Tell or read stories about the animals that demonstrate unity, such as geese, dolphins, and elephants. There are many true stories about dolphins saving humans. In one, a group of dolphins swam many miles, pushing a man on a raft who was lost at sea. The dolphins took turns pushing the raft with their noses. They were united in their goal of saving the man. When some of the dolphins were tired, others would take over. They kept swimming together, and when others were tired, the ones who were more rested would push again. They rotated for many, many miles, pushing the raft until it was close to a little village by the sea, where the man could swim safely by himself to the shore.

Elephants have many similarities to humans. They live for 70 to 80 years. They mate for life and love their children very much. When the elephants live in a jungle and are threatened by a tiger or lion, the large elephants form a circle around the baby and young elephants. The parent elephants face outwards in the circle so that they can guard their children and keep them safe. If a tiger comes, they grab it with their trunk and toss it. The elephants are united; they act together with a shared goal.

Activity

Divide the class into several groups. Ask each group to study an animal known for its support of its fellow kind, and discuss the following Reflection Points in regard to the animal studied.

• Unity creates a sense of belonging and increases well-being for all.

• The greatness of unity is that everyone is respected.

After their study, groups can discuss what lessons their animal has for humankind. Groups are to artistically prepare their ?advice? when presenting their findings to the rest of the class.

Discuss:

As a group, decide on a shared goal, hope, or vision which all students feel would make something closer to the way they want it to be. Discuss how that vision or goal can take practical form. Make an action plan. It could be a non-physical plan, such as all students deciding they want to do their best ? and a practical method for achieving that would be to encourage each other. Perhaps the class has noticed a particular group is ostracizing some children on the playground. While the adults have talked to them, subtle discrimination occurs which the adults cannot see. The class could decide to speak up for the children being discriminated against, using friendly methods. ?Yeah, Tom, we?re rainbow friendly around here.? The class could decide to spread harmony in the world. Students could decide to do this not only at school but also at home by playing for 30 minutes a day with their younger brothers and sisters. Each day, discuss what is working and what is difficult.

Note: The concept of unity often creates a sense of belonging. In carrying out a project, it is important to increase that sense within the group without ostracizing those who may not be involved.

Students may want to become unified in creating something physical. They may wish to plan a party for someone special, plant a vegetable garden, or paint a mural for the school. Whatever you plan, enjoy doing it as you create.

Occasionally look at the process, and ask the students to assess what creates and what detracts from the feeling of unity. Perhaps they can add to or adapt their Good Communication Rules from the Cooperation Unit.

Discuss the following Reflection Points:

• Unity creates the experience of cooperation, increases enthusiasm for the task, and makes the atmosphere empowering.

• Unity makes big tasks seem easy.

An ancient tale of a father and his three sons is retold in the form of a play below. The father is concerned as he is getting older that his sons are not taking good care of the land. They quarrel about how to do things when they are together. The father wanted them to learn to be united. So, he tied a large bundle of thick sticks together with a rope, and then he asked each of his sons, one by one, to break the bundle of sticks. When none of them succeeded, he removed the rope and gave a few sticks to each of his sons to break. The lesson is that there is strength in unity.

Activity

The students may enjoy doing the following play. Or, perhaps they would like to make up one of their own.

Scene One

Setting: The King is sitting on his throne thinking deeply. His face looks concerned. A guard is standing at the other end of the room. The Minister enters the throne room.

Minister: "What's the problem, your Majesty? You look so concerned and unhappy."

King: "Yes, my Minister, I am unhappy. My three sons are busy traveling and hunting and having fun without being concerned about anything else. And when I ask them to help manage the land and deal with the guards, they only quarrel."

Suddenly, the king sits up straighter and says to the Minister: ?I want you to bring to me a bundle of thick sticks tied with a strong rope.?

The King then turns to the guard standing at the door of the hall and says to him: ?Go and call my children to come and join me now."

Scene Two

The King is sitting on his throne. The Minister is standing at his side. In front of him are his sons. In between the King and his sons is a bundle of sticks, tied with a rope.

King: ?My sons, I want you to try to break this bundle of sticks in half.?

The youngest son: ?I can do it. I?m very strong.?

But, try as he might, the youngest son was not able to break the bundle of sticks. Each one of them tries and fails.

The King: ?Minister, loosen the rope." (To his sons): "None of you, by yourselves, could break that bundle of sticks. How can this task be done? (pause) Unwrap the bundle. I want each one of you to take one-third of the sticks and try to break them."

The sons do as they are instructed. The King looks at his sons.

King: ?Did you notice that you could not break the sticks when you tried to do so alone? When you worked together, you accomplished the task easily. This is what I want from you ? to always work together. When you are united, you are strong, and you will solve each problem easily."

- Contributed by Lamia El-Dajani

Activity

Divide the students into groups and ask them to think about what the world needs. Tell them you want them to think of the problems of the world as being a bundle of 100 sticks. The people of the world can solve the problems if they unite. What are the problems and needs of the world, and how many sticks is each problem? (For example, world hunger may get eight sticks out of the 100.) Ask each group of students to discuss this, and decide what groups of people could develop unity to solve each problem. Each group is to make a presentation. They may illustrate their oral presentation with artistic representations or with graphs.

The educator may wish to instruct older students to apply their information about corporations or international institutions. They may wish to share their information with those corporations and institutions.

Observe the geese in the sky or other animals who display unity. Explore the cultures of unity in animals. Have your children investigate these, or investigate them together, and then have them read the stories to you.

Notice positive examples of unity in the news, in the neighborhood, and in everyday life. Share stories of unity that you know.

If your child is involved in a project at school, and all of a sudden his or her attitude changes from positive to negative, check on the appreciation level of the group at school. Think together about some of the Reflection Points, such as: Unity continues by accepting and appreciating each person and his or her contribution. One note of disrespect can cause unity to be broken. Talk about what is causing a change, and discuss what is needed to create unity again.

Hold a family meeting and determine if there?s something you would all like to do differently as a family. Identify that common goal, then accomplish it with a sense of unity and togetherness.