Tools for Change: An Educator's Resource Site

Author(s): Judy Kwasnica, Jan Maxey, AnneMarie Shrouder

Publisher: Elementary Teachers Federation of Ontario

Type of Resource: Classroom activities, lesson plans

Target Grades: 1-4

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, the arts, health and physical education, 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

(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

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
• 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
• 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

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:

• 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

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• Demonstration

Interactive Learning

• Small-group cooperative learning

Experiential Learning

• Simulation, role play

Teaching and Learning Activities/Lessons Include:

• 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.

Assessment Methods:

Pencil and Paper:

• Checklists
• Rubrics

Demonstration/Performance:

• Class
• Role playing
• Organizing events

This collection of classroom activities and lesson plans is a great resource for building equity within a school community, not just the classroom. It is highly suitable for grade two, but gives suggestions on how to integrate it into grades one, three and four. The resource also offers instructions for how to integrate it into the Ontario ministry of education curriculum. It consistently promotes a gender analysis of issues and exploration of other types of difference, to encourage an equitable, inclusive school community that embraces difference. It also consistently examines diversity and provides students with opportunities to share their own ideas and experiences. This resource consistently encourages students to work cooperatively and embrace their differences, and learn from each other. It provides teachers with information on how to identify inequitable structures and practices in the classroom and school. It often provides information about healthy relationships implicitly. Overall, this resource is a good jumping off point for further exercises in equity and it provides a list of additional relevant materials. Teachers were involved in the development of this resource.