ZFD Integrating Peace Education Teacher Education 29343 PDF

INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION:
A Teaching Guide
INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION:
A Teaching Guide
L B J V B
D M D B D M C
M D D O D
E E M Q G
D E D G N K
R P L A J S
Contents
PREFACE ........................................................................................................................... 1
MESSAGES ........................................................................................................................ 2
INTRODUCTION ............................................................................................................... 5
MODULE I: PEACE AND PEACE EDUCATION ................................................................... 13
MODULE II: SPIRITUALITY .............................................................................................. 23
L P A E ............................................................ 24
L W A C ................................................................................ 29
MODULE III: SOCIAL JUSTICE ........................................................................................ 32
L S V ................................................................................... 34
L T C ...................................................................... 38
MODULE IV SUPPORTING NONVIOLENCE .................................................................... 49
L C C .......................... ............................................ 50
L L T ................................................................................................... 55
L W P ......................................................................... 64
L U M A C
T S R A G ............................................. 73
MODULE V STRENGTHENING HUMAN RIGHTS ............................................................ 77
L U W R ...................................................................... 78
L C P .............................................................................. 92
MODULE VI SUSTAINABLE DEVELOPMENT ................................................................... 97
L E F ............................................................................... 98
L R E ............................................................................ 104
MODULE VII SENSITIVITY ........................................................................................... 109
L C P S
D .................................................................................................. 110
L U M A C
T B S S D ........................................... 116
L I P D R C
S ............................................................................................................. 120
MODULE VIII TEACHING PEACE .................................................................................. 129
L M L ........................................................................................ 130
L P E P P A
T S .......................................................................................... 134
L Q P E ................................................................ 140
REFERENCES ................................................................................................................ 143
Preface
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RAUL C ALVAREZ JR E D CESE

A D IV
Message from Jasmin Nario-Galace, Center for Peace
E M C
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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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Dr. Ofelia L. Durante

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How to use the Guide E
W M I VIII
M L L M VIII
II VII T
TEI
T R XI E
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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M XIII
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Module Lesson Title Values O A
Module I: Peace and Peace D M
I E I
D
Module II: L P S D G R
Spirituality A I D
E I
L W C D S
R
A
S
Module III: L S C J D V C
S J V E I H S
S S
L T S J D TNC P G
C C D TNC
L
TNC
P
TNC
Module IV: L C R I P
S A
Nonviolence L
L L T C A L R
S P
D
A
S
7
8
Lesson 3: Women in R S P C
Peacebuilding Nonviolence, Gender E
S UN S C R W
P S P N A P
D M
advocates
Lesson 4: Understanding N D R
the Mindanao I
A C D
The Struggle of the C
R A
Groups
Module V: L U Respect for human C W R CEDAW RA A Group discussion on

Strengthening Womens Rights VAWC A W C D
Human Rights nonviolence
S
A
R
Lesson 2: Corporal N R M
Punishment respect A
D
corporal punishment
Module VI: L E E D E F Q
Sustainable Footprints resources, environmental A and Small Group Discussion
Development footprints
C
P
Lesson 2: Resource C E D P
E for nature D
A
P
Module VII: Lesson 1: Challenging A R Small group discussion
S prejudice, stereotyping inclusivity
I
Enumerate ways of handling biases and prejudices in ones daily life
Lesson 2: Understanding Respect and solidarity T B Paper dance and analysis of

the Mindanao Armed Mindanao video documentary
C T D B
Bangsamoro Struggle S M
S D
Lesson 3: Indigenous Intercultural respect and D S

Peoples of Davao solidarity IP
Region: Cultural D
Survival indigenous peoples of the region
P
the IPs of Region 11
M IP
Module VIII: Lesson 1: Media Responsible consumerism, I Analysis of video clips and
Teaching Peace Literacy empathy E
A
C
Lesson 2: Peace H U E I
E P Dialogue, Values Discuss the appropriate teaching strategies to illustrate each of the
P T F C pedagogical principles
Strategies Empowerment G
L Q Role play
Peace Educator
9
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1. T
T
T
Contents of the Manual
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D T S H D V C U P C R
H R XI S S F
Module I P P E
Module II Spirituality
Module III S J
Module IV S N
M V S H R E
Module VI S D
Module VII S
Module VIII T P
F M II VII R XI
M I XIII
M I
M XIII
Lesson Format
R Values:
E
O
R B T
T
R U
10
R Materials:
T A K M
T
R Overview:
B T
H
R Lesson Proper
A T
S T
T
Discussion T
A
Synthesis E
T
T T
C A E
S T
References R T
I
STUDENT PORTFOLIO ON PEACE EDUCATION
T M O
11
T
A
M S P
P PORTFOLIO ON PEACE
EDUCATION I
T H
S
T
C 60%
C 30%
P 10%
T 100%
12
MODULE I P P E
O
At the end of the lesson, the students should be able to:
Discuss the basic concepts of peace and violence
I
Discuss a framework of
M
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Time:
Overview
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I T M W
has become so common that it is now considered a game played by state and non-state actors and poverty has been
T P M
CPP NPA MNLF MILF A S
A
populace.
T
rights of the human person and the integrity of the environment create the impression of a country heading towards
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T F
W
S
I I
F
P
I I UNESCO
AC P
E
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dismantling the culture of war;
living in harmony with the earth;
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T R XI
I S R XI
u SPIRITUALITY C I P
P F
T S
F
T
u SOCIAL JUSTICE L C J
W
I P
u SUPPORTING NONVIOLENCE D C W
A
W
C
u STRENGTHENING HUMAN RIGHTS P H R R
P T
U D H R
C V
S
u SUSTAINABLE DEVELOPMENT L I H E
A C
U
u SENSITIVITY I R R S
T
D F
M I
15
A
(max. 70 minutes)
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A T
A M
B I
W A
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C. Scanning
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N L
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W A I I I M I
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D I A
Current Peaceful
realities World
E. Group Sharing and visioning
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A
A
F P
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Discussion
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C A
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H
NOTE I
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T L X
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A Parable
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Y
A R K M P P J I C
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Discussion
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H
L
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S
S J
S N
S H R
S D
S
Divide the class into 6 groups
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Discussion
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W H
D I I
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Synthesis
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F T
W W II
I
T M P
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B I A
C
H
P
D
O UNESCO
I P R EO
T E O
S P G A
P
m H
m H
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I
P E
mS U
mS J B
mS N R
mS H R D
mS D L
mS R
Annex: Handout (see next page)
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T S S P E F
SPIRITUALITY C I P
P F
T S
F
T
SOCIAL JUSTICE L C J
W
I P
SUPPORTING NONVIOLENCE D C W
A
W
STRENGTHENING HUMAN RIGHTS P H R R
P T
U D H R
C
V S
SUSTAINABLE DEVELOPMENT L I H E
A C
U
SENSITIVITY I R R S
T
D F
M I
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MODULE II: Spirituality
T T
I
L T
A
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L
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L P A E
Values S
O :
D
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Materials:
R R
CD
R R
W M
O T
Overview
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U
A
M R B
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I R XI P
O
T M
P
T C
A I U
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T C C
A K M T A
F
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T C P A S B
The way we behave The way we are perceived
The way we see ourselves The way society treats us
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A R O S O
(max. 40 minutes)
T T
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G R
P R
A A
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D T
Discussion
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H W R
D W
D W
C W
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As people pursue the goal of inner peace, this will contribute to a more peaceful community. A peaceful person is
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O R
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What will yo
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R
Look at me, you may think you see who I really am

