Respect Me - Respect You!: Ages 8-10

RIC-6409 4.7/64

RESPECT ME – RESPECT YOU (Ages 8–10) Published by R.I.C. Publications® 2007 Copyright© Katherine Bates and Elly Taylor 2007 ISBN 978-1-74126-546-0 RIC– 6409

Additional titles available in this series:

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RESPECT ME – RESPECT YOU (Ages 5–7) RESPECT ME – RESPECT YOU (Ages 11+)

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notes Teachers

Foreword

Values education has always been a part of learning, often taking place incidentally during everyday life in a school. It exists in the way teachers communicate with their students, how the students relate to each other and the expression of those values within the whole school community.

Respect me – Respect you builds a strong but flexible program to support teachers and students to achieve a positive, clear and manageable inclusion of their core school values into their school’s code of conduct, welfare and social curriculum.

Respect me – Respect you is consciously underpinned by the rights and responsibilities ethos. It embraces current pedagogy, theoretical psycho-social research and effective conflict resolution models. The lessons focus on applying cognitive and affective skills through discussion and reinforcement activities.

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It also fosters resilience in each participant by developing the ability to direct his or her own inner power by understanding the needs, desires, rights and responsibilities which guide his or her own behaviour and, ultimately, to acquire a desired personal values framework while respecting and valuing others.

Titles in this series:

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Respect me – Respect you Respect me – Respect you Respect me – Respect you

Ages 5–7 Ages 8–10 Ages 11+

Contents

TEACHERS NOTES

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Erikson’s stages of social development........................... v

PROGRAM Step 1 – Awareness................................................... 2–9 Teachers notes...................................................... 2–3 Student worksheets............................................. 4–9 Step 2 – Awareness................................................10–17 Teachers notes................................................... 10–11

Boundaries........................................................................ vi

Theories underpinning Respect me – Respect you Introduction, Purpose....................................................... iv Self-awareness, self-acceptance and self-esteem.......... v Kohlberg’s stages of moral development........................ v

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Bloom’s taxonomy............................................................ vi Edward de Bono’s parallel thinking method/Multiple intelligences..................................................................... vii Types of power................................................................ vii How to use this book..................................................... viii

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Program overview............................................................ ix Curriculum links.......................................................... x – xi Supplementary resources............................................... xii

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Additional resources...................................................... xiii

Student worksheets..........................................12–17

Step 3 Awareness Desire..............................18–21 Teachers notes...................................................18–19

Student worksheets......................................... 20–21

Step 4 – Desire....................................................... 22–33 Teachers notes.................................................. 22–24

Student worksheets......................................... 25–33

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The ADKAR model............................................................ vi

Step 5 – Knowledge ............................................. 34–39 Teachers notes.................................................. 34–36

Student worksheets......................................... 37–39

Step 6 – Knowledge............................................... 40–51 Teachers notes.................................................. 40–42

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Students worksheets....................................... 43–51

Step 7 – Knowledge Ability............................. 52–53 Teachers notes........................................................ 52

Student worksheets................................................ 53

Step 8 – Ability....................................................... 54–60 Teachers notes........................................................ 54

Student worksheets.......................................... 55–60

Step 9 – Reinforcement......................................... 61–65 Teachers notes........................................................ 61

Student worksheets.......................................... 62–65

Step 10 – Reinforcement....................................... 66–77 Teachers notes........................................................ 66

Student worksheets.......................................... 67–77

References ....................................................................... 78 Answers...................................................................... 79–81 R.I.C. Publications®

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notes Teachers

Theories underpinning Respect me – Respect you Introduction

Values education is neither the imposing of a teacher’s values upon his or her students or the oppositional view of excluding the building of values with the philosophy: ‘I have a right to my values—you to yours; so let’s leave it there’. Nor is values education a prescriptive teaching of ‘right’ and ‘wrong’, a list of rules and punishments or an imprecise nature of inaccurate measuring of a child’s values on a report card. Values education is an active process of facilitating students, through the use of experience-based activities, to develop virtues that are of benefit to themselves and their communities. It is of teaching students how to filter and respond to experiences, to recognise their emotions in such situations and to work through and/or solve events in their world by use of appropriate and cooperative behaviour.

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Societal changes have had a significant impact on human relations. Many of the events in our world would seem to project and permit asocial behaviours and communication patterns.

Assisting children to build healthy self-esteem, to communicate effectively and to develop both a respect of self and of others in the larger community will lead to successful interrelationships and healthy, peaceable living.

Purpose

The prime aims of the Respect me – Respect you program are:

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•f orofr ev e w p u r p o s e s o n y• ready-to-go program self and others

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to develop their critical thinking skills

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to develop interpersonal relationship skills so they are able to ‘hear others and be heard’

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to understand the physical and emotional boundaries of one’s self and of others, thereby developing an understanding of personal space and personal differences in similar and different situations

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to allow participants to achieve greater insight of themselves and others, to ‘de-centre’ themselves and to see situations from different perspectives and understandings

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that supports new initiatives and assists in the active implementation of a skills and values education policy meaningful to their school’s needs

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self and of their feelings about one’s self and others

to explore the local community’s and school’s core values, and to involve participants in the development of and participation in social and school-based core values and rules appropriate to the student’s area and needs

to provide teachers with a program that can accompany presribed programs and outcomes as well as encompassing the individual needs of students

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notes Teachers

Theories underpinning Respect me – Respect you Self-awareness, self-acceptance and self-esteem Self-awareness is the ability to know ourselves—how we think, feel and act in the world. Self-awareness is the first step to recognising and changing behaviours that are working for or against ourselves or others. It can help enhance skills, attitudes and actions that serve us well. It is also the beginning of taking responsibility of one’s self and having self-control.

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Self-acceptance regards having a good relationship with ourselves. It comes from having our thoughts, feelings and desires validated during childhood and is a basic building block in the development of good relationships with others. Self-acceptance means respecting and valuing ourselves, thereby enabling an individual to respect and value others. Self-acceptance is an essential building block toward self-esteem.

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Our self-esteem comes from both inside and outside ourselves—how we feel about ourselves and how we feel about the perception of others about ourselves. If we feel good about ourselves, and people around us let us know they feel good about us too, we will have high self-esteem. If we feel bad about ourselves, people around us let us know they feel bad about us too. This can cause low self-esteem. Our self-esteem is not constant and does fluctuate. The more we recognise, respect and value ourselves, the greater our internal contributions to self-esteem. The more we are recognised, respected and valued by those around us, the greater the external contributions to our self-esteem.

As stated above, self-esteem is determined by both internal and external factors.

Because we have more control over inside rather than outside influences, our selfesteem needs to develop ‘inside-out’. This acts as a natural barrier to negative outside influences.

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judgements based on consequence, to judgements based on motive. The program used within this book, based upon Kohlberg’s studies of motive and understanding through the stages of pre-conventional and post-conventional morality, is designed to develop upon a child’s concerns with society as a whole through the use of discussion.

The program aims to assist an individual’s development towards Kohlberg’s ‘universal principles of justice’ (the highest stage of moral understanding), which requires the person to treat all parties involved with respect and in an impartial manner. Therefore, Respect Me – Respect you is based upon respect for self, respect for others and mutual respect­—all of which are themes developed by Kohlberg’s theories.

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Erikson’s stages of social development According to developmental psychology, people go through stages as they grow and mature.

Eric Erikson’s ‘Theory of psychosocial development’ describes the socialisation process of children, stage by stage, from infancy to adolescence to adulthood. Erikson believes the most important part of each stage is the acquisition of a particular developmental milestone.

In doing so, individuals attain particular qualities which support them in their healthy development and help them reach their potential as human beings.

The class discussions in this book’s program incorporate these stages, focusing on the four stages primary-school aged students go through: trust, autonomy, initiative and competence.

The fifth psychosocial stage begins during adolescence, the transition years in middle school.

Parallel thinking and multi-intelligence teaching methods encourage full-spectrum thinking at the student’s appropriate psychosocial developmental levels.

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notes

Theories underpinning Respect me – Respect you

Teachers

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The ADKAR model Developed by the research and publishing company, Prosci, <http://www.changemanagement.com/> and the Change Management Learning Centre, the ADKAR model is a goal-oriented, independent change management model that encompasses five stages of change: 1. Awareness of the need to change.

2. Desire to participate in and support the change.

3. Knowledge of how to change and recognise what change looks like.

4. Ability to implement change on a day-to-day basis.

5. Reinforcement to maintain change.

As a first step, children need to recognise that what they are doing may be wrong. This awareness often comes when a caregiver tells a child that something is incorrect. However, simply knowing that an action or response is wrong will not stop or change a child’s behaviour. Testing boundaries and experimenting to extend limits is natural. Implementation of consequences,

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Boundaries People have physical boundaries, a sense of personal space which determines how comfortable they feel being within a certain distance to other people. The better we know a person, usually the more comfortable we are having him or her close to us.

People have psychological and emotional boundaries too.

Our psychological boundary, or ‘thinking space’, can also be crossed by other people. If someone asks questions that are too personal, or tries to get us to agree with them when we don’t, we will feel the same level of discomfort.

Our emotional boundaries, or ‘feeling space’, can also be encroached upon by others. If another person tells us how he or she thinks we should feel, or says something to deliberately hurt our feelings, that person is crossing our boundary.

Having a recognition of our own personal boundaries helps us in our relationships with others.

Boundaries support us in our independence from, and interdependence with, others. Knowing what our attitudes, needs, rights and responsibilities are and how they may differ from others, provides us with a basis for understanding and compassion. Knowing ‘where I end’ and ‘where you begin’ promotes cooperation and team work, helps avoid confusion and misunderstandings and reduces tensions between people.

either positive or negative, is usually required.

These influence and contribute to a child’s desire to change. To support this desire, there needs to be appropriate motivation to change. Children need role models to understand what appropriate behaviour looks like. They need examples to develop their knowledge of appropriate behaviour.

Next, they need to practise implementing these learnt behaviours to achieve the fourth stage of the ADKAR model, ability. Change is not immediate for most people. Children, especially, need more time to grow their abilities to behave in new ways.

Finally, children need reinforcement to encourage and support appropriate and acceptable behaviours. This may take the form of positive reinforcement, including encouragement or other types of rewards.

(Adapted from the Change Management website)

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Bloom’s taxonomy Through his studies, educational psychologist Benjamin Bloom identified three domains of learning activities that encourage parallel thinking. They involve cognitive mental skills (knowledge), affective skills (attitudes, emotions and feelings) and psychomotor skills (manual skills). Within its program, Respect me – Respect you incorporates the intellectual skills of knowledge, comprehension, application, analysis, synthesis and evaluation. Alongside this, there is the use of the affective domain, where outward discussion and reflection involves feelings and values to develop the attitudes of appreciation, enthusiasm and motivation. This develops internalised values within children as they receive and respond to phenomena. As the students organise their priorities, they are able to create personal value systems using their full potential. vi

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notes Teachers

Theories underpinning Respect me – Respect you Edward de Bono’s parallel thinking method/Multiple intelligences

Each type of power has an effect on the nature of the relationships we have with others.

‘Inner power’ is power that is derived from inside ourselves. Inner power increases when we build confidence and decreases when we lack confidence.

When we have inner power, we can choose to share it with another person, as sharing it doesn’t decrease our inner power.

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C.Publ i cat i ons ‘Power over’ means we have • f o r r e v i e w p u r p o s e s o n l y • power over another person.

Judging: why something may not work, the Identification: No factual reasoning but an identification and expression of emotions, feelings and intuition recognition of faults, the need for caution and assessment of risks

Judging: why something should work; positive, logical thinking; identifying value and benefit of ideas

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Facts

2. Power over

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Creativity: Creative proposals and discussion of alternatives

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Redirect: Provides an overview and redirection or change in thinking. A clear, verbal redirection to the group to wear a ‘new’ hat. The blue hat defines the purpose and function of a session.

This teaching method encourages cooperative learning (inner power) as all participants are provided with the opportunity to contribute ideas to their full potential. Cooperative learning and personal power are positive, enabling skills that help individuals communicate and function in a community. Parallel thinking allows people to find points of agreement and assists in the exchange of views and value systems without the need for any one person or view to be ‘right’. It takes one’s ego out of discussions and allows participants to explore experiences without opposition or coercion to convince others to change their mind. Inner power assists in enabling a person to think like this more effectively.

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Power over increases when we are more dominant over someone and decreases when we are less dominant.

Power over means we have to have control over another person in order to feel powerful.

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There are two types of power that we can have as individuals: 1. Inner power

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In this program, a coloured hat is displayed alongside activities that explore that particular mode of discussion. The ‘thinking directions’ are listed below for reference. The hats are symbolic and are used to represent a type of thinking adapted from Edward De Bono’s Six thinking hats.

Types of power

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During the 1980s, Edward de Bono developed his famous six hats thinking strategies’ teaching method. With this method, the varying intelligences of participants are used to their full potential. At its essence, the belief is that participants involved in a discussion can express opinions and experiences freely, no matter how contradictory their views, because parallel thinking diffuses argument. The premise is that participants view a situation from a different perspective. The six ‘hats’ enable all participants to view an experience or problem from the same viewpoint (wearing the same coloured hat). Any choosing, judging and prioritising that occurs, is done so after all views have been expressed. The hat gives the group a direction to think—not a way they must or should think.

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Inner power is a good thing; confidence and capability adds to our self-esteem.

Other people feel good about someone who has personal power too. Power over is destructive because it means that someone feels good about themself at the expense of another person.

Other people are not likely to feel good about someone who is using power over them.

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How to use this book

Teachers notes pages

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Indicators explain what the students are expected to demonstrate when completing each step.

The theories and teaching methods underpinning each step of the program are explained.

The ADKAR change management model step is provided.

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Respect me – Respect you is a ten-step values education program. It aims to foster resilience in each participant by developing an individual’s ability to direct his or her own personal power by understanding the needs, desires, rights and responsibilities which guide his or her own behaviour. Ultimately, the individual acquires a desired personal framework while learning to respect and value others in the process.

The program follows the ADKAR change management model, which encompasses five stages of change. These five stages provide a basis for the 10 steps used in this book. Incorporated into the activities are Edward de Bono’s six parallel hats teaching method, Eric Erikson’s psychosocial stages of development, the application of Bloom’s taxonomy and Kohlberg’s stages of moral development. (Refer to pages iv – vii for detailed information regarding these theories.)

Each of the 10 steps in the program is accompanied by teachers notes and a selection of blackline masters. The program is designed to last for the length of a term.

The learning sequence is listed. Each step generally consists of two learning sequences. Teachers should read through the learning sequences and gauge whether their students should complete both Learning sequence 1 and 2 or just 2. This will depend on students’ prior experience with the program and their ability and level of maturity.

It is only necessary to complete Learning sequence 1 if students’ lack of prior experience warrants it.

Each learning sequence may occupy up to several lessons or sessions to complete.

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Teacher information— outlining lesson guidelines, discussion and question guides, and how students should complete the supporting blackline masters—is provided.

Student pages

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An activity or task suitable for assessment is denoted by this icon.

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The teachers notes at the beginning of each step are followed by student activity pages corresponding to the topic.

The student activity pages can be photocopied and given to each student to complete and then collated in a file or folder.

Some worksheets can be reproduced as an overhead for class discussion about the particular aspect being explored. The teachers notes provide this suggestion where appropriate.

Supplementary pages A list of supplementary resources to use with each step is provided on page xii. A blank page for additional notes can be found on page xiii. viii

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notes Teachers

Program overview Step 1 pp. 2–9

ADKAR Change management model stage Awareness Desire Knowledge Ability Reinforcement Awareness • Identifies and summarises the main objectives of specific games.

• Identifies and shares his or her feelings on experiences.

• Compares and identifies definitions of values.

Awareness • Identifies rules and codes of conduct.

• Identifies and summarises the main objective of specific games.

• Identifies and shares his or her feelings and preferences about different types of sport.

• Writes a one- to two-minute speech within a cooperative learning group with assigned roles.

3 pp.

18–21

Awareness Desire • Prepares a questionnaire for a visitor based on values and rules.

• Writes a recount and includes a personal comment on the specific experience.

• Prepares and presents a one- to two-minute speech.

• Writes summary notes on speeches given by other students.

4 pp.

22–33

Desire • Discusses classroom rules and evaluates their effectiveness and fairness.

• Reviews personal boundaries and their effects within the classroom.

• Lists and analyses rules, responsibilities and consequences of rule infringements in the classroom and school community.

• Understands and identifies ‘inner power’ and ‘power over’ strategies in self and others.

5 pp.

34–39

Knowledge • Recognises differences in the way people react to similar situations.

• Gains an understanding that individual differences are acceptable and common.

• Develops positive relationships with peers and teachers through empathy and respect.

