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1. CISV/Flat Stanley Project
2. Overview: What is CISV?
3. CISV Programs
4. CISV/Flat Stanley Project
5. Introduction
6. Flat Stanley/CISV Activities
7. Activity 1: Class Discussion
8. Activity 2: Brainstorm
9. Activity 3: Mapping
10. Activity 4: Name Games
    • COUNTRY SALAD
    • INTERNATIONAL TWISTER
11. Activity 5: Research
12. Activity 6: Presentation
    • A CHINESE EVENING
    • UNITED NATIONS DAY (24th OCTOBER)
    • INTERNATIONAL MEETING
13. Other Flat Stanley/CISV Ideas
14. Acknowledgements
15. The CISV Education Circle

CISV is an acronym that means Children's International Summer Villages. CISV is a world-wide organization promoting peace and understanding through children. The organization was formed in 1951 by Dr. Doris Allen, a psychologist at the University of Cincinnati. Her premise was that teaching children to live together as friends could create true and lasting global peace. Her idea led to the formation of a Village experience for eleven-year old children. The first Village had 55 eleven-year-old participants from 9 different countries.

CISV programs emphasize friendship as an important element in learning to resolve conflicts. In CISV programs, children from different parts of the world live together and learn to appreciate one another by finding similarities and celebrating differences.

CISV is independent of any government, political party, religious body, or umbrella organization. As an organization committed to the value of each individual, CISV does not practice or tolerate discrimination based on gender, race, religion, ethnicity, political affiliation, socio-economic background, or distinction of any other kind.

Websites: CISV Canada & CISV International

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CISV Programmes
 

Village - (Age 11) Unique to CISV is the Village , a four-week international camp attended by delegations of eleven year olds (two boys and two girls) and an adult leader from each of twelve nations.

Interchange - (Ages 12-15) Interchange is a family-centered, international exchange that usually involves one-month visits over two consecutive summers. In some instances an entire Interchange is completed in one summer, with consecutive two-week visits to each country.

Summer Camp - (Ages 13-15) Summer Camp, a three-week international camp attended by delegates from eight to ten nations. Although the Summer Camp format is similar to that of a Village, it is different in many ways. The multicultural camp develops a particular theme through international activities and discussion. The emphasis is on youth leadership with adult facilitation.

Seminar Camp - (Ages 17-18) Seminar Camp is a three-week multicultural experience for seventeen and eighteen year olds.

The Youth Meeting - This type of short-term, regional theme camp is organized to provide an opportunity for young people to explore important intercultural issues and promote continued CISV participation. It reinforces values presented in the Village programme and builds skills in leadership and programme organization. The participants meet together for 6 -14 days during major school holiday periods. The age ranges for youth meetings are: 11-12, 13-14, 14-15, 16-18 and 19+. Approximately twenty participants and staff. Young people below the age of sixteen travel together in delegations with an adult leader.

International People's Project - (19+) is an activity based on one specific theme for people aged 19 and above with at least four delegations depending greatly on the nature of the project. It must be at least 14 days long and should not be longer than 23 days. It consists of a practical part, in which the participants work on a certain project in cooperation with a partner institution.

Junior Branch - Junior Branch is composed of the local chapters' younger members. JB involvement offers the opportunity for leadership development and is an important part of CISV's educational program.

Local Work - (All Ages) The Local Work program is a continuous peace education process and CISV's community outreach program. It involves chapter and local community members of all ages who want to nurture the CISV philosophy within their Local community and personal lives.

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This project aims to connect the ideas of CISV with the Flat Stanley Project in order to create a fun and exciting way for students to develop cross-cultural awareness and learn the importance of diversity. The project activities are more suitable for students aged 8 and older. In this project, students will be researching a place in the world, perhaps a city, province or country, that Flat Stanley would like to visit. The research findings, such as specific information on food, weather, language etc., will be used to help prepare Flat Stanley for his travels by knowing what to bring, what to prepare for and what he might expect during his travels. The project aims are to help students increase their awareness of other places in the world (culture, customs), discover similarities, respect differences and understand the importance of diversity.