But youll never know me.
Everyday, its 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?
W
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
Whats inside my heart and be loved for who I am.
Who is that (man) I see

Staring straight back at me?
Someone I dont know?
M I I
W I I
T
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 Im forced to hide?
I I
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L D Z M M W
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Lesson 2: Winning at All Costs
Values C
O
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R
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Materials:
W M
A K
Overview W
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Pe K
I
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N O
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As future peace educators, there is a need for students to prepare themselves in facing the challenges of providing
A S G D
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A TV
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H H
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Discussion
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Synthesis
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MODULE III S J
T I
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L -
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M -
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M A M
L TNC P
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TNC T
NGO TNC
F TNC -
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Lesson 1: Structural Violence
Values C J E
O
A
D
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Materials:
W M
LCD C H DVD
T S V J G
Overview U
S
H
A
A
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U
B
B T
I
T M M
T
M I F
L
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T
M W
M T T Z N M
S N L S M O T
NSCB P S A
M
P
F
M T
A V C H
L C H
M
T A
W
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D I
D C H
R T
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A
O S
I
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D O
D N
D S D O
D C
D C
D S
C V
Q
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A
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V
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E C
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D S
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A W
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A W
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Synthesis
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C A
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C A V
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L T C
V S
O
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D TNC P
D TNC
L
TNC
P TNC
Materials:
P TNC P D R
W M
M
Overview I
T W T C TNC
T TNC MNC
T
TNC T
TNC GDP
TNC
S TNC N U J J D M M
E P I D F C C S BP A
TNC
M
TNC
T C
GDP E M W
M R D S BP GDP
V H K N D S
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M
A U N C T D
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T T W F
TNC
R D TNC
H T W
T
T T W
T
T
C T W
R
F
TNC
T
F
I P TNC
B P
W P C
TNC I D P
L L A N
D C NDC
T P S
S M S T CARAGA W V L
M D N D S S
C M O J P
B
B
B
T TNC N
M
TNC A M
N P A NPA TNC
I M NPA
S N S S M Z
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T TNC
TNC M T
T M TNC
S E
E E
Discussion
A
W
W
W TNC P D R
I
TNC
W TNC S
W
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TNC
Synthesis
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TNC
B
TNC
TNC
P
T TNC N P A
M
A TNC P
TNC
40
C A
E
T
S TNC
S TNC
S TNC
Annex: Newspaper clippings on TNCs in the Philippines and Region XI (see next pages)
41
A
Bishops ask banana growers to stop aerial spraying

B J M T
I M
F P
DAVAO CITY, Philippines. Four members of the T
Catholic Bishops Conference of the Philippines (CBCP) about 200,000 people in the provinces of Davao del
have challenged the Pilipino Banana Growers and Sur, Davao del Norte, Compostela Valley and Davao
E A PBGEA C
responsibility by stopping the aerial spraying of aerial spraying.
M A study conducted by the Department of Health
I PBGEA (DOH) in Barangay the village of Camocaan in Hagonoy,
S A M A Davao del Sur, showed that 80 percent of the village
Gaudencio Cardinal Rosales, described the aerial
spraying of chemicals by the countrys leading banana P
exporter as an immoral act that infringes upon and in the air and soil samples. We cannot allow their
human health and dignity.
Joining Rosales in this call are Auxiliary Bishops of people, especially the least of our brothers and sisters,
M B P B C G
C B D I T T
CBCP
A M M E
M A A S MAAS C from seeing dying crops and having contaminated
A S M water.
M The chemicals sprayed from the airplanes that you
MAAS 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
said.
targets. Your professed corporate social responsibility In 2007, the city government of Davao passed an
R ordinance banning aerial spraying. The decision was
dated October 26, a copy of which was obtained by PBGEA
the Philippine Daily Inquirer.
T MAAS local government of Davao to protect the people and
the environment from harm.
The PBGEA contested the decision before the Court
T of Appeals in Cagayan de Oro. The appellate court
D overturned the decision of the local court upholding
for the city government to pass an ordinance banning MAAS
aerial spraying in the city. S C D
The movement grew and the call to ban aerial City ordinance banning aerial spraying.
spraying snowballed across the Davao Region where
C I M A
chemicals to protect their crops from pest. reserved. This material may not be published,
T M
S
B
T U S E P A A J
42
A
W C P I
S
W A
pineapple supplied to Dole are contract laborers and
Dole and Del Monte, through their subsidiaries,

W
C
T
N
P
O S
B C
R P O
W P
T
A
P C R P C
C R
rise.
F D
C
R P ILO U T
R
T C R
P C
L T C A F T
C R A CAFTA
T
D P P
D M
U pineapples are pressured into reducing costs to be able
P
widespread increase in contract labor. Read ILRFs
F W S
Dole Philippines has been able to evade its
A J
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A
Food prices up by 75% since 2000 - IBON
G
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IBON
F T
I
TNC
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T W
G
W B
P G
A
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IBON
W F
T D
T W
IFI TNC
S
TNC T
W
TNC C A
D M
O TNC GMAN TV
IFI T
W Source: GMANews. TV. 2008. Food prices up by
IBON O
T
food-prices-up-by-75-since-2000-ibon. (Accessed 3 July
44
A
Foreign environmentalists asked the government S

