Young Social Innovators' Social Innovation Action for Junior Cycle Module by Young Social Innovators

Junior Cycle Module

Introduction

Welcome to the Social Innovation Action for Junior Cycle module, a series of interactive activities for young people in first, second or third year. The module aims to enable young people to identify the social issues affecting their communities at a local, national and global level; to view these social issues through a human rights lens; and, to identify and build the social innovation skills necessary to respond to these social issues in a collaborative and creative way. Social Innovation Action for Junior Cycle allows participants to put important life skills into practice, creating an engaging, interactive and fun learning experience. Enjoy!

Foreword

Young Social Innovators (YSI) believes that all of us are innovators and can use these talents for the good of ourselves and those around us. Social innovation education engages us in social issues in a new way. It empowers us to explore these issues and come up with new ideas, test them and create new solutions and indeed ways of seeing the world. Young people have insight into their world that is unique. Social Innovation Action for Junior Cycle has been developed to help students use this insight and develop an understanding of their ability to make change for themselves and for others around them. We hope you enjoy facilitating this learning amongst your students. As ever, we have a call to action towards the end which we hope can really demonstrate the power of social innovation learning. YSI is here to support you if you need us. Thank you,

Stanislaus Kennedy & Rachel Collier Co-founders of Young Social Innovators

Acknowledgements

This manual is produced by Young Social Innovators. It builds on our work with senior cycle students and educators. We would like to thank Mella Cusack for compiling this module; Sharon Murray and Patricia Owens, and Rachel Collier for their support and advice. Thanks also to Bronagh O’Hagan and Edel Gallagher for editorial help and to Aileen O’Hagan for the lovely design work. We would like to thank all our YSI Guides and young social innovators who have inspired this work.

Design by: Aileen O’Hagan Photographs by: Derek Speirs First published by: Young Social Innovators © 2015 Young Social Innovators Limited All rights reserved. No part of this book may be reproduced in any form or by any means without permission in writing from Young Social Innovators except by an educator who may copy pages for the purposes of facilitating social innovation project work. If partially or fully used, material should be accredited to Young Social Innovators.

Benefits for Educators and Young People

FF Social Innovation Action for Junior Cycle is a ready-made, off-the-shelf module with: ªª session plans ªª individual, pair and small team worksheets for young people ªª resource sheets for educators ªª guidelines for a concluding social innovation advocacy campaign. FF The three topics are based on a set of age-appropriate learning outcomes, with teaching and learning activities to support assessment for learning. FF It is very adaptable and can be taught in a number of ways: ªª The three topics can be taught as a discrete, standalone, junior cycle module on social innovation education – approximately 12 hours (including project) in duration. Or The module can be embedded within the Civic, Social and Political Education (CSPE), and/or Social, Personal and Health Education (SPHE) programmes in your school. FF You can tailor the lessons to meet the different learning needs of the young people in your group.

Social Innovation Action for Junior Cycle â&#x20AC;&#x201C; Structure

This module contains three topics:

Topic One: Exploring Social Innovation and Social Issues In this introductory topic young people create a personal learning plan and learn to communicate and work together to problem solve, using their combined creative thinking skills. They explore the meaning of the term â&#x20AC;&#x2DC;social innovation,â&#x20AC;&#x2122; and create visual representations of the 4 elements of social innovation. Young people are introduced to some of the small scale social innovation projects carried out by other young people around the country, and begin to think about the social issues affecting people in their immediate locality and beyond.

Topic Two: Human Rights Topic Two introduces young people to the idea of needs and wants, as a foundation for exploration of the concept of human rights and responsibilities. Young people debate the application of human rights to their lives, and use the lens of the Universal Declaration of Human Rights (UDHR) to consider the social issues experienced by people in Ireland and in the wider world. The use of human rights as a framework for social innovators, and its relevance when investigating social issues is discussed throughout this topic.

Topic Three: Ready, Steady, Innovate In Topic Three young people become more engaged in social innovation. They learn more about young social innovators in other countries, like Malala Yousafzai, and evaluate the social innovation actions of peers in Ireland. Working together, young people participate in activities to identify their strengths and their own potential to be effective social innovators. They map the communities to which they belong, and select the most relevant social issues affecting people in their school or local community. At the end of Topic Three young people evaluate their learning from the module and have the opportunity to put their social innovation skills to practice, through the planning, carrying out, and evaluation of a social innovation advocacy campaign on a social issue affecting their school or local community.

Junior YSI Module Learning Outcomes

Topic One: Exploring Social Innovation and Social Issues 1.1

Create a personal learning plan

1.2

Participate in team activities

1.3

Engage in creative thinking

1.4

Explain the meaning of the terms ‘social innovation’ and ‘social issue’

1.5

Describe, using examples, the local, national and global connections that can exist between social issues

Topic Two: Human Rights 2.1

Create a hierarchy of needs and wants

2.2

Discuss what it means to be treated fairly

2.3

Communicate their understanding of how the UDHR applies to their lives and beyond

2.4

Use a human rights framework to investigate the social issues that concern them

Topic Three: Ready, Steady, Innovate 3.1

Welcome individual difference based on an appreciation of their own uniqueness

3.2

Analyse the actions and achievements of young social innovators in Ireland and beyond

3.3

Create a visual representation of the communities to which they belong

3.4

Select the most compelling social issues affecting their school or local community

3.5

Engage in social innovation advocacy campaign

3.6

Evaluate their learning within the module

CONTENTS

2 5 9 16 22

Topic One: Exploring Social Innovation and Social Issues Session One: Getting Started Session Two: 4C’s of Social Innovation Session Three: Creative Thinking Session Four: Guess the Issue Session Five: A to Z of Social Issues

26 28 30 36

Topic Two: Human Rights Session One: Desert Island Session Two: Plaster It Session Three: Rights Debate Session Four: UDHR

46 50 53 59 62 65

Topic Three: Ready, Steady, Innovate! Session One: It’s a long way Session Two: We are Social Innovators! Session Three: Young Social Innovators Session Four: Our Community Session Five: Selecting a Social Issue Social Innovation Advocacy Campaign

Topic One: Exploring Social Innovation and Social Issues

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Session One: Getting Started

Time: FF Single class period Learning outcome(s): 1.1 Create a personal learning plan 1.2 Participate in team activities 1.3 Engage in creative thinking Materials needed: Activity One: Planning Learning FF Young Person’s Worksheet: My Learning (page 4) Activity Two: Working Together FF Pens or pencils (one for each young person)

Activity One: Planning Learning 1. Begin by asking the group if anyone has heard of Young Social Innovators (YSI)? 2. Explain that Young Social Innovators is a not for profit organisation founded in 2001 by Sr. Stanislaus Kennedy and Rachel Collier. The YSI vision is to ‘Fire young people’s passion to change the world for good.’ YSI runs a number of programmes where young people use their creativity to come up with ideas and actions that make a difference in their communities. 3. Explain to young people that they are going to take part in activities which will help them to learn about social issues and recognise that they have the necessary skills and talents to be social innovators and to make a difference in their communities. 4. Distribute one copy of Young Person’s Worksheet: My Learning (page 4) to each young person. NOTE: The intention is that at the very end of the module young people come back to this worksheet and evaluate their learning. 5. Explain that this worksheet outlines the kinds of things that they will be learning in this module. 6. Invite young people to complete the worksheet on their own. Explain that this is because what they write is for their eyes only and they should respond as honestly as possible. At the end of the module they will get a chance to fill in the last column in the table and look at what they learned. 7. Reassure young people that although the activities in this module have a serious side, they are designed with young people in mind and will be interactive and fun!

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Activity Two: Working Together 1. Arrange the group so that young people are standing in an inwards facing circle. NOTE: Depending on the size of your group you may wish to divide the group into two separate circles. 2. Invite young people to place a pen/pencil between their hand and the hand of the person to their right. Their hands should be palm to palm, with their fingers facing upwards. 3. Explain that the object of the activity is for everyone in the circle to face outwards (i.e. the opposite way to which they are standing), without breaking the link or dropping the pens/pencils. NOTE: This can be achieved if two young people in the group hold their arms up high and the others walk slowly under their arms. The two young people should be the last to turn outwards and will need to take particular care not to break the link. 4. Invite young people to resume their seats. 5. Ask the group for their learnings from this activity. NOTE: Allude to ideas such as teamwork or working together and thinking outside of the box or creative thinking if these are not mentioned by young people. 6. Conclude by saying that social innovation is about using your creativity and thinking outside of the box. There will be lots of opportunities to work together and to think creatively as the module progresses.

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Activity One Young Person’s Worksheet My Learning My Name: Key   

= nothing or very little

   = something    = lots

I know…I can…I think…

Right now… At the end…

I know what ‘social innovation’ means

     

I know what a ‘social issue’ is

     

I know what social issues are important in my community (school/local area etc.)

