with cities around the world for artistic, cultural, 
economic, educational, and faith-based exchanges; 
(8) establish and administer a budget des-
ignated for the training and deployment of unarmed 
civilian peacekeepers to participate in multinational 
nonviolent peacekeeping forces that may be con-
ducted by civilian, governmental, or multilateral or-
ganizations; 
(9) jointly with the Secretary of the Treasury, 
strengthen peace enforcement through hiring and 
training monitors and investigators to help with the 
enforcement of international arms embargoes; 
(10) in consultation with the Secretary of State, 
bring together all stakeholders who are impacted by 
a conflict by facilitating peace summits where such 
stakeholders may gather under carefully prepared 
conditions to promote nonviolent communication and 
mutually beneficial solutions; 
(11) submit to the President recommendations 
for reductions in weapons of mass destruction, and 
make annual reports to the President on the sale of 
arms from the United States to other countries, with 
an analysis of the impact of such sales on the de-
fense of the United States and how such sales affect 
peace; 
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(12) in consultation with the Secretary of State, 
develop strategies for sustainability and management 
of the distribution of international funds; 
(13) advise the Permanent Representative of 
the United States to the United Nations on matters 
pertaining to the United Nations Security Council; 
and 
(14) support the implementation of inter-
national peacebuilding strategies through a balanced 
use of peacebuilding, diplomacy, development, and 
defense. 
(d) 
MEMBERSHIP
OF
THE
SECRETARY
OF 
PEACEBUILDING ON THE NATIONAL SECURITY COUN-
CIL.—Section 101(a) of the National Security Act of 1947 
(50 U.S.C. 3021(a)) is amended— 
(1) in paragraph (5), by striking ‘‘and’’; 
(2) by redesignating paragraph (6) as para-
graph (7); and 
(3) by inserting after paragraph (5) the fol-
lowing: 
‘‘(6) the Secretary of Peacebuilding; and’’. 
(e) HUMAN SECURITY RESPONSIBILITIES.—The Sec-
retary shall address and offer nonviolent conflict resolu-
tion strategies and suggest resources for unarmed civilian 
peacekeepers to the appropriate relevant parties on issues 
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of human security if such security is threatened by con-
flict, whether such conflict is geographic, religious, ethnic, 
racial, or class-based in its origin, derives from economic 
concerns, or is initiated through disputes concerning scar-
city of natural resources (such as water and energy re-
sources), food, trade, or climate and environmental con-
cerns. 
(f) MEDIA-RELATED RESPONSIBILITIES.—Respect-
ing the First Amendment to the Constitution of the 
United States of America and the requirement for free and 
independent media, the Secretary shall— 
(1) seek assistance in the design and implemen-
tation of nonviolent policies from media profes-
sionals; 
(2) study the role of the media in the escalation 
and de-escalation of conflict at domestic and inter-
national levels, including the role of fear-inducing 
and hate-inducing speech and actions, and making 
the findings of such study public; and 
(3) make recommendations to professional 
media organizations in order to provide opportuni-
ties to increase media awareness of peacebuilding 
initiatives. 
(g) EDUCATIONAL
RESPONSIBILITIES.—The Sec-
retary shall— 
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(1) with the support of, and in consultation 
with, the United States Institute of Peace, develop 
a peace education curriculum that includes studies 
of— 
(A) the civil rights movement in the United 
States and throughout the world, with special 
emphasis on the role of nonviolence and how in-
dividual endeavor and involvement have contrib-
uted to advancements in peace and justice; 
(B) peace agreements and circumstances 
in which peaceful intervention has worked to 
stop conflict; and 
(C) the patriarchal structure of society and 
the inherent violence of such structure in the 
shaping of relationships and institutions; 
(2) in consultation with the Secretary of Edu-
cation— 
(A) commission the development of such 
curriculum and make such curriculum available 
to local school districts to enable the use of 
peace education objectives at pre-kindergarten 
schools, elementary schools, and secondary 
schools in the United States; 
(B) support in early childhood, pre-kinder-
garten schools, elementary schools, secondary 
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schools, and institutions of higher education a 
well-resourced, balanced education that includes 
math, science, English, history, ethnic studies, 
social studies, health, physical education, for-
eign languages, the arts, and music that will 
prepare students for success in a globally inter-
connected world; and 
(C) offer incentives in the form of grants 
and training to encourage the development of 
State peace curricula and assist schools in ap-
plying for such grants and training; 
(3) work with educators to equip students to 
become skilled in achieving peace through reflection, 
and facilitate instruction in the ways of peaceful 
conflict resolution; 
(4) ensure that schools are nonviolence zones 
that provide a peaceful educational environment; 
(5) create school and community cultures where 
students and staff do not feel threatened and are 
free from bullying and harassment by developing 
and implementing curricula in nonviolent conflict 
resolution education for teachers, students, parents, 
the school community, and the community at large; 
(6) maintain a public website to solicit and re-
ceive ideas for the development of peace from the 
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