Finding Peace in Times of Conflict - Joseph Catalano

Teaching Guide:

Finding Peace in Times of Conflict


https://www.fortyork.ca/news-a-events/events/29-gallery/107-gallery-18151870.html#!1829_Court_House_and_Jail

Theme Overview & Why This Project is Important

“Finding Peace in Times of Conflict” explores how people at Fort York in the late 1700s and early 1800s found solace and stability in their everyday tasks, even during times of war and uncertainty. This session reflects my teaching philosophy by fostering confidence in students’ observations and ideas, encouraging them to explore their unique perspectives without rigid guidelines. Through activities such as selecting an object at Fort York, connecting it to a meaningful object from home, and writing a peace offering letter, students are empowered to trust their instincts, express their thoughts freely, and make meaningful connections between past and present.

By bridging historical resilience with modern challenges, this session nurtures creativity, self-confidence, and critical thinking. It offers students a chance to explore how small, thoughtful acts—both in the past and in their own lives—can provide comfort and stability. Combining intellectual, emotional, and social development, the session encourages students to see value in their own ideas and experiences, fulfilling both curriculum expectations and broader educational goals.

This session ideally takes place the day after grade 7 students complete their class trip to Fort York National Historic Site. It builds on their exploration of the site, encouraging personal connection, reflection, and open-ended inquiry. To prepare, teachers and students must complete the following steps during their visit to Fort York. Alternatively, this session can be adapted for use off-site, allowing students to engage with Fort York's themes without requiring a physical visit.


Pre-Visit Instructions

*For offsite participation, please refer to the tour of Fort York YouTube video included in your Take-Home Resource to complete the following step ( https://www.youtube.com/watch?v=G7z0kKQZ6oM)

  1. During the Class Trip to Fort York
    • Visit the Officer’s Brick Barracks & Mess Room, a fully furnished space recreating domestic life in 1812.
    • Encourage students to observe their surroundings and imagine life in these spaces:
      • What tasks might have been performed here?
      • What objects stand out to you, and how might they have been used?
    • Prompt each student to choose one object from the space that resonates with them. To enrich their observations, have them take brief notes:
      • What room was it in?
      • What do you think this object was used for?
      • Do you have anything at home that reminds you of it?

Emphasize that students should select an object they feel personally interested in—there are no right or wrong choices.

  1. Follow-Up Task
    • After the visit, ask students to reflect on their observations and select any object from home that they feel connects to their experience at Fort York. This connection can be interpreted in any way—through form, function, sentiment, or something else entirely.
    • Students must bring this object to the classroom the next day for use in the session, where they will explore the connections between their object and the historical lives they observed.

Reinforce that there are no guidelines for choosing their object from home. This freedom allows students to trust their instincts and bring an item they feel best represents their unique perspective and connection to their observations. This openness encourages creativity and ensures students can fully engage with their personal interpretations.


Session Plan (40 Minutes)

Introduction: 5 Minutes

  1. Welcome & Introductions
    • Greet the class warmly and introduce yourself: “Hi everyone, I’m [Your Name], and I’m so excited to be here with you today. I can’t wait to hear about your trip to Fort York and explore some interesting connections between the past and your own lives.”
    • Briefly explain the session’s focus: “Today, we’re going to build on what you learned yesterday by looking at how people in the early 1800s found peace and connection in their daily lives, even during times of conflict.”
  2. Reflection on the Trip
    • Start a casual discussion to engage the class:
      “What did you think of Fort York? Was there anything you found surprising or interesting?”
      • Encourage a few responses to create a sense of connection and excitement.
  3. Preview the Session
    • Explain how today’s activities will tie into their trip:
      “We’ll use some of the things you saw yesterday, like objects from the Officer’s Brick Barracks and letters from Fort York, to think about how people back then connected with each other. We’ll also look at objects you brought from home and end with a special writing activity using quills to create letters of peace.”
    • Emphasize that the session will be interactive and fun, inviting them to share their thoughts and creativity.

Object Analysis & Connection: 15 Minutes
  1. Object 1: From Home (5 Minutes)
    • Begin by inviting students to share the objects they brought from home. Prompt them with questions:
      • Why did you choose this object?
      • How does it remind you of something you saw or imagined at Fort York?
      • What significance does it hold in your daily life?
    • Facilitate a discussion that highlights how this activity encourages students to think critically and make personal connections:
      “By looking at the objects around us, we can explore the ways our lives are linked to the past. This object from your home represents your unique perspective and helps you connect your own experiences to what you saw at Fort York.”
    • Emphasize that this process of observation and connection mirrors how historians analyze artifacts to understand the lives of people from the past.

