from $0.00

Note: Purchase of the teacher’s manual for this Workable Peace Curriculum Unit includes a site license, which grants the user permission to reproduce its contents (including the role simulation instructions) for academic purposes at a single site, such as a school or organization. The individual role simulation for the Ethnic Conflict in Post-Colonial Africa curriculum (entitled “One Village, Six People”) may be purchased on a per-participant basis. If you have any questions about the scope of the site license, please contact Stacie Nicole Smith, Director of Workable Peace, at stacie@workablepeace.org or 617-492-1414 ext. 124; or PON’s Director of Curriculum Development at 617-495-1684.

Ethnic Conflict and Genocide in Post-Colonial Africa

This unit focuses on the historical aftermath of the colonial era in Africa and the impact of German and Belgian preferential treatment of Tutsis over Hutus in Rwanda. Students learn about the history of the country and examine the international response to the Rwandan genocide. During the Rwanda Role Play, students explore the challenges of reconciliation and survival in a small village in the Gisenyi Province of northern Rwanda in the post-genocide era, after a massive wave of Hutu refugees has returned to Rwanda. The participants, all local residents, are asked to solve an issue which has become acutely critical in the new Rwanda: ownership of a contested piece of land.

Overview of Workable Peace

Workable Peace is an innovative high school humanities curriculum and professional development project for secondary school classrooms. Using new teaching materials and strategies, Workable Peace integrates the study of intergroup conflict and the development of critical thinking, problem-solving, and perspective-taking skills into social studies and humanities content. It gives teachers academically rigorous tools for teaching the major themes and key events of history in ways that enliven the imagination, awaken moral reasoning, and impart social and civic skills that students can use throughout their lives.By inviting students to examine history and current events from multiple perspectives, Workable Peace develops students’ abilities to understand the underlying sources of intergroup conflict, and allows them to practice skills for resolving conflicts without violence. Workable Peace integrates the study of intergroup conflict with core social studies and humanities subjects, and helps students understand and make connections between conflicts around the world, in the U.S., and in their own schools and communities. In these ways, Workable Peace makes the teaching and learning experience more creative, productive, and meaningful.A team from Harvard’s Graduate School of Education evaluated the Workable Peace curriculum and found significant improvements in students’ tolerance for difference points of view, understanding of conflicts and strategies for resolving them, and listening and perspective-taking skills. In addition, students demonstrated deeper understanding of the historical content they were studying, and a stronger ability to connect this with other historical conflicts, and conflicts in their own lives.The Workable Peace curriculum reflects core concepts and key content areas in the Curriculum Standards for Social Studies of the National Council for the Social Studies (NCSS) and similar state standards. It is designed to be integrated into secondary school social studies and humanities classes. It can also be used in after-school or out-of-school settings.

Each curriculum unit contains five sections (each with a detailed Teacher’s Guide):

1. An analytical framework that teaches the sources of intergroup conflict and conflict management strategies;

2. Introductory activities to teach conflict analysis, using historical events and primary source documents;

3. An in-depth role play that challenges participants to voice their group’s needs, understand the needs of others, and seek ways to meet their goals through negotiation with representatives of other groups;

4. Additional resources, including an annotated bibliography of additional information on the issues in the role play, as well as civic learning activities that apply the conflict resolution skills to parallel issues in students’ lives; and

5. Additional negotiation and mediation skill-building activities.
To order at the highly reduced K-12 rate, please provide (in the “Comments” box in the online check-out process) the name and address of the K-12 institution, the name of the teacher who will be using the curriculum, and the name of the course in which the curriculum will be used.

from $29.95

Note: Purchase of the teacher’s manual for this Workable Peace Curriculum Unit includes a site license, which grants the user permission to reproduce its contents (including the role simulation instructions) for academic purposes at a single site, such as at a school or organization, for an unlimited number of students. The individual role simulation for the Managing Conflict in the Middle East curriculum (entitled “The Future of Hebron”) may be purchased on a per-participant basis. If you have any questions about the scope of the site license, please contact Stacie Nicole Smith, Director of Workable Peace, at stacie@workablepeace.org or 617-492-1414 ext. 124; or PON’s Director of Curriculum Development at 617-495-1684.

Managing Conflict in the Middle East

This unit explores the long history of conflict between Zionists and Arabs in the Middle East. Students are introduced to Zionist and Arab perspectives regarding Jewish immigration to Palestine in the late 1930s. The Hebron Role Play, set in 1998, focuses on issues of land, security, and borders in the West Bank city of Hebron. To discuss these issues, an EU mediator convenes negotiations with representatives of the Israeli and Palestinian governments, the Israeli military, and Palestinian police (who share responsibility for keeping the peace in the city), and the Jewish settlers and militant Muslims who have been clashing in Hebron.

Overview of the Workable Peace

Workable Peace is an innovative high school humanities curriculum and professional development project for secondary school classrooms. Using new teaching materials and strategies, Workable Peace integrates the study of integroup conflict and the development of critical thinking, problem-solving, and perspective-taking skills into social studies and humanities content. It gives teachers academically rigorous tools for teaching the major themes and key events of history in ways that enliven the imagination, awaken moral reasoning, and impart social and civic skills that students can use throughout their lives.

