Respect Me - Respect You!: Ages 11+ by Teacher Superstore

RIC-6410 4/65

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RESPECT ME – RESPECT YOU (Ages 5–7) RESPECT ME – RESPECT YOU (Ages 8–10)

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notes Teachers

Foreword

Values education has always been a part of learning, often taking place incidentally during the everyday life of 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 and community. Respect me – Respect you builds a strong but flexible framework 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 psychosocial 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 behaviour and ultimately, acquire a desired personal value framework while respecting and valuing others in the process.

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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 Theories underpinning Respect me – Respect you

PROGRAM

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Titles in this series:

Introduction, Purpose....................................................... iv

Step 1—Awareness..................................................................2–6 Teachers notes.......................................................... 2

Self-awareness, self-acceptance and self-esteem.......... v

Kohlberg’s stages of moral development........................ v

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

Step 2—Awareness Desire..........................................7–19 Teachers notes...................................................... 7–9

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

The ADKAR model............................................................ vi Bloom’s taxonomy............................................................ vi

Step 3—Desire........................................................................20–21 Teachers notes........................................................ 20

Edward de Bono’s parallel thinking method/Multiple intelligences..................................................................... vii

Student worksheets............................................. 3–6

Maslows’s Theory of self-actualisers............................. viii The ABC model of conflict resolution........................... viii

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How to use this book....................................................... ix Curriculum links........................................................... x - xi Overview......................................................................... xii

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Supplementary resources.............................................. xiii

Student worksheet................................................. 21

Step 4—Knowledge..............................................................22–26

Teachers notes........................................................ 22

Student worksheets......................................... 23–26

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Types of power................................................................ vii

Student worksheets..........................................10–19

Step 5—Knowledge ............................................................27–34 Teachers notes.................................................. 27–29

Student worksheets......................................... 30–34

Step 6—Ability........................................................................35–40

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Teachers notes.................................................. 35–36

Students worksheets....................................... 37–40

Step 7—Ability........................................................................41–45

Teachers notes........................................................ 41

Student worksheets......................................... 42–45

Step 8—Ability........................................................................46–47 Teachers notes........................................................ 46

Student worksheet................................................. 47

Step 9—Reinforcement......................................................48–55 Teachers notes.................................................. 48–49

Student worksheet........................................... 50–55

Step 10—Reinforcement....................................................56–62 Teachers notes........................................................ 56

Student worksheets......................................... 57–62

References ....................................................................... 63 Answers...................................................................... 64–67 R.I.C. Publications®

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Respect me – Respect you

iii

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 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 Respect me – Respect you are:

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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’

Respect me – Respect you

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

ready-to-go means to support new initiatives and assist in the active implementation of a skills and values education policy meaningful to their school’s needs

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to provide teachers with a framework that can accompany prescribed work schemes and outcomes as well as encompassing the individual needs of students

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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

self and others

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their understandings of 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

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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 who we are, we will have high self-esteem. If we feel bad about ourselves and 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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judgments based on consequence, to judgments based on motive. 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 a child’s concerns with society as a whole through the use of discussion. It 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 acquiring these, individuals attain particular qualities which support them in their healthy development and help them reach their potential as human beings. The class discussions included here incorporate these stages, focusing on the four stages primary-school aged students go through: trust, independence, 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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Respect me – Respect you

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, either

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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 of 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 him or her 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 teamwork, helps avoid confusion and misunderstandings and reduces tensions between people.

positive or negative, is usually required. These influences can 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). 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

Respect me – Respect you

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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.

© R. I . C.Publ i cat i ons ‘Power over’ means we have • f or r evi ew pu r p seso nl y• Judging: why something may not work, theo power over another person. 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

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. R.I.C. Publications®

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 book, 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 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 himself/herself 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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notes Teachers

Theories underpinning Respect me – Respect you Maslow’s Theory of self-actualisers

THE which are required by all humans for Maslow’s theory discusses a hierarchy of NEED survival: food and shelter. However, human needs, where lower needs must TO GROW it also examines needs that extend be met prior to moving to the next AND TO BE beyond such requirements; those that stage. Maslow concludes that when THE BEST WE relate to self-awareness, to be part individuals become aware of a CAN BE of a social environment, to develop deficiency within a level they will companionship and to ‘belong’, attempt to remove or change If people have to and of mutual and self-respect. that deficiency. This parallels struggle for the basic needs the ADKAR model’s first stage of food, shelter and safety, This encompasses the students’ of change (Awareness). they do not have enough physical need to affiliate with others, or emotional energy to reach their to explore their place in the Step 1 of Respect me – true potential. community, and to achieve Respect you addresses self-actualisation so that the essential each student can reach physiological THE NEED TO RESPECT OURSELVES AND their true potential. needs of human OTHERS beings, those We acknowledge our uniqueness and accept our self and others. We treat people as we would like to be treated, creating a community where people show respect and are, in turn, respected.

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THE NEED FOR LOVE AND BELONGING © R. I . C.Publ i cat i ons We experience a sense of acceptance, happiness and fulfilment. •f orr evi ew pur posesonl y• THE NEED FOR SAFETY AND PROTECTION

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PHYSICAL NEEDS Physical needs include those that are essential for us to survive.

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Our physical body and our emotional self are protected.

(Adapted from Maslow’s Theory of self-actualisation)

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The ABC model of conflict resolution (Taylor 2006) This model has been developed to specifically address the steps involved in conflict resolution, using straightforward ‘self-talk’ steps for students to use in situations of conflict. As conflict can arouse many emotions, often responses like anxiety or stress can be exhibited during such situations. This model is specifically designed to keep resolution simple in times of stress. The three steps of the ABC model are Attitude (using assertive responses), Brainstorm (strategies and alternatives that best solve the conflict in the particular situation) and Choose (selecting the best option for that situation). The ABC model can be adapted to a wide range of conflicts and situations which require choice, thereby building a student’s coping skills.

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ATTITUDE

BRAINSTORM

CHOOSE

Use inner power to be assertive

Provide yourself with as many options as possible

Decide what is the best option

Respect me – Respect you

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notes Teachers

How to use this book

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Respect me – Respect you is a 10-step values education framework. 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 this book is accompanied by teachers notes and a selection of blackline masters. The program is designed to last for a term.

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Teachers notes pages

The ADKAR change management model step is given.

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

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

The theories and teaching methods underpinning each step are explained.

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Student pages

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

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

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.

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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.

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Respect me – Respect you

• develop an awareness of the common values shared throughout the world • build self-awareness of what is important to them in their world and why.

Respect me – Respect you

• use their awareness of what makes them safe • identify their responsibilities as a member of a community • develop a commitment to express core values across culture, race, country and creed in an effort to bind humanity.

STEP 3 Desire

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• develop a deeper awareness of the benefits using inner power to contribute in a cooperative manner in a variety of situations • identify their personal and others’ individuality and that uniqueness is an accepted part of our humanity • build a deeper awareness of their personal feelings and develop a greater desire to express them appropriately • recognise and develop a range of appropriate strategies to respond to the anger of and the use of power over by others.

Personal development, health and physical education

Learning area SMS 3

SMS 4

IPS 3

IPS 4

V1,V2,V3

V4,V6

COS3.1

DMS3.2

English

HPSR0402

HPSR0302

HPIP0402

HPIP0302

HPIP0401

HPIP0301

Vic.

HPSR0403

IRS3.11

3.5, 4.5 3.7, 4.7

EPD 3.3, 4.3 EPD 3.4, 4.4 SRP 3.5, 4.5

3.9, 4.9

TCC 3.5, 4.5 TCC D 3.8

TCC D 4.6

TCC D 4.8

CI 3.1

CI 3.2, 4.2

SOSE0403

C 3.3, C 4.3 TCC 3.2, 4.2 TCC 3.3, 4.3 NSS 3.2, NSS 4.2 Active citizenship

SSS3.7

SSS3.8

LS 4.1 LS 4.2 R 4.1

TS3.1

TS3.2 RS3.5

(Refer to document)

W 4.1

W 4.4

WS3.9

WS3.10

WS3.12

WS3.11

R 4.4

RS3.6

3.12, 4.12

3.11, 4.11

3.9, 4.9 ENWR0404

ENWR0401

3.4, 4.4

3.3, 4.3

3.2, 4.2

3.1, 4.1

3.7, 4.7

< http://www.qsa. qld.edu.au>

Refer to Curriculum documents

CI D 4.6

CI D 3.7

CI 3.5, 4.5

3.10, 4.10

3.7, 4.7

ENRE0404

ENRE0402

ENRE0401

ENSL0402

ENSL0401

3.8, 4.8

TCC 3.4, 4.4

SOSE0402

C 4.2

ENS3.6

3.3, 4.3

3.2, 4.2

SOHIO402

TCC 3.3, 4.3

TCC 3.2, 4.2

SOSE0302

CUS3.4

C 3.2,C 4.2,

CUS3.3

ICP 4

ICP 3

CCS3.1

TCC 3.1, 4.1

3.1, 4.1

3.4, 4.4

EPD 3.2, 4.2

SRP 3.3

3.3, 4.3

EPD 3.1, 4.1

QLD

SOSE0301

SLS3.13

HPSR0303

GDS3.9

PSS3.5

INS3.3

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NSW

State

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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.

pp. 22–26

STEP 4 Knowledge

pp. 20–21

pp. 7–19

• 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 • develop an awareness of the common values shared throughout the world • build self-awareness of what is important to them in their world and why.

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STEP 2 Awareness Desire

pp. 2–6

STEP 1 Awareness

The students should be able to:

Outcomes

Curriculum links

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ADKAR change management model

notes

Teachers

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• develop an understanding of how we recognise and what we feel about anger in ourselves and in others • demonstrate ways to deal with anger in themselves and in others.

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• explore the concept of ‘cooperative power’ • understand what they respect in others and themselves by examining their own values and what is important to them.

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• become aware of and be able to see the connections within groups and that mutual respect is based on valuing individuals and their rights.

• see the evolution and change of ideas, landscape, infrastructure, houses, transport, food, music, clothing, leisure, lifestyles and cultures that occur.

English

HSIE/SOSE

SMS 4

IPS 3

IPS 4

V4,V6

COS3.1

DMS3.2

ICP 4 C 3.2,C 4.2, C 4.2 C 3.3, C 4.3

CUS3.3

CUS3.4

ENS3.6

SSS3.7

SSS3.8

3.7, 4.7

EPD 3.4, 4.4

3.9, 4.9

TCC 3.3, 4.3 TCC 3.4, 4.4 TCC 3.5, 4.5 TCC D 3.8

SOHIO402

SOSE0402

SOSE0403

LS 4.2

R 4.1

R 4.4

W 4.1

W 4.4

TS3.2

RS3.5

RS3.6

WS3.9

WS3.10

(Refer to document)

Active citizenship

ENWR0404

ENWR0401

ENRE0404

ENRE0402

ENRE0401

ENSL0402

3.7, 4.7

3.3, 4.3

< http://www.qsa. qld.edu.au>

Refer to curriculum documents

CI D 4.6

CI D 3.7

CI 3.5, 4.5

3.12, 4.12

3.11, 4.11

3.9, 4.9

3.7, 4.7

3.4, 4.4

3.3, 4.3

3.2, 4.2

3.1, 4.1

TCC D 4.6 TCC D 4.8 3.10, 4.10 CI 3.2, 4.2

ENSL0401

3.8, 4.8

TCC 3.2, 4.2

SOSE0302

3.2, 4.2

TCC 3.1, 4.1

SRP 3.5, 4.5

SRP 3.3

NSS 3.2, NSS 4.2

LS 4.1

WS3.12

3.5, 4.5

EPD 3.3, 4.3

CI 3.1

TS3.1

WS3.11

3.4, 4.4

EPD 3.2, 4.2

3.1, 4.1

3.3, 4.3

EPD 3.1, 4.1

QLD

SOSE0301

HPSR0403

HPSR0303

HPSR0402

HPSR0302

HPIP0402

HPIP0302

HPIP0401

HPIP0301

Vic.