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 Lake Buluan, an important source of livelihood for
Philippines unveiled here results of their study the Moro-dominated town of Buluan in Maguindanao
conducted across six mining sites in the country, which province.
Forget Lake Buluan [in the long-term] once the
the local Catholic Church, academe, nongovernmental D E V
P
The study was conducted at mining sites in Midsalip, A I C D
Zamboanga del Sur; Libay, Zamboanga del Norte, separate interview.
Tampakan, South Cotabato; Pujada Bay, Davao Oriental; Mr. de Vera presented a map showing the watershed
Victoria, Mindoro and Sibuyan Island, Romblon. areas within and outside the mines development site of
M S
environment problems jeopardizing food security and The map showed Lake Buluan that serves as
catchment of water coming down from the mountains of
book Philippines: Mining or Food, authored by Clive T
Wicks and Robert Goodland, said. The book will be mines site, he said.
launched on Feb. 4 in Manila. Last month, the CBCP, through its president, Jaro
Mr. Goodland, a former World Bank environment Archbishop Angel Lagdameo, has asked the government
sake of the environment, livelihood and food security in

the country.
stance. N E
[To avert this rice crisis] the government should Filipino depends on the environment. Because of the
threats against these fragile resources, our lives and
M L
U S
H P
L
The Chamber of Mines of the Philippines has said the
was rooted in the failure of the government to maintain
CBCP
the health of its agricultural sector.
In an interview with BusinessWorld at the sidelines, Mining has been one of the investment sectors
M G
S M I crisis.
area. But investments in the sector have been slow due
Open-pit mining is terrifying, especially that the to issues on ancestral land ownership claims of tribal
mining area sits in an earthquake fault. The oceans
surrounding the mining area will be in danger
Source: Sarmiento, Romer S. 2009. Moratorium on
said.
B W
S
X C A I R
NL
A J
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A
Militants to Aquino: Dont give Filipinos false hopes about jobs
A P B S P
N A III
U T P
U S US A
M
P H MNC TNC
H M M E A P
H
M A
I M P
M ME
J L M E B A
C B C M B A
P CBCP V F A
E A C US P B O II
I
VFA B
O M W W A
C
US M
I C
TNC MNC T VFA RP
P US C
P B
M R R J W
M A VFA
P
E
Source: GMANews.TV. 2010. Militants to Aquino: Dont
H give Filipinos false hopes about jobs. 28 September.
P
A A J
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A
A TNC
P C W N P D
P A N P
N P D K
A
P
T M D Q
M M N E L
M B C C V RESIST
P A N R S A A TNC
A P PAN AP P
P C A R T P P C W
B T A P R D
D R Q PAN P N P D S
U P
D Q
L A
D C A
L L J T NGO M S P P U
A MASIPAG N
D D S K C D
T K T GMO
P GMO
M
H PAN AP D W N P D
D N D N B I
B
U C D C
F S T I C J B
C
AMS F C D A
V C D M F P P T
D P I FS D S I K
P I L F C M
D A G O T C
S T T S G C
T M
P D D T I C J
B
I M I D A
E U A C C D
F P A C
B D C
S R
NGO PAN B D S P A N P
S S N C A TNC
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T W P A
A J
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A
CHR S
B F A C I M P D I
BUTUAN CITYThe Commission on Human Rights T P

(CHR) has formed a team to look into reported
S
H R L A R S
N C I P NCIP
C CHR
T CHR S
I
R I CHR
T D G
S H
I CHR I P R
R A
O M T C M I T
T S C proper enforcement of this consent mechanism during
O
C S S G
S N I
S U
T T M C P
G M C O S M C FPIC
S M G C M
M D C T
T
T B G C
Tricom also alleged that the said mining companies FPIC
C H NCIP
S N C NCIP
C S S FPIC
M A O
P A S
E E
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MODULE IV S N
T 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 A
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
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Materials:
W M
T SNS F M S T L I
Overview T
I O SNS
R P G A S N
A P S M S
P
I S
S
C T SMS
C T
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C
O
D T P C S
P W C H F H
C
C I V
D T
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C S T T
T
C F
H
S T
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T C P A
O S S B N H B N R
A N C P A T A
A C P A S
Q
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F P
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H R W A B A I F
P ABS CBN N
I S C P T
C P A
GMA N N
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While Social Networking connects people, brings people together and make the world within reach by everyone, it can
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S S G P
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H S
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Discussion
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A P
(max. 20 minutes)
D P C M
P P D W C P A
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Discussion
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A I
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(max. 60 minutes)
A
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F D
PC
M I
FB
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T FB
T FB JOIN
T I F
T LIKE
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H
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Synthesis
S
A
S I
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B I
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T F
G
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A C P A
A R A N DVD
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C P A
I I F
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U C P A
Y S M T
R P C
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Y
I U C P A
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O
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I I I A N A M S M
A M U S L C P
A S M I
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I R P
C F
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N S
could get arrested.
I I I A P V U P
C L P A JJ D C P A
T D K
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Y I IK W Y P S
S A
I A I A H R W HRW A T P
A
M
I T
T L
F T T
F T
I U C P A W
T T
F
55
H
I
I I I A R D G I S C
P
Y I
I W
I I I A A M S M S A III
B R C
H
S C P A
A D J DOJ
N DOJ
I I
I W
S
A J
56
Lesson 2: Lets Talk
Values: Forgiveness, nonviolence
O
C
S
D
A
S
Materials:
P T
H
C C
Overview
R C W
C
I I
I
C T
M
S
T I
C G
T
57
A
U A
Dialogue. A I
T
T
N
N
C
F
M I
A
A
58
Peace table
I P
T
I
I
O
C
C T P T
A
I A
T
A
P T
S P T
T P T
U P T
T B
D P
F P T
S
C P T
O T
S O E
S T P E
S T W E
S F B
S F D I A
59
A A L
(max. 15 minutes)
T
T
T
T
E E
T
T A
A R P C T
(max. 45 minutes)
T
T
E
E
M
E T
Discussion
T
W
T W
H
60
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
S T
are some possible answers:
S
S
Annexes: Handouts (see next pages)
61
B
U
A
A L E
A
W
A L I
P
A
A
Paraphrasing
D
Dialogue. A I
T
N
N
C
F
M I
A
A
62
Peace Table
S P T
T P T
U
P T T B
D P
F P T
S
C P T
O T
S O E
S T P E
S T W E
S F B
S F D I A
63
Lesson 3: Women in Peacebuilding
Values R
O
P
E UN S
C R W P S P N A P
D M
Materials:
LCD MEME NA MINDANAW
DQQR AF I
C C S D F
C W R P
S C P
Overview P M
M GNWP CPE
T
D B C M ZFD
WEA W E A
W
T
T P
A
GNWP CPE
H
M S
M
T P U N
64
T UN S C R P N A P NAP
A
U N S C R
T R
A P R P NAP
NGO S CARHRIHL I W T C IWTC O
NGO P C W N C
R F W O P A P P OPAPP
UNSCR NAP OPAPP
T NAP
I
UNSCR I
I
r
OPAPP
T P P NAP C P D
P P G UNSCR
A P
UNSCR CSO
OPAPP
F A P N P NAP
65
A V S M M
(5 minutes)
Discussion
A
W
F
W M
H
P
A C S A
O S W C W R P AD F
ZFD WEA D C N S
C N B C M T B C
C N B C COMIPPA T I P C
C N D J W R C T
P
D A
W
W
W W
C A
O P
Synthesis
I A B
W
D
M I B B
I
66
F
A
T U N S C
R UN SCR G R
M R S C UN S G M S
related areas:
P
G
P
G UN
T P N A P UNSCR
P
E
P
C
F A P N P NAP
O
K A
C 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 B C M N P O H
U N W F P S O I C A
S C
V C S P M C W
W P L N D I
E UNSCR B
M
A
T B C
M ZFD WE A
B
I
T
B T
T B
F I
B B I
W W T
B M
T
T B
T
ARMM
T G F
F
I
B
F GPH MILF M A
F A B FAB F
B B B
T D F B T
B
...please , next page.