     

I know about ways that young people have tackled the social issues they care about

     

I can tell other people about social issues and the ways that they can make a change for the better

     

I can work well with other people in my group

     

I think creatively

     

I think I have a unique set of skills and talents

     

I think I have what it takes to be a social innovator      

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Session Two: 4C’s of Social Innovation Time: FF Single class period Learning outcome(s): 1.2 Participate in team activities 1.3 Engage in creative thinking 1.4 Explain the meaning of the terms ‘social innovation’ and ‘social issue’ Materials needed: Activity One: Social Innovation - Anyone? FF Educator Resource Sheet: YSI’s definition (page 7) Activity Two: The 4C’s FF Educator Resource Sheet: The 4C’s (page 8)

Activity One: Social Innovation - Anyone 1. Write the word ‘SOCIAL’ on the left hand side of the board. 2. Ask young people to call out any words or terms that they think of when they hear the word ‘SOCIAL’. 3. Record their responses on the board. NOTE: In Session Four (page 16) young people are asked to discuss the meaning of ‘social issues’, for this reason you may find it useful to record what is on the board for future reference. 4. Write the word ‘INNOVATION’ on the right hand side of the board. 5. Repeat steps 2-3 above. 6. Display Educator Resource Sheet: YSI’s definition (page 7). 7. Ask young people to discuss the similarities and differences between what is on the board and the YSI definition. 8. Explain that the innovation part of social innovation is about creative thinking and action; the social word is all important, because it promotes a vision for the wellbeing of people and society. Innovation is about new solutions, looking at something differently. Social innovation is about new solutions for social problems. People learn by practicing things and social innovation is no different, the more you practice the better you become. Someone who wants to bring about positive change in society is a called a social innovator.

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Activity Two: The 4C’s 1. Tell the group that there are four elements or ingredients in a social innovation. These elements help to explain the things that a social innovator might do. Each of these elements begin with the letter ‘C’. 2. Ask young people to guess what the 4C’s of social innovation might be. 3. Record the young people’s responses on the board. 4. If young people suggest the words Care, Co-operate, Communicate, and/or Change, circle these on the board. If some or all of these words have not been mentioned add and highlight them on the board at the end. 5. Comment on the validity of other words suggested by young people, for example, if anyone suggested the word ‘commitment’ agree that this is a valuable characteristic for a social innovator. 6. Facilitate a whole group discussion using the following questions as prompts:  Why is it important to care about people and/or society?  What happens when nobody cares?  Who do you think has a greater chance of being an effective social innovator, someone who always works on their own or someone who works with a team of other people, all with different skills and talents?  Do you think that social innovators have to be good communicators? Why?  Why is it important that social innovation includes an element of change? 7. Tell young people that based on the discussion they have just had, they are going to work together to design logos (a mark, symbol or icon) for each of the 4C’s of social innovation. They should draw on their discussion about the 4C’s to inform their logo. NOTE: Depending on your group you may wish to explain that good logos are: simple (not overdesigned or overdrawn); timeless (will still make an impact in 5 or 10 years); distinctive (stand out from the crowd); relevant (the colours and images used suit the intended audience); and, memorable (people see the logo and remember immediately what it stands for). Logos are one way of communicating a message. 8. Divide the group into small teams. 9. Allocate one of the 4C’s - Care, Co-operate, Communicate or Change to each group and invite them to design a logo for that element of social innovation. 10. Ask each group to present their completed logo and explain the inspiration for their design. 11. Display Educator Resource Sheet: The 4C’s (page 8) and highlight any similarities with the logos designed by young people. 12. Conclude by explaining that each of the 4C’s are important and they overlap and happen at the same time, e.g., if you want to ‘change’ something you need to ‘communicate’ a message to get people to believe change is needed and that something can be done. Effective social innovators practice all four elements in any social innovation.

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Activity One Educator Resource Sheet YSI’s Definition What is Social Innovation?

THINK SOCIALNATION SEE SPECIFIC

NEW

INTERESTING

DESIGNERS

COOPERATE

TECHNOLOGY SUSTAINABLE

BASCIS

PEOPLE

KIND

WAY WORLD TRANSFORMING AREA BEGIN

IMPACTFUL

KNOW INNOVATION LIVES LITERATE TALK NATIONS WORK DIFFERENT MENTION TITLE SIDE IMPACT PROBLEMS MANY

UNDERSTAND

IMAGINE

DEFINITION GOING

SCALING

APPLIED

LAUNCH

DESIS

SOLVING

RIGHT

APPROACH

EASIER

CONNECTED

PAPER

GEARED

OFFICE

MUCH

ECONOMY

LANGUAGE

NETWORK BECOMING

CRITICAL

PROMOTE

PROGRAMME

POWER PROCESS

TRANSFORMED

LOT FOUNDATION PROJECTS

‘The practice of using creativity to develop solutions which improve the wellbeing of people and society’ Young Social Innovators

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Activity Two Educator Resource Sheet The 4C’s The elements of Social Innovation Care

Co-operate Communicate

Change

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Session Three: Creative Thinking Time: FF Single class period Learning outcome(s): 1.2 Participate in team activities 1.3 Engage in creative thinking Materials needed: Activity One: Creative Thinking Carousel FF Educator Resource Sheet: The 4C’s Explained (page 10) FF Educator Resource Sheet: Sample Puzzle (page 11) FF Puzzle Cards (page 12) FF Educator Resource Sheet: Puzzle Answers (page 14)

Activity One: Creative Thinking Carousel 1. Ask if anyone can remember any of the 4C’s of social innovation? 2. Display Educator Resource Sheet: The 4C’s Explained (page 10). 3. Remind the group that in the last session they designed logos which was a good example of one way to ‘communicate’. 4. Explain that in this session they will get a chance to ‘co-operate’ by working together in small groups to solve puzzles. NOTE: Depending on your group you may wish to display Educator Resource Sheet: Sample Puzzle (page 11) on the board and invite young people to guess the answer before moving onto Step 5. Answer = the third room because if the lions had not eaten in 3 years, they would be dead. 5. Divide the group into small teams. 6. Distribute one Puzzle Card (page 12) to each team. 7. Ask one young person in each group to record their team’s answers. 8. When it looks as if most teams have finished tell them to pass their card onto the team to their right. 9. Repeat Step 8 until every team has had a chance to discuss the 5 different Puzzle Cards. 10. Display each Puzzle Card on the board and ask the teams to call out their answers. NOTE: The answers and the messages to highlight in discussion of each Puzzle Card are provided on Educator Resource Sheet: Puzzle Answers (page 14). 11. Acknowledge the team(s) with the most correct answers. 12. Facilitate a short whole group discussion using the following questions as a prompt: • Did you like this activity? Why/not? • What kinds of skills did you need to solve these puzzles? 13. Conclude by highlighting that everyone has the ability to solve these and other types of puzzles and problems. Some people are naturally creative but everyone can learn to think creatively (think outside of the box) – it just takes a bit of practice. Most of the time social innovators work with others (co-operate) who care about the same issues and want to work to bring about the same changes.

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Activity One Educator Resource Sheet The 4C’s Explained Care

Co-operate

Communicate

Change

Young social innovators focus on a social issue they feel passionately about. They explore the issue to gain an in-depth understanding. If a group of social innovators is working together they pick the issue they want to focus on using democratic means, like voting.

Young social innovators collaborate and work with others to achieve their goals. They involve others within their setting (whether it’s a school or a youth group or somewhere else) and create relevant links with their local community and beyond. They learn how to work together successfully and recognise the benefits of collective thinking and doing, while also recognising the challenges involved and how to overcome them.

Young social innovators communicate their message to raise awareness and influence others. They use as many communication means as possible to make sure that their voice is heard.

Through their understanding of their social issue and the links created with others, young social innovators take action to make a real and lasting change. Using their creativity, imagination and energy, they find innovative responses to social issues to make a real and lasting change.

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Activity One Educator Resource Sheet Sample Puzzle A murderer is sentenced to death. S/he has to choose between three rooms.

The first is full of raging fires.

The second is full of assassins with loaded guns.

The third room is full of lions who haven’t eaten in three years.

Which room should the murderer pick?

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Activity One Educator Resource Sheet

There is a carrot, a pile of pebbles and a pipe lying together in the middle of the field. Why?

A man drives down a motorway at 90 kilometres an hour. He passes three cars going 60 kilometres, then gets pulled over by a Guard and fined. Why?

Acting on an anonymous phone call, the police raid a house to arrest a suspected murderer. They don’t know what he looks like but they know his name is John and he is inside the house. The police burst in on a carpenter, a lorry driver, a mechanic and a fireman all playing poker. Without hesitation or communication of any kind, they immediately arrest the fireman. How do they know they’ve got the right man?

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Activity One Educator Resource Sheet

You are driving down the road in your car on a wild stormy night, when you pass a bus stop and you see 3 people waiting for the bus:  An elderly lady  A friend who once saved your life  The perfect partner you have been dreaming about Knowing there can only be one passenger in the car, whom do you choose?

