O
A
II
I
VFA B
O
M
W
W
A
C
US
I
TNC
M
C
MNC
T
P
VFA
RP
US
C
P
M
R
R
J
B
W
M A
VFA
P
E
H
Source: GMANews.TV. 2010. Militants to Aquino: Don’t
give Filipinos false hopes about jobs. 28 September.
P
A
46
A
J
A
A
P
TNC
C
P
A
W
N
N P
D
P
N
P
D
K
A
P
T
M
D Q
M
V
A
M
M
A
P
P
PAN AP
A
P
C
B
A
B
R
N
P
C
S
R
T
T
D
C
P
A
R
Q
E
L
RESIST
A
P
P
TNC
C
W
R
PAN P
P
U
N
D
N P
D
S
D Q
L
D
C
L
L
D
T
A
A
J
D
S
T NGO M
S
A
MASIPAG
C
D
T
K
K
P
P
U
N
GMO
GMO
P
M
H
D
PAN AP
N
D
D
W
N
N P
D
B
I
B
U
F
S
C
T
D
I
C
C
J
B
C
AMS F
C
V
D
P
D
S
T
P
I
D
I
L
A
T
T
C
M
F
FS D
F
C
G
O
S
G
P
D
D
A
P
S
P
I
T
K
M
T
C
C
M
D
T
I
C
J
B
I
M
E
F
U
P
I
A
C
A
C
B
S
D
C
D
A
D
C
R
S
NGO
S
PAN B
N
C
D
S
A
P
A
TNC
N
P
P
T
A
W
P
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J
47
A
CHR
S
B F
A C
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BUTUAN CITY—The Commission on Human Rights
(CHR) has formed a team to look into reported
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L
A
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N
C
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T
CHR
R
I
CHR
P
D
G
I
P
S
I
CHR
I
T
S
H
I
CHR
R
O M
T
S
C
S
I
S
S
N
S
T
G
S
M
M
C
C
M
T
O
C
M
D
G
M
S
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P
M
M
C
C
T
proper enforcement of this consent mechanism during
O
G
I
U
C
FPIC
T
T
T
Tricom also alleged that the said mining companies
C
S
C
N
S
M
C
G
C
FPIC
H
NCIP
NCIP
S
FPIC
A
A
B
O
S
E
E
A
48
R
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NCIP
J
MODULE IV S
T
N
I
A
contexts.
Through this module, learners are also guided to recognize the prevailing culture of war and examine the symbols of
violence being faced in their daily lives through the media and internet.
L
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I
cyberviolence in their own contexts. Through the lesson, it is hoped that students will learn to be more responsible in
L
T
A
Lesson 1: Challenging Cyberviolence
Values: Responsible use of the internet and social media, nonviolence
O
At the end of the lesson, the students should be able to:
I
A
L
Materials:
W
M
T
Overview
SNS
F
M S
T
L
T
I
O
SNS
M
R
P
G
A
S
N
P
B
A
P
S
M
S
S
P
I
S
S
C
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SMS
I
C
50
T
I
C
O
D
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W
C
P
C
H
S
F
H
C
C
D
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V
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M
C
S
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C
H
S
F
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T
T
C
P
O S
A N
A
S
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B N
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H
A
B N
T A
R
I
A
C
P
A
S
Q
I
T
F
P
T
H
R
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A
B
A
I
F
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I
ABS CBN N
S
GMA N
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N
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51
While Social Networking connects people, brings people together and make the world within reach by everyone, it can
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Ac
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E
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Discussion
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52
A
D
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(max. 20 minutes)
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M
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C
P
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S
E
Discussion
H
W
W
W
A
I
A
C
(max. 60 minutes)
A
T
F
D
PC
M
I
FB
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FB
FB
JOIN
T
I F
T
LIKE
T
A
H
53
Synthesis
S
A
S
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S
B
I
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T
C
A
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F
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G
T
A
A
54
C
R
A N
DVD
P
A
C
I
P
A
I
F
T
U
C
P
S
Y
R
P
A
M
T
C
T
Y
I
U
C
P
A
S
O
T
T
I
I
M
A
I
A
N
U
A
S
S
A
M S
L
M
P
C
M
I
F
I
R
C
P
F
T
S
N
S
could get arrested.
