Tools for Change: An Educator's Resource Site

Author(s): Fiona Macbeth and Nic Fine

Publisher: Leaveners/Leap Confronting Conflict

Type of Resource: Program manual with lesson plans/activities included

Target Grades: Youth/young adults (grades 7 - 10)

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, 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, Kid’s 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

(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 social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence
• Develop a gender analysis of social relations
• Develop understanding of multiple forms and contexts of violence
• Recognize and make connections of varied forms of violence in different contexts (i.e., home, school, community, media, etc.
• 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 from 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

• 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
• Experience and practice how to resolve conflict positively
• Opportunity for the development of supportive connections between students and teachers/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
• 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.
• Portfolio development
• Oral and written reflection/journal writing

Assessment Methods:

Pencil and Paper:

• Checklists

Demonstration/Performance:

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

Personal Communication:

• Journals
• Student-teacher conferences
• Interviews
• Portfolio work
• Students assess their own learning and set specific goals

Other:

• Parent involvement – strategies to transfer learning at home
• Staff training
• School-wide connections

This resource provides an effective framework for understanding and resolving conflict using fire symbolism (the fuel, the spark, smouldering, fanning the flames, stroking the fire, the blaze, etc.). This resource explores many facets, symptoms, causes of conflict and violence and promotes a thorough understanding of the roots of violence (gender and class but not race) and the manner in which it is acted out. This program consistently recognizes and is inclusive of different types of oppression/discrimination and their roles in conflict and conflict resolution. The program is general and broad in scope, and it even includes mediation as a form of conflict resolution.

The sessions provide easy-to-follow lesson plans and handouts and promote multiple ways of learning through case studies, discussion, and role playing. An abundance of ice-breaking activities are provided to create a friendly environment for the classroom, and to encourage comfortable, open communication. The activities rely heavily on drama and role playing which can foster trust, comfort, respect amongst participants. The sessions promote increased self-awareness of feelings (mostly anger) through reflection and discussion. The resource consistently values relationships and how they change, and how conflict can be resolved positively in favour of strengthening relationships. The conflict management strategies taught are applicable to everyday life and the program includes a section of how to affect social change.