Human Rights Education in Africa Curriculum facilitate learning. Contextualized within the broader...

Human Rights Education in Africa Curriculum Preventing Violent Extremism

By Farah Amalia, Jaspar Leahy, and Rebekah Nelson

Edited by Sarah Lewinger and S. Garnett Russell

October 2017

Acknowledgments This curriculum was prepared for the Human Rights in Africa class at Teachers College, Columbia University, in collaboration with UNESCO Dakar and Cheikh Anta Diop University of Dakar, Senegal. We would like to thank Kayum Ahmed, Akemi Yonemura, Oumar Ndongo, Ndèye Borso Tall, Moustapha Fall, Ngolo Katta, and UNESCO’s civil society partners for their review and feedback of the curriculum.

PVE HRE CURRICULUM 2

Table of Contents

Introduction and Background … 3

Assessment Tool … 6

Scope and Sequence … 8

Lesson 1: Teamwork … 11

Lesson 2: Forms of Violent Extremism … 13 Lesson 3: Causes of Violent Extremism … 17 Lesson 4: Challenging Prejudices Against Girls … 21 Lesson 5: The Female Role Model … 25 Lesson 6: Identifying Concerning Behavior … 31

Lesson 7: Conflict Resolution … 34 Lesson 8: Review … 36 Lesson 9: Strategies and Guest Speaker … 38 Lesson 10: Planning …40 References … 43


Introduction and Background

Recent studies on the prevention of violent extremism (PVE) are calling for stronger

attention to education. They argue that even though young people are regarded to be most

vulnerable, there is not enough emphasis on the significant role of schools and families in the

fight against extremism (Arshad-Ayaz & Naseem, 2016; Pels & de Ruyter, 2011). Global

citizenship education and related programs, including human rights education (HRE), have been

given a more vital role since their endorsement in SDG 4.7 (United Nations, 2015). HRE is an

important method to help prevent violent extremism and “empower learners to be responsible

citizens” at local, national, and global levels (UNESCO, 2015, 75).

The Economic Community of West African States (ECOWAS) was first convened in

1975 with the goal of unifying its fifteen member states’ economic policies; however,

maintaining peace and political stability in the region has emerged as a focal point of the union

(ECOWAS, 2013). Recognizing the major role of education in cultivating and sustaining a

culture of peace, UNESCO has provided technical assistance toward the development of

curricular tools to address contemporary challenges across the West African region, including

the surge of violent extremism. This HRE curriculum, centered around PVE, is ideally suited to

complement the Conflict and Peace module of the ECOWAS Reference Manual on Education

for a Culture of Peace, Human Rights, Citizenship, Democracy and Regional Integration (2013).

To be implemented in the non-formal education sector in ECOWAS countries affected by the

presence of Boko Haram, namely Nigeria and Niger, this curriculum was developed considering

the distinct needs of out of school youth who have likely been exposed to or directly impacted by

extremist ideology or violence.


Although Boko Haram has been operating since the early 2000s, they attracted

international attention in 2009 after claiming responsibility for the violent uprising that killed

over 800 people (Onuoha, 2014). The extremist group garnered a spot on the international stage

once again with the kidnapping of nearly 300 schoolgirls aged 16 to 18 in Chibok, Nigeria in

2014 (Hatch, 2014). Continuing to terrorize the region, they have caused the internal

displacement of over 2 million individuals in Nigeria (IOM, 2016), which has resulted in 1

million out of school children and youth (UNICEF, 2015). Given this, there is a critical need to

extend the reach of education to youth whose education has been interrupted, and who remain

susceptible to radicalization. In countries affected by Boko Haram, a significant portion of

adolescent girls are either out of school or at risk of dropping out. In Nigeria, 27% of girls aged

12 to 17 are out of school; however, in the Borno state, an area largely terrorized by Boko

Haram, nearly 50% of adolescent girls remain out of school (Hatch, 2014).

Given the prevalence of violence in the region, and its impact on access to education, the

objective of this curricular intervention is to provide out of school youth with the opportunity to

not only mitigate damage that has been done, but also decrease the likelihood of radicalization

through acquiring the knowledge, attitudes, and skillsets necessary for impacting the community

and becoming an integral part of the peacebuilding process. This course has been designed for a

class of 10 to 20 students, aged 14 to 18 years old. We chose to focus on this age group since it is

important to meet adolescents while they are in the critical stage before entering adult life,

providing them with knowledge and skills to become a part of the peacebuilding process.

Although intended to be co-educational, this curriculum places a special emphasis on the

rights of women and girls, as well as their role in preventing violence. Across the African

continent, women’s traditional role as nurturers puts them in a key position to identify and


suppress radicalization; they have also been active in peacebuilding at the grassroots level but

largely excluded from formal processes (Snodgrass, 2010). Although the emphasis has often

been on boys’ recruitment, studies have shown that women have also been targeted to enlist in

extremist groups. Snodgrass (2010) explains how in a patriarchal society where women have

second-class citizen status, there is an appeal in joining an extremist group where they are given

roles and status, such as policing other women.

According to the United Nations and several case studies in Africa, violations of human

rights in a community can turn into a push factor for radicalization (McLean Hilker, 2011;

Novelli, 2011; Paulson, 2006; Shepler, 2005; UNESCO, 2016). Radical groups can then commit

violent actions that would further breach human rights. Hence, we recognize the importance of

building participants’ understanding of their own rights, and how to fight for social justice

without violating the rights of others.

The following ten lessons have been developed considering the limitations and

possibilities for adolescents whose education has been disrupted, relying heavily on the creative

and expressive arts, small and large group brainstorming and discussion, and engaging activities

to facilitate learning. Contextualized within the broader topic of PVE, lessons address the causes

and forms of violent extremism; gender perspectives and the roles of women in creating and

sustaining peace; identifying concerning behavior and signs of radicalization; and developing

techniques and strategies for preventing violent extremism, such as individual and collective

advocacy and community interventions. The transformative human rights approach that the

curriculum employs empowers the students to take an active role in the exploration of

challenging and sensitive topics and develops their capacity to design and carry out a collective

advocacy project.


Assessment Tool

Student assessment has been built into the course, rather than being a separate process.

This takes into consideration the needs of the population that this non-formal education

curriculum has been designed for, which is out-of-school youth who likely have varying degrees

of experiences with formal assessment.

The goal of the curriculum is the development of a collective advocacy plan on

preventing violent extremism in their local community. The creation of this plan will allow them

to synthesize their learning from the previous nine lessons into concrete action steps. Before

coming to the final plan, each lesson has assessments incorporated via student production. This

could be in the form of an art project, a simulation of a conversation, writing a speech, or

participating in group discussions.