By inviting students to examine history and current events from multiple perspectives, Workable Peace develops students’ abilities to understand the underlying sources of intergroup conflict, and allows them to practice skills for resolving conflicts without violence. Workable Peace integrates the study of intergroup conflict with core social studies and humanities subjects, and helps students understand and make connections between conflicts around the world, the U.S., and in their own schools and communities. In these ways, Workable Peace makes the teaching and learning experience more productive, creative, and meaningful.

A team from Harvard’s Graduate School of Education evaluated the Workable Peace curriculum and found significant improvements in students’ tolerance for differing points of view, understanding conflicts and strategies for resolving them, and listening and perspective taking skills. In addition, students demonstrated deeper understanding of the historical content they were studying, and a stronger ability to connect this with other historical conflicts, and conflicts in their own lives.

The Workable Peace curriculum reflects core concepts and key content areas in the Curriculum Standards for Social Studies of the National Council for the Social Studies (NCSS) and similar state standards. It is designed to be integrated into secondary school social studies and humanities classes. It can also be used in after-school or out-of-school settings.

Each Curriculum Unit contains five sections (each with a detailed Teacher’s Guide):

1. An analytical framework that teaches the sources of intergroup conflict and conflict management strategies;

2. Introductory activities to teach conflict analysis, using historical events and primary source documents;

3. An in-depth role play that challenges participants to voice their group’s needs, understand the needs of others, and seeks ways to meet their goals through negotiation with representatives of other groups;

4. Additional resources, including an annotated bibliography of additional information on the issues in the role play, as well as civic learning activities that apply the conflict resolution skills to parallel issues in students’ lives; and

5. Additional negotiation and mediation skill-building activities.

from $29.95

Note: Purchase of the teacher’s manual for this Workable Peace Curriculum Unit includes a site license, which grants the user permission to reproduce its contents (including the role simulation instructions) for academic purposes at a single site, such as a school or organization. The individual role simulation for the Indigenous Rights and the Environment in Latin America curriculum (entitled “The Guatemala Bay Role Play”) may be purchased on a per-participant basis. If you have any questions about the scope of the site license, please contact Stacie Nicole Smith, Director of Workable Peace, at stacie@workablepeace.org or 617-492-1414 ext. 124; or PON’s Director of Curriculum Development at 617-495-1684.

Indigenous Rights and the Environment in Latin America

This unit centers on the political upheaval in Guatemala, caused in part by Spanish colonial rule and the Guatemalan Civil War of 1960-1966. Students examine the prelude to the U.S.-backed coup of 1954, exploring the perspectives of the reformist Arbenz government and of the United States. After decades of war, rebels and the Guatemalan government finally singed a peace agreement, ending the conflict in 1996. The role play, From Truce to Peace, is set during the post 1996 peace agreement, and focuses on several of the many issues – human rights, land reform, and rights of the Mayan people – that were left unresolved by that government.

Overview of Workable Peace

Workable Peace is an innovative high school humanities curriculum and professional development project for secondary school classrooms. Using new teaching materials and strategies, Workable Peace integrates the study of intergroup conflict and the development of critical thinking, problem-solving, and perspective-taking skills into social studies and humanities content. It gives teachers academically rigorous tools for teaching the major themes and key events  of history in ways that enliven the imagination, awaken moral reasoning, and impart social and civic skills that students can use throughout their lives.

By inviting students to examine history and current events from multiple perspectives, Workable Peace develops students’ abilities to understand the underlying sources of intergroup conflict, and allows them to practice skills for resolving conflicts without violence. Workable Peace integrates the study of integroup conflict with core social studies and humanities subjects, and helps students understand and make connections between conflicts around the world, in the U.S., and in their own schools and communities. In these ways, Workable Peace makes the teaching and learning experience more creative, productive, and meaningful.

A team from Harvard’s Graduate School of Education evaluated the Workable Peace curriculum and found significant improvements in students’ tolerance for differing points of view, understanding of conflicts and strategies for resolving them, and listening and perspective-taking skills. In addition, students demonstrated deeper understanding of the historical content they were studying, and a stronger ability to connect this with other historical conflicts, and conflicts in their own lives.

The Workable Peace curriculum reflects core concepts and key content areas in the Curriculum Standards for Social Studies of the National Council for the Social Studies (NCSS) and similar state standards. It is designed to be integrated into secondary school social studies and humanities classes. It can also be used in after-school and out-of-school settings.

