Caring is at the heart of peace education. (Peace Education/Conflict Resolution Network).

Since the September 11, 2001, terrorist attacks, teachers have been seeking to find meaningful ways to involve their students in appropriate activities that define what it is to be a citizen in a democracy. Vast numbers of Americans, especially children, were inspired by the heroism demonstrated during the crisis by New York's police officers and firefighters, as well as by ordinary citizens. Many teachers and young people have launched service projects to help citizens in their own communities or in other areas of the world with children in need. Students of all ages have crafted work projects, known as "service learning" in many schools and colleges, that reflect concern for others. This is a basic expression of the first duty for citizens of a democracy--a strong connection to one's role within the society (Sunal & Haas, 2002). Teachers in upper elementary and middle schools can integrate basic instruction on the Constitution and the Bill of Rights (using the valuable online resource "We, the People") and then reach out globally with an introduction to human rights for children (using Web sites especially designed for children by Amnesty International and Human Rights Watch). Caring for others, both near and far, is at the heart of peace education, as practiced in many schools today.

Teachers who have integrated peace education into their curriculum with class activities have welcomed opportunities for children to practice caring for others. Teachers have discovered a wonderful way to introduce their students to this concept through a beautiful, inexpensive book titled We Dream of a World. This book was written and illustrated by the children at the Pershing Accelerated School in University City, Missouri. They shared their dreams for improving our fragile planet to create a world with "No pollution... where there is no hunger ... and where there is peace for all" (Scholastic, 2001).

Next, teachers can brainstorm with children to find a suitable project in their own communities--helping hospitalized children or seniors in nursing homes, for example. This service learning concept has been officially part of the school curriculum in Kentucky, for example, in recent years. Paul Wirtz, a professor in Eastern Kentucky University's teacher education program, reported at a recent conference how future teachers joined together with local schoolchildren on a wide range of projects: visiting nursing homes, cleaning up a local trailer park, and teaching basic sign language to senior citizens.

Teachers also have inspired children to take on global projects. In addition to service learning, many states have mandated the inclusion of "Global Education" in the school curriculum. The pages of Childhood Education frequently have called our attention to global issues of hunger and children's rights, especially the column in the ACEI Exchange by Jerry Odland, ACEI's Executive Director, titled "Mommy, I'm Hungry" (Winter, 1998/99). After Sept. 11th, the White House launched an appeal for children to collect pennies to buy food for Afghanistan's children of war. The response was described as successful, with children also adding letters and artwork to the money they collected. Children have indeed reached out globally to assist families in poverty-stricken areas. Other groups have launched similar projects (see "Online Resources"). With the assistance of the Heifer Project, for example, a classroom could raise a modest sum (typically, $20) to purchase a flock of chickens, or $30 for a hive of honeybees. A needy Third World family can use these gifts for sustenance, as well as a source of income.

To sum up, teachers and children can show their affirmation and understanding of democratic ideals at this critical time. With the tragic events of September 11th still fresh in our minds, teachers and schoolchildren can play meaningful, vital roles by modeling the finest ideals of peaceful citizenship. Even the youngest children can be caring citizens in a renewed world society.

References and Resources

Odland, J. (Winter 1998/99). Mommy, I'm hungry. Childhood Education (ACEI Exchange), 75(2), 96-B.

Sunal, C. S., & Haas, M. E. (2002). Social studies for the elementary and middle grades: A constructivist approach (pp. 227-229). Boston: Allyn & Bacon.

We dream of a world ... Written and illustrated by the Gifted and Talented Students of Pershing Accelerated School in University City, Missouri. New York: Scholastic Inc. $3.99 (Web site: www.scholasticbookfairs.com)

Wirtz, P. M. (2000, November). Service learning requirements for early childhood teacher candidates in preschool and elementary certification programs. Paper presented at the annual conference of the National Association of Early Childhood Teacher Educators, Atlanta.

Online Resources:

Amnesty International: Children's Rights News: www.amnestyusa.org/children/newsletters/2000 ... /index.html

Free the Children: School and Health Kits for Afghan Children: www.freethechildren.org

The Heifer Project: Helping Hungry Families Feed Themselves and Care for the Earth: www.heifer.org

Human Rights Watch: Children's Rights: www.hrw.org/ children/

U.S. Fund for UNICEF: Health and Education Kits for Afghan Children: www.unicefusa.org / alert / casia / landing.html

"We, the People": Elementary and Secondary School Students with a Focus on the Constitution and Bill of Rights: www.civiced.org / wethepeople

--Aline Stomfay-Stitz, University of North Florida, and Edyth Wheeler, Towson State University