• Identifies ways to keep themself and others safe in the playground and the classroom.

• Views and discusses a fictional situation, describing the feelings of each character in the story and illustrates an important event.

6 pp.

40–51

Knowledge • Recognises differences in the way people react to similar situations.

• Gains an understanding that individual differences are acceptable and common.

• Recognises and discusses a variety of ways to resolve conflict.

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Knowledge Ability • Explores underlying feelings that are often expressed by anger and frustration.

• Identifies a variety of feelings.

• Explores the workings of a volcano and compares its eruptions to people’s secondary feelings of anger and frustration.

8 pp.

54–60

Ability • Explores underlying feelings that are often expressed by anger and frustration.

• Identifies a variety of feelings.

• Explores the workings of a volcano and compares its eruptions to people’s secondary feelings of anger and frustration.

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7 pp.

52–53

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9 Reinforcement pp. • Lists and illustrates a variety of ways to ‘express’ feelings in an appropriate way suited to the student.

61–65 • Identifies situations that elicit certain feelings and strategies to assist in dealing with those feelings.

10 pp.

66–77

Reinforcement • Explores the concept of ‘cooperative power’.

• Researches various role models, examines their value system and explores how, as an individual, he or she can show respect of self, others and community.

• Researches people from the global community that have values admired by others.

• Analyses the actions and values of admired community and world figures that reflect cooperative power.

• Develops an understanding about what he or she respects in others and self by examining one’s own values and identifying what is important to him or her.

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• identify the need for rules for the protection of individual rights and equal opportunity • identify feelings promoted by sporting activities and talk about appropriate ways of expressing those feelings • identify and understand personal and social beliefs and ideas that can be implemented to form a values code • recognise different expressions of feelings in different situations • identify rules and values in organised sport • develop awareness that breaking rules and not respecting others values can have negative consequences for self and others • identify a range of moral codes when working with others in a group.

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• resolve a situation to achieve a win-win outcome • identify the rights of each participant in a situation and the responsibilities required to achieve a mutual solution • identify and use appropriate behaviours to develop healthy and strong relationships with others • implement the use of appropriate responses that build safe and mutually comfortable environments.

Learning area V1,V2,V3 V4,V6 COS2.1 DMS2.2 INS2.3 PSS2.5 GDS2.9 IRS2.11 SLS2.13

CUS2.3 CUS2.4 SSS2.8

TS2.1 TS2.2 RS2.5 RS2.6 WS2.9 WS2.10 WS2.11 WS2.12

HSIE/SOSE

English

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Personal development, health and physical education HPIP0201 HPIP0301 HPSR0201 HSPR0202 HPSR0301 HPSR0302 HPSR0303

Vic.

LS 3.1 LS 3.2 R 3.1 R 3.4 W 3.1 W 3.4

ENSL0201 ENSL0301 ENSL0202 ENSL0302 ENRE0202 ENRE0302 ENRE0207 ENRE0307 ENWR0201 ENWR0301 ENWR0204 ENWR0304

ICP 2 SOSE0202 ICP 3 SOSE0301 C 2.2, C 2.3, SOSE0302 C 3.2, C 3.3 NSS 2.2, NSS 3.2 Active citizenship (Refer to document)

SMS 2 SMS 3 IPS 2 IPS 3

WA

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NSW

State

EPD 2.1 EPD 3.1, EPD 2.2 EPD 3.2, EPD 2.3 EPD 3.3, EPD 2.4 EPD 3.4 EPD D 2.5

QLD

Refer to curriculum documents < http://www.qsa. qld.edu.au>

CI 3.1, CI 2.2, CI 3.2 CI 2.3, CI 3.3, CI 2.4, CI D2.7, CI D2.8 SRP 2.4 SRP 3.3 SRP 3.5

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2.1, 3.1 2.2, 3.2 2.3, 3.3 2.4, 3.4 2.7, 3.7 2.9, 3.9 2.11, 3.11 2.12, 3.12

2.3, 3.3 2.7, 3.7 2.9, 3.9

2.3, 3.3 2.5, 3.5 2.6, 3.6 2.7, 3.7

SA

NOTE: There are also links in the ‘Arts’ learning area for activities involving verbal communication and movement, movement and mime, and expression of judgments and understanding through visual arts.

Step 3 Awareness pp. 18–21

pp. 2–17

Steps 1 and 2 Awareness

The students should be able to:

Outcomes—

Curriculum links

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ADKAR Change management model

notes

Teachers

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• understand that differences are not threatening and personal power assists coexistence within a community and the world.

• understand how an awareness of own and others’ feelings develops a person’s sense of self and understand the importance that respect has in an effective community.

• understand that they have a right to express feelings but that they have a responsibility to express feelings appropriately.

• recognise that behaviour should not infringe on the safety of others.

STEP 8 Ability pp 54–60

STEPS 9/10 Reinforcement

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C.Publ i cat i ons •f orr evi ew pur posesonl y• TS2.1 TS2.2 RS2.5 RS2.6 WS2.9 WS2.10 WS2.11 WS2.12

CUS2.3 CUS2.4 SSS2.8

HSIE/SOSE

Respect me – Respect you

LS 3.1 LS 3.2 R 3.1 R 3.4 W 3.1 W 3.4

ICP 2 ICP 3 C 2.2, C 2.3, C 3.2, C 3.3 NSS 2.2, NSS 3.2 Active citizenship (Refer to document)

SMS 2 SMS 3 IPS 2 IPS 3

WA

HPIP0201 HPIP0301 HPSR0201 HSPR0202 HPSR0301 HPSR0302 HPSR0303

Vic.

State

EPD 2.1 EPD 3.1, EPD 2.2 EPD 3.2, EPD 2.3 EPD 3.3, EPD 2.4 EPD 3.4 EPD D 2.5

QLD

CI 3.1, CI 2.2, CI 3.2 CI 2.3, CI 3.3, CI 2.4, CI D2.7, CI D2.8 SRP 2.4 SRP 3.3 SRP 3.5

Refer to Curriculum documents < http://www.qsa. qld.edu.au>

SOSE0202 SOSE0301 SOSE0302

ENSL0201 ENSL0301 ENSL0202 ENSL0302 ENRE0202 ENRE0302 ENRE0207 ENRE0307 ENWR0201 ENWR0301 ENWR0204 ENWR0304

2.1, 3.1 2.2, 3.2 2.3, 3.3 2.4, 3.4 2.7, 3.7 2.9, 3.9 2.11, 3.11 2.12, 3.12

2.3, 3.3 2.7, 3.7 2.9, 3.9

2.3, 3.3 2.5, 3.5 2.6, 3.6 2.7, 3.7

SA

NOTE: There are also links in the ‘Arts’ learning area for activities involving verbal communication and movement, movement and mime, and expression of judgements and understanding through visual arts.

English

V1,V2,V3 V4,V6 COS2.1 DMS2.2 INS2.3 PSS2.5 GDS2.9 IRS2.11 SLS2.13

NSW

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Personal development, health and physical education

Learning area

Curriculum links

pp. 61–77

• develop an awareness of the connections within groups and that mutual respect is based on valuing individuals and their rights.

STEP 7 Knowledge Ability pp. 52–53

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• recognise ‘power over’ and ‘inner power’ situations and use skills to find alternatives to power over behaviours.

• develop an awareness of the connections within groups and that mutual respect is based on valuing individuals and their rights.

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STEP 6 Knowledge pp. 40–51

pp. 34–39

• develop respect for others’ choices by recognising and understanding cultural differences and similarities • develop self-confidence in understanding and accepting who they are and develop an understanding that they can be individuals within a group.

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pp. 22–33

Step 4 Desire

The students should be able to:

Outcomes

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Teachers

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notes Teachers

Supplementary resources Step 1

Horton hears a who (Dr Seuss) <http://www.parentsupportonline.com>

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<http://www.usaswimming.org> <http://www.parentingpress.com> Includes a variety of literacy materials, and resource lists, brochures etc. which can be sent out to parents to support the program.

TooCool sports series (Phil Kettle 2004 – 2006) A series of popular sporting adventures that focus on fair play, the rules of sport and confidence building.

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<http://www.cyh.com/SubDefault.aspx?p=255> The big box (Toni Morrison) A story about determining personal and social boundaries. It is a great stimulus for discussion about the responsibilities of abiding by rules, yet being able to express and accept individuality and personal freedom.

Dan and Diesel (Charlotte Hudson) A story about independence and love.

Boss of the pool (Robin Klein) A touching story about uniqueness, acceptance and social inclusion.

Tale of two kitties (Liz Pichon) A story of two very different kittens who are able to become friends and find a common cause to bond them.

A story of accepting individuality while living harmoniously with others.

Big changes, big choices (Michael Pritchard) Years 5–9. Series of 12 DVDs You can choose (Michael Pritchard) Years K–5. Series of 10 DVDs <www.goodcharacter.com/dilemma/dilemma.html>

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Nurse Matilda (Christianna Brand) A series of popular books that explores the actions and the consequences of actions through the eyes of children and aptly incorporates elements of the ADKAR change management model, as it develops a desire in children to change and treat others with respect.

We all sing with the same voice (J Phillip Miller and Sheppard M Green) A picture book exploring differences and similarities among people.

The Gizmo, Come back Gizmo, The Gizmo again (Paul Jennings) Explores friendship, personal power and consequences for wrong choices.

The secret record of me (Roland Harvey) A personal compilation of what makes the book’s character an individual.

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It’s mine (Leo Lionni) A picture book that uses frogs as a metaphor to explore selfishness, conflict resolution and social cohesion.

Corn is maize: The gift of the Indians (Aliki) Discusses the gifts people have to offer, the positive contribution people make to society and the often overlooked positive contributions people make.

Alexander and the terrible, horrible, no good, very bad day (Judith Voirst) Explores frustration and disappointment through the eyes of a child and his experiences.

9/10 Wanda Linda goes berserk (Kaz Cooke) A story about a girl and the way she expresses her anger and frustration, the consequences for her actions and the responses of others towards her actions. <http://www.nobelprize.org> Lester and Clyde (James Reece) Note: The websites listed in this book have been checked prior to publication. However, R.I.C Publications ® recommends that teachers check websites prior to use as they may have been altered since publication.

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Additional resources

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This is a blank page for additional notes. Suggestions include: additional resources, excursions, guest speakers, student requirements, levelling and adjusting activities for individual needs, equipment, classroom display ideas.

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Teachers notes

Step 1 – Awareness

Indicators: • Identifies and summarises the main objectives of specific games.

• Identifies and shares his or her feelings about experiences.

• Compares and identifies definitions of values.

ADKAR change management model: Awareness is the first stage of change. With awareness, we begin to learn about ourselves and our relationships with others. It builds the foundations of trust.

Erikson’s Theory of psychosocial skills: Does not apply to these learning sequences.

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Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Awareness – Work cooperatively in a group.

Learning sequence 1

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Background information: Values are intrinsic beliefs or ideas that guide our actions and the qualities of our behaviour. Integrity is the application of those values and standards that are held as important to the individual.

Values are developed at an early age through experiences and direct interaction with people regarded as important and significant in the lives of the individual. Values develop that are hard to change. Societies usually share certain common values among its citizens. Individuals may either share cultural, religious and personal values with the society they live in, or their values may differ from the norm. Mutual respect of the values of others creates harmonious communities. Some individuals may have values that do not entirely conform with the values or laws (externally imposed beliefs) of the society in which they live.

• Experience: Students are invited to bring in board games, which they play for a limited time within small groups. Students then complete the worksheet ‘Playing games’ (page 4) as a basis for the class reflective discussion below.

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• Discussion: After students have completed worksheet, ask them questions about the effect of the rules on playing the board game and the behaviour of individuals on the enjoyment of the game. The answers the students give will be based on their values and beliefs. After the discussion, mention this to the students. Use the following questions as a guide.

Question guides:

What benefits did we find in keeping the rules? (less conflict) If the game was new to you, what was difficult about it? (the rules were unfamiliar) Were any players helpful or unhelpful? Why? (dominance, disharmony and negative emotions) Who made up the rules? (set externally) Why is it important to have fair rules? (fair to all, equal opportunity for all players, individual’s rights respected) Were there any conflicts or problems? What caused them? (other people were limiting or disagreeing with my ideas/rights/beliefs)

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– Abide by and be aware of rules for social cohesion.

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• Class reflective discussion: Discuss as a class how rules are often not set by ourselves but by people we do not know. Ideas and beliefs are different from rules, as they are set by individuals and can differ from person to person. When we act according to our beliefs, we are carrying out a value that we think is worthwhile. However, sometimes these values are only worthwhile to ourselves and can upset others by limiting their rights and values.

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Teachers notes

Step 1 – Awareness Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus – Generalise – Categorise

Learning sequence 1 (cont.) (Assessment task indicated by ❋) Discuss with students their individual beliefs and how they differ from the rules we share in common with the community.

• Closing generalisations: As a class, write definitions to answer ❋ the following: – What is a value?

– What is a rule?

Students copy definitions into a workbook, file etc.

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Students complete the word search ‘Rules, responsibilities, beliefs and values’ (page 5).

Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus

– Create – Invent

– Devise and propose

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As a class, discuss the rules and values students feel are important for cooperation and successful group partnership.

Synthesis

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Learning sequence 2 (Assessment task indicated by ❋)

• Creating boundaries and rules: In small groups, students create a simple game for up to four players. The members of each group are to work cooperatively to plan and create a game for a lower primary class, making the rules and the components. You may want to laminate the boards first before sharing with the younger classes. Students will need access to coloured card, marker pens, pencils, scissors and glue.

– To help plan their game, students can be given:

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– lower primary class readers to provide a focus for the content topic of their game or use a simple game concept such as ‘Snakes and ladders’ – ‘Designing games’ task card on page 6

– sample grids on the planner pages (page 7), or design their own plan.

Analysis

– Analyse

• Class discussion: After students decide on the rules of their game they list them on an A3 sheet of paper. Alternatively, the teacher converts the rules into an overhead and all the rules are compared for similarities and differences, which are then discussed.

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– Recommend changes and developments

– Identify values that are important to individuals and why they should work as part of a basis for rules.

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• Suggestions for grouping students: Group students into the desired number compatible for the activity. Students can work in pairs, but the greater the number of group members, the more complex the interactions and the more interesting the reflective discussion. The class may be arranged into a variety of group sizes to observe group cohesion in relation to number of members. Often, the greater the number of participants, the less cohesion, providing an interesting viewpoint to society and community conflicts.

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• Class reflective discussion: Discuss with students what values and beliefs may have guided the students to make the rules they created for their games. They will find values that were common to most members of a group or to only a few. The differences and similarities within a group do not always refer to conflicts, but simply that there are natural differences in opinion among individuals in a group. People who live by their beliefs are said to be living by their values and show certain virtues by their actions.

These virtues are what influence an individual’s ability to live harmoniously and independently within his or her group(s) and community.

• Independent reflection: – Students review their game’s rules and complete the worksheet ❋ ‘Designing rules for playing games’ (page 8).

– Students match values to action statements by completing the ‘Values and actions’ worksheet (page 9).

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Playing games

Awareness

Step 1

Answer the questions below about the board game you played with your group.

Strengths

Weaknesses

What was pleasing about the game?

What was difficult about the game?

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What was frustrating or difficult about the way group members played the game?

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What was pleasing about the way the group members played the game?

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What did I learn from the game?

Were there difficulties with how we worked together as a group? If so, what?

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What did I enjoy about the game?

(For example; the roll of the die.)

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Opportunities

Was there anything that stopped the game from running smoothly? If so, what?

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Rules, responsibilities, beliefs and values

Awareness

Step 1

Our actions are guided by our values and beliefs in what is right and wrong. In our community, there are rules that are based on common values and beliefs that protect the rights of all individuals in the community.

Individuals have a responsibility to obey those rules for the safety and respect of themselves and others, as well as for their own and others’ property in the community.

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Find the values in the word search.

Values word bank

generosity

patience

truthfulness

honesty

courage

tolerance

kindness

responsibility

graciousness

helpfulness

courtesy

respect

dependability

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r c o m p a s s i o n o . te e e s y f u l o w eou o e c . c e u h e h l f u l n er s s s epr o t s supe r r p u t h o s i y t y t n c

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Designing games

Awareness

Step 1

Task: As a group, design a game for up to four players using one of the sample grids given to you or one of your own design.

You will need to: • Design the aim of the game.

• Design the layout and any cards or items for the game.

• Make or collect the pieces for each player.

• Create rules for the game.

• Play the game with your group to test it.

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Designing tips: • You can use pieces from other games.

• You can use the idea of a game you have played before and make it based around a topic you have chosen to explore.

• Start with the aim of the game and base your design around it.

• Make the game easy to finish within a limited time.