I
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L
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A
P
C
JJ D
T
V
U
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P
A
D
K
S
B
S
Y
S
I
IK
W
Y
P
S
A
I
A I
A
H
R
W
HRW A
T
P
A
M
I
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F
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F
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L
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U
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C
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F
55
H
I
I
I
I
A
R
D
G
I
S
C
P
Y
I
I
I
I
B
I
A
C
R
A
M S
M
S
W
A
H
S
C
P
A
A
D
J
N
I
DOJ
DOJ
I
฀
I
W
S
A
56
J
III
Lesson 2: Let’s Talk
Values: Forgiveness, nonviolence
O
At the end of the lesson, the students should be able to:
C
S
D
A
S
Materials:
P
H
T
Overview
C
C
R
C
W
A
T
C
I
I
I
V
I
C
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M
S
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I
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G
T
57
A
F
A
U
A
Dialogue. A
I
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T
N
N
C
F
W
M
I
A
A
H
58
Peace table
I
T
P
I
I
O
C
C
T
P
T
A
I
A
T
T
A
P
S
P
T
P
T
T
T
U
P
T
T
B
D
P
F
P
T
P
T
S
C
O
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S
S
O
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E
P
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S
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F
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B
D I
E
E
A
59
A
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(max. 15 minutes)
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E
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R
A
P
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(max. 45 minutes)
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M
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Discussion
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60
W
Synthesis
The teacher distributes the handouts and synthesizes the lesson emphasizing the following points:
C
C
F
A
S
S
I
the classroom
C
A
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T
are some possible answers:
S
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Annexes: Handouts (see next pages)
61
B
A
U
A
A
L
E
A
W
A
L
I
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A
A
Paraphrasing
D
Dialogue. A
I
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T
N
N
C
F
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M
I
A
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H
62
Peace Table
S
P
T
P
T
T
U
P
T
T
B
D
P
F
P
T
S
C
P
O
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T
S
O
E
S
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P
S
T
W
S
F
B
S
F
D I
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E
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63
Lesson 3: Women in Peacebuilding
Values R
O
At the end of the lesson, the students should be able to:
P
E
C
R
W
P
S
D
M
Materials:
LCD
N
A
UN S
P
MEME NA MINDANAW
DQQR AF I
C
S
W
C
C
P
D
R
F
P
S
Overview
C
P
P
M
M
GNWP
CPE
T
D
B
WEA
W
E
C
M
ZFD
A
B
W
T
T
P
A
GNWP
H
M
CPE
S
M
T
64
P
U
N
T
UN S
C
R
P
N
A
P
NAP
A
U
T
N
S
C
R
R
A
P
NGO
R
F
S
NGO
R
I
CARHRIHL
W
UNSCR
P
W
T
P
C
P
A
NAP OPAPP
O
T
P
C
W
P
NAP
IWTC
N
OPAPP
O
C
NAP
I
UNSCR
I
I
r
OPAPP
T
P
P
P
P
NAP C
UNSCR
G
A
P
D
P
UNSCR
CSO
OPAPP
F
A
P
N
P
NAP
65
A
V
S
M
(5 minutes)
M
Discussion
A
W
F
W
M
H
P
C
A
O
S
WEA
ZFD
W
C
D
C
N
B
C
C
N
B
C
C
N
D
J
S
W
C
A
R
P
N
AD
F
S
M
T
COMIPPA T
W
R
B
C
I
P
C
C
T
P
D
A
T
W
W
W
C
O
W
A
P
Synthesis
I
A
B
W
D
M
I
B
I
66
B
F
A
T
U
R
UN SCR
M
R
G
S
N
S
C
R
C
UN S
G
M
S
related areas:
P
G
P
G
T
P
UN
N
A
P
UNSCR
P
E
P
C
F
A
P
N
P
NAP
O
K
C
A
A
E
T
L
P
UNSCR
P
N
A
P
Annexes. Cases of Women Empowerment in Peacebuilding
67
Case No. 1: The Bangsamoro Context
S
A
U
B
C
W
N
V
M
P
F
C
S
W
E
N
S
P
P
UNSCR
P
O
I
S
C
D
M
L
C
N
O
A
H
C
W
I
B
M
A
T
M
ZFD
B
C
WE A
I
B
I
T
B
T
T
B
F
I
B
B
W
I
W
T
B
M
T
T
B
T
ARMM
T
G
F
F
I
B
F
GPH
MILF
F
A
M
FAB
B
B
T
B
A
F
B
D
F
B
B
T
...please , next page.