TCC 3.3, 4.3

TCC 3.2, 4.2

ICP 3

CCS3.1

SLS3.13

IRS3.11

GDS3.9

PSS3.5

INS3.3

SMS 3

V1,V2,V3

NSW

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Learning area

State

Curriculum links

pp. 48-62

STEP 9-10 Reinforcement

pp. 46–47

STEP 8 Ability

pp. 41–45

STEP 7 Ability

pp. 35–40

• learn to understand their own body responses to anger and develop strategies to deal with and protect themselves from anger around them • build an understanding of feelings and their abilities to identify and work with them.

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STEP 6 Ability

pp. 27–34

STEP 5 Knowledge

The students should be able to:

Outcomes

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ADKAR change management model

notes

Teachers

Respect me – Respect you

notes Teachers

Overview STEP

ADKAR change management model stage Awareness Desire Knowledge Ability Reinforcement

1 pp. 2–6

Awareness • Identifies needs, important values and virtues that are beneficial for one’s self and his/her community.

3 pp. 20–21

Desire • Designs and discusses an ‘ideal’ community and examines the virtues and values that are important in creating a harmonious community. • Identifies values and qualities displayed through actions. • Plans a society where the freedoms and wants of individuals do not impede the freedoms and rights of others. • Identifies positive qualities that help us to build communities.

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4 pp. 22–26

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2 pp. 7–19

Awareness Desire • Identifies needs, important values and virtues that are beneficial for one’s self and his/her community. • Explores the 30 articles of the Universal Declaration of Human Rights and represents their meaning through drawing and oral expression. • Compares these rights and responsibilities to those in their classroom and community. • Demonstrates an ability to understand accepted rights and identifies social issues where rights are limited. • Participates in group discussions. • Interprets articles from the Universal Declaration of Human Rights, makes value judgments and gives examples of ways he or she can express these values locally and globally.

Knowledge • Records analysis of themes and values expressed in fictional text. • Transfers learnt skills to new situations. • Summarises newspaper articles and identifies main ideas and issues of rights and responsibilities within the reports.

7 pp. 41–45

Ability • Explores the subject of change through the use of a variety of texts. • Analyses a series of events over time to compare the similarities and differences within the context of change. • Understands that each human has a place in history and his or her story is unique and important.

8 pp. 46–47

Ability • Recognises differences in the way people react to similar situations. • Grows to understand that individual differences are acceptable and common. • Recognises and discusses a variety ways to resolve conflict.

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6 pp. 35–40

Ability • Demonstrates a range of options to deal with anger in one’s self and others. • Identifies helpful responses to one’s own feelings. • Recognises and practises the ‘separation of sense of self’ from events and actions. • Improves understanding and strategies for developing inner power. • Recognises feelings of guilt and shame and can provide examples of past situations when such feelings have occurred.

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5 pp. 27–34

Knowledge • Develops understanding and learns to deal with his or her own anger and anger expressed by other people, developing a set of alternative strategies to diffuse conflict and aggressive behaviours. • Explores the concepts of the fight (aggressive)/face (assertive)/flight (passive) responses. • Explores the difficulties associated with masking and hiding feelings through use of discussion and personal reflection.

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9 pp. 48–55

Reinforcement • Studies plot, characters and events in fiction to identify values which may help or hinder harmony within and between people in the ‘real’ world. • Reflects on own learning, beliefs and values. • Identifies and uses strategies to develop positive responses to feelings.

10 pp. 56–62

Reinforcement • Reflects on own learning, beliefs and values. • Researches and creates own mandala. • Identifies and uses strategies to develop positive responses to feelings.

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notes Teachers

Supplementary resources Step

A copy of the Universal Declaration of Human Rights can be found at: <http://www.un.org/Overview/rights.html> <http://www.universalrights.net/main/decl_1.htm>

<http://www.un.org/Overview/rights.html> <http://www.universalrights.net/main/decl_1.htm>

No supplementary resources required.

Rose Blanche (R McEwan, Roberto Innocenti) A story about the experiences of war as seen through the eyes of a child. The soldier on the hill (Jacquie French) One boy’s experience during the Second World War and how his accidental meeting with a Japanese soldier draws a community together. Daughter of the regiment (Jacquie French) Explores the links that have bound humanity over time and how we understand the relationships and values that bind people together. Somewhere around the corner (Jacquie French) A time that seems out of control, where, among fear and uncertainty, a girl finds safety, a sense of belonging and love.

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Its not all about you, Calma! (Barry Jonsberg) A humorous witty story about a teenage girl and her in-your-face relationships with her family and friends. Mrs Frisby and the rats of NIMH (Robert O’Brien) A fictional story of relationships, social interactions and issues which explores the bravery of one rat to save a community despite power over and dangerous obstacles set before her.

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Collections of newspaper articles on community and world events for discussion Cannily, Cannily (Simon French) A story of a boy’s struggle to belong and his journey of events as he builds inner power.

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Window (Jeannie Baker) Belonging (Jeannie Baker) Stories that address change and growth and the impact this has on communities and the environment. My place (Nadia Wheatley and Donna Rawlings) A story of time, sense of space and changes to place that spans from 1788-1988. It deals with change and the acceptance of a place that was, and still is, shared by many.

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No supplementary resources required.

The crime of the agent-mariner (Pia Santaklaus and Tony Flowers) A totally charming, witty and illustrative period piece based on the title of the poem written by Samuel Taylor Coleridge—‘The rime of the ancient mariner’. The story explores concepts of social cohesion, justice, equality, inner power and power over.

Inner power cards 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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Respect me – Respect you

xiii

Teachers notes

Step 1 – Awareness

Indicators: • Identifies needs, personal values and virtues that are beneficial for one’s self and his/her community. ADKAR change management model: Awareness is the first stage of change. With awareness, we begin to learn about ourselves and our relationships with others. Erikson’s Theory of psychosocial skills: Learning about ourselves and our relationships with others builds the foundations of trust. Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus Reflection

Discussion

Explore the values and rights communities and societies around the world believe are important. How are they developed through the cooperation of the United Nations?

Teacher background: Maslow (1954 – cited Huitt, 2004) discusses the hierarchy of human needs: where lower-level needs must be satisfied before moving to the next stage. Maslow concludes that when individuals become aware of a deficiency in a level they will move to remove or change that deficiency. This parallels the ADKAR first stage of change. This learning sequence explores the understandings of the basic needs of all human beings: physiological needs, safety to self, a safe environment and the need to ‘belong’ and to love. Compare these needs with the students’ needs to affiliate with others and explore their place in the community. • Shared discussion: Using Maslow’s theory of self-actualisation to guide discussion, students discuss and review what they need to grow emotionally, socially and physically. Refer to the teachers notes on page viii and the worksheet, ‘Hierarchy of needs: The best that we can be’ on page 3. (This worksheet could also be reproduced as an overhead.) ❋ Summation: By fulfilling our basic needs we can build upon the next level of selffulfilment. • Make flashcards or a chart to display the five levels of Maslow’s hierarchy. ❋ (Physical needs, love and belonging, confidence and mutual respect, awareness of self and the motivation and desire to be the best we can be.) Provide dictionaries for students to refer to, guide their discussions (or include any new words in their weekly spelling studies).

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Reflects on the rules for social cohesion that are important and known to them.

Learning sequence (Assessment task indicated by ❋)

Reflection – What do I know? – What do I understand so far?

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– What can we do to provide for others and how can we help each other obtain our needs? What is not appropriate to do? – How do our needs change as we become older? What is the difference between a person who is barely surviving and a person who is flourishing? – What is a belief? What is a value? What is a virtue? What are the differences and similarities between the terms?

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Suggested guided discussion: – What do we need to help us fully grow as a person? – How are these needs provided for? – Who provides for these needs? – What does each of Maslow’s levels mean to you? – What actions would be representative of each of these levels? – What responsibilities do we have to provide for these needs and to be provided for these needs?

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• Brainstorm: Discuss and list keywords and phrases. Include a vocabulary definition sheet if required. • Joint construction: Using the hierarchy on the worksheet/overhead on page 3 as a guide, students complete the worksheets, ‘The building blocks for self and community’ on pages 4 and 5. Students write definitions and examples of how each need can be provided for. ❋ • Shared discussion: – Who provides for these needs? – How can we support ourselves and others in providing for these needs? – What would the consequences be for one’s self, others and the community if one or many of these needs were not met? – How does our responsibility towards the provision of needs for ourselves and others change as we grow older? • Personal review: Students complete a survey. This enables them to personally reflect on their understandings, provides a test of some of the terms and ideas to be introduced during the next learning sequences and provides a time to individually work on the answers. Refer to ‘Personal reflection’ on page 6. Discuss answers as a class.❋ R.I.C. Publications®

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Hierarchy of needs: The best that we can be

Step 1

Awareness

THE NEED TO GROW AND TO BE THE BEST WE CAN BE

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If people have to struggle for the basic needs of food, shelter and safety, they do not have enough physical or emotional energy to reach their true potential.

r o e t s Bo r e p ok u S THE NEED TO RESPECT OURSELVES AND OTHERS

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We acknowledge our uniqueness and accept our self and others. We treat people as we would like to be treated, creating a community where people show respect and are, in turn, being respected.

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THE NEED FOR SAFETY AND PROTECTION

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o c . che e r o t r s super Our physical body and our emotional self are protected.

PHYSICAL NEEDS Physical needs includes those that are essential for us to survive.

Adapted from Maslow’s Theory of self-actualisation R.I.C. Publications®

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The building blocks for self and community – 1

Awareness

Step 1

1. Fill in missing words.

People have basic needs. We build on these needs and, as our confidence grows, we are motivated to become the best we can be. These building blocks help us to

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, i n t , and to be i n d and autonomous. These building blocks build on one another to help us to grow socially, emotionally and physically.

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2. Examine the values listed on the second worksheet and cut out and paste them in the correct block. These values and virtues help us grow into self-reliant people who possess inner power.

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THE NEED TO GROW AND TO BE THE BEST WE CAN BE

THE NEED TO RESPECT OURSELVES AND OTHERS

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THE NEED FOR LOVE AND BELONGING

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THE NEED FOR SAFETY AND PROTECTION

PHYSICAL NEEDS

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The building blocks for self and community – 2 water

minerals, vitamins

to stand up for what is right

protection from danger

temperature

to be part of the community

to be confident that the best we can do is okay

food

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to ensure the safety of ourselves and our property

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pleasure, enjoyment

to be truthful

Step 1

to feel that we belong

to believe in ourselves and be confident in our abilities

air

Awareness

shelter

to be autonomous © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• to be able to resist peer pressure

clothing

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to have the companionship of others

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to be loved

to be aware of what is genuine and what is fake

to appreciate what we have

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to be able to make different choices from our friends but still be accepted www.ricpublications.com.au

to be ourselves and accept our uniqueness

to have the opportunity to learn

to be able to choose our friends

to show humility

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to accept ourselves

to have strong ethics

to be appreciated and to appreciate others

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protection from the elements

to be part of a family

to strive to be our best

to be included in groups

rest

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Personal reflection

Awareness

Step 1

This survey provides time to you to individually reflect on your understanding of some of the terms and ideas we have been talking about and will be talking about in the future. There is no ‘right’ or ’wrong’ answer for many of the questions. They are asking for your thoughts and your understandings and your answers may be different from or similar to other class members. You may use a dictionary to help you with any new words you are unsure of. Answer the questions. 1. What is a ‘declaration?’