At the end of the course the teacher will compile the students’ productions into individual

portfolios and use that as a reflection point for a conversation with each student. These post-

course reflections are an opportunity to explore what new knowledge they have acquired as well

as learn about any action steps they have either already begun or are planning to enact because of

their participation in the course. Some possible questions to explore during these reflections are

as follows:

1. What did you learn from this course? What did you learn that was new?

2. What is violent extremism?

3. What are some steps you can take as an individual to prevent violent extremism?

4. How can youth work together to prevent violent extremism?


The teacher is expected to reflect after each lesson and write in the “Instructor Notes”

section their perceptions of student comprehension, ability to apply what was covered to their

lives, and any challenges that were faced. After lessons that include individual work, the teachers

should take the opportunity to reflect on each student’s progress, and after lessons that involve

group work, the teachers should reflect on group progress. Once the course is complete, the

teacher should review her notes from each lesson and write a summary, addressing the following

points:

1. What aspects of the curriculum were the most challenging for the students? Challenging

could be emotionally challenging, intellectually challenging, culturally challenging etc.

2. What aspects of the curriculum were the most rewarding for individuals? For the entire

class?

3. What was challenging for you as a teacher?

4. What was rewarding for you as a teacher?

5. What would you change about the curriculum?

6. What additional supports would be useful for you as a teacher?


Scope and Sequence

• There are ten lessons in this curriculum. Each unit is 60 to 90 minutes long. • The curriculum can be completed in an intensive format or weekly format depending on the

schedules of the students and teacher(s). • In Lesson 9, a guest speaker is invited to class. Please identify and contact a guest speaker

prior to the start of the course, preferably a local individual who has experience with PVE, and can speak about grassroots advocacy strategies and/or conflict resolution.

Lesson 1: Teamwork Major theme: Introduction and teambuilding. Essential Questions: 1. How is a culture of equality and inclusion established? 2. How does diversity contribute to a well-rounded community?

Objectives: • Knowledge: Understand where we all come from and the ways in which we contribute to a

unique and diverse class. • Skills: Develop effective listening skills and work together in a creative manner. • Values: A classroom culture of equality and inclusion. Lesson 2: Forms of Violent Extremism Major theme: Causes and forms of violent extremism. Essential Questions: 1. What type of actions contribute to violent extremism? 2. What actions can the community take to protect members from violent extremism? Objectives: • Knowledge: Understand different forms of violent extremism. • Skills: Utilize critical thinking to identify actions that lead to violent extremism. • Values: Respect towards the right to life. Lesson 3: Causes of Violent Extremism Major theme: Causes and forms of violent extremism. Essential Questions: 1. What types of speech causes divisiveness in the community? 2. How can members of the community counter violent propaganda? Objectives:


• Knowledge: Understand the role of anger and grievance as motivation to commit violent extremism, as well as the principle of freedom of expression.

• Skills: Utilize critical thinking to identify hate speech and violent propaganda. • Values: Respect towards peaceful dialogue. Lesson 4: Challenging Prejudices Against Girls Major theme: Gender perspectives and the role of women in creating and sustaining peace. Essential Question: 1. What is the role of girls in preventing violent extremism?

Objectives: • Knowledge: Understand the equal rights of men and women to participate in community life. • Skills: Advocate against violent extremism. • Values: Responsibility towards peace in the community. Lesson 5: The Female Role Model Major theme: Gender perspectives and the role of women in creating and sustaining peace. Essential Question: 1. What changes should occur in the community to allow girls to be more active participants?

Objectives: • Knowledge: Understand the rights of girls. • Skills: Advocate for the rights of girls. • Values: Self-esteem and confidence. Lesson 6: Identifying Concerning Behavior Major theme: Identifying concerning behavior and signs of radicalization. Essential Questions: 1. What behavior patterns have you found to be concerning in your community? 2. How can we become more aware of others’ actions?

Objectives: • Knowledge: Increased awareness of various symptoms of radicalization. • Skills: Utilize critical thinking skills to recognize and respond to concerning behaviors. • Values: Responsibility for others. Lesson 7: Conflict Resolution Major theme: Identifying concerning behavior and signs of radicalization.


Essential Question: 1. How can we navigate conflict and address concerning behavior? Objectives: • Knowledge: Understand and brainstorm realistic strategies to resolve conflict. • Skills: Create a personalized conflict resolution process. • Values: Empathy and motivation to navigate difficult situations. Lesson 8: Review Major theme: Critical reflection to strengthen knowledge from previous lessons. Essential Question: 1. Why should we prevent violent extremism? Objectives: • Knowledge: Review of previous lessons. • Skills: Synthesize information and express understanding through art. • Values: Creativity and reflection. Lesson 9: Strategies and Guest Speaker Major theme: Developing techniques and strategies for preventing violent extremism. Essential Questions: 1. What have you already advocated for in your own life? 2. Were you able to achieve your desired goal? How so?

Objectives: • Knowledge: Understand the techniques and strategies used in the field of PVE. • Skills: Identify strategies that students may have already used in a different context. • Values: Empowerment and reflection. Lesson 10: Planning Major theme: Developing techniques and strategies for preventing violent extremism. Essential Questions: 1. What social change has occurred in your life? 2. Who brought on this change? 3. Do you agree with those methods? Objectives: • Knowledge: Understand the tools and resources used in grassroots activism. • Skills: Create a plan for PVE in local community. • Values: Strategy, advocacy, and collaboration.


Lesson 1: Teamwork

Materials: A flat surface for students to trace / draw on, colorful markers / pens (enough for the class to share), squares of different colored construction paper (enough for each student), tape / mounting putty to adhere each student’s square to the wall, and one medium-sized (soft) ball students can toss to each other. Preparation: Ensure that materials are ready to be passed out before the beginning of class. The seating arrangement should allow for the group to share thoughts and engage in a large group discussion; circular formation, in chairs or on the floor, would be ideal. Before class, one wall with enough space to mount the class quilt should be identified. Do Now Activity Time: 15 minutes 1. Ask students to consider this hadith from the Prophet Muhammad: All people are equal, as

equal as the teeth of a comb. There is no claim of merit of an Arab over a non-Arab, or of a white over a black person, or of a white over a black person, or of a male over a female.

2. Divide the class into two groups. Have them discuss for 5 minutes what this means to them. 3. Elicit reactions from each group, emphasizing to the class student-made remarks about

equality, inclusion, tolerance, etc. 4. Let students know this class will focus on getting to know each other and establishing a base

level of trust and comfortability among all students, which will hopefully grow over the course of each subsequent lesson.

Who Am I? Why Am I Here? Time: 20 minutes 1. Ask students to sit in a circle on the floor and take turns introducing themselves to the group.

Whoever has the ball can speak, and when they are finished, they should make eye contact and toss it to another person in the group.

2. Along with their name, each student should take one or two minutes to share something else about themselves with the group. Encourage brief discussion about where they were born, how many languages and/or dialects they speak, their families, hobbies, etc.

