Integrated Peacebuilding Lessons Integrated Peacebuilding Lessons These teaching units elaborate and apply the three dimensions of systemic peace—Participation, Inclusion, and Equity— to understanding and possibilities for transforming systemic conflicts surrounding themes such as poverty, migration, water pollution and access, and the war in Ukraine. Each lesson integrates peacebuilding and multiple academic subject areas. Image Poverty and Social-Economic Inequality To understand and alleviate causes of systemic injustice we can investigate the the poverty line. Poverty and Social-Economic Inequality Lessons The poverty line has been set by the World Bank at $1.90 per day. Review some images and news articles about poverty. Where have you seen poverty? What are some characteristics of poverty? In what ways do poor people suffer? What are some root causes of persistent poverty and social-economic inequality? Consider the following cultural inclusion/ exclusion (attitudes and beliefs) and social-structural equity (tangible material) factors Cultural Factors Stigma, disrespect Education: access, type and level of education Economic Resource Factors Income below poverty line (why?) - minimum wage Material deficiencies - lack of food or clothes (why?) Social capital: relationships, networks - who you know can make a difference Roundtable Simulation Role Play First, students each study the problem of government action decisions to alleviate poverty and social-economic inequality. Next, students in groups of 2-4 each prepare to play the roles of leaders in a different organization, each represented in a behind-the-scenes provincial (state) government roundtable meeting to negotiate a new multi-party social and economic anti-poverty proposal to bring to the legislature. Roles include leaders of organizations advocating raising the minimum wage, advocating proposals for increasing the supply of affordable housing by changing the structure of development fees and taxation, advocating improved funding and wages for caregiving (day care, elder care, and parenting), and advocating a reduction in tax rates. Each pair or small group develops their negotiation strategy and consider the following: What does this problem look like from various perspectives? What are our own main interests (needs, wants and concerns) in this matter? What are each of the other parties’ main interests (needs, wants and concerns) in this matter? Creative ideas to satisfy the interests of each party The Simulation Roundtable planning dialogue should continue until each student has had an opportunity to voice and explain their organization’s proposals in the roundtable, and to take part in the collaborative negotiation to reach agreement. The roundtable agenda is to: Negotiate collaborative solutions to arrive at a fair, win-win agreement for an anti-poverty proposal that could receive sufficient votes in the legislature (provincial parliament) to pass and become law. Plan implementation of solutions and follow-up check-in Creative Writing Cities and communities play a critical role by advocating for supportive policies and programs, supporting families to access tax benefits, and rolling out federal and provincial policies and programs at the local level. Explore some participation measures governments and citizens could take to tackle poverty? You are an advisor to the World Bank and contributed to setting the poverty line at $US 1.90, write a report explaining your concerns about poverty Migration as a Response to Conflict, and Conflicts about Migration Review the map and discuss Map and discussion questions Review the map below and discuss: What are some reasons people migrate from various countries (push factors - conflicts in their country of origin, and pull factors - what attracts people to new countries)? Sometimes migration is urgent: What is a refugee? Explain what it means to seek asylum. Review some images and stories: Who has migrated, for what reasons, and how have they been accepted and included in their new homes? Why do governments often limit migration? How can governments in receiving countries protect the rights and improve the opportunities migrants and refugees? Collaborative activity: In a group, ask students to brainstorm and discuss some of the needs and wants of migrants, who escape poverty in their homeland. How can this migrant fulfill his needs and wants? What systems are there in place in the receiving country (a country like Canada) to help migrants integrate in society? Image Race Based Discrimination Lessons designed around the Chinese Immigration Act 1855 and Anti-Asian racism during the COVID-19 pandemic. Chinese Head Tax activity Canada’s Chinese Immigration Act 1855 After building the Canada Railway, the government decided to curb the number of Chinese immigrants entering the country and passed the Chinese Immigration Act in 1885. The government placed a head tax of $50 for every Chinese immigrant entering Canada. The government increased the head tax to $500 in 1903. In 1908, the government mandated that all Asian immigrants must be in possession of at least $200 to enter Canada. Chinese Head Tax in Canada “Between 1885 and 1923, Chinese immigrants needed to pay the head tax. They needed to pay if they wanted to immigrate to Canada. The Canadian government wanted to discourage Chinese immigration. The head tax made it difficult for many Chinese people. Many could not bring their family with them to Canada. In 1923, Chinese immigration became illegal until 1947. The federal government apologized for the head tax in 2006.” Year Head Tax $ Equivalent in 2022 1885 50 1903 500 Prime Minister Harper Offers Full Apology for the Chinese Head Tax In 2006 Prime Minister Stephen Harper offered a full apology to Chinese Canadians for the Head Tax and expressed his deepest sorrow for the subsequent exclusion of Chinese immigrants from 1923 until 1947. "For over six decades, these malicious measures, aimed solely at the Chinese, were implemented with deliberation by the Canadian state," said the Prime Minister. "This was a grave injustice, and one we are morally obligated to acknowledge." The Prime Minister stated that the Government of Canada will make symbolic ex-gratia payments to those who were required to pay the Head Tax and to the spouses of Head Tax payers who have since passed away. It will also establish a fund for community projects aimed at acknowledging the impact of past wartime measures and immigration restrictions on ethno-cultural communities. Use the inflation calculator to calculate how