68
T
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L
S
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M
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E
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GPH MILF
69
Case No. 2: The Indigenous Peoples’ Context
B
P
I
C
M
P
I
S
A
P
C
M
M
F
IP
M
IP
M
A
R
S
A
P
R
NP
I
M
N
J
T
T
C
M
I
P
P
A
B
C
COMIPPA
C
T
P
T
T
I
P
IP
T
N
A
T
P
UNSCR
IP
IP
T
IP
M
A
H
F
M
T
IP
A
COMIPA
IP
QRT
T
NPA LGU
M
I
IP
IP T
T
U
70
T
T
IP
A
S
A
S
I
CPP NPA NDF
I
P
M
G
COMIPPA
M
COMIPPA
IP
M
T
IP
T
H
E
S
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71
C
N
W
R
C
T
nd Peacebuilding
Darwisa Jakiramis a midwife by profession and a Barangay Captain from Sulu who
is also a member of Tumikang Sama-sama (TSS), a group of 18 mediators composed
of both men and women coming from the MNLF and other barangay leaders situated in
Who are the women? Women are the mothers, sisters, aunts, bearers of life and
T
G
J
I
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W
A
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J
S
M
J
A
F
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C
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E
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A
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S
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G
I
72
Lesson 4: Under
T S
M
R
A
A
C
G
Values N
O
A
D
I
D
C
Materials:
W
LCD
A J
M
I
O
P
N
P
A
T
A J
F
CE L FKY IM
W
Overview
M
M
S
M
T
M
M
M
H
M
C
P
P
CPP
N
P
A
NPA
I
A
AFP
L
M
CPP NPA
V
S
T
CPP NPA
I
S
M
I
T
NPA
CPP
N
D
F
NDF
S
I J
M
M
M
H
M
I
F
HDN
U
S
M
H
N
Q
R
W
W
II
OPAPP
R
H
T
73
HDN
T
CPP NPA NDF
H
T
M
T
M
O
T
P
C
A
S
T
HDN
E
CARHRIHL
I
CARHRIHL
IHL
I A
CPP NPA
NDF
US
HDN
J
A
M
GPH
S
A
GPH NDF
I F
O
N
OPAPP
R
O
P
A
P
P
OPAPP S
T
D
T
S
T
A
OPAPP
I
GPH RPM M
T
T
I
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S
74
A P
A
Before the actual conduct of the class, invite the students to form groups of 6 students and let them research, discuss, and
L
W
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W
W
W
W
C
NGO
A
L
I
N
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L
Discussion guide in processing the short video documentaries
P
W
D
H
W
D
75
Synthesis
A
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I
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R
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O
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76
GPH NPA CPP NDF
MODULE V: Strengthening Human Rights
T
T
U
D
H
R
A
V
S
T
Lesson 1
S
T
Lesson 2
I
T
F
A
I
Lesson 1: Upholding Women’s Rights
Values: Respect for human rights, gender equality, nonviolence
O
At the end of the lesson, the students should be able to:
C
W
R
C
D
S
A
R
CEDAW RA
A
VAWC A
Materials:
N
W
M
S
Overview
U
H
I
R
U
A
W
I
T
F
I
R
XI
P
D
D
I
J
D S
I
I
D
S
W
D
DSWD R
X
T
T
C
B
T
E
R
U
D
A
CEDAW
I
N
I
D
UN G
E
A
W
T
T
78
W
V
A
(b) The right to equality;
(c) The right to liberty and security of person;
T
T
T
T
(h) The right not to be subjected to torture, or other cruel, inhuman or degrading treatment or
punishment.”
I
P
A
V
A
W
T
C
A
RA
I
T
R
A
F
W
A
I
A
C
V
A
C
N
P
A
T
T
M
H
S
T
E
T
W
W
W
W
W
A
W
N
C
C
S
W
A
E
79
Discussion
A
D
D
W
H
W
W
I
I
A
Synthesis
S
T
I
D
S
H
M
R
W
O
F
CEDAW RA
D
W
C
C
C
A
E
T
S
E
T
Annexes (see next pages)
A
H
A
80
R
A
H
R
U
N
CEDAW
C
E
D
A
W
A
W
T
T
T
T
T
T
T
T
T
R
S
A
N
A
V
A
W
T
C
A
RA
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F
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A
V
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81
Women Development Code of Davao City (City Ordinance No. 5004)
SECTION D
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D
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D
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G
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A
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G
D
C
TO ATTAIN THE FOREGOING POLICY
T
O
D
RA
A
W
D
D
A L
N
B
A
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82
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FOURTEEN YEARS ago, on March 29, 1996, Karen
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(The decision is referred to as CEDAW/C/46/D/18/2008
UN O
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E
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THAT
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83
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The Many Faces of Corazon as a Woman
H
50 year-old Corazon (not her real name) is a mother
of six. Three of them are already married while the
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Corazon as a Worker
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visitors.