How many legs does this elephant have?

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Activity One Educator Resource Sheet Puzzle Answers Sample Puzzle Answer: The third room because if the lions had not eaten in 3 years, they would be dead.

There is a carrot, a pile of pebbles and a pipe lying together in the middle of 1 the field. Why? Answer: A snowman has melted. Note: Some young people may have assumed that the pipe was a piece of plastic pipe rather than a smoking pipe. Explain that sometimes we think we are communicating effectively or saying the same thing – but that is not always the case. We bring our own experience to conversations so we are not always saying the same thing.

Acting on an anonymous phone call, the police raid a house to arrest a 2 suspected murderer. They don’t know what he looks like but they know his name is John and he is inside the house. The police burst in on a carpenter, a lorry driver, a mechanic and a fireman all playing poker. Without hesitation or communication of any kind, they immediately arrest the fireman. How do they know they’ve got the right man? Answer: The carpenter, lorry driver and the mechanic were women. Note: Ask young people would they have found this puzzle easier if the card had stated a nurse, a beautician, a hairdresser and a fireman – would they have guessed more quickly? Explain that sometimes we have what are called innate assumptions, we don’t always realise that we have them. In this case we thought the others were men because the jobs are more stereotypically male. As social innovators we should try not to stereotype.

A man drives down a motorway at 90 kilometres an hour. He passes three 3 cars going 60 kilometres, then gets pulled over by a Guard and fined. Why? Answer: The car is driving the wrong way down the motorway. Note: In this case we do not have enough information to explain why. We make assumptions – fill in the gaps with what we think might be true. As social innovators it’s really important that we find out as much information as possible about the things that we ‘care’ about.

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Activity One Educator Resource Sheet Puzzle Answers are driving down the road in your car on a wild stormy night, 4 You when you pass a bus stop and you see 3 people waiting for the bus:  An elderly lady  A friend who once saved your life  The perfect partner you have been dreaming about Knowing there can only be one passenger in the car, whom do you choose? Answer: Give your friend the keys to your car, they can drive the old lady home and you can wait for the bus with your perfect partner. Note: There isn’t really a ‘correct’ answer for this puzzle, but there is a possible compromise. As social innovators it’s important to note that we do not all see the world the same way and we certainly won’t always agree, so can anyone suggest a compromise? There are always other ways of doing things if we take the time to think it through.

5 How many legs does this elephant have? Answer: 4-8 legs Note: We all see things depending on what we expect to see. To think creatively social innovators try to see things differently.

Image: The Impossible Elephant (Roger Shepard)

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Session Four: Guess the Issue Time: FF Single class period Learning outcome(s): 1.2 Participate in team activities 1.4 Explain the meaning of the terms ‘social innovation’ and ‘social issue’ 1.5 Describe, using examples, the local, national and global connections that can exist between social issues Materials needed: Activity One: Introducing Social Issues FF Educator Resource Sheet: Social Issues (page 18) Activity Two: Guess the Issue FF Educator Resource Sheet: Guess the Issue (page 19)

Activity One: Introducing Social Issues 1. Invite young people to brainstorm the meaning of the term ‘social issue’. NOTE: In Session Two (page 5) young people brainstormed the word ‘SOCIAL’ in the context of a discussion about ‘social innovation’. You may find it useful here to refer back to what they said about ‘SOCIAL’ at this time. 2. Display Guess the Issue (page 19). 3. Explain that social issues are problems that affect people’s lives. These problems might be something to do with where they live, how they do things, how they know things, how they live together in the community etc. Social issues arise in our lives and communities for different reasons. For example, a social issue can come about when someone is treated unfairly; when people don’t have enough money; when a child doesn’t have access to school; when someone is not safe; when human rights are denied etc. NOTE: Social issues will be discussed in more detail in Session Five (page 22).

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Activity Two: Guess the Issue 1. Remind the group that Young Social Innovators (YSI) runs a number of national programmes where young people use their ideas and creativity to make a difference in their communities. 2. Display Educator Resource Sheet: Guess the Issue (page 19). 3. Explain that the ‘titles’ on display are the names of YSI projects undertaken by teams of young people all around the country to tackle social issues affecting people in their schools, local communities and in the wider world. 4. Invite young people to guess the social issues that the different YSI teams were trying to address. NOTE: The answers are as follows: Need to Read:

Literacy

Less Aid, More trade:

Fair Trade

Women in Media:

How women are portrayed in the media

Same Life, Same Love:

Lesbian, Gay, Bisexual and Transgender (LGBT) Rights

No Butts:

Anti-smoking

End Child Poverty Now:

Child Poverty

Check your Nuts:

Testicular Cancer

Bet Fear:

Teenage Gambling

Gender Equality in Sport:

Lack of opportunity in women’s sports

Bee Positive:

The decline in bee populations and the impact on the environment

Countdown to College:

Difficulties for young people moving from secondary school to college

Baldilocks and the 29 hairs:

Alopecia Awareness – 1 girl in the team had Alopecia so she was Baldilocks – the other team members were the 29 hairs

The Bank of Mom and Dad:

The pressure on parents to pay for expensive clothes and trips for their children

Making Farming Safe:

Promoting increased farm safety after a number of local accidents

The Numeracy Nutters:

Trying to make Maths more fun

Eating Disorders:

Raising awareness of the prevalence of eating disorders and ways people can get help

Feeling Low, Let Someone Know:

Raising awareness about youth mental health

Teenism:

Discrimination against young people

Track Attack:

Working with the local community and county council on the regeneration of a local track

Fergal goes to Africa:

Raising awareness about the importance of education in South Africa

5. Conclude by reminding young people these projects were undertaken by teams of young people working together: deciding the social issues they cared about; cooperating with people in the school and local community; communicating their message to others; and, working together to bring about change for the good of society.

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Activity One Educator Resource Sheet What is a Social Issue?

 Impacts on the well-being of people, animals or the environment  Can be local, national and/or global

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Activity Two Educator Resource Sheet Guess the Issue

Need to Read

Women in Media

No Butts

Check your Nuts

Less Aid, More Trade

Same Life, Same Love

End Child Poverty Now

Bet Fear

©Young Social Innovators

Activity Two Educator Resource Sheet

Bee Positive

Gender Equality in sports

Countdown to College

Baldilocks and the 29 Hairs

The Bank of Mom and Dad

Making Farming Safe

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Activity Two Educator Resource Sheet

The Numeracy Nutters

Eating Disorders

Track Attack

Teenism

Feeling Low, Let Someone Know

Fergal goes to Africa

©Young Social Innovators

Session Five: A to Z of Social Issues Time: FF Single class period Learning outcome(s): 1.4 Explain the meaning of the terms ‘social innovation’ and ‘social issue’ 1.5 Describe, using examples, the local, national and global connections that can exist between social issues Materials needed: FF Activity One: A to Z of Social Issues FF Flipchart sheets FF Markers FF Educator Resource Sheet: ‘A to Z’ Poster (page 23) Extension Task: FF Young Person’s Worksheet: Snapshot of a Social Issue (page 24)

Activity One: A to Z of Social Issues 1. 2. 3. 4. 5.

Divide the group into two teams. Place two flipchart sheets on a wall at the front of the room, with a marker close to each. Beside each team’s flipchart sheet place the ‘A to Z’ Poster (see Educator Resource Sheet: ‘A to Z’, page 23). Ask each team to line up in row a short distance behind their flipchart sheet. Invite the members of each team to take turns to run to the flipchart sheet. The first person on each A to Z team writes a social issue beginning with the letter ‘A’, the second with the letter ‘B’ and so on until they reach ‘Z’. NOTE: If young people request help from team members allow this to happen. 6. When the first team reaches Z the activity ends. 7. Invite each team to briefly go through their list of social issues. 8. Highlight any examples of widespread social issues and gently point out when these issues create problems in the community. Some issues create problems in certain circumstances; e.g., when you have no job; when the environment is at risk; when you don’t have a place to call home; when you don’t have anywhere to play; when you can’t get onto the bus; when you feel unsafe; when you are denied a human right etc. So think of social issues that:  Have a negative effect on people, animals or the environment  Cause concern at a local, national or global level 9. Ask young people if they know if any of the social issues they have listed affect people or the environment in other places in the world? 10. Conclude by inviting a selection of young people to say which social issue they find most interesting and would like to explore further, and why. NOTE: Keep the completed A to Z of Social Issues flipchart sheets for reference during Topic 3 sessions. Extension Task: FF Tell each young person to pick a social issue which interests/concerns them. FF Distribute one copy of Young Person’s Worksheet: Snapshot of a Social Issue (page 24) to each young person. FF Invite young people to complete the worksheet with their social issue in mind.

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Activity Two Educator Resource Sheet A - Z Poster

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Extension Task Young Person’s Worksheet Snapshot of a Social Issue Name the Social Issue: Description of the social issue

How does this social issue affect people or the environment in your school/local community, country, around the world?