3. Each student should also elaborate on why they’re attending this course, and what they hope to learn by the end of the course.

Class Quilt Time: 20 minutes 1. Each student should have a square of paper and access to colorful markers / pens. Using the

markers / pens, students should trace their hand onto the paper. 2. Encourage students to be creative and fill in their outline with unique patterns or shapes.

Alternatively, older students could write words that describe themselves or are meaningful to them inside their outlines.


3. As students finish drawing, allow them to place their squares on the wall one by one, eventually forming a patchwork quilt. As students are forming the quilt, remind them that they are unique individuals with their own distinct experiences, and yet they all are part of a supportive community.

4. Let students know that they will be adding to their artwork in the next lessons. Debrief Time: 5 minutes 1. Ask students to reflect on the class introductions and share some of the ways in which they

are similar or different from each other. 2. Afterwards, ask them to reflect on, now and in subsequent lessons, how their similarities and

differences influence their interactions in and out of class, and how everyone contributes to the unique and special fabric that makes up the Class Quilt.

3. In preparation for future discussions, ask students to, over the course of the next week, think of a proverb or verse they can recite to the class. It can be affiliated with Islam, Christianity, another religion, or no religion, but it should emphasize inclusion, diversity, equality, etc. Encourage students to ask their family, friends, or community members to gather ideas.

Assessment Group Discussion: Who Am I? Why Am I Here? Assessment points: 1. Sharing personal information and hopes for the course. 2. Respectfully listening to other students. 3. Engaging another student with at least one question about their background.

Drawing: Class Quilt Assessment points: 1. Following instructions to create a handprint that is meaningful and unique to the student. Instructors Comments:


Lesson 2: Forms of Violent Extremism

Teacher’s Notes for Lesson 2 Activity: Brief Definition of Violence The intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, or deprivation (World Health Organization). Definition of Extremist A person who holds extreme political or religious views, especially one who advocates illegal, violent, or other extreme action (Oxford Dictionary). Definition of Violent Extremism Violent extremism refers to the beliefs and actions of people who support or use ideologically-motivated violence to achieve radical ideological, religious or political views (UNESCO). Activity: Debrief The Culture of Peace Culture of peace is a totality of values, attitudes, behaviors, and lifestyles which reject violence and prevent conflicts by addressing the root causes by means of dialogue and negotiation between individuals, groups, and States (UNESCO). Right to Life You have the right to live, and to live in freedom and safety (The Office of the United Nations High Commissioner for Human Rights). African Charter on Human and Peoples’ Rights: Article 4: Human beings are inviolable. Every human being shall be entitled to respect for his life and the integrity of his person. No one may be arbitrarily deprived of this right. Article 5: Every individual shall have the right to the respect of the dignity inherent in a human being and to the recognition of his legal status. All forms of exploitation and degradation of man, particularly slavery, slave trade, torture, cruel, inhuman or degrading punishment and treatment shall be prohibited. Universal Declaration of Human Rights: Article 3: Everyone has the right to life, liberty and security of person. Article 4: No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms. Article 5: No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

Right to property


You have the right to own things and nobody has the right to take these from you without a good reason (The Office of the United Nations High Commissioner for Human Rights). African Charter on Human and Peoples’ Rights: Article 14: The right to property shall be guaranteed. It may only be encroached upon in the interest of public need or in the general interest of the community and in accordance with the provisions of appropriate laws. Universal Declaration of Human Rights: Article 17: (1) Everyone has the right to own property alone as well as in association with others. (2) No one shall be arbitrarily deprived of his property. Materials: Photographs of important property being destroyed (homes, books, schools, stores, etc.), pens, paper (enough for each group of 2 to 4 students). Preparation: Make sure sample worksheet is available to be shown to students. Divide seating into small groups, each group should have some paper and pens. Do Now Activity: What Things Do I Value? Time: 20 minutes 1. Divide students into small groups of 2 to 4 people. 2. Show students the drawing on Lesson 2 Do Now Activity Sample Worksheet (page 16) and

ask them to copy it to their papers. 3. Ask each group to fill in 2 to 3 things and/or people that are important to them and give 3

reasons why for each. If students are not comfortable with writing, they can use drawings. Brief Time: 10 minutes Refer to Teacher’s Notes for Activity: Brief (page 13) 1. Explain that every person should be able to protect their valued possessions and people they

care about. 2. Show photographs as examples of valued places and objects being destroyed. 3. Questions to ask for discussion:

• Why is it important for people to protect their valued possessions / people they love? • What would happen to the community if these things cannot be protected? • How is property damage (destruction of material items) different than violence against

human beings? How is it similar? Activity: What Threatens the Things I Value? Time: 20 minutes 1. Continue working on worksheet.


2. In the same groups, ask students to identify (and fill in on their drawing) the threats that their valued people and possessions face.

3. Ask students to discuss and answer: If violence / destruction happens to the people and/or things you value, who is responsible? Why? A. People who committed the actual crime. B. People who did not say / do anything when the crime was being committed (by-standers). C. Both.

4. Invite some students to share their answers with the class. Activity: Keeping My Community Safe Time: 15 minutes 1. Ask each group to create a list of rules for their group’s community. The rules should be

about protecting the things and people they value. 2. Give a name for their community. 3. Define peace according to their community Debrief Time: 10 minutes Refer to Teacher’s Notes for Activity: Debrief (page 13): 1. Explain the right to life and the right to property. 2. Explain the definition of peace. Questions to ask: 1. Which rules in your new community relate to these principles? 2. Is your definition of peace aligned with the United Nations’ definition’? Assessment Group Work: What Threatens the Things I Value? Assessment points: 1. Providing clear reasons for choosing the things / people they value. 2. Identifying reasonable threats toward their family / friends and/or valued possessions.

Keeping My Community Safe Assessment points: 1. Creating rules that related to the identified threats. 2. Constructing definitions of peace related to the rules and threats. Instructors Comments:


Lesson 2: Do Now Activity Sample Worksheet


Lesson 3: Causes of Violent Extremism

Teacher’s Notes for Lesson 3 Activity: Brief Drivers of violent extremism There is no consensus on the exact factors that cause a person to engage in violent extremism. However, the United Nations plan on preventing violent extremism distinguishes between two main categories: • Push factors – Conditions surrounding a person that drives them to violent extremism,

including: Lack of socio-economic opportunities (i.e. lack of quality education), marginalization and discrimination (real or perceived), poor governance, violations of human rights and the law (i.e. disrespect for civil liberties), prolonged and unresolved conflicts, and radicalization in prisons.

• Pull factors – Factors that nurture the appeal of violent extremism. For example, the existence of well-organized violent extremist groups with compelling discourses and effective programs that are providing services, revenue and/or employment in exchange for membership. Groups can also lure new members by providing outlets for grievances and promise of adventure and freedom. Furthermore, these groups appear to offer spiritual comfort, “a place to belong” and a supportive social network.

