In this lesson students will research the stories of individuals (motivations, background, values) who have received the Nobel Peace Prize and explain why they received it. They will analyze the importance of their actions for the common good.
Three Forty-Five Minute Class Periods
The learner will:
describe the work of various winners of the Noble Peace Prize.
analyze how choices made by the recipients of the Nobel Peace Prize improved the common good.
Transparency of What Can One Little Person Do? (Attachment One)
The Nobel Peace Prize-Laureates (Attachment Two), individual names placed in a box
Was the Job Done? (Attachment Three)
Student copies of Research Outline (Attachment Four)
Recording of acceptance speeches
Costume pieces, old clothes, wigs, shoes−any pieces or articles based on character
Start class by playing the song, “What Can One Little Person Do?” by Sally Rogers. Display the lyrics on an overhead (see Attachment One). Have students list key words and common characteristics of people in the song. Discuss findings with students.
Divide students into groups of three or four. Using your classroom computer, type in www.nobel.se. Under recordings click on “literature” or “Nobel Peace radio,” then click “tune in” and play several selections of the acceptance speeches of those who won the Nobel Peace Prize that students wouldn’t recognize immediately. After allowing students to listen to the acceptance speeches, pass around a box filled with names of Nobel Peace Prize recipients and let each student pull out a name.
After they pull the names, go back to the radio and play the selections you have chosen to put in the hat and ask the students to match the names with the voices. To spur students’ interest in the Nobel recipients, ask the following questions as they are listening:
Who do you think these people are?
Based on what you’ve heard, what could be going on?
What were some key words you heard?
Go over the answers with the learners.
Have the student teams use the computer lab to research the person they chose. The Web site www.nobel.se may be used as a reference site. Guide students through the process of collecting the research material using Research Outline (Attachment Four). After obtaining the information they need, teams should assign each person in the team a task. One student should present to the class, another can be the writer, one should design the costume and deliver the acceptance speech and one should be the editor and presenter of the final written essay.
Students should present their lessons to the class by reading the introduction and presenting the speech and conclusion. At the conclusion of the presentations, have students make generalizations about what kinds of individual contributions are important to the common good. How did the choices they made lead to the consequence of winning a Nobel Prize? Did the winners of the Nobel prizes have any characteristics in common?
Teacher Note: Using five to ten minutes at the end of class time, teacher should explain the School/Home Connection that students will complete in preparation for Lesson Three: A Design of Our Own.
Using Was the Job Done? (Attachment Three), the learners will be assessed on group cooperation and oral presentation, punctuation/spelling and content of written introduction.
Students will find information about individuals, schools and non-profit organizations that have made an impact toward peace and the common good in their own community.
Rogers, Sally. “What Can One Little Person Do?” The song can be found at http://music.msn.com/music/album/sally-rogers/what-can-one-little-person-do/
http://nobelprize.org/ The Official Web Site of The Nobel Foundation
Lesson Developed By:Tina Harmon
What can one little person do?
What can one little me or you do?
What can one little person do to help this world go round?
One can help another one
And together we can get the job done.
What can one little person do to help this world?
Harriet Tubman was alone on the darkened road to freedom
But she couldn’t leave her people far behind
Moses stretched out her hand. She led them to the Promised Land
'Cause she knew that she had justice on her side.
When Sojourner Truth was freed, she got down on her knees
And prayed to God to help her on her way
With her voice and with her might, she fought for what was right
'Cause she knew that she had justice on her side
Rosa Parks sat on the bus, and the driver said, “You must
Move to the back of the bus or else be thrown in jail”
But she stayed and stood her ground, and she brought that old law down
For she knew that she had justice on her side.
Brother Martin Luther King, he told the world, “I Have a Dream”
He led this country’s fight for human rights
We must fight for liberty until all of us are free
And we’ll know that we have justice on our side.
