Tools for Change: An Educator's Resource Site

Author(s): Maurianne Adams, Lee Anne Bell, Pat Griffin

Publisher: Routeledge

Type of Resource: Course and curriculum design sources, lesson plans and classroom activities

Target Grades: Grades 10-12 and workplace/adult education

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:learning strategies, careers, healthy active living, English

Career Studies, Grade 10, Open (GLC2O)

Personal Management - Overall Expectations

• demonstrate effective use of interpersonal skills within a variety of settings.

Discovering the Workplace, Grade 10, Open (GLD2O)

Personal Management - Overall Expectations

• identify and use effectively the strategies required to manage their behaviour in school and in the community;
• identify and use effectively the interpersonal and teamwork skills and strategies required when working with others in school or in the community;

Healthy Active Living Education, Grade 10, Open (PPL2O)

Living Skills - Overall Expectations

• identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;
• use appropriate social skills and positive attitudes when interacting with others.

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

Self and Others - Overall Expectations

• analyse strategies to develop and maintain effective relationships;

Personal and Social Responsibilities - Overall Expectations

• demonstrate communication and conflict-resolution skills in the context of family and social relationships;

Social Science Skills - Overall Expectations

• demonstrate effective collaborative group skills.

English, Grade 10, Academic (ENG2D)

Literature Studies and Reading - Overall Expectations

• demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, plays, and opinion pieces;

Writing - Overall Expectations

• identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on adopting a suitable voice;

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences.

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

Knowledge

• 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
• 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 understanding 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

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)
• Sequential guide or lessons that are user friendly

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• Explicit teaching and use of thinking skills and strategies

Interactive Learning

• Small-group cooperative learning
• Small group discussion/debriefing
• Presentations
• brainstorming

Indirect Instruction

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

Experiential Learning

• Case studies/scenarios

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)
• Oral and written reflection/journal writing

Assessment Methods:

Pencil and Paper:

• Quizzes
• Essays

Demonstration/Performance:

• Class

This book provides a unified framework for helping students understand and critically analyze several forms of oppression including racism, sexism, heterosexism, anti-semitism, ableism, and classism, as well as the parallels and interconnections amongst them.

This resource consistently recognizes different forms of oppression, and encourages students to explore these and other social relations through personal experiences. This resource also models and encourages students to practice mutual respect and empathy. It encourages students to engage with, and learn from, diversity with respect and interest. It also builds knowledge of difference/diversity in a way that enables students to move away from thinking in terms of “better/worse than”.

This resource aims to increase awareness of how personal actions can affect the well-being of others and vice versa. It consistently equips and enables students to examine (personal) experiences of privilege/vulnerability by understanding social inequality/oppression. It deals well with the issue of classism.

This is a broad, age-appropriate resource that is very good for use with high school students. It provides multiple activities, assignments and assessment ideas that are practical and user-friendly.