Each Curriculum Unit contains five sections (each with a detailed Teacher’s Guide):

1. An analytical framework that teaches the sources of intergroup conflict and conflict management strategies;

2. Introductory activities to teach conflict analysis, using historical events and primary source documents;

3. An in-depth role play that challenges participants to voice their group’s needs, understand the needs of others, and seek ways to meet their goals through negotiation with representatives of other groups;

4. Additional resources, including an annotated bibliography of additional information on the issues in the role play, as well as civic learning activities that apply the conflict resolution skills to parallel issues in students’ lives; and

5. Additional negotiation and mediation skill-building activities.

To order at the highly reduced K-12 rate, please provide (in the “Comments” section in the online check-out process) the name and address of the K-12 institution, the name of the teacher who will be using the curriculum, and the name of the course in which the curriculum will be used.

from $29.95

Note: Purchase of the teacher’s manual for this Workable Peace Curriculum Unit includes a site license, which grants the user permission to reproduce its contents (including the role simulation instructions) for academic purposes at a single site, such as a school or organization. The individual role simulation for the Ancient Greece and the Peloponnesian War curriculum (entitled “The Athens-Melos Role Play”) may be purchased on a per-participant basis. If you have any questions about the scope of the site license, please contact Stacie Nicole Smith, Director of Workable Peace, at stacie@workablepeace.org or 617-492-1414 ext. 124; or PON’s Director of Curriculum Development at 617-495-1684.

Ancient Greece and the Peloponnesian War

This unit examines the historical conflict among the Greek city-states before, during and after the Peloponnesian War. Students explore the relationships between Athens, Sparta, and their allies – a relationship that culminated in war. Drawing from the Melian Dialogues of Thucydides, the Athens-Melos role play simulates the historical negotiations between the city-states of Athens and Melos during the seven-year interlude of peace in the middle of the Peloponnesian War, when an Athenian fleet arrived to demand that Melos – which was independent but culturally connected to Sparta – join the Delian league, a coalition of Greek city-states led by Athens.

Overview of the Workable Peace

Workable Peace is an innovative high school humanities curriculum and professional development project for secondary school classrooms. Using new teaching materials and strategies. Workable Peace integrates the study of intergroup conflict and the development of critical thinking, problem-solving, and perspective taking skills into social studies and humanities content. It gives teachers academically rigorous tools for teaching the major themes and key events of history in ways that enliven the imagination, awaken moral reasoning, and impart social and civic skills that students can use throughout their lives.

By inviting students to examine history and current events from multiple perspectives, Workable Peace develops students’ abilities to understand the underlying sources of integroup, and allows them to practice skills for resolving conflicts without violence. Workable Peace integrates the study of intergroup conflict with core social studies and humanities subjects, and helps students understand and make connections between conflicts around the world, in the U.S., and in their own schools and communities. In these ways, Workable Peace makes the teaching and learning experience more creative, productive, and meaningful.

A team from Harvard’s Graduate School of Education evaluated the Workable Peace curriculum and found significant improvements in students’ tolerance for differing points of view, understanding of conflicts and strategies for resolving them, and listening and perspective taking skills. In addition, students demonstrated deeper understanding of the historical content they were studying, and a stronger ability to connect this with other historical conflicts, and conflicts in their own lives.

The Workable Peace curriculum reflects core concepts and key content areas in the Curriculum Standards for Social Studies of the National Council for the Social Studies (NCSS) and similar state standards. It is designed to be integrated into secondary school social studies and humanities classes. It can also be used in after-school or out-of-school settings.

Each curriculum unit contains five sections (each with a detailed Teacher’s Guide):

1. An analytical framework that teaches the sources of integroup conflict and conflict management strategies;

2. Introductory activities to teach conflict analysis. using historical events and primary source documents;

3. An in-depth role play that challenges participants to voice their group’s needs, understand the needs of others, and seek ways to meet their goals through negotiation with representatives of other groups;

4. Additional resources, including an annotated bibliography of additional information on the issues in the role play, as well as civic learning activities that apply the conflict resolution skills to parallel issues in students’ lives; and

5. Additional negotiation and mediation skill-building activities.

To order at the highly reduced K-12 rate, please provide (in the “Comments” box in the online check-out process) the name and address of the K-12 institution, the name of the teacher who will be using the curriculum, and the name of the course in which the curriculum will be used.

from $0.00

Note: Purchase of the Teacher’s Manual for this Workable Peace Curriculum Unit includes a site license, which grants the user permission to reproduce the contents (including the simulation instructions) for academic purposes at a single site, such as a school or organization. The individual role simulation for the Civil Rights and School Integration in the United States curriculum (entitled “The Boston Busing Role Play”) may be purchased on a per participant basis. If you have any questions about the scope of the site license, please contact Stacie Nicole Smith, Director of Workable Peace, at stacie@workablepeace.org or 617-492-1414 ext. 124; or PON’s Director of Curriculum Development at 617-495-1684.

Civil Rights and School Integration in the United States

This unit examines the legacy of segregation in the United States. Students explore the views and perspectives behind the Supreme Court decisions of Plessy v. Ferguson and Brown v. Board of Education. Then, in the Boston Busing Role Play, set in 1974, students focus on the Morgan v. Hennigan court decision which found the school system of Boston unconstitutionally segregated. In the role play, representatives of all parties, including the mayor of Boston, the Boston School Committee, the NAACP, black parents, white parents, and the Commonwealth of Massachusetts, come together to negotiate an acceptable remedy.