• Keep your rules simple and clear.

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You will need to: • Design the aim of the game.

• Design the layout and any cards or items for the game.

• Make or collect the pieces for each player.

• Create rules for the game.

• Play the game with your group to test it.

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Task: As a group, design a game for up to four players using one of the sample grids given to you or one of your group own design.

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Designing tips: • You can use pieces from other games.

• You can use the idea of a game you have played before and make it using the topic you have chosen to explore.

• Start with the aim of the game and base your design around it.

• Make the game easy to finish within a limited time.

• Keep your rules simple and clear.

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Sample grids

Awareness

Step 1

Start

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Designing rules for playing games

Awareness

Step 1

Answer the questions below about the board game you designed with your group.

Weaknesses

What was pleasing about the game?

What was difficult about the game?

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What was pleasing about the way the group members designed the game?

What rules made the game too complex?

What did you do to fix this problem?

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Strengths

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What did I learn about rules while making the game?

What were the difficulties with how we worked together as a group to decide the rules?

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What made the game enjoyable? (For example; the roll of the die.)

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Was there anything that stopped the game from running smoothly? If so, what? Why?

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Values and actions

Awareness

Step 1

What we value can be seen by our actions.

Sometimes when our emotions or feelings are intense we can act without thinking clearly, so it is good to try to stop, think and calm down so we can have time to choose the best option.

In our communities, there are rules that are based on common values and beliefs that protect the rights of all individuals in the community.

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1. Match each value to the action that demonstrates it.

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Actions

dependability

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Always speaking to others with respect.

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fairness

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Quietly solving problems without losing your temper.

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courteousness

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Showing and feeling care and understanding for others.

responsibility

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Treating everyone with the same respect.

helpfulness

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Telling the truth.

honesty

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Capable of responding in a truthful, loyal and dependable way.

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compassion

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Doing what we say we are going to do.

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Teachers notes

Step 2 – Awareness

Indicators: • • • •

Identifies rules and codes of conduct.

Identifies and summarises the main objective of specific games.

Identifies and shares his or her feelings and preferences about different types of sport.

Writes a one-to two-minute speech within a cooperative learning group with assigned roles.

ADKAR change management model: Awareness is the first stage of change. With awareness, we begin to learn about ourselves and our relationships with others. It builds the foundations of trust.

Erikson’s Theory of psychosocial skills: Trust is the first element for a child to understand when developing psychosocial skills. Too often children are told their feelings aren’t ‘right’. These learning sequences assist the child to recognise his or her feelings and begin to learn about them in order to express their feelings in appropriate ways.

By helping children to understand their feelings, they are able to develop understanding and empathy towards each other, thereby leading each child towards a feeling of independence and an acceptability of their own and others’ feelings within a group.

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Bloom’s taxonomy and focus

Discussion – Safety

– Cooperation in groups – Commonality of rules and regulations in organised events and social interactions.

Learning sequence 1 (Assessment task indicated by ❋)

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Focus: To identify similarities and differences in codes of conduct, rules, equipment and regulations during team, organised and recreational sport, so the responsibilities of the individual is highlighted.

• Students list different sorts of sporting activities and classify each as a team, organised, recreational and/or individual sport. (Refer to the suggested list of sports on page 11.)

• Discussion: Students discuss their classifications—the commonalities and differences—of the sports. Students express their feelings without need for explanation; e.g. ‘I find football exciting. I don’t like tennis.’

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• Students complete the worksheet ‘Sport can be played for many reasons’ (page 12), categorising each sport and according to their preferences.

• After a class discussion, students write answers to the questions posed at the bottom of the worksheet. ❋ A suggested format is provided.

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Identify • Follow with a class tally of the sports and activities that the students – Identify and determine participate in. the popularity of certain types of sport.

Learning sequence 2 (Assessment task indicated by ❋)

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Focus: For group members to make an effort to understand the value of rules and regulations as they relate to the rights and esteem of self and others and not to focus solely on the penalties and disagreements.

• Sort students into specialist groups (refer to page 11). In groups, students research a particular sport and answer the questionnaire on page 13.

• Questionnaires and information sheets can be scaffolded to suit the individual needs of students. Refer to pages 14 to 17 for examples of sports that can be researched.

Discussion Recording Analysis

• Groups use answers to write short paragraphs about their sport. Group presents information as a one- to two-minute speech to the class.

• As each group presents its speech, individual students categorise the facts with the teacher facilitating the activity. ❋ • Discussion: As a class, determine the similarities between each sport.

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Teachers notes

Step 2 – Awareness List of suggested sports Can be used for both Learning sequences 1 and 2. golf gymnastics handball: wall, free-space hang-gliding heptathlon hockey: ice, grass, air, underwater ice-skating lawn bowls martial arts: karate, taekwondo, aikido motorcycles: racing, trail bike, dirt bike netball orienteering parachuting pentathlon powerlifting rollerskating rowing running: jogging, long-distance, sprinting sailboarding

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sailing skateboarding skiing: grass, water, ice skipping snooker softball surfing surf lifesaving swimming table tennis tennis: grass, artificial surfaces, clay triathlon volleyball walking water polo weightlifting whitewater rafting wrestling yachting yoga

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archery: indoor, outdoor athletics: track and field, indoor badminton basketball baseball billiards bocce bowls bungee jumping bushwalking canoeing caving cricket cycling darts dance: rap, classical, jazz, ballet diving equestrian: horse riding, show jumping fishing: lake, open ocean, game football: league, union, gridiron, Australian rules, Gaelic, soccer, touch, tag

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Classroom organisation for Learning sequence 2

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Group leader and presenter

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All students are assigned a specific role in the group, which should be explained before commencement of activity. The students’ roles are guided by the teacher’s understanding of their skills and social combinations.

Activities can be scaffolded to suit the ability of the group. All participants in the group share ideas and concepts equally. It is up to the group leader to organise and assist in allowing everyone an equal share of input in a respectful way. (The use of a ‘talking stick’ may be helpful.)

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Illustrator

The talking stick The ‘talking stick’ can be a ruler with a ‘mouth’ stuck on the top or a stick with a particular design. When a group member has the stick (given to them by the group leader) they have a predetermined time to share their ideas without interruption from others in the group. Once the student has finished his or her turn, the stick is returned to the middle of the group and the group leader then gives it to the next student. The selected time for each person to hold the stick can be determined by the needs of each individual class. The time is to be prearranged and understood before commencing group work. This ensures that no one particular student dominates the group.

The use of the research sheets on pages 15–19 allows for the development of summarising, identification of keywords and facts and notetaking skills. These skills reference the key learning area of English, assisting students to work independently and effectively.

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Sports can be played for many reasons

Awareness

Step 1

1. (a) On the back of this sheet, list as many types of sports as you can think of. (b) Arrange the sports according to the categories in the table below. (c) Highlight and link sports that belong to more than one group (as shown in the example).

Recreational

tennis

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Team

Competitive

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2. (a) As a class, discuss the following questions:

(b) Now, using a separate sheet of paper, write your own answers to the questions.

Use the format shown below when answering and try to list as many reasons as you can.

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Values and rules common to most sports include…

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These core values are common to most sports because …

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They reflect a sense of fair play because …

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All about sport

Awareness

Step 2

Sport uses rules to ensure: • that the people playing know what to do • everyone behaves • everyone has a fair chance of winning 1. In your group, decide upon a sport you would like to research. Within your group, your teacher will assign roles to people.

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2. Using research on your chosen sport, complete the table.

Name of researched sport:

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Special equipment:

Main object of the game

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Members/ Participants:

Coordinator(s); e.g. Skills required: judge, ref., coach:

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Rules in sport not only provide a structure for a game, but also ensure that respect is shown towards everyone involved in the game. There is:

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4. (a) Three rules and codes of

behaviour for this sport are:

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• respect for self (e.g. Showing self-control when you make a mistake.) • respect for others ➞ Accepting an umpire’s decision.

• mutual respect ➞ e.g. Shaking hands at the end of a game.

For the following questions, use the arrows as shown to classify how each rule or code of behaviour shows respect to the people involved in the sport.

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(b) Three infringements and their consequences for this sport are:

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Tennis

Awareness

Step 2

Tennis can be played as a highly competitive game or as a social game—and can be played with either two people (singles) or four people (doubles). The object of the game is to use a racquet to return a tennis ball over a net within a defined space. Tennis can be played on a variety of surfaces including grass, clay and hard court.

For competitive games there are also officials who call if a ball falls in or out of the line boundaries. With modern technology, some competitions have computers for line calls. Competitive matches may also have ball boys or girls to retrieve balls. Apart from a tennis racquet, the playing court and tennis balls, regulation tennis shoes are required to play the game.

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Warnings can be given and/or points can be deducted for conduct unbecoming to the game. Back-chatting the umpire, showing disrespect to one’s opponent or disadvantaging your opponent by your behaviour in words or actions can result in point penalties or disqualification.

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The aim of each player is to hit the ball to a position within the defined area so that the opponent can not return the ball back and keep it in play. The game is played in sets, with usually the winner having won two of three sets. The first player to win six games in a set and be in front of his or her opponent by two games wins the set. Points are scored from 15 to 30 to 40 to ‘game’. If both players score to 40, this is called a ‘deuce’ and advantage points are then used.

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Junior and senior tennis associations have a code of conduct and scoring and dress codes so everyone can enjoy the game.

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(a) Fair play rules

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Interview a person from your class who plays the game or ask him or her for a copy of a conduct rule book to assist you.

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All games of tennis require an umpire.

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Handball

Awareness

Step 2

For handball that is played against a wall, the ball is served and returned using the hand or fist. Generally, gloves are worn to protect the hand against the small rubber or synthetic ball.

Protective eye wear should also be worn. In competitive matches there are referees, line judges and scorers.

Violation of the rules of the game may result in a foul being given to a player. This results in either a free throw or a penalty shot on goal. A maximum of three fouls per player are given, after that the player is disqualified. Foul calls are given for incorrect serves, returns, faults and behaviour including swearing, arguing, threatening, aggression to other players or the referee, or anything that is regarded as bad behaviour.

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The objective of handball is to serve and return a ball by hand or fist to an opponent so they are unable to keep the ball in play.

There are several forms of handball. It can be played on a drawn area on a hard surface at school (sometimes including a wall) for recreational play and can be played as singles (two people) or doubles (four people). It is also played as an international competitive sport, usually indoors with two teams of six players, on a full-length marked court with nets at either end to score into. In competitive games, there are age and grade divisions.

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C.Publ i cat i ons Locate the website <http://www.handballaustralia.org.au/handball_rules.html> to •following f orr evi ew pur posesonl y• research the information.

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1. (a) List one handball rule you think is fair and explain why.

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(b) Draw the organisation of the lines of the handball court in the box. How are these similar and/or different from your school’s handball games?

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Swimming

Awareness

Step 2

The objective of the sport is to move (swim) in water using a variety of strokes or styles.

Involvement can be recreational or competitive. Competitive swimming involves events or a series of races where a swimmer swims from a starting point to a designated finishing point. For competitive swimming there are technical rules for how to carry out the stroke and compete in the event. Age divisions, categories and stroke divisions are used to group people.

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There are rules and regulations regarding dress, code of conduct and technical swimming strokes. Behaviour that causes interference to other swimmers or which disadvantages them may result in disqualification or penalties.

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Although this is generally not a team sport, teams for relays in freestyle or medley events often occur in competitions.

Swimming is just one of a number of water sports such as water polo, diving, surfing, canoeing and rafting.

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C.Publ i cat i ons orr evi e pur pos es l yof• (b) Read the• ‘10f commandments forw swimming parents’.

What iso then focus the

Go to <http://www.usaswimming.org> and follow the instructions below.

1. (a) Click on the ‘Parents’ tab. Then click on ‘Role of the parent’.

commandments? Explain your answer.

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2. (a) Return to ‘Parents’ main page. Click on ‘Swimming 101’ and then ‘Basic rules’.

Scroll to the bottom of the page and click on ‘Rules and regulations’. Then click on ‘USA Swimming mini-rulebook’ and answer the following:

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(b) Scroll to ‘Disqualifications’ on page 30 and read 102.10. What rule can swimmers be disqualified for in rule .3 of this section? Explain your answer.

(c) The object of the swimmer is to be the fastest in the race. Why are timing devices so important in swimming? Why would it be unfair if the timing was incorrect?

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Basketball

Awareness

Step 2

The object of the game is to gain points by throwing (shooting) a basketball through a hoop at the team’s end of the court. The team who scores the highest number of points is the winner.

One, two or three points are awarded, depending on where the ball is shot from on the court. There are player positions of guard, forward and centre. The ball is dribbled, passed or shot with the use of a player’s hands. Special rules apply in regard to passing and running with the ball and shooting areas.

The areas are indicated by markings on the court.

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Uniforms are worn in competitive games. They usually consist of shorts, loose tops to allow freedom of movement and regulation shoes.

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Although a contact sport, the rules discourage rough play that allows a team an advantage. Illegal contact results in the call of a foul by a referee. A foul comes with penalties and awards the opposition an advantage, such as a free throw or free scoring shot. A player who receives five fouls in one game is sent off.

Go to <http://www.ducksters.com/sports/basketballrules.php> and answer the following.

1. What is the main difference between a team playing offence to that of defence?

2. What is the main goal of defensive play?

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3. There are several strategies used to help defend against opponents. It seems to be easy to foul when defending. Why?

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4. What rule did you find most interesting? Explain your answer.

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Teachers notes

Step 3 – Awareness

Desire

Indicators: • Prepares a questionnaire for a visitor based on values and rules.

• Writes a recount and includes a personal comment on the specific experience.

• Prepares and presents a one- to two minute speech.

• Writes summary notes on speeches given by other students.

ADKAR change management model: Awareness is the first stage of change. The relationships we have with others starts with the relationship we have with ourselves. The following learning sequences continue with the Awareness stage and develop into the Desire stage.

Erikson’s Theory of psychosocial skills: Trust is the first element for a child to understand when developing psychosocial skills. Too often children are told that their feelings aren’t ‘right’. These learning sequences assist the child to recognise his or her feelings and to begin to learn about them in order to express their feelings in appropriate ways.

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Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Evaluation – Judge and select.

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By helping children to understand their feelings, they are able to develop understanding and empathy towards each other, leading each child towards a feeling of independence and an acceptability of their own and others’ feelings within a group. Through simulated social-based drama activities, children are able to experience their physical and emotional boundaries and determine how comfortable they feel being a certain distance from each other. They will also be able to discuss their feelings and observe that different individuals will feel differently in the same situation.

Learning sequence 1 (Assessment task indicated by ❋)

Focus: To develop students’ knowledge of professional sporting groups so the class can understand rules of conduct of a variety of sports and the codes incorporated into individual and team sports.

Ask students: How are these values reflected in our society?

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Analysis

• Organise a visit from a person involved in a professional sport or a local sporting team or community sports association to help students understand the rules and values of sportsmanship.

• Prior to the visit, students formulate a set of questions to ask. These can be developed through guided discussion and the questions can be given Comprehension to the guest speaker prior to his or her visit. (Refer to page 19.) ❋ • Students complete a recount of the visit through the use of a joint – Students translate discussion exercise, including a personal comment about what they learnt their new knowledge about rules and fairness. and include a personal value comment.

• Students complete the proforma, ‘Sportsperson’s visit’, on page 20. ❋ • Having compared and contrasted a variety of sports’ rules and codes of conduct, students now liken these concepts to their own classroom’s rules and recognise their part in supporting their effectiveness and the benefits of teamwork.

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Bloom’s taxonomy and focus Evaluation

– Show and classify rules and values that can be used in our community.

– Identify cautionary points, being sensitive to the positive values that generate fair and helpful rules.

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– Identify, explain and examine different sporting activities and their commonalities.

Learning sequence 2

• Students discuss and record their understanding of ‘sportsmanship’.

Students then compare their understanding to the definitions supplied in the dictionary and thesaurus.

• Guided discussion: How can students develop the desire to use and implement the practice of sportmanship in their own lives and community?

What core values are common to all the sports they researched?

– Discuss the most common rules. Ask: ‘What is a “fair” rule?’ ’Which rules could be used in our classroom and how can we display sportsmanship in the classroom?’

• Students complete the ‘Positive members in our communities’ worksheet (page 21).

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Step 3 – Awareness

Teachers notes

Desire

Developing questions for the guest speaker • It is important that students have taken an active part in developing the questions and are knowledgeable about the purpose of the meeting with their guest speaker.

• Ensure students have researched the sport the guest speaker is representing.

• Have the students look at the rules of the sport that is the focus of the visit.

• The students are developing an understanding of the types of values that provide a basis for rules and how these rules encompass and influence the many facets of their lives.