much the head tax worth is in 2021. Calculate the current worth of $200 in 1908. Why did the government propose the head tax? Calculate the head tax increase between 1885 and 1903? What impact did such a policy have on Chinese immigrants and their families in Canada at that time? Anti-Asian Racism Anti-Asian racism during COVID-19 pandemic 2 years into the pandemic, anti-Asian hate is still on the rise in Canada, report shows: “Released by the Chinese Canadian National Council Toronto Chapter (CNCTO) and a grassroots organization called Project 1907, the survey says there were 943 reports of racist incidents across Canada last year, a 47-per-cent increase over 2020. Women continue to submit the majority of complaints, but reports by children and adolescents increased by 286 per cent. Violent attacks were also a continued trend, with a 42 per-cent increase in Asians reporting being coughed at or spat on. Organizations warn the true number of all incidents is much higher. The data, which was collected from Jan. 1 to Dec. 31, 2021 and contains both self- and witness-reported incidents, is unsurprising, says Kennes Lin, the Anti-Asian racism adviser for CCNCTO. "The pandemic has been long. We are tired, we are frustrated," said Lin. "But still, that does not give permission for the increase of cases or the excuse of using individuals who are East Asian, Southeast Asian, South Asian as scapegoats for what is happening." Image Water Resources: Pollution, Scarcity due to Global Climate Change, and Access for all Access to clean water and water scarcity are some of the pressing environmental issues of our times. Water cycles and water accessibility were some of the lessons taught and handled by teachers in our research. The following lessons provide an example of an integrated curriculum lesson that promotes peacebuilding and conflict resolution skills, while enhancing other skills like creative writing and critical thinking. The lesson highlights the importance of water and stimulates thinking about regulating business activities on indigenous reserves. Dimensions Equity and access to water Indigenous right to their land and its resources Governance: responsibility for access and distribution of water to communities, focus the discussion on indigenous and First Nations communities Governance: regulating business activities Equity and Access to water Review and Discuss Importance of water and access to clean water Why is water important? How is water cleaned for consumption? How is water delivered to homes and businesses? Consequences of lack of access to clean water How does lack of access to clean water affect members of the community? What are the consequences of using contaminated water? Indigenous right to their land and resources: Governance In 2010, the United Nations declared water and sanitation human rights, a necessary step for reconciliation and an indispensable component of Indigenous Peoples' rights. The Council for Canadians shares data on First Nations drinking water advisories: 20+ years Some of the advisories date as far back as 1995 – like Neskantaga First Nation. 5,000 A single drinking water advisory can mean as many at 5,000 people lack access to safe, clean drinking water. July 2010 In 2010, the United Nations declared water and sanitation human rights, acknowledging they are essential to the realization of all other rights. 73% 73 per cent of First Nations’ water systems are at high or medium risk of contamination. Governance What are some of the reasons for the high number of advisories in First Nations communities? Who controls access to water sources and water distribution for consumption? Who should control the business activities on the reserves? Do you think things would have been different if First Nations could determine who gets access to their own water resources? How? These are some of the water drop letters written by students and teachers to Prime Minister Justin Trudeau to end the water advisory crisis in First Nations communities. Who should help solve the water problem in First Nations communities? How can this problem be solved? Image Group activity reflections: Use a peace circle to discuss the role play activity; did your perspective change in the respective role you played? Expression Activity Expression Activity Assign students, in groups of 3-4, to produce an artwork or a written piece to express how they feel about the issue of clean water access and possible solutions to this problem. Get them to present their work and get feedback from their classmates. Example Read the article: The fight to end corporate control over the Nechako River Nechako River Questions: What is the main problem in the Nechako River case? Why cannot the river sustain any more fish? Name all the parties involved in this conflict. Explain how did each party’s action or lack of action contributed to the current problem. How can the river health be restored? Research some scientific and technological approaches to help restore the river. How can all the parties in this conflict collaborate to resolve the issue? Compare and Contrast: Sharing the Nile River Consider the following case on engineering innovative solutions to promote water sustainability on the longest river in the world, The Nile. Read the article: Innovations on the Nile over millennia offer lessons on engineering sustainable futures Examine the various dimensions of conflict and peacebuilding: Participation Inclusion Equity Ukraine: The War, the Underlying Conflicts, and Possibilities for Peace Discussion topics Review this map. Ukraine war: this map holds an important clue about Kremlin fears of NATO expansion. The Conversation, September 15, 2022. Consider the interests of each party involved or affected by the conflict. Russian dissidents (oppose aggressive military action in Ukraine) Ukrainian government, army, and some citizens (oppose Russia’s aggressive military action in Ukraine) Ukrainian refugees (diverse: some people fleeing Ukraine have found stable refuge, many minorities not well protected) European Union and NATO allies (oppose Russia’s aggressive military action in Ukraine; giving and selling weapons, boycotting some Russian products, yet dependent on Russia’s fuel sales) Non-aligned nations, including Ukraine’s and Russia’s neighbours, India, and China(diverse: civilians and government) Global business interests, particularly armaments manufacturers and merchants Local buyers of Ukraine’s wheat and other food exports (especially communities in poverty) Others: Who else is affected by this violent conflict?