School education is a continual program that is crowded with material that must be addressed, from providing knowledge to fostering constructive behavior. Consequently, it is difficult to incorporate All-out Defense and patriotism into education. Nevertheless this is a topic that concerns every citizen and family in Taiwan. Through education, we can introduce the concept of All-out Defense to the minds of students. The following teaching examples are shared in order to assist teachers to inform our students about the topic.

In addition, it is government policy. The law on All-out Defense Educa-tion was promulgated in February 2005. The government requires all schools to introduce the concept into the teaching of all subjects in multiple ways.

Four Teaching Steps:

Step One: Teachers ask students questions about the topic
The following questions are intended to improve student comprehension. (The underlined answers are merely examples. Students should be encour-aged to respond to the questions and their answers should be treated re-spectfully.)

1. What do you think of when you hear the words “war” or “attack”? (Mis-siles; bomb; gun; fire; dead people; hurt; scar; blood; tears; crying children)

2. Have you ever seen a war? (No; yes; on TV; in the movies)
How terrible is war? (Everyone is sad; fathers and brothers leave us; we have no food to eat)

3. Why is there still war in the world? (Terrorism; religious conflict)

4. What can we do to protect our country? (Unity is power; take up weap-ons; avoid overseas travel alone; volunteer for military service; strive for good results in international competitions)

Teacher’s Conclusion:

Once the war begins, life around us will become much more difficult than before. So we need to pay more attention to the safety of our family, society and the country.

Step Two: Telling stories to students

1. Children’s Story: The Three Little Pigs
This is a popular story. Ask each team to role play. Each team has three little pigs. The first little pig in each team builds a house of straw. The second builds a house of wood. The third is the most intelligent and diligent. He builds a house of brick. One student from each team is the wolf.

The activity is similar to a small war. In order to escape from hunger, the wolf goes to the pigs. He wants to eat them. He blows down the houses of the first and second pigs. The two pigs resist but are unable to save their homes. The third pig protects his house successfully.

2.Real story (recent news item):

Step Three: Discuss the stories’ plots
A. Teacher’s questions
1. Which story makes you scared? Why?
2. What would you do if you were the pig in the story?
3. What can we do to escape from the war or bomb attack?

B. Students’ answers:
1. The second story is really terrible for me. The bomb is a weapon that did not exist in the past.
2. If I were the pig, I would try to make a stronger house and I would live with more family members.
3. We do not go to dangerous places. / We should be careful of the people around. / Unity is strength. We have to be with friends and family.

C. Teacher’s conclusion:
We cannot prevent war but, if we are smart, we can protect ourselves from being affected by the war. As students, we need to constantly im-prove our awareness of All-out Defense by learning well and getting along with people in other countries. We also need to do well in some international competitions so that we receive more attention from other countries. When we need help, we will not have so many enemies.

Step Four: Worksheet for homework

Teaching Tips.
1. Groups: Divide the students into several groups.
2. Group presentation: When students are required to answer, give them white boards. Let them discuss their answers and then write them down on the boards. Let each team take turns presenting its ideas or answers.
3. Art work from each team: Give each team a whiteboard. Ask the teams to imagine the horrors of war and to draw a representation of them on their whiteboards. Prescribe homework at the end of the lesson: ask the students to draw a picture that promotes an awareness of the need for All-out Defense.
4. Encouragement: Encourage the teams by awarding points for their ef-forts. Students are motivated by points.
5. Record keeping: This activity will generate much discussion among the students. The points they make in their discussions will be valuable, so ask them to note them down on their whiteboards and to make a photo-graphic record of the discussion.
6. Role play: Ask each team to design its own dialog and action, and to present the story in a simple manner.
7. Worksheet: Design a worksheet that incorporates vocabulary and sen-tences that were used during the lesson. A picture evoking All-out De-fense could also be used.

Conclusion:
All-out Defense is like a baseball team. Each one in the team should carry out his or her responsibility well. In addition, each team should have a chance to win.
Students nowadays live in a peaceful world. They do not know the pain and deprivation suffered by other regions of the world. They do not experience the horrors of war firsthand. Therefore, they are unaware of when or why we need to pay attention to our safety. In this lesson, students will learn more about the importance of All-out Defense. Finally, this lesson will enable students to grasp the topic easily.

Pictures

Some words or images about war from students (write on the white board)	Questions and answers (on the white board)
Students’ Worksheet	Some images about All-out defense from students