The following activities are based on the CISV Education Circle, specifically Intercultural Education. These activities explore the ideas as outlined in Intercultural Education:

• Cross Cultural awareness
• Cultural sensitivity
• Cultural differences/perspective
• Awareness of own/others "cultural lens"
• Importance of diversity
• Cultural Shock
• Languages

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Children's International Summer Villages is an experiential peace education organization that provides peace education through the use of several global programs involving youth aged between 11 to 25.

This supplemental teaching guide provides teaching materials addressing peace education issues within The Flat Stanley Project.

The Flat Stanley Project, created and managed by Dale Hubert of London, Ontario, Canada, now operates worldwide through the Internet. The Flat Stanley Project provides a mechanism for school groups in different communities to keep in touch with, and learn about, each other. The Flat Stanley Project is a group of teachers who want to provide students with another reason to write and develop sophisticated literacy skills. Coupled with the peace education expertise that CISV brings to the correspondence, synergy can be created to the benefit of all parties. By applying the peace education materials to The Flat Stanley Project, valuable and relevant learning will take place and improved quality and depth of student's written content can be achieved.

Education establishments generally expect that teachers will deal with students' interpersonal problems, develop problem-solving strategies, provide a safe environment conducive to learning, model respect and tolerance and take steps to prevent bullying and to promote pro-social behaviours in the classroom and on the playground. Therefore, participating in an activity that meets these expectations is not an extra burden on teachers; in fact, it makes the task easier.

According to its web site one school board states:

"The Thames Valley District School Board, Ontario, Canada, is committed to providing a learning environment where all students feel safe, valued, respected and welcome. Under our Safe Schools Policy, we are supporting a system-level strategy for fostering and maintaining positive learning environments at all our schools. This strategy has three key areas of focus:

1. stressing the responsibility that all stakeholders have in maintaining a safe-school environment;
2. ensuring a consistent, coordinated approach to handling violent incidents that occur in schools;
3. including violence prevention in all aspects of the curriculum from junior kindergarten to the end of secondary school."

Since the outcomes of The Flat Stanley Project and the CISV joint venture are in keeping with the this particular Board's expectations, participation provides a motivating opportunity to develop and deepen literacy skills while addressing the concerns of safe schools. The combination of the Flat Stanley Project and the CISV peace education materials is less demanding on the teacher than engaging in literacy and safe schools issues separately.

Each of the many educational jurisdictions that participating "Flat Stanley" teachers are employed by will emphasize different educational issues as described in the particular jurisdiction's formal curriculum expectation documentation. Participating teachers will need to refer to their own curriculum documentation to ensure the appropriate relationship between the CISV peace education materials and their own curriculum educational objectives. However, even within the generally global "literacy" expectation, the inclusion of peace education topics is seen to be an opportunity to add to the quality and sophistication of the writing exercise.

This material is developed to reflect its use in classrooms of children who are between eight (8) to eleven (11) years of age. The materials should be adapted accordingly if being used with students outside this age range.

This unit is designed to assist the teacher to broaden the scope of The Flat Stanley Project experience by encouraging students not only to consider issues regarding culture both within their own classrooms and community, but to explore cultural issues with the distant classroom.

Education establishments generally encourage the development of a sensitivity of, and tolerance towards others who are different from them in young children. The longer term social impacts of developing cultural sensitivity in youth is the expectation that the broader societal outcomes will be positive by reducing the incidence of all forms of intolerance, and violence based on ignorance of other cultures.

Ideally, over time, an even more positive outcome leading to not just tolerance, but appreciation and celebration of "the other's" culture will be achievable. Within the 8-11 age group the level of sophistication of this discussion will likely be one of exploration of the features of various aspects of culture, combined with a message of respect for the rights of others to be different. Inevitably, these explorations discover a great deal of similarity, rather than just difference.

Specifically within The Flat Stanley Project the teacher has the opportunity to have the students explore the mix of cultural identities within their own classroom and to assist the students in determining how the remote classroom may be different from, and similar to, his/her own student's experience.

Since The Flat Stanley Project is a global project it provides a unique and valuable opportunity for students to explore these issues while requiring the development of cognitive and writing skills necessary to express themselves with clarity.