Insert/draw a picture about the issue

Major causes The 3 most important things causing the social issue:

  

Most interesting facts about this issue

In my opinion… What would be a good solution to this social issue? What would be different if this social issue was solved?

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Topic Two: Human Rights

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Session One: Desert Island

Time: FF Single class period Learning outcome(s): 2.1 Create a hierarchy of needs and wants Materials needed: Activity One: Desert Island FF Island Item Cards (page 27)

Activity One: Desert Island 1. Divide the group into small teams. 2. Explain that the whole group were on a luxury cruise around the Caribbean and were having a wonderful holiday up until last night when there was a huge storm. The ship hit a rock, but they were lucky because they all made it to the lifeboats before the ship sank. Each small team represents one lifeboat. 3. Distribute one set of Island Item Cards (page 27) to each team. 4. Explain that the lifeboats are letting in water because they are too heavy. They must decide which 5 Island Item Cards will help them survive once they reach the island. They can only keep 5 items and must throw the rest overboard in the next five minutes otherwise they will never reach the island alive. 5. As they discuss their options, remind the teams to think about what they will need on the desert island. 6. After four minutes give young people a one-minute warning and then call time up. 7. During feedback ask a volunteer from each team to call out the 5 items they have selected to help them survive on the desert island, recording their responses on the board. 8. Facilitate a whole class discussion using the following questions as prompts:  What items did all/most teams pick?  What do these items have in common?  Do these items reflect what we need in our real lives?  What happens when we do not have everything that we need?  Are there people in our local community, country or elsewhere in the world who do not have the basic things that they need to survive (e.g. food, water, warmth, shelter etc)?  If you had been allowed to bring a 6th item, something that you didn’t strictly need but would like to have, what would it be and why? 9. Conclude by reminding the group that the items that human beings need to survive and live in dignity are things like food, water, warmth, shelter etc.

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Activity One Educator Resource Sheet Island Item Cards

Plastic bag

Flares

Beans

Toilet paper

Torch

Whistle

Matches

Keys

Rope

Blunt Knife

Mirror

Fizzy drink

Hooks

Water

Sleeping bag

Magazine

First Aid Kit

Pen

Smart phone

Tin cup

MONDAY

FRIDAY

TUESDAY

SATURDAY

WEDNESDAY

SUNDAY

THURSDAY

NOTES

Compass

Camera

Diary

Teddy bear

Sun glasses

Copy book

Shovel

Guitar ©Young Social Innovators

Session Two: Plaster It Time: FF Single class period Learning outcome(s): 2.2 Discuss what it means to be treated fairly Materials needed: Activity One: Plaster It FF Bandaids/plasters (one of equal size for all except 5 young people) Optional Activity: FF Ernesto Sirolli, ‘Want to help someone? Shut up and listen!’ TEDxEQChCh Talk Extract about the importance of listening to and learning the needs of local people in the Zambia = 1.17-3.22 mins Available: http://on.ted.com/Sirolli

Activity One: Plaster It 1. Ask the group to think of a time when they were physically hurt, maybe they fell off their bike, or a wall, or caught their hand in a door etc. NOTE: Allow a few young people to share their stories if they wish. 2. Invite young people to close their eyes and imagine that the part of their body that they hurt was still hurting now. 3. Ask a few young people at a time to come up to you and tell you where they were hurt. 4. For the first three people place a plaster on the spot that they say hurts. (A) 5. For everyone except the first three and the last five put a plaster on the back of their hand. Do this, no matter what part of their body hurts, and even if they specifically complain that their hand isn’t the body part that hurts. (B) 6. When the last 5 young people approach, tell them that there are no plasters left. (C) Student

Instruction

A First 3 students

Place plaster on body part which ‘hurts’.

B Next students

Place plaster on back of hand.

Say that there are no plasters left.

Last 5 students

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7. Facilitate a short whole group discussion using the following questions as prompts:  Who feels better now?  Who felt listened to and included? Why?  Who felt ignored and excluded? Why?  Who thinks the plaster was put on the right spot?  Can a plaster on the back of the hand help if you have a sprained ankle or a cut on your chin? NOTE: If anyone uses the word ‘fair’ or ‘unfair’ write it up on the board. 8. Write the following statement on the board: Fair doesn’t mean that everyone gets the same thing, fair means that everyone gets what they need. 9. Invite young people to discuss what they think this means and how it relates to the plaster activity. NOTE: Depending on your group you may wish to provide the following example to support the statement on the board: Not everyone in our group has the same needs, so not everyone will get to do the same things all the time. At some time in a school year, everyone needs a plaster for something. Sometimes this happens in the room – if an educator spends some time helping one or more young people – and sometimes young people get external support. 10. Remind young people about the Desert Island Activity (page 27) where they found that the things that people need to survive usually include food, water, warmth and shelter. When people’s needs are not being met we need to listen, respect and then act. Don’t assume you know a person’s need, because the danger is that you will get it wrong. Ask them and then make sure to listen carefully when they speak. The power of listening before responding is essential to social innovation and helps social innovators to make sure that they are on the right path. OPTIONAL ACTIVITY: Watch an extract from a 2012 TEDxEQChCh talk by Ernesto Sirolli, a sustainable development expert, on the importance of listening and learning the needs of local people in Zambia (1.17-3.22 mins). Available: http://on.ted.com/Sirolli 11. Conclude by explaining that all human beings need to feel that they are being treated fairly and listened to, i.e. that their human dignity is being respected. When this happens people do not just survive, they can develop to their full potential.

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Session Three: Rights Debate Time: FF Single class period Learning outcome(s): 2.4 Use a human rights framework to investigate the social issues that concern young people Materials needed: Activity Two: Rights Debate FF ‘Agree’, ‘Disagree’, ‘Unsure’ posters (page 38) FF Educator Resource Sheet: Rights Debate Statements (page 35) FF Educator Resource Sheet: Rights and Responsibilities (page 38)

Activity One: Introducing Human Rights 1. Facilitate a whole group discussion using the following questions as prompts:  Has anyone ever heard the term ‘Human Rights’ before?  Where did they hear this term being used?  What does it mean?  Who does it apply to?  What happens when human rights are not given or respected (denied or abused)? 2. Write the following simple definition of human rights on the board: Human rights are the rights (freedoms) you have because you are human. 3. Ask the young people whether they think this definition sums up the main discussion they have been having. If not, what would they change or add to this definition?

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Activity Two: Rights Debate 1. Place the ‘Agree’ and ‘Disagree’ posters on walls at opposite ends of the room. Place the ‘Unsure’ poster on a middle wall. 2. Explain that you are going to read some statements aloud. If young people agree with the statement then they should stand beside the ‘Agree’ poster. If they disagree with the statement they should stand beside the ‘Disagree’ poster. Those that are unsure or don’t know should stay in the middle of the room, beside the ‘Unsure’ poster. The object of the activity is to have a discussion and move physically if someone says something that changes your mind or helps you decide what you think. NOTE: Depending on your group you may decide to read out fewer statements than the 15 provided on Educator Resource Sheet: Rights Statements (page 35). However, it is a good idea to start with a general statement, and to include several which directly relate to the application of human rights in the lives of young people. 3. Invite young people to leave their seats. 4. Read the first statement and ask the people standing at the ‘Agree’ and ‘Disagree’ posters to defend their position. Encourage those at the ‘Unsure’ poster to move if they hear something they like. 5. Read out a new statement each time discussion dies down. 6. Invite young people to sit down. 7. Facilitate a short whole group discussion using the following questions as prompts:  Does everyone in this group think the same way? Is this a good thing or a bad thing?  Did anyone start beside Agree or Disagree or Unsure for a particular statement and then move? Why did you move? (e.g. new information, a different perspective etc)  Do you think most people find it easy to change their minds? Why/not? 8. Conclude by saying that social innovators take the time to find out what other people think about the social issue they care about. They also often think about the social issues they care about from a human rights perspective (point of view). Doing both of these things helps social innovators to think more clearly about the social issue: the negative effect that it has on people; how the issue affects people on a local, national and global level etc. A human rights perspective is also useful for social innovators when they are trying to communicate their message and bring about change. As we go through these lessons think about your own point of view and the view of others, and try to think about social issues in terms of human rights.

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Agree

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Disagree

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Unsure

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Activity Two Educator Resource Sheet Rights Debate Statements 1. One Direction are better than U2. 2. When someone is famous they can’t expect to have any privacy. 3. Everyone has the same chance to go to school and get a job. 4. People who are poor don’t work hard enough. 5. It is never right to use violence. 6. Everyone has the right to their own culture, language, religion, style of dress etc. 7. Travellers have the same rights as everyone else. 8. If someone makes me angry enough then it’s ok to kick or slap them. 9. Boys and girls should be treated the same (equally). 10. Irish people are not racist. 11. The government should stop people from other countries moving to Ireland because there are not enough jobs to go around. 12. No one watches TG4 and it’s a waste of time to learn Irish. 13. Gay people should not be allowed to marry. 14. The voting age in Ireland should be lowered to 16. 15. There are plenty of things for young people in our area to do in their spare time.