2. What does the word ‘universal’ mean to you?

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3. What are ‘human rights’ and who should have them?

4. (a) What is power?

(b) Look at the three different places listed below. Make notes about how people attempt to be powerful in each of these places. Highlight the helpful actions provided by these people in the places. (i) in our home

(ii) in our community

(iii) in the wider world

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5. How do you deal with conflict?

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6. What would your friends or family say about how you deal with conflict?

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7. ‘Utopia’ is the name given to an imaginary place, city or world which is ideal or perfect. How could we achieve ‘utopia’ on Earth?

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8. What could be obstacles to achieving this?

9. Where people with different ideas and values live together, there is sometimes conflict. If you could create a utopia, how would you solve conflict? 6

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Step 2 – Awareness

Teachers notes

Desire

Indicators: • Identifies needs, personal values and virtues that are beneficial for one’s self and his/her community. • Explores the 30 articles of the Universal Declaration of Human Rights and represents their meaning through drawing and oral expression. • Compares these rights and responsibilities to those in their classroom and community. • Demonstrates an ability to understand accepted rights and identifies social issues where rights are limited. • Participates in group discussion. • Interprets articles from the Universal Declaration of Human Rights, makes value judgments and gives examples of ways he or she can express these values locally and globally.

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ADKAR change management model: Awareness is the first stage of change. With awareness, we begin to learn about ourselves and our relationships with others. Increased awareness builds in us a desire to change situations and/or our values.

Edward de Bono’s parallel thinking hats

Bloom’s taxonomy and focus

Knowledge Share prior knowledge and collectively build each individual’s knowledge base.

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Erikson’s Theory of psychosocial skills: With awareness we begin to learn about ourselves and our relationships with others. It builds the foundations of trust. Learning sequence (Assessment task indicated by ❋)

Focus for class: ‘Utopia’ is a term people use to describe an idealised or perfect world, one which people strive to achieve, although they are unlikely to do so. As part of this sequence, the students are to design their perfect world – their Utopia. Before commencing on the detail of their Utopian ideal, students should consider what virtues they believe would be beneficial to all, including the environment, when designing their ‘world’ or ‘city’. • Shared discussion: – Use the worksheets ‘Positive values for a harmonious community’ on page 10 and ‘Inner power and power over – 1’ on page 11 as a stimulus. (These pages can also be reproduced as overheads.) – Talk through the worksheets/overheads in preparation for further guided discussion. • Suggested guided discussion: Brainstorm ways people can build harmonious communities, referring back to the worksheets/overheads on pages 3 to 5. These can be enlarged to A3 sheets for display and reference. Ask the students: – What does the word ‘harmonious’ mean to you? – Look up the definition in the dictionary. Find other words that are similar to ‘harmonious’ in the thesaurus. – What are some ways in which we can build harmonious communities in relation to people and to the environment? For example: (a) The way we communicate. (b) The way we solve problems. (c) Maintaining positive relationships. – How does inner power allow all people to be the best they can be? – How does inner power allow individuals to resist peer pressure? – How does inner power help people to accept others’ differences and values? Write your own definition and answers to the above questions. • Individual reflection: To help reinforce concepts learnt, students complete the accompanying worksheet ‘Inner power and power over – 2’ (page 12). Students share their reflections and learn from others’ responses. • Creative arts activity: Students begin planning of their ‘Utopia’ (page 13) by sharing their ideas and exploring what they would consider ideal in a world without conflict and scarcity. (‘Scarcity’ encompasses scarcity of all the basic needs.)

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Reflection Reflect on the rules for social cohesion that are important and known to students.

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Teachers notes Edward de Bono’s parallel thinking hats

Step 2 – Awareness

Bloom’s taxonomy and focus

Desire

Learning sequence (Assessment task indicated by ❋) The basic needs of human beings are reviewed by way of a brainstorming session. Use Maslow’s hierarchy as a guide. Refer to the website <http:// www.changingminds.org/explanations/needs/maslow.htm> to expand on the list of values and to build the vocabulary for identification of virtues. When considering the basic needs and rights of human beings, the teacher introduces the research task on the Universal Declaration of Human Rights, as set out below.

Discussion

r o e t s Bo r e p ok u S • Guided discussion :

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– Students discuss the components that would be important to consider when designing a utopian city, making reference to their personal reflection activity on page 6. – The students’ draft design of their utopia is completed as an in-class or home task, ready for discussion in Step 3’s learning sequence. – Introduce the components included in the Universal Declaration of Human Rights.

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Examine the values and rights that communities and societies of the world believe are important, and how the world attempts to achieve these values through the cooperation of organisations such as the United Nations. How are such values relevant in their own lives?

Introducing the Universal Declaration of Human Rights Act – When was the declaration made? – Why do you think the United Nations created the declaration? – How is the declaration relevant to families, our schools and the wider community? <http://www.universalrights.net/main/creation.htm> <http://www.un.org/Overview/rights.html> The sites referred to above provide the preamble of the Universal Declaration of Human Rights and enable a clear explanation of the purpose, historic date and development of the declaration. The second site also includes the full 30 articles of the declaration for use in the following analysis activities. Refer to page 14 for a summary of the main concepts within the article for reference. (This page can be reproduced as an overhead.) Students can research the websites and then further discuss the topic as a class.

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• Class discussion:

– What types of power could we use to ensure that rights and responsibilities are maintained and acted upon?

Discussion

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– What types of power would be inappropriate?

– Acknowledge the types of power people use and implement.

– What types of values and affirmations would you expect to see in a global declaration addressing the rights of human beings?

– Identify the ‘best’ power that benefits all people.

After the discussion, students write a paragraph to individually answer each of the questions. Students share their answers in a writer’s circle.

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Identification and prioritisation Build the motivation to be autonomous and build better communities.

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• Independent reflection: Students complete the 'Values and rights' worksheet (page 15) as an independent task. Discuss answers as a class when completed.❋ • Whole class reflection: – Use the worksheet ‘Power over and inner power’ (page 16) to compare and contrast the types of power and to review examples of the types of power. – How do the types of power compare to their ‘utopian’ society they created? (This page could be reproduced as an overhead.) – Discuss negative issues that may arise in their societies and how they would deal with them; e.g. poverty, crime, illness, natural disasters, human-made disasters, distribution of resources. R.I.C. Publications®

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Step 2 – Awareness Edward de Bono’s parallel thinking hats

Teachers notes

Desire

Bloom’s taxonomy and focus Reflection Reflect on the rules for social cohesion that are known and important to them.

Learning sequence (Assessment task indicated by ❋) Class focus: Review the concept and the reasons for the creation of the Universal Declaration of Human Rights. • Shared discussion: Each component of the declaration is like a single pebble. When these pebbles are joined together, they build a ‘wall of peace’. – Ask students: How and Why does the unity of each pebble (article) make the declaration stronger as a whole?

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Awareness

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– Students are given a ‘Pebbles of peace, inner power and presence’ task card (page 17) and record their interpretation of one of the chosen articles from the Universal Declaration of Human Rights. – They re-write the declaration article in their own words.

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• Reflection and analysis: (Note: Students will need to view the 30 articles at the websites below and choose one article to examine.)

– Reproduce the ‘Pebbles of peace, inner power and presence – template’ (page 18) and distribute. (Can be enlarged to A3) Refer to websites:

<http://www.un.org/Overview/rights.html>

<http://www.universalrights.net/main/decl_1.htm>

– After the work is written, discussed and edited, the students paste their work onto card or thick paper and cut along the outline. Heavy-duty card makes an effective presentation and can withstand practical arts skills of marbling with shades of grey and tones of brown to represent pebble-like textures.

– Students provide examples of how the declaration’s rights are respected in the classroom and what actions support the values; for example:

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Strive to apply the values associated with rights and responsibility in everyday lives.

(a) ‘Truth’ is a value. This could be represented by showing the virtues of honesty and openness.

(b) ‘Respect’ is a value. This could be represented by treating people with kindness, fairness and in a just way.

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Application

– Each student, or group, presents his/her/their interpretation of his/her/ their article to the class and the responses are then displayed as ‘Pebbles of peace, power and presence’ in the classroom, building a wall of peace.

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Note: Ensure the groups or individuals are arranged so that each of the 30 articles from the declaration are explored. • Independent reflection: ❋

– Students complete the ‘Foundations for peace’ worksheet on page 19, matching each right with an action, giving a brief explanation of people’s responsibilities to uphold these rights.

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Positive values for a harmonious community

Step 2

Desire

Freedom: – freedom of expression – freedom of beliefs

– Contribution – Responsibility (response-able)

Cooperation and mutual respect

– Achievement – Accomplishment – Learning – Growing

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Peaceful communication between people

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Supporting the basic needs of all individuals within the community: health, food, water, shelter, education, safety, acceptance.

Awareness

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– Respect of self – Respect of others – Respect of property – Respect of space – Respect for the environment 10

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Acceptance of self and others

Individuals strive to be the best they can be using inner power—not power over

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– Fun – Enjoyment

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Implementation of fair rights that do not endanger or impede others’ safety, health or freedoms

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Awareness

Inner power and power over – 1

Step 2

Desire

Inner power

• Inner power is power that comes from inside ourselves. • Inner power increases when we build confidence and decreases when we lack confidence.

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

Power over

• Power over means we have (or at least try to have) power over another person.

• Power over increases when we are dominant © R. I . C .Publ i cat i ons to someone and decreases when we are less dominant. •f orr evi e w pur posesonl y• • Power over means we have to belittle another person in relation to ourselves in order to feel powerful.

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• Power over in friendships does not provide equality and it is not a good thing.

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• When we have inner power, we feel good about ourselves. Other people feel good towards someone who has inner power, too.

• Power over is destructive in relationships because it means that someone feels good about himself or herself by making someone else feel uncomfortable. Other people are not likely to feel good about someone who is using power over them and are less likely to seek such people in healthy friendships.

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INNER POWER

✔

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Awareness

Inner power and power over – 2

Step 2

Fill in the missing words.

Desire

Inner power

•

power is power that comes from inside ourselves.

• Inner power

when we build confidence

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and decreases when we lack confidence.

• When we have inner power, we can choose to share it with another person,

•

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it doesn’t decrease our inner power. 4

is a good thing; confidence and

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capability adds to our self-esteem.

Power over

• Power over means we have (or at least try to have)

over another person. © R . I . C . P ubl i cat i ons • Power over increases when we are dominant to someone and •f or evi ew p uwe r p s esonl y• r when areo less dominant.

• Power over means we have to belittle another person in relation to ourselves in order to feel powerful.

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• Power over in friendships does not provide equality and it is not a thing.

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• When we have inner power, we feel good about ourselves. Other

people feel good towards someone who has

Power over is destructive in relationships because it means that

someone feels good about himself or herself by making someone else

feel

someone who is using power

likely to seek such people in healthy friendships.

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power, too.

. Other people are not likely to feel good about

INNER POWER

✔

them and are less

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Awareness

Utopia task cards

Step 2

Desire

Utopia task card Let’s think about your idea of a utopia. • Your task is to design what you think is a perfect city or world. • You will need to write about the structure, rules and components of your city or world and explain why they are important to your ‘Utopia’.

