Tools for Change: An Educator's Resource Site

Author(s): The Board of Education for the City of London

Publisher: The Board of Education for the City of London

Type of Resource: CLASSROOM ACTIVITIES & LESSON PLANS

Target Grades: 7-10

Canadian Resource? YES

Resource formally evaluated? yes

What is the source, internet link, or article title for viewing the formal evaluation of this resource? - evaluation results included in resource

Subject Areas: language, arts, health/physical education, history, religion, family life, career studies, learning strategies, individual and family living, healthy active living, English

GRADE SEVEN

Language: Writing

Communicate ideas and information for a variety of purposes (to outline an argument, to report on observations) and to specific audiences, using forms appropriate for their purpose and topic

Language: Reading

Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Clarify and develop their own points of view by examining the ideas of others

Language: Oral and Visual Communication

Ask questions and discuss different aspects of ideas in order to clarify their thinking

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Identify some of the ways in which non-verbal communication techniques (e.g., tone of voice and body language) can affect audiences, and use these techniques in their own speech to arouse and maintain interest, and convince and persuade their listeners

Listen and respond constructively to alternative ideas or viewpoints

Express ideas and opinions confidently but without trying to dominate discussion

The Arts: Drama and Dance

Evaluate, orally and in writing, their own and others work in drama and dance, using criteria developed by the class

Solve, in various ways, a problem that is presented through drama and dance, and explain ways in which each solution is effective

Health and Physical Education: Healthy Living

Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations

Describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment)

Identify people and resources that can support someone experiencing harassment

Health and Physical Education: Active Participation

Participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches)

History: Conflict and Change

Demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts

Examine and communicate methods of conflict resolution employed in everyday life: at home, at school, in the community

Catholic Education Religion and Family Life

Religion:

• moral decision-making

Family Life:

• self respect equals the respect of others
• changing relationships in adolescence
• changing human relationships
• freedom and responsible decision making
• exploring the social nature of humans in community

GRADE EIGHT

Language: Writing

Communicate ideas and information for a variety of purposes (to evaluate information, to compare points of view) and to specific audiences, using forms appropriate for their purpose (e.g., a survey soliciting opinions on an environmental issue) and features appropriate to the form (e.g., focused questions)

Language: Reading

Explain their interpretations of a written work, supporting it with evidence from the work and from their own knowledge and experience

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Clarify and broaden their own points of view by examining the ideas of others

Language: Oral and Visual Communication

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Use tone of voice and body language to clarify meaning during conversations and presentations

Contribute collaboratively in group situations by asking questions and building on the ideas of others

Work with members of their group to establish clear purposes and procedures for solving problems and completing projects

The Arts: Drama and Dance

Critique, orally and in writing, their own and others work in drama and dance, using criteria developed independently and in a group

Critique solutions to problems presented in drama and dance, make decisions in large and small groups, and defend their artistic choices

Demonstrate understanding of the appropriate use of the voice, gestures, and the level of language in different dramatic situations

Produce pieces that deal appropriately with youth problems

Health and Physical Education: Healthy Living

Identify local support groups and community organizations (e.g., public health offices) that provide information or services related to health and well-being

Analyse situations that are potentially dangerous to personal safety (e.g., gang violence) and determine how to seek assistance

Analyse situations (e.g., hitchhiking, gang violence, violence in relationships) that are potentially dangerous to personal safety

Identify support services (e.g., the school guidance department, shelters, Kids Help Phone) that assist victims of violence, and explain how to access them

Apply the steps of decision-making process to address age-specific situations related to personal health and well-being in which substance use or abuse is one of the factors

Health and Physical Education: Active Participation

Demonstrate respectful behaviour towards the feelings and ideas of others

Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Catholic Education Religion and Family Life

Religion:

• responsible choices, self respect, respect for others, service in the community

Family Life:

• developing our gifts
• conflict resolution
• building a loving, just community and exploring social issues

Learning Strategies 1: Skills for Success in Secondary School, Grade 9, Open (GLS1O/GLE1O/GLE2O)

Interpersonal Knowledge and Skills - Overall Expectations

• identify and describe the knowledge and skills necessary for successful interpersonal relations and teamwork;
• demonstrate the ability to apply appropriate interpersonal and teamwork skills in a variety of learning environments.

Career Studies, Grade 10, Open (GLC2O)

Personal Management - Overall Expectations

• demonstrate effective use of interpersonal skills within a variety of settings.

Discovering the Workplace, Grade 10, Open (GLD2O)

Personal Management - Overall Expectations

• identify and use effectively the strategies required to manage their behaviour in school and in the community;
• identify and use effectively the interpersonal and teamwork skills and strategies required when working with others in school or in the community;

Healthy Active Living Education, Grade 9, Open (PPL1O)

Healthy Living - Overall Expectations

• identify the factors that contribute to positive relationships with others;
• identify strategies to minimize potentially dangerous situations (e.g., violence prevention, injury prevention).

Living Skills - Overall Expectations

• explain the effectiveness of various conflict resolution processes in daily situations;
• use appropriate social skills when working collaboratively with others.