Activity: Debrief Freedom of Expression You have the right to think what you want, and to say what you like, and nobody should forbid you from doing so. You should be able to share your ideas with people from any country. African Charter on Human and Peoples’ Rights: Article 9: 1. Every individual shall have the right to receive information. 2. Every individual shall have the right to express and disseminate his opinions within the law.

Universal Declaration of Human Rights: Article 19: Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. Duties African Charter on Human and Peoples’ Rights: Article 27: 1. Every individual shall have duties towards his family and society, the State and other legally

recognized communities and the international community. 2. The rights and freedoms of each individual shall be exercised with due regard to the rights

of others, collective security, morality and common interest.


Article 28: Every individual shall have the duty to respect and consider his fellow beings without discrimination, and to maintain relations aimed at promoting, safeguarding and reinforcing mutual respect and tolerance. Article 29: The individual shall also have the duty: 1. To preserve the harmonious development of the family and to work for the cohesion and

respect of the family; to respect his parents at all times, to maintain them in case of need. 2. To serve his national community by placing his physical and intellectual abilities at its

service; 3. Not to compromise the security of the State whose national or resident he is; 4. To preserve and strengthen social and national solidarity, particularly when the latter is

strengthened; 5. To preserve and strengthen the national independence and the territorial integrity of his

country and to contribute to his defense in accordance with the law; 6. To work to the best of his abilities and competence, and to pay taxes imposed by law in the

interest of the society; 7. To preserve and strengthen positive African cultural values in his relations with other

members of the society, in the spirit of tolerance, dialogue and consultation and, in general, to contribute to the promotion of the moral well being of society;

8. To contribute to the best of his abilities, at all times and at all levels, to the promotion and achievement of African unity.

Materials: Chalkboard and chalk or large sheet of paper and marker, pencils, paper (at least 3 sheets per each group of 2 to 4 students), photographs from previous lesson (optional), colored pencils (enough for the class to share, also optional). Preparation: Make sure the Identifying Violent Propaganda Worksheet is available to students (page 21). Divide students in groups of 2 to 4 people in preparation for the activity. Each group should have some pens and paper. Do Now Activity: How Do They Feel? Time: 15 minutes 1. Bring up a scenario of violent extremism. Photographs from the previous lesson can be used,

or have the students imagine a situation. 2. Ask each student to identify and write down the emotions felt by the victims and the

perpetrators. Do the parties experience anger, sadness, regret, and/or another emotion? Brief Time: 15 minutes Refer to Teacher’s Notes for Activity: Brief (page 17) 1. Explain how feelings of being treated unfairly can lead to anger and sadness.


2. Explain how anger can lead to spreading propaganda, lies, and promoting violence. Questions to discuss:

• What types of injustice do you see in the community? • Are people getting angry over this injustice? What does this anger cause them to do? Activity: Identifying Violent Propaganda Time: 20 minutes See Lesson 3 Activity: Identifying Violent Propaganda Worksheet (page 20). 1. Divide students into small groups (2 to 4 people). 2. Write down the 14 statements on the board and ask each group to identify which 7 statements

promote violent extremism (the boxes shaded in grey are the violent statements). 3. Ask each group to identify and explain the intentions behind the propaganda. 4. Guiding questions: What might the person saying this feel? What is their goal in saying this? 5. Ask each group to match the peaceful statements to answer the violent ones. 6. Ask several students to share their answers with the class. Activity: Peaceful Advocacy Time: 15 minutes 1. Ask each group to pick one example of injustice in the community. 2. Ask each group to sketch a poster promoting their cause using peaceful slogans. Debrief Time: 10 minutes 1. Explain freedom of expression (page 17). Question to discuss: • What are the benefits and limitations to freedom of expression? Refer to “Duties” contained

in the African Charter on Human and Peoples’ Rights (pages 17 to 18). Assessment Group Work: Identifying Violent Propaganda Assessment points: • Correctly identifying the difference between violent and peaceful messages. • Identifying and explaining the intentions behind dangerous propaganda.

Peaceful Advocacy Assessment points: • Identifying an example of injustice in the community. • Creating a peaceful slogan to engage with the social issue.

Instructors Comments:


Lesson 3 Activity: Identifying Violent Propaganda Worksheet Statements retrieved from Federal Bureau of Investigation, Countering Violent Extremism. https://cve.fbi.gov Death and destruction are the only ways to take back our nation.

You are one of us. You must join our struggle.

If you die for this cause, you will be admired by your family and rewarded in the afterlife.

This is your fight, not mine.

No one is at war with my religion. Dying for a radical group won’t make me a hero.

Violence and terrorism are the best ways to change government policy.

Just because I know you doesn’t mean I agree with everything you say.

We need you to join our fight and help us build the perfect world for our people.

Our leaders aren’t perfect, but we can change the system in peaceful ways.

There are other ways besides violence to get what we want.

Governments that hurt our people or violate our beliefs must be destroyed.

The government is ignoring a serious threat to our cause. If you don’t respond, no one will.

People with different beliefs and values can still live together in peace.


Lesson 4: Challenging Prejudices Against Girls

Teacher’s Notes Activity: Brief Advocacy Advocacy is the deliberate process, based on demonstrated evidence, to directly and indirectly influence decision makers, stakeholders and relevant audiences to support and implement actions that contribute to the fulfillment of rights (UNICEF). Advocacy involves: • Delivering recommendations based on evidence. • Seeking change in governance, attitudes, power, social relations, and institutions. • Addressing deeper barriers to the fulfillment of rights. The goals of advocacy include: • To address imbalance and inequality. • To promote human rights and social justice. • To promote a healthy environment. • To advance opportunities for the participation of children and women. Activity: Debrief Equal Rights of Women in the Public and Political Life Women and men have equal rights to participate in the political and decision-making process. African Charter on Human and Peoples’ Rights on the Rights of Women in Africa: Article 9: 1. States Parties shall take specific positive action to promote participative governance and the

equal participation of women in the political life of their countries through affirmative action, enabling national legislation and other measures to ensure that: A. Women participate without any discrimination in all elections; B. Women are represented equally at all levels with men in all electoral processes; C. Women are equal partners with men at all levels of development and implementation of

State policies and development programmes. 2. States Parties shall ensure increased and effective representation and participation of women

at all levels of decision-making. Convention of the Elimination of All Forms of Discrimination Against Women: Article 7: States Parties shall take all appropriate measures to eliminate discrimination against women in the political and public life of the country and, in particular, shall ensure to women, on equal terms with men, the right:

A. To vote in all elections and public referenda and to be eligible for election to all publicly elected bodies;


B. To participate in the formulation of government policy and the implementation thereof and to hold public office and perform all public functions at all levels of government;

C. To participate in non-governmental organizations and associations concerned with the public and political life of the country.