In the interest of time teachers may choose to select only a few of the major topics suggested under the general heading of "Intercultural Education".

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Activity 1: Class Discussion

Objective:

1. To develop ideas for a research project.
2. To develop an awareness of countries around the world, specifically location and country name identification.

Procedure:

After reading the book, Flat Stanley, by Jeff Brown reread Chapter 2, "Being Flat". In that chapter, Stanley wants to visit his friend Thomas who has recently moved to California. Stanley's father brings home a large brown envelope so Stanley can fit inside and travel to California. Use this chapter as an introduction to the research project. Begin a class discussion by asking "If you could travel inside an envelope where would you go and why?" Use this discussion time as an evaluation for prior knowledge to see how familiar the students are with other countries and specific terminology such as cities, provinces, countries, and continents.

To incorporate Flat Stanley, explain to the class that they will be doing a research project for Flat Stanley. The findings of their research projects will be used to help Flat Stanley prepare for his travels. Encourage the students to think about a location (i.e., city, Province, country) that they would like to research.

Notes:

• Teachers may want to leave this project open ended or the research project can be specific to certain locations such as using only Canadian provinces, cities or specific countries located in a continent, or urban and rural destinations in order to meet curriculum expectations.
• The research project can be done individually, in pairs or in all cooperative groups, or as an entire class, depending on the teacher's preference.

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Activity 2: Brainstorm

Objective:

1. To create a list of locations for the research portion.
2. To use a variety of materials (i.e., books, magazines, atlas, photos) and media (i.e., videos, websites) to help develop interest and gather information on specific locations.

Procedure:

The teacher will set up a few "free thought sessions" in which the teacher will provide a wide variety of materials that illustrate different places from around the world or specific locations selected by the teacher (i.e., Canadian provinces). These materials may include, books, photos, magazines, maps, atlases, posters and computer websites. The students will have an opportunity to gather information by reading and working through the materials. As this activity is used as a free thought session to generate ideas, teachers may choose to require a written component (i.e., "List 5 ideas") or to discuss and record ideas with one another.

Notes:

If the teacher has selected specific locations (i.e., African countries), the following CISV games can be used ahead of time to help students become familiar with key words and name locations. Please see "International Twister" and "Country Salad".

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Activity 3: Mapping

Objective:

1. To visually represent all chosen locations on chart paper and a map.
2. To develop mapping skills and awareness of other geological regions.

Procedure:

Gather all the names of the locations selected by the students. Create a visual for the students by printing all the locations on the board or chart paper. Keep the chart in a visible location for the duration of the project. Discuss where these places are located and use a map to identify each of these locations. Teachers may choose to use one class map or individual maps for every student.

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Activity 4: Name Games

Objective:

To increase awareness/familiarity with the selected location names.

The following activities are used to help students become familiar with the names of other locations selected by their classmates.

CISV International - Local Work Committee Activity Database

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Activity Categories: Active/running;

CISV Education Circle:

Age Group: 8-10; 11-13; 13-15; 15-17; 19+;

Participants: 20-40; 40-70;

Time Frame: 0-1 Hour;

Equipment: paper; pens; other (chairs)

A variation of 'Fruit Salad'.

Instructions:

Make a circle with the chairs for all the participants except for one. The person without the chair stands in the middle. Everyone gets a piece of paper with a Country, the region it belongs to, and on which continent it is located written on it.

The person in the middle begins by calling out 'continents', eg: Asia. Those who have an Asian country leave their chairs and move to another vacant chair, the person in the middle also tries to get a vacant chair. The person left without a chair calls out a new continent, etc. After a while you may call out regions, so eventually the participants may be able to guess what country you are representing.

©2002 Children's International Summer Villages, Electronic Communications Team.

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INTERNATIONAL TWISTER

Activity Categories: Active/running;

CISV Education Circle:

Age Group: 8-10; 11-13; 13-15; 15-17; 19+;

Participants: 0-20; 20-40;

Time Frame: 0-1 Hour;

Equipment: paper; pens; other (4 bed sheets, atlas, 8 hats or boxes)

Aim: To teach geography, have fun.