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• You will need to illustrate part of your world or city. The way you illustrate your world or city is up to you. You can paint, sketch or draw in detail your world or city. Some ideas are:

– a map of the world or city

– a painting or a view of the city’s skyline

– a bird’s-eye view of the city.

Utopia task card

Let’s think about your idea of a utopia.

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• Your task is to design what you think is a perfect city or world.

• You will need to write about the structure, rules and components of your city or world and explain why they are important to your ‘Utopia’. •

Some ideas are:

– a map of the world or city

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– a painting or a view of the city’s skyline

– a bird’s-eye view of the city.

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or city is up to you. You can paint, sketch or draw in detail your world or city.

o c . che e r o t r s super Utopia task card

Let’s think about your idea of a utopia.

• Your task is to design what you think is a perfect city or world.

• You will need to write about the structure, rules and components of your city or world and explain why they are important to your ‘Utopia’. • You will need to illustrate part of your world or city. The way you illustrate your world or city is up to you. You can paint, sketch or draw in detail your world or city.

Some ideas are:

– a map of the world or city

– a painting or a view of the city’s skyline

– a bird’s-eye view of the city.

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Awareness

Universal declaration of human rights

Step 2

Desire

UNIVERSAL DECLARATION OF HUMAN RIGHTS

r o e t s Bo r • The right to freedom. e p o u k • The right to safety. S • The right to be treated as an equal. • The right to freedom from torture, cruelty, slavery and servitude.

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• The right to life.

• The right to freedom from unfair arrest, exile and exclusion. • The right to freedom to move from one state to another.

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• The right to be educated.

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• The right to seek asylum from persecution.

• The right to a fair trial with fair representation.

• The right to be believed as innocent until proven guilty . tThe right to protect your own ideas, scientifico • e c . c e discoveries and creations as your own. he r o r st su er • The right to receive free time and rest. p

• The right to work. • The right to receive basic needs. • The right to travel to another country. • The right to vote for one’s governing body. Summarised from the Universal Declaration of Human Rights accessed on <http://www.un.org/Overview/rights/> 14

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Awareness

Values and rights

Step 2

Desire

Rights are based on a set of common beliefs that communities value and act upon. Answer the questions below.

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What do the values of the Universal Declaration of Human Rights mean to you?

What types of issues and rights does the declaration state as important?

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What do you think the difference is between a rule and a law?

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How can the declaration be applied to the society you live in and your classroom?

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Awareness

Power over and inner power

Step 2

POWER OVER

INNER POWER

Hurts other people’s feelings.

Makes other people respect us.

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Allows us to feel powerful but can make others feel weak.

Breaks trust with others.

Allows us to feel powerful and allows others to feel powerful as well.

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Desire

Promotes trust with others.

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Is aggressive and ignores the rights of others.

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Is not fair.

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Is assertive and takes into account the rights of others.

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Can make us feel bad about ourselves.

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Only works some of the time.

Is fair.

Makes us feel good about ourselves.

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Awareness

Pebbles of peace – Task cards

Step 2

Desire

Pebbles of peace – Task card ‘A single pebble is so small and weak, but joined together they can build mountains.’ (Bates and Taylor 2006)

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1. Read the article from the Universal Declaration of Human Rights that you have been given. 2. If there are any words you are unsure of, research their meaning using a dictionary or thesaurus. 3. Rewrite the meaning of the article in your own words. Discuss your meaning with others, edit your work and write a second draft. 4. Write your edited text on the pebble template provided. 5. As your title, use the number of the article you researched. 6. In what way can the value described in the article be used in the classroom? What is Pebbles your responsibility in ensuring the right of peace – Task is upheld? Write and illustrate your card answer. 7. Display your pebble, along with ‘A single pebble is so small and your classmates’ responses, weak, but joined together they can build to build a ‘wall of peace’ mountains.’ (Bates and Taylor 2006) for the classroom. 1. Read the article from the Universal Declaration of Human Rights that you have been given. 2. If there are any words you are unsure of, research their meaning using a dictionary or thesaurus. 3. Rewrite the meaning of the article in your own words. Discuss your meaning with others, edit your work and write a second draft. 4. Write your edited text on the pebble template provided. 5. As your title, use the number of the article you researched. 6. In what way can the value described in the article be used in the classroom? What is your responsibility in ensuring the right is upheld? Write and illustrate your answer. 7. Display your pebble, along with your classmates’ responses, to build a ‘wall of peace’ for the classroom.

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Awareness

Step 2

Desire

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Pebbles of peace – Template

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Awareness

Foundations for peace

Step 2

Complete the activities below.

Desire

1. Fill in the missing words.

The Universal Declaration of Human Rights was created in

so that

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2. (a) Use arrows to match each right to an appropriate action.

(b) Include an example of the responsibilities people need to display to uphold these rights. Action

(i)

Freedom of ideas, beliefs and religions.

My parents and carers provide for me.

(ii)

To meet and assemble in a peaceful manner.

In my street there is a mosque, a temple and a church.

Responsibility

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Right

Respect others’ beliefs and understand that they may be different from our own.

My basic needs are met. © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

(iii) The right to be educated.

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(v)

The right to life.

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We all play together at school.

I go to school and learn.

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(vi) The right to have access to rest and free time.

Other people from different countries live here to be safe and to enjoy their rights.

(vii) The right to work.

Last holiday, we enjoyed a camping trip together.

(viii) The right to safety, health, shelter, food and water.

I am alive and cared for.

(ix) Freedom from unfair exile, arrest, exclusion.

The people gathered in the local park to listen to a speaker and discuss their work conditions.

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(iv) The right to seek asylum from persecution.

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Teachers notes

Step 3–Desire

Indicators: • Designs and discusses an ‘ideal’ community and examines the virtues and values that are important in creating a harmonious community. • Identifies values and qualities displayed in actions. • Plans a society where the freedoms and wants of individuals do not impede the freedoms and rights of others. • Identifies positive qualities that help us to build communities. 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 building block for a child to develop psychosocial skills. To support children in 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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Bloom’s taxonomy and focus

Discussion – Safety

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

Learning sequence (Assessment task indicated by ❋)

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Edward De Bono’s parallel thinking hats

Focus: To identify similarities and differences in different individual’s ideas of what constitutes a ‘perfect’ world. By being able to express personal preferences, students become aware that there are common values and beliefs which all people seek and which bond all communities, even though people may choose to express their freedoms differently.

• Individual task: Students write a description of their utopia based upon Step 2’s learning sequence, including reasons for their choices. Students discuss their choices within small groups or with a partner. Students then revise their description, making edits, and write a new draft. Students should check their world’s rights against those of the Universal Declaration of Human Rights to see how they compare.

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Responsibilities to self and others while exercising one’s own rights.

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Discussion Recording Analysis Synthesis

• Group discussion: In small cooperative groups, students meet to share their versions of utopia by sharing their answers and illustrations with each other. Each member of the group could be allowed up to two minutes to share his or her ideas without interruption. As a group, students identify differences and similarities between their descriptions. The following questions should be considered:

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Identify

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Create an ideal community formulated on values that enhance the quality of all lives.

– Does the world give equal rights to all occupants?

– Does the world infringe on the rights of others?

– What problems did you have when designing your city? – What was most difficult to choose and organise?

– Does your world respect the rights of the environment and its resources? – Do you need to modify your utopia to counterbalance any inequality? Display students’ designs. • Individual research: ❋ – Students complete the ‘Qualities that build communities’ worksheet (page 21). – Students transfer their definitions onto coloured cardboard to create a ‘Utopia’ display.

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Desire

Qualities that build communities

Step 2

1. Choose the correct quality from the noun bank to match with the definitions in the table. Write your answer in the ‘Qualities’ column. 2. Write one example each of an action that shows these qualities in our classroom, community and our world. Noun bank dignity

empathy

respect

justice

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humanity

Actions that show these qualities

Definitions

(a)

The quality of being kind, humane and benevolent to others.

(b)

Understanding the sense of worth in others, by showing regard for them.

In our classroom

In our community

In our global community

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Qualities

(c)

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An ideal state of humanity where relationships and resolutions are obtained harmoniously.

(d)

(e)

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Showing conduct of self-respect and self-control that is appropriate to the situation.

Gaining of an expectation of and seeing the best in others.

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Teachers notes

Step 4 – Knowledge

Indicators: • Records analysis of themes and values expressed in fictional text. • Transfers learnt skills to new situations. • Summarises newspaper articles and identifies main ideas and issues of rights and responsibilities within the context of the reports. 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. 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

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Teacher background: With the explosion of media coverage of conflicts in our world, students are bombarded with visual and auditory information about these events. By examining conflicts from the past, we can help students critically analyse how media and literature represent events. It is also possible to discuss how the problems involved in each conflict were addressed and what was successful and effective in resolving the conflict and what the consequences were. It is important to incorporate students’ awareness when discussing the purpose and intention of the audience and the author when critically analysing text. Learning sequence (Assessment task indicated by ❋)

Analyse

• Shared reading: Rose Blanche (2004 Ian McEwan, Roberto Innocenti)

Review

– After reading the book as a class, students complete a comprehension activity. Refer to the worksheet ‘Rose Blanche’ (page 23). – Students recount story by creating a time line along which significant events in the story are placed. A blank sheet of paper is required for the time line. Students complete the worksheet on page 24, completing a frame for each event. Each event is accompanied by a caption and an illustration drawn by the student. Once worksheet is completed, sections are cut out from sheet and pasted along the time line drawn on the blank sheet. Refer to answers on page 67 as a guide. Note: Reproduce the worksheet to A3 size to allow students more room to complete sections. Guided discussion: What action in Rose’s world showed evidence of a lack of respect and freedom towards her? Develop analysis of the book’s events by using secondary questions such as:

– What does a world without respect look like?

– What actions would indicate the look of respect in the world?

– Who would be affected by these actions?

Review literacy work in regards to core values of respect.

KNOWLEDGE

Evaluate

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• Discuss and list local and global events that have demonstrated the above. For each event discuss the following:

– What values were shown/limited?

– What responsibilities were shown/limited?

– What boundaries were infringed?

– What types of power were used?

– What feelings and consequences were the results of the actions?

• Independent analysis: Students research two newspaper articles— one that reports peaceful and ‘inner power’ events and one which does not.❋ – Students use the worksheets ‘Respect and responsibility in our community’ on pages 25 and 26 to analyse the articles. – Share and discuss the articles as a whole class or in small groups. (Articles could be displayed.) 22

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Knowledge

Rose Blanche –1

Step 4

Answer the questions about the book Rose Blanche. 1. When and where is the story set? 2. What basic needs were difficult for people to obtain during the war? Were supplies equally distributed? Explain your answer.

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3. How did the community overcome or deal with these difficulties?

4. (a) What things changed? Why?

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(b) What remained the same? Why?

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5. What events did Rose Blanche view that showed evidence of ‘power over’ and what responsibilities did she take on to counter these actions?

6. What rights do you think were infringed? Why was this unjust?

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7. What feelings did the war evoke in people?

8. Who suffered during the war? Explain how they suffered.

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Feelings explored:

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Rights infringed:

Values exercised:

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Feelings explored:

Rights infringed:

Values exercised:

Feelings explored:

Rights infringed:

Values exercised:

Feelings explored:

Rights infringed:

Values exercised:

Feelings explored:

Rights infringed:

Values exercised:

Feelings explored:

Rights infringed:

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You are going to create a time line of the events in Rose Blanche. 1. Determine six events in the story that you think were significant. 2. Use the boxes to draw an illustration of each event. Include a caption and answer questions. 3. Cut out each frame and paste them along a time line on a blank sheet of paper.