Materials: Pencils and paper (at least 3 sheets per each group of 2 to 4 students). Preparation: Make sure materials for Do Now is available to students (page 24). Divide students into groups of 2 to 4. Each group should have some pens and paper. Do Now Activity: Boys and Girls in the Community Time: 20 minutes See Lesson 4 Do Now example sheet (page 24). 1. Divide students into small groups (2 to 4 people) 2. Ask students to create a mind map answering the question, “What are the important roles of

boys and girls in the community?” If students are not comfortable writing, they may draw. 3. If students are unsure, show the example on Lesson 4 Do Now Example Sheet. Brief Time: 10 minutes Refer to Teacher’s Notes on Activity: Brief 1. Explain how every person, girl and boy, has the equal responsibility to protect their

community (may refer to Duties section from Lesson 2). 2. Explain the concept of advocacy (page 21). Questions to discuss: • When something happens that you do not like, do you speak up? • Who do you speak to and do they listen? Activity: Gender-Based Prejudice Time: 20 minutes 1. Ask each group to list any gender-based prejudiced views that keep some people from taking

part in preventing violence. 2. After identifying prejudices, let each group know that they are now playing the role of an

advocacy group. Ask them to pick a name for their group. 3. Ask each group to identify one important figure in the community who they want to speak to

about changing the way girls are treated, and helping girls become more active members in public life.

Activity: Open Letter or Speech Time: 15 minutes 1. Ask each group to write a letter to their chosen figure. The letter should contain:


A. Arguments to challenge gender-based prejudice. B. At least 3 reasons why girls should be included and supported in the community.

2. If students aren’t comfortable with writing, they may give a speech in front of the class. Debrief Time: 10 minutes Refer to Teacher’s Notes on Activity: Debrief (pages 21 to 22). 1. Explain the right of girls and women to participate in decision-making. Question to discuss: • Why is this right important? Assessment Group Work: Gender-Based Prejudice Assessment points: • Clearly identifying gender-based negative views.

Open Letter or Speech Assessment points: • Formulating arguments against gender-based prejudices. • Providing realistic examples of actions boys and girls can take to support girls’ rights



Lesson 4 Do Now Example Sheet


Lesson 5: The Female Role Model

Teacher’s Notes Activity: Brief Storytelling: Nigerian Female Heroes Folktale: Moremi and the Egunguns

In the days when Ife was still young there was a distant city called Ile-Igbo. Between the two cities was a forest, and neither one knew of the other’s existence. No person of Ife had ever passed through that forest, nor had anyone from Ile-Igbo. But one day a hunter from Ile-Igbo went out in search of game. He became lost in the forest and wandered many days without knowing which way to go. He began to give up hope, thinking, “The forest has swallowed me. Now I am coming to the end of my life.” Then, when his despair had nearly killed him, he emerged from among the trees and there just a little beyond he saw the city of Ife. He looked in wonder, for he had never heard that such a place existed, but he did not approach the city. After he had rested he reentered the forest and, in time, he found his way back to Ile-Igbo.

He told the Oba* of his own city what he had seen. The Oba thought, “As is well known, there is no such city as the one he describes.” Nevertheless, he sent messengers to check on the hunter’s story. The messengers entered the forest. They pressed on. After some days they were saying to one another, “The hunter told our Oba a wild story. There is no city out here in the wilderness.” Then they came to the edge of the forest and saw Ife standing there. They saw Ife’s fields on all sides. They saw the fertile gardens and the granaries filled with food. They watched the people of Ife come and go, but they did not make their presence known.

The messengers returned to Ile-Igbo and reported to their Oba. They said, “The hunter’s words were true. On the other side of the forest stands a prosperous city. Its gardens are full of all kinds of growing things. Its granaries are full of grain. Its market is full of people selling manioc,† corn and yams.”

The Oba of Ile-Igbo reflected on what he heard, for while Ife was prosperous his own city was not doing well. The gardens of Ile-Igbo did not grow enough food, and often there were families that had to eat wild roots because their crops were poor. The Oba thought, “Why should that other city prosper while mine suffers?” He called his counselors together. They discussed the matter. And it was decided to send an expedition to Ife and loot it of food. But Ife appeared to be strong, with many warriors. So the Oba’s counselots devised a plan.

Instead of arming themselves with spears and other such weapons the men of Ile-Igbo disguised themselves as Egunguns, messengers from the land of the dead. Some were dressed as Ololu, or Beater, Egunguns and carried clubs. Some were dressed as Alapa-Nsanpa Egunguns and had long arms hanging down at their sides. Some were dressed as Etiyeri Egunguns, with long protruding ears affixed to their heads. All the Egunguns wore masks, and their bodies were covered with raffia‡ They were fearsome to see, and even the people of Ile-Igbo were terrified.

The Egunguns went through the forest and arrived at the edge of Ife. There they rested for a while. At a signal from their leader they entered the city, dancing, gyrating, singing and making strange sounds. The people of Ife were struck with fear and ran away into the bush. Then the Egunguns pillaged Ife. They took food from the granaries and the gardens. They took everything that they could carry. After that they disappeared into the forest and made their way


back to Ile-Igbo. The Oba was happy. The people were happy. Now there was plenty of food for everyone in Ile-Igbo and there was no need to worry about the crops in the fields.

But the food stolen from Ife did not last forever. A time came when it was gone. And so the Oba met again with his counselors and decided to send another pillaging expedition to Ife. Once again the men dressed in the costumes of Egunguns and went through the forest and caused the people of Ife to flee from their city. Once again, they looted the houses, granaries and the gardens and returned home.

The looting of Ife became a way of life for Ile-Igbo, whose people neglected their own gardens even more than before. Whenever Ile-Igbo ran short of food another expedition was sent to Ife. Life in Ife became hard. Though the people there worked industriously they no longer had enough to eat. They planted, gathered their crops, and then the mysterious Egunguns came out of the forest and took everything away.

In Ife there was a woman named Moremi. She went to the Oba of Ife, saying, “These spirits from the forest where do they come from? Where do they go? Why do dead spirits need to consume the food of the living? If things go on this way, Ife itself will die and become a dead spirit. We should find out about these Egunguns. Therefore when they come again I will remain in the city and learn why they continue to harass us.”

The Oni, or Oba, of Ife objected, saying that it was taboo for women to watch the Egunguns, that to remain in the city was too dangerous. Moremi insisted. The Oba called on some of the elders of Ife to come and discuss what Moremi proposed. The counselors said, “If things go on this way Ife will dry up and fall away from the face of the earth. Something must be done. Let Moremi do as she wishes.” Having heard his counselors, the Oba of Ife agreed.

Moremi went to the sacred brook called Esinminrin. She supplicated the brook, asking for help against the Egunguns. She pledged that if she could save Ife she would give her young son Olu-Orogbo as a sacrifice.