68
T
B L
S
T
M B
E
T
T T B
S GPH MILF
69
Case No. 2: The Indigenous Peoples Context
B C M I
P S C M
I P P A
M F
IP M
IP
M A R
S R M
P A NP N
I J
T
T B C
C M I P P A COMIPPA C
T P
T
T I P IP
T
N A P UNSCR IP
T IP T
IP M
A
H
F
M
T
IP
A COMIPA QRT
IP T
NPA LGU M I
IP T
IP T
T
70
T IP
A
S
A
S
I
CPP NPA NDF I P
M
G COMIPPA
M COMIPPA
IP
M IP T
T H
E
S
T
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
T
W A T
J
S
M J F
A J
C
I I
E T
F
A T S T
T
A
T A
B
G
I
72
Lesson 4: Under M A C
T S R A G
Values N
O
A
D
I
D
C
Materials:
W M
LCD
A J I P N P A
O T
A J F
CE L FKY IM
W M
Overview M M
S T M M
M
H M
C P P CPP N P A NPA
I
A AFP M CPP NPA
L V S
T CPP NPA
S I M
I T
NPA CPP N D F NDF
S
I J M M F Q S
M M
H H W W II
M HDN OPAPP
I N U R 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 HDN
I A NDF J M S
CPP NPA US A GPH A
I F GPH NDF
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
T
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
W
W
W
W
W NGO
C A
L I N P A F
P
E
Discussion guide in processing the short video documentaries
P
W
D W
H D
75
Synthesis
A I
A
A I
I O
R
I M
C
F O
C A
A
M S
T
M
T GPH NPA CPP NDF
76
MODULE V: Strengthening Human Rights
T T
U D H R
A
V
S
Lesson 1 T
S
T
Lesson 2
I
T
F
A
I
Lesson 1: Upholding Womens Rights
Values: Respect for human rights, gender equality, nonviolence
O
C W R CEDAW RA A VAWC A W
C D
S
A
R
Materials:
N M
S
Overview
U I
H R
U
A
W I
T F
I R XI P D I J
D D S
I
I D S W D DSWD R X
T
T T
C E D A W CEDAW
B R I I
U N D E V A
UN G A
W
T
T
78
(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 A I A C V A
W C
N
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
Synthesis
S
T
I D H R
S M W
F
CEDAW RA W C
D C
C A
E T
E T
Annexes (see next pages)
A H R A
A
80
H R
U N C E D A W
CEDAW
A
W
T
T
T
T
T
T
T
T
T
R A N A V A W T C A
S
RA
I
T R A
F A I A C V A W C
S J V MN F
A J
81
Women Development Code of Davao City (City Ordinance No. 5004)
SECTION D P P L G D C
I L G D C
W
T L G D
A
T L G D C
TO ATTAIN THE FOREGOING POLICY
T O D A
RA W D N B A L G
D C
A L G D C W
RA
A
U N D
P
A L G D D C C
T C W D C S A II C II B I
C
82
A
K
FOURTEEN YEARS ago, on March 29, 1996, Karen O P U O P
V D C
S
D C C K
I K
P
K F
I
K
K
W
I V
A I K C C P
K I
K
S M
D (The decision is referred to as CEDAW/C/46/D/18/2008

B UN O
D H C H R
H
S S D R J K
P D I O C S
B K K
U P K A S
E U
B K
THAT K J
U N C
E A F D
W C
K E C
83
A
The Many Faces of Corazon as a Woman

50 year-old Corazon (not her real name) is a mother H
of six. Three of them are already married while the P P
C S C
S
T
C S C P
C I S
S
C
C T
F
S
C G
A J
W
P
Corazon as a Worker
J
C S
H
W I
E W
H visitors.
C M
C D C M
G T
N C
P
F
I
S C
T
W
A
T
A C P
H
T P
I
T
C S
T
F
84
Corazon as a Woman
For 16 years, Corazon endured her work since it is her by the Integrated Gender and Development Division
only way to feed her children. She shared that her (IGDD) is economic abuse (71 percent) and followed
income was never enough for her family. Kulang gyud by physical abuse (10 percent). The need to provide for
ang kita labi na kay dili manghatag ang akong bana their families, forces women to work even in companies
which policies are oppressive and the nature of work is
sa galastuhan sa balay (My income was always not
enough as my husband never helps in my familys daily
O C
expenses).
of the womens courage to resist oppressive work
T C
I
S
C
The women workers and the rests of the workers
had to leave their home for a while but she eventually
of Superstar will inevitably stand united against the
went back because of her children.
companys management and further push humane and
pro-worker policies.
Corazon as a Fighter
T C
Source: Women Studies and Resource Center-
oppression experienced by majority of Filipino women.
Southern Mindanao Region. 2011. The Many Faces of
Just like Corazon, most Filipino women are being denied
C
of their rights to stable and decent job.
Women rights are not only violated in the workplace
A J
M
85
A
W NGO
A I W D P P
IWD A F R M T
AFRIM
M S
areas.
M M
R
D ARMM
AFRIM
A
A
T
T IWD E
HIV AIDS W E T IWD
F N Y USA
G T
A R
M M ARMM C R
C
M I L F N
P A NPA P
S AFRIM
H A J
I
I P I C P
R E T F
I C W M
A AFRIM
I
T P P
86
A
DAVAO CITY (MindaNews/03 October) Unspeakable A
J A
T J J S
D
C
J J J of this permit to submit themselves to smear tests to
T
Ampog said her group used to ask the government to
B A B
S
T
J J
I D C T T C P GRO
T I B
P P T
because of the tacit belief among most people that the
A T
P
A W and health checkups twice a month to keep their pink
W
M B A
L B
T
W
A
S
A T
I T F I E
S FIES
I D C T G
O Lacorte/MindaNews)
A J
87
A
W
B INA ALLECO R SILVERIO B
2013
I
T CWR
T C W R
N A T S
M
I CWR N
D R R M C I
NDRRMC S T
W I
T T
M
T NDRRMC CWR F
P
T E I
S F
B NDRRMC F J F
S J
V M L J
P C V
NDRRMC T
P C V R C F
T
CWR F
A
O F
T C
S C N O L M O
S C S D O S
A CWR N T
T
T
I Z N
D
A M O
F
W
W F F
T R C
F
88
2 Region. Two were killed, and 6,000 families were
A
I
D
A U N
T U N
H E S M
E E D
W
A UN
N
P
T UN E
P UNEP
S A A A
I E
I S
W H O
89
A
Women IDPs who became migrant workers