 

  1. Object 2: Quill (5 Minutes)
    • Pass around the quills (or replicas) for students to examine. Encourage them to observe the texture, design, and function of the quill.
    • Discuss its significance in the early 1800s, focusing on the effort and thoughtfulness involved in letter writing:
      • How did using a quill require patience and care?
      • Why might writing letters have been a source of comfort for people living in times of conflict?
        “In a world without phones or the internet, writing letters wasn’t just a way to communicate—it was a way to find comfort and connection during uncertain and challenging times. Taking the time to write to someone you cared about helped people reflect and feel closer to loved ones, even when they were far away.”

 

  1. Object 3: Letters from the Archives (5 Minutes)
    • Share examples of letters from the Fort York archives (or reproductions). Provide context about their origins:
      • Who might have written these letters, and who were they writing to?
      • Why were these letters important during wartime?
      • What emotions or intentions do you think were behind the words?
    • Pose in-depth questions to encourage deeper analysis:
      • “What can these letters tell us about the daily lives of people at Fort York? What might they have felt while writing or reading them?”
      • “How does the act of writing a letter show care, gratitude, or even bravery during a time of conflict?”
      • “What do these letters reveal about how people stayed connected and supported one another in difficult times?”
    • Transition to the activity:
      “Now that we’ve explored the role of writing in the lives of people at Fort York, you’ll have the chance to write your own letter, thinking about what it means to write with care and intention.”

Activity: Writing a Peace Offering Letter (15 Minutes)

Introduction

  • Begin by introducing the concept of peace offerings as thoughtful acts of connection during times of conflict:
    “In the early 1800s, writing letters was a deeply personal way to express gratitude, share thoughts, or bring comfort to others. These acts of kindness were a way to create peace, even in challenging times. Today, you’ll have the chance to write your own peace offering letter.”

Activity

  1. Prompt Personal Reflection:
    • Ask students to think about someone they’d like to write to—a friend, family member, or classmate—and reflect on what they’d like to express.
    • “What would you say to show kindness, gratitude, or support? This letter is your opportunity to communicate something meaningful, just as people in history did through their letters.”
  2. Writing the Letter:
    • Provide students with quills or pencils, along with paper and optional decorative materials (stickers, markers, etc.).
    • Encourage them to take their time crafting their letters, focusing on the message they wish to convey.
    • Remind them that this is their personal expression, with no limitations or expectations:
      “Your letter is your own—write what feels meaningful to you.”
  3. Exchange and Reflection:
    • At the end of the session, students can exchange their letters or keep them to share later.
    • Facilitate a brief reflection discussion to connect the activity to the broader theme of finding peace and confidence in their unique ideas.

Reflection Questions

  1. How did it feel to write something meaningful to someone else?
  2. Why do you think acts of kindness and thoughtfulness, like writing letters, can help create peace?
  3. What’s one thing you learned about yourself or the process of creating peace during this activity?

Conclusion: 5 Minutes

Reflect on the Session

  1. Begin by asking the students reflective, thought-provoking questions to tie the session together:
    • “What’s one thing you learned today about how people at Fort York found peace in times of conflict?”
    • “What’s one thing you learned about yourself or your own ability to find peace?”
    • “What are some ways you could create peace for yourself or others when things feel difficult? What could that look like in your own life?”

Share a personal example to guide the discussion and encourage openness:
“For me, I’ve found peace in small, thoughtful actions like taking time to write a letter or reflect on things I’m grateful for. It’s often the little moments that bring the most comfort.”

Tie Back to Key Ideas

  • Highlight how the session built confidence in their ability to make observations, draw personal connections, and express meaningful ideas:
    “Today, you trusted your instincts—whether by selecting an object at Fort York, connecting it to something personal, or writing your letter. These small acts showed how powerful your ideas and reflections can be.”
  • Reinforce the historical connection:
    “Just like the people at Fort York found solace in everyday tasks and thoughtful communication, you’ve explored how small acts of care—like writing a letter—can create peace in both the past and present.”

Impactful Closing Statement

  • Wrap up with an empowering message that connects the session to the students’ broader growth:
    “Remember, finding peace doesn’t always come from big gestures. It’s often in the small, intentional moments—whether writing a letter, observing something meaningful, or sharing kindness with others—that we can create the most impact. These are the moments that help us connect to ourselves, to history, and to each other.”