In time the Egunguns again swarmed into Ife. The people fled to the bush, all except Moremi. She remained behind, and when the raiders entered her house they found her there. Not knowing what else to do with her they took her back to Ile-Igbo and brought her to the Oba. The Oba of Ile-Igbo found Moremi beautiful. He made her one of his wives. Little by little Moremi learned about the way Ile-Igbo had been deceiving Ife and reducing it to poverty. The people of Ile-Igbo began to forget that Moremi came from Ife. She waited for an opportunity to escape.

One night when she was with the Oba, Moremi brought him a great deal of palm wine and he drank heavily. Sleep came upon him. Moremi dressed herself in rags so that she looked like a beggar, and in the darkness she made her way to the forest and began the long journey back to Ife. Each night she climbed a tree and slept in the branches to be safe from wild animals. When the sun rose she resumed her walking. At last, after many days and nights, she came again to Ife. There was happiness in the city when she returned. People called out to one another, “Moremi who was carried away by the Egunguns has returned!” They crowded around her house. There was singing and dancing.

Moremi disclosed everything she had learned in Ile-Igbo. Everyone was surprised to hear that the mysterious beings who came out of the forest were not really messengers from the dead, but raiders dressed in masks and raffia. They decided on a way to deal with the Egunguns when they came again.

Life went on. Then one day the Egunguns from Ile-Igbo again emerged from the forest and entered Ife. This time the people did not run into the bush. They went to their fires and lighted torches. As the Egunguns approached the houses the people ran out with their torches and


set fire to the raffia costumes of the raiders. Soon all the Egunguns were aflame. They went this way and that in panic, running, falling, crying out. Some were blinded by the smoke and ran into the spears of the Ife warriors. Some died in the flames that enveloped them. Only a few managed to get out of their raffia costumes and escape to the forest. Those who found their way back to Ile-Igbo told the Oba what had happened. It was the last Ile-Igbo pillaging expedition to Ife. The Egunguns never came again.

There was a festival in Ife. The people praised and honored Moremi for her courageous act that had saved the city. But for Moremi it was not yet over. She had pledged that if she saved Ife from the Egunguns she would sacrifice her son Olu-Orogbo to the sacred brook Esinminrin. She carried out her promise. She went to the book with her son, all of Ife walking behind her. There was a ritual, and there at the edge of the running water Olu-Orogbo was sacrificed. The people returned home. Moremi’s heart was filled with grief.

But when everyone was gone a strange thing happened at the place of the sacrifice. A golden chain descended slowly from the sky. Olu-Orogbo stood up. He took hold of the chain and was raised into the sky, where he lived on under the protection of the Sky God Olorun.

Ife also lived on. * Oba, ruler in Western Nigeria. † Manioc, cassava. ‡ Raffia, fiber of the raffia palm used for tying plants and making articles such as baskets or hats. Modern Hero: Ola Orekunrin

Ola, who was born and raised in the UK by her foster parents, graduated from medical school at the age of 21, becoming England’s youngest medical doctor. She was still in medical school when her younger sister, a sickle cell anemia patient, passed away while the family was visiting Nigeria. The death occurred because of inefficient medical facilities in Nigeria and the unavailability of an air ambulance service in the whole of West Africa that could transport her to a well-equipped hospital. The nearest was in South Africa and before the medical team could arrive, Ola’s 12-year-old sister had given up the fight.

Motivated by this death, Orekunrin quit her job at England’s National Health Service and relocated to Lagos, Nigeria where she offered her services to build a better medical system, not just for Nigeria, but for West Africa. This led to the birth of Flying Doctors Nigeria in 2007, a medical team dedicated to providing critical care via air transportation to both the private and public sectors, to companies and to individuals. As a helicopter pilot with specialized training in aviation medicine, Ola has taken it upon herself to put both her passion for medicine and flying into good use. She was listed on Forbes Africa’s 30 before 30, a platform that showcases 30 of Africa’s most promising young entrepreneurs under the age of 30. Activity: Debrief Democracy Democracy is a value based on the freely expressed will of people to determine their own political, economic, social and cultural systems and their full participation in all aspects of their lives (UN).


Materials: Pens, paper, colored pencils (optional). Preparation: If using colored pencils, make sure every student has access to the pencils. Storytelling: Women Heroes in Folktales Time: 15 minutes 1. Read aloud the story of Moremi (pages 25 to 27). 2. Read aloud the story of Ola (page 27). Brief Time: 10 minutes 1. Ask each student to close their eyes and imagine their own hero. 2. Define a hero as someone who keeps peace in the community. 3. The hero’s job is to protect the right to life, property, freedom of speech, and the rights of

women to participate in the public life. Questions to discuss: • Which right is most important to you personally? Activity: Drawing the Hero Time: 20 minutes 1. Ask each student to sketch a drawing of a hero. 2. Ask each student to write a description of their hero: What does the hero do to protect each

right (life, property, freedom of speech, and women in public life)? 3. If students are not comfortable with writing, they may draw their hero doing her job. Activity: Writing a Petition Time: 20 minutes “Wedemand…” 1. Ask each student to pick a favorite duty of their hero. Identify what challenge the student

might face if they were to do the job themselves. 2. Ask each student to identify one thing that the community should provide for them to

overcome the challenge. 3. Write a petition demanding the community to provide it. 4. See Lesson 5 Example Petition (page 30). Show the students the example as inspiration. 5. If students are not comfortable writing, they may work in groups and each group picks a

representative to give a speech in front of the class. Debrief Time: 5 minutes 1. Explain the concept of democracy (page 27). 2. Ask the students: How do you communicate with authority figures in your daily life?


Assessment Individual Work: The Hero Assessment points: • Understanding of human rights principles expressed through the character of the hero.

Petition / Speech Assessment points: • Clearly identifying a challenge in the community. • Proposing a creative solution with a clear argument to address the challenge.