Overview of Workable Peace

Workable Peace is an innovative high school humanities curriculum and professional development project for secondary school classrooms. Using new teaching materials and strategies, Workable Peace integrates the study of integroup conflict and the development of critical thinking, problem solving, and perspective taking skills into social studies into humanities content. It gives teachers academically rigorous tools for teaching the major themes and key events of history in ways that enliven the imagination, awaken moral reasoning, and impart social and civic skills that students can use throughout their lives.

By inviting students to examine history and current evens from multiple perspectives, Workable Peace develops students’ abilities to understand the underlying sources of intergroup conflict, and allows them to practice skills for resolving conflicts without violence. Workable Peace integrates the study of integroup conflict with core social studies and humanities subjects, and helps students understand and make connections between conflicts around the world, in the U.S., and in their own schools and communities. In these ways, Workable Peace makes the teaching and learning experience more creative, productive, and meaningful.

A team from Harvard’s Graduate School of Education evaluated the Workable Peace curriculum and found significant improvements in students’ tolerance for differing points of view, understanding of conflicts and strategies for resolving them, and listening and perspective taking skills. In addition, students demonstrated deeper understanding of the historical content they were studying, and a stronger ability to connect this with other historical conflicts, and conflicts in their own lives.

The Workable Peace curriculum reflects core concepts and key content areas in the Curriculum Standards for Social Studies of the National Council for the Social Studies (NCSS) and similar state standards. It is designed to be integrated into secondary school social studies and humanities classes. It can also be used in after-school or out-of-school settings.

Each curriculum unit contains five sections (each with a detailed Teacher’s Guide):

1. An analytical framework that teaches the sources of intergroup conflict and conflict management strategies;

2. Introductory activities to teach conflict-analysis, using historical events and primary source documents;

3. An in-depth role play that challenges participants to voice their group’s needs, understand the needs of others, and seek ways to meet their goals through negotiation with representatives of other groups;

4. Additional resources, including an annotated bibliography of additional information on the issues in the role play, as well as civic learning activities that apply the conflict resolution skills to parallel issues in students’ lives; and

5. Additional negotiation and mediation skill building activities.

To order at the highly reduced K-12 rate, please provide (in the “Comments” box in the online check-out process) the name and address of the K-12 institution, the name of the teacher who will be using the curriculum, and the name of the course in which the curriculum will be used.

from $29.95

Note: Purchase of the teacher’s manual for this Workable Peace Curriculum Unit includes a site license, which grants the user permission to reproduce its contents (including the role simulation instructions) for academic purposes at a single site, such as a school or organization. The individual role simulation for the Ethnic Conflict in Post-Colonial Africa curriculum (entitled “One Village, Six People”) may be purchased on a per-participant basis. If you have any questions about the scope of the site license, please contact Stacie Nicole Smith, Director of Workable Peace, at stacie@workablepeace.org or 617-492-1414 ext. 124; or PON’s Director of Curriculum Development at 617-495-1684.

The Rise of Organized Labor in the United States

This unit teaches about the birth of the labor movement in the United States. Students explore the perspectives and aftermath of the Homestead Strike of 1892 and its impacts on the labor movement. The Pullman Strike Role Play is set in 1894, at the beginning of the strike by Pullman workers and the American Railway Union over the issues of wages and rents, just as the nation was sinking into an economic depression.

Overview of Workable Peace

Workable Peace is an innovative high school humanities curriculum and professional development project for secondary school classrooms. Using new teaching materials and strategies, Workable Peace integrates the study of intergroup conflict and the development of critical thinking, problem-solving, and perspective-taking skills into social studies and humanities content. It gives teachers academically rigorous tools for teaching the major themes and key events of history in ways that enliven the imagination, awaken moral reasoning, and impart social and civic skills that students can use throughout their lives.By inviting students to examine history and current events from multiple perspectives, Workable Peace develops students’ abilities to understand the underlying sources of intergroup conflict, and allows them to practice skills for resolving conflicts without violence. Workable Peace integrates the study of intergroup conflict with core social studies and humanities subjects, and helps students understand and make connections between conflicts around the world, in the U.S., and in their own schools and communities. In these ways, Workable Peace makes the teaching and learning experience more creative, productive, and meaningful.A team from Harvard’s Graduate School of Education evaluated the Workable Peace curriculum and found significant improvements in students’ tolerance for difference points of view, understanding of conflicts and strategies for resolving them, and listening and perspective-taking skills. In addition, students demonstrated deeper understanding of the historical content they were studying, and a stronger ability to connect this with other historical conflicts, and conflicts in their own lives.The Workable Peace curriculum reflects core concepts and key content areas in the Curriculum Standards for Social Studies of the National Council for the Social Studies (NCSS) and similar state standards. It is designed to be integrated into secondary school social studies and humanities classes. It can also be used in after-school or out-of-school settings.