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84
Corazon as a Woman
For 16 years, Corazon endured her work since it is her
only way to feed her children. She shared that her
income was never enough for her family. “Kulang gyud
ang kita labi na kay dili manghatag ang akong bana
sa galastuhan sa balay” (My income was always not
enough as my husband never helps in my family’s daily
expenses).
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had to leave their home for a while but she eventually
went back because of her children.
Corazon as a Fighter
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oppression experienced by majority of Filipino women.
Just like Corazon, most Filipino women are being denied
of their rights to stable and decent job.
Women rights are not only violated in the workplace
M
by the Integrated Gender and Development Division
(IGDD) is economic abuse (71 percent) and followed
by physical abuse (10 percent). The need to provide for
their families, forces women to work even in companies
which policies are oppressive and the nature of work is
O
C
of the women’s courage to resist oppressive work
I
The women workers and the rests of the workers
of Superstar will inevitably stand united against the
company’s management and further push humane and
pro-worker policies.
Source: Women Studies and Resource CenterSouthern Mindanao Region. 2011. The Many Faces of
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85
A
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NGO
A
IWD
AFRIM
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F
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P P
T
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S
areas.
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R
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ARMM
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AFRIM
A
A
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HIV AIDS W
IWD
E
T
N
F
E
IWD
Y
USA
G
T
A
M
M
ARMM
C
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M
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I
NPA
A
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AFRIM
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86
AFRIM
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U
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DAVAO CITY (MindaNews/03 October) — Unspeakable
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of this permit to submit themselves to smear tests to
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Ampog said her group used to ask the government to
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I D
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GRO
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because of the tacit belief among most people that the
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and health checkups twice a month to keep their pink
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I D
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I
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FIES
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Lacorte/MindaNews)
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87
A
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B INA ALLECO R SILVERIO B
2013
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CWR
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NDRRMC
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CWR
R
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NDRRMC
CWR
P
E
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I
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B
NDRRMC
V
F
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J
P
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F
L
NDRRMC
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C
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CWR
F
F
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O F
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A
F
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N
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CWR
N
O
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88
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2 Region. Two were killed, and 6,000 families were
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E
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E
U
N
M
D
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A
UN
N
P
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UNEP
A
I
UN E
A
A
E
I
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O
89
A
Women IDPs who became migrant workers
%E2%80%93-cwr/ . Accessed June 6, 2013
Melan Tumbi, was born on August 2, 1972 and has
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Salibo town in Maguindanao,a nd got married there at
S
B
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P
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Q
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Source: Mindanao Migrants Center for Empowering
A
MMCEAI
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Camps in Mindanao
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90
K
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Returning women migrant workers who became displaced
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Warda Antao, 24 or Makir, Sinsuat, Maguindanao,
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E
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I J
I D
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A
Source: Mindanao Migrants Center for Empowering
A
MMCEAI
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Camps in Mindanao
91
Lesson 2: Corporal Punishment
Values N
O
A
R
A
D
Materials:
W
M
Overview
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H
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A
UN C
R
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E
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N
T
UNICEF
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UNICEF
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92
faces two college students for not complying with a class requirement (TV Patrol, June 26, 2012).
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the school disciplinary system.
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UK
P
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S
Children, 2008)
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UP PGH CPU
UP P
G
H
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B
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V
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WHO
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H
A
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N
cruel acts.
AH
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A
N
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S
2011)
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93
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(max. 60 minutes)
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Q
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Discussion
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Synthesis
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UN
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95
96
MODULE VI: Sustainable Development
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Lesson 1: Ecological Footprints
Values: Equitable sharing of resources, environmental concern, simple lifestyle
O
At the end of the lesson, the students should be able to:
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Materials:
W
P
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Overview
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98
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APCEIU
G
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E
N
G
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U
N
T
E
WWF
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O
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US A
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99
A
Q
PLEASE NOTE T
BEFORE
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Food
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Travel:
H
Housing:
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Discussion
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100
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Synthesis
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U D
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Annexes: (see next pages)
101
Annex 1:
ECOLOGICAL FOOTPRINT QUIZ (adopted from Fien, 2004)
ECOLOGICAL FOOTPRINT QUIZ
H
F
lifestyle.
E
Food:
How much meat do you eat?
Vegetarian (no meat)
Meat (1-4 days a week)
Meat almost everyday
----------------
1
2
3
How much food is wasted in your homes?
Most are eaten
Occasional wastage
Uneaten food thrown away almost daily
-------------------
1
2
3
Where does your food come from?
