Peace Week at Friends: 2005-2010

Lower School division-wide activities: The Lower School reads The Hundred Dresses by Eleanor Estes.

The questions we ask are: • What does a group of children do when faced with amoral dilemma?

• What is the fair or just thing to do or not to do?

• Children decorate t-shirts and fill in the graphic, “Fairness is ____.”

All Lower School students have Meeting for Worship at Gandhi’s statue in Union Square (a three-block walk from the School).

During lunch in the Lower School cafeteria, students are given a daily Peace Week topic to discuss with their tablemates.

Tuesday’s topic: Fairness is.../ What is Fair?

Wednesday’s topic: What’s the difference between tattling and telling?

Thursday’s topic: Treat others in the manner

you wish to be treated. How does this affect us? And others?

Friday’s topic: Peace in the presence of Justice –

How do we/can we contribute to this theme beyond this week?

All Lower School students learn and discuss the meaning of the lyrics of “Let There Be Peace On Earth.”

Grade Level activities: Kindergarten:

Students play the “Peace Game,” a board game decorated with images related to peace. They pick cards that ask them to discuss or answer something related to peace, then they move a certain number of steps.

Students write in their weekly journals, answering “What does peace mean to me?”

Students discuss peace leaders and draw portraits of a peace leader of their choice.

During their listening center time, students hear The Story of Ferdinand,

by Munro Leaf, about a peaceful bull.

The students work in groups of five to assemble a large floor puzzle, requiring lots of teamwork.

Students create an “Acts of Kindness Tree.” They each add leaves with writing on each leaf about their own acts of kindness.

Students celebrate Valentine’s Day by giving each other cards.

(Teachers send home lists to ensure inclusion of all the children.)

Students visit the First Grade Post Office that sells stamps featuring peaceful book characters.

Students write acts of kindness on paper hearts.

The students help create a newsletter that recaps the week, and they write about their plans for a bake sale that will take place in early March.

The children come up with all the jobs that are necessary, types of things to sell, and where to donate the money raised.

Students collaborate to complete 100 Acts of Kindness. This project connects Peace Week’s theme, the 100th day of school, and Valentine’s Day. The 100 Acts are displayed in a big heart in the front staircase.

Students go to the Terence Cardinal Cooke Health Care Center at 1249 Fifth Ave. This is a center for the elderly, as well as for people who have a variety of physical needs, and the center provides care and social services for the people it serves. The students spend part of the afternoon with some of the elderly residents in the center’s dining room. The children share their family pop-up books with the residents. They also sing some favorite songs accompanied on the guitar by a parent.

First Grade:

In response to the book The Hundred Dresses, students write about what it means to be a good friend and what it means to be fair. The students illustrate their writing and make a bulletin board entitled “Peace and Love.”

Students collect recyclable paper from all the other Lower School classrooms as a type of community service.

Students read Somewhere Today: A Book of Peace by Shelley Moore Thomas and talk about some different ways that we can live peacefully with others.

After hearing the story, the children offer their own original ideas for a Peace Week writing project before deciding to write about the most peaceful thing they have ever seen.

Students have a group discussion about peace through service. They talk about different types of service and generate a list of community service projects in which they have participated both in, and outside, of Friends Seminary. After the discussion, the students each write an action statement about something they could do to help make the world a more peaceful place to live in.

Students read What Does Peace Feel Like? by Vladimir Radunsky, which takes a five-senses approach to defining peace, using the words of schoolage children from around the world. During the rest of the project time, each of the children creates his or her own “Five Senses Peace Book,” with pages dedicated to defining peace using each of the five senses (e.g. “Peace looks like...,” “Peace feels like...,” “Peace tastes like...,” etc.).

Students bake special “peace muffins” (two varieties: banana and pumpkin) to donate to the homeless shelter that operates in the school’s auxiliary gymnasium every night. The children also write a beautiful, heartfelt letter to accompany the gift.

Students stuff teddy bears to donate to the Starlight Foundation, which helps sick children. The students also write notes of well wishes and attach them to each of the bears.