Each curriculum unit contains five sections (each with a detailed Teacher’s Guide):

1. An analytical framework that teaches the sources of intergroup conflict and conflict management strategies;

2. Introductory activities to teach conflict analysis, using historical events and primary source documents;

3. An in-depth role play that challenges participants to voice their group’s needs, understand the needs of others, and seek ways to meet their goals through negotiation with representatives of other groups;

4. Additional resources, including an annotated bibliography of additional information on the issues in the role play, as well as civic learning activities that apply the conflict resolution skills to parallel issues in students’ lives; and

5. Additional negotiation and mediation skill-building activities.
To order at the highly reduced K-12 rate, please provide (in the “Comments” box in the online check-out process) the name and address of the K-12 institution, the name of the teacher who will be using the curriculum, and the name of the course in which the curriculum will be used.

from $0.00

The Bepo Dam Plan exercise presents the kinds of challenges decision makers are expected to face in the near future in light of climate change based on trends already seen, predictions of what may come and plans already under development. This exercise is loosely based on the situation in Ghana, and was first run there. Ghana depends on hydroelectricity for much of its power supply and climate change poses a very real threat.  Two-dozen people were interviewed in the preparation of this exercise and an extensive literature review was conducted. The details have, however, been modified and this scenario is placed in the fictitious country of Suna. Ultimately, the setting is not so important – while other countries will not face the exact same challenges, planning for a changing climate is increasingly recognized as necessary around the world and this exercise can help decision makers to think about how to make choices in the face of substantial uncertainty. Many countries are, in fact, facing similar questions around hydroelectric dams, but the questions raised are generalizable to situations beyond this particular issue.

This exercise will help participants to think about:

• How to deal with data that could have serious implications but are highly uncertain and dynamic;
• How and at what stage climate change should be factored into planning and decision-making;
• How to consider risk in decision-making; and
• How different stakeholders can work together to make these challenging decisions.

SCENARIO:

The country of Suna is planning to construct a new dam – called the Bepo – to meet its rapidly growing electricity needs and current supply deficit. Suna has traditionally depended upon hydroelectricity and sees it as an inexpensive way to produce electricity that is not vulnerable to spikes in global fuel prices. The proposed site for the Bepo is one of the last large unexploited opportunities for hydro in Suna, with an expected installed capacity of 425 megawatts. The projected cost amortized out over the life of the project is only 7.9 cents per kWh, making it relatively inexpensive.

Unfortunately, hydroelectricity is starting to seem less certain than it has been in the past. The Esono Basin, in which two existing dams are located and the Bepo is proposed, has experienced significant variations in average seasonal and annual flow in recent years. The reason for these hydrologic changes is hotly contested – some blame changes in land and water use upstream while others point to the effects of climatic change – but in either case, a recently released report suggests that things may get worse. The report acknowledges that there is growing uncertainty and presents three scenarios in light of continued climate change: A ‘rainy season’ scenario in which precipitation is concentrated in an intense wet season while the rest of the year is quite dry; a ‘desert’ scenario in which there is much less precipitation overall; and a ‘little change’ scenario in which the precipitation patterns remain much as they have traditionally.

The question is: What should the planners and decision-makers involved in advancing or permitting the Bepo project do in light of this new information? The growing need for electricity is significant, but, if either the ‘rainy season’ or (particularly) the ‘desert’ scenario were to play out, it would have serious negative impacts. Doing nothing is not an option, but a useless ‘white elephant’ of a dam would represent a major waste of precious resources and could leave the country without electricity. As noted previously, participants are challenged to think about how to deal with these significant but highly uncertain and dynamic forecasts; to consider how climate change can and should be factored into decision making; how to accommodate or live with risk; and how they might work together to make these challenging but ultimately important and necessary decisions.

TEACHING MATERIALS:

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The dynamic and uncertain nature of climate change will have serious implications on how we make decisions, particularly longer-term decisions around things like development and infrastructure planning. Recognizing this trend, the World Resources Institute (WRI) and its partners focused the 2010-11 version of their influential World Resources Report on “Decision Making in a Changing Climate.” The recent emergence of climate change adaptation as a serious concern in planning and decision-making means that there is not yet a well-developed set of best practices or case studies. In response to this lack of practice to draw from in creating the Report, WRI contracted the Consensus Building Institute and MIT-Harvard Public Disputes Program to develop and implement a pair of simulation exercises, one of which is the Bien Gio Delta simulation. These exercises present the kinds of challenges decision makers are expected to face in the near future as a result of climate change, based on trends already seen, predictions of what may come, and plans already under development.

The Bien Gio Delta exercise is loosely based on the situation in Viet Nam’s Mekong Delta, and it was first run there. The densely populated Mekong Delta is a key source of food production and economic activity in Viet Nam, and climate change – particularly predicted sea level rise – poses a very real threat to it. Adapting to sea level rise will require difficult trade-offs over different time horizons. A number of people were interviewed in the preparation of this exercise, and an extensive literature review was conducted. The details have, however, been modified, and this scenario is placed in the fictitious country of Rinsap.