Summary: Approx 2 hours is required to prepare.

Instructions:

Draw 4 continents, Asia, Africa, South America, and Europe on the sheets. Advice: Divide the map and sheets into grids to make drawing of borders easier. Label the countries. For each continents, have 2 'hats', one containing cards with the countries written on them, eg: Italy, Germany, Spain, Poland ect..., the other 'hat' contains body parts, eg: left foot, right hand, ear, left knee, ect... For each participant, draw a body part, then a country, eg: right hand on Vietnam. Repeat for other members of the group and rotate the groups to all continents.

©2002 Children's International Summer Villages, Electronic Communications Team.

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Activity 5: Research

Objective:

To research information on each of the selected locations.

Note:

1. The following research criteria was selected in order to avoid stereotyping any particular culture or custom. The criteria is based on researching factual information about the location. The factual information is used to help Flat Stanley prepare for his travels. Research information about culture, customs or religion has been left out in order to avoid stereotyping, particularly in multi-cultural countries. Culture is difficult to clearly define or describe. It is hoped that some of the information presented on food, clothing, music, language etc., may depict some aspects of culture in that particular location.
2. The following guide provides some examples of criteria that can be used for the research projects. Teachers can vary the criteria to meet curriculum expectations.

Procedure:

Students will use a wide variety of materials (website, books, videos) to research the following criteria. The researched information is to be gathered and organized into a display format used for a class/school presentation. The following guide provides some examples of criteria that can be used for the research projects. Teachers can vary the criteria to meet curriculum expectations.

1. Location - Where is the school located? (Country/Continent)
2. Climate - What is the weather like? Is the location seasonal? What clothing will Flat Stanley need to bring?
3. Currency - What currently is used? What are the costs for food and transportation? How much money will Flat Stanley need?
4. Language - What is the main language used? What other languages are used?
5. Food - What are typical meals like? Is there a main staple food? Does the location specialize in any particular foods?
6. Transportation - What transportation is available for travelers? How will Stanley get around?
7. Tourism - What places should Flat Stanley visit? What are the tourist locations?

Notes:

As an additional part to the project, students can research local organizations to help assist with information such as organizations that support people from different ethic groups (i.e., London Cross Cultural Centre).

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Activity 6: Presentation

Objective:

1. To present research findings in a display format.
2. To organize a class/school presentation of the student research projects.

Procedure:

Students will present their research findings in a display format as outlined by their teacher. The following CISV activities can be used as presentation formats.

A Chinese Evening:

The student(s) will share the research in a class presentation. During these presentations, students can play music, show videos or prepare a simple dish. Students may also want to invite guest speakers. Please see CISV's "A Chinese Evening" below for ideas.

United Nations Day:

On October 24 (or any day) host a United Nations Day. Students will share their ideas in a presentation format (i.e., display). The projects can be displayed in the classroom, school gym, library or front foyer for others to enjoy. Please see CISV's "United Nation's Day" below for ideas.

International Meeting:

Students can host an International Party/Evening by displaying their projects and inviting their families and peers into the classroom. Please see CISV's "International Meeting" below for ideas.

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A CHINESE EVENING

Activity Categories: Other; Social activities;

CISV Education Circle: International Education; Intercultural Education;

Age Group: 8-10; 11-13; 13-15; 15-17; 19+;

Participants: 20-40; 40-70;

Time Frame: 2-4 Hours;

Equipment: other: A place where you can cook and eat; play games all together or work in smaller groups; show films or slides, Use a record or cassette player, Use arts and crafts material.

Aim: To learn about a country in a nice, amusing way. To better understand other cultures, political ideologies, and ways of living. To reduce prejudices.

Summary Instructions:(Depending on your final program you may do without some of these facilities.)

1. Form a work group to prepare the evening. Choose the country and share the work. (We have chosen China.)
2. Reserve a suitable place and inform the members of your Junior Branch/ Chapter. (Remember to call and remind them closer to the date.)
3. Some place you could contact for information about China:
   • The Chinese Embassy or Consulate.
   • Your National United Nations organisations.
   • The Ministry of Foreign Affairs.
   • Film centres of libraries.
   • Media (Newspapers, radio, television)
   • Universities (Department of Eastern and Asian Languages,
   • History etc.)