Healthy Active Living Education, Grade 10, Open (PPL2O)

Living Skills - Overall Expectations

• identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;
• demonstrate understanding of conflict resolution, anger management, and mediation;
• use appropriate social skills and positive attitudes when interacting with others.

Individual and Family Living, Grade 9 or 10, Open (HIF1O/HIF2O)

Self and Others - Overall Expectations

• analyse strategies to develop and maintain effective relationships;

Personal and Social Responsibilities - Overall Expectations

• demonstrate an understanding of their growing rights and responsibilities in relation to their family, as well as their emerging independence from their family;
• demonstrate communication and conflict-resolution skills in the context of family and social relationships;
• demonstrate practical skills that contribute to the proper functioning of families and that are transferable to the workplace and to the community.

Social Science Skills - Overall Expectations

• demonstrate effective collaborative group skills.

English, Grade 9, Academic (ENG1D)

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.

English, Grade 10, Academic (ENG2D)

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences.

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

This resource shares knowledge with students about:

• personal growth in and through relationships
• how healthy relationships support a healthy sense of well-being
• differentiate between healthy/equal relationships and relationships that are negative/unequal
• how the nature of relationships are characterized by growth and change
• increase awareness of how actions and choices impact the well being of others
• increase awareness of how actions/choices of others impact personal well-being

This resource provides opportunities for students to acquire skills by allowing students to:

• explore relationships from personal perspectives and experiences
• define values of healthy, supportive and caring relationships
• develop personal self-awareness and understanding of well-being
• develop and practice mutual empathy
• identify and practice values of mutual respect
• express personal feelings, thoughts, and experiences
• opportunity for classmates to respond empathetically and respectfully

Exploring Social Relations of Violence, Oppression and Equality

This resource shares knowledge with students about:

• social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence
• a gender analysis of social relations
• multiple forms and contexts of violence
• varied forms of violence in different contexts (i.e., home, school, community, media etc.)
• the difference between “power over” and “power with”
• the social relations of equality, inclusion, acceptance and empowerment

This resource provides opportunities for students to acquire skills by allowing students to:

• explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives
• explore gendered aspects of their social identities, relationships and experiences
• engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change

Exploring Identity, Gender, and Diversity

This resource shares knowledge with students about:

• social identities, relationships, and experiences within the context of multiple social relationships and structure of inequality (vulnerability vs. privilege)
• how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals

This resource provides opportunities for students to acquire skills by allowing students to:

• identify, explore, and name their own identities, experiences, and values
• develop an understanding and respect for the identities, experiences, and values of their classmates/peers
• engage with and learn form differences and diversity
• express, learn from, and build multiple perspectives on social experiences and diversity

Developing Connections, Creative Thinking and Participation

This resource shares knowledge with students about:

• understanding violence and healthy relationships from one’s own personal perspective
• strategies for personal and/or social change for the promotion of healthy and equal relationships.
• conflict resolution and anti-violence strategies
• choices and actions that promote mutual empowerment and respect
• where and how to seek out help and support

This resource provides opportunities for students to acquire skills by allowing students to:

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships
• Experience and practice how to resolve conflict positively
• Opportunity for the development of supportive connections between students and teachers/adults

Structure and Format:

• Evaluation of the resource (e.g., formal research on the effectiveness of the program
• Information guide or scope and sequence of lessons (i.e. how to strategies)
• Accommodations for exceptional students indirectly identified

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• Explicit Teaching
• Demonstration
• Explicit teaching and use of thinking skills and strategies
• Explicit teaching and using self-assessment and reflection

Interactive Learning

• Small-group cooperative learning
• Small group discussion/debriefing
• Presentations
• interviewing
• brainstorming
• Conferencing: peer and student-teacher

Indirect Instruction

• Guided teacher-directed inquiry
• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios
• Community-based learning opportunities

Activities/Lessons Include:

• Choice, where possible, in student tasks and assignments
• Multiple opportunities for practice and feedback.
• Opportunities for students to use their learning styles to learn and demonstrate learning
• Integration of Multiple Intelligences theory to learn and demonstrate their learning.
• Oral and written reflection/journal writing

Assessment Methods:

• Pencil and Paper:
• Quizzes
• Checklists
• Rubrics

Demonstration/Performance:

• Class
• School and community-based projects
• Skills demonstrations
• Role playing
• Organizing events
• Simulations

Personal Communication:

• Journals
• Student-teacher conferences
• Interviews

Other:

• School-wide connections

This resource is a collection of violence prevention activities. The resource includes activities in the areas of: Stereotyping (with a focus on gender stereotyping), Violence in Relationships (activities include different types of abuse in dating relationships, sexual assault and abuse in family situations), Society and Violence (activities address violence in the media, gender stereotyping in the media, issues of cultural diversity in Canada, issues of racism, stereotyping and exclusion), and Social Skills (with a focus on positive interaction and conflict resolution strategies). The resource also provides opportunities for students to reflect on various violent situations/scenarios present in the school setting.

A particular strength of this resource lies in its comprehensive definition of violence in various forms and contexts. Students are encouraged to think about violence in various areas of their lives (eg. in school, in the media, in the community) and to consider incidences such as racial or gender stereotyping as acts of violence.