© Sally Rogers 1991
2002 Jimmy Carter
2001 United Nations, Kofi Annan
2000 Kim Dae-jung
1999 Médecins Sans Frontičres (Doctors Without Borders)
1998 John Hume, David Trimble
1997 International Campaign to Ban Landmines, Jody Williams
1996 Carlos Filipe Ximenes Belo, José Ramos-Horta
1995 Joseph Rotblat, Pugwash Conferences on Science and World Affairs
1994 Yasser Arafat, Shimon Peres, Yitzhak Rabin
1993 Nelson Mandela, F. W. de Klerk
1992 Rigoberta Menchú Tum
1991 Aung San Suu Kyi
1990 Mikhail Gorbachev
1989 The 14th Dalai Lama
1988 United Nations Peacekeeping Forces
1987 Oscar Arias Sánchez
1986 Elie Wiesel
1985 International Physicians for the Prevention of Nuclear War
1984 Desmond Tutu
1983 Lech Walesa
1982 Alva Myrdal, Alfonso García Robles
1981 Office of the United Nations High Commissioner for Refugees
1980 Adolfo Pérez Esquivel
1979 Mother Teresa
1978 Anwar al-Sadat, Menachem Begin
1977 Amnesty International
1976 Betty Williams, Mairead Corrigan
1975 Andrei Sakharov
1974 Seán MacBride, Eisaku Sato
1973 Henry Kissinger, Le Duc Tho
1971 Willy Brandt
1970 Norman Borlaug
1969 International Labour Organization
1968 René Cassin
1965 United Nations Children’s Fund
1964 Martin Luther King
1963 International Committee of the Red Cross, League of Red Cross Societies
1962 Linus Pauling
1961 Dag Hammarskjöld
1960 Albert Lutuli 1959 Philip Noel-Baker
1958 Georges Pire
1957 Lester Bowles Pearson
1954 Office of the United Nations High Commissioner for Refugees
1953 George C. Marshall
1952 Albert Schweitzer
1951 Léon Jouhaux
1950 Ralph Bunche
1949 Lord Boyd Orr
1947 Friends Service Council, American Friends Service Committee
1946 Emily Greene Balch, John R. Mott
1945 Cordell Hull
1944 International Committee of the Red Cross
1938 Nansen International Office for Refugees
1937 Robert Cecil
1936 Carlos Saavedra Lamas
1935 Carl von Ossietzky
1934 Arthur Henderson
1933 Sir Norman Angell
1931 Jane Addams, Nicholas Murray Butler
1930 Nathan Söderblom
1926 Aristide Briand, Gustav Stresemann
1929 Frank B. Kellogg
1927 Ferdinand Buisson, Ludwig Quidde
1926 Aristide Briand, Gustav Stresemann
1925 Sir Austen Chamberlain, Charles G. Dawes
1922 Fridtjof Nansen
1921 Hjalmar Branting, Christian Lange
1920 Léon Bourgeois
1919 Woodrow Wilson
1917 International Committee of the Red Cross
1913 Henri La Fontaine
1912 Elihu Root
1911 Tobias Asser, Alfred Fried
1910 Permanent International Peace Bureau
1909 Auguste Beernaert, Paul Henri d'Estournelles de Constant
1908 Klas Pontus Arnoldson, Fredrik Bajer
1907 Ernesto Teodoro Moneta, Louis Renault
1906 Theodore Roosevelt
1905 Bertha von Suttner
1904 Institute of International Law
1903 Randal Cremer
1902 Élie Ducommun, Albert Gobat
1901 Henri Dunant, Frédéric Passy
The Official Web Site of The Nobel Foundation
Student worked cooperatively within the group to make the group more effective.
Spelling and punctuation must be correct.
The desired content containing all components must be met.
Oral presentation should be clear and understandable.
Score: Total of 20 pts
Name of the person researched.
Why did that person receive the Nobel Peace Prize?
What attribute(s) of the person led to this action?
When did the recipient receive the prize?
Where did the recipient receive the reward?
What did the recipient do with the prize money?
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.