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Session Four: Universal Declaration of Human Rights (UDHR)

Time: FF Single class period Learning outcome(s): 2.3 Communicate their understanding of how the UDHR applies to their lives and beyond Materials needed: Activity One: Rights and Responsibilities FF Educator Resource Sheet: Human Rights and Responsibilities (page 38) Activity Two: UDHR FF Universal Declaration of Human Rights video Available: https://youtu.be/hTlrSYbCbHE – 3.53 minutes FF I.D. Card (page 39) FF Educator Resource Sheet: UDHR (page 43) FF Participant Worksheet: Rights Matrix (page 44)

Activity One: Rights and Responsibilities 1. Ask young people to call out some of the jobs or responsibilities that they have at home or in school. NOTE: Depending on your group you may wish to provide some of the following prompts: keeping their room tidy, setting the table, washing up after dinner, feeding/walking the dog, etc. 2. Display Educator Resource Sheet: Human Rights and Responsibilities (page 38). 3. Explain that if we want to enjoy human rights, we have a job or responsibility to uphold (protect) the human rights of others. Rights and responsibilities are two parts of the same thing, we cannot have one without the other. 4. Conclude by reading the quote by the Dalai Lama aloud and ask young people to use their own words to explain the quote.

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Activity Two: UDHR 1. Ask the group if anyone has ever heard of the Universal Declaration of Human Rights (UDHR)? Do they know why/when/by whom/for whom it was developed? Record young people’s responses on the board. NOTE: Depending on your group you may wish to explain that the UDHR was introduced in 1948 because after all the death and destruction caused by World War II (1939-1945) countries around the world wanted to make sure that human rights were acknowledged and protected. 2. Ask if anyone can name one of the human rights covered by the UDHR? Record young people’s responses on the board. 3. Distribute one I.D. Card (page 39) to each young person. NOTE: Make sure that at least two young people get each I.D. Card. 4. Give the group a minute to read through their I.D. Card quietly on their own and invite them to imagine that they are the person outlined on their card. 5. Explain they are going to watch a short video about the UDHR. As they watch they should think about their I.D. Card and note the right(s) they feel they are being denied. NOTE: Depending on your group you may also wish to display the simplified version of the UDHR provided on Educator Resource Sheet: UDHR (page 43). 6. Show the Universal Declaration of Human Rights video Available: https://www.youtube.com/watch?v=hTlrSYbCbHE NOTE: Depending on your group you may wish to show the video twice. 7. Invite young people with the same I.D. Card to sit together in pairs/small groups. 8. Distribute one copy of Participant Worksheet: Rights Matrix (page 44) to each pair/small group. 9. Ask young people to write the name of the person on their I.D. Card in the middle of the matrix on their worksheet and then to discuss and complete the other sections of the matrix. 10. Invite young people to present their completed matrix to the rest of the group. 11. Conclude by explaining to young people that the social issues that are problems for the people described in their I.D. Card do not happen by accident. These have come about because of the policies (social, economic etc.) followed by politicians and/or the general attitudes held by society. They also sometimes become problems because no one is doing anything about these issues. Problems often need attention and once people decide to do something positive then they can bring about change. Social issues can be changed, if there is a willingness or desire to improve things.

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Activity One Educator Resource Sheet Rights and Responsibilities

Rights

Responsibilities

“The problems we face today, violent conflicts, destruction of nature, poverty, hunger and so on, are humancreated problems which can be resolved through human effort… We need to cultivate a universal responsibility for one another and the planet we share.” 14th Dalai Lama Image by *christopher* (Flickr: dalailama1_20121014_4639) [CC BY 2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons

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Activity Two Educator Resource Sheet I.D Cards LIAM You live on a farm with your family in Kerry. Your parents always seem to be worried about making ends meet; there is even talk of the family leaving the farm and moving to the city so your parents can find work.

MAYA You are a 15 year-old living in the New Jersey area of New York. Your mother is a single parent and tries to make ends meet by cleaning houses and living on state assistance. Your neighbourhood is pretty dangerous and you don’t feel safe at night. You try to work hard at school but it is hard when the school is run-down and overcrowded.

KANDESHIE You are a 10 year-old living in Namibia and have just moved into a new modern house in the capital city, Windhoek. Your father has just been promoted in his government job. He is talking about sending you to a new school in South Africa where you will get a much better education.

NICK You live with your parents, your two brothers and sister in Cork, Ireland. Your house is big and you all have your own bedrooms, which makes it easier to study for your exams. You are planning to go to university next year where you would like to study Science.

PAULO You are eight years old and live in Rio de Janeiro, Brazil. Every day you work by selling peanuts on the street. You live in a small house but sometimes because of arguments at home you spend the night on the street.

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Activity Two Educator Resource Sheet I.D Cards CATIE You are a 30- year old wheelchair user. You like reading but the local library has steps so you cannot go in without help.

PATRICK You are a Traveller who lives on a halting site. You have been to four primary schools, each in a different town. Now that you are 13 you don’t go to school anymore.

ÁINE You live with your mother and sister. Your hobby is woodwork. You would like to do woodwork in school but the subject is not taught in the all-girls’ secondary school you attend.

ALMA You are a 17 year old female refugee from Somalia. Your family have been killed and you arrived in Ireland on your own. You are all waiting to be told by the Irish government whether you can stay. You are Muslim.

DARRAGH You are 50 years old and are unemployed. You live in Bray, Co. Wicklow. You have tried to get work but you have been told your skills are out of date. You like to read a lot.

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Activity Two Educator Resource Sheet I.D Cards MARY You are 82 years old. You live alone in a second storey flat block in inner-city Dublin. There are no lifts and you find it very difficult to climb the stairs.

MICHAELA You are a 15 year old girl who loves to play rugby. The girl’s rugby team in your school doesn’t have the same status or access to facilities as the boy’s team.

CHLOE You are a 41 year old woman. You have been together with your partner, Maria, for 10 years. You would both like to get married but your country’s constitution does not allow for same-sex marriages.

IBRAHIM You are a young man who spent your 19th birthday in an Egyptian prison. You were arrested for taking part in a peaceful protest against the government two years ago and have not been given a fair trial.

Photograph Credits “Bild andy” by Andreas Boltz Own work. Licensed under CC BYSA 3.0 via Wikimedia Commons - http://commons.wikimedia. org/wiki/File:Bild_andy.jpg#/ media/File:Bild_andy.jpg “Baby Mother Grandmother and Great Grandmother” by Azoreg - Own work by uploader. Licensed under CC BY-SA 3.0 via Wikimedia Commons http://commons.wikimedia.org/wiki/ File:Baby_Mother_Grandmother_ and_Great_Grandmother.jpg#/media/ File:Baby_Mother_Grandmother_ and_Great_Grandmother.jpg Rugby Photograph taken by kelsey e. https://www.flickr.com/ photos/kelseye/787824086/ and Licensed https://creativecommons. org/licenses/by/2.0/ http://commons.wikimedia.org/wiki/ File%3ATeenagers_in_Moscow.jpg By Alagich Katya [CC BY 2.0 (http:// creativecommons.org/licenses/ by/2.0)], via Wikimedia Commons http://commons.wikimedia.org/ wiki/File%3APolish_teenagers. jpg By Paterm (Own work) [GFDL (http://www.gnu.org/copyleft/fdl. html) or CC BY-SA 4.0-3.0-2.5-2.01.0 (http://creativecommons.org/ licenses/by-sa/4.0-3.0-2.5-2.0-1.0)], via Wikimedia Commons

http://upload.wikimedia.org/ wikipedia/commons/1/1b/ Somgirharcon1.jpg By VOA (VOA) [Public domain], via Wikimedia Commons “Microbiologist 01” by Photo Credit: James Gathany Content Providers(s): CDC/ Maryam I. Daneshvar, Ph.D.Transwiki approved by: w:en:User:Dmcdevit -This image was copied from wikipedia:en. Licensed under Public Domain via Wikimedia Commonshttp://commons.wikimedia. org/wiki/File:Microbiologist_01.jpg#/ media/File:Microbiologist_01.jpg http://commons.wikimedia.org/ wiki/File%3ABrazilian_child_(4_ November_2008).jpg By Steve Evans from Citizen of the World (Brazil Uploaded by russavia) [CC BY 2.0 (http://creativecommons.org/licenses/ by/2.0)], via Wikimedia Commons http://commons.wikimedia.org/wiki/ File%3ADoctor_consults_with_family_ (1).jpg By Rhoda Baer (Photographer) [Public domain or Public domain], via Wikimedia Commons http://commons.wikimedia.org/ wiki/File%3AAnkar.jpg By Ankars (Own work) [CC BY-SA 3.0 (http:// creativecommons.org/licenses/ by-sa/3.0) or GFDL (http://www. gnu.org/copyleft/fdl.html)], via Wikimedia Commons

