Author(s): David W. Johnson & Roger T. Johnson
Publisher: Interaction Book Company
Type of Resource: Classroom activities
Target Grades: 3-8
Canadian Resource? No
Resource formally evaluated? Yes
What is the source, internet link, or article title for viewing the formal evaluation of this resource? www.co-operation.org/pages/peace-meta.html
Subject Areas:language, the arts, health and physical education, social studies, religion, family life
Write materials that show a growing ability to express their points of view and to reflect on their own experiences (e.g., journal notes)
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
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
Compare their own work with the work of others in drama and dance through discussion, writing, movement, and visual art work
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)
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
Family Life:
Begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information)
Make judgments about what they read on the basis of evidence
Develop their opinions by reading a variety of materials
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
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
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
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, neighbors, teachers) and community agencies (e.g., Kids’ Help Phone) that can assist with injury prevention, emergency situations, and violence prevention
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)
Religion:
Family Life:
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)
Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience
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
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
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
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)
Follow the rules of fair play in games and activities (e.g., displaying good sports etiquette by maintaining self-control whether winning or losing)
Religion:
Family Life:
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)
Make judgments and draw conclusions about ideas in written materials on the basis of evidence
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
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
Evaluate, orally and in writing, their own and others’ work in drama and dance e.g., performances, multimedia presentations)
Solve problems presented through drama and dance in different ways, and evaluate the effectiveness of each solution
Evaluate drama and dance performances, with reference to their own experiences in daily life
Solve artistic problems in drama and dance, individually and in groups, and evaluate the solutions
Provide evidence for their interpretations of personal experiences and events of social significance, which they present through drama and dance, using a variety of research sources
Apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships
Describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, violence in the media)
Follow the rules of fair play in games and activities, and support the efforts of peers to improve their skills
Family Life:
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
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
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
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
Participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches)
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
Compare strategies of conflict resolution used at home and at school to strategies used historically
Religion:
Family Life:
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
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
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
Produce pieces of writing in which they reflect on their experiences in drama and dance, and in which they show their ability to analyse and find solutions to problems in real life
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
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)
Religion:
Family Life:
(where noted: Consistently (C) Often (O))
Knowledge
Skills
Knowledge
Skills
Knowledge
Skills
Knowledge
Skills
Direct Instruction: whole class and small group
Interactive Learning
Indirect Instruction
Experiential Learning
Pencil and Paper:
Demonstration/Performance:
Personal Communication:
This research-based resource gives teachers detailed explanations of the concepts and theories behind conflict management and peacemaking. There are opportunities for teachers to be pre-trained in groups and given step-by-step guidance on how to implement the program. Within the program sessions, teachers are given advice on how to integrate peacemaker training into the curriculum. Teachers are also given numerous choices for assignments for students. This allows them to tailor the program to their needs/grade level.
Many activities outlined in this resource involve role-playing and are geared toward interpersonal conflict resolution. Students are taught to develop awareness of their own feelings and the feelings of others. Students are also taught how to understand other’s perspectives. Students learn how to negotiate conflict. Student exercises involve working together in groups or in pairs. The resource also explains in detail how to implement a Peer Mediation Program.
A video is included that demonstrates the conflict resolution principles explained in the resource. The video includes a conflict resolution scenario between two students, and a conflict resolution scenario between two students and a mediator. With the video, teachers and students can really visualize the peacemaking program in action.