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Rose Blanche – 2

Rose Blanche – 2 Knowledge

Step 4

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Respect and responsibility in our community – 1

Knowledge

Step 4

Task: You are to find and analyse a newspaper article. The article should describe an event that displays inner power, respect and responsibility in action. Title of publication

Date of publication

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What values are evident in this event?

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Title and summary of the article

What responsibilities were accepted and acted on?

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What message does this send to the community? How does this message help to build a positive community?

Respect

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Respect and responsibility in our community – 2

Knowledge

Step 4

Task: You are to find and analyse a newspaper article. The article should describe an event that displays power over, a lack of respect, imposition of boundaries and/or limited responsibility in action. Date of publication

Title of publication

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What values are limited or lacking in this event?

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Title and summary of the article

What responsibilities were not accepted? What were the consequences of the actions?

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What message does this send to the community? How does this event hinder the community? What could have been done differently?

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Teachers notes

Step 5 – Knowledge Indicators:

• Develops understanding and learns to deal with his or her own anger and anger expressed by other people, developing a set of alternative strategies to diffuse conflict and aggressive behaviours. • Explores the concepts of the fight (aggressive)/face (assertive)/flight (passive) responses. • Explores the difficulties associated with masking and hiding feelings through discussion and personal reflection. 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. Erikson’s Theory of psychosocial skills: Initiative is the third stage of psychosocial development. Children are examining aggressive, assertive and passive responses to anger. When part of a friendship, we can still be responsible for ourselves and accept that we are individuals who express personal freedom. We can protect ourselves against anger shown by other people.

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Edward de Bloom’s taxonomy Bono’s parallel and focus thinking hats

Learning sequence

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Teacher background: How we react to a situation will be affected by our past. When something happens, an automatic thought process (which we are often not even aware of) elicits an emotional response. At this point we have several options or choices about how we act on those feelings or, indeed, interpret them. Our reaction may be to face the event (assertive), fight the event (aggressive) or run away from the event (passive). By learning to recognise or be aware of and deal with our feelings when they ‘bite’, we can be more assertive and use inner power to work through the situation. Certain responses will have better outcomes. By learning a greater variety of ways to respond helps us to grow—in ourselves and in our relationships.

Focus: By reflecting on the collections of newspaper articles analysed by the students in Step 4 and examining further newspaper articles, determine problem-solving strategies and examine other relevant issues to find alternative solutions to actions that impede the rights and freedoms of others.

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Analyse

– Compare concepts

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– Demonstrate actions Comprehension – Interpret – Complete knowledge tasks

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List and share

• Ask students: – How can I recognise anger in others? – How can I respond to anger in another person? – What can happen if anger escalates? – Have I been in a situation where other people have been angry? What did I do? How did I feel? What else could I have done? – Have you seen evidence of events in our community that have shown anger? Was it helpful? Hurtful? Dangerous? What else could have been done? – What did I do? How did I feel? What else could I have done? • Science-guided discovery activity through use of procedures: – Place a tea bag in a clear glass of hot water to show how tea diffuses into the water, spreading the intensity of its flavours from the bag into the water but not past the glass. – After the explanation of the procedure has been recorded, the teacher uses the tea bag as a metaphor for explaining how anger starts and spreads. This symbolic demonstration illustrates that the tea bag represents a person who is expressing anger or feeling angry. The water represents the ways that they and others help that person to gently diffuse and disperse their anger. The glass represents our personal boundary. The glass ‘protects’ us from the anger. We do not come into contact with the anger nor do we take on that anger. The glass protects us from anger that other people may feel or express. The glass may be our thoughts, keeping a safe distance, using words, or having another person protect us or help us to be safe. – Use the worksheet, ‘Using inner power to diffuse other people’s anger’ (page 30) to aid discussion. (This page could also be reproduced as an overhead.)

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Teachers notes

Step 5 – Knowledge

Edward de Bloom’s taxonomy Bono’s parallel Learning sequence (Assessment task indicated by ❋) and focus thinking hats Application • Practical arts activity: Energy intensification—This activity demonstrates how the level of anger can elevate and frustration can occur. Experience a buildup of difficulty and Focus: Anger creates a lot of energy. Students should be encouraged to find a range observe others’ of ways to express and release this energy. This module incorporates this and asks responses and students to identify any underlying feelings that may have provoked such a response, coping strategies. to recognise situations that tend to provoke such feelings and to determine ways to alleviate such situations.

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• The following activity incorporates the model of how relaying messages can build tensions and cause complications.

Knowledge

– List and describe strategies.

2. One student begins by acting out a single action; e.g. clapping hands, a twist or another simple move.

3. Each student progressively repeats the action and adds one of his or her own to the sequence.

4. Continue around the circle, trying to maintain the sequence for as long as possible.

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1. Students sit in a circle. If there are more than 15 students, divide the group into Groups A and B. Group B can observe Group A participating and visa versa.

Discuss the results and any difficulties, hesitations, responses and feelings that resulted.

Focus: Anger can build up as situations become more complicated and people feel more pressure. People are more likely to explode (be aggressive) or withdraw (be passive) if they are unable to deal with their situation and express their feelings appropriately (be assertive). This is often referred to as the ‘fight or flight response’.

– Build skills

Comprehension

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Application

• Guided discussion: Feelings can bite!

Feelings can build up and sometimes bite. We can respond in a number of ways. – Students brainstorm to list ways they respond to anger in themselves and others.

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Distinguish and categorise strategies into particular skill groups.

* Using the worksheet ‘Feelings can bite’ on page 31, read through the processes we use to respond to our feelings and the consequences that occur. (This page can also be reproduced as an overhead.)

– Students identify the path that builds inner power (assertive behaviour) and justify their choice.

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Identify and choose strategies • Independent reflection: Complete the worksheet, ‘Feelings can bite, but I don’t have they can use to to bite back!’ (page 32) to determine what students have learnt about responding to diffuse and handle anger in themselves and others. ❋ their feelings.

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Teachers notes

Step 5 – Knowledge Edward de Bloom’s taxonomy Bono’s parallel and focus thinking hats

Learning sequence (Assessment task indicated by ❋) Teacher background ‘Issues’ often occur when people dispute about such things as who wants to have the first turn at something or who should sit in a certain place. Underlying the issue is often a need or a right that we believe we need to defend. Rights and needs are very important to us and can produce very strong emotions. Sometimes this is what leads to conflict.

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A simple way to handle conflict is to use the ABC model of conflict resolution:

B is for brainstorm. Everyone involved in the conflict thinks of as many ways as possible as to how the situation could be resolved and makes suggestions. C is for choose. Everyone considers each option that has been suggested and chooses the option that suits all parties involved and is best for all concerned. Choice may be based on the option that: – suits the most people – is the most easily implemented – will last the longest.

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A is for an attitude of assertiveness. We can use our inner power to identify what our rights or needs might be, but also to recognise that another person or a group of people may also have rights and needs that are important to them will have to be respected.

• Guided discussion: ABC model of conflict resolution.

– Refer to the worksheet, ‘The ABC model of conflict resolution’, on page 33. (This page could also be reproduced an overhead.) – Explain each step using the definitions provided previously. – Provide some simple examples of conflicts.

– Ask students to suggest situations which can occur in the playground or in the community.

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Analysis

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Analysis

• Independent reflection:

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– For each example, work through the ABC model to provide a resolution.

– Students complete the worksheet ‘Resolving conflict using inner power’ (page 34) as homework. Suggest they try to involve their family/guardians in attempting to find resolutions to the examples of conflict. Provide each student with a copy of the ABC model (page 35) and allow them to take home all their worksheets from Steps 1 to 5 so to assist them with their reflection and to refer to in their discussion with their family.

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– Students can write a personal reflection of the concepts and ideas discussed, which they bring to class for the teacher to comment upon. Depending on the ‘circle of trust’ that has developed in the class, the teacher can decide whether to share students’ personal responses.

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Using inner power to diffuse other people’s anger

Knowledge

Step 5

Inner power steadies us in the face of anger. It helps us to stay calm and be brave so we can focus on the problem and not the anger it has created. It helps us to keep a clear head, so we can decide what to do to protect ourselves and to help us find the best outcome for the situation. Sometimes, the safest thing to do in the face of anger is to step back or move away, but there are other things we can do as well; for example:

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•

We have to consider that, underneath the anger, the person might be feeling sad or hurt.

•

We may have to decide if the person needs help (or if you need help).

•

We can ask the person what he or she needs in order to help.

•

We can recognise that we have choices about what we can do to resolve the situation..

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We can tell the person that it is ‘okay’ to be angry, but it is not okay to hurt others with words or with actions because of the anger.

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•

All of these ways may help to diffuse and calm anger.

‘You look like you are angry. What’s wrong? I can’t see what’s wrong. I can only see your anger.’

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‘Your words (or actions) are hurting me. That is not fair. I am going to have to leave.’

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‘I can’t solve your problems for you but I may be able to help or find someone else who can.’

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‘I feel unsafe. I need to look after myself.’

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‘I can see you have calmed down. Can we talk about the problem now?’

‘It’s hard for me to listen to you when you speak to me like that.’

‘Your anger has created a lot of energy. Can we use that energy to help us recognise what made you feel this way?’

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Feelings can bite

Knowledge

Step 5

SOMETIMES FEELINGS CAN BITE!

We may feel like we are out of control. Our body starts to give us signals that tell us something doesn’t feel right.

r o e t s Bo r e p ok u S FACE (ASSERTIVE) We recognise we are angry. We may feel uncomfortable and unsure, but this is okay; our body is telling us to prepare ourselves. ‘What message is this feeling telling me?’

We are using power over. This causes the situation to stay the same or become worse. Our feelings may stay the same or escalate. We may become sick or feel ‘left out’ or ignored.

We find ways to comfort ourselves; for example: talking to a parent or friend, spending time on your favourite activity, playing with a pet.

We pretend everything is okay. We lock the feelings inside ourselves or hide them away. This can cause the feelings to increase in intensity.

We acknowledge our anger and look for options to resolve it. ‘Can I solve this myself or do I need to share my experience to help me work through my feelings and resolve my problem?’

We may feel sick. We may feel alone or unhappy. We may not learn to deal with our real feelings but only learn to hide and ignore them.

FLIGHT (PASSIVE) It’s okay to run if we’re in danger—but if we avoid, deny or ignore our feelings it’s not helpful because we need to listen to our body.

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FIGHT (AGGRESSIVE) We become angry in order to hide or disguise our true feelings. This is not okay; it is telling out body to defend and fight.

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We build inner power. We have made choices that helped us achieve the best outcome for ourselves and others. We gain more confidence and competence. R.I.C. Publications®

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Knowledge

Step 5

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When I feel angry, I …

me feel angry, I …

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Feelings can bite

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Knowledge

Step 5

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ATTITUDE Use inner power to be r o e t s Bo r e p assertive ok u S ➜

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The ABC model of conflict resolution

•f orr evi ew pur posesonl y• Provide yourself with as many

➜

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options as possible

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CHOOSE

Decide what is the best option

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Resolving conflict using inner power

Knowledge

Step 5

At school we have been learning about inner power. Inner power is

We can use inner power to work through our feelings and to solve conflicts effectively. Sometimes a situation may cause feelings that create a strong response and we want to react to them.

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Sometimes, to hide ourselves from our feelings, we try to fight, run away or

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1. List some examples of conflict between people.

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them. When we face our feelings and deal with the situation we build inner power and solve the situation with confidence and with a successful outcome.

2. Identify some of the feelings that can occur because of conflict.

3. Use the ABC model to suggest ways to resolve one of the situations you have identified.

4. Discuss this situation with your parents, as they may be able to help you to find alternative ways to work through the conflict.