• Some suggested sample questions to lead the guest speaker are:

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How would you define a ‘good sport’ or sportsmanship?

What rules do you find the most difficult to keep and why?

How do you feel when someone else on the other team breaks the rules or plays in an unfair manner?

What codes of conduct are the players asked to uphold on and off the field?

What do you expect from the referee and why?

What are the penalties for not keeping the rules?

How do you deal with a player that is breaking the rules or using aggression during a game?

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What do you consider to be the most important rules in your sport?

What does the coach say to a team/team member after a game if rules have been infringed?

The following lists include suggested values and feelings that support the Learning sequences in Steps 1, 2 and 3.

Suggested values list to support students’ core capacities in discussions

Feelings engendered by a cooperative, working classroom

Many students often over generalise values and are unaware of the broad nature, definitions and types of values there are. This list aims to guide and develop students’ vocabulary and understanding of these values.

This is a list of desirable outcomes and feelings that help create a productive and friendly classroom environment.

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A good listener

Safe

Relaxed

Creativity

Freedom/Freedom of expression/Freedom of beliefs/ Thoughtfulness/Awareness of others rights

Ease/Comfortable Calm

Contribution/Responsible

Passionate

Ability to communicate ideas and feelings

Challenged

Happiness/Cheerfulness

Excited

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Cooperation

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Peace/Serenity/Energised/Love

Loyalty

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Achievement/Accomplishment/Learning/Growing

Motivated

Enthusiasm and persistence

Supported Accepted

Creativity Acceptance of self/others

Striving to be the best one can be Respect of self/Respect of others/Respect of property Respect of space and personal boundaries Friendship/Companionship Care for self/Care for others

Care for

Free (i.e. liberty of action, thought, policy and facility is reflected by ensuring all have the same freedoms. This evokes rights and responsibilities. We all have rights, but we also have responsibilities so that others’ rights are unobstructed. Fair rights do not endanger or impede other’s safety, health, freedoms.)

Consideration Drive/Determination

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Sportsperson’s visit

Awareness

Step 3

Desire

1. (a) Use the planner below to recount the experience you had with your guest speaker. Finish by adding a personal comment about the experience.

The setting: Who?

When?

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Where?

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Events What did the visitor talk about?: Topic one

Topic two

Topic three

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Other

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Personal comment Write about your feelings, what you learnt and what you found most

interesting:

(b) Write a recount of the experience.

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(c) Edit your work.

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Positive values in our communities

Awareness

Step 3

Desire

1. In the sports you researched, what rules and related values were common to each of them?

Rule

Value

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 2. Reword these rules so they can also be used in your classroom or community.

Rule

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Teachers notes

Step 4 – Desire

Indicators: • Discusses classroom rules and evaluates their effectiveness and fairness.

• Reviews personal boundaries and their effects within the classroom.

• Lists and analyses rules, responsibilities and consequences of rule infringements in the classroom and school community.

• Understands and identifies ‘inner power’ and ‘power over’ strategies in self and in others.

ADKAR change management model: Desire is the second stage of change, providing the motivation for learning new or better ways to express ourselves to be able to respond appropriately to others.

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Erikson’s Theory of psychosocial skills: Independence is the next step in the development of a child’s psychosocial skills. To support children in the development of their sense of independence, activities which promote people’s differences and similarities will encourage each child to distinguish, compare and examine these concepts. ‘A resilient individual is one who has the capacity to effectively cope, adjust and respond to the problems and issues that he or she faces in everyday life’. (Search Institute 1996)

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Our feelings act as a filter and can control our perception of a situation. Sometimes, if our feelings are too strong, we cannot control our reactions so we need to be aware of our feelings and enjoy and understand them so we can respond to them and the situation they apply to appropriately. (Robbins, 2001).

When rules and responsibilities are created, we need to take personal boundaries into account.

Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Learning sequence 1

• Discussion: Use the ‘Boundaries–1’ worksheet (page 25) to promote discussion on the concept of ‘boundaries’. This could be reproduced as an – Identify the categories overhead or distributed to students. that make students’ classroom rules • Students complete the accompanying ‘Boundaries–2’ worksheet (page balanced and fair.

26) and complete lists, using original examples and adding any other ideas discussed.

Knowledge

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• Students sort their classroom rules into categories using the following headings:

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– Map workings in classrooms.

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– Build positive interactions and core understandings behind students’ learning

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‘Food’, ‘Shelter’, ‘Love’, ‘Safety’, ‘Education’ ‘Freedom of speech’, ‘To be different’, ‘To feel comfortable’, ‘Equal opportunity’.

Application

– When examining rules, discuss consequences of breaching rules, focusing on the values that underlie each rule; e.g. Move safely around the room = respect the personal space of others, caring for people and property.

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– As the rules may only focus on negatives, this discussion may involve adding and ‘balancing’ the classroom rules to become a list of positive actions; for example, instead of ‘no running in the classroom’, change the rule to ‘move safely around the room’ or ‘walk only’.

– A clear definition of the steps for maintaining these rules should also be reviewed so everyone understands the consequences and warnings that act as guards against breaking the rules. Discuss the rule ‘reminders’ and the behaviour management program of your classroom and school. Also discuss your merit and award systems, focusing on the positive and supported values and behaviours of the students in the school.

• Discuss the difference between a ‘rule’ and a ‘law’. Write the definitions as a class or as an individual exercise.

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Teachers notes

Step 4 – Desire

Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Learning sequence 1 (cont.) (Assessment task indicated by ❋) Focus: When we know our own and others’ boundaries, we have greater inner power. We know what we need and can respect our needs and the needs of others. We do not need to have power over others to be their friend or to protect ourselves. We have our own power inside ourselves.

• Use the ‘Inner power and power over’ worksheet (page 27) to discuss the benefits of inner power. This could be reproduced as an overhead.

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• As a class, discuss the scenarios on page 28, about ‘inner power’ or ‘power over’ situations. This could also be used as an overhead.

• Students complete the ‘Rights and responsibilities’ worksheet on page 30, matching actions to appropriate consequences. ❋

Knowledge Application – Describe the events of the book, analysing and grouping the boundaries that are upheld or crossed in the story.

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• Independent reflection: Students complete the worksheet, ‘Inner power and power over scenarios – 2’ (page 29), referring to the previous discussion points of page 28.

• Students are now ready to identify which rights feel relevant to them and match a responsibility that they and others have to carry out in order for these rights to be fulfilled; for example, We have the right to have our own opinion. We also have the responsibility to respect other people’s point of view, without necessarily agreeing with them; We have the right to be safe and we also have the responsibility to act safely and be safe towards other people in our play; We need to respect others’ personal and physical space. Some people like hugs, other people don’t. We need to listen when a person asks us to stop treating them in a way that makes him or her feel uncomfortable.

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This discussion aims to lead students to an understanding that carrying out responsibilities is also a sign of respect for others and of self-respect.

• Students complete ‘Actions of respect – 1’ worksheet (page 31), as a small-group activity.

• Extension and additional development of concepts:

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– Identify the responsibilities of individuals to solve, heal and build positive relationships.

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• Students should recognise that values and actions of respect are the basis of rules; Individuals have a responsibility, when part of a group, to engage in actions that are for the good of the whole, whether it be in the classroom, the school or the community. Students complete ‘Actions of respect – 2’ worksheet (page 32) as a small-group activity.

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– Shared reading: The Gizmo (Paul Jennings)

The series continues the ‘Gizmo’ saga.

Use the novel’s main character as a means of exploring the concepts of ‘power over’ and achieving personal power in friendships. Throughout the novel there are many opportunities to discuss the following:

What else could the characters do?

How did they try to fix the problem(s)?

What was working? What wasn’t working?

What boundaries were the characters crossing?

What inner power could the characters use to solve the problems?

– The movie Shrek explores relationships in an entertaining way and is a great initiator for character analysis and for examining coping strategies and conflict resolution.

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Teachers notes Edward de Bono’s parallel thinking hats

Step 4 – Desire

Bloom’s taxonomy and focus

Learning sequence 1 (cont.) (Assessment task indicated by ❋)

– Relates

generalisations about values to own

behaviours and codes.

– When discussing plot and character analysis in popularist texts, ❋ discuss: (a) the values and behaviours of individual characters (b) the boundaries the characters crossed

(c) the ways the character(s) showed or could have shown inner power to solve the problems and/or express their feelings

(d) the responsibilities each of the characters had in particular situations.

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Learning sequence 2 (Assessment task indicated by ❋)

Synthesis

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– Identify and comment on right relationships and pushed boundaries from

Focus: Ensure students understand that rules are based on values and respect. With rights we need to also accept responsibilities. We can build inner power if we have healthy boundaries. Boundaries can be cognitive (thoughts), emotional (feelings) and physical (actions).

• Development of concepts:

(a) various fiction stories

(b) various experiences

– Shared reading: Read Nurse Matilda (Christianna Brand) as a class novel to students.

– Discuss the right relationships and the relationships that are unfair that occur in the novel during and after reading sessions.

• Discussion: By understanding our rights and the rights of others, we enter into ‘inner power’ relationships.

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– Water simile: Use a glass of water, a half-full bucket of water, a tray (with a slight edge such as a baking tray) and a tray of ice cubes.

Pour water on the ground. Make sure students note that water has no boundary and will spread everywhere. It runs away and gets lost. This is like a person without boundaries, rules or values.

Pour some water into the glass. The water has an invisible boundary. We know it is there but we cannot see it. Just like the ice, it holds together.

We can still see its shape and it can be separated from other things.

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It is helpful to have healthy boundaries. There are often signs around boundaries that help us understand where things stop and other things start. To explain boundaries to the students, use water as a simile.

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Show the bucket with water in it. We can see the boundary clearly. We know the physical boundary is there and can see where it starts and stops. Sometimes boundaries are invisible but we know they are there (like feelings, thoughts). Sometimes we are not sure where the boundary is, but when we cross the boundary we suddenly realise it. (Like an automatic door, or when we do something that hurts another person.)

Other times, we can see the boundary. (Like a fence or a line to mark a handball court.)

• Guided discussion: Use the ‘Boundaries–1’ worksheet (page 25) to discuss visible and invisible physical, cognitive and emotional boundaries (thoughts, feelings and actions). This could be reproduced as an overhead.

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– Students complete the worksheet ‘Types of boundaries’ (page 33) ❋ after the guided discussion.

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Boundaries – 1

Desire

Step 4

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NO THROUGH ROAD

RESIDENTIAL, INDUSTRIAL, COMMERCIAL ASBESTOS REMOVAL & STRIP-OUTS.

WARNING KEEP OUT

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C.Publ i cat i ons Boundaries are anything that helps us to see where one thing stops and another thing starts. o rboundaries, r evi ew pur pare os esonl y• Sometimes• we f can see sometimes they invisible.

• fences

• words

• lines

• feelings, thoughts

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• page borders

• truth

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• places, countries (on maps)

• time: (morning tea, bedtime and home time) • rules, laws

• air, gravity, atmosphere

• nets

• ideas

• skin • hand signs, body gestures, facial gestures • bells, alarms • other people, actions against us

• space • being too close or too far away from someone (distance) • rights (knowing our own and others)

• responses to one’s feelings

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Boundaries – 2

Desire

Step 4

NO THROUGH ROAD

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WARNING

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KEEP OUT

Boundaries are anything that helps us to see where one thing stops and another thing starts.

Sometimes we can see boundaries, sometimes they are invisible.

Boundaries we can see:

Invisible boundaries:

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Inner power and power over Inner power

Makes other people respect us

Desire

Step 4 Power over

Hurts other people’s feelings

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Promotes trust with others

Breaks trust with others

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Allows us to feel powerful but can make others feel weak

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Allows us to feel powerful and allows others to feel powerful too

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Is assertive and takes into account the rights of others

Is aggressive and ignores the rights of others

Is fair

Is not fair

Makes us feel good about ourselves

Can make us feel bad about ourselves

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Inner power and power over scenarios – 1

Desire

Step 4

We can see ‘inner power’ and ‘power over’ in our school and in our communities.

1. (a) Read these scenarios and discuss whether they show inner power or power over.

r o e t s Bo r e p ok u S Tom pulls Alex’s school hat off his head and throws it into the garden. Alex feels hurt but says nothing. He goes to find his hat and Tom laughs at him. Tom does this everyday and nobody knows he is doing it.

Alex feels threatened and needs to tell the other person to stop.

He says, ‘You need to stop what you are doing and choose a better game to play’.

Rosie finds a note on her desk. It is signed by the group of girls she sits with. It says, ‘Do you like Rosie? Tick for YES, cross for NO’. All the girls have drawn a cross.

Sophia is playing chasey with her friends.

As she is running, she accidentally trips up Amanda. Another girl sees it, calls Sophia a ‘meanie’ and says she can’t play. Sophia tries to explain what happened but all the girls are circled around Amanda. They block Sophia out, so she can’t see if her friend is okay.

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Tom tries to pull Alex’s school hat off his head. Alex holds onto his hat and says, ‘Leave my hat alone. It’s not funny. If you keep trying to pull my hat off, I will have to tell the teacher’.

(b) Talk about the use of inner power in each of the scenarios and how it would make you feel.

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C.Publ i cat i ons Rosie finds a note on her desk. It is Rosie is upset but doesn’t let the girls see how hurtp sheu is.r She • f o r r e v i e w p o s esonl y• signed by the group of girls she sits thinks, ‘It’s pretty weak that people would write notes like that’.

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While waiting in line to enter class, Sam gets pushed hard in the back. He turns around and says, ‘Get lost! That’s a sneaky thing to do and you need to stop it’.

with. It says ‘Do you like Rosie? Tick for YES, cross for NO.’ All the girls have drawn a cross. Rosie is upset but says nothing. She feels she can’t talk to them and wants to move tables.

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She tells the teacher. The girls all talk about what happened and apologise. The girls said they felt pressured to sign the note or otherwise another girl wouldn’t be their friend. They realise they should have stood up for their real feelings.

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While waiting in line to enter class, Sam gets pushed hard in the back. He turns around and says, ‘Get lost! That’s a sneaky thing to do and you need to stop it’.

The teacher says Sam has to stay in at lunch for talking while in line.

Sam feels really upset and thinks his punishment is unfair.

He calmly explains the problem to the teacher, who then finds out who pushed Sam. The boy calls Sam a ‘dobber’, but Sam says doesn’t let the words have any power over him and doesn’t feel upset.

The teacher says Sam has to stay in at lunch for talking while in line. Sam says nothing.

He feels upset and frustrated.

He gets really angry with the teacher.

While waiting in line to enter class, Sam gets pushed hard in the back. He turns around and punches the boy behind him. It was not the boy who pushed him. Sam gets detention for punching someone.

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Inner power and power over scenarios – 2

Desire

Step 4

1. (a) After a class discussion about the different scenarios, cut out the dilemmas and glue them into your workbook. (b) Identify what type(s) of power(s) is/are being used in each situation. (c) Write a solution where the person being hurt could use inner power.

While waiting in line for class, Sam gets pushed hard in the back. He turns around and says, ‘Get lost! That’s a sneaky thing to do and you need to stop it’.

The teacher says Sam has to stay in at lunch for talking while in line.

Sam feels really upset and thinks his punishment is unfair. He calmly explains the problem to the teacher, who then finds out who pushed Sam. The boy calls Sam a ‘dobber’, but Sam doesn’t let the words have any power over him and doesn’t feel upset.

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Rosie finds a note on her desk. It is signed by the group of girls she sits with. It says, ‘Do you like Rosie? Tick for YES, cross for NO’. All the girls have drawn a cross.

Rosie is upset but doesn’t let the girls see how hurt she is. She thinks, ‘It’s pretty weak that people would write notes like that’. She tells the teacher. The girls all talk about what happened and apologise. The girls said they felt pressured to sign the note or otherwise another girl wouldn’t be their friend. They realise they should have stood up for their real feelings.

in line for class, Sam gets pushed © R. I .

C.PubWhile l i cwaiting at i o ns hard in the back. He turns around and says ‘Get lost! That’s a sneaky thing to do and you need to •f orr evi ew pur p esonl y• stopo it’.s

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The teacher says Sam has to stay in at lunch for talking while in line. Sam says nothing. He feels upset and frustrated. He gets really angry with the teacher.

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Tom tries to pull Alex’s school hat off his head.

Alex holds onto his hat and says, ‘Leave my hat alone. It’s not funny. If you keep trying to pull my hat off, I will have to tell the teacher’.

Alex feels threatened and needs to tell the other person to stop. He says, ‘You need to stop what you are doing and choose a better game to play’.

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Sophia is playing chasey with her friends.

As she is running, she accidentally trips up Amanda. Another girl sees it, calls Sophia a ‘meanie’ and says she can’t play. Sophia tries to explain what happened but all the girls are circled around Amanda. They block Sophia out, so she can’t see if her friend is okay.