Students create a mail system of their own for the Lower School, which they call The Friends Seminary Post Office Project. They make “mailboxes” for each of the Lower School Classrooms. All letters sent through “Friends Mail” must have one of the special stamps created by the students. Stamps may be purchased from the classroom’s service window during the Official Service Window Hours. Envelopes are available for one penny a piece.

Students donate the money they raise to a charitable cause.

Second Grade:

Students make peace posters for the silent walk to Gandhi’s statue.

Students begin planning for a service project called “Read to Feed,” which is sponsored by Heifer International.

Students donate some homemade peace sign cupcakes and cookies to the homeless shelter.

Students study the shortage of water around the world as part of the school-wide discussion of the impact of access to natural resources on peace.

Third Grade:

Third Graders participate in an annual “Peace Egg” project. Every child takes care of a hollow egg for one day. The egg is labeled “peace” in gold lettering. For the entire day—including recess, lunch, and even bathroom breaks—children must keep their eggs with them. Children learn lessons about how active one must be to protect peace and keep it alive. Some eggs break due to carelessness, or forgetfulness, or accidents. Others stay whole due to cooperation, collaboration, attention, and awareness. At the end of the day, students write about their experience and how caring for eggs and caring for peace are similar.

Students read two books: The Peaceable Kingdom by Ewa Zadrzynska (set in the Brooklyn Museum/Botanical Garden) and based on the 19th

century Peaceable Kingdom paintings by Quaker artist Edward Hicks; and Peace Begins with You by Katherine Scholes.

A box of peace books is available for independent reading time.

During math, students focus on the study of fractions as “fair shares.”

For literacy, students use the read-aloud Civil Rights play, Jackie Robinson, Most Valuable Player. In addition to building baseball and reading fluency, new vocabulary (e.g., integrated baseball, bigot, slur, society) and dictionary skills, students learn history content and discuss fairness in many forms.

“Why couldn’t the president just change the baseball laws?” one child asked. “Who was the president when Jackie played baseball?” We compare and contrast Jackie Robinson’s rise with the election of President Obama.

Fourth Grade:

In Fourth Grade science, students consider the health of the planet and how our use of fossil fuels is affecting climate change. Students learn that fossil fuels come from fossils that have experienced a chemical change over millions of years. The class conducts an experiment to explore the chemical reaction involved in the conversion of fossils to fossils fuels and the production of carbon dioxide.

The students enact four mock trials. During the mock trials, students explore the process of finding peace through the legal system. In addition, they examine the American Friends Service Committee Web site to gain understanding about law and how it pertains to their year-long study of immigration. Focus is placed on the Bill of Rights. Also, students do community service for AFSC. Lower School Technology Classes:

Second through Fifth Grades focus on how the understanding of our differences contributes to peaceful living.

The learning vehicles are movies from BrainPop and BrainPop, Jr: • Fifth Grade: “Bullying” Individual responsibility for fair and peaceful behavior is a strong theme and concern in the Fifth Grade.

• Fourth Grade: “Immigration,” People from many countries and cultures have created American society. Past and continuing immigration is a staple of Fourth Grade American studies.

• Third Grade, American History: “Pueblo” A fascinating, brief history of the many peoples of the “old” and contemporary Southwest and their contributions to our society is a regular focus of Third Grade Native American studies.

• Second Grade, American History: “Harriet Tubman” The fierce courage of a great leader during a most “unpeaceful” time in American history led to great accomplishments in collaboration with Quakers and other Americans working for national peace and justice.

Lower School Library Classes: Kindergarten: Students read and discuss Wangari’s Trees of Peace and

Planting the Trees of Kenya.

First Grade: Students consider themes of fairness and justice in picture books:

• Talking Eggs by Robert San Souci • The Other Side by Jacqueline Woodson • King of the Playground by Phyllis Naylor

Second Grade: Students read A Toad for Tuesday by Russell E. Erickson

• Write about change in a character, making new friends, and peaceful solutions • Send letters to a Third grader about Toad and fairness.

