Tools for Change: An Educator's Resource Site

Author(s): Jessica Hein, Heather Holland

Publisher: not specified

Type of Resource: Lesson plans and activities

Target Grades: Grades 7-10 (girls)

Canadian Resource? Yes

Resource formally evaluated? No

What is the source, internet link, or article title for viewing the formal evaluation of this resource? (none supplied)

Subject Areas:language, health and physical education, science and technology, social studies, religion and family life, career studies, healthy active living, learning skills, individual and family 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

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

Analyse and interpret media works

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

Health and Physical Education: Healthy Living

Explain how harassment relates to personal safety

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

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

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

Analyse and interpret media works

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

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, Kid’s Help Phone) that assist victims of violence, and explain how to access them

Describe causes and symptoms of stress and positive ways (as opposed to substance use) to relieve stress

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

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

Developing Learning Skills and Strategies Grade 10

Interpersonal Knowledge and Skills - Overall Expectations

• identify and describe the knowledge and skills necessary for successful interpersonal relations and teamwork;
• assess their interpersonal and teamwork skills and strategies, and explain how those skills requiring further development affect their learning;
• 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;
• Preparation for Transitions and Change - Overall Expectations
• identify changes and transitions that take place in their lives, and describe strategies to effectively manage these changes;

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

• use appropriate decision-making skills to achieve goals related to personal health;
• 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)

Healthy Living - Overall Expectations

• explain strategies to promote positive lifestyle choices and relationships with others;

Living Skills - Overall Expectations

• identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;
• use appropriate social skills and positive attitudes when interacting with others.

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

Self and Others - Overall Expectations

• describe the characteristics of human growth and development in adolescence, and explain their influence on the behaviour and needs of young people;
• 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;
• understand and apply a variety of problem-solving and decision-making skills, grounded in psychological and sociological studies, to family and social problems;

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

Knowledge

• 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.

Skills

• Explore relationships from personal perspectives and experiences.
• Define values of healthy, supportive and carting 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

Knowledge

• Knowledge about the social relations of equality inclusion acceptance and empowerment.

Skills

• Explore Gendered aspects of their social identities, relationships and experiences.
• Explore personal experiences of vulnerability and privilege by understanding social inequality and oppressions.
• Opportunity to personalize knowledge of social relations of oppression and empowerment.
• 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

Knowledge

• Knowledge to examine social identities relationships and experiences within the context of multiple social relationships and structure of inequality.
• Knowledge about how values and biases are used to exclude and cause harm to individuals and groups of individuals.

Skills

• Opportunity for students to identify, explore and name their own identities, experiences and values.
• Opportunity for students to develop and understanding and respect for the identities, experiences and values of their classmates / peers.

Developing Connections, Creative Thinking and Participation

Knowledge

• Validation of students’ perspective and knowledge in understanding violence and healthy relationships.
• Strategies for personal and/or social change are offered to students for the promotion of healthy and equal relationships.
• Gain in knowledge about choices and actions that promote mutual empowerment and respect.
• Knowledge is shared with students about where and how to seek out help and support.

Skills

• 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.
• Opportunity for the development of supportive connections between students and teachers/adults.

Structure and Format:

• Research-based introduction
• Evaluation of the resource (formal research on the effectiveness of the program)
• Strategies to integrate lessons/activities into the educational curriculum
• Information guide or scope and sequence of lessons (i.e. how to strategies)
• Ready to use scripted format
• Sequential guide or lessons that are user friendly
• Availability of support to implement the program/resource.
• Accommodations for exceptional students: indirectly identified.

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• 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
• Brainstorming
• Conferencing: peer and student-teacher.

Indirect Instruction

• Guided teacher-direct inquiry
• Guided student-directed inquiry
• Reflective discussions.

Experiential Learning:

• Case studies/scenarios

Teaching and Learning Activities/lessons Include:

• Multiple opportunities for practice and feedback.
• Oral and written reflection/journal writing.

Assessment Methods:

Demonstration/performance:

• Class
• School and community based projects.

Personal Communication:

• Students assess their own learning and set specific goals.
• Journals
• Student-teacher conferences.

This resource focuses on guiding students to self reflect and engage in a deeper awareness of themselves. There is not a strong emphasis on violence but rather directed lessons to recognize healthy relationships. Students are encouraged to become more aware of relationships that may not be healthy. This resource also encourages students to assess and improve their own self-image. The program is directed primarily to female adolescents. Therefore it focuses on issues associated with this population such as body image, dating, interpersonal communication, and identity.