Rosie finds a note on her disk. It is signed by the group of girls she sits with. It says ‘Do you like Rosie? Tick for YES, cross for NO’. All the girls have drawn a cross. Rosie is upset but says nothing. She feels she can’t talk to them and wants to move tables.

While waiting in line for class, Sam gets pushed hard in the back. He turns around and punches the boy behind him. It was not the boy who pushed him. Sam gets detention for punching someone.

Tom pulls Alex’s school hat off his head and throws it into the garden. Alex feels hurt but says nothing. He goes to find his hat and Tom laughs at him. Tom does this everyday and nobody knows he is doing it.

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Rights and responsibilities

Desire

Step 4

Rights and responsibilities go together.

When people don’t accept responsibilities, there are consequences for themselves and others.

Match an action with an appropriate consequence. Write the letter for each action next to the consequence you think is correct. There may be more than one answer for each action.

Action

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People hurting others using words or actions.

B

Other people lose their rights.

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People stealing, damaging or not A respecting the property of others.

People may lose their rights. There may be a punishment, time-out or detention room at school. Adults in the community can be punished by the law. When a person takes the rights of others, he or she may have to pay a penalty or lose his or her freedom.

People may feel unsafe ort unhappy.

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People being bullied, C abused or feeling unsafe.

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People saying or doing unfair things to others.

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People may be hurt. A person who infringes the rights of others may be punished or lose his or her rights.

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People being selfish and uncaring.

People may never know the good feelings you can get from helping or caring about others or sharing what you have with others.

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People not giving others F a chance to speak.

People may not be trusted.

People leaving others out, hurting their feelings or making others feel G uncomfortable.

People may never get a chance to learn new things or hear what others have to say.

They may not make new friends or have the respect of others. Other people may not listen to them.

People travelling, moving or acting unsafely in their H environment.

People may hurt themselves and others.

People will not want to be with others that are dangerous or could hurt them.

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Actions of respect – 1

Desire

Step 4 Responsibilities

Rights are things that every person deserves, no matter who they are or where they live.

Rights allow people to live in a fair and just world.

We receive rights and we give rights to others.

We have a responsibility to allow others to exercise their rights.

Responsibilities are actions or replies that people have a duty to do. They affect our lives and other peoples’ lives.

If we do not accept responsibility, other people may lose their rights. That is unfair and there could be consequences.

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Rights

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Actions of respect – 2

Desire

Step 4

1. List your classroom’s rules. Tick if you think each rule is a value or a right. Write the name of the person who is responsible for each rule.

Value

Right

Responsibility

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Rule

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Value

Right

Responsibility

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Types of boundaries

Desire

Step 4 1. You have been discussing the different ways we can see or feel our boundaries. Now consider how you feel when someone pushes against or crosses your boundaries.

2. Try to think of two more scenarios for each type of boundary.

3. Discuss your examples with the class.

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Thoughts

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• Someone tells you not to be friends with another person that you like.

• Someone tells you that you shouldn’t feel sad when you fall over.

• Someone tells you not to get too excited about a party.

• Someone gets mad at you for asking the same question again when you didn’t hear them.

• Someone makes fun of the food in your lunch box.

•

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• Someone tells you that you are dumb because you can’t answer a question.

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Actions

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•

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• Someone sits too close to you at school.

• Someone shakes your hand too hard and it hurts.

• Someone uses your pencil without asking.

•

•

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Teachers notes

Step 5 – Knowledge

Indicators: • • • • •

Recognises differences in the way people react to similar situations.

Gains an understanding that individual differences are acceptable and common.

Develops positive relationships with peers and teachers through empathy and respect.

Identifies ways to keep themself and others safe in the playground and the classroom.

Views and discusses a fictional situation, describing the feelings of each character in the story and illustrates an important event.

ADKAR change management model: Knowledge is the third stage of change. Knowledge gives people the inner power to have the confidence and capability to cope with a variety of situations.

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Erikson’s Theory of psychosocial skills: Independence is the next step in the development of a child’s psychosocial skills. To support children in the development of their sense of independence, activities which promote people’s differences and similarities will encourage each child to distinguish, compare and examine these concepts.

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Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Learning sequence 1

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By understanding our independence, while still maintaining a group, we are able to distinguish our feelings from others and separate ourselves from their feelings and their responses. It enables an individual to be interdependent within a group, rather than solely dependent on others’ moods and reactions as indicators of his or her own feelings.

Focus: The teacher should aim to help students realise that wanting selfrespect and harmony are values they share in common. List the classroom rules, and, beside each one, add the beliefs that underscore each one.

Explain to students that behind each rule there are beliefs and core values that people believe provide harmony and self-respect. Rules empower people and move us to take action to make a place safe and comfortable for as many people as possible. Some rules won’t make people happy because their own values may be limited. Good rules allow inner power to flourish.

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Application

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– Identify the classroom rules and the beliefs and values they are based on.

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Synthesis

• Visual arts activity: Students design and create a jigsaw that represents values that promote sportsmanship in play and work.

– Students could view a variety of jigsaws, looking at words, colour, design of graphics, shape and number of pieces before commencing this activity.

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Knowledge

• Brainstorm: As a class, develop a list of words that represents values.

Provide students with a thesaurus to help develop vocabulary and word knowledge. Ask students: What values are helpful in sport and our classroom?

o c . che e r o t r s super What values do we use?

What values can we include?

(Examples of values may include cooperation, encouragement, focusing on task etc.)

– Design and construct • To make their jigsaw, students first create a basic design as a background. a jigsaw that Base it on geometric shapes, such as squares, rectangles and triangles. incorporates values as symbols and/or words. – Using a pencil and ruler, students repeat this pattern on thick card.

– They then write words and phrases from the brainstormed list of values on top of the pattern. The pattern is then coloured as desired, with the words coloured in black. (Make sure the words can be seen clearly.)

– The shapes for the jigsaw pieces can now be pencilled in on the back of the puzzle. If possible, cover the puzzle with clear plastic wrapping adhesive before cutting out the jigsaw pieces.

• Students can assemble other classmates’ puzzles before storing for further use, or gluing onto a coloured piece of paper as an art display.

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Teachers notes

Step 5 – Knowledge Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Focus: Explore and discuss the differences and similarities of people. Read the story, reflecting upon the story’s plot and characterisations.

Knowledge – List – Identify – Categorise

• Shared reading: We all sing with the same voice (Phillip Miller, Greene Sheppard)

– Prior to reading, teacher models the skills of recognising similarities and differences in people; for example:

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Analysis

– Identify values and ways these values can be acted upon.

Explore various words that represent values and concepts of sportsmanship, respect and harmony.

We have different types of shoes but we both have feet to walk with.

We both enjoy playing in the park, but you enjoy playing computer games more than I do.

To relax, I like to read, but you like to play with your pet. We both have ways to help us relax.

• Students record their thoughts and fill in the ‘Student ID card’ on the worksheet ‘Keys to me ... the journey so far’. (page 37) ❋

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Learning sequence 1 (cont.) (Assessment task indicated by ❋)

• After shared discussion with a classmate, students write a personal statement on what is important to them in his or her life as based on their values. Discourage the use of lists of things. They could use some of their answers from page 37 to help them focus on what they believe is important.

Learning sequence 2

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• Guided discussion focus: Understanding our personal boundaries helps us to exercise inner power.

– Use the ‘Inner power and power over’ worksheet on page 27 to guide discussion. This could be reproduced as an overhead.

• Shared reading: The big box (Toni Morrison)

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– Use the story to discuss how boundaries need to be changed so situations became win-win rather than win-lose.

– Discuss the story in terms of ‘inner power’ and ‘power over’. The concepts of rights and responsibilities can also be incorporated.

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– Using threelevelled questioning (literal, inferential, appreciative/ evaluative), determine the themes and meaning of the story.

Evaluation – Rate and discuss issues in regards to equality.

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This book discusses boundaries of personal freedom—the freedom to be yourself in a community.

– Ask students:

– Continue this discussion, relating it to the different characters in the book. Examine how the values of acceptance, tolerance, mutual respect and responsibility ensure the rights of people. These values help people coexist with other groups that have different values and rules to our own.

Where was Patty breaking the rules?

Who was she upsetting?

What responsibilities didn’t she accept?

What responsibilities didn’t the adults accept?

What else could they have done to solve any conflicts?

Did the situation display power over or inner power when solving the conflict?

What were the problems with the long list of rules in Mickey’s apartment?

What do you think the character meant when she said, ‘But if freedom is handled just your way, then it’s not my freedom or free!’

Are lists of rules the only way communities can work?

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Teachers notes Edward de Bono’s parallel thinking hats

Step 5 – Knowledge

Bloom’s taxonomy and focus

Learning sequence 2 (cont.)

• Visual arts activity Focus: Self-esteem is a collection of feelings a person feels about himself or herself and how he or she perceives others feel about him or her. Selfimage is a set of ideas or beliefs a person has about who he or she is. This activity focuses on self-image and the use of reflective positive affirmation statements to build self-esteem. Active teacher participation in the activity adds to the students’ feelings of belonging and acceptance in the group.

Synthesis

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– Students create their own ‘Big box’. The outside of the box represents their choices on many subjects. These are determined by the use of a questionnaire. The inside of the box contains a second questionnaire, which explores personal values, emotions and the special events and important aspects of their life.

– Students complete the questionnaires using the worksheets ‘The big box about me’ (page 38) and ‘What is important to me’ (page 39).

– Each student will need an old shoe box or similar. The box must have a lid. Boxes can be decorated with fabrics, magazine cut-outs, pictures and other decorations.

– Students use the answers to the first questionnaire to form the basis of their box’s design and to decide how they will represent these components on the cover of their box. All paper photos, illustrations and writing can be painted over with clear glue or child-safe, clear gloss paint to protect the images. Fabrics and other accessories, such as buttons, shells, leaves and pressed flowers, can be added after or during the paint-drying stage.

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– Compose a unique design to represent inner and outer self.

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– Chooses and determines the importance of his or her values and the events that helped to shape who he or she is.

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– The second questionnaire is cut into separate strips and placed inside their box.

– The teacher writes a positive affirmation about each student which is then added to their box.

– Students’ parents/carers can also be asked to write a positive affirmation about their child: something they love about him or her or a special time enjoyed together.

– Students are given a class members’ name on card or a coloured paper strip. Student writes a positive affirmation about the person.

Affirmations are then collected by the teacher to give to the appropriate student to add to his or her box.

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Evaluation

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– Students may choose to add a small ‘treasure’ or a photo of the treasure (something that is important to them). They may also want to include photos of people ‘special’ to them.

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Keys to me … the journey so far

Knowledge

Step 5

We all have interests, feelings and experiences that make us both alike and different from others. They are like keys that open similar and different doors and unlock certain feelings in us. In different groups of people there will be similar and different interests, tastes, personalities, appearances and customs. These ideas and preferences can change, grow or stay the same.

No two people are exactly alike.

No two people are completely different.

Let’s explore what makes us unique and what bonds us with other people in our everyday lives.

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1. (a) Finish the sentences below about yourself.

(b) Fill in your ‘Student ID card’.

Student ID card

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• I feel confident/comfortable when I

Name:

• The people that I love are

Origin of name:

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•f orr evi ew pur posesonl y• • My favourite activities that I enjoy are • In my home, I like it when

Hair colour:

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Eye colour:

• I feel free when

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Size of family: Position in family:

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• I have a great passion for

Place of birth:

• The strengths of my personality are

Name of suburb where you live:

• As a good friend, I can contribute

Best feature:

2. Choose a classmate and find out more about him or her. What interest and activities do you share in common?

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The big box about me

Knowledge

Step 5

We all have our own preferences that add up to who we are. Answer the questions below, then use the answers to help you design and decorate the outside of your ‘big’box.

I like the following songs/music/singers:

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I do/don’t like playing sport. The sports I like to play are:

I do/don’t like reading. My favourite books are:

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My favourite colour is:

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My favourite movie so far is:

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The games I like to play are:

My favourite recreational activities/hobbies are:

Places that are special to me include:

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What is important to me?

Knowledge

Step 5

Complete the statements about what is important to you.

Cut out the strips and place them inside your box.

People who are special to me and that I like and trust are:

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A space that is special to me is:

A memory that is special to me is:

Something that makes me laugh is:

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I feel safe when:

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Something special that someone has done for me is:

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People I love are:

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Something special I have done for someone else is:

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A good decision I have made is:

Three things I admire about myself are:

Three things I am good at include:

A quality that makes me a good friend is:

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Teachers notes

Step 6 – Knowledge

Indicators: • Recognises differences in the way people react to similar situations.

• Gains an understanding that individual differences are acceptable and common.

• Recognises and discusses a variety of ways to resolve conflict.

ADKAR change management model: Knowledge is the third stage of change. Knowledge gives people the inner power to have the confidence and capability to cope with a variety of situations.

Edward de Bono’s parallel thinking hats

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Bloom’s taxonomy and focus

Knowledge – List, describe and name.

Learning sequence 1

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Erikson’s Theory of psychosocial skills: Initiative is the third stage of psychosocial development. Through the use of role-play, children experiment with aggressive, assertive and passive behaviours by ‘pretending’ to be different characters. When part of a friendship, we can still be responsible for ourselves and accept that we are individuals who express personal freedom. When part of a friendship, we can be friends with people who have different ideas from us. They can express their own personal freedom and individuality.

Creating good relationships with people and using personal power to resolve conflict helps to build and nurture our relationships. However, when we don’t accept responsibility there are consequences.

• Ice breaker: Your voice intonation (melody of pitch) can affect how people understand your message. Often it is not what we say but how we say it that creates an adverse reaction from the receiver. We need to use our voice, as well as choosing our words carefully to appropriately express feelings to one another.

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The teacher says a sentence and all students repeat it.

(Refer to the suggestions at the bottom of the page or use your own.)

The teacher then asks each student to repeat the sentence in a particular voice, as listed:

(a) Whisper the sentence.

(b) Shout the sentence.

(c) Cry the sentence.

(d) Say the sentence slowly/quickly.

(e) Giggle the sentence.

Evaluation

– Analyse and develop critical thinking skills in the understanding and implementation of ‘right relationships’.

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(f) Say the sentence in his or her highest voice/lowest voice.

(g) Say the sentence using a well-known cartoon character’s voice.

(h) Say the sentence with emphasis on a word of his or her choice.

(i) Say the sentence with disgust.

(j) Say the sentence with surprise/shock.

– Use a sentence from the list below and ask students to use a hand signal or action with their interpretation. Discuss how actions can make the message less or more threatening etc.

Suggested sentences:

I hate chocolate.

Move away from me.

Can anybody help me?

I can stay here.

I would like to go now.

What are you eating?

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Teachers notes

Step 6 – Knowledge Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus Knowledge – List, describe and name.

Learning sequence 1 (cont.)

• The way we choose to communicate our feelings can be similar to or different from others.

Students work in pairs to complete the worksheet ‘My friend is like me in some ways’ (page 43), which discusses the similarities and differences between friends. (Answers could be written in point form in a different colour for each student.)

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• Cooperative reflection: After the completion of the worksheet, the class discuss their findings and create a list using the findings to compare the similarities and differences within their classroom community.

Learning sequence 2 (Assessment task indicated by ❋)

Knowledge Analysis Evaluation – Analyse and develop critical thinking skills.

– Prior to class, read the overview on the approach and the ‘Teacher tips’ on page 42. In class, introduce to the students, the discussion format and the core values of the process. Each group should be given a copy of the discussion rules (values) that they have decided upon and these should also be displayed during the session, involving the scenarios on pages 44–51.

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• Discussion technique: The Socratic approach

• Independent discussion groups: In designated groups, within their specific group roles, students discuss the scenario(s) (on pages 44–51) given to them. Once the activity is completed, students write their conclusions using the worksheet that accompanied their scenario page. ❋

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– The scenario groups can be rotated before a class feedback session takes place, so all students have a chance to discuss each scenario before hearing the conclusions of another group. Alternatively, they could spend a set time on each scenario before reporting back to the class. Also, a few groups can be given the same scenarios and the results can be discussed as a class to compare and contrast findings.

• Cooperative class reflection: Read and discuss the meaning of the quotation below and how it is relevant to you, your friends and to your class.

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Creating positive relationships in our communities

‘A friend is one that knows you are who you are, understands where you have been, accepts what you have become, and still allows you to gently grow.’