Ultimately, though, the setting is not so important – while other countries will not face the exact same challenges as Viet Nam, many are facing similar questions around sea level rise. Moreover, planning for a changing climate is increasingly recognized as necessary around the world, and the questions raised in this simulation are applicable to a variety of climate change-driven situations. One of the particular decision-making challenges that climate change presents, and that this exercise can help decision makers confront, is that of making difficult trade-offs in the face of substantial uncertainty.

This exercise will help participants think about:

• How to deal with data that could have serious implications but are highly uncertain and dynamic;
• How and at what stage climate change should be factored into planning and decision-making;
• How to manage tradeoffs implicit adapting to future changes;
• How to consider risk in decision-making; and
• How different stakeholders can work together to make these challenging decisions.

TEACHING MATERIALS:

• Teachings notes
• General Instructions for Participants
• Confidential Instructions – Planning and Development Ministry
• Confidential Instructions – Environment Ministry
• Confidential Instructions – Agriculture, Aquaculture and Rural Affairs Ministry
• Confidential Instructions – Bien Gio Delta Provinces Coalition
• Confidential Instructions – University of Thoy Bat Hydrology and Meteorology Research Institute
• Confidential Instructions – Rinsap National University Agriculture and Aquaculture Research Institute
• Confidential Instructions – Bien Gio Farmers Union
• Confidential Instructions – Global Fund for Climate Change Adaptation Secretariat
• Facilitator Instructions

from $50.00

Caitlin’s Challenge is a short case with an accompanying video written and produced by Deborah Kolb. The case recounts Caitlin Elliot’s history with a company called Microenterprises Incorporated as the background to a negotiation she plans to have with its CEO, George Baker, about a promotion and bonus. The video shows Caitlin’s negotiation discussion with George. The case and video are set within an organizational context with potential gender issues as part of the negotiating context. The case lends itself to a discussion about what makes negotiating for oneself in an organization more challenging than negotiating on behalf of others, how to prepare for a negotiation where personal issues are at stake, and what strategies work best in dealing with a difficult boss. Gender issues can be discussed at individual, interactional, and organizational levels. The video can be effectively analyzed using a moves and turns framework to structure the discussion. Caitlin’s Challenge, because it is set in an organizational context, can be used in management and leadership courses as well as in negotiation and conflict classes where instructors want to help students think about and practice what to do in real time. Accompanying the teaching note and DVD, we include Appendix A, a PowerPoint exemplar to teach Caitlin’s Challenge and Appendix B, the script of the negotiation vignette.

Objectives:

• The case illustrates the complexity of negotiating for oneself in an organization where there are significant power differentials and where the issues to be negotiated are often unclear and/or contested.
• Students are invited to consider how a person prepares herself for a negotiation that has been contentious in the past and where there is not much of a negotiating track record.
• The video provides an opportunity for students to observe different moves and turns.
• The case provides an opportunity to discuss gender and how it might matter in these negotiations.

from $0.00

Papers on International Environmental Negotiation, Volume 16: Enhancing the Effectiveness of the Treaty-Making System (2007)

This volume is available in print. Click here to order.

• “Introduction,” by Lawrence E. Susskind and William R. Moomaw

• “A Process and Implementation Protocol to the UNFCCC,” by Jonathan Phillips

• “Building Adaptive Capacity into Transboundary Water Regimes,” by Anna Schulz

• “Capacity Building and a Renewable Energy Protocol to the Climate Change Convention,” by Myrna Johnson

• “Convention on Genetically Modified Organisms,” by Corey O’Hara and Sarah Borron

• “Hydrodiplomacy: Negotiating a Regional Ridge to Reef Approach to the World’s Water Crisis,” by Georgia Kayser

• “Improving Public Education on Global Environmental Treaties Using the Basel Convention as an Example,” by Susan McDonald

• “Moving the Negotiation on Trade Measures in Multilateral Environmental Agreements Forward,” by Yen H. Trinh

• “Space Debris Pollution: A Convention Proposal,” by Thierry Sénéchal

• “Strengthening International Fisheries Regimes: Regulating Flags of Non-compliance,” by Brendan Luecke

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Papers on International Environmental Negotiation, Volume 15: Ensuring a Sustainable Future (2006)

• “Introduction,” by Lawrence E. Susskind and William R. Moomaw
• “ASEAN Energy Cooperation: An Opportunity for Regional Sustainable Energy Development,” by Phinyada Atchatavivan

• “Engaging Non-Governmental Organizations with International Environmental Negotiations: Institutional Approaches to Reforming State-NGO Interactions,” by Beaudry E. Kock

• “Gender and International Environmental Negotiations – How Far and How Much More?,” by Kiran Soni Gupta

• “Monitoring Change: Citizen Science and International Environmental Treaty-Making,” by Katherine Harvey

• “Towards a Global Transboundary Watercourse and Aquifer Agreement (GTWAA),” by Anna Brown and Nancy Odeh

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Papers on International Environmental Negotiation, Volume 14 (2005)

This volume is available in print. Click here to order.