Activity Two Educator Resource Sheet Universal Declaration of Human Rights - UDHR 1. Everyone is born free and has dignity because they are human. 2. Everyone has equal rights regardless of differences between people such as gender, colour, religion, language, wealth or political opinion. 3. Everyone has the right to life and the right to live in freedom and safety. 4. No one shall be held in slavery. 5. Everyone has the right not to be hurt, tortured or treated cruelly. 6. Everyone has the right to be treated as a person under the law everywhere. 7. The law is the same for everyone and should protect everyone equally. 8. Everyone has the right to ask for legal help when their basic rights are not respected. 9. No one should be arrested, imprisoned or expelled from their country without good reason. 10. Everyone has the right to a fair trial, if accused of a crime. 11. Everyone has the right to be presumed innocent until proven guilty, if accused of a crime. 12. Everyone has the right to privacy. 13. Everyone has the right to travel within and outside of their own country. 14. Everyone has the right to seek asylum in another country, if they are being persecuted in their own country. 15. Everyone has the right to a nationality. 16. Everyone has the right to marry and have a family. 17. Everyone has the right to own property on their own or with others. No one should have their property taken from them without good cause.

18. Everyone has the right to their own free thoughts, conscience and religion, including the right to practice their religion privately or in public. 19. Everyone has the right to say what they think and to share their opinion with others. 20. Everyone has the right to meet with others publicly and privately and to freely form and join peaceful associations. 21. Everyone has the right to vote in regular democratic elections and to take part in the government of their country. 22. Every country must do its best to ensure that everyone has enough to live a life of dignity. 23. Everyone has the right to work for a fair wage in a safe environment and also has the right to join a trade union. 24. Everyone has the right to rest and leisure time. 25. Everyone has the right to a home, enough food and healthcare. 26. Everyone has the right to education, and to free primary education. 27. Everyone has the right to take part in the cultural life of their community and the right to benefit from scientific and artistic learning. 28. National and international laws and institutions must make possible the rights and freedoms set out in this declaration. 29. Everyone has the responsibility to respect and uphold the rights of others in their community and the wider world. 30. No one has the right to take away any of the rights in this declaration.

Extension Task

YOUNG PERSON’S WORKSHEET

Rights Matrix Stay in character and work together to complete the matrix below.

1. Rights affected or denied?

2. What could I not do?

I.D. Name

3. Why?

4. What needs to change?

Topic Three: Ready, Steady, Innovate!

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Session One: It’s a long way… Time: FF Single class period Learning outcome(s): 3.2 Analyse the actions and achievements of young social innovators in Ireland and beyond Materials needed: Activity One: Pair-Share FF Young Person’s Worksheet: What is Social Innovation? (page 48) Activity Two: It’s a long way to Tipperary... FF Educator Resource Sheet: Meet Malala (page 49) FF Map of the world FF Malala Yousafzai’s speech on her acceptance of Tipperary International Peace Prize Available: https://youtu.be/kHQRR6IWj8Q – 14.32 mins (YouTube) Available: http://www.thejournal.ie/ malala-speech-ireland-1046866-Aug2013/ (written and audio transcripts)

Activity One: Pair-Share 1. Divide the group into pairs. 2. Give each pair a copy of Young Person’s Worksheet: What is Social Innovation? (page 48). 3. Allow sufficient time for pairs to complete their worksheet then invite each pair to join with another team to compare their worksheets and decide on the best answers for each of the boxes. 4. Invite feedback from a selection of teams. 5. Write the YSI definition of ‘social innovation’ on the board: Social innovation is the practice of using creativity to develop solutions which improve the well-being of people and society. 6. Invite young people to comment on this definition. How might they say it differently? What, if anything would they change or add?

Activity Two: It’s a long way to Tipperary… 1. Ask the group if anyone has ever heard of a young woman called Malala Yousafzai? 2. Display and read through the information on Educator Resource Sheet: Meet Malala (page 49). NOTE: Depending on your group you may wish to ask the young people to identify any words/terms they do not understand and give simple explanations in response. 3. Locate Pakistan on a map of the world. 4. Watch, listen to or read an extract of Malala’s speech when she accepted the 2012 Tipperary International Peace Prize Available to watch: https://youtu.be/kHQRR6IWj8Q; Available to listen to or read - http://www.thejournal.ie/malala-speech-ireland-1046866-Aug2013/ 5. Facilitate a whole group discussion in response to what has been seen, heard or read using the following prompt questions:  What social issues does Malala care about? (e.g. the right to education, conflict and peace, human rights etc)  What change is Malala trying to bring about in the world?  Do you think that Malala is a young social innovator? Why/not?  What does Malala say about the power of young people to change the world for the better? 6. Conclude by drawing parallels between Malala’s activism and social innovation. Malala, like other young social innovators, is concerned about human rights abuses, thinks outside of the box (i.e. thinks creatively) and views the world from a variety of perspectives.

Activity One YOUNG PERSON’S WORKSHEET What is Social Innovation? What does ‘social innovation’ mean?

Write down examples of ‘social innovation’ that you know about – in Ireland or elsewhere (it doesn’t matter how big or small!)

Social Innovation

Use ‘social innovation’ in a sentence.

Draw what you think ‘social innovation’ looks like.

Activity Two Educator Resource Sheet Meet Malala

Malala Yousafzai was born in Mingora, in the Swat Valley in Pakistan, on 12 July 1997. The Swat Valley was a popular tourist spot until the Taliban (an Islamic militant group) tried to take control. Malala went to a school run by her father, Ziauddin Yousafzai. After the Taliban began attacking girls’ schools in Swat, Malala gave a speech in Peshawar, Pakistan, in September 2008. The title of her talk was, “How dare the Taliban take away my basic right to education?” In early 2009, Malala began blogging for the BBC about living under the Taliban’s threats to deny her an education. She continued to speak out about her right, and the right of all women, to an education. In response the Taliban issued a death threat against her.

On 9 October 2012, a man boarded her bus from school and demanded to know which girl was Malala. Her friends looked toward Malala and the gunman shot her in the head. The shooting left Malala in critical condition, so she was flown to a military hospital in Peshawar. Later she was transferred to Birmingham (UK) still in a coma. After multiple surgeries she was able to begin attending school in Birmingham in March 2013. In August 2012 Malala was awarded the Tipperary International Peace Prize (first awarded in 1984 – former winners include Bob Geldof, Nelson Mandela and Mary McAleese). Malala subsequently won the 2014 Nobel Peace Prize and donated the $50,000 prize money to help rebuild 50 schools in Gaza.

Image by Southbank Centre [CC BY 2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons

Session Two: We are ‘Social Innovators’ Time: FF Single class period Learning outcome(s): 3.1 Welcome individual difference based on an appreciation of their own uniqueness Materials needed: Activity One: We are Social Innovators! FF Young Person’s Resource Sheet: Our talents and skills (page 51) FF Flipchart sheets FF Markers

Activity One: We are Social Innovators! 1. Divide the group into small teams. 2. Distribute one copy of Young Person’s Resource Sheet: Our talents and skills (page 51) to each team. 3. Read the list of talents and skills on the sheet aloud to the team. 4. Explain that although we have a lot in common each one of us has a unique personality and different talents and skills. Some of these talents and skills have been listed on their resource sheet. Every young person should pick two skills or talents they possess, either from the list on the resource sheet or of their own choice. 5. Invite young people to explain to their team which two skills or talents they have picked, and why. 6. Distribute a flipchart sheet and markers to each group. 7. Invite young people to imagine a Super Social Innovator who possesses all of the skills and talents named by the people in their group. This Super Social Innovator is on a mission to come up with innovative solutions to deal with the social issues they have talked about in the group so far. Encourage young people to use words, images, logos, colour etc when drawing their Super Social Innovator. 8. Invite each team to present their Super Social Innovator to the group. 9. Explain that there is no such thing as a Super Social Innovator. Social innovators might have some of these skills and talents, but they usually rely on others, and as a team can achieve super social innovation! The important thing to remember is that in this group you have plenty of skills and talents and you can use these to do amazing things. Ask young people how they might use their combined skills and talents to address the social issues affecting their school/local community. 10. Conclude by reinforcing the idea that everybody has different skills and talents. By combining different people’s skills and talents, young people can create a powerful force for change. Working together creates situations where people can tackle problems and find solutions to issues that individuals might not be able to tackle on their own. Ordinary people, working together, can do extraordinary things. Together people can create a super response. Extension Task: I am a social innovator… FF Distribute one ‘I am a social innovator... slip’ (page 52) to each young person. FF Invite them to complete their slip, keep it in a safe place and look at it again after their Social Innovation Project at the end of Topic Three, to see if they have achieved what they set out to do.