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William Shakespeare (1564–1616)— British poet and playwright

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Teachers notes

Step 6 – Knowledge

Socrates approach to discussion The Socratic approach assists in character development-focused discussions as the facilitator feigns ignorance about the scenarios in order to obtain the students’ fullest possible knowledge on the topic. In this way, the contradictory and incomplete ideas can be aired and then analysed without judgement of the person who offered them. (Elkind and Sweet, 1997) • After discussing the core rights and responsibilities of the group and the roles of the members (refer to the table below), it is suggested that a demonstration discussion be carried out so students can see, hear and practise the approach. This will assist further discussion when students break into designated groups.

• Similar to the classroom organisation hints on page 12, all group members have assigned roles. The teacher needs take into account the demographics, age, social compatibility, work ethic, achievement and gender balance of the students when assigning groups and roles.

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• Assigned roles need to be discussed and decided prior to the commencement of the activity.

Role

Description

1. Designated leader

Responsible for giving out/collection of materials.

Responsible for monitoring the time each person speaks and ensuring that the group stays on schedule.

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2. Timekeeper 3. Observer

Responsible for reporting on the discussion to the whole class.

4. Recorder

Responsible for taking periodic summary notes. Acts as the group’s memory and recalls summaries prior to the commencement of group recording phase.

5. Counter/card collector

Manages the handing out of the designated counters or cards (see below) and their retrieval after each member speaks.

6. Designated first speaker

Designated to start first in the group discussion.

(Adapted from Hyman 1980; Sadker and Sadker 1992)

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Teacher tips: Assisting students in Socratic discussions • When introducing this type of discussion method with students, a more directed and modelled approach may be needed to assist in the development of effective techniques. Teachers may also need to allow extra thinking time before responses to allow students to explore the ideas and reflected upon them effectively.

• Arrange circular seating to promote discussion and reduce distraction.

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• Roam from group to group during the discussions to monitor and/or redirect debate.

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• Use open-ended rather than leading ‘yes/no’ questions, as open-ended questions promote thinking and encourage discussion.

• Use age-appropriate questions, that are specific, as questions that are vague, ambiguous or beyond the level of the students can create anxiety.

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• Reward students for participation rather than the specifics of their responses.

• Use counter cards (Sadker and Sadker, 1992.) (See below.)

• Encourage personal support between students (Lowman 1990) and a focus on the analysis of the scenario, not on the suggestions of the group.

Counter cards Counter or comment cards assist in providing an opportunity for all students to speak in the discussion. It limits those that may tend to dominate the discussion and encourages quiet students to participate. The idea is to give out a predetermined number of counters or talk cards to each students; e.g. three. Each time a student speaks, they must hand in a counter or talk card to the ‘Counter/card collector’. Students may only speak (in discussion) in relation to the amount of cards given to them and they must use all of the cards before the session concludes. (Sadker and Sadker 1992)

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My friend is like me in some ways We started school in the year …

Knowledge

Step 6

We have … people in We enjoy people in our family our family…

Start

We like to …

Our jobs at home are We feel free when … …

Our favourite foods are …

When we are at home we like to …

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We live in …

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These people love us: We love these people:

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We are loved because We are good friends we … because …

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Other …

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Friends have some things in common and other things that make them unique.

To be continued …

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When jokes aren’t funny – 1 Jaden generally enjoys school.

His mum sometimes works in the office of the school.

Step 6

Only yesterday, the teacher found one of the drawings on the floor in the classroom and is asking anyone that has information about them to come forward. She has sent the drawings to the principal. No-one admits to the drawings and the teacher says that if the people responsible don’t come forward the whole class will be punished.

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Lately, Jayden has started playing with a new group of boys at school that have a reputation as the ‘cool’ group. He likes to be their friend because it feels good to be accepted and included by them. However, he has never felt they were the best type of friends to have as he has seen them ignore other boys, sometimes teasing them and other times being indifferent to them. At the moment, the boys seem to like Jayden and his sense of humour, but he is worried that if he stops making them laugh they won’t be friends with him anymore.

Knowledge

While Jayden didn’t draw any of the pictures, he was there while they were laughing at them and certainly knows who drew them. The boys involved have not admitted it and say there is no way that they’ll be found out.

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pressured not to share information with the teacher. Right now, he can’t decide what to do. He thought of asking his mum for advice but he also knows that his mum works in the office and he doesn’t want his friends to think she has told on them either.

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have started drawing inappropriate drawings of them. They don’t show the boys involved but they are passed around the group during lesson time.

Although Jayden is feeling that the jokes are getting out of hand, he doesn’t say anything because he is afraid of being rejected and isolated like the boys that are being hassled.

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What should Jayden do?

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When jokes aren’t funny – 2

Knowledge

Step 6

Answer the questions below.

1. What fears does Jayden have?

2. What are some things Jayden could have said before the situation with the drawings got out of hand?

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4. Do you think this group is the best choice of friends for Jayden?

Yes No How can he express his real feelings and still be part of the group?

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3. What would you do if you were in Jayden’s place?

5. Have you ever been in a similar situation?

Discuss what worked or didn’t work for you and why.

Yes

No

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positive consequences for offering information

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6. Often, choices we have to make are not between right and wrong. We can see good things about both choices. We need to decide what the better choice of the two is.

Sometimes neither choice is appropriate and we should not feel pressured by others to choose either option if we know they are wrong. We need to find another alternative.

Think about this as you list the reasons for and against Jayden offering information.

Remember, there are good reasons for both options but one choice is better.

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Creative arts – not so creative – 1

Step 6

line and colour when doing title pages for artwork and to ask to sit next to him during art lessons. Conner even asked him to come over for a swim after school on the weekend.

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Daxter has many caring people in his life and considers himself to be a fair and good friend. He is honest and kind, but often the other boys call him a ‘goody two shoes’.

His parents support his talents and his individuality, but often school is hard when party invitations are given out to class members or team trials for sports are the flavour of conversation in the classroom.

During free work time in class one Friday, Conner wanted to show him a secret— something he had shown no-one else and that he had to promise to keep private. He showed him the design of a ‘tag’ and asked for Daxter’s opinion of the design. It really was quite good. The lines and colours were great! If you looked carefully you could see Conner’s initials in the design but you had to know where to look to find them. Daxter felt really special. Conner explained that a tag was like a signature and represented some part of his identity. Daxter wondered why it was so special to Conner but didn’t dare ask him.

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Daxter is very artistic and has received many school awards for his work. He also takes part in extra curricular activities outside of school to develop his talent.

He loves his pets and spends lots of time looking after them. Daxter is also very good at golf, but primary school sports do not provide golf as a sport for students to play and Friday sport is one of his least favourite days. Not liking school sport has been difficult for him as most of the boys play football or handball at break times and that doesn’t leave many people of his age to play with. It also makes him feel left out or different for the wrong reasons.

Knowledge

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It is when Conner, one of the popular boys, starts to seek his artistic advice that Daxter begins to feel more accepted in his classroom. Conner began to ask him about

The following Monday morning, Daxter noticed the principal and two police officers looking at the school mural. The school had been vandalised over the weekend with spray paint. He stopped to see what the mess was. He couldn’t believe it. The mural and all the school windows were covered in a tag. The tag was the exact one that Conner had shown him in free time last Friday. Instantly, he felt torn in two. He was the only one who had previously seen the tag, but if he offered any information it could ruin his friendship.

After all, Conner may not be responsible and it would wreck a friendship for nothing.

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Creative arts – not so creative – 2

Knowledge

Step 6

Answer the questions below.

1. What do you think about the secret that Conner asked Daxter to keep?

2. Is it ‘OK’ not to be bound to keep bad secrets? Why?

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(b) Why do you think this?

Yes

No

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3. (a) Do you think the respect of the community is more important than an individual friendship?

4. What values have been broken by the vandals?

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6. Discuss the choices Daxter could make and the consequences those choices could bring. After your discussion, fill in three or four of these in the table below.

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Fun for all but one – 1

Knowledge

Step 6

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Amelia has many friends in her group at school and her closest friend, Serena, has invited her to a Halloween sleepover party. Serena has planned that they all go out to ‘trick’ or ‘treat’ that night by themselves. Amelia’s mum is okay about sleepovers but is not too keen on children her age going trick or treating without an adult supervisor. Amelia is not sure whether to be truthful about the lack of supervision because she knows if she is, she may not be able to go and she doesn’t want to feel left out. After all, the others went trick or treating last year without supervision and nothing bad happened. Her mum probably wouldn’t find out anyway. Amelia soon finds out that the entire group is going except Olivia—the only person not to be invited.

Amelia considers herself to be a fair friend and feels that Olivia will feel left out and hurt by not being invited. When Amelia brings this up with Serena, she says it’s none of Amelia’s business and that she doesn’t care about Olivia’s feelings. Serena says she’s not going to invite Olivia because she’s never allowed to do anything anyway, so there is no point. But Amelia thinks this doesn’t give Olivia a chance. The talk ends up in a big fight and now none of the girls in the group—including Olivia— will talk to her. She is hurt and feels betrayed by her friends. She never thought her friends would turn against her—especially Olivia, who she stood up for.

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walks up to them before school. At group time, they make excuses not to sit next to her and when she sits with them during the lunch break they ignore her. Even Olivia is ignoring her. She feels she has not only lost her closest friend, Serena, but can’t understand why no-one is talking to her.

How might Amelia make sense of this situation?

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Fun for all but one – 2 1. What values was Amelia trying to act on?

Knowledge

Step 6 2. Is making a morally correct choice always easy?

4. How do you think Amelia felt when she chose to stand up for her friend?

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3. Often we find ourselves in situations where we have to make a choice between two values that are in conflict with each other. We need to work out which value is more important and fair to ourselves and others. The best values are ones that maintain ‘inner power’ for all individuals. Keeping this in mind, what good qualities as a friend did Amelia show?

5. Why do you think Olivia didn’t stand up for Amelia?

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7. What do you consider are Serena’s responsibilities in helping to heal the relationship?

8. What could the other group members do to help restore their friendship?

9. Why do you think people pick on others?

10. Have you ever had a big fight? How did you try and solve the problem? What worked and what would you do differently next time? Write your answer on a separate sheet of paper.

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Making up after a big fight – 1

Knowledge

Step 6

Lisa is a member of the First Smithtown Girl Guides. She has been a member for two years now and really enjoys it. Lisa’s friends at guides have known each other for years and enjoy each others’ company because they are all fairly quiet and friendly in their nature. Because Lisa is a little bit shy and finds it hard to make new friends, she really appreciates the friends she has and they mean a lot to her.

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A new girl, Zoe, has started at Guides and wants to be friends with them as well. Lisa likes Zoe and welcomes her into the group, but after a while her feelings change as she gets to know Zoe. She finds her to be loud and bossy. Nevertheless, Lisa still plays with her so they can all be friends. At recess, one of Lisa’s friends has a big fight with Zoe and Zoe punches her. Lisa comes to her friend’s rescue and after this no-one will speak to Zoe. Lisa is relieved because she is tired of being bossed around. Lisa is happy for things to return to normal, just like before Zoe joined the group.

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Zoe still hangs around, and, after a while, she eventually wins most of the other girls over to become their friend again. Some of them feel forced to decide whether they want to be friends with Lisa or Zoe. Because they are a little afraid of Zoe, they side with her. Now Lisa is left out and feels betrayed by the others. She is so angry with Zoe she finds it hard to even look at her. After all, Lisa was the one that invited Zoe into the group and now she is the one being left out.

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Making up after a big fight – 2 1. What values do you think Zoe has shown?

2. If she had different values do you think the situation would have turned out differently?

4. What else could Lisa have done?

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5. What could Lisa say to Zoe to help communicate her feelings?

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3. Lisa’s values made her stand up for her friend during the fight. Why was that difficult for her?

Knowledge

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7. What could Zoe do to find out what the problem is?

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8. What values is Zoe using that is difficult for some of the group members to accept?

9. What would Lisa lose if she quit Guides? Is there anything she would gain?

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Teachers notes

Step 7 – Knowledge

Ability

Indicators: • Explores underlying feelings that are often expressed by anger and frustration.

• Identifies a variety of feelings.

• Explores the workings of a volcano and compares its eruptions to people’s secondary feelings of anger and frustration.

ADKAR change management model: Knowledge is the third stage of change. Knowledge gives people the inner power to have the confidence and capability to cope with a variety of situations. It also allows them to develop skills which enable them to practise and implement the changes as they move into the fourth stage, Ability. This learning sequence continues with the Knowledge stage and develops through to the Ability stage.

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Erikson’s Theory of psychosocial skills: Initiative is the third stage of psychosocial development. When part of friendships, we can still be responsible for ourselves and accept that we are individuals who express personal freedom. When part of a friendship, we can be friends with people who have different ideas from us. They can express their own personal freedom and individuality.

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Creating good relationships with people and using personal power to resolve conflict helps to build and nurture own relationships. However, when we don’t accept responsibilities there are consequences.

Background information: There are two types of feelings: primary and secondary. Primary (first) feelings happen first, but we are often not aware of them. We are usually more aware of our secondary (second) ones. The most common secondary feelings are anger and frustration. Our secondary feelings can often cover our primary feelings, which are usually some kind of hurt or fear.

Sometimes anger is a primary feeling. When it is, it is a normal and useful response to a situation where someone is being unfair to us. If someone steals a possession such as a toy or doesn’t let us have a turn at a game, it is normal for us to feel angry. When we aren’t aware of our primary feelings, or we can’t express them, they can build up over time and add to our feelings of anger and frustration.

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When talking about the two types of feelings, ensure the students understand the terms ‘primary’ (first) and ‘secondary’ (second).

Bloom’s taxonomy and focus Knowledge

Using a volcano as a metaphor

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• Discussion: The teacher discusses what a volcano is. Photographs or pictures as stimulus can be used to explain the visual workings and impact of volcanoes.

– State

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Learning sequence 1 (Assessment task indicated by ❋) Note: There is only one learning sequence for this step.

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• Under adult supervision, students make a simple model volcano using a plastic bottle, baking soda and vinegar. The recipe for making a model can be found on many websites. Two of them are:

o c . che e r o t r s super <http://www.volcanolive.com/model.html>

<http://www.enchantedlearning.com/crafts/nature/volcano/>

Synthesis

– Construct a volcano

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– Discuss results. Use a varying amount of baking soda with each group and discuss variances.

– Formulate cause and effect

• As a joint construction, groups write a procedural text using the worksheet ‘Making a volcano’ (page 54). Display the procedures, along with photos taken during the practical.

Evaluation

• Shared reading: It’s mine (Leo Leonni)

– Use the knowledge and formulated concepts from above to assess and compare emotions to a physical phenomenon.

This picture book uses frogs as a metaphor to explore selfishness, conflict resolution and social cohesion.

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Discuss how the animals express their feelings of anger and compare their expressions with the volcano eruption.

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Making a volcano

Knowledge

Step 7

Ability

Goal:

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Ingredients and equipment – What do we need?

Method – How do we build the volcano?

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Illustration

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Teachers notes

Step 8 – Ability

Indicators: • Explores underlying feelings that are often expressed by anger and frustration.

• Identifies a variety of feelings.

• Explores the workings of a volcano and compares its eruptions to people’s secondary feelings of anger and frustration.

ADKAR change management model: Ability is the fourth stage of change. It enables us to extrapolate our knowledge to new situations and use our knowledge to guide our actions.

Erikson’s psycho social: Initiative is the third stage of psycho-social development. Children are experimenting with aggressive, assertive and passive behaviours by projecting them through safe characters in imaginary role-play. In our friendships we can still be responsible and accepted when we are individuals and show personal freedom. In our friendships we can be friends with people who have different ideas from us. They can express their personal freedoms and individuality.

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Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Evaluation

Learning sequence 1 (Assessment task indicated by ❋) Note: There is only one learning sequence for this step.

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Creating right relationships with people and using personal power to resolve conflicts helps to build and nurture relationships. There are consequence when we don’t accept responsibilities.

Develop the metaphor about the activities of volcanoes in Step 7, and compare it to the students’ defection of their own rise and fall of anger and how they notice other people’s anger.

– Use the knowledge and formulated concepts from • Review: Discuss the findings of the volcano activity and guide students Learning sequence to recall the results of the practical. Using the volcano as a metaphor, 1 to assess and compare the eruption to the explosion of some types of feelings. compare emotions to a • Each student is given ‘The anger volcano – Feelings’ worksheet on physical phenomenon. page 55. The feelings are discussed as a class and, after each feeling is mentioned, students write about a situation that can cause them to feel that way. The feelings and the volcano labels are then cut out, ready to be glued onto the volcano diagram on page 56. Use the sample volcano diagram on page 57 to guide students. This could be used as an overhead.

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Knowledge – List – State

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• Use pages 57 and 58 (again, as overheads) to discuss and complete ❋ the workings of the volcano and how they relate to the feelings of anger and frustration.

Note: Completing this activity on A3-sized paper will give the students more room to add their personal experiences and information.