At school we have been learning about inner power.

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Inner power is

We can use inner power to work through our feelings and to solve conflicts effectively. Sometimes a situation may cause feelings that create a strong response and we want to react to them.

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Sometimes, to hide ourselves from our feelings, we try to fight, run away or

them. When we face our feelings and deal with the situation we build inner power and solve the situation with confidence and with a successful outcome.

1. List some examples of conflict between people.

2. Identify some of the feelings that can occur because of conflict.

3. Use the ABC model to suggest ways to resolve one of the situations you have identified.

4. Discuss this situation with your parents, as they may be able to help you to find alternative ways to work through the conflict.

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Teachers notes

Step 6 – Ability Indicators: • • • • •

Demonstrates a range of options to deal with anger in one’s self and others. Identifies helpful responses to one’s own feelings. Recognises and practises the ‘separation of sense of self’ from events and actions. Improves understanding and strategies for developing inner power. Recognises feelings of guilt and shame and can provide examples of past situations when such feelings have occurred. ADKAR change management model: Ability is the fourth stage of change. It enables us to extrapolate knowledge, apply it to new situations and to use this knowledge to guide our actions.

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Teacher background: Two feelings that impede our ability to handle a situation are anger and shame. 1. Anger: 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. 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 make an already bad situation even worse. So what we need to do is keep ourselves calm and give the energy some time to settle down so we can think clearly. This is important because what we think starts off a process that will ultimately determine our actions and cause different consequences and outcomes, some of which will be more helpful than others. 2. Shame: It is vital to separate the problem from the person so that mistakes don’t damage a person’s sense of self and are instead seen as a normal part of living and learning. When we internalise mistakes made, it causes us to feel shame. Shame is a very painful emotion and, to cope with that pain, we may project the feeling outward and place the blame on something or someone else. However, when we separate the mistake from our sense of self we can feel guilty about the mistake and acknowledge the error, but still feel good about having learnt from the situation. We will then learn that other people also make mistakes and we should learn to forgive others. We must also learn that who we are is always okay but what we do may or may not be okay. This builds a sense of inner power and allows us to use that power to do things differently. It also gives us confidence when we go through situations of change. Through positive self-talk we build inner power and avoid the disempowering and immobilising feeling of shame.

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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, opinions, values, desires and needs confidently, assertively and competently.

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Edward de Bloom’s taxonomy Bono’s parallel Learning sequence and focus thinking hats Evaluation • Independent reflection: The teacher should strive to enable true and meaningful reflection from students without any fear of judgment. This can also provide for Select, judge, students to come to terms with a past incident that may have caused them to feel guilt justify and rate or shame. responses and – Students complete the worksheet, ‘Our journey so far’ (page 37), from Questions 1 to 4 feelings for a only. variety of personal This worksheet is not for marking or sharing with teacher or other students and this situations. should be made clear to the students prior to the commencement of the activity. Students reflect on times when they may have a bad decision or when something hasn’t gone their way. Students use the ‘think, feel, act’ process. • Guided discussion focus: Once students have been allowed time to privately and honestly reflect on situations where they may have experienced shame, anger or blame, develop a class discussion about what can be learned from past events that students can then apply to their own specific situation. Ask students: – What are some things our body may experience when we are feeling angry? – What are some things that might make people feel angry? – How are other peoples’ rights impeded when people use their anger inappropriately? – What responsibilities do we have to express our anger appropriately? Students can now complete Question 5 on their worksheet.

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Teachers notes

Step 6 – Ability

Edward de Bloom’s taxonomy Bono’s parallel and focus thinking hats

Learning sequence (Assessment task indicated by ❋) • Read the following paragraph to students. Sometimes when we’ve made a mistake or have acted inappropriately, we can feel disappointed in ourselves. This is okay because we can apologise or make amends. We can know that its okay to make mistakes, as long as we accept responsibility and learn from the experience so we can avoid similar situations in the future. This is called guilt. We can use guilt because it allows us to recognise that what we have done is not okay but we can fix it.

Knowledge

r o e t s Bo r e p ok u S • Shared discussion:

Use the worksheet, ‘Guilt and shame’ (page 38), to explain the differences between guilt and shame. (This page could also be reproduced as an overhead.) Ask the students:

– How do we feel when we know we are guilty of a wrong/mistake?

– How does our body react?

– What do we start thinking?

– Do we find it hard to think clearly? Why? Why not?

– What can we feel when we feel shame? (We feel bad about who we are.)

– How is this different from guilt? (We feel bad about what we have done.)

– What can we do to solve our problems? (e.g. take someone else’s property)

– What if we can’t undo the problem? (e.g. we eat someone’s lunch, lose a friend’s toy, hurt a friend when we are angry)

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List, name and compare differences between helpful and non-helpful feelings.

– Using the scenario on page 39, ‘Growing through guilt – 1’, students choose whether the thoughts, feeling, actions and consequences are a result of guilt or shame. Students copy or cut each event out and glue them into the correct sequence on Examine situations page 40, ‘Growing through guilt – 2’. ❋ and sort and identify response – Discuss answers as a class. types using new and existing knowledge.

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Analyse and apply

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Our journey so far

Knowledge

Step 6

What we think about how we acted in our past experiences, triggers our feelings. Our bodies can respond to the feelings and we can act on them in many ways. As we grow, we learn what works for us as we develop different and sometimes better ways to express our feelings. As we grow older, we also become more skilled at learning how to respond to situations and what is fair and responsible. How we learn is partly due to developing and mastering the way we communicate and partly by making the most of mistakes and learning from when things haven’t gone so well.

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• Reflect on the questions below, recognising your strengths and building on your skills. Complete Boxes A and B from Questions 1 to 4. Leave Question 5 until you have had a chance to discuss your responses as a class. Box B

1. Think of a time when something hasn’t gone your way. 2. What did you think? 3. How did you feel? 4. What did you do? What were the consequences? 5. What could you have done differently? What else could you have done?

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1. Think of a time when you have made a bad decision. 2. What did you think? 3. How did you feel? 4. What did you do? What were the consequences? 5. What could you have done differently? What else could you have done?

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Box A

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Guilt and shame

Knowledge

Step 6

Situation

not okay. I can do better next time.’

was not okay. I can’t do any better.’

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r o e t s Bo r e p Thought: Thought: o u k S ‘I am okay but what I did was ‘I’m not okay and what I did

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Action:

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Feeling: © R. I . C.Publ i cat i o ns GUILT SHAME •f orr evi ew pur poses onl y• Feeling:

✹ Don’t take responsibility . temake ✹ Apologise and/or o ✹ Blame self or others things right c . che e r o t r s super ✹ Take responsibility

Consequences:

✹ I feel good about myself

✹ I feel bad about myself

✹ I build INNER POWER

✹ I have NO POWER

✹ I can change situations

✹ Nothing changes Adapted from Baby steps (Taylor E, 2006)

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Knowledge

Step 6

r o e t s Bo r e p o u k Situation S

You hit a cricket ball through a window and it smashes the glass. What can you do?

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Growing through guilt – 1

Thought:

Action:

Oh, no. Look what I did. I’m hopeless. I can’t believe I’m so stupid.

I go and tell a teacher. This is hard to do.

The glass is cleared and the window is fixed. I say sorry. I build inner power.

No-one knows the glass is there. It is dangerous. The whole class isn’t allowed to play cricket for a week and they are angry. I feel really bad.

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Action:

Thought:

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I run away and hide the cricket bat. I don’t tell anyone what happened.

Oh, no. Look what I did. I can’t believe it! I’m going to get busted!

Feeling:

I feel bad about this and I am worried I will get into trouble.

I’m no good. I am worried I will get into trouble. I am going to be punished.

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Growing through guilt – 2

Knowledge

Step 6

Situation

Feeling: GUILT

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Thought:

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Feeling: SHAME

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Action:

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Consequence:

Action:

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Adapted from Baby steps (Taylor E, 2006) 40

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Teachers notes

Step 7 – Ability Indicators:

• Explores the subject of ‘change’ through the use of a variety of texts. • Analyses a series of events over time to compare similarities and differences within the context of change. • Understands that each human has a place in history and his or her story is unique and important. ADKAR change management model: Ability is the fourth stage of change. It enables us to extrapolate knowledge and apply it to new situations and to use this knowledge to guide our actions. Teacher background: Change is a natural part of life and of growth. People experience the feelings associated with change in different ways. Change is often very stressful and some stresses are easier to identify and deal with than others. Often it is the physical symptoms of stress that we are aware of, especially in younger children, such as ‘butterflies’ in the stomach or feeling sick or not being able to sleep or being irritable. To avoid those uncomfortable feelings, many people avoid change and become resistant to change occurring. As our society changes, people can feel uncomfortable and refuse to accept the changes in belief systems, culture and environment that are occurring around them. Even though people may feel unsure, they can learn to accept the change. This is a better option than ignoring the change or lashing out against change or those who instigate the change.

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Edward de Bloom’s taxonomy Bono’s parallel and focus thinking hats

Learning sequence (Assessment task indicated by ❋)

Focus: By comparing the commonalities and patterns of change we assist in enabling students to see the evolution of ideas, landscape, infrastructure, homes, transport, food, music, clothing, leisure, lifestyle and cultures. • Shared reading: Window (Jeannie Baker) Belonging (Jeannie Baker)

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– Categorise and identify significant turning points and changes.

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These two books by Jeannie Baker are stories that address change and growth and the impact these have on communities and the environment. • Shared discussion: Ask students about each book: – What changed over time? – What remained the same?

• Text analysis: My place (Nadia Wheatley and Donna Rawlins) – My place is a story that examines time, sense of space and change. It explores changes that have occurred in Australia, spanning the years 1788 to 1988. It deals with change and how land, from the past to the present, is shared among many different people. The story is told through the eyes of generations of Australian children, each describes the changes they have witnessed. – Students analyse the changes that are described in the book. Using the worksheet, ‘Everyone is part of history – 1’ (page 42), students identify ❋ and describe the changes, decade by decade, that are described in the book. (The worksheet can be enlarged to A3.) Students should use just a few, brief keywords for each decade using some or all of the following categories: Time Natural and human-made landscape Relationships Employment Celebrations/Major events Health problems Transport Food Technologies Clothing – On completion of this analysis, students conduct research on their own neighbourhood, exploring the same themes as above. They then complete the worksheet, ‘Everyone is part of history – 2’ (page 43) after which they share their responses.

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Analysis

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• Home project: Using the worksheets, ‘My place –1’ and –2, on pages 44 and 45, students map and describe their local neighbourhood as it exists today and how they think it will look in the future. They can also use the presentation style of the book, Window, to assist them. R.I.C. Publications®

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Everyone is part of history – 1

Step 7

1928

1938

1948

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1898

1868

1858

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1838

1828

1848

1818

1808

1798

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1878

1778

My place

1888

by N Wheatley and D Rawlins

1988

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1908

1968

1978

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1918

1958

Ability

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Everyone is part of history – 2

Ability

Step 7

1. What do you think were the most significant changes that occurred over the 200year period described in the book? Why do you think this?

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• natural and human-made landscape

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2. What do you think are the most significant changes that have occurred in your neighbourhood since you were a young child as it relates to:

• employment

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• food

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• celebrations/major events • health

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• relationships • clothing

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My place – 1

Ability

Step 7

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1. Draw a bird’s-eye view of your neighbourhood as it exists today.

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My place – 2

Ability

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Step 7 1. Draw a bird’s-eye view of your neighbourhood as you imagine it will look 200 years in the future.