Grown at home or from local market
Local produce from supermarket
Mostly imported food from supermarket
----------------------
1
2
3
How far does your family travel each week?
Less than 100 km per week
100-300 km per week
Over 300km per week
----------------------
1
2
3
How do you travel to school
On foot
Public transport
Car
----------------------
1
2
3
-------------------------
1
2
3
-------------------------
1
2
3
----------------------
1
2
3
Travel:
Does your family have a car?
No
Small one
Large car
Housing:
How big is your house?
Small (1-2 rooms)
Medium (4-7 rooms)
Large (over 7 rooms)
What power source does your house have?
Solar/wind grid
Electricity
Wood/coal
102
How much electricity does your house hold use?
0-P3000 per month
P3000-P6,000 per month
Over P6,000 per month
-------------------------
1
2
3
How much water does your household use?
700 ltrs or less per day
700 – 1200 litrs per day
Over 1200 ltrs [per day
----------------------
1
2
3
D
A
S
N
----------------------
1
2
3
H
Small (less than 2 children)
Medium (2-4 children)
L
----------------------
1
2
3
N
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Annex 2. What your grand total means:
Less than 16
Y
E
W
17 to 30
Y
E
Over 30
L
I
like this, we would need several more
E
103
L
R
E
Values: Care for the Earth, respect for nature
O
At the end of the lesson, the students should be able to:
D
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Materials:
C
CD
P
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Overview
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NGO
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104
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Discussion
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105
Synthesis
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Assignment
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The Four Laws of Ecology
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G S
B
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I N S
Handouts: Song Lyrics
106
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Lyrics: “Magkaugnay” (Joey Ayala)
Lupa, laot, langit ay magkaugnay
Hayop, halaman, tao ay magkaugnay
CHORUS
Ang lahat ng bagay ay magkaugnay
Magkaugnay ang lahat
Tayo ay nakasakay sa mundong naglalakbay
Sa gitna ng kalawakan
Umiikot sa bituin na nagbibigay-buhay
S
Lyrics: “Masdan mo ang Kapaligiran”
(Asin)
Wala ka bang napapansin sa iyong mga kapaligiran?
K
Refrain 1:
Hindi na masama ang pagunlad at malayo-layo na rin
dagat
D
A
S
pumanaw man,
[Repeat CHORUS]
Iisang pinagmulan
I
Kamag-anak at katribo ang lahat ng narito
Sa lupa, sa laot at sa langit
[Repeat CHORUS]
[Repeat 1st stanza]
[Repeat CHORUS]
Refrain 2:
Mayron lang akong hinihiling sa aking pagpanaw sana
ay tagulan
Gitara ko ay aking dadalhin upang sa ulap na lang tayo
magkantahan
Refrain 3:
Ang mga batang ngayon lang isinilang may hangin pa
M
kayang lalanguyan?
Refrain 4:
B
kapaligiran
Hindi na masama ang pagunlad kung hindi nakakasira
ng kalikasan
D
madadapuan
M
Refrain 5:
Lahat ng bagay na narito sa lupa biyayang galing sa
Diyos
K
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107
108
MODULE VII S
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B
I
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Values A
O
A
R
I
E
Materials and Equipment:
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Overview
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APCEIU
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U
110
P
In the context of Region XI, it can be noted that policies and programs of the Local Government of Davao City to address
exclusion of marginalized sectors such as women and children, indigenous peoples, and Muslims are in existence.
D
public service, among others. These include the following:
W
D
C
D
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T
D
C LGU
GAD
LGU D
C T
T
M
T W
D
C
D
C
T
I
C
G
M
D
D
IGDD T
IGDD
W
O
D
D
C
C
D
C
A
URL
D
M
T LGU
the Moro and Lumad tribes being represented in the city such as Bagobo, Tagabawa, Kalagan, Clata, Maranao,
M
T
T
LGU
designing programs for their own people.
T
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O
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appreciate cultural diversity, and promote inclusiveness.
111
A
S
G
D
(max. 50 minutes)
Divide the students into groups with 4-5 members in each group.
I
E
B
A
L
Discussion
P
H
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W
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I
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A
arious indigenous peoples in the region.
Synthesis
S
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G
U
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Y
T
Y
112
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IP
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IP
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Annexes for handouts (see next pages)
113
Annex 1. Types of Prejudice
In the previous decades, racism has been the most popular form of prejudice especially in other countries. However,
T
T
< Sexism -
of their sex (Mcginnis & Oehlberg, 1991).