• Concluding discussion: It is okay to feel angry. It is often a sign that we are not okay about something that is happening to us. But how we show our anger is sometimes okay and sometimes not okay.

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Anger creates a lot of energy. We can harness this energy and use it to speak up for ourselves or someone else, or to move us to do something to make a situation better, or stop something bad from happening again. If we don’t learn to control this energy, it can get out of control.

When we get angry, the energy builds up inside our bodies and makes us feel like fighting or running away. But fighting or running away can often – Devise generalisations make an already bad situation even worse. So what we need to do is keep about anger, its ourselves calm and give the energy sometime to settle down so we can projection and its think clearly. expression.

• Students complete the ‘About anger’ worksheets on pages 59 and 60.

Synthesis

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The anger volcano – Feelings

Knowledge

Step 8

Jealousy

Humiliation

Boredom

Powerlessness

Sadness

Rejection

Disappointment

Fear

Inadequacy

Ignored

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Hurt

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Guilt

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‘Put down’

The anger volcano – Labels PRIMARY FEELINGS Ash clouds Lava and cinders

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ANGER

FRUSTRATION

Cone

Vent

Summit and throat

Sil

Magma and lava

Channels

Exit channel

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The anger volcano

Ability

Step 8

Anger

r o e t s Bo r e p ok u S Lava and cinders

Summit and throat

Secondary feelings

Exit channel

Ash clouds

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Frustration

Vent

Cone

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Fear

Magma and lava

Ignored

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Powerlessness Hurt

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The anger volcano

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Ability

Step 8

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The anger volcano

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The magma (feelings) builds, creating pressure (building a need to respond) for a release. The magma travels through chambers which become filled with lava, gas and rock. The magma breaks through the Earth’s crust, spilling built-up ash, gas, cinders and lava (actions).

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About anger – 1

Ability

Step 8

Use the list of words to complete the passage below.

first conceal anger primary energy not emotions frustration angry There are two types of feelings: primary and secondary.

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Primary feelings happen

1

but we are often not aware of them.

The most common second feelings are and

3

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We are usually more aware of our secondary feelings.

2

.

Our secondary feelings can often

4

our

primary feelings, like hurt or fear.

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Sometimes anger is a

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being unfair to us. Sometimes it is okay to feel

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How we express our anger is sometimes okay and sometimes

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Anger is often a sign that we are not happy about something that is happening to us.

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okay. We

shouldn’t try to hide our anger when someone is mean to us, we just have to express

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it in a way that doesn’t hurt us or anybody else.

We need to let the

Anger creates a lot of

8

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out in a way that is okay.

. We can use this energy to:

•

speak up for ourselves or someone else

•

encourage us to do something to make a situation better

•

stop the bad situation from happening again.

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About anger – 2

Ability

Step 8

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2. Things I can do to calm myself when I feel angry are …

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1. Write three examples of when you have felt angry. Draw a picture for each example.

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3. Things I can do to fix situations where I feel angry are …

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Teachers notes

Step 9 – Reinforcement Indicators:

• Lists and illustrates a variety of ways to ‘express’ feelings in an appropriate way that are suited to the student.

• Identifies situations that elicit certain feelings and strategies to assist in dealing with those feelings.

ADKAR change management model: Reinforcement is the fifth stage of change. Taking part in repetitive activities builds a person’s skills, their confidence to apply them and their competence in delivering them effectively.

Erikson’s Theory of psychosocial skills: Competence is the fourth stage of psychosocial development. Children advance from identifying and labelling their emotions to expressing their emotions confidently, assertively and competently.

r o e t s Bo r e p ok u S

Background information: It is sometimes okay to feel angry. It is often a sign that we are not happy about something that is happening to us. But how we express our anger is sometimes okay and sometimes not okay.

Teac he r

Anger creates a lot of energy. We can harness this energy and use it to speak up for ourselves or someone else who we feel has been wronged. We can use it to encourage us to do something to make a situation better or stop it from happening again. However, if we don’t learn to control this energy, it can get out of control.

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When we feel angry, energy builds up inside our bodies and makes us feel like fighting against or running away from a bad situation. But fighting or running away can often make a bad situation even worse. What we need to do is keep ourselves calm and give the energy some time to settle down so we can think clearly before we act.

Anger is not the only feeling that creates energy. Most of our feelings do. Because our feelings create energy, we like to express or release this energy. Expression’ is a word that means describing how we really feel to others.

Some feelings create a gentle energy and can be expressed gently, while other feelings create a stronger energy and need to be expressed in a more energetic way.

Edward de Bono’s parallel thinking hats

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Learning sequence 1 (Assessment task indicated by ❋) Note: There is only one learning sequence for this step.

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• Reflection: Students review their ‘About anger’ worksheets from Step 8. Use the ‘Background information’ to guide a discussion about the positive aspects of anger Synthesis and how we can control anger to help us to solve problems in an appropriate way.

Refer to the volcano summary worksheet on page 58, explaining how feelings may – Formulate build up or rise and fall in intensity. Discuss how responses to situations differ and compare according to how we are feeling or where we are. expressions For example: Someone may find a rollercoaster ride scary, but exciting. Another of feelings, person may be petrified of them. Alternatively, we may have been scared when we especially anger. were younger but now enjoy rollercoasters. How we respond to these emotions may Evaluation also be affected by tiredness or by the frequency or intensity of the situation. By becoming aware of our feelings and the responses our body gives and the way we – Choose express our feelings, (such as anger), we can harness them to help us to deal with a and select situation appropriately. appropriate and preferred ways to • Shared reading: Lester and Clyde by James H Reece • Shared discussion: Ask students: How did each character express his or her feelings? express anger.

Anger was used to express feelings. What feelings in the book created the anger?

Analysis • Use the worksheet on page 62 to brainstorm and introduce the ‘Six steps to keeping – Investigate and cool’. This could be used as an overhead. Notes can be added to each step. compare the • Students complete the ‘Things that make me feel …’ worksheet on page 63. Students steps of particular identify situations that make them feel angry or frustrated and identify the intensity situations. of that feeling. They think of ways to express their feelings safely and release their frustration and anger appropriately by writing ideas in the thought bubbles; Knowledge for example, anger/frustration at losing a football game—tell someone about your – List and identify disappointment, think of a time when you won. events and • Discussion: Discuss completed worksheets as a group. situations that make people feel • Review the ‘Six steps to keeping cool’ worksheet. a particular way. – Students complete the ‘Ways to express my feelings’ worksheets (pp. 64–65) ❋ (Enlarge page 65 to A3 size.)

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Six steps to keeping cool

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Step 9

1

2 r o e t s Bo r e p o u kthrough— Think the problem S what is it that is making you

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Count to ten and take a deep breath.

feel the way you do?

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Think about some options.

What can you do about the situation?

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your feelings.

Choose the best option to create the best outcome.

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Try the option. If it doesn’t work, try something else.

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Things that make me feel …

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Step 9

What are some things that make you feel angry or frustrated at certain times? Can you think of ways to express your feelings and ways you can resolve the anger or frustration?

1. (a) In each box, write events or situations that make you feel angry or frustrated.

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(b) In each thought bubble, write ways you can express your feelings and work through the problem.

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Reinforcement

Ways to express my feelings – 1

Step 9

The way we express our feelings can depend on where we are and what the dilemma is.

Sometimes we have to choose the best option for the place and situation we are involved in.

Below is a list of ways to express our feelings or to cool ourselves off when we feel upset or angry.

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(b) Cut out the boxes and arrange each activity as a way to express either hurt, anger, sadness or fear.

(c) Glue the boxes onto the appropriate ‘feeling scrolls’ on the second worksheet.

(d) Under each heading, include some extra ways you like to express your feelings.

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1. (a) Read each of the examples.

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Paint or create something

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Talk to your teacher.

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Go for a swim.

Spend some time with your pet.

Think of a time that made you feel happy.

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Talk to a friend.

Go for a bike ride or a skateboard ride.

Talk to someone you trust.

Have a cry.

Climb a tree.

Tell the person how you are feeling and why.

Talk to a friend.

Kick a ball.

Skip with a skipping rope.

Talk to your parent(s).

Write in a journal.

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Listen to your favourite music.

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Ways to express my feelings – 2 Hurt

Step 9

Anger

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Teachers notes

Step 10 – Reinforcement

Indicators: • Explores the concept of ‘cooperative power’.

• Researches various role models, examines their value system and explores how, as individuals, he or she can show respect of self, others and community.

• Researches people from our global community that have values admired by others.

• Analyses the actions and values of admired community and world figures that reflect cooperative power.

• Develops an understanding about what he or she respects in others and self by examining one’s own values and identifying what is important to him or her.

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ADKAR change management model: Reinforcement is the fifth stage of change. Taking part in repetitive activities builds a person’s skills, their confidence to apply them and their competence in delivering them effectively.

Edward de Bono’s parallel thinking hats

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Erikson’s Theory of psychosocial skills: Competence is the fourth stage of psychosocial development. Children advance from identifying and labelling emotions to expressing their emotions confidently, assertively and competently.

Bloom’s taxonomy and focus

Learning sequence 1 (Assessment task indicated by ❋)

• Reflective review: Discuss the information at the top of the worksheet, ‘Using cooperative power to build harmonious communities – 1’ (page 67). Reproduce as overhead.

Knowledge Analysis Evaluation

– Ask: What does ‘harmonious’ mean? Students look up various definitions in dictionaries.

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– Review components of the unit of work and assess development.

– Students review individual worksheets they have completed during the entire unit of work. Ask questions to review students’ understanding of the concepts of boundaries, inner power and power over, and values.

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• Students complete the ‘Inner power’ review worksheets (pp. 68–69).

• Students refer to their ‘Big box’ from Step 5 – Knowledge (pp. 38–39). They can add additonal personal qualities to the box based on what they have learnt as the unit has progressed.

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– Determine values and justify decisions.

– Students complete their own copy of the worksheet, matching the positive concept cards to the correct statements. ❋

Learning sequence 2 (Assessment task indicated by *)

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• If students did not complete Learning sequence 1, they should complete the worksheet on page 68, following the teachers notes above. ❋

– Students who have completed it should review the concepts of cooperative power, referring to the worksheet.

• Students complete the activity on page 70, ‘Using cooperative power to build harmonious communities – 2’. They will need to review the worksheet on page 27, ‘Inner power and power over’, to help them answer the questions about the article they choose to examine. Discuss students’ findings as a class.

• Using the ‘People with inner power’ worksheets (pp. 71–72), students complete a home-research information report to review a Nobel Peace Prize winner using one of the Peace Prize Laureate outlines on pages 73 to 77. Students identify the values they think won that person a peace prize.

• Students share their findings in small groups or as a shared display.

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Using cooperative power to build harmonious communities – 1

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Step 9

Real power is shared, not forced.

When power is shared, it is cooperative and individuals can express their values freely without being offended or offending others in the community.

In cooperative environments, individuals carry personal responsibilities to respect the rights of themselves and others. It is a win-win situation, with all people using their inner power.

In societies that use cooperative power, conflicts are solved peacefully and respectfully without power over or inappropriate anger responses. It is here that we can see harmonious communities at work.

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1. (a) Read the positive concept cards.

Actions using cooperative power to build harmonious schools

Cooperative power statements

Inner power promotes trust and respect for self and others.

Actions using cooperative power to build harmonious communities

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(b) Cut out and glue the cards to match the cooperative power statements.

Positive concept cards

Looking after my equipment at school.

I try to use my own words instead of copying someone else’s.

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Cooperative environments are filled with people who accept responsibility and work with others.

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When people accept personal responsibilities, the rights of all individuals are respected.

The community Obeying the has disabled and school rules keeps parents with prams everybody safe. parking spots.

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Real and equal power is shared, not forced.

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group shares and We listen to each takes equal turns other at news time. using a skateboard.

communities support the needs of all members.

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Celebrating a special historical landmark with a community gathering.

Obeying the flags when swimming at the beach.

Using designated public places for their intended use: cycleways, parks, skateboard areas etc.

Joining the Clean up Australia campaign.

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Inner power – 1

Reinforcement

Step 9

Complete the questions. power to express my individual values.

1. (a) I can use my

(b) Write notes in the box about personal qualities you use at home and at school.

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Home

School

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2. (a) Values that I think important include … (b) Explain your choices.

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3. Feelings I am more aware of now include …

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4. New and helpful responses to the way I express my feelings include …

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Inner power – 2

Reinforcement

Step 10

Answer the questions below.

1. (a) What rights do you think are important in a community?

(b) What responsibilities do you think are important for people to accept in a community?

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(c) What can happen when people don’t accept responsibilities and respect the rights of themselves and others?

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2. Read the following quotes. What do you think they mean?

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What I think the quote means

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‘If we have no peace, it is because we have forgotten that we belong to each other.’

Mother Theresa

‘Holding on to anger is like grasping a hot coal with the intent of throwing it at someone else; you are the one who gets burned.’

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Using cooperative power to build harmonious communities – 2

Reinforcement

Step 10

1. Find a local newspaper article which covers a current event or issue. Answer the questions about the article.

What was the event or issue mentioned in the article?

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What types of power were used?

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How did people communicate?

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How?

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raised/solved/ dealt with?

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What was fair or unfair about the solutions?

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People with inner power – 1

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Step 10

There are many individuals who have received recognition for their work in helping to provide rights to others. The Nobel Peace Prize is awarded to an individual (or to a group of people) each year as acknowledgement of their work in the area of peace, of which human rights is one aspect.

Your task:

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You are to research one of the Nobel Peace Prize winners to find out what work and cause he or she followed that was recognised and rewarded. Use the Nobel Peace Prize Laureate resource sheet your teacher will give you to help you answer the questions. You can also visit <http://www.nobelprize.org> to assist your research.

You are researching: Born:

Attended school at:

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Reasons for prize:

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What are the words inscribed on all Nobel Peace Prize medals?

What do you think this quote means?

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People with inner power – 2

Reinforcement

Step 10

Complete the task.

How did/does his or her work support the rights and responsibilities of people?

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What work did the Nobel Peace Prize Laureate do that supported his or her cause and beliefs?

What values describe his or her actions and the type of work he or she does/did?

Explain your choices.

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How does his or her work promote peace and cooperative power in local and world communities?

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How can we use these values in our family, school and community?

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Mother Teresa The Nobel Peace Prize 1979

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was added, and, in 1984, the priest branch was established.

The society of missionaries has spread all over the world, including the former Soviet Union and eastern European countries. They provide effective help to the poorest of the poor in a number of countries in Asia, Africa and Latin America, and undertake relief work in the wake of natural catastrophes such as floods, epidemics and famine for refugees. The order also has houses in North America, Europe and Australia, where they take care of alcoholics, the homeless and AIDS sufferers.

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Mother Teresa was born Agnes Gonxha Bojaxhiu in Skopje*, Macedonia, on 27 August 1910. Her family was of Albanian descent. At the age of 12, she felt strongly the call of God. She knew she had to be a missionary to spread the love of Christ. At the age of 18, she left her parental home in Skopje and joined the Sisters of Loreto, an Irish community of nuns with missions in India. After a few months’ training in Dublin, she was sent to India, where, on 24 May 1931, she took her initial vows as a nun. From 1931 to 1948, Mother Teresa taught at St Mary’s High School in Calcutta. But the suffering and poverty she glimpsed outside the convent walls made such a deep impression on her that, in 1948, she received permission from her superiors to leave the convent school and devote herself to working among the poorest of the poor in the slums of Calcutta. Although she had no funds, she depended on divine providence and started an open-air school for slum children.

Soon she was joined by voluntary helpers and financial support was also forthcoming. This made it possible for her to extend the scope of her work.

Reinforcement

The Missionaries of Charity located throughout the world are aided and assisted by a group of coworkers, who became an official international association on 29 March 1969. By the 1990s, there were over one million coworkers in more than 40 countries. Along with the coworkers, the lay Missionaries of Charity try to follow Mother Teresa’s spirit and charism (the gift of healing) in their families.

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Mother Teresa’s work was recognised and acclaimed throughout the world and she received a number of awards and distinctions, including the Pope John XXIII Peace Prize (1971) and the Nehru Prize for her promotion of international peace and understanding (1972). She also received the Balzan Prize (1978) and the Templeton and Magsaysay awards.

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On 7 October 1950, Mother Teresa received permission from the Holy See to start her own order, The Missionaries of Charity, whose primary task was to love and care for those persons nobody was prepared to look after. In 1965, the society became an international religious family by a decree of Pope Paul VI. Mother Teresa died in 1997.

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Today, the order comprises active and contemplative branches of sisters and brothers in many countries. In 1963, both the contemplative branch of the sisters and the active branch of the brothers were founded. In 1979, the contemplative branch of the brothers

* Formerly Uskup, a town in the Turkish Empire which is now Skopje, capital of Republic of Macedonia.