%E2%80%93-cwr/ . Accessed June 6, 2013 T
Melan Tumbi, was born on August 2, 1972 and has O
S P D W
Salibo town in Maguindanao,a nd got married there at
S B
S F M S U A
M S A
W I
P
P S
H T P
P
B I I
C C I I
L I
S G I
C C T
T T
T
H B
H
T
M B
H
S M M C
Q C C S K I
I I
I I
T S Source: Mindanao Migrants Center for Empowering
S A MMCEAI W C
M S T P I D P
D J Camps in Mindanao
T
W
J
I
S S
90
A
Returning women migrant workers who became displaced

D
Warda Antao, 24 or Makir, Sinsuat, Maguindanao, S
D U A
E J I J
I D S
T J A
S M
T
S
W
J I I
I
S S
T S
A
P S M
G W V S M M
I
I M
I T P
I I
S J
D S
T M
D S M T
M Source: Mindanao Migrants Center for Empowering
S J A A MMCEAI W C
T P I D P
S Camps in Mindanao
91
Lesson 2: Corporal Punishment
Values N
O
A
R
A
D
Materials:
W M
Overview C
T T A
U D H R
A UN C R C
U N T UNICEF
R E F C
C
I I P
I
E
V
A S C
F I UNICEF
P
A F F
H R
S T
E
92
faces two college students for not complying with a class requirement (TV Patrol, June 26, 2012).
I P
T
T
I
the school disciplinary system.
C P I S C UK
P
T S
Children, 2008)
D S G M UP P G H C
P U UP PGH CPU
B
A W WHO R
V H
A
I
T
I
N
cruel acts.
AH B
C P
R A N C A P
S
2011)
D M
S H B
S
S
C
D M
C
A
T
93
A M
(max. 60 minutes)
T
T
G D
S
G C P
G C P
T T
T
M D G Q
W
W
W
M D
G W
E
P A
Discussion
A
W A
W W
A W
W
Synthesis
S
C H R
A UN
C R C
94
C
P
F
T
C
H B P P D C P C P A
C T
C A
E T
E
I
95
96
MODULE VI: Sustainable Development
T T
L
T
E T
L M T
M
Lesson 1: Ecological Footprints
Values: Equitable sharing of resources, environmental concern, simple lifestyle
O
D
A
C
P
Materials:
W M
P
Overview
P C
H
H E I
T
T P N
O
A R
R P
C D R C
C T
M A
A
E A
T
C T
W H
98
A B
W
T
E F I
E
APCEIU S
G F N
S E
T E G
F N T
T
U N
T B
E
WWF O
T
F
C I W T
W
E
F
F D
W
I
W
T US A
I E
I
I E A M G
I
99
A Q
PLEASE NOTE T BEFORE
D S
T
A S
Food
H
H
W
Travel:
H
Housing:
H
H
H
D
D H
I
W
A
D
T
E
Discussion
W H
H H
D W
W
D W
H
100
Synthesis
S
T E F E
S E T E
T
T
C F I
C A
E T
E
T
E I P S E
B
I B C C U D
W S T B C
Annexes: (see next pages)
101
Annex 1:
ECOLOGICAL FOOTPRINT QUIZ (adopted from Fien, 2004)
ECOLOGICAL FOOTPRINT QUIZ

H F E
lifestyle.
Food:
How much meat do you eat?
Vegetarian (no meat) ------ 1
Meat (1-4 days a week) ------ 2
Meat almost everyday ------ 3
How much food is wasted in your homes?

Most are eaten ------- 1
Occasional wastage ------- 2
Uneaten food thrown away almost daily ------- 3
Where does your food come from?

Grown at home or from local market ------- 1
Local produce from supermarket ------- 2
Mostly imported food from supermarket ---------- 3
Travel:
How far does your family travel each week?
Less than 100 km per week -------- 1
100-300 km per week -------- 2
Over 300km per week -------- 3
How do you travel to school

On foot -------- 1
Public transport -------- 2
Car -------- 3
Does your family have a car?

No --------- 1
Small one --------- 2
Large car --------- 3
Housing:
How big is your house?
Small (1-2 rooms) --------- 1
Medium (4-7 rooms) --------- 2
Large (over 7 rooms) --------- 3
What power source does your house have?

Solar/wind grid -------- 1
Electricity -------- 2
Wood/coal -------- 3
102
How much electricity does your house hold use?
0-P3000 per month --------- 1
P3000-P6,000 per month --------- 2
Over P6,000 per month --------- 3
How much water does your household use?

700 ltrs or less per day -------- 1
700 1200 litrs per day -------- 2
Over 1200 ltrs [per day -------- 3
D
A -------- 1
S -------- 2
N -------- 3
H
Small (less than 2 children) -------- 1
Medium (2-4 children) -------- 2
L -------- 3
N G T
Annex 2. What your grand total means:
Less than 16
Y E
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
D
D
A
P
Materials:
C M K A M J A
CD
P
W M
T M I
Overview L
V I I
I M
U
M M
S M I
T M T
G
M
I P I
F
E
B
S F T
I
A
M
K O
T
D NGO P
P M A I
104
A
V
M
S
C
C
T
T M D
T
S
A
T
W
B
A P S M
S
T
G L
G M
G M B P
G I
E
Discussion
T
W W
W
W
W M
I
105
Synthesis
S
O E I
T
T P F
I
T
Assignment
T M K M
T
A
R
T
C A
E T
S
F
The Four Laws of Ecology

F B C T C C
E E E T
E M G S T
N K B H
C
T I N S T F L E
Handouts: Song Lyrics
106
Lyrics: Magkaugnay (Joey Ayala) Lyrics: Masdan mo ang Kapaligiran
(Asin)
Lupa, laot, langit ay magkaugnay

Hayop, halaman, tao ay magkaugnay Wala ka bang napapansin sa iyong mga kapaligiran?
K
CHORUS
Ang lahat ng bagay ay magkaugnay Refrain 1:
Magkaugnay ang lahat Hindi na masama ang pagunlad at malayo-layo na rin
Tayo ay nakasakay sa mundong naglalakbay dagat

Sa gitna ng kalawakan D
Umiikot sa bituin na nagbibigay-buhay A
S S
pumanaw man,
[Repeat CHORUS]
Iisang pinagmulan Refrain 2:

I Mayron lang akong hinihiling sa aking pagpanaw sana
Kamag-anak at katribo ang lahat ng narito ay tagulan
Sa lupa, sa laot at sa langit Gitara ko ay aking dadalhin upang sa ulap na lang tayo
magkantahan
[Repeat CHORUS]
[Repeat 1st stanza] Refrain 3:
[Repeat CHORUS] 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
I
P
R R
107
108
MODULE VII S
T
T M
M L V
M T
M B
R
L
T
L M
B I I
B
I
M
L C P S D
Values A
O
A
R
I
Materials and Equipment:

