Step One: Classroom Ethics
Begin by establishing "classroom ethics" so that students can feel safe to speak about their feelings and opinions. Have students brainstorm a list of classroom ethics by asking them: What are some things that we each need to feel a part of the classroom community? Write their ideas on the board. Examples include:
- Respect each other.
- Only one person speaks at a time.
- Listen to each other.
- Everyone has a right to their own opinion.
Once a list is drawn, review it together with the students, and have them agree to these guidelines for the duration of the class period in order to build a respectful environment.
Step Two: Web on Nuclear Weapons
Write "Nuclear Weapons" on the board and circle it. Ask the students to say ANYTHING they think of when they hear the words: nuclear weapons. Draw a line from the circle to connect each idea to the central theme: nuclear weapons (see "example web" below). Write down everything students report, to affirm their knowledge. This will help the class to outline basic information about nuclear weapons, and can also serve to correct any false assumptions.
Some questions teachers can ask to stimulate students’ ideas include:
- Which countries have nuclear weapons?
- What do nuclear weapons do?
- What makes nuclear weapons different than other weapons?
- What is radiation?
Here is an example of a web on nuclear weapons:
Step Three: The Story of World War WII
After the web exercise ask students to share their knowledge of the World War II (WWII). Where was it fought and by whom? What countries were involved? And what kinds of weapons were used? This conversation, which can take place as a class or in small discussion circles, will help students contextualize the tremendous firepower of nuclear weapons and prepare them for the Bee Bee demonstration.
Step Four: The Bee Bee Demonstration
Albert Einstein, great inventor, Nobel laureate and anti-war advocate, said "Imagination is more important than knowledge." Because it is difficult to comprehend the destructive force of nuclear weapons, this demonstration helps us imagine the power of the nuclear threat through sound.
Explain to students that they will hear 2 sounds: The first sound represents the total firepower contained in all the weapons used in WWII" including the nuclear bombs dropped on Japan. That is, 3 megatons (1) of TNT represented by the sound of a single bee-bee dropping into the metal tin. Hold up the bee-bee and then drop it into the empty tin. It makes a "ping" sound. Ask them to think about and name the firepower used in WWII i.e., bullets, bombs, grenades, etc. Once again drop 1 bee bee in the tin, restating that all the munitions they just identified are represented by the sound of 1 bee bee. (Repetition will ensure that students understand the analogy).
Explain that since WWII, countries with nuclear weapons have multiplied. Among the 9 nations (United States, Russia, China, United Kingdom, France, Israel, India, Pakistan – and most recently, North Korea) that have nuclear weapons, there are approximately 27,000 nuclear weapons on the earth, mostly owned by the United States and Russia.
Now, introduce the second sound. Tell students that the total firepower of the world’s current nuclear arsenal is represented by the sound they are about to hear. Emphasize that this sound does not include all the bullets, bombs, grenades, and other conventional weapons; only the equivalent firepower of the nuclear weapons deployed today. Ask them to close their eyes, and to remember that each bee bee represents the firepower of one WWII. Gradually, pour the entire contents of the box of 2,225 bee-bees (2) into the tin.
After the last bee bee drops, take a moment of silence.
Step Five: Speaking About Our Feelings
After a moment of silence, ask students how they felt when they heard the sound of all those bee bees: How did this demonstration make you feel? What do you want to say about it? Use an object such as a ball that students can pass to one another when they have something to say. The student or teacher holding the ball is recognized as the speaker. Students can choose not to say anything and pass the ball on. This method assures that all students will be given the opportunity to speak if they feel moved to do so. Validate students’ feelings by reflecting back to them what they have said and allow enough time for all students to speak.
Many students have reported feeling "angry", "sad", "frightened", and "numb". When confronted with this level of violent destruction, these emotional responses are perfectly healthy. You can say to students: "If you feel angry or sad when you hear this demonstration then you can be assured that you are alive. There is blood coursing though your veins. Your heart is beating. You are a healthy human being." You might want to mention also that there are connecting emotions to feelings like anger and sadness. When we feel angry this can often indicate a desire to see change. Anger can fuel our passion for right action. When we feel sad this is almost always an indication of our capacity for love and compassion. Remind students that these connecting emotions such as compassion and a sense of urgency, can be motivating factors for social change.
Step Six: Action Plans for a Nuclear Weapon Free World
After step five, it is time for inspiration! Ask students to stand up, form a circle and stretch. (The information shared in this lesson has likely caused an emotional response in students. This step intends to help them release any tension that they might be feeling). Give students 2 minutes to move a bit, maybe to sigh or laugh, too, to let the tension out.
Together in the circle, explain to students that although some of the information they learned might have made them uncomfortable, it is only when we know and when we have our eyes open, that we can see the changes that we want to make in our world. Use the words of Mahatma Gandhi, "Be the change you want to see in the world," to help students brainstorm how they might apply this notion to what they have learned through this lesson.
Encourage students to share anything they know about how young people have played a role in making our world a better place. Ask students to step into the circle to report what they know. Some examples include:
- Ruby Bridges, at the age of 6, was the first child to desegregate elementary schools in the U.S.
- Ibrahim Alex Bangura from Sierra Leone is a leading member of Peace Links Musical Youths, a group that writes and performs music to spread the message of peace and reconciliation throughout their country.
- Nkosi Johnson, a young Zulu boy who died of AIDS at the age of 12, had the courage to publicly confront President Mbeki to raise awareness about the HIV/AIDS crisis in South Africa.
- Anne Frank wrote a diary while hiding during WWII that helps us understand the incredible capacity of human beings and the depth of the human heart.
- The Colombian Children’s Peace Movement comprised of children who lost family and friends to war, gathered 2.7 million children to vote in the Children’s Mandate for Peace and Rights in 1996.
Let the circle grow in excitement and after about 5 minutes, bring everyone back together, still standing. (3)
Now, ask them to close their eyes and imagine the world free from nuclear weapons. Ask them: How would that world be built? How would the energy and tenacity of amazing young people like themselves and the ones they just heard about contribute to that world? How would they each commit to creating a nuclear weapon free world? Provide time for reflection.
Dependent on the size of the class, let students write their individual commitments in their notebooks, or speak it out loud, in one sentence. Find a way to end the class by acknowledging the lesson, their feelings and commitments. End it positively!
(1) "A ton unit pertaining to nuclear explosions is a unit of energy equal to 1,000,000,000 thermo chemical calories. The kiloton and megaton are a thousand and a million times as large": 1,000 kilotons equals 1 megaton.
Measures and Units, Final Answers, Michon, G.P. Ph.D. 2000-2005. Retrieved February 20, 2005:
http://home.att.net/~numericana/answer/units.htm#tons.
(2) The 2,225 bee-bees represent the firepower of 27,000 nuclear weapons, with each bee-bee equivalent to 3 megatons of explosive power.
