Tools for Change: An Educator's Resource Site

Author(s): Editors: Bill Bigelow, Linda Christensen, Stan Karp, Barbara Miner, and Bob Peterson

Publisher: Rethinking Schools Ltd.

Type of Resource: Handbook with lesson plans

Target Grades: K-9

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

GRADE THREE

Language: Writing

Communicate ideas and information for specific purposes and to specific audiences (e.g., write a notice for a community newspaper advertising an upcoming school event)

Write materials that show a growing ability to express their points of view and to reflect on their own experiences (e.g., journal notes)

Use materials from other media to enhance their writing

Language: Reading

Express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other material they have read

Begin to develop their own opinions by considering some ideas from various written materials

Language: Oral and Visual Communication

Apply the rules for working with others

View, read, and listen to media works that convey messages or information and talk about what they have learned

Rephrase to clarify their ideas (e.g., what I meant was, when I think about)

Speak on a variety of topics in classroom discussions using some specialized language, and select words carefully to convey their intended meaning

Use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud

Contribute ideas appropriate to the topic in group discussion and listen to the ideas of others

The Arts: Drama and Dance

Interpret the meaning of stories, poems, and other material drawn from a variety of sources and cultures, using some basic drama and dance techniques (e.g., writing in role)

Compare their own work with the work of others in drama and dance through discussion, writing, movement, and visual art work

Communicate, through movement, their thoughts and feelings about topics studied in other subject areas (e.g., create a movement sequence to express their fear of an environmental event such as a storm)

Health and Physical Education: Healthy Living

List safety procedures and practices in the home, school, and community

Use a problem-solving process to identify ways of obtaining support for personal safety in the home, school, and community

Identify examples of real and fictional violence (e.g., schoolyard fights, cartoons, movies)

Health and Physical Education: Active Participation

Demonstrate respect for the abilities and feelings of others (e.g., accepting everyone into the group)

Follow the rules of fair play in games and activities (e.g., giving everyone a chance to play)

Communicate positively to help and encourage others

Catholic Education Religion and Family Life

Family Life:

• exploring our own physical, mental, and emotional growth
• roles within relationships
• promises, choices and process of decision-making
• interdependence of people in society

GRADE FOUR

Language: Writing

Communicate ideas and information for a variety of purposes and to specific audiences (e.g., write a brief research report on a class investigation for classmates)

Begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information)

Language: Reading

State their own interpretation of a written work, using evidence from the work and from their own knowledge and experience

Make judgments about what they read on the basis of evidence

Develop their opinions by reading a variety of materials

Language: Oral and Visual Communication

Ask questions on a variety of topics and respond appropriately to the questions of others

Express and respond to ideas and opinions concisely and clearly

Contribute and work constructively in groups

Identify several types of media works and some techniques used in them

Analyse media works

Use appropriate tone of voice and gestures in social and classroom activities

Present information to their peers in a focused and organized form on a topic of mutual interest

Listen to others and stay on topic in group discussion

Use appropriate strategies to organize and carry out group projects

The Arts: Drama and Dance

Communicate, orally and in writing, their response to their own and others’ work in drama and dance (e.g., through discussions, interviews, research projects)

Identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large and small groups

Demonstrate control of voice and movement by using appropriate techniques (e.g., projection and enunciation in choral speaking)

Identify their own feelings and reactions in various situations, and compare them with those of a character they have portrayed

Solve problems in drama and dance individually and in groups, by analyzing the problems

Health and Physical Education: Healthy Living

Identify the characteristics of healthy relationships (e.g., showing considerations of others’ feelings by avoiding negative communication)

Identify the challenges (e.g., conflicting opinions) and responsibilities in their relationships with family and friends

Apply decision-making and problem-solving skills in addressing threats to personal safety (e.g., from abuse or physical fighting)

Identify people (e.g., parents, guardians, neighbours, teachers) and community agencies (e.g., Kids’ Help Phone) that can assist with injury prevention, emergency situations, and violence prevention

Health and Physical Education: Active Participation

Apply living skills – such as goal setting, conflict-resolution techniques, and interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully) – to physical activities (e.g., role play exercises)

Demonstrate a variety of interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully)

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

Demonstrate respectful behaviour towards others in the group (e.g., speaking kindly, refraining from hurtful comments, acknowledging others’ ideas and opinions)

Catholic Education Religion and Family Life

Religion:

• respecting dignity of human life through responsible decision-making

Family Life:

• understanding friendships
• identifying, making, and keeping commitments

GRADE FIVE

Language: Writing

Use writing for various purposes and in a range of contexts, including school work (e.g., to summarize information from materials they have read, to reflect on their thoughts, feelings, and imaginings)

Language: Reading

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

Language: Oral and Visual Communication

Ask and answer questions on a variety of topics to acquire and clarify information

Express and respond to ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyse media works

Use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, reading aloud, making presentations, stating opinions, etc.

Contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group

Discuss with peers and the teacher strategies for communicating effectively with others in a variety of situations

The Arts: Drama and Dance

Describe, orally and in writing, their response to their own and others’ work in drama and dance, gather others’ responses (e.g., through interviews, research), and compare the responses

Solve problems presented through drama and dance, working in large and small groups and using various strategies

Demonstrate awareness of audience when writing in role, and use the appropriate language, tone of voice, gestures, and body movements when speaking as a character in a drama

Solve problems in drama and dance individually and in groups (e.g., negotiate the “best” ending to an improvisation), and evaluate the solutions

Health and Physical Education: Healthy Living

Apply strategies to deal with threats to personal safety (e.g., in response to harassment) and to prevent injury (e.g., from physical assault)

Identify strategies to deal positively with stress and pressures that result from relationships with family and friends

Identify factors (e.g., trust, honesty, caring) that enhance healthy relationships with friends, family, and peers

Explain how people’s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others

Apply strategies (e.g., anger management, assertiveness, conflict resolution) to deal with personal-safety and injury-prevention situations (e.g., swarming, threatening, harassment)

Catholic Education Religion and Family Life

Religion:

• right and wrong choices; consequences and responsibilities

Family Life:

• changes within the family and friendships
• choices, responsibility and consequences, commitment
• community, signs of a good community

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)

Language: Reading

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

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

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

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;
• 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.

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.

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

Personal and Social Responsibilities - Overall Expectations

• 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;

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.

(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
• 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.)
• 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.
• 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

• 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
• 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
• 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
• 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

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 to use computer/information literacy skills
• 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:

Demonstration/Performance:

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

Personal Communication:

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

Other:

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

This comprehensive handbook is effective in providing the necessary information to educate teachers and students about important issues such as racism, sexism, and classism. It provides ‘lived experience’ stories to share with students to encourage them to put themselves in others’ shoes. These stories can be photocopied and distributed to class to initiate the discussions. The resource also promotes student empowerment to question ‘the system’ (in a counter-hegemony approach). It also makes connections to other resources and community-wide links outside of the school. The lessons include role playing ideas and suggestions. There are choices available regarding learning activities which promote learning through multiple intelligences (i.e., poetry and song). There is a small ‘teaching ideas’ section provided.