< Heterosexism < Classism
L
< Linguicism
language groups (Chen-Hayes, Chen and Athar, n.d)
< Ageism
T
< “Looksism”
N
G
< Religious intolerance - prejudice against those who are followers of religion other than one’s own
(Source: Castro and Galace, 2008)
114
A
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A
A
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O
O
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A O
115
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S
A
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C
Values: Respect and solidarity
O
At the end of the lesson, the students should be able to:
T
B
D
B
S
M
Materials and Equipment:
LCD
A
V
M
FS X W
W
M
C
V
M
A
Z L
P
DVD
M
Overview
D
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M
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M
I
L
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M
F
R
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B
B
I
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M
B
A
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P
S
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K
I
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S
A
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P
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I
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B
R
B
K
B
B
P
M
116
S
N
L
R
F
MNLF
T
B
T
T
T
A
P
G
I
A
MNLF
P
F
P
A
M
R
MNLF
MNLF
P
M
M
H
MILF
OPAPP
MILF
B
B
K
OPAPP
P
T
T
MILF
MILF
I
GPH MILF
T
A
A
T
I A
D
P
P
GPH MILF
T
B
MOA AD
GPH MILF
B
ARMM
N
G
T
F
A
GPH MILF
FAB
O
A
B
B
OPAPP
R
M
T
B
T
OPAPP S
F
T
D
MILF
GPH MILF
M
GPH
MILF
T
B
I F
T
C
B
A
FAB
M
T
C
B
I
T
B
C
OPAPP
TC I
FAB
GPH
MILF
L
FAB
C
A
B
F
T
GPH
OPAPP
H
M
GPH
C
M
C
S
OPAPP
O
117
A
P
D
(max. 10 minutes)
Engage the students in a paper dance game.
P
manila paper at the center of the class.
L
C
A
P
let them all stand on the paper.
T
L
W
T
T
Discussion
W
R
T
M
W
M
H
O
C
A
V
M
(max. 50 minutes)
L
M
V
B
M
V
P
P
T
A
W
H
B
M
R
XI
C
M
GPH MILF
A
C
M
B
T
Discussion
P
W
B
W
B
I
W
H
118
M
M
Synthesis
S
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L
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T
M
B
T
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M
F
O
I
M
C
A
A
B
S
T
B
T
B
M
T
GPH MILF
119
Lesson 3: Indigenous Peoples of Davao Region: Cultural Survival
Values: intercultural respect and solidarity
O
At the end of the lesson, the students should be able to:
D
D
P
M
IP
IP
R
IP
Materials:
R
W
IP
M
M
Overview
M
I
T
C
M
I
T
I
P
IP
A
D
A
B
T
B
T
V
M
D
M
D
N
T
T
M
B
T
G
O
B
M
T
N
A
M
S
A
C
D
V
M
I
G
K
T
D
M
O
W
D
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M
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120
M
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A
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D
As with most indigenous tribes anywhere else in the world, the Indigenous People of Region XI face the constant struggle
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Discussion
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Annexes: Readings for handouts (see next pages)
122
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Reading 1.
Understanding the Lumad: A Closer Look at a Misunderstood Culture
(an excerpt)
T
into the Lumad culture. It celebrates the Lumads’ right
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In the Philippines, laws like the Indigenous Peoples
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A
IPRA
“immemorial” and who have retained their customs and
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recounted the story told to her by her mother and her
ground around the daraga (maiden) crumbled, leaving
untouched the place where she was seated. That was
how the mountain “Kandaraga” came to be called. Babo
F
rock, shaped like a chair, stood. It was the rock where the
maiden sat when everything else around her crumbled.
“She must have been our great, great grandmother,”
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Visayas, which started in the Spanish period and has
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SILDAP SE
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the people below. Through the years, the Lumad have
newcomers have given rise to long standing biases and
misunderstandings.
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their ancestral lands.
But up to this day, the Lumad are not only driven away
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dagmay (woven abaca cloth).
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Lumad that a non-Lumad needs to understand, says
A
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SILDAP SE A
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horror how an academic researcher had “desecrated”
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Ironically, though, the places where the Lumad live
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Reading 2.
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The Ata Manobo is one of the three tribes living in the
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site.
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BINOTOK
125
Reading 3.
Tribes from Mindanao, the Bagobo, the New People
The mountainous region between the upper Pulangi
and Davao rivers is the homeland of the Upland Bagobo,
the coastal Bagobo once lived in the hills south and east
of Mount Apo, where according a legend, their supreme
god and common ancestor Apo Sandawa ruled as God.
Mount Apo is the Bagobo ancestral domain and their
sacred place of worship.
