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Storytelling has been a fundamental part of human existence since our
early beginnings. Embedded in our simple mental representations of life or
our various understandings and interpretations of our inner worlds over
the past centuries has been our desire to share any thoughts in a good
story. Simply, we define our reality by the stories we construct and share
with each other. This WebQuest is structured around the story of Willy
Whalley. It is a fictional story but is also based upon many truths. In
sharing this story, not only is the revolutionary and humanitarian work of Dr Jane Goodall
highlighted, but the plight of the chimpanzee, human beings' closest
genetic primate relative, is also presented. Our human consciousness, the
way we resolve life issues and the manner with which we treat all living
creatures considerably impacts upon the chimpanzees. Our futures are
intertwined with theirs. As we learn more about these amazing
animals we will also
discover more about ourselves.
Creating alternative peace-building endings to
stories can help empower children of all ages to redefine their realities
and begin creating a more sustainable peace-building way of living and
being for all earth's creatures. It is language that provides the tool for
this meaningful examination, reconstruction and growth.
This WebQuest has been
designed to stimulate imaginations and develop understandings, values and
actions that hopefully will lead to the creation of many happy, win-win endings for all life
upon Earth ensuring peace:
peace with ourselves-peace with each other-peace with the
environment
as has been the teachings inherent in the stories of many
indigenous cultures for generations. WebQuests support independent
learning development and allow students to make choices. Both are
associated with peace-building outcomes.
The identified
TLP Peace-building Elements are
inherent in the peace-building story used in this WebQuest. These elements
are:
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happy
endings
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everyone winning
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nonviolent resolution
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imaginative and creative
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challenges existing stereotyping
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faith
and hope
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peace with the
environment
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finding
personal peace
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...any
element that supports the idea that peace is possible
Anticipated peace-building
outcomes
The following outcomes
provide the scaffolding used to structure any
peace-building stories and
activities developed by the foundation.
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positive attitudes |
appreciating that there is a meaning and purpose for everything |
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resilience |
to life
challenges appreciating every situation is a learning opportunity |
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simplicity |
understanding the importance of simply living so others can simply
live |
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hope |
unfailing belief that peace is possible |
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faith |
in
humanity's innate knowing of and desire for peace |
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interconnectedness |
acknowledging we are all one |
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sustainability |
developing attitudes and behaviours that secure long term peace |
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responsibility |
appreciating and accepting every person's responsibility in relation
to peace-building |
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social justice |
acknowledging injustice and attending to it peacefully seeking
win-win outcomes |
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community |
working
together in ways that are inclusive and respect everyone's rights and
needs |
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pacifism |
always
solving conflict peacefully and nonviolently |
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balance |
appreciating harmony and living harmoniously especially in
relation to the environment |
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equality |
accepting everyone is equal and has their rightful place |
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service |
working
productively and willingly for the benefit of building peaceful
communities |
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human rights |
acting
in a manner that respects every person's rights and needs |
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compassion |
responding empathetically with kindness |
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openness |
willingness to change |
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tolerance |
treating every person equally and focussing upon bringing out the
best in them |
This Peace-building WebQuest also involves the creation of peace-building
stories or story endings that can be shared with others who can retell them or they can read themselves. Storywriting relies upon
an ability to formulate a logical story plan concurrently with an ability
to logically and correctly construct and meaningfully link the unfolding
ideas. This is also true for oral storytelling. Editing processes can
become part of the activities. Sharing of stories allows for further
editing possibilities or for further inspiration to continue more
researching and storywriting. Publishing stories for others to read
provides further opportunities especially for children to utilise their
creative talents and perhaps incorporate their own drawing and design
skills or the ICTs in their final published presentations of their
stories. All of the processes involved positively encourage and support
children's learning.
The
foundation encourages self and peer assessment and activities being
undertaken collaboratively.
For
more peace-building storytelling activities contact:
info@tlpeace.org.au
This
WebQuest honours the dedicated work of Dr Jane Goodall.
for
further reading about her life and work:
http://www.janegoodall.org/
http://www.rootsandshoots.org/
Books by
Jane Goodall: (also see children's books below)
Goodall, Jane. Africa in My Blood: An Autobiography
in Letters. Dale Peterson, editor
Goodall, Jane. Beyond Innocence: An Autobiography in Letters: The Later
Years. Dale Peterson, editor 2001
Goodall, Jane and David A. Hamburg. In the Shadow of Man. 2000
Goodall, Jane and Steven M. Wise. Rattling the Cage: Toward Legal Rights
for Animals. 2000
Goodall, Jane. Reason for Hope: A Spiritual Journey. 2000
Goodall, Jane. Through a Window. 2000, reissue
Jane Goodall Biographies:
Montgomery, Sy. Walking With the Great Apes: Jane
Goodall, Diane Fossey and Birute Galdikas. 1992.
Children's Books by and About Jane Goodall:
Goodall, Jane, et al. The Chimpanzee Family
Book. 1997. Ages 4-8
Goodall, Jane. The Chimpanzees I Love: Saving Their World and Ours. 2001.
Ages 4-8
Goodall, Jane. Dr. White. 1999
Goodall, Jane. The Eagle and the Wren. 2000
Goodall, Jane. My Life With the Chimpanzees. 2000. Ages 9-12
Goodall, Jane. With Love. 1998. Ages 4-8
Pettit, Jayne. Jane Goodall: Pioneer Researcher. 1999. Ages 9-12
Contact the Jane Goodall
Institute for information about them or to order them.
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