opment, and defense with the goal of preventing and 
ending war and violence; and 
(16) encourage all nations to create infrastruc-
tures for peace within their nations and among na-
tions. 
(d) 
MEMBERSHIP
OF
THE
SECRETARY
OF 
PEACEBUILDING ON THE NATIONAL SECURITY COUN-
CIL.—Section 101(c) of the National Security Act of 1947 
(50 U.S.C. 3021(c)) is amended by inserting ‘‘the Sec-
retary of Peacebuilding’’ after ‘‘Treasury’’. 
(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 
of human security if such security is threatened by conflict 
or crisis, whether such conflict or crisis is geographic, reli-
gious, ethnic, gender-based, racial, or class-based in its or-
igin, derives from economic concerns, health concerns or 
is initiated through disputes concerning scarcity of natural 
resources (such as water and energy resources), food, 
health resources (such as life-saving medicine, medical and 
protective equipment and supplies, including viral and bac-
terial infection testing supplies and vaccines), trade, or cli-
mate and environmental concerns. 
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(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— 
(1) consult with the United States Institute of 
Peace, the Department of Education, Indigenous 
communities, and other concerned individuals and 
organizations and develop a peace education cur-
riculum that includes studies of— 
(A) the civil rights movement in the United 
States and throughout the world and human 
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rights and liberties movements, with special em-
phasis on the role of nonviolence and how indi-
vidual endeavor and involvement have contrib-
uted to advancements in peace and justice; 
(B) underlying causes of violence and con-
ditions of peace; 
(C) practices that enhance peace and 
peacebuilding; 
(D) the contributions to the United States 
of its diverse ethnicities, races, and religious 
communities; 
(E) peace agreements and circumstances in 
which peaceful intervention has worked to stop 
conflict; and 
(F) 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 and participate in the de-
velopment 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; 
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(B) support in early childhood, pre-kinder-
garten schools, elementary schools, secondary 
schools, and institutions of higher education a 
well-resourced, balanced education that includes 
math, 
environmental 
stewardship, 
science, 
English, history, ethnic studies, economics, jus-
tice, critical thinking, social studies, health, 
physical education, foreign languages, the arts, 
and music that will prepare students for success 
in a globally interconnected 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, mindfulness, and restorative 
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practices 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 
wealth of the politically, socially, and culturally di-
verse public; 
(7) proactively engage the critical thinking ca-
pabilities, including civic education on citizen duties 
to foster democratic principles, of students and 
teachers of pre-kindergarten schools, elementary 
schools, secondary schools, and institutions of higher 
education through the internet and other media and 
issue periodic reports concerning any submissions 
from such students and teachers; 
(8) establish a Peace Academy that shall— 
(A) be modeled after the military service 
academies; and 
(B) provide a 4-year course of instruction 
in peace education, after which graduates will 
be required to serve 5 years in public service in 
programs dedicated to domestic or international 
nonviolent conflict resolution; and 
(9) provide grants for peace studies depart-
ments in institutions of higher education throughout 
the United States. 
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