Tools for Change: An Educator's Resource Site

Author(s): Sanora Davidson, Annette Duerscherl, Kari Hitchcock

Publisher: Minnesota Coalition for Battered Women

Type of Resource: A book with lesson plans that include information and classroom activities/crafts that explore being violence free.

Target Grades: Grades K-5

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, science and technology, social studies, religion, family life

GRADE THREE

Language: Writing

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

Choose words that are most appropriate for their purpose (e.g., express a feeling)

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

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 (e.g., metres in measurement), 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

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

Social Studies: Canada and World Connections: Urban and Rural Communities

Demonstrate awareness of the possible similarities and differences among people, places, and environments

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

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

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

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

Listen to others and stay on topic in group discussion

Use appropriate strategies to organize and carry out group projects

Identify strengths and areas for improvement in their own work and that of others

The Arts: Drama and Dance

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

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) and injury prevention (e.g., bicycle safety, road safety)

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

Health and Physical Education: Active Participation

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: 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

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

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)

Health and Physical Education: Active Participation

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

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

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

Exploring Well-Being Through Relationships

Knowledge

• Personal growth in and through relationships (O)
• How healthy relationships support a healthy sense of well-being (C)
• Differentiate between healthy/equal relationships and relationships that are negative/unequal (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)

Skills

• Explore relationships from personal perspectives and experiences (O)
• Define values of healthy, supportive and caring relationships (C)
• Develop personal self-awareness and understanding of well-being (C)
• Develop and practice mutual empathy (C)
• Identify and practice values of mutual respect (C)
• Express personal feelings, thoughts, and experiences (C)
• Opportunity for classmates to respond empathetically and respectfully (C)

Exploring Social Relations of Violence, Oppression and Equality

Knowledge

• Knowledge about social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence (O)
• 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.) (O)
• Develop understanding of multiple forms and contexts of violence (O)
• Recognize and make connections of varied forms of violence in different contexts (i.e., home, school, community, media etc.) (O)
• Critical understanding of the concept of power by exploring relations of violence and relations of empowerment (O)
• Knowledge about the social relations of equality, inclusion, acceptance and empowerment (O)

Skills

• Explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives (C)
• Opportunity to personalize knowledge of social relations of oppression and empowerment (C)
• Engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change (C)

Exploring Identity, Gender, and Diversity

Knowledge

• 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” (O)

Skills

• Opportunity for students to identify, explore, and name their own identities, experiences, and values (O)
• Opportunity for students to develop an understanding and respect for the identities, experiences, and values of their classmates/peers (O)
• Opportunity to explore differences on the basis of gender, race, ability/disability, socioeconomic status, culture, religion, sexual orientation with respect and interest (O)
• Opportunity for students to engage with and learn form differences and diversity (O)
• Opportunity for students to express, learn from, and build multiple perspectives on social experiences and diversity (O)

Developing Connections, Creative Thinking and Participation

Knowledge

• Validation of students’ perspective and knowledge in understanding violence and healthy relationships (O)
• Strategies for personal and/or social change are offered to students for the promotion of healthy and equal relationships. (C)
• Engagement in learning conflict resolution and anti-violence strategies (O)
• Gain in knowledge about choices and actions that promote mutual empowerment and respect (C)
• Knowledge is shared with students about where and how to seek out help and support (O)

Skills

• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships (O)
• 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
• 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
• 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

• Presentations
• brainstorming

Indirect Instruction

• Guided teacher-directed inquiry
• Reflective discussions

Experiential Learning

• Simulation, role play
• 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)
• 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:

Pencil and Paper:

• Quizzes
• Reports

Demonstration/Performance:

• Class
• Role playing

Personal Communication:

• Students assess their own learning and set specific goals

Other:

• Parent involvement – letters home to explain program/units

This resource is easy to use! It has a scripted format with options for each lesson for possible crafts, and also options for older students as well. It provides a summary of each lesson at the front of the book to save time when choosing lessons. There is a description of resources used at the end of the book in an appendix (however, because this is an American resource these related resources may not be available in Canadian libraries). The resource gives a lot of information for teachers to gain background knowledge on the statistics of violence. The program comes with pre-made worksheets and quizzes which are available at the back of the book. It provides many definitions of various terms to teach children to understand differences. The program emphasizes, using words and hands to build others up, instead of put them down. It also encourages student discussion about accepting ourselves and others for who they are.