Third Grade: Students read biographies of individuals who fostered justice.

Fourth Grade: Students formulate questions to guide research on Westward

Expansion, find literature on Westward Expansion, and brainstorm questions about issues of justice in the Westward Expansion.

Middle School SCIENCE:

Students consider a simple version of what is involved in an atom bomb and discuss radiation effects. They examine and discuss two Web sites relevant to these topics: http://www.bbc.co.uk/sn/tvradio/programmes/ horizon/broadband/ archive/feynman/index.shtml http://science.howstuffworks.com/nuclear-bomb.htm On the BBC site, there is a short, but moving clip of Richard Feynman talking about how he felt after the bomb was dropped in Japan. Later in the spring, as part of The Voyage of the Mimi, there is a video clip of a scientist who used to do weaponry work and switched to studying ways to make water more potable.

Music:

Flutists perform “Ode to Joy” by Beethoven with Middle School students singing along with the words to “Build the Road of Peace Before Us.” The Wind Ensemble performs “Dona Nobis Pacem” (Give Us Peace) during Meeting for Worship.

Students lead anti-war protest songs with words projected on the front wall of the Meetinghouse.

Students listen to the first movement of Shostakovich’s Symphony No. 7.

Was this piece written as a depiction of the siege of Leningrad by the Germans during the Second World War or as a protest against Stalin and his “siege” of the Soviet Union? How does a musical composition reflect a time of war? A time of peace? Can music mean anything outside of its rhythmic, melodic and harmonic content? physical education:

Students learn a form of meditation sometimes referred to as “Metta”or meditation of loving-kindness. Students meditate with the following thoughts: May I feel protected and safe.

May I feel contented and pleased.

May my physical body bring me strength.

May my life unfold smoothly, with ease.

This meditation is repeated several times, with changes to whom it is directed. First, the meditation is directed towards ourselves, then towards

someone we love, then someone we like, next a person about whom we feel neutral, followed by someone we dislike. The final meditation in this mantra is said for someone for whom we have strong feelings of dislike, perhaps even hate. It is a powerful meditation that many find challenging, but it truly turns the Light on and awakens universal compassion. library classes:

Students listen to or read sci-fi and fantasy short stories and discuss how conflicts in the stories could have been settled peacefully.

Students explore kid-friendly Web sites that focus on peace: • Peace Corps Kids World (http://www.peacecorps.gov/kids/), which shares information about various parts of the world where the Peace Corps is active, and which also includes indiginous stories and an interactive geography game.

• The Nobel Peace Prize Web site (http://nobelprize.org/), which includes biographies of Peace Prize winners, and interactive games, such as The Lord of the Flies Game, the Nuclear Weapons Game, and the Trade Game. french:

Students watch and discuss film clips in French and study a song that relates to the idea of social justice.

History:

Students work on a research project called “Travel, Trade, and Scholarship in Dar al Islam” that will culminate in a simulation that shows the importance of travel, trade, and the peaceful exchange of scholarly ideas in medieval Islamic empires. Our Islamic Studies teacher teaches students how to write “Salaam” (“peace” in Arabic), and also teaches them about the importance of the S-L-M root in many Arabic expressions.

Students study the War of 1812 and Madison’s presidency. They consider a presidential pardon issued by Madison to reverse the convictions of Quakers who refused to pay war-related taxes or who resisted military service.

The week coincides with the beginning of the Eighth Grade Freedom Movements Unit. After spending Monday introducing the unit and Peace Week, students watch Brother Outsider: The Life of Bayard Rustin. Rustin was a central figure in the struggle for peace on many levels, and his story touches on many of the Freedom Movements we study later in the unit.

He also grappled with the decision to compromise some of his principles in order to work within the political system. Students discuss the film, and the filmmaker speaks to the Eighth Grade later in the week. In preparation for the film, the students read about Quaker testimonies.

math:

In conjunction with their study of Islam in history class, students develop geometric drawings reflective of that culture. While the classrooms aren’t exactly “peaceful” during the process, the students come to appreciate the beauty of Islamic art through their own creations. This has been a part of the curriculum for nearly 20 years and one that Friends’ graduates often remember fondly. english:

Students read Stopping by Woods on a Snowy Evening and then write their own poems modeled after Frost’s about a moment of stillness and peace that they have experienced.

Students read the poem Emmett Till by James A. Emanuel. The poem takes its inspiration from a passage from Shakespeare’s The Tempest, which they also read and discuss. Questions of peace through justice emerge quickly in class from these two texts.

Upper School english:

Students who are reading Shakespeare’s Macbeth consider questions of tyranny, rebellion, resistance, and justice: Is violent rebellion ever justified?

If so, when? Are there instances when being a traitor to your country by rebelling against it is more loyal than remaining loyal to a corrupt leader?

The discussion pays particular attention to questions of language and politics.

How do modes of resistance, such as equivocation and irony, emerge in politically repressive regimes? And what is the effect of these uses of language on community? Why do powerful leaders—even kings with absolute power—need spies to collect intelligence? How does ceremonial language invest leaders with power? What notions of masculinity and femininity are employed to explain violent and peaceful behaviors? Eventually, we struggle with how a tyrant who speaks beautifully can evoke our sympathy.

Students continue to study Macbeth, a play about (among other things) cycles of violence and the prices of power. In explicating a line like Macbeth’s recognition that ‘it will have blood, they say; blood will have blood” (3.4.151), students reckon with questions of retribution and guilt as they reckon with the text itself. Students also may ask questions such as, “What can we say about a kingdom in which the king hires some of his poorest subjects to do his killing for him?”

Students who are reading Wuthering Heights discuss the violence that permeates the moors and houses of England and its effects on the characters.

There are two broad themes that they consider. One is Mr. Earnshaw’s decision to adopt a young orphan and raise him as his own son. This is the event that sets the book in motion, and the effects of that decision raise questions about the increasingly violent costs. The students also look at peace and conflict on an interpersonal level. In what ways do characters deal with conflict? What do some do to achieve peace, and what do others do to reinforce conflict?

Students also discuss the effect of revolutionary documents such as the Bill of Rights and the Declaration of the Rights of Man and their promise of class mobility on the construction of socially marginal characters.

Students reading Huckleberry Finn write from Jim’s point of view at moments when he is silent in the book. Then, they write about what was easy or difficult about writing such a thing. They each read something of what they wrote aloud. One student says that it was hard to write from Jim’s point of view because she does not know what it is like to be black.

She also points out that she has never really thought about what it means

that she is white. This remark is part of what will pave the way for us all during Peace Week and beyond to look at the complicated and varied effects of whiteness in the novel and in our own lives.

Students begin reading Invisible Man, Ralph Ellison’s novel of social unrest and one man’s search for his own identity. The opening chapters of this novel center on the unnamed protagonist’s experiences in and around a college much like Tuskegee Institute (now University); in discussing his story we also discuss Booker T. Washington and his work, as well as W.E.B. DuBois’s criticism of Washington’s program. We also listen to the song that Ellison’s narrator evokes in the novel’s prologue, Louis Armstrong’s profound recording of “What Did I Do to Be So Black and Blue?”

Seniors who are reading Homer’s Odyssey observe how the poem’s epic similes and digressions provide glimpses of alternatives to the heroic ethos of gaining greatness by accumulating wealth at war. Later in the term, students will observe how James Joyce and Derek Walcott transport Homeric plots, characters, and conventions to write about their own homelands; Ireland and St. Lucia, where these poets lived under Britain’s colonial rule. Joyce’s Ulysses and Walcott’s Omeros will allow us to consider the continuities and transformations of the epic human questions of identity/homeland, and conflict/reconciliation.