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2. Describe how your neighbourhood will look.

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Teachers notes

Step 8–Ability

Indicators: • Recognises differences in the way people react to similar situations. • Grows to understand that individual differences are acceptable and common. • Recognises and discusses a variety of ways to resolve conflict. ADKAR change management model: Reinforcement is the fifth stage of change. Repetition of activities builds a person’s skills, their confidence to apply them and their competence in delivering them effectively. Erikson’s Theory psychosocial skills: Competence is the fourth stage of psychosocial development. Children advance from identifying and labelling their emotions to expressing their emotions, opinions, values, desires and needs confidently, assertively and competently.

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Teacher background: People react differently to change and differences depend on their past experience. Each person has a different perception of what it means to them. This sequence aims to explore the concept that, even though we share in similar types of change, the responses and memories of people to those events are unique, although there are similarities. Change is not always good and not always bad. We have the power to accept change and decide whether the changes were successful and helpful to ourselves and others.

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Bloom’s taxonomy and focus Evaluation – Judge/ decide/ prioritise

– Prepare a list of focus questions.

Learning sequence (Assessment task indicated by ❋)

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Edward de Bono’s parallel thinking hats

• Guided discussion: Using the whiteboard, the teacher categorises students’ examples of change as either physical, social and/or emotional. Ask students: What happens to a community as it changes? Suggestions could include: – The built environment can change, the types of shops can change, public spaces could be developed by adding parks and waterways, the way we move from one place to another changes, the types of industry and work available in the area changes, houses can be knocked down and rebuilt or remodelled, more flats may be built.

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View results to determine the similarities and differences.

– The natural environment can change in terms of the air and water quality, the amount of free space, there may be more cars and traffic entering and moving around the community.

– The mix of people can change, people from other communities may visit for events or special occasions, to share in the local area (such as the beach or parks).

– The way we feel about our community may change. The way others act may change. How could this make us feel? (Excited, unsure, insecure, powerless, hopeful, disappointment, confused, angry, threatened, connected/disconnected from the community, expectant of movement and development)

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Synthesis

View prior concepts of identification and processing of feelings to identify patterns and commonalities.

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Compare

• Independent activity:

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– Brainstorm with students possible questions for use in interviews (see worksheet on page 47). Possible topics include changes in lifestyle, surroundings, attitudes, organisations and policies, freedoms, rights and responsibilities. – Students interview a long-standing member of the community. This may be a relative, neighbour, local member of council or shopkeeper. ❋

• Shared reflection:

– Students share the results of their interview in small groups.

– Students write a report in a journal after the group discussion. ❋

• Closing guided discussion: Using the ‘Feelings can bite’ worksheet/overhead on page 31, discuss: – What are some ways we can respond to change? – What are the feelings change creates?? What are the different things we can feel?

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Everyone is part of history – Interview

Ability

Step 8

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INTERVIEW

You are going to conduct an interview. 1. Follow the steps below. 2. Write notes during your interview so you can use them later to write a report. ❒ Ask your parents, grandparents or a long-standing member of your community to describe what he or she sees as the most significant changes that have occurred to his or her community (locally or globally) since he or she was a child. ❒ Ask what he or she sees as the possible hindrances to solving any challenges in the community. ❒ Ask what he or she believe are the strengths of people in the local and global community. ❒ Use the categories on the worksheet, ‘Everyone is part of history – 2’ to help you.

NOTES

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Teachers notes

Step 9–Reinforcement

Indicators: • Studies plot, characters and events in fiction to identify values which may help or hinder harmony within and between people in the ‘real world’. • Reflects on own learning, beliefs and values. • Identifies and uses strategies to develop positive responses to feelings. ADKAR change management model: Reinforcement is the fifth stage of change. Repetition of activities builds a person’s skills, their confidence to apply them and their competence in delivering them effectively. By reviewing stories outside their level of experience, children can explore feelings they are unfamiliar with from a safe distance.

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Erikson’s Theory of psychosocial skills: Identity is the fifth stage of development. It usually occurs during or just prior to adolescence. It is a time when individuals are not only becoming aware of themselves, but are developing and forming ideas of ‘What do I want out of life?’, ‘Where am I going?’ and ‘What is important to me?’

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Review components of the unit of work and assess developments.

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Edward de Bono’s Bloom’s taxonomy parallel thinking Learning sequence (Assessment task indicated by ❋) and focus hats Knowledge • Shared reading: Students read The crime of the agent-mariner (Pia Santaklaus, Tony Flowers 2006). This book is a witty and illustrative period piece based on Analysis the poem ‘The rime of the ancient mariner’ by Samuel Taylor Coleridge. The story Evaluation explores concepts of social cohesion, justice, equality, inner power and power over.

– Joint construction of text: As a group, students identify the main ideas of the text; paraphrasing and providing illustrations of important points in the story. This enables examination of the plot and ideas of the text by analysing themes and characterisation. The text reconstruction focuses attention on the features of the story-line (events), which is recorded on the worksheet, ‘Reading detectives’ (page 50). Students may need more than one copy of the worksheet to be able to include the complete story-line. If completing the task in a group, photocopy the resultant group efforts so that each student has a copy of the completed task.

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Note: The pages in the picture book that are shaded grey are the thoughts of the character and are not part of the ‘reality of the story’. These parts constitute a component of the hidden meaning of the story which the students will need to identify. Note that the ‘kiss that curses the mariner’ is on a grey-shaded page. The kiss offered in peace is interpreted by the mariner as a curse because of his guilt and fear. (Pia Santaklaus 2007)

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Determine values and justify decisions.

o c . che e r o t r s super – As a class, share and compare recorded events.

– Either in groups, as a class or as an individual activity (depending on the skills of your class), students revisit the main ideas of the story and identify the ideas contained within the events (conflicts, values, rights and powers, struggles, problems and intent of character’s actions).

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Teachers notes

Step 9–Reinforcement

r o e t s Bo r e p ok u S – respect

– Contrast

– responsibilties

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Edward De Bono’s Bloom’s taxonomy parallel thinking Learning sequence (Assessment task indicated by ❋) and focus hats Knowledge Shared comparisons: To build the skill of comparing and contrasting characters to build detailed and insightful understanding of characterisation, it is important to assist students as they delineate ideas and concepts. It is easier to begin valuesbased and inferential comparisons and contrasts of characters after students have identified details such as the physical appearance and explicit characterisation provided by the illustrator. Analyse • Individual analysis: Students complete a character profile for each of the main – Determine characters. The ‘Wanted’ template on page 51 is generic, so it can be used with values a variety of texts. Teachers can use the worksheet, ‘Creating a wanted poster’ on and justify page 52 or a guide for students before they create their poster. decisions, • Individual analysis: Students complete a study of characterisation by completing investigate the character matrix on the ‘Compare and contrast’ worksheet (page 53). ❋ underlying values and To motivate explanation of the themes of the story and the personality, values and themes in actions of the main characters compare and contrast themes and values to the literary texts. concepts discussed in the Universal Declaration of Human Rights (summary on page 14): – Compare

– freedom, slavery, bondage, being held without rights – inner power – power over

An example of possible answers for the Mariner’s character is included on page 66. • Independent writing task:

Evaluate

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– To promote the students’ ability to empathise with characters, students write a diary entry from either the mermaid’s or the mariner’s point of view.

– Judge

– Share and compare journal entries in a writer’s circle.

– Rate

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Formulate judgments to • Independent inferential comprehension activity: illustrate the viewpoint of a Students complete the comprehension activity on the worksheets ‘The crime of chosen character. the agent-mariner’–1 and–2 on pages 54 and 55. Analyse

– Compare and contrast. – Review

• Personal reflection

– What values were portrayed in the text? ❋

– How is this relevant to our community (local & world)? – What ‘inner power’ could people use to create a better community and protect those such as the mermaid? (Use page 53 to add to their final personal reflection)

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Identify the intent of the character(s); his/her values and the problems or struggles he or she is dealing with. (This will identify the story’s themes and hidden meanings.)

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Write the event in your own words. (Highlight the event occurring at this moment in the story.)

Create an illustration of the event. (An important moment in the story.)

TITLE:

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1. Rewrite in your own words what you consider are important moments in the story. Provide an illustratration. 2. Identify and record the feelings that the characters may have felt, the types of power displayed in their actions, the values behind their actions and your comments on the fairness of their decisions.

Reading detectives Reinforcement

Step 9

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‘Wanted’ poster

Reinforcement

Step 9

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WANTED

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Creating a ‘Wanted’ poster

Reinforcement

Step 9

Your task:

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Include:

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To create a detailed description of each of the main characters in the story/poem so they are easily identifiable to the others.

Distinctive features

•

Start with the face and work your way down.

•

In your description, you could use metaphors to assist in detail; for example:

– Her eyes are as intriguing as a wrapped birthday present.

– His bulbous body is as large as his greed.

– His hair is as thin as his sense of compassion.

– Her lips are the colour of roses and look like two hearts melted together.

Location

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Describe where the character/person was last seen, who was seen with him/her and any suspicious activities he/she may have been involved in.

Employment

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What does the character do?

•

What role do they have in the story?

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Explain what responsibilities he/she displays/lacks.

What type of power does he/ she use? How does he/she grow/limit himself/herself by his/her actions? How does he/she cope with the events?

What problems does he/ she encounter as a result of his/her values and what are the consequences of his/her actions?

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What effects does his/her values have on others? Does he/she respect or disrespect the rights of others? Give an example.

What evidence is there of the character’s beliefs (values)?

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Character’s values

Compare and contrast Reinforcement

Step 9

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The crime of the agent-mariner – 1

Reinforcement

Step 9

Answer the questions. 1. What do you think is the difference between a mistake and a crime? 2. Considering your explanation, why do you think the author calls the actions of the agent-mariner, a ‘crime’?

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3. What values apparent in the Universal Declaration of Human Rights do you think apply to the mermaid character?

4. What other animals could represent the values and virtues she symbolises?

5. What animal’s could be used to represent the values of the agent-mariner? Explain your choices.

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6. The mermaid was unfairly captured, unjustly detained and not treated with respect. How did she cope? What could she have done to protect herself?

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7. The author includes several ‘secret’ messages that are located throughout the book (hidden in grey). Try to find as many as you can. Explain what you think this hidden message means.

‘In lying dreams their truth unfurls, beware the shady boys and girls!’

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The crime of the agent-mariner – 2

Reinforcement

Step 9

8. The agent-mariner is described as being a ‘middleman’. What do you think this means? 9. Did you find the message hidden in the book? Why do you think the author placed it at this point in the story? (Hint: Note the colour of the background.)

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11. Look at the last two illustrated pages.

(a) What do you notice about the eyes and lips of the characters?

(b)

(c) Who’s face can you see in the illustration? (Hint: Have a careful look at the illustrations on the back flap of the book.)

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12. Look carefully at the illustration of the ‘tasty dish’.

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10. Do you think the mermaid survived? Explain your reason.

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What do you notice about it in relation to the mermaid? Why do you think the illustrator placed certain symbols in the illustration?

13. What articles of the Universal Declaration of Human Rights has the agent-mariner violated and not been responsible for? R.I.C. Publications®

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Teachers notes

Step 10–Reinforcement

Indicators: • Reflects on own learning, beliefs and values. • Researches and creates own mandala. • Identifies and uses strategies to develop positive responses to feelings. ADKAR change management model: Reinforcement is the fifth stage of change. Repetition of activities builds a person’s skills, their confidence to apply them and their competence in delivering them effectively. By reviewing stories outside their level of experience, children can explore feelings they are unfamiliar with from a safe distance. Erikson’s Theory of psychosocial skills: Identity is the fifth stage of development. It occurs during or just prior to adolescence. It is a time when individuals are not only becoming aware of themselves, but are developing and forming ideas of ‘What do I want out of life?’, ‘Where am I going?’ and ‘What is important to me?’