    

   * Remember that you do not have to be in the same place as these organisations - write to them, or telephone.

    

4. Some things you can do during your evening are:
   • See slides, film or video about China.
   • Try to find a short and interesting text about how Chinese people live.
   • Use this text and the visual material as a basis for group work.
   • The groups can draw pictures, make posters or create small pieces of drama to show to each other.
   • Listen to Chinese music: dance, play dancing games, try painting to the music or just use it as a background for other activities.
   • Prepare a rice dish and eat it with chopsticks while sitting on the floor.
   • Draw Chinese characters: You can send them as greeting cards to friends or other Junior Branches.
   • Have a quiz competition about China.
   • Read some texts by the old Chinese philosophers, perhaps Lao-Tse of Kon-Fu-Tse.
   • Compare these with texts by Mao-Tse-Tung.
   • Have some juniors prepare an introduction to Mao's political ideas to serve as a basis for a discussion.
   • Other topics that could (should) be used are:
     • China after Mao
     • China in World politics (Especially the relationship between the three super states China, USA, Soviet Union). ( Some topics maybe unsuitable and should be altered to suit the age group you have.)

©2002 Children's International Summer Villages, Electronic Communications Team.

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UNITED NATIONS DAY (24th OCTOBER)

Activity Categories: Arts and Crafts; Other;

CISV Education Circle:

Age Group: 8-10; 11-13; 13-15; 15-17; 19+;

Participants: 0-20; 20-40;

Time Frame: 1-2 Hours;

Equipment: Other: whatever you need for the activities you have chosen to do.

Aim: Discovering cultures, becoming friends.

Summary Instructions:

Examples of what you can do:

• Invite people of different ages from different cultures or organisations. You may organise a party together with the different people.
• You may light a candle for peace and friendship for each one of the members of the United Nations.
• A one-evening workshop on the United Nations.
• Arts and crafts from different countries.
• What about making an exhibition with arts and crafts, dolls with national costumes, etc.

©2002 Children's International Summer Villages, Electronic Communications Team.

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INTERNATIONAL MEETING

Activity Categories: Ice breaking; Social activities; Warm-up;

Peace Education Circle:

Age Group:8-10; 11-13; 13-15; 15-17; 19+;

Participants:20-40;

Time Frame: 2-4 Hours;

Equipment: other: whatever needed for the activity you have chosen to do.

Aim:To gain knowledge about other cultures, peace-education, cross-cultural understanding, to have a good time.

Summary Instructions:

Many CISV'rs find pleasure in having friends from eg. Latin America to whom they write letters. What about all the people from other countries that may live in your own town? Wouldn't it be great to make friends among them?

Examples of what you can do:

• You can have an international evening. Invite people from your own organisation and foreign people, refugee-organisations, foreign students and embassies etc. to icebreaking activities, information about each other's countries or whatever.
• International party, perhaps on the 24th of October(United Nations
• Carnival
• A Christmas meeting where you can tell each other about the different customs for Christmas celebration, eat cookies from different countries and so on.

©2002 Children's International Summer Villages, Electronic Communications Team.

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1. Read Chapter 5 "Arthur's Good Idea". In the chapter, Stanley expresses his feelings of frustration and how he is tired of being flat. He wants to "be a regular shape again, like other people". From this chapter, start a class discussion by asking the class if they have ever felt different from others and how that made them feel. Discuss the idea of differences in people (i.e., interests, opinions) and the importance of respecting and celebrating these differences.
2. Classrooms can register on the Flat Stanley website and create Flat Stanleys to be sent out to other schools either locally, provincially or internationally. This project allows students to learn about other classrooms from around the world. Through the exchange of Flat Stanleys, students can learn about other cultures and customs and in turn, learn to accept and celebrate differences in people. Local Flat Stanley exchanges can also be successful in helping to teach cross-cultural awareness within one's own community.

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