T
Anitos, spirits, which include deceased ancestors and
nature-spirits or diwatas, who could grant their desire
T
of innumerable gimokods (spirits) who have to be
shown respect. The Bagobo also believe in a supreme
being who inhabits the sky world, as well as a deity, a
supernatural immortal being who will brings sickness
and death to incestuous couples. The principal Spirit
is the great creator named Eugpamolak Manobo or
Manama.
The knowledge of spirits and ancient legends resides in
tell story of Tuwaang, a brave and strong warrior with
O
Tuwaang and a giant from the land of Pinanggayungan.
A
B
S
giant of Pangumanon came across Tuwaang who was
T
for the maiden, the giant used his magical powers and
T
H
126
this ordeal by using his own magical ability and call the
T
include healing, they are also skilled as weavers.The
women weave abaca cloths with earthly tones, heavily
T
T
became a Bagobo symbol. It is not rare that the heavily
ornamented Bagobo are considered the most colourful
people of the Philippines.
Some Bagobo people have abandoned their tribal
roots and embraced modern life, but most of the tribe’s
T
colorful costumes and play their ritual music with gongs
and kulintang, they dance their indigenous dances,
stomping their feet on the ground and sing their harvest
rituals in solemn chants. They will pass on their skills
and knowledge to preserve their living, ethnic culture,
to come.
S
Reading 4.
R
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P
S
COMPOSTELA VALLEY, Philippines, 28 January
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US
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Religion and indigenous peoples
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Rituals and knowledge transfer
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PCP II
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PCP II
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127
In fact, Ponciano Tandica—an elder in Maduao,
Concepcion in Maco town, Compostela Valley
Province—acknowledged how some Catholic priests
between and among Mindanao’s lumad or indigenous
peoples in recent years.
B
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C
of worship and our balyan’s ways of healing as ‘works
S
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us to destroy all materials such as jars, drums and other
musical instruments, which we use for our worship
S
Reading 5.
Uphold Indigenous Peoples’ Rights, Stop Development Aggression (an excerpt)
While the world commemorates the 60th anniversary
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Filipino people, especially the Indigenous Peoples and
the rural poor have yet to realize their worth as humans
A
their fundamental rights.
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neglected, underserved and undeveloped. Worse, their
by
large-scale
mining
interests,
agro-industrial
W
them dearly in terms of lives lost and rights violated.
T
indigenous peoples and the rural poor can expect
the environment and their culture. The indigenous
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evicted from their homes to make way for mining
projects, are currently locked in an uphill struggle to
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that one day, they may lose what remains of their
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business over community interests plan the immediate
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of the Mindanao Indigenous Peoples Council for Peace
D
MIPCPD
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TFG
between indigenous groups and between the IPs and
their support groups.
We reiterate our call for an immediate stop to
development aggression – large scale mining, agrocaused community division, strings of human rights
abuses, harassment and killing, and irreparable damage
to the environment.
We join the rest of human rights advocates and
even as we pledge our faith in the genuine movement
society.
S
Daguma Coal Mining Project.
T
would mean more indigenous peoples displaced and
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128
B
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MODULE VIII: Teaching Peace
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his module will seek to develop understanding among the students of both the pedagogical frameworks and
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Lesson 1: Media Literacy
Values: Responsible consumerism, empathy
O
At the end of the lesson, the students should be able to:
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Materials:
LCD
UNICEF
D
Overview
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X
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JQC
R Z
O MX JG
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What Media Literacy is NOT:
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NOT
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฀
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UNICEF
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UNICEF
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UNICEF
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Discussion
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Synthesis
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TV
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Q
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Group Work
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133
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At the end of the lesson, the students should be able to:
E
D
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Materials:
W
P
M
Overview
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H
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F
B
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A
F
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F
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134
Dialogue
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Discussion
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Synthesis
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UNICEF
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136
C
Opinion Poll. Students give their own opinions on a series of statements or principles that are neither
“right” or “wrong” in order to explore peoples’ values and opinions on an issue.
z S
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zP
A
in a poster or mural.
z P
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z F
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z
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TV
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strategies of teaching
W
peace issue.
Annex: Handouts (see next pages)
137
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1. Holism
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3. Dialogue
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Small Group Work. M
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or mural.
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TV
.
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139
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Q
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Materials needed:
M
P
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Overview
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140
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R P P
(max. 60 minutes)
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Discussion
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Synthesis
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141
Q
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(Vision) Sees things/events as wonderful as they can be and not as they are and strives to create change toward
a peaceful future.
V
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bringing about societal change.