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Edward de Bono’s Bloom’s taxonomy parallel thinking Learning sequence (Assessment task indicated by ❋) and focus hats Knowledge • Discussion: What is a mandala?

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Develop an Using the skills the students have learnt to use to evaluate their values and beliefs awareness of and to qualify what they believe is important, they design a personal mandala personal, local and using the worksheet on page 57. global needs. Use the website <http://www.mandalaproject.org/> to find a wide range of mandalas for students to view and encourage their creativity. • Individual reflection: When exploring what virtues may be included in their mandalas, the students complete the worksheet ‘Virtues express a person’s values Determine values and beliefs’ (page 58). They complete the cloze at the top of the page and qualities that (answers:beliefs,values,virtues) and match each virtue to a value listed in the he/she possesses. table. ❋ Analyse

Choose

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Evaluate

– Judge

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– Choose – Rate Apply

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Gathers information and symbols to create a personal mandala.

• Focus: ‘The Inner power cards’ (pages 59 to 62) can be used to help students explore positive feelings and actions, leading towards self-actualisation and a greater sense of self-sufficiency. These cards can be enlarged to A3 and laminated.

o c . che e r o t r s super • Small group discussion:

Formulate – While students complete their mandalas, invite small groups of students to work judgements to on the inner power activity. It is important that students equate inner power with illustrate the inner strength. viewpoint of his or This activity should provide you the opportunity to evaluate how successful ❋ her choice. students have been at understanding and applying the themes and understandings Analyse of the program. It also provides an opportunity for students to reinforce the positive qualities incorporated in the program. Explore, set goals and establish – When using the ‘Inner power cards’, spread them out on a table or on the floor priorities. and ask each student to choose three values that they believe could be applied to him or herself. – Then ask each student to think of a problematic situation to which those qualities could be applied and how it might help the situation.

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Make your own mandala

Reinforcement

Step 10

A ‘mandala’ is a circle-shaped object that represents your individuality. All mandalas use a circular structure, but each is decorated and organised using a unique pattern. This personal representation includes colours, shapes and symbols that form ideas of how we see ourselves, what is important to us, how we see our world and what is important in our world. Your task is to design your own mandala.

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Before you begin, research what a mandala is and write a definition in your own words below. You may like to check out the website <http://www.mandalaproject.org/> to research the history of mandalas ? P atte r n Read the points in the and to see examples of them. a pes s? Sh diagram below to help plan your mandala.

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Virtues express a person’s values and beliefs

Reinforcement

Step 10

1. Complete the missing words. are ideas that are accepted by individuals and/or groups as a truth or a B reality. Certain generalised beliefs (be kind to others etc.) can be of benefit to the wider local and global community.

are particular beliefs that guide our actions and behaviour. They can be V seen as a set of principles of high ideals to try and incorporate into the everyday lives of people; for example: people should tell the truth, treat others as they would like to be treated, resolve conflicts peacefully and be gentle in their actions and thoughts.

V are qualities that individuals show as a result of their values, such as truthfulness, kindness, peacefulness and gentleness.

Virtues benefit not only individuals, but by his or her actions, provide welfare to humanity as a whole. By his or her virtuous actions, a person develops his or her inner power.

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2. Consider each of the actions (virtues) and values that appear in the table. Match each value to an example of a virtuous action displaying that value. Show matches by colouring matching boxes the same.)

VALUES

VIRTUES

The person appreciated the food they were given for © R. I . C .Publ i cat i ons lunch. •f orr evi e w pur posesonl y• (b) Self-sufficiency The person remained in line even though he or

(a) Playfulness

she knew that pushing to the front would result in receiving a sausage first.

(d) Aliveness

(e) Honesty

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(f) Goodness

The person admitted sneaking into the classroom to get his or her hat after the teacher had left the room for lunch break.

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The person could listen to a joke about tripping over and spilling a drink down his or her shirt and laugh at it.

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The person invited another classmate to join in the soccer game even though the classmate’s skills weren’t too advanced. The person didn’t expect his/her mum to clean up the dirty dishes after dinner.

(g) Beauty

The person was really involved in the science lesson and was motivated to learn the new concept.

(h) Appreciativeness

The person put his or her ice-cream wrapper in the bin even though it involved walking a long distance from the game he or she was playing.

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Inner power cards

Reinforcement

Step 10

I have a good sense of humour.

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r o e t s Bo r e p ok u I remain Scalm in stressful situations. I am an understanding person.

I am patient.

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o c . I enjoy many usually che activities and e r o r st join in. su per I am fair and accept people’s differences.

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Inner power cards

Reinforcement

Step 10

I am a just person.

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r o e t s Bo r e p ok u You Scan depend on me.

I am interested in other people’s ideas.

I am caring.

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o c . c e he r I am ar good friend. o t s super I am thoughtful.

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Inner power cards

Reinforcement

Step 10

I am creative.

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r o e t s Bo r e p and standok I am assertive up for my u rights S without resorting to fighting. I think things through.

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I communicate well with others.

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I am compassionate and have empathy for others. R.I.C. Publications®

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Inner power cards

Reinforcement

Step 10

I have dignity and self-worth.

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r o e t s Bo r e p ok u IS am a good listener. I am fun.

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I am gentle and do not invade people’s personal space.

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I am trustworthy and honest. 62

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Teachers notes

References

Atkinson, R L; Atkinson; R C; Smith, E E & Bem, D J 1993, Introduction to psychology, 11th ed. Harcourt, USA Bates, K 2005, The road to reading series, Software Publications, Australia. Bates, K 2006, Reading Success Express, Rockpool Publication, Australia. Begun, R W 1995, The society of the prevention of violence – Social skills lessons and activities, Jossey-Bass, San Francisco.

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Bloom, B S 1956, Taxonomy of educational objectives, Handbook 1: The cognitive domain, David McKay In, New York. Brady, L 1979, Feel, value, act: Learning about value theory and practice, Prentice-Hall, Australia.

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

de Bono, E 2004, How to have a beautiful mind, Griffin Press, Australia

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Crain, W C 1985, Theories of development, Prentice-Hall, Upper Saddle River, New Jersey.

Elkind, D H, and Sweet, F, PhD 1998, ‘Ethical reasoning and the art and classroom dialogue’, Erikson, Erik H 1980, Identity and the life cycle, Norton and Company, New York.

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

Kovalik, S 1994, Life skills, Books for Educators Inc, USA Maslow, A H 1970, Motivation and personality, 3rd ed.

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Pioleit, A & Roussey, J Y 1991 ‘Narrative and descriptive text revising strategies and procedures’, European Journal of Psychology of Education, V1 (2) pp. 1555 –163

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Promislow, S 1999, Making the brain body connection, Kinetic Publishing Corp., Vancouver. Robbins, A 2001, Awaken the giant within, Bookmarque Ltd, Surry.

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Taylor, S 1995 Drama recipe – Book 1, Radical Wombat Collective, Australia.

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Taylor, E 2006, Baby steps, publication pending.

<http://www.cyh.com/Sub Default.aspx?p=255>

<http://www.universalrights.net/main/creation.htm> <http://kovalik.com/support.htm> <http://parentingpress.com> <http://goodcharacter.com/dilemma/dilemma.html> <http://nobelprize.org> <http://parentsupportonline.com>

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Answers The majority of answers in Respect me – Respect you require a teacher check as answers will vary depending on student’s personal experiences and opinions. The following answers should be considered as a guide. Pages 4 & 5 The building blocks for self and community 1–2 1. Communicate, interact, independent 2. The need to grow and to be the best we can be: to appreciate what we have, to be aware of what is genuine and what is fake, to be truthful, to stand up for what is right, to be able to make different choices from our friends but still be accepted, to be able to resist peer pressure, to show humility, to have strong ethics, to be autonomous, to strive to be our best The need to respect ourselves and others: to believe in ourselves and appreciate our uniqueness, to accept ourselves, to be confident in our abilities, to be confident our best is okay, to be appreciated and to appreciate others The need for love and belonging: to be part of a family, to be a part of the community, to have the companionship of others, to be included in groups, to feel that we belong, to have the opportunity to learn, to be able to choose our friends, pleasure and enjoyment, to be loved The need for safety and protection: to ensure the safety of ourselves and our property, protection from danger, protection from the elements Physical needs: water, air, food, minerals, vitamins, rest, shelter, clothing, extremes of temperature Page 12 Inner power and power over 1. Inner 2. increases 3. sharing 4. Inner power 5. power 6. decreases 7. good 8. inner 9. uncomfortable 10. over Page 19 Foundations for peace 1. 1948, the United Nations General Assembly, a common standard of rights for all peoples and all nations are recognised. 2. (a)–(b) (i) In my street there is a mosque, a temple and a church. (ii) The people gathered in the local park to listen to a speaker and discuss their work conditions. (iii) I go to school and learn. (iv) Other people from different countries live here to be safe and to enjoy their rights. (v) I am alive and cared for. (vi) Last holiday, we enjoyed a camping trip together. (vii) My parents and carers provide for me. (viii) My basic needs are met. (ix) We all play together at school. Page 21 Qualities that build communities Possible answers:

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Qualities

(a) humanity

Actions that show these qualities

Definitions

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In our classroom

In our community

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In our global community

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including everyone in games

helping to carry shopping to the car

supporting a community in Africa to build clean-water wells

(b) empathy

taking a friend to the school providing food and shelter for office when he or she feels sick those who can’t afford it

standing up for a friend who is being teased

people sharing the beach without dominating one area and spoiling it for others

freeing those who have been imprisoned unfairly

(d) respect

talking calmly to the teacher when he or she asks you a question

playing fairly in the playground so no-one gets hurt

people living with different religious beliefs living in one community and country

(e) dignity

expressing my anger using words, not hands

attending a public meeting and treating people as we would like not losing your temper when the to be treated, in a humane way decision doesn’t go your way

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volunteers went to help clean up after the tsunami in 2006

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Answers Page 23 Rose Blanche – 1 Possible answers: 1. The story was set in Germany during the Second World War. 2. Many basic needs were limited or withdrawn, such as food, shelter, safety, rest, protection from danger by people who were trying to take away the freedom of others. 3. People shared their supplies when they could, traded supplies and others that weren’t able to get supplies or had their freedom taken often died. Not all people were helpful. Some people stole from others. 4. (a) freedom, schooling, people’s ability to care for others, food, love and friendships, safety, jobs

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(b) love between people, day and night

5. Innocent people were being held in concentration camps and treated without any human rights. Rose decided to share her food with the children and visited them when she could.

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6. Note: Students should compare the actions to the Universal Declaration of Human Rights and list the infringements, then explain what actions showed evidence of the infringements.

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7. Love, fear, anger, resentment, grief, worry, uncertainty, anxiousness, and excitement were some of the feelings that people would have felt during war time. 8. Most people suffered during the war. There were hundreds of thousands of deaths. People who survived suffered from physical and mental injuries due to fighting, invasion, loss of loved ones, loss of privileges, freedoms, rights and basic needs. Page 24 Rose Blanche – 2 Possible answers:

Values exercised: friendship, empathy, loyalty, rebellion

Rights infringed: freedom from persecution, freedom from torture, exile, the ability to follow own religion, right to life, dignity, safety, food

War begins

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Feelings explored: fear, sorrow, despair, anger, love

Values exercