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An Adventure in Excellence: |
E. Todd
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A Community Portrait |
Summer 1998
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"Four score and seven
years ago our fathers brought forth on this continent, a new
nation, conceived in Liberty, and dedicated to the proposition that
all men are created equal.
Now we are engaged in a
great civil war, testing whether that nation, or any nation so
conceived and so dedicated, can long endure. We are met on a
great battle-field of that war. We have come to dedicate a portion of
that field as a final resting place for those who here gave their
lives that the nation might live. It is altogether fitting and
proper that we should do this.
But, in a larger sense, we
cannot dedicate--we cannot consecrate--we cannot hallow--this
ground. The brave men, living and dead, who struggled here have
consecrated it, far above our poor power to add or detract. The
world will little note, nor long remember what we say here, but it
can never forget what they did here. It is for us the living, rather,
to be dedicated here to the unfinished work which they who fought
here have thus far so nobly advanced. It is rather for us to be here
dedicated to the great task remaining before us--that from these
honored dead we take increased devotion to that cause for which they
gave the last full measure of devotion--that we here highly resolve
that these dead shall not have died in vain--that this nation, under
God, shall have a new birth of freedom--and that government of the
people, by the people, for the people, shall not perish from the
earth."
Consequences: If the human beings whose lives could be affected by the peacemaking curriculum of LHS accept these definitions the following consequences will occur in the peacemaking activities of Lincoln High School :
(1.) . . . .
"Whatever we do with the peacemaking curriculum of Lincoln High School depends upon what we think human beings whose lives are affected by the multiple peacemaking activities of LHS are capable of accomplishing in their lives. The goals we seek, the things we do, the judgments we make, even the experiments we are willing to try, are determined by our beliefs about the nature of an individual and his/her capabilities." (Todd, 1998).
1. A. Belief: If we believe that a peacemaking curriculum can be defined as the planned experiences offered by Lincoln High School which can take place anywhere at any time--then every effort.....
B. Needed Actions:
(1.) . . . .
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2. A. Belief: If we believe that understanding does not have the same meaning as accepting then we....
B. Needed Actions:
(1.) . . . .
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3. A. Belief: If we
believe that loving does not have the same meaning as
liking then we....
B. Needed
Actions:
(1.) . . . .
.
.
4. A. Belief: If we believe that . . . .
B. Needed Actions:
(1.) . . . .
.
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Lincoln High School has the potential for becoming a peacemaking community with multiple peacemaking activities when the following conditions exist:
(1.) The System of Core Values provides. . . .
(2.) Professional and support staffs are employed not only because of demonstrated competence, but also because. . . .
(3.) Agents of Change . . . .
(4.) Peacemaking behavior . . . .
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The activation and successful implementation of an Adventure in Excellence provides an opportunity for appropriate peacemaking curriculum activities by all students, teachers, and parents of Lincoln High School. The implications are as follows:
(1.) . . . .
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"Changes in the peacemaking curriculum of Lincoln High School are often in direct conflict with the changes taking place in the local community, thus creating highly complex and political situation." (Todd, 1998).
Since there are different groups of human beings whose peacemaking activities are affected by the peacemaking curriculum at Lincoln High School, there are political risks for these persons responsible for the development and implementation of the Adventure in Excellence. These risks are as follows:
(1.) . . . .
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Each community portrait will contain a description of a peacemaking dimension as follows:
(1.) The peacemaking dimension of a caring community can be described as . . . .
(2.) The peacemaking dimension of a changing community can be described as . . . .
(3.) The peacemaking dimension of a decision-making community can be described as . . . .
(4.) The peacemaking dimension of an ethical community can be described as . . . .
(5.) The peacemaking dimension of a scholarly community can be described as . . . .
(6.) The peacemaking dimension of a/an . . . .
(7.) . . . .
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" A peacemaking curriculum can be defined as the planned educational experiences offered by Lincoln High School which can take place anywhere at any time in the multiple context LHS, e.g. Lincoln as a caring community, as a changing community . . ." (Todd, 1998).
"The physical and spiritual boundaries of a peacemaking curriculum exist only in the minds of those human beings whose lives are affected by Lincoln High School. Spontaneous peacemaking experiences can take place anywhere at any time. The world is open to the peacemaking curriculum of Lincoln. The universe of the 21st century provides numerous opportunities for peacemaking activities of Lincoln High School." (Todd, 1998).
Since we can only speculate about the unlimited possibilities for curriculum activities which could promote peacemaking communities in the third millennium, we believe that a future peacemaking curriculum can be described as follows:
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Appendices:
A. Peacemaking Curriculum Portfolio(s)
B. Member Activities -
Home/Workplace/Church/Community/State/Nation Setting
C. Budget Plan for Peacemaking Programs-Lincoln
High School