• “Introduction,” by Lawrence E. Susskind and William R. Moomaw

• “A ‘Zero Environmental Impact’ Treaty: A Full Environmental Compensation Mechanism for International Projects,” by Rodolfo Lacy

• “A Sustainable Agriculture Amendment: Incorporating Sustainable Agriculture into International Environmental Negotiations,” by Hilde Petersen

• “An Ecosystem Program for Biodiversity: Advancing the Convention on Biodiversity,” by Becky Chacko

• “Bringing Multinational Corporations into the Environmental Treaty-Making Process Through the UN Global Compact,” by Shauna J. Sadowski

• “Capitalizing on the Success of the LRTAP Regime to Address Global Transboundary Air Pollution,” by Megan V. Brachtl

• “Proposal for a Treat on Rational Use of Methane Hydrate Reserves,” by José Luis Sánchez Piña

• “Regional Fisheries Management Organizations: Bringing Order to Disorder,” by Patricia Lee Devaney

• “Setting a Post-Kyoto Target for CO2 Emissions: A Mechanism and Process for International Consensus Building,” by Shotaro Sasaki

• “The Role of the Press in Creating Effective Environmental Treat Negotiations,” by Masako Konishi Otsuka

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Papers on International Environmental Negotiation, Volume 10: Reforming the International Environmental Treaty-Making System (2001)

• “A Declaration on Transnational Relief and a Code of Conduct in Cases of Environmental Emergency: A New Proposal,” by Naoki Maegawa

• “A Proposed International Framework Convention on Bioinvasive Species,” by Wendy Jastremski

• “Addressing North-South Power Asymmetry in International Environmental Negotiations,” by Robert Blair

• “Capacity-Building Strategies in Support of Multilateral Environmental Agreements,” by Heike Mainhardt

• “Financing Multilateral Environmental Agreements: Adapting the Debt-for-Nature Swap,” by Shannon Lawrence

• “Foreign Direct Investment and Environmental Protection: Private Initiatives to Complement Public Policies,” by Christelle Burri

• “Harder Than Physics: Negotiating an International Regime to Limit Transboundary Consequences of Nuclear Waste Disposal,”by Marcus Dubois King

• “Improving the UNEP Regional Seas Programme: The Case of the Gulf of Aqaba,” by Michael Zwim

• “Lessons Beyond Borders: Citizen Participation in Trade Regimes,” by Trisha Beth Miller

• “The Clean Development Mechanism,” by Christo Artusio

• “The Role of the Media in Addressing International Environmental Problems,” by Anja Kollmus

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A Negotiated Approach to Managing Complex Water Networks“> A Negotiated Approach to Managing Complex Water Networks” width=”96″ height=”96″ style=”float: left; margin: 0 10px 0 0;” />

$34.95

“This book offers a water diplomacy framework that challenges conventional wisdom in water resources research and practice. It focuses on networks rather than systems and value creation rather than zero-sum thinking. The selected readings, commentaries, and simulations provide essential grounding that is invaluable to water resources students, researchers and professionals.” – Helen Ingram, University of Arizona and Founding Warmington Endowed Chair, University of California at Irvine.

“Water management, both in terms of quantity and quality, leaves much to be desired in nearly all countries of the world. Thus, all over the world we see tensions developing between various stakeholders of different water uses. An important question is how these tensions can be diffused peacefully and in a timely manner? In this must read book, Islam and Susskind address this complex question and discuss the processes and alternatives that can be successfully used in a logical and easily understandable manner” – Asit K. Biswas, founder and president, Third World Centre for Water Management, Atizapan, Mexico, and Distinguished Visiting Professor, Lee Kuan Yew School for Public Policy, Singapore.

About the book Water is the resource that will determine the wealth, welfare, and stability of many countries in the twenty-first century. This book offers a new approach to managing water that will overcome the conflicts that emerge when the interactions among natural, societal, and political forces are overlooked. At the heart of these conflicts are complex water networks. In managing them, science alone is insufficient but neither is policy-making that doesn’t take science into account. Solutions will only emerge if a negotiated or diplomatic approach—that blends science, policy, and politics—is used to manage water networks.

The authors show how open and constantly changing water networks can be managed successfully using collaborative adaptive techniques to build informed agreements among disciplinary experts, water users with conflicting interests, and governmental bodies with countervailing claims. Shafiqul Islam is an engineer with over twenty-five years of practical experience in addressing water issues. Lawrence Susskind is founder of MIT’s Environmental Policy and Planning Program and a leader of the Program on Negotiation at Harvard Law School. Together they have developed a text that is relevant for students and experienced professionals working in a variety of engineering, science, and applied social science fields. They show how new thinking about water conflict can replace the zero-sum battles that pit experts, politicians, and stakeholders against each other in counter-productive ways. Their volume not only presents the key elements of a theory of water diplomacy; it includes excerpts and commentary from more than two dozen seminal readings as well as practice exercises that challenge readers to apply what they have learned.