W M
I
Overview
T
P T
S W
D T
APCEIU
I P
T N
S
T
U P
110
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 C T D C LGU
GAD
LGU D C T
T
M
T W D
C D C
T I G D D IGDD T IGDD
C M O W D C D C A
D C 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 A D O D C I
T C
D C G
M C D P P T C M
M
K F A
O
S
T
C G
T
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
Discussion
P
H
W
W
A
I I
A
arious indigenous peoples in the region.
Synthesis
S
A
D T
T
Y
112
C A
E T
T L F
T
IP IP B
T D
I L
M W
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
< Looksism T
N G
< Religious intolerance - prejudice against those who are followers of religion other than ones own
(Source: Castro and Galace, 2008)
114
A T A D O D C
T A D O D C
A
R
S A J
P T A D B D C C C
D A O
115
L U M A C
T B S S D
Values: Respect and solidarity
O
T B M
D B
S M
Materials and Equipment:

LCD
A C A Z L D
V M V P DVD
FS X W
W M
M I M
Overview T
T M
I
L I M
S F
R
T B T
B S M B
I A I I M
I W S P
C I
T
I M C K
H I
S P U S
T P D A
B T
M I E
P B
P R B K
D
T B
B P R T
B T
M N L F MNLF
116
T T A P G MNLF
P M
I F P A MNLF R
A P M M H MNLF
MILF
OPAPP
MILF B T MILF
B K T MILF
P OPAPP
I GPH MILF
T A A
T MOA AD
I A GPH MILF GPH MILF

D P P T B
B
ARMM
N G
T GPH MILF A
F A B FAB O T FAB
B A R M M
OPAPP T
B MILF
T OPAPP S T D GPH MILF

F M
GPH MILF T C TC I FAB
B OPAPP
I F T C GPH MILF
C I B B L
B T FAB C A B
F
T GPH
OPAPP
H
M GPH C M C
S
OPAPP
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
A V M V P
(max. 50 minutes)
L M V P
M B
T A
W B
H M R XI C M
GPH MILF
A C M
B
T
Discussion
W B
W
B
I
W M
H M
118
Synthesis
S
M M I
L I M
S W
T M
T B
T
T 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
D IP
D
P IP R
M IP
Materials:
R IP
W M
M M C
Overview I T M
I
T I P IP
A D V C M
A B M A B
T B D T G O B
T M M
T D N D O W D
N A D G K T M
M M V A
S I S
T M D O T
T K
T B W
M
M M
L D C V V A C
A A D
M M M
120
As with most indigenous tribes anywhere else in the world, the Indigenous People of Region XI face the constant struggle
T I P C P
P M
W I P W
A I P
I P R A RA
F
F
T
A
T IP M
T I P R A RA
T C A D T CADT C
A D L T CALT
T I P
Z P
T I P A F P
O I
F
A S E
T I
I P F
S
D IP XI T
T
G
G
G
G IP
G IP
121
E A
T
Discussion
W D W
W
W W
Synthesis
W W
M D
R T
IP
C A
E I T
V IP
I IP
T N IP
A IP M
Annexes: Readings for handouts (see next pages)
122
Reading 1.
Understanding the Lumad: A Closer Look at a Misunderstood Culture

(an excerpt)
T M
into the Lumad culture. It celebrates the Lumads right K B F P M
I recounted the story told to her by her mother and her
L
ground around the daraga (maiden) crumbled, leaving
In the Philippines, laws like the Indigenous Peoples untouched the place where she was seated. That was
R A IPRA how the mountain Kandaraga came to be called. Babo
F
immemorial and who have retained their customs and 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,
B F W M
B L
Visayas, which started in the Spanish period and has F SILDAP SE
L L
M
T F L B
B B
M I
B T
L B
the people below. Through the years, the Lumad have A M
dagmay (woven abaca cloth).
I
newcomers have given rise to long standing biases and Lumad that a non-Lumad needs to understand, says
misunderstandings. A D D SILDAP SE A
T U N D R S
I P
horror how an academic researcher had desecrated

I
M M
L
S
their ancestral lands.
But up to this day, the Lumad are not only driven away
D
Ironically, though, the places where the Lumad live
L
L O A
A
M Y M M
G M M Y
Y M O
P A
T M M M
F
123
A A L
I P R A W
T
S
E D
L
A
M D
I S O M
C T D D B C
U N C E A L
F R D CERD CERD S
P E
S T
L
S W
L L
T M D G A S
T I D G
A S I I
F M A
S
124
Reading 2.
T A M H
The Ata Manobo is one of the three tribes living in the I
T D N T T
I
M A M
S A M
A A M
T
A
I T
A M T
site.
T
T A
T T
S
A BINOTOK
125
Reading 3.
Tribes from Mindanao, the Bagobo, the New People

The mountainous region between the upper Pulangi this ordeal by using his own magical ability and call the
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 T
god and common ancestor Apo Sandawa ruled as God. include healing, they are also skilled as weavers.The
Mount Apo is the Bagobo ancestral domain and their women weave abaca cloths with earthly tones, heavily
sacred place of worship. T
T
Anitos, spirits, which include deceased ancestors and
nature-spirits or diwatas, who could grant their desire T
T
of innumerable gimokods (spirits) who have to be became a Bagobo symbol. It is not rare that the heavily
shown respect. The Bagobo also believe in a supreme ornamented Bagobo are considered the most colourful
being who inhabits the sky world, as well as a deity, a people of the Philippines.
supernatural immortal being who will brings sickness Some Bagobo people have abandoned their tribal
and death to incestuous couples. The principal Spirit roots and embraced modern life, but most of the tribes
is the great creator named Eugpamolak Manobo or
Manama. T
The knowledge of spirits and ancient legends resides in colorful costumes and play their ritual music with gongs
and kulintang, they dance their indigenous dances,
tell story of Tuwaang, a brave and strong warrior with stomping their feet on the ground and sing their harvest
O rituals in solemn chants. They will pass on their skills
Tuwaang and a giant from the land of Pinanggayungan. and knowledge to preserve their living, ethnic culture,
A B S
giant of Pangumanon came across Tuwaang who was to come.
T
for the maiden, the giant used his magical powers and S
T H
126
Reading 4.
R I P S S
COMPOSTELA VALLEY, Philippines, 28 January T
T I I S O
M N D D T I
T
T S T D
N P B
T
U
T
C T M D C
B C S B
A
M L
M I
C M C V
T T P US
N C M
D N
P M
I O
T
C
C O
F
A T Religion and indigenous peoples

D E O R C
S D C M M
S
B S V C
W
V II C
B S P C PCP II C
Rituals and knowledge transfer J C J S