Lesson 5 Example Petition Adapted from GoPetition.com, sample petition. Retrieved from https://www.gopetition.com/petitions/make-our-parks-safe-for-our-children.html Title: “Make our Parks Safe for our Children”

Target: State Councils

We are calling on each local government to remove all current ground material such as sand and bark from our parks. This should be replaced with rubber wet pour. This will ensure our children are kept safe and eliminate the chance of standing on used needles that are hidden under this material. Enough is enough. Name: Signature: John Doe John Doe Jane Doe Jane Doe


Lesson 6: Identifying Concerning Behavior

Teacher’s Notes Activity: Brief Radicalization Although it is a contested term, it is used to define the process through which an individual or a group considers violence as a legitimate and a desirable means of action. Radical thought that does not condone the exercise of violence to further political goals may be considered normal and acceptable, and be promoted by groups working within the boundaries of the law. There is no single profile or pathway for radicalization, or even speed at which it happens. Nor does the level of education seem to be a reliable predictor of vulnerability to radicalization. It is however established that there are socio-economic, psychological, and institutional factors that lead to violent extremism (UNESCO). Activity: Group Discussion Identifying Concerning Behavior • Unusual or abrupt changes in behaviors or patterns. • Extreme reaction to a loss or traumatic event. • Preoccupation with weapons, violent events, or persons who have engaged in violent acts. • References to harming others or planning a violent or destructive event. • Evidence of depression, hopelessness, or suicidal thoughts / plans. • Inappropriate responses such as prolonged irritability, angry outbursts, or intense reactions. • Strained interpersonal relations, isolating behaviors, or low self-esteem. • Significant change in life circumstances such as the loss of an important relationship. Materials: Chalkboard and chalk or large sheet of paper and marker, a flat surface for students to trace / draw on, colorful markers / pens (enough for the class to share), squares of construction paper (enough for each student), one sheet of blank paper for each student. Preparation: Review the teacher’s notes and make sure the materials are ready to be distributed. The seating arrangement should allow for small group work and whole class discussion. Do Now Activity Time: 10 minutes 1. Ask for volunteers to share the proverbs they were asked to find as part of the Lesson 1. 2. Remind them that it can be affiliated with Islam, Christianity, another religion, or no religion

at all, but it should emphasize inclusion, diversity, equality, etc. Brief Time: 10 minutes


1. Explain that today’s lesson will focus on identifying concerning behavior of friends, acquaintances, and family members, and how these behavior patterns may be related to the radicalization process.

2. See Teacher’s Notes on Activity: Brief (page 31).

Activity: Drawing Concerning Behavior Time: 20 minutes 1. Tell students a story about a time you witnessed disturbing behavior from someone. Be

specific enough for the story to feel personal – an argument that went too far, a friend acting out and/or being violent, etc.

2. Ask students to close their eyes and remember a time they personally saw a friend, family member, or stranger exhibit concerning behavior and/or engage in conflict.

3. Pass out materials and have students depict the incident in a drawing. Ask them to draw the people involved, the setting, and their best representation of what happened.

4. In small groups, have students show their drawing and explain the behavior and/or conflict they witnessed.

Activity: Group Discussion Time: 20 minutes 1. Reconvene as a class and ask volunteers to share what was discussed in the small groups. 2. Write a list of the students’ examples either on a large sheet of paper or on the board. 3. After hearing from several students and compiling a list, fill in the gaps. Allow students to be

general or specific when describing concerning behavior. When wrapping up, it may be helpful to group students’ ideas into the broad patterns referenced in the Teacher’s Notes on Activity: Group Discussion.

Debrief Time: 5 minutes 1. Take additional time to ask debriefing questions:

• What did you learn? What questions do you still have? • Think about what we have learned in previous lessons. Are we any closer to

understanding how young people become radicalized? • What else do we need to know about to better understand violent extremism?

2. Explain to students that there are many shifts in behavior that may cause concern for safety and well-being of an individual and/or the community. Now that they’ve established what behavior patterns are unusual, the next lesson will focus on how one should react.

Assessment Group Discussion Assessment points: • Depicting and/or verbalizing concerning behavior students have personally witnessed.


• Correctly identifying concerning behavior and showing awareness of the radicalization process.



Lesson 7: Conflict Resolution Materials: Students’ concerning behavior drawings from previous class, pens or markers, paper (enough for each group of 3 to 5 students to have at least 5 sheets), tape / mounting putty for each group. Preparation: Materials should be ready at the beginning of class. The Do Now activity requires some space for students to move around the classroom. Do Now Activity: “I Am Conflict” Game Time: 15 minutes 1. Ask for one volunteer to help you with this activity. Invite the volunteer to come to the front

of the room, and direct others to stand up. Whisper to this volunteer that they will stand in the center of the room, and, when prompted, yell out “I am conflict!”

2. Without spilling the secret, let students know that after the volunteer shouts the phrase, they should move around the room to position themselves somewhere in relation to the volunteer, based on how they typically respond to conflict (for example, if they tend to directly engage with conflict, they will stand near the volunteer, but if they usually avoid conflict at all costs, they will stand far away).

3. Tell the volunteer to go to the center of the room and yell out the line. 4. If students found the instructions confusing the first time around, the game can be played

again with a new volunteer. 5. As a quick wrap-up activity at the end of Lesson 10, the game could be played again to see if

students feel differently about conflict. Brief Time: 10 minutes 1. Before leaving their positions, ask students to answer the following questions:

• Why are you standing where you are? • Can you think of anything that might cause you to move? • Could our reactions to conflict influence the characteristics and outcome of conflict?

2. Let students know they will be exploring these questions in greater detail today. Activity: Defining Conflict Time: 20 minutes 1. Split the class into two groups and return drawings from the previous lesson to their creators.

Keeping their drawings in mind, ask both groups to discuss and then share how they define conflict.

2. Once a definition has been agreed upon by the whole class, write it on the board. Next, ask for volunteers to respond to the following questions, eliciting responses from several students: • How does conflict harm individuals and the community? • How does our definition of conflict affect the way we respond to it?


• Have you ever witnessed conflict lead to violence? Could this have been avoided? • Are there any positive outcomes of conflict?

3. Now ask the two groups to come up with a new definition for conflict avoiding the use of negative words.

Activity: Resolving Conflict Time: 20 minutes 1. Explain to students that one way to avoid escalation of conflict is to think about how

conflicts can be resolved. 2. After breaking the class into small groups (3 to 5 students), give each group two pieces of

paper and have them write the word conflict on one and resolution on the other. 3. Instruct students to tape their papers to the floor or the wall so that they are placed about 2

meters apart. 4. Allow each group to establish and write down the steps necessary to get from conflict to

resolution. When the students agree on how to proceed, they can grab more papers and write the steps out, placing them in the correct order.

5. As a potential follow-up activity, have students scramble the order of their papers and switch stations to see if they can figure out how their classmates envisioned the process of conflict resolution.

Debrief Time: 5 minutes Ask students to discuss the following questions as a class: • What should happen immediately following conflict? • What needs to happen before resolution can occur? • Is there anything you might consider doing after resolution? • Do you feel confident you could you apply this step-by-step approach to real-life conflicts?

Provide an example, real or imagined, where you might use the proposed steps. Assessment Group Work: Resolving Conflict Assessment points: • Creating a logical sequence of steps in the conflict resolution process. • Collaborating with other students in a respectful manner.



Lesson 8: Review

Materials: Chalkboard and chalk or large sheet of paper and marker, paper for students to write on (notebooks would be ideal, but a few sheets of blank paper for each student works). Preparation: Prepare template for Timeline Activity on the board or large sheet of paper. Include dates and topics of past lessons in a linear format, leaving a lot of space for additional writing. Do Now Activity: Personal Reflection Time: 10 minutes 1. Students reflect on a favorite activity from the course in their notebooks, or on the sheets of

paper they have been given. 2. Possible questions:

A. What do you like about the activity? B. What did you learn from the activity? C. Have you been able to apply the lesson to your life? D. Have you been able to share the lesson with others? Why or why not?