Activity One YOUNG PERSON’S WORKSHEET Skills and Talents

I am a good friend I like talking to people

I enjoy helping people I know a lot about what is happening in the world

I am a good listener I respect other opinions

I am generous I am good at making friends

I have good ideas

I give good advice I am good at solving problems

I enjoy reading I feel passionate about certain social issues

I am good at art

I am a good organiser

I am a good writer I can get people excited about ideas

I am patient I am good at solving conflicts between people

I know how to get things done I am good at following direction

I can get people to listen to each other

I care about other people I am a good observer I like researching things

I am comfortable leading a group

I work well under pressure

I am a good photographer

Extension Task

YOUNG PERSON’S WORKSHEET

I am a social innovator…

Session Three: Young Social Innovators Time: FF Single class period Learning outcome(s): 3.2 Analyse the actions and achievements of young social innovators in Ireland and beyond Materials needed: Activity One: Young Social Innovators FF YSI Issue Cards (page 54)

Activity One: Young Social Innovators 1. Facilitate a short whole group discussion about social innovators using the following questions as prompts:  Can you think of anyone you know or have heard about who is a social innovator?  What kinds of things have these people done?  Can you describe these people? Do they have any special talents or skills that you know of?  What do you think of the idea that everyone has the potential to be a social innovator? 2. Remind the group that Young Social Innovators (YSI) runs a number of national programmes where young people use their ideas and creativity to make a difference in their communities. 3. Explain that they are going to look at some examples of posters created by YSI Teams over recent years. These posters were created by young people like yourselves about the issues that concerned them and the way that that responded to these issues. 4. Divide the group into 6 teams. 5. Distribute one YSI Issue Card (page 54) to each group – ask young people to leave the card picture side up. 6. Invite each group to guess what social issue is represented by the image on their card. They will find the correct answer on the reverse of the card, together with questions for discussion. NOTE: Depending on your group you may wish to run through the discussion questions on one card as a whole group before splitting young people into small groups. 7. Take feedback from each group, displaying their YSI Issue Card (page 54) as they speak. 8. Facilitate a whole group discussion using the following questions as prompts:  Which YSI Issue Card did you find most striking/inspiring? Why?  What do you think of the methods used by these young people to highlight their social issue?  How could you find out more about the issue they are highlighting? 9. Conclude by highlighting that the YSI Issue Cards demonstrate that young people living in Ireland can use their creative skills and talents to develop solutions which improve the well-being of people and society.

Activity Two EDUCATOR RESOURCE SHEET YSI Issue Cards Front

Back

Social issue: This YSI team highlighted the issue of the lack of disability facilities in Ireland.

Discuss: FF Do you think this poster conveys this YSI team’s message well? FF How do you rate the facilities currently available for people with disabilities in Ireland? FF What could your team do to improve the situation? ‘Able Not Disable’ St Colmcille’s Community School Knocklyon, Dublin 16

Social issue: This YSI team raised awareness about the use of plastic in their local community.

Discuss: FF Are you surprised that consumption of plastic is seen as a social issue? Why/ Why not? FF What is this team hoping to inspire you to do? FF Are there any local environmental issues of concern in your school or local community? ‘Abandon Plastic’ Colaiste Ni Tolrbhlrte Bandon, Co.Cork

Activity Two EDUCATOR RESOURCE SHEET Front

Back

Social issue: This YSI team examined how technology can alienate some people in society.

Discuss: FF What message is this team trying to communicate with their poster?

FF Is this an important issue for young people to focus on? Why/why not? FF What could you do about this issue? ‘Step By Step’ Moyne Community School Moyne, Co Longford

Social issue: This YSI team collected shoes and bikes to send to people in Africa.

Discuss: FF What do you think is being highlighted in this poster? FF Do you think this is an important issue for young people to focus on? Why/why not? FF What questions would you like to ask this YSI team about their project? ‘Bicycles Agus Broga’ St Anne’s Secondary School Tipperary Town, Co. Tipperary

Activity Two EDUCATOR RESOURCE SHEET Front

Back

Social issue: This YSI team campaigned to lower the voting age in Ireland to 16 years old.

Discuss: FF Why is it important to vote? FF Why would some people argue against lowering the voting age to 16 years old? FF Is this an important issue? Why/why not? ‘Give Us a Voice’ Our Lady’s College Drogheda, Co. Louth

Social issue: This YSI team raised awareness about the effect of social exclusion on individual people.

Discuss: FF What is social exclusion? FF Name some groups of people that might be excluded in Ireland? FF What does this image say about what it feels like to be socially excluded? FF How relevant is this social issue in your community? ‘Social Exclusion, a Delusion?’ Our Lady’s College Drogheda, Co. Louth

Activity Two EDUCATOR RESOURCE SHEET Front

Back

Social issue: This YSI team raised awareness about the importance of positive mental health for young people.

Discuss: FF What do you think about the images used on this poster? Are they effective? FF Why is mental health such an important issue? FF If you were to tackle the issue of mental health in your community, how would you do it? ‘Healthy Heads’ Newtown School Waterford, Co. Waterford

Social Issue: This YSI team raised awareness about literacy and numeracy levels in Ireland.

Discuss: FF What do you think about the images and messages used on this poster? Are they effective? FF Can you name any organisations working to increase literacy and numeracy? FF How could you make learning maths, reading and writing more enjoyable? ‘Numeracy and Literacy’ St Anne’s Community College Killaloe, Co. Clare

Activity Two EDUCATOR RESOURCE SHEET Front

Back

Social issue: This YSI team raised awareness about Lesbian, Gay, Bisexual and Transgender (LGBT) rights and discrimination in Ireland.

Discuss: FF What do you think about the images and messages used on this poster? Would you change anything about the poster? FF Is this issue relevant for young people? FF Do you think this issue is given enough attention – in schools, in the media etc? ‘Take a Stand Against Homophobia’ Sacred Heart Community School Clonakility, Co. Cork

Social issue: This YSI team wanted to reverse negative stereotypes about teenagers.

Discuss: FF What are the most common negative stereotypes about teenagers? FF Are these stereotypes about teenagers obvious in your community? If so, what can you do to change these attitudes? FF What other groups are stereotyped in your community? Why? ‘Heroes not Hoodies’ Fingal Community School Swords, Co. Dublin

Session Four: Our Community

Time: FF Single class period Learning outcome(s): 3.3 Create a visual representation of the communities to which young people belong Materials needed: Activity One: Community Pics FF Educator Resource Sheet: Community Pics Activity Two: Community Maps FF Flipchart sheets FF Markers FF Blue/white tack

Activity One: Community Pics 1. Begin by asking young people ‘What is a community?’ Record their responses on the white/blackboard. 2. Display the images of different communities from Educator Resource Sheet: Community Pics (page 61). 3. Invite young people to name the different communities that are displayed. 4. Facilitate a whole group discussion using the following questions as a prompt:  Can you belong to more than one community?  Is it a good thing to be part of a community or communities? Why?

Activity Two: Community Maps 1. Explain to the group that the activity they are about to do will allow them to work together to create a visual map of the communities to which they belong. 2. Divide the group into smaller teams. NOTE: Depending on your group you may wish to invite each small team to spend a few minutes talking about the community or communities they belong to – for example, family, school etc. 3. Explain that each team needs to decide what their community map should look like – for example, they might want to do a mind map (in which case they should turn their flipchart sheet to landscape) which could show the links between the various communities, or they might want to do a street map or even a world map. They should try to make sure that their community map reflects as many of the communities to which team members belong as possible. 4. Distribute one flipchart sheet and several markers to each group. 5. When they have finished their Community Maps invite one person from each group to hold up their completed map. Someone else from each group should say 3 things about their work. This might be a short description of their map, something that surprised them about the idea of communities, something new or interesting that they learned about their own or another community etc. NOTE: Where possible hang the completed community maps on the wall. 6. Conclude by facilitating a whole group discussion using the following questions as prompts:  What are the good things in your community/ies?  What do you really like about the communities you belong to?  What worries you about the communities you belong to?  What would you like to see changed?

Activity Two EDUCATOR RESOURCE SHEET Community Pics

8 7 6

11 9

Session Five: Selecting a Social Issues Time: FF Single class period Learning outcome(s): 3.4 Select the most compelling social issues affecting young people’s school or local community Materials needed: Activity One: Ideas Wall FF Completed A to Z of social issues flipchart sheets (Topic One: Session Five – page 22) FF Blue/white tack FF Flipchart sheet (with one of the following headings on each) (1) I would like to know more about… (2) One thing that really annoys me… (3) It’s not fair that… (4) I would be happier if… FF Sticky notes (4 for each young person) Activity Two: Sticker Vote FF Stickers (e.g. coloured dots - 1 for each young person) FF Flipchart sheet FF Marker

Activity One: Ideas Wall 1. Display and read down through the completed A to Z of social issues flipchart sheets (Topic One: Session Five – page 22). 2. Hang the flipchart sheets with the stem sentence headings on the walls. 3. Distribute 4 sticky notes to each young person. 4. Invite young people to write their response to each of the headings on the flipchart sheets on to a sticky note and then place it under the relevant heading. 5. Tell young people to take some time to read the notes of their peers. 6. Ask for clarification about any responses which seem particularly interesting or require explanation.