Table of contents I: A Water Management Fable for All Time (with Maia Majumder) II: Challenging the Conventional Wisdom about Water Management III: Understanding and Characterizing Complex Water Management Networks IV: Addressing Complex Water Management Problems V: A Non-Zero Sum Approach to Water Negotiations (with Peter Kamminga and Paola Cecchi-Dimeglio) VI: The Practice of Water Diplomacy in a Nutshell (with Elizabeth Fierman) VII: The Indopotamia Role Play Simulation (with Catherine M. Ashcraft)

How to Manage Smart, Talented, Rich and Powerful People“>How to Manage Smart, Talented, Rich and Powerful People” width=”96″ height=”96″ style=”float: left; margin: 0 10px 0 0;” />

$21.95

“To lead leaders you have to be more of a politician than a football coach – persuading them to accomplish, rather than forcing them to obey.”

So says Professor Jeswald Salacuse in Leading Leaders. He makes the argument that top performers must be led differently because they often assume that they have special value and should not be subjected to traditional rules. Further, the fact that they often have a hand in choosing their leaders may make them believe that “the leader is beholden to them and not the other way around.”

Professor Salacuse’s advice: Don’t even try to order them to complete tasks. Forming personal relationships is the answer, he writes, stating: “Positive relationships engender trust, and trust in a leader is vital in securing desired actions from followers… You need to take account of the interests of the persons you would lead. Leaders will follow you not because of your position or charisma, but because they consider it in their interest. Your job as a leader is to convince them that their interest lies with you.”

“This is sound advice.” – Paul Brown, The New York Times

ABOUT THE AUTHOR:

Jeswald Salacuse is the Henry J. Braker Professor of Commercial Law at the Fletcher School of Law and Diplomacy, Tufts University. He is also a faculty affiliate of the Program on Negotiation at Harvard Law School.

$25.00

Papers on International Environmental Negotiation, Volume 18: The Next Generation of Environmental Agreements (2011)

• “Introduction,” by Lawrence Susskind
• “Expanding the Role and Function of Science Advisory Panels: A New Way to Bridge Science and Policy in Environmental Treaty Regimes,” by Mona Funiciello
• “Toward an International Geoengineering Agreement: The Promises (and Pitfalls) of Negotiating a Convention on Global Climate Interventions,” by Aaron Strong
• “Geospatial Collaborating between Developed and Developing Countries for Climate Change Adaption,” by Simcha Leventhal
• “Domesticating International Environmental Negotiations,” by Sara Blankenship
• “Regional Integrated Land Management: A Proposal for Confronting Global Environmental Degradation,” by Andrew Tirrell
• “Using Multilateral Funding to Achieve International Treaty Goals: Negotiated Funding Formulas for Predictability, Transparency, and Coordination,” by Deborah Lightman
• “Alleviating International Competitiveness Concerns Among Carbon-Intensive Industries: The Role of Sector-Specific Agreements,” by Leann Zeoli
• “The Management and Debate of Climate Change Negotiations Reconfigured: Toward a Successful Transition to a Global Low-Carbon, Green Growth Economy,” by Georgia Andreadi
• “New Approach to a Climate Change International Agreement: Top 10 High-Level Negotiations and Sustainable Development,” by Eugen Taso

$25.00

Papers on International Environmental Negotiation, Volume 17: On the Road to Copenhagen (2009)

• “Introduction,” by Lawrence Susskind
• “Looking Beyond Kyoto: A Vision for 2050 – And How to Get There,” by Justin Ginnetti
• “A Framework Proposal for a post-2012 Copenhagen Protocol – How to Reach 80% Reductions by 2062,” by Ines Kapphan
• “Post-Kyoto Climate Change Negotiations: The View from the Coalition of One Hundred,” by Mukhtar Amin
• “From Kyoto to Copenhagen: Breaking Down Barriers between the North and the South,” by Alexandra Zamecnik
• “The Role of NAMAs in Developing Countries: Including a Registry and Carbon Credit Permits in the New Copenhagen Protocol,” by Kwanbo Kim
• “Revamping the Institutional Framework of CDM,” by Alejandra Maupome Cagigal and Diego F. Osorio
• “Stregthening the Kyoto Protocol: Accountability, Monitoring, and Enforcement,” by Megan Samenfeld-Specht
• “Forest Protection and Regeneration in the Post-Kyoto Era,” by William Smith
• “Pathway, Not Stopgap: Climate as a Down Payment on Sustainable Development,” by Kyle Glover

Using Emotions as You Negotiate“>Using Emotions as You Negotiate” width=”96″ height=”96″ style=”float: left; margin: 0 10px 0 0;” />

$16.00

In Beyond Reason, world-renowned negotiator Roger Fisher and psychologist Daniel Shapiro build on previous work of the Harvard Negotiation Project, the group that brought you the groundbreaking book Getting to Yes.

The book illustrates five “core concerns” that motivate people: appreciation, affiliation, autonomy, status and role. You will learn how to use these core concerns to generate helpful emotions in yourself and in others. Armed with this knowledge, you can gauge the needs of another negotiator, set the emotional tone of discussion, and reach a mutually acceptable agreement.

Click HERE to visit the Beyond Reason website.

“Written in the same remarkable vein as Getting to Yes, this book is a masterpiece…” – Dr. Stephen R. Covey, author, The 7 Habits of Highly Effective People