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the learners.
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142
P
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References
Module I
B
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L
C
P
G
M
C
I
E
I
J
T
S H
C
S H
G
S H
T
T
J
C
E
AP
J
P
I
C
P
Q
C
C
M
C
P
P
P
C
F
R
A E
J
C
P
I
J
I
U
V
U
C
H
P
S H
C
B
VF
Online Resources
D
C
T
P
P
N
C
P
E
T
P
VF
C
P
E
S
L
A
P
P
A
E
Q
C
P
J
AT
M
P
C
COPPCIA PDF
P
KP SS P
P
C
A
I
P
W
J
A
P
P
Module II, Lesson 1
B
P
M
T
P
P
S H
V
N
C
VF
Online Resources
B
C
S
T
C
C
C
P
P
N
P
Q
A
W
C
B
P
S
J
A
A
D
D
Y
S
V
S
S
P
P
H
C
D
C
T
C
P
A
Module II, Lesson 2
B
P
T
W
T
P
W
L
T
D
S H
C
VF
P
S H
C
H
VF
P
C
Q
C
N
P
P
H
T
P
Online Resources
C
G
J
K
A
M
J MD
P
C
S
N C
S
A
T
C P D
C
C
P
H
A
T
C
B
S
Q
L
A
Y
S
P
C
S
R
P
A
J
A
J
143
Module III, Lesson 1
B
P
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Alternate Forum for Research in Mindanao. (2009). Toward a Unifying Mindanao People’s Agenda for Peace and
Development. Mindanao Focus, 2.
Mindanao Peaceweavers (2010). Towards a Mindanao People’s Peace Agenda.
S
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E
P
F
U
T S H
F
R
A E
J
T
C
P
I
J
C
I
Online Resources
B
A
L
S
S
P
N
A
S
D N
S
A
J
S
C
A
J
B
V
A
NSCB
J
T
T
P
P
J
Module III, Lesson 2
Online Resources
B
R
C
C
F
A
CHR
J
S
I
J
E
GMAN
TV
F
IBON O
M
S
I
A
GMA N
F
O
A
GMA N
J
O
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F
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W
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C
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A
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D
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U
A
J
P
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J
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D
J
J
L
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A
A
A
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J
A
N P
W
TNC
D
A
J
M
B
A
J
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W
C
D
P
I
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A
TNC
W
I
CAWI A
J
T
J
B
I
A
B
144
J
GMA N
W
DS
Z
J
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L
I P
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H
A
J
M
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Module IV, Lesson 1
B
P
P
R M
K
C
Online Resources
ABS CBN N
A
B
C
D
C
BBC N
A
I D
D
E
M
N
P
A
A
D
A
P
J
A
S
C
C
J
A
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O
J
C
J
C
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A
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A N
J
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G
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GMA N
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S
P
P
N
S
B
J
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C
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A
B
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A
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MA B
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A S
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Module IV, Lesson 2
B
P
L
C
E
D
A
R
P
G
J
M
C
O L
P
P
P
B
C
P
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E
A
AP
C
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C
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S
T
P
A
Q
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A
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NY H
A
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145
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Online Resources
B
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J
C
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C
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P
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GPC E
A
O I
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Module IV, Lesson 3
B
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P
CPE G
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ZFD
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GNWP
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Online Resources
CBCP C
B
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OPAPP O
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UNSCR
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Module IV, Lesson 4
B
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S
P
P
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Online Resources
O
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NPA NDF P
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HDN
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KONSULT MINDANAW S
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GPH CPP
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146
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CPP NPA NDF
Module V, Lesson 1
B
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C
P
G
M
M
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M
J N
C
C
P
A
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A
Q
MMCEAI
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MMCEAI
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Online Resources
AFRIM
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C
C
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NGO
P
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DSWD
C
J
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CWR B
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Module V, Lesson 2
B
P
C
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Online Resources
H
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B
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HB
P
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B
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D A
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A
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HB
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147
UNESCO
A
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U
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un.org/en/documents/udhr/.
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WHO
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Module VI, Lesson 1
B
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Online Resources
C
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Module VI, Lesson 2
B
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Online Resources
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Module VII, Lesson 1
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Davao City Government (n.d.). The Integrated Gender and Development Division. Accessed on 8 June 2012 from
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Module VII, Lesson 2
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Module VIII, Lesson 1
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SPIRITUALITY
SOCIAL JUSTICE
SUPPORTING NONVIOLENCE
STRENGTHENING HUMAN RIGHTS
SUSTAINABLE DEVELOPMENT
SENSITIVITY