S V II C
C T J
T F PCP II
M O S C
T C C F
C
G
F
127
In fact, Ponciano Tandicaan elder in Maduao, S T
Concepcion in Maco town, Compostela Valley us to destroy all materials such as jars, drums and other
Provinceacknowledged how some Catholic priests musical instruments, which we use for our worship
between and among Mindanaos lumad or indigenous

peoples in recent years. S
B
C
T C
of worship and our balyans ways of healing as works
Reading 5.
Uphold Indigenous Peoples Rights, Stop Development Aggression (an excerpt)

While the world commemorates the 60th anniversary that one day, they may lose what remains of their
U D H R D
Filipino people, especially the Indigenous Peoples and C P C
the rural poor have yet to realize their worth as humans W
A A
their fundamental rights.
I business over community interests plan the immediate
I P R A IPRA I D F
neglected, underserved and undeveloped. Worse, their
I
of the Mindanao Indigenous Peoples Council for Peace
D MIPCPD T
by large-scale mining interests, agro-industrial F G TFG
W between indigenous groups and between the IPs and
their support groups.
them dearly in terms of lives lost and rights violated. We reiterate our call for an immediate stop to
T development aggression large scale mining, agro-
indigenous peoples and the rural poor can expect caused community division, strings of human rights
abuses, harassment and killing, and irreparable damage
the environment and their culture. The indigenous to the environment.
B D K N V We join the rest of human rights advocates and
T T A D N
evicted from their homes to make way for mining even as we pledge our faith in the genuine movement
projects, are currently locked in an uphill struggle to
T society.
N L S S C
S
Daguma Coal Mining Project. B C
T
would mean more indigenous peoples displaced and

T T
B N L S S C
128
MODULE VIII: Teaching Peace
I
P W
T his module will seek to develop understanding among the students of both the pedagogical frameworks and
T
L
T
T
L
I
L
T
T
Lesson 1: Media Literacy
Values: Responsible consumerism, empathy
O
I
E
A
C
Materials:
LCD
UNICEF JQC R Z
D R B S X O MX JG
M F
Overview W
I
W
T
M
A H
A
T
I
W M L
M L I
I M
M A E E B P L M U N
M E A
T M E T T
T W
F
M E H
M E
M E I
130
M E I I
C M E T
T M E
I M E
I M E
M E
M E
I
M E
M E I I
M E I
M E I
M E I
U M E E
I I
What Media Literacy is NOT:
M NOT
M NOT
J NOT
S NOT
L NOT
M L NOT
131
A M T P T
I
W
R B
T W
I
A
T B
A
T T S C L UNICEF
P
A K Q F UNICEF
Y
U S W E
S G D
A
W
W UNICEF
W UNICEF
C M P
W
T B
A
G
I
S T
Discussion
132
Synthesis
S
T
B
T
TV
O I
M B
T
T
T
T
T
T
A D R B S
T
Group Work
T
A
133
L P E P P T S
O
E
D
G
Materials:
W M
P
T
Overview
A
F
B
T
H
A
F
V F
V V
R
C
C
H
A
134
Dialogue
I
A
C E
P I
P I
P
C
G
A I
I
T
S
D
G H
G V F
G D
G C E
E
A
P
R
P S
S
C G
O
135
P
E
A
Discussion
W
H V D C
H
D W H
Synthesis
S
T
T
P E UNICEF
I
R
F
E
z S G W M
L
z R S L
zG D L
z B L
z W C T
aT
aA L
T
aA
aC T
z N E S
z C S L
S
136
z 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 W L
S
zP A
in a poster or mural.
z P W
z M A TV
z C L
z F I
z P O
z S T S
C A
P
strategies of teaching
W
peace issue.
Annex: Handouts (see next pages)
137
P P P E
1. Holism
A
F
B T
T
H
A
V F
V V
R
C
H
A
3. Dialogue
I
A
C E
P I
P
I P
138
P E T L S
Small Group Work. M
L
R S L
G D L
B L
W C .T
T
A L
T
A
C T
N E S
C S L
S
O P S
S W L
S
P A
or mural.
P W
M A TV
C L
F I
P .
S T S
139
L Q P E
Materials needed:
M
P
I
Overview
S T
A
T
T
V S
V B
C D T
I
C
C P
T P
O E
P N B
T S P
E H
C D
M
C P
R E
140
A R P P
(max. 60 minutes)
T
D
A
T
T
P E T
Discussion
L T
B
L
C N
H
Synthesis
S
B
T
C
B
P
T
C A
T
D
W
A H
141
Q P E
(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 B
bringing about societal change.
C D T
I
C
C P
the learners.
T P
O E
P N B
T S P
E H
C D
M
C P
R E
142
References
Module I
B P P
C L G J P E AP C P Q C C P
E M C
I C J P I C M P P
J I C
T S H F R A E J C P I J
C I
T S H U V C P E E S L
G U B A
T S H C VF P T P P E Q C P
P H
Online Resources
D C N P P A J
T S H C VF AT M C P W P P
P C P P C I A A J
KP SS P COPPCIA PDF
Module II, Lesson 1
B P P
M P V N C N Y W B P
T S H C VF P P Q C P P H
Online Resources
B C C P A A J
S C D S S S A C C
T D S V D T C P A
Module II, Lesson 2
B P P
T W T D C N
W L
T S H C VF P Q C P P
H
T S H C VF P A P Q C P
P H
Online Resources
C G P C S C H S L P S R A
J
K A N C T C A C A J
M J MD S C P D T B Y S A J
143
Module III, Lesson 1
B P P
Alternate Forum for Research in Mindanao. (2009). Toward a Unifying Mindanao Peoples Agenda for Peace and
Development. Mindanao Focus, 2.
Mindanao Peaceweavers (2010). Towards a Mindanao Peoples Peace Agenda.
S D C T E P F U
T S H F R A E J T C P I
J C I
Online Resources
B A S A J
L P S A J
S D N S V A J
N S C B NSCB T T P P
A J
Module III, Lesson 2
Online Resources
B R C A J
C F CHR S I J A J
E E
GMAN TV F IBON O GMA N O A J
M A D F GMA N O
S A J
I L R F T W
A J
K C E M D E I S U A
A J
P A N P A TNC
P C W N P D A J
S R S M B W GMA N
O J A J
T J H C TNC
T D P I C A W I CAWI A
J
T J B I A J
B
144
W DS T L H A J
Z J I P P M A J
Module IV, Lesson 1
B P P
K R M C B M MA B P
Online Resources
ABS CBN N C A J
A D C A J
L I D
BBC N P A J
B W C P A A J
B D E N S D J C
M C A A J
C P U O C P A R A N
A J
D I D S N S B J S C A B A
J
G A P A J
GMA N N S C TRO A J
M A M R A J
M S A J
S S C A J
P
T P C C P A S P C A J
Module IV, Lesson 2
B P P
E M C
D O L P E C M S A S A U P
A P P
R B C A L T NY H A
P
145
T A T P H R C R P P T
H R M UP C I D S B E
Online Resources
B S S P T C C R IH M A
J
C R C G I O T P O I C
A J
C L T E S R E E C
A P W J K S T A J
O
M A P T E M S E U S I
P G P C A J
GPC E T M S
Module IV, Lesson 3
B P P
GNWP CPE G N W P C P E UNSCR
P
ZFD WE A D D F C W R
P B R C C D C N
Online Resources
CBCP C B C P B A
M
OPAPP O P A P P T P N A P
W P S A M
U N S C R O A M
Module IV, Lesson 4
B P P
H D N HDN P H D R P H S
H D P E
S J A S M I M P P C F W
P I N T KONSULT MINDANAW S P P M J
Online Resources
O P A P P OPAPP T P T U GPH CPP
NPA NDF P N A M
P CPP NPA NDF
D A M
E
146
Module V, Lesson 1
B P P
C L G J N P A Q C C P
E M C
M M C E A MMCEAI W T
M D C MMCEAI
Online Resources
AFRIM W NGO A J
C C DSWD R E D A
J
I
D R J K P D I S A S
K
H R W W R A J
L G U M A J
N J R A A J
P D I A S A J
S I W CWR B A J
E
UN G A D E V W A J
W S R C S M R T M F C A
S
Module V, Lesson 2
B P P
C R C P D I A
Online Resources
H R H B A C P A I R
B H D A S
HB
H B N T P N D C A
A S HB P D
L C P C A
S C AT F C E F C P C A
S P B
S H A S
147
UNESCO A C P M T C C D A J
U N U D H R A S
un.org/en/documents/udhr/.
W H O WHO W R V H A J
Module VI, Lesson 1
B P P
A P C E I U APCEIU L
T S S K APCEIU
Online Resources
C D R C P A
J
F L A J
E F D
G F N F B O A J
GFN
WWF L P R A J
Module VI, Lesson 2
B P P
B B L H E I L T
S S K APCEIU
C B N M T N Y K
V A R K M I M D C AFRIM I
Online Resources
K J M C W F M E S S
A I C R P A E E N R G I C M
E A T H L S C
A S E
N R C K
T E D D M AP E O B
UP A C M H U P D F
A J
Module VII, Lesson 1
B P P
A Y P E C M S A S A U P A
P P
A P C E I U APCEIU L T
S S K APCEIU
E M C Q C
148
Online Resources
Davao City Government (n.d.). The Integrated Gender and Development Division. Accessed on 8 June 2012 from
V M P T A D O D C
A J
P J C S S D A J
B P P
R R B B D C AFRIM I
D O I P E C M S A S E A U P
K J U H R B A D C M
P USIP I W A D E N P D C
M
L A T V M L S I R D C
Petaling Jaya.
Online Resources
OPAPP O P A P P B B M S
J A M
F A B A M
E M F A M
E E
I GPH MILF
D A A M
Online Sources
I P C P P M M D I
P M C S C C SCC P
D T C M C N A M
J R T M B N P A T T I A
M
L G E U L AC L M C T
I P I C P R E A M
LRC K K F E P P M U I P R S
D A P S A M
B C
T I I S R I P S S
A M
T K M B T A M H A M
BINOTOK
149
Module VIII, Lesson 1
Online Resources
C M L W A I L M A A
O O G M LI E A A
C M L A M
I
Q T D E TV P D I
A M
S M Y A E C A A
B P P
C V P P E C P I S H T VC E
C B M F C G U
T S H C V E C B M F C G
U
P V E Q C P
P H
Online Resources
A M T T A
J
F S P UNICEF UNICEF S W P U N C F
P P A J P E
B P P
C L G J P E AP C P M C Q C
R B E E T P T C P P E
M N
T S H C V P T P V E Q C P P
H
Online Resources
W M D Y T P P S T C D P J
J V N A J
150
T S S P E F
SPIRITUALITY SOCIAL JUSTICE
SUPPORTING NONVIOLENCE STRENGTHENING HUMAN RIGHTS
SUSTAINABLE DEVELOPMENT SENSITIVITY

