Tools for Change: An Educator's Resource Site

Author(s): Nancy Schniedewind, Ellen Davidson

Publisher: Allyn and Bacon

Type of Resource: Classroom activities and lesson plans

Target Grades: Middle school to high school

Canadian Resource? No

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

GRADE SIX

Language: Writing

• Communicate ideas and information for a variety of purposes (to inform, to persuade, to explain) and to specific audiences.
• Use writing for various purposes and in a range of contexts, including school work (e.g., to develop and clarify ideas, to express thoughts and opinions)
• Produce pieces of writing using a variety of forms (e.g., newspaper articles, lyrics, summaries of information), techniques and resources (e.g., library resources) appropriate to the form and purpose, and materials from other media (e.g., film clips)
• Select words and expressions to create specific effects

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

Language: Oral and Visual Communication

• Make reports, describe and explain a course of action, and follow detailed instructions
• Ask and answer questions to obtain and clarify information
• Express and respond to a range of ideas and opinions concisely, clearly, and appropriately
• Contribute and work constructively in groups
• Analyse media works
• Use tone of voice and gestures to enhance the message and help convince or persuade listeners in conversations, discussions, or presentations
• Use constructive strategies in small-group discussions (e.g., invite other group members to contribute; ask questions to clarify a point; negotiate to find a basis for agreement)
• Follow up on others’ ideas, and recognize the validity of different points of view in group discussions or problem-solving activities

Health and Physical Education: Healthy Living

Apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships

Social Studies: Heritage and Citizenship: Aboriginal Peoples and European Explorers

• Identify ways in which the environment molded Canadian Aboriginal cultures
• Demonstrate an understanding of the social, political, and economic issues facing Aboriginal peoples in Canada today
• Describe the relationship between Aboriginal peoples and their environment (e.g., with respect to food, shelter, cultural practices).
• Identify the contributions of Aboriginal peoples to the political and social life of Canada (e.g., in music, art, politics, literature, science)

Social Studies: Canada and World Connections: Canada and Its Trading Partners

• Identify outstanding contributions of Canadians from various backgrounds to the global community through dance, sports, music, literature, art, science, and technology

Catholic Education Religion and Family Life

Family Life:

• valuing human life through the five stages
• effective behaviours and emotions in relationships
• code of behaviour, positive and negative influences in relationships

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
• 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

Health and Physical Education: Healthy Living

• 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

History: Confederation

• Demonstrate an understanding of the diverse groups and individuals who contributed to the formations and growth of Canada

History: A Changing Society

• Demonstrate an understanding of how diverse groups and individuals have contributed to the historical, cultural, and economic development of Canada

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
• 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

• 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

• Develop knowledge about social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence
• Recognize and understand oppression on the basis of gender and other forms of inequality (i.e., race, culture, socioeconomic status, education, geographic location, ability/disability, etc.)
• Critical understanding of the concept of power by exploring relations of violence and relations of empowerment
• Develop understandings of the difference between “power over” and “power with”
• Knowledge about the social relations of equality, inclusion, acceptance and empowerment

Skills

• 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
• 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 structure of inequality (vulnerability vs. privilege)
• Knowledge about how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals
• Knowledge to build an understanding of “differences” on the basis of gender, race socioeconomic status, ability/disability, sexual orientation, language, culture, education, et. In ways that enable students to move away from thinking in terms of “better than/worse than”

Skills

• Opportunity for students to identify, explore, and name their own identities, experiences, and values
• Opportunity for students to develop an understanding and respect for the identities, experiences, and values of their classmates/peers
• Opportunity to explore differences on the basis of gender, race, ability/disability, socioeconomic status, culture, religion, sexual orientation with respect and interest
• Opportunity for students to engage with and learn form differences and diversity
• Opportunity for students to express, learn from, and build multiple perspectives on social experiences and diversity

Developing Connections, Creative Thinking and Participation

Knowledge

• 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 teachers/adults

Structure and Format:

• Research-based introduction
• 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
• 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
• Interviews
• Brainstorming
• Conferencing: peer and student-teacher.

Indirect Instruction

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

Experiential Learning

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

Teaching and Learning Activities/lessons Include:

• Choice, where possible, in student tasks and assignments
• Multiple opportunities for practice and feedback.
• Use of graphic organizers (e.g. Venn diagrams, mind maps, tables)
• 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:

• Reports
• Essays – article writing
• Checklists

Demonstration/Performance:

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

Personal Communication:

• Journals
• Interviews
• Students assess their own learning and set specific goals

Other:

• Staff training
• School-wide connections

The “Open Minds to Equality” resource is a comprehensive collection of activities and lesson plans for teachers.  The first two chapters of the book give teachers an overview of how to teach equality and an overview of the terminology around issues of diversity (e.g., sexism, ableism, racism etc.).

This resource is exceptional at exploring identity, gender and diversity, and especially in promoting an understanding of differences on the basis of race, sexual orientation, socioeconomic status, and culture. It provides the opportunity for students to understand and respect the identities and values of their classmates. This resource consistently explores social relations of oppression and equality by providing knowledge of inequality, stereotypes, discrimination and acceptance.  It does an excellent job at helping students gain a sense of social responsibility for addressing these topics, exploring personal experiences and working to create positive change.

This resource is well laid out and easy to follow with a wide range of activities to be used and adapted to different grade levels.  It provides supplemental reading and links to other teaching resources. It employs various strategies for instruction, and interactive/experiential learning and it also uses several different assessment methods. This resource empowers, and educates, the teacher about its content, providing background knowledge and a framework for teaching the material.