3. If students are not comfortable writing, they may draw a picture or pictures to depict the activity and what they enjoyed about it.

Brief Time: 10 minutes 1. Explain that the course is ending soon. 2. Briefly review the different topics that we have covered thus far, and encourage the students

to share their thoughts about the lessons, either reading what they wrote or showing their drawing from the previous activity.

Timeline Activity: What Have We Learned? Time: 20 minutes 1. Show the students the timeline that has been prepared on the board or large paper. 2. Each student adds to the timeline different lessons they have learned about each topic. 3. Invite the students to come up to the board or large paper one by one, so it does not become

chaotic. Students can either write a sentence, or draw a small picture. Activity: Interpretative Dance Time: 25 minutes 1. Split the class into two groups. 2. Each group can choose a topic or theme from class and then create an interpretative dance

expressing what they have learned from that topic or theme. 3. Explain that interpretative dance has no rules – there is no right or wrong way to dance, it is

about self-expression through movement.


4. Possible topics or themes the groups could focus on include: prejudice against girls and women, conflict resolution, or identifying concerning behavior.

Debrief Time: 5 minutes 1. Group discussion about each dance. 2. Encourage students to say what they liked about the other group’s dance, and to discuss what

topics and themes from class they saw reflected in the dance. Assessment Group discussion: Brief Assessment points: • Share knowledge gained from previous classes.

Interpretive Dance Assessment points: • Express what they have learned through art. • Communicate and work as a team to choreograph a meaningful dance. • Respectfully watch the other group’s dance, and explain what topics and themes they saw

portrayed in the dance.



Lesson 9: Strategies and Guest Speaker Materials: Paper, pens, bowl or hat, timer (optional). Preparation: Make sure there are enough small pieces of paper for the Do Now Activity. The guest speaker should have been identified and contacted prior to the start of the course, but make sure they know the time and location of the class, and are prepared to speak. Do Now Activity Time: 15 minutes 1. Write down a word that describes a strength of the person sitting next to you (for example:

kind, funny, fast runner). 2. All words / phrases will go into a bowl or hat, and then each person will have the

opportunity, one by one to act out a strength. 3. If the class is larger, it can be broken up into two teams. Each team will have 30 seconds to

guess the strength their teammate is acting out, and if they cannot guess it, the other team will have the opportunity to guess for a point.

4. At the end, everyone gets to guess who the strength was describing. Brief Time: 10 minutes 1. Review any techniques already covered in the course related to conflict resolution. 2. Introduce the idea of advocacy to help prevent violent extremism. Refer to the Teacher’s

Notes in Lesson 4 (page 21).

Guest Speaker Time: 20 minutes 1. Guest speaker will give a short lecture (around 15 minutes) about how students can safely

help with PVE in their local context, speaking about grassroots advocacy strategies and/or conflict resolution.

2. Leave at least 5 minutes for students to ask the guest speaker questions. Activity: Making a Speech Time: 20 minutes 1. Ask students to think of a time when they advocated for themselves, another person, and/or a

cause they believed in. 2. Students will write a short speech about their past advocacy, why it was important, the

strategies they used, and what they might do differently now. 3. If students are uncomfortable writing, they may use drawings and/or brainstorm a speech that

they will recite from memory. 4. Everyone shares their speech with the class. Each speech should be a minute or two in length.


Debrief Time: 10 minutes 1. Connect the speech writing activity to the specific cause of PVE. 2. Address remaining questions students have about PVE, and how they can safely and

peacefully contribute to the effort to eliminate violent extremism. Assessment Individual Work: Making a Speech Assessment points: • Reflecting on past advocacy, identifying what worked about their past advocacy and what

they would do differently after this course. Guest Speaker Assessment points: • Respectfully and actively listening to the guest speaker. • Asking the guest speaker thoughtful and relevant questions.



Lesson 10: Planning

Teacher’s Notes Activity: Collective Advocacy Plan • Problem: The problem describes the issue that needs to be changed. • Vision: The vision describes the ideal condition for the community. It conveys the

community's dream for a better future. It must be uplifting and easy to communicate. • Objectives: Objectives are the goals of the project. Objectives describe how much will be

accomplished as specific results, and state the time frame for the goals. • Strategies: Strategies describe how the objectives are going to be met. Activity: Conversation Practice • Talking Points: What information can you share in conversations with the target group? It is

a good idea to mention the problem, vision, objectives, and strategies, but also include more information and historical background, if possible.

• Target Group: People who are in the best position to contribute to the solution, such as peers, family members, teachers, law enforcement, government officials, business people, religious leaders, and anyone else who is influential in the community.

Materials: Large sheet of paper, markers / pens / pencils. Preparation: Make sure the class is suitable for students to move around as they switch groups. Do Now Activity: The Human Knot Time: 10 minutes 1. Ask the class to stand in a circle. 2. Ask everyone to raise their right hand and grab the hand of someone across from them in the

circle (cannot be the person to either side of them). Repeat with left hands. 3. Everyone now must untangle the “knot” without letting go of each other’s hands. Brief Time: 10 minutes 1. Present the idea of collaborative action. 2. Discuss the necessary qualities for collaboration (patience, listening, unity, etc.). 3. Discuss the aspects of a collective advocacy plan. 4. Refer to the pie chart for inspiration (page 41).


Activity: Collective Advocacy Plan Time: 25 minutes As a class: 1. Identify the problem. 2. Create a vision for how the class will address the problem. 3. Map the terrain. Note key individuals or resources in the community that will you help the

class achieve its goal. In small groups (3 to 4 people) 4. Explore tactics and then share with large group. As a class: 5. After listening to the tactics brainstormed by the small groups, vote on 4 tactics that are most

realistic and can be safely carried out by the class. Activity: Speaking Practice Time: 30 minutes As a class: 1. Ask students to identify talking points about PVE, and different types of people with whom

they could potentially discuss the issue of PVE.

With a partner: 2. Ask students to practice speaking about PVE in their own words.


3. Each student should role play with their partner, changing the conversation based on the different people with whom they might have this conversation.

As a class: 4. Ask a few pairs to share their roleplay with the class. Debrief Time: 15 minutes 1. Discuss next steps as a class. How do we want to implement this plan? 2. Create a timeline for the PVE Action Plan. 3. Make sure every student contributes at least one idea to the timeline. Assessment Group Work: Collective Advocacy Plan Assessment points: • Participation in group discussion. • Creating realistic advocacy strategies.

Speaking Practice Assessment points: • Identifying PVE talking points. • Identifying a target audience of influential people who could help the cause of PVE. • Participation in a dialogue role play with partner.



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