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INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION:

RAUL C ALVAREZ JR E D CESE

Dr. Ofelia L. Durante

Module V: L U Respect for human C W R CEDAW RA A Group discussion on

Enumerate ways of handling biases and prejudices in ones daily life

Lesson 2: Understanding Respect and solidarity T B Paper dance and analysis of

Lesson 3: Indigenous Intercultural respect and D S

Contents of the Manual

dismantling the culture of war;

living in harmony with the earth;

u STRENGTHENING HUMAN RIGHTS P H R R

E. Group Sharing and visioning

Divide the class into 6 groups

Annex: Handout (see next page)

STRENGTHENING HUMAN RIGHTS P H R R

The way we behave The way we are perceived

The way we see ourselves The way society treats us

Look at me, you may think you see who I really am

I am now in a world where I have to hide my heart

Who is that (man) I see

Someone I dont know?

Why must we all conceal what we think, how we feel?

Bishops ask banana growers to stop aerial spraying

Dole and Del Monte, through their subsidiaries,

Food prices up by 75% since 2000 - IBON

Foreign environmentalists asked the government S

Mr. Goodland noted the mines development site

sake of the environment, livelihood and food security in

Militants to Aquino: Dont give Filipinos false hopes about jobs

BUTUAN CITYThe Commission on Human Rights T P

Values: Responsible use of the internet and social media, nonviolence

Values: Forgiveness, nonviolence

Annexes: Handouts (see next pages)

Annexes. Cases of Women Empowerment in Peacebuilding

...please , next page.

T CPP NPA NDF

Discussion guide in processing the short video documentaries

Values: Respect for human rights, gender equality, nonviolence

Annexes (see next pages)

TO ATTAIN THE FOREGOING POLICY

D (The decision is referred to as CEDAW/C/46/D/18/2008

The Many Faces of Corazon as a Woman

DAVAO CITY (MindaNews/03 October) Unspeakable A

Women IDPs who became migrant workers

Returning women migrant workers who became displaced

the school disciplinary system.

Values: Equitable sharing of resources, environmental concern, simple lifestyle

Annexes: (see next pages)

ECOLOGICAL FOOTPRINT QUIZ (adopted from Fien, 2004)

ECOLOGICAL FOOTPRINT QUIZ

How much food is wasted in your homes?

Where does your food come from?

How do you travel to school

Does your family have a car?

What power source does your house have?

How much water does your household use?

Annex 2. What your grand total means:

Values: Care for the Earth, respect for nature

The Four Laws of Ecology

Handouts: Song Lyrics

Lupa, laot, langit ay magkaugnay

Tayo ay nakasakay sa mundong naglalakbay dagat

Iisang pinagmulan Refrain 2: