Tools for Change: An Educator's Resource Site

Author(s): Men For Change

Publisher: Men for Change

Type of Resource: Classroom Activities and Lesson Plans

Target Grades: Grade 8

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, the arts, health and physical education, social studies, religion, family life

GRADE EIGHT

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

Analyze 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

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

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

(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.
• 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.

Skills

• 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

Knowledge

• Knowledge about the social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence.
• Develop a gender analysis of social relations.
• Critical understanding of the concept of power by exploring relations of violence and relations of empowerment.
• Develop understandings of the different between power over and power with.
• 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/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 the structure of inequality.

Skills

• Opportunity for students to engage with and learn from differences and diversity.
• Opportunity for students to express, learn from and building multiple perspectives on social experiences and diversity.

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.
• Engagement in learning conflict resolution and anti-violence strategies.
• Gain in knowledge about choices and actions that promote mutual empowerment and respect.

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 teaxhers/adults.

Structure and Format:

• 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.

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
• Brainstorming

Indirect Instruction

• Guided teacher-direct inquiry
• Reflective discussions.

Experiential Learning

• Simulation, role play
• Case studies/scenarios

Teaching and Learning Activities/lessons Include:

• Choice, where possible, in student tasks and assignments.
• Use of graphic organizers (venn diagrams, mind maps, tables)
• Oral and written reflection/journal writing
• 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.

Assessment Methods:

Pencil and Paper:

• Reports
• Quizzes
• Checklists

Demonstration/Performance

• School and Community Based projects
• Role playing
• Skills demonstrations
• Role playing
• Simulations

Personal Communication

• Students assess their own learning and set specific goals.

Other:

• Parent involvement – strategies to transfer learning at home.

This resource effectively defines the difference between healthy vs. non-healthy relationships. The main focus is on gender stereotypes and how they affect the behaviours of both sexes. Self-esteem, peer pressure, media pressures, and dating violence are also addressed within this resource. Numerous forms of media were reviewed and examined while teaching students to recognize positive and negative messages in the media and to be critical consumers of media. The examples given are somewhat dated as the resource is over ten years old, but revisions can easily be made and are suggested as well. The types of violence (physical, sexual, emotional and psychological) are defined and discussed throughout the resource. Eating disorders, initiation rituals, substance abuse, and pornography are also covered in this resource. The resource activities utilize role play, reflective writing, group discussions, and homework assignments which encourage parental involvement. Key concepts stressed are empathy and empowerment. The program effectively addresses sexual orientation and gender stereotypes. The activities help students explore underlying issues of gender inequality which encourages students to acquire knowledge, draw on personal experiences, and develop the capacity for healthy relationships and connections.