Students study Roland Barthes’ remarkable Camera Lucida, an extended meditation on photography. Barthes implores and enables his readers to be more attentive, articulate observers of the images before them. Students discuss how this sort of visual literacy can help us make our way as ethically as possible among the hundreds of images we encounter daily, especially images of suffering and various forms of destruction.

Students continue to talk about the effect of civil war and imperialism on the village of Macondo, the backdrop of One Hundred Years of Solitude, Gabriel Garcia Marquez’s Nobel Prize winning novel. To think about the questions of justice and individual responsibility, students discuss Colonel Aureliano Buendia, first a liberal colonel and then a renegade, who struggles throughout the novel to come to terms with why people fight, why he himself returns again and again to war despite the solitude it brings him, and how resolution between warring factions can, if ever, be met.

Students begin to read Chinua Achebe’s novel Things Fall Apart, which considers the ways in which peace and justice operate both within a clan of Igbo villages and in their interactions with representatives of the British Empire.

Students begin a service learning project with the Pratt Institute ESL students in which Friends students work with ESL students to help them with their aural comprehension skills while sharing conversations and studying grammar in their writing.

HISTORY:

As part of their ongoing service learning project about the world water crisis, World History classes watch the documentary Flow. An excerpt from the film’s Web site (http://www.flowthefilm.com) follows: Flow is Irena Salina’s award-winning documentary investigation into what experts label the most important political and environmental issue of the 21st Century - The World Water Crisis.

Salina builds a case against the growing privatization of the world’s dwindling fresh water supply with an unflinching focus on politics, pollution, human rights, and the emergence of a domineering world water cartel. Interviews with scientists and activists intelligently reveal the rapidly building crisis, at both the global and human scale, and the film introduces many of the governmental and corporate culprits behind the water grab, while begging the question “Can anyone really own water?”

Beyond identifying the problem, Flow also gives viewers a look at the people and institutions providing practical solutions to the water crisis and those developing new technologies, which are fast becoming blueprints for a successful global and economic turnaround.

Ninth grade students discuss the film and the issues raised in it during a special assembly with a water rights activist.

Students discuss late 19th and early 20th century U.S. imperialism and its relevance to current U.S. foreign policy.

American History students watch a video about Lewis Hine, who used his skill as a photographer to campaign against child labor in the early 20th century, and discuss using their talents to better society. The following week we discuss American imperialism in the late 19th and early 20th centuries and to what extent there is continuity in U.S. foreign policy down to the present.

Students in the “Creation and Representation of the Third World” class put together their action plans for their eight week-long service learning project on Fair Trade. Fair trade is an organized social movement and market-based model of international trade, which promotes the payment of a fair price, as well as social and environmental standards, in areas related to the production of a wide variety of goods. The movement focuses in particular on exports from developing countries to developed countries, most notably handicrafts, coffee, cocoa, sugar, tea, bananas, honey, cotton, wine, fresh fruit, and so on. For eight weeks students will do different service activities in school to raise awareness about Fair Trade and suggest ways in which people can support Fair Trade. The project will culminate the last week of April/first week of May when students will be presenting to the whole Upper School.

In the “Facing History” class, students learn about the Holocaust. The emphasis is on teaching students to be participants in society, especially in

regards to genocides and human rights issues. The students also consider the Palestinian refugee situation and the Palestinian-Israeli situation, and think about ways to address them.

In another World History class, students continue their year-long focus on understanding how our modern world came to be. One of the main themes is looking at how the modern world came to have such gross inequalities of wealth over the last two centuries. Students gain a better understanding of the root causes of much conflict in the world, which helps them to understand how to bring about a more just world.

In the “Making of the Middle East” course, students spend the semester learning about the history of the region over the last 200 years and then looking more closely at the contemporary Middle East. One of the goals of the class is to look at the events that have shaped the current political, economic, and social situation in the Middle East and the reasons for the difficult relationship that the U.S. has with the Middle East. They also look at how different issues are presented in the media, and how this presentation affects our views and understanding of the Middle East and terrorism.