From Nobel Lectures, Peace 1971–1980, Editor-in-Charge: Tore Frängsmyr, Editor: Irwin Abrams, World Scientific Publishing Co., Singapore, 1997. © The Nobel Foundation 1979 Reproduced by permission R.I.C. Publications®

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Desmond Tutu The Nobel Peace Prize 1984

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Step 10

Bishop Desmond Tutu was born in 1931 in Klerksdorp, Transvaal, South Africa. His father was a teacher and he himself was educated at Johannesburg Bantu High School. After leaving school, he trained first as a teacher at Pretoria Bantu Normal College and, in 1954, graduated from the University of South Africa.

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After three years as a high school teacher, he began to study theology, being ordained as a priest in 1960. The years 1962–66 were devoted to further theological study in England, leading towards a Master of Theology. From 1967 to 1972, he taught theology in South Africa before returning to England for three years as the assistant director of a theological institute in London.

In 1975, he was appointed Dean of St. Mary’s Cathedral in Johannesburg, the first black person to hold that position. From 1976 to 1978 he was Bishop of Lesotho, and, in 1978, became the first black person to hold the position of General Secretary of the South African Council of Churches. Tutu is an honorary doctor of a number of leading universities in the USA, Britain and Germany.

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Desmond Tutu was a leader in the fight to bring equality to people in South Africa, whose government, until 1993, believed in discrimination between black people and white people. At the time of the discrimination, Desmond Tutu formulated his objective as ‘a democratic and just society without racial divisions’ and set forward the following points as minimum demands:

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1. equal civil rights for all

2. the abolition of South Africa’s passport laws 3. a common system of education

4. the cessation (stopping) of forced deportation from South Africa to the so-called ‘homelands’ Since 1993, Tutu has continued to speak out for people who are discriminated against, for the poor and to solve the problem of HIV/AIDS. He has continued his work both in South Africa and globally.

From Nobel Lectures, Peace 1971–1980, Editor-in-Charge Tore Frängsmyr, Editor Irwin Abrams, World Scientific Publishing Co., Singapore, 1997. © The Nobel Foundation 1984 Reproduced by permission 74

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Nelson Mandela The Nobel Peace Prize 1993

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accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.

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After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela’s campaign would not be stopped from doing so by the ANC. This led to the formation of the Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years’ imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity.

On 12 June 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.

Nelson Mandela was released on 11 February 1990. After his release, he plunged himself wholeheartedly into his life’s work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organisation had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation’s National Chairperson. The year after the policies of apartheid were dismantled in 1993, Mandela was elected President of South Africa. This was a position he held until 1999.

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Nelson Rolihlahla Mandela was born in Transkei, South Africa on 18 July 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party’s apartheid policies after 1948. He went on trial for treason in 1956–1961 and was acquitted in 1961.

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During his years in prison, Nelson Mandela’s reputation grew steadily. He was widely

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Shirin Edabi The Nobel Peace Prize 2003 I was born in the city of Hamedan (northwestern Iran) in 1947. My family were academics and practicing Muslims. At the time of my birth my father was the head of Hamedan’s Registry Office. My father, Mohammad Ali Ebadi, one of the first lecturers in commercial law, had written several books.

He passed away in 1993.

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posts and given clerical duties. They made me a clerk in the very court I once presided over.

We all protested. As a result, they promoted all former female judges, including myself, to the position of ‘experts’ in the Justice Department.

I could not tolerate the situation any longer and so put in a request for early retirement.

My request was accepted. Since the bar association had remained closed for some time since the revolution and was being managed by the judiciary, my application for practising law was turned down. I was, in effect, housebound for many years. Finally, in 1992, I succeeded in obtaining a lawyer’s licence and set up my own practice.

I came to Tehran (the capital of Iran) with my family when I was a one year old and have since been a resident in the capital. I began my education at Firuzkuhi primary school and went on to Anoshiravn Dadgar and Reza Shah Kabir secondary schools for my higher education. I sat the Tehran University entrance exams and gained a place at the Faculty of Law in 1965.

I received my law degree in three-and-a-half years, and immediately sat the entrance exams for the Department of Justice. After a six-month apprenticeship in adjudication, I began to serve officially as a judge in March 1969. While serving as a judge, I continued my education and obtained a doctorate with honours in private law from Tehran University in 1971.

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I spent my childhood in a family filled with kindness and affection. I have two sisters and a brother, all of whom are highly educated. My mother dedicated all her time and devotion to our upbringing.

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I used my time of unemployment to write several books and had many articles published in Iranian journals. After receiving my lawyer’s licence, I accepted to defend many cases.

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Among them, I represented the families of serial murder victims •f orr evi ew pu po esandoParvaneh nl yForuhar) • (ther family ofs Dariush

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and Ezzat Ebrahiminejad, who were killed during an attack on the university dormitory. I also participated in some press-related cases. I took on a large number of social cases, too, including child abuse. Recently I agreed to represent the mother of Mrs Zahra Kazemi, a photojournalist killed in Iran.

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I held a variety of positions in the Justice Department. In 1975, I became the President of Bench 24 of the [Tehran] City Court. I am the first woman in the history of Iranian justice to have served as a judge.

Following the victory of the Islamic Revolution in February 1979, since the belief was that Islam forbids women to serve as judges, I and other female judges were dismissed from our

I also teach at university. Each year, a number of students from outside Iran join my human rights training courses.

I am married. My husband is an electrical engineer. We have two daughters. One is 23 years old.

She is studying for a doctorate in telecommunications at McGill University in Canada. The other is 20 years old and is in her third year at Tehran University where she reads law.

From Les Prix Nobel, The Nobel Prizes 2003, Editor: Tore Frängsmyr, [Nobel Foundation], Stockholm, 2004 © The Nobel Foundation 2003 Reproduced by permission 76 Respect me – Respect you R.I.C. Publications® www.ricpublications.com.au

Wangari Maathai The Nobel Peace Prize 2004

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Society Award (1986), Right Livelihood Award (1984) and the Woman of the Year Award (1983). Professor Maathai was also listed on UNEP’s Global 500 Hall of Fame and named one of the 100 heroines of the world. In June 1997, Wangari was elected by Earth Times as one of 100 persons in the world who have made a difference in the environmental arena. Professor Maathai has also received honorary doctoral degrees from several institutions around the world: William’s College (1990), Hobart & William Smith Colleges (1994), University of Norway (1997) and Yale University (2004).

The Green Belt Movement and Professor Wangari Maathai are featured in several publications including The Green Belt Movement: Sharing the approach (by Professor Wangari Maathai 2002), Speak truth to power (Kerry Kennedy Cuomo, 2000), Women pioneers for the environment (Mary Joy Breton 1998), Hopes Edge: The next diet for a small planet (Frances Moore Lappé and Anna Lappé, 2002), Una sola terra: Donna I medi ambient despres de Rio (Brice Lalonde et al. 1998), Land ist leben (Bedrohte Volker, 1993).

Professor Maathai serves on the boards of several organisations including the UN Secretary General’s Advisory Board on Disarmament, The Jane Goodall Institute, Women and Environment Development Organization (WEDO), World Learning for International Development, Green Cross International, Environment Liaison Center International, the Worldwide Network of Women in Environmental Work and National Council of Women of Kenya.

In December 2002, Professor Maathai was elected to parliament with an overwhelming 98% of the vote. She was subsequently appointed by the president, as Assistant Minister for Environment, Natural Resources and Wildlife in Kenya’s ninth parliament.

r o e t s Bo r e p ok u S challenges, playing a leading global role as a co-chair of the Jubilee 2000 Africa Campaign, which seeked cancellation of the unpayable backlog debts of the poor countries in Africa by the year 2000.

Her campaign against land grabbing and greedy allocation of forest land has caught the limelight in the recent past.

Wangari Maathai is internationally recognised for her persistent struggle for democracy, human rights and environmental conservation. She has addressed the UN on several occasions and spoke on behalf of women at special sessions of the General Assembly for the five-year review of the Earth summit. She served on the commission for Global Governance and Commission on the Future. She and the Green Belt Movement have received numerous awards, most notably the 2004 Nobel Peace Prize. Others include the Sophie Prize (2004), Petra Kelly Prize for Environment (2004), Conservation Scientist Award (2004), J Sterling Morton Award (2004), WANGO Environment Award (2003), Outstanding Vision and Commitment Award (2002), Excellence Award from Kenyan Community Abroad (2001), Golden Ark Award (1994), Juliet Hollister Award (2001), Jane Adams Leadership Award (1993), Edinburgh Medal (1993), the Hunger Project’s Africa Prize for Leadership (1991), Goldman Environmental Prize (1991), the Woman of the World (1989), Windstar Award for the Environment (1988), Better World

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Wangari Muta Maathai was born in Nyeri, Kenya in 1940. The first woman in East and Central Africa to earn a doctorate degree, Wangari Maathai obtained a degree in Biological Sciences from Mount St Scholastica College in Atchison, Kansas (1964).

She subsequently earned a Master of Science degree from the University of Pittsburgh (1966). She pursued doctoral studies in Germany and the University of Nairobi, obtaining a PhD (1971) from the University of Nairobi, where she also taught veterinary anatomy. She became chair of the Department of Veterinary Anatomy and an associate professor in 1976 and 1977 respectively. In both cases, she was the first woman to attain those positions in the region. Wangari Maathai was active in the National Council of Women of Kenya in 1976– 87 and was its chairman in 1981–87. It was while she served in the National Council of Women that she introduced the idea of planting trees to help solve soil erosion. This continued to develop into a broad-based, grassroots organisation whose main focus is the planting of trees with women groups in order to conserve the environment and improve their quality of life.

However, through the Green Belt Movement, she has assisted women in planting more than 20 million trees on their farms and in schools and church compounds.

In 1986, the Movement established a pan-African Green Belt Network and has taught over 40 individuals from other African countries the approach. Some of these individuals have established similar tree planting initiatives in their own countries or they use some of the Green Belt Movement methods to improve their efforts. So far, some countries have successfully launched such initiatives in Tanzania, Uganda, Malawi, Lesotho, Ethiopia, Zimbabwe and other nations.

In September 1998, she launched a campaign of the Jubilee 2000 Coalition. She has embarked on new

Reinforcement

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From Les Prix Nobel, The Nobel Prizes 2004, Editor Tore Frängsmyr, [Nobel Foundation], Stockholm, 2005 © The Nobel Foundation 1993 Reproduced by permission R.I.C. Publications®

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References

Teachers notes

Bates, K 2005, The road to reading series Software Publications, Australia.

Bates, K 2006, Hands on help publication pending.

Begun, R W 1995, The society of the prevention of violence – Social skills lessons and activities

Jossey-Bass, San Francisco.

r o e t s Bo r e p ok u S

Bloom, B S 1956, Taxonomy of educational handbook 1: The cognitive domain David McKay, New York.

Teac he r

Board of Studies 1999, English syllabus K-6 Board of Studies, Australia.

Board of Studies 1999 Personal development, health and physical education K-6 Syllabus Board of Studies, Australia.

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Brady, L 1979, Feel, value, act – Learning about values theory and practice Prentice-Hall, Australia.

Crain, W C 1985 Theories of development Prentice-Hall, New Jersey. de Bono, E 2004 How to have a beautiful mind Griffin Press, Australia.

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Education Department of Western Australia 1997, Writing resource book – First steps Rigby Heinemann, Australia

Erikson, Erik H 1980, Identity and the life cycle Norton and Company, New York.

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Elkind, D H and Sweet, F PhD 1998, ‘Ethical reasoning and the art of classroom dialogue’ The High School Magazine, Jan/Feb 1998.

Hiatt, Jeffrey M 2006, ADKAR: A model for change in business, government and our community

Prosci, Loveland.

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Kovalik, S 1994, Life skills Books for Educators Inc, USA.

o c . che e r o t r s super Robbins, A 2001, Awaken the giant within Bookmarque Ltd, Surry.

Taylor, E 2006, Baby steps publication pending.

Taylor, S 1995, Drama recipe – Book 1 Radical Wombat Collective, Australia.

Taylor, S 1999, Drama recipe – Book 2 Radical Wombat Collective, Australia.

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Answers

Teachers notes

The majority of answers in Respect me – Respect you require a teacher check as answers will vary depending on students’ personal experiences and opinions.

The following answers are given: Page 5 p a t i e n c e e u l r a s

e n o n t e o e l t o e c p

n d l d e r m s p h y s o o

d s e n s o p y f o l p u n

a s r e y s a f u s o e r s

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e k h k l e r e h p e c d e

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b l a s h i s u l i y c t i

i p n s e t s l n y a t e b

l f c s l y i o e t l a s i

i u e s t o o w s y t t y l

t l n o h o n e s t y y p i

y g r a c i o u s n e s s t

e t r u t h f u l n e s s y

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d d e p d g c o u r a g e r

Rules, responsibilities, beliefs and values

Values and actions

1. (a) dependability – Doing what we say we are going to do.

(b) fairness – Treating everyone with the same respect. (c) courteousness – Always speaking to others with respect.

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•f o rr e i e wp ur osesonl y• (d) honesty – Telling the truth.

(e) responsibility – Capable of responding in a truthful, loyal and dependable way. (g) patience – Quietly solving problems without losing your temper.

(h) compassion – Showing and feeling care and understanding for others.

Page 13

All about sport

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Possible answers (Tennis is given as an example.)

2. Name of researched sport: Tennis

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Members/ Participants: singles doubles female male mixed teams Coordinator(s) e.g. judge, ref, coach: umpire ball boys/girls senior umpire scorers linespeople

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o c . che e r o t r s super Special equipment: approved tennis racquets synthetic tennis ball tennis shoes caps tennis net clay, grass, hardcourt

Main object of the game To return a tennis ball over a net using a racquet within a defined space.

A player aims to hit the ball within the lines and make it too difficult for the opponent to return the ball, therefore winning a point.

Skills required: running sprinting volley backhand forehand serving

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Answers

Teachers notes

3. We discovered that the rules benefited all players. Sometimes players were given warnings or point penalties for conduct unbecoming to the game.

4. Three rules and codes of behaviour: When the ball is outside the lines the opponent receives a point.

Show respect at all times. Listen to the umpire and accept decisions.

Be self-controlled.

5. Three infringements and their consequences:

If players start ‘mucking’ around and purposefully not playing to their best if they are losing or winning by a big margin they can be disqualified.

If a player hits the ball out of the defined lines the opponent gains a point.

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Intentional throwing of the racquet gains a four point loss. If the player continues to infringe he or she is disqualified.

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Handball

1. (a) Teacher check

(b) The wall handball court looks like this.

Front wall

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Service zone Restraining line

Short line

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Possible answer for court at school:

kings

queens

jacks

dunce

It is different from the game at school because we play on the ground in a court of four squares.

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Answers Page 16

Teachers notes

Swimming

Possible answers: 1. (a)–(b) The focus of the ten commandments is to praise your child and accept his or her best as good enough; i.e. enjoyment and sportsmanship.

2. (a)–(b) The swimmer can be disqualified for any unsportsmanlike act, such as starting at the wrong time, interfering with other players, not accepting the time scored or using performance-enhancing drugs to win races.

(c)

Basketball

1. The offence is the team with the possession of the ball.

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The timing devices are important because the swimmers may finish very close and it is difficult to judge who won. But the timing device is very accurate and it can pick up parts of seconds that we may not be able to see with our eyes. It is important it is working so that the results are fair and true for all the participants.

2. The main goal of defence play is not to foul while attempting to regain possession of the ball.

3. Answer should indicate that as the offence is running and moving quickly with the ball it is hard for the defence not to touch them and foul while trying to stop or intercept the ball.

4. Teacher check Page 59

About anger – 1

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1. (1) first, (2) anger, (3) frustration, (4) conceal, (5) primary, (6) angry, (7) not, (8) emotions, (9) energy Using cooperative power to build harmonious communities – 1

Cooperative power statements

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Inner power promotes trust, respect for self and others.

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Actions using cooperative power to build harmonious schools

Actions using cooperative power to build harmonious communities

I try to use my own words instead of copying someone else’s.

Celebrating a special historical landmark with a community gathering.

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Win-Win communities support the needs of all members.

We listen to each other at news time.

Using designated public places for their intended use: cycleways, parks and skateboard areas.

Cooperative environments are filled with people who accept responsibility and work with others.

Obeying the school rules keeps everybody safe.

Joining the Clean Up Australia campaign.

When people accept personal responsibilities, the rights of all individuals are respected.

Looking after my equipment at school.

Obeying the flags when swimming at the beach.

Real and equal power is shared, not forced.

Our friendship group shares and takes equal turns using a skateboard.

The community has disabled and parents with prams parking spots.

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