Tools for Change: An Educator's Resource Site

Author(s): Mendez Foundation

Publisher: Mendez Foundation

Type of Resource: classroom activities, lesson plans, scripted role playing, homework activities for parent/student interaction

Target Grades: 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? modelprograms.samhsa.gov/pdfs/model/TGFV.pdf

Subject Areas:Language, The Arts, Health and Physical Education, Religion, Family Life

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

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

Work with members of their group to establish clear purposes and procedures for solving problems and completing projects

Evaluate the effectiveness of various informational media networks (e.g., a website on the Internet, a documentary film, television or radio news programs, news magazines)

The Arts: Drama and Dance

Interpret and communicate ideas and feelings drawn from fictional accounts, documentaries, and other material from a wide variety of sources and cultures, selecting and combining complex drama and dance techniques (e.g., “forum theatre”)

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

Identify and evaluate the variety of choices made in drama and dance that influence groups to make different interpretations or representations of the same materials

Organize and carry out a group improvisation

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

Health and Physical Education: Healthy Living

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

Describe causes and symptoms of stress and positive ways (as opposed to substance use) to relieve stress

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

Catholic Education Religion and Family Life

Religion:

• responsible choices, self respect and respect for others

Family Life:

• importance of adolescent relationships, conflict resolution
• meaning of commitment during adolescence, stress management,
• building a loving, just community

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

Exploring Well-Being Through Relationships

This resource shares knowledge with students about:

• personal growth in and through relationships -C
• how healthy relationships support a healthy sense of well-being -C
• differentiate between healthy/equal relationships and relationships that are negative/unequal-C
• how the nature of relationships are characterized by growth and change-C
• increase awareness of how actions and choices impact the well being of others-C
• increase awareness of how actions/choices of others impact personal well-being-C

This resource provides opportunities for students to acquire skills by allowing students to:

• explore relationships from personal perspectives and experiences-C
• define values of healthy, supportive and caring relationships-O
• develop personal self-awareness and understanding of well-being-O
• develop and practice mutual empathy-O
• identify and practice values of mutual respect-C
• express personal feelings, thoughts, and experiences-O
• opportunity for classmates to respond empathetically and respectfully-O

Exploring Social Relations of Violence, Oppression and Equality

This resource shares knowledge with students about:

• social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence -O
• multiple forms and contexts of violence-O
• varied forms of violence in different contexts (i.e., home, school, community, media etc.)-C
• the difference between “power over” and “power with”-O

This resource provides opportunities for students to acquire skills by allowing students to:

• explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives-O
• engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change-O

Exploring Identity, Gender, and Diversity

This resource shares knowledge with students about:

• how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals-O

This resource provides opportunities for students to acquire skills by allowing students to:

• identify, explore, and name their own identities, experiences, and values-O
• develop an understanding and respect for the identities, experiences, and values of their classmates/peers-O
• express, learn from, and build multiple perspectives on social experiences and diversity-O

Developing Connections, Creative Thinking and Participation

This resource shares knowledge with students about:

• understanding violence and healthy relationships from one’s own personal perspective-C
• strategies for personal and/or social change for the promotion of healthy and equal relationships.-C
• conflict resolution and anti-violence strategies-C
• choices and actions that promote mutual empowerment and respect-C

This resource provides opportunities for students to acquire skills by allowing students to:

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school-C
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships-C
• Experience and practice how to resolve conflict positively-C
• Opportunity for the development of supportive connections between students and teachers/adults-O

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
• Availability of support to implement the program/resource

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
• interviewing
• 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

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
• Checklists

Demonstration/Performance:

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

Personal Communication:

• Journals
• Student-teacher conferences
• Interviews

Other:

• Parent involvement - information session
• Parent involvement – letters home to explain program/units
• Parent involvement – strategies to transfer learning at home
• Staff training
• School-wide connections

This resource kit includes 9 lessons, each with outlines for objectives, activities, materials, and a rationale of the lesson.

Scripted role playing scenarios are included and are used as a method of delivering each lessons. Students who are not actively role playing, are involved in assessing the scenarios, and actively discussing ways of improvement, or the success of actions taken by those participating.

There is a ‘Looking for More’ section for each lesson, which offers lists of supplemental materials (books, videos, and web sites) that can be used to reinforce the lesson. This section also suggests journal activities, which will help to incorporate violence prevention into the English curriculum.

As well, a ‘Home Workout’ section is included. It is comprised of violence prevention exercises for parents and children to complete together, and offers reinforcement of the curriculum, and encourages development of violence prevention skills at home.