Tools for Change: An Educator's Resource Site

Author(s): Sut Jhally and Jackson Katz

Publisher: Media Education Foundation

Type of Resource: Video – lesson plans/study guide (www.jacksonkatz.com) -  mentors in violence prevention

Target Grades: 8 - 12

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.nsvrc.org/resources/docs/rti_report.pdf

Subject Areas:Language, The Arts, Health and Physical Education, Religion, Family Life, Healthy Active Living, Individual and Family Living, English

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)

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
• building a loving, just community

Healthy Active Living Education, Grade 9, Open (PPL1O)

Healthy Living - Overall Expectations

• identify the factors that contribute to positive relationships with others;
• explain the consequences of sexual decisions on the individual, family, and community;
• demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis);
• identify strategies to minimize potentially dangerous situations (e.g., violence prevention, injury prevention).

Living Skills - Overall Expectations

• use appropriate decision-making skills to achieve goals related to personal health;
• explain the effectiveness of various conflict resolution processes in daily situations;
• use appropriate social skills when working collaboratively with others.

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

Healthy Living - Overall Expectations

• explain strategies to promote positive lifestyle choices and relationships with others;
• demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others;
• demonstrate understanding of the issues and coping strategies related to substance use and abuse;

Living Skills - Overall Expectations

• identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;
• demonstrate understanding of conflict resolution, anger management, and mediation;
• 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 an understanding of their growing rights and responsibilities in relation to their family, as well as their emerging independence from their family;
• demonstrate communication and conflict-resolution skills in the context of family and social relationships;
• understand and apply a variety of problem-solving and decision-making skills, grounded in psychological and sociological studies, to family and social problems;

English, Grade 9, Academic (ENG1D)

Writing - Overall Expectations

• use a variety of print and electronic sources to gather information and explore ideas for their written work;
• 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 supporting opinions or interpretations with specific information;
• use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work;
• revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, and unity;
• edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation, according to the conventions of standard Canadian English, with the support of print and electronic resources when appropriate.

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.

Media Studies - Overall Expectations

• use knowledge of the elements, intended audiences, and production practices of a variety of media forms to analyse specific media works;

English, Grade 10, Academic (ENG2D)

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;
• use a variety of organizational techniques to present ideas and information logically and coherently in written work;
• revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, coherence, and effective use of stylistic devices;
• edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation, according to the conventions of standard Canadian English specified for this course, with the support of print and electronic resources when appropriate.

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

• 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
• 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 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
• 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.
• Gain in knowledge about choices and actions that promote mutual empowerment and respect
• Knowledge is shared with students about where and how to seek out help and support

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
• Opportunity for the development of supportive connections between students and teachers/adults

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)
• Ready to use scripted format
• Sequential guide or lessons that are user friendly
• Availability of support to implement the program/resource
• 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

• Small-group cooperative learning
• Small group discussion/debriefing
• interviewing
• brainstorming
• Conferencing: peer and student-teacher

Indirect Instruction

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

Experiential Learning

• Case studies/scenarios
• Community-based learning opportunities

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 to use computer/information literacy skills
• 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:

• Reports

Demonstration/Performance:

• Class
• School and community-based projects
• Organizing events
• Simulations

Personal Communication:

• Journals
• Student-teacher conferences
• Interviews
• Students assess their own learning and set specific goals

Other:

• Staff training
• School-wide connections

This resource promotes a powerful message regarding violence in sports (specifically wrestling), and the issues of sexism and homophobia. The study guide and videos promote thought-provoking reflection and discussion on difficult issues in today’s society. The video contains information that is interesting to young adults (i.e., clips of wrestling matches and interviews with wrestling fans). This resource is easy to use and provides key points, discussion questions and assignment, a lot of choice in activities, and additional resources to assist teachers. The manual is based on the concept of empowering students through awareness, analysis, activism, advocacy and access. This program uses media in a positive manner to convey a strong message about today’s culture and increases student awareness of the negative effects that media can have on individuals on society.