All ninth grade students learn about the causes and effects of malaria throughout the world and consider solutions to it. They run service projects to raise money for insecticide-treated bed nets to be delivered to women and children in Africa through a partnership with Sweat for Nets and the Center for Disease Control. Fund-raisers include a Hula-Hoop-a-thon and a candy bar sale with wrappers designed by the students. government:

Students read and discuss an article from the Friends Journal Web site, A Testimony on the Effects of Combat.

In the article, an Iraq War veteran (who had sat on Quaker benches as a boy, left them behind when he “grew up,” and returned to them to seek the healing that meaning can provide) describes how combat experiences in Iraq had broken him. He writes about the “lessons” combat experience teaches at the “macro” level -- perspective on one’s life, a heightened awareness of the frequency with which the complexity of actual human dilemmas shatter moral absolutes, and a greater acceptance of the “gray” that lies between the pristine white and black with which the world is presented to us.

At the micro level, this veteran is even more insightful as he recounts the impact of these life and death “grays” on young minds and fragile psyches.

The Hobbesian jungle that is combat tears up any rule book young men and women bring with them. And they – like the author – returned shattered in ways that time cannot heal. “What would each of us do once our finger was on the trigger and a target in our rifle sight?”

FRENCH:

Students read and discuss La Déclaration Universelle des Droits de l’Homme.

This year is the 60th anniversary of its adoption. Discussion is in French, since this is one of the languages in which this declaration was originally written. A group of students going to Paris will also be able to listen to a talk about the adoption of these rights at the very place where they were signed 60 years ago. art history:

Students watch the movie Baraka by Ron Fricke. An excerpt from the movie’s Web site http://www.spiritofbaraka.com/baraka.aspx follows: “Baraka is an ancient Sufi word, which can be translated as ‘a blessing, or as the breath, or essence of life from which the evolutionary process unfolds.’

Breathtaking shots from around the world show the beauty and destruction of nature and humans. Coupled with an incredible soundtrack including on site recordings of The Monks Of The Dip Tse Chok Ling Monastery. Baraka is evidence of a huge global project fueled by a personal passion for the world and visual art. Ron Fricke and Mark Magidson, with a three-person crew, swept through 24 countries in 14 months to make this stunning film. One of the very last films shot in the expensive TODD-AO 70mm format, Ron Fricke developed a computer-controlled camera for the incredible time-lapse shots, including New York’s Park Avenue rush hour traffic and the crowded Tokyo subway platforms.” latin:

Students learn about and discuss the Philoctetes Project. http://www.philoctetesproject.org/performances.html An important area of scholarship about the ancient world concerns how ancient authors viewed ‘the other,’ –that is, peoples who were not Greek or Roman. These people were usually regarded as enemies or client states.

Tacitus, the Roman politician and historian (55-115 CE) in describing the conquest of Britain, writes that Calcagus, the Celtic chieftain, in order to encourage his own troops before the decisive battle, said these words describing his Roman enemy: “They are the robbers of the world’s goods....

Neither East nor West has satisfied them: alone of mankind they covet wealth and poverty. They plunder, butcher, and steal, and call it ‘empire;’ they create desolation and pacem apellant.” The question we ask is how do we account for this description of the imperial attitude from an imperialist? technology:

Students view and discuss the XO computer – also known as the $100 laptop or the one-laptop-per- child computer. They test out the capabilities of the machine and compare the main programming language, Python, with the language we use, Processing.

Students discuss the online exhibition based on a recent show at the Cooper-Hewitt Museum entitled Design for the Other 90%. The exhibition documents new technologies that are targeted toward the lives of the other 90 %—those without adequate housing, drinking water, sanitation, and educational opportunity. Students review the site and vote for the most life-changing technology in three categories: water, health and shelter, and propose new inventions that could help the other 90%. math:

Using the Web site www.radicalmath.com, students learn about the relationship between the price of oil and war. There are many other math options to connect peace with numbers on this site.