Activity Two: Sticker Vote 1. Explain to the group that they are going to engage in a democratic vote to pick the 3 most important and interesting (compelling) social issues that affect their school or local community. Democratic vote - where everyone gets a say and the majority decide. NOTE: If your group is going to undertake a social innovation advocacy campaign (see page 64) you may decide to state this now. Knowledge of this fact may influence the selection of social issues. 2. Distribute one sticker to each young person. 3. Invite everyone to take a minute or two to consider all the social issues they talked about in the last three sessions and then to place their sticker on the issue that they think is the most important and interesting. 4. Write the issue with the most stickers on a separate flipchart sheet. 5. Read the social issue selected by the whole group aloud to the young people.

Let’s Evaluate… Invite each young person to evaluate their learning from the module by filling out the last column on their copy of Young Person’s Worksheet: My Learning (Topic One: Session One, page 4) and compare what they knew, could do, and thought at the start and end of the module.

Social Innovation Advocacy Campaign

ÂŠYoung Social Innovators

Social Innovation Advocacy Campaign

Learning outcome(s): 3.5 Engage in a social innovation advocacy campaign 3.6 Evaluate their learning within the module Materials Activity One: In the Beginning FF Flipchart sheet with social issues selected by the group (from Topic 3: Session 5 – Activity Two, page 63) FF Task Sheet: Snapshot of our Advocacy Campaign (page 69) Activity Two: Campaigning 101 FF Educator Resource Sheet: Social Innovation Advocacy Campaign by Young People (page 70) Optional Step: FF YSI 2014 Speak Out (2.25 mins) Available: https://youtu.be/75zdVSDZhF8 (Youtube) FF Young Social Innovators, Guide to Creative Advocacy FF Young Social Innovators, Guide to Social Media Available on www.youngsocialinnovators.ie, or email educate@youngsocialinnovators.ie Activity Three: Planning River FF Flipchart sheets FF Markers

Introduction Young people plan, carry out, and evaluate a social innovation advocacy campaign about a social issue affecting their school/community.

Activity One: In the Beginning 1. Write the terms ‘Advocate’ and ‘Advocacy Campaign’ on the board. 2. Ask if anyone can use either of these terms in a sentence? Ask if anyone knows what these terms mean? 3. Explain that: Some social innovators advocate or speak out on behalf of others who are not able to speak out for themselves. These social innovators try to ensure that vulnerable members of the community (e.g. minority groups or anyone with a legitimate concern) are given an opportunity to have their voice heard. Social innovators who organise advocacy campaigns are trying to bring about positive changes in society. Advocacy campaigns involve putting forward ideas, supporting, promoting, protecting and defending people who are affected by social issues as a way of guaranteeing fairness and human rights. Advocacy campaigns can help to increase understanding, prompt thinking, influence and change attitudes and misconceptions. Advocacy can help vulnerable people to gain support for their cause and even, in some cases, give access to resources and funding to bring about positive change. 4. Tell the group that they are going to work together to come up with ideas for an advocacy campaign to support, prompt, protect or defend people affected by one of the social issues affecting the school/community (selected in Topic 3: Session 5 – Activity 2). 5. Display the flipchart sheet with the list of social issues selected by the group. 6. Divide the group into small teams. 7. Distribute Task Sheet: Snapshot of our Advocacy Campaign (page 69) to each team. NOTE: Depending on your group you may decide to read through the headings on the task sheet and ensure clarity of understanding of terminology and task. 8. Invite teams to work together to complete the task sheet. 9. Invite each team to present their completed task sheet, using the following prompt questions to extend feedback:  Why did you pick this social issue?  Who is affected by this social issue – in your school, local community etc.?  Why have you picked these three people/groups as your target audience?  Are any other people or groups interested in this social issue? Can they help you in any way?  How will you know if your campaign is successful?  How could you let YSI know about this advocacy campaign?

Activity Two: Campaigning 101 1. Facilitate a whole group discussion using the following prompt questions:  What images come to mind when you think about the social issues selected by this group?  What words come to mind what you think about these issues?  How might these images and words be represented to your target audience? How are you going to get your message across? 2. Explain that this activity involves looking at what different teams of young social innovators have done in terms of advocacy campaigns and the tools they have used to get their message out to their target audience in order to achieve their overall goals. 3. Divide the group into small teams. 4. Display Educator Resource Sheet: Social Innovation Advocacy Campaign by Young People (page 70) on the board. 5. Invite teams to look at the examples of advocacy campaigns on the board and discuss the following questions:  What are the different types of advocacy campaigns?  What are the different media types used in these campaigns? NOTE: Depending on your group you may wish to provide one or two prompts, e.g. social media, radio, drawing etc. 6. Invite feedback from a selection of teams. 7. OPTIONAL STEP: Depending on your group you may wish to repeat steps 5-6 above using a short Youtube clip of the 2014 YSI Speak Out events from around the country. Available: https://youtu.be/75zdVSDZhF8 Additional social innovation advocacy campaign ideas are also available on www.youngsocialinnovators.ie, YSI’s Guide to Creative Advocacy and YSI’s Guide to Social Media. 8. Explain that each team is going to be given a wild card, the possibility to come up with their own advocacy campaign idea. 9. Invite each team to focus on one social issue affecting their school/community and with this issue in mind discuss the following questions:  What images come to mind when you think about this social issue?  What words come to mind when you think about this issue?  What words and images might be effective with your target audience?  What media will allow you to package these images and words and get your message across to your target audience? 10. Invite feedback from a selection of teams. 11. Ask each team to choose the advocacy campaign idea they think will work best in relation to their social issue, target audience etc. This idea can come from the young social innovator projects displayed on the board or one that the teams have come up with themselves. 12. Invite the group to vote on the best advocacy campaign idea.

Activity Three: Planning River 1. Explain that now the group has their advocacy campaign idea it is time to plan. 2. Stick several flipchart sheets together and draw (or use other materials) a river on the sheets. 3. Place the river on the floor. 4. Explain that the river represents what needs to be done to carry out the advocacy campaign, in the correct (chronological) order. The source of the river shows the situation now in relation to their chosen social issue. The mouth of the river shows what they are trying to achieve, i.e. the goal of their advocacy campaign. Smaller rivers (tributaries) join the main river, and these represent the things that need to be done, in the correct order, to get to the mouth of the river (i.e. achieve group goals). Potential obstacles can be shown with big rocks, waterfalls, whirlpools etc. 5. Invite the group to work together to complete their planning river. 6. Display the completed planning river in a prominent place for the duration of the social innovation advocacy campaign.

Let’s Evaluate… The group discusses their social innovation advocacy campaign: what worked well; what was challenging; what they learned; what they would do differently etc. Revisit the planning river: did the group follow the plan they set out from themselves (if no, why not?). Discuss the idea that planning is very important, but sometimes flexibility is needed, so that you can respond to new or unforeseen opportunities as they arise. Each young person looks at their ‘I am a social innovator…slip’ (Topic Three: Session Two, page 52) and considers: whether or not they have achieved their personal social innovation goal(s); what helped or stopped them achieving these goal(s); what, if anything, they would like to do next etc.

Activity One Task Sheet Snapshot of our Social Innovation Advocacy Campaign Name the Social Issue: What we want to happen…

Our Big Message

(Our Advocacy Campaign Goals)

Our Audience/s The 3 most important people or groups we need to target

  

Interesting ideas we have…

Activity Two Educator Resource Sheet Social Innovation Advocacy Campaigns by Young People

Students from Eureka Secondary School, Kells, Co. Meath present their ‘3 Times More Likely’ organ donation resource pack to An Taoiseach, Enda Kenny T.D.

CAST Film Festival showcases short films that are produced by young people and relate to mental health.

Students from Davis College, Mallow, Co. Cork being interviewed at the inaugural launch of Missing Persons Day.

Students from Loreto Convent, Letterkenny, Co. Donegal speak out about animal welfare.

Activity Two Educator Resource Sheet Social Innovation Advocacy Campaigns by Young People

Students from St. Mary’s Secondary School, Mallow, Co. Cork create posters to distribute to local businesses.

Stuents from Ardscoil na Trionoide, Co. Kildare prepare an exhibition stand.

Social media campaign by students from Mount Mercy College, Cork.

Poster design by students from Sacred Heart Secondary School, Tullamore, Co. Offaly.

Young Social Innovators 3 Dawson Street, Dublin 2 Tel: 01 645 8030 Fax: 01 645 8031 E: educate@youngsocialinnovators.ie www.youngsocialinnovators.ie ÂŠYoung Social Innovators