Students view the video The Good War and Those Who Refused to Fight It. Students write their own statements of conscience that can be used to document a Conscientious Objector claim if they wish. library:

The library has two displays for Peace Week: • Faces of Peace display shows portrait photographs of people who have worked peacefully for justice in their countries and throughout the world. Books by or about these people are included in the display.

• The bulletin board displays photographs of Great Moments in Civil Rights, honoring that movement and the more peaceful, just society it has worked to achieve in the United States.

A selection of Peace books for all ages is on a reserve shelf, available for browsing and checkout. the peace and amnesty clubs:

Students give a presentation to the Middle School and Upper School about Child Soldiers and Human Rights Watch Red Hand Campaign. They also host the Red Hand Campaign, during which they create a large poster protesting the use of child soldiers. The poster is displayed in school during Peace Week and then given to the Human Rights Watch as part of their upcoming presentation to United Nations officials. community service:

Students from all divisions are invited to participate in the project “Extend the Olive Branch: Messages of Peace.” A table is staffed by student volunteers at announced times throughout the week. Students, faculty, and staff are invited to purchase Messages of Peace cards and envelopes for $1.

Optional blank cards are available for those who would like to attach their own written messages. Messages are left at the table, and volunteers notify the recipients that Messages of Peace are waiting at the table for pick-up. All funds raised are presented to The Garden of Forgiveness (www.gofnyc.org).

Peace Week Themes and Guest Speakers Peace Week 2005

The Diplomat, the Activist and the Academic Pierre Schori Susan Sarandon Jessica Tuchman Mathews Peace Week 2006

Nonviolence in the Age of Terrorism Arun Gandhi Peace Week 2007

Environmental Stewardship: A Pathway to Peace James Turrell Peace Week 2008

War Letters: Both Said and Sung Ethan Hawke Julianne Moore Elizabeth Palmedo Crystal Sikora Peace Week 2009

In the Presence of Justice: The Politics of Peace Mary Robinson Linda Biehl Peace Week 2010

Beyond the Numbers: The Economics of Peace Jeffrey Sachs Peter Turnley

Peace Week Contributors We wish to acknowledge the following former and current faculty and staff contributors whose ideas, plans, and lessons are shared in the preceeding pages. We have made every effort to include all contributors and apologize for any inadvertent omissions.

Staff and Administration

Bo Lauder Principal Teri Hassid Head of Lower School Ben Fussiner Head of Middle School Wendy Wilderotter Head of Upper School Mark Barr Director of Academic Center Rachel Gomez Director of Community Service Constance Vidor Director of Library Services Lower School Teachers

Rory Hertzfeld-Hearse Emily King Janet Schreiber Judy Anderson Mirtha Martinez Christine Cincotta Tracey Jones Courtney Retzler Melissa Soto Diane Paleski Julie Brush Jessica Hull Jane Moore Ben Horner Sally Hill

Middle and Upper School Teachers

Tim Cooper Maria Fahey Patrick Morrissey Chris Doire Elizabeth Grossi Leana Phipps Kate Olsen Blake Sills Laura Buchanan Barry Blumenfeld John Behling Sue Beyersdorf Larry Carter Ben Frisch Rochelle Itzen Bob Rosen Antonia Daly Bram Hubbell Josh Silver Jessica Suzuki Jamie Lieberman Charles Blank Tom Radigan Lanessa Davis Philip Schwartz Jesse Pasca Deanna Yurchuk Anna Swank Additional thanks go to the New York Quarterly Meeting, members of the 15th Street Meeting, and the 15th Street Peace Committee for their continuing guidance and support; to Constance Vidor for editing this volume; to John Galayda and Carol Bobolts for editing and design; and to Eileen Makoff for proofing.

Friends Seminary, the oldest continuous coeducational school in New York City, serves 694 college-bound day students in Kindergarten through Grade 12. Steeped in history and tradition, Friends Seminary, a Quaker school, remains a progressive institution offering course work that is timely and relevant to today’s world. Guided by the school’s mission, Friends Seminary prepares students “not only for the world that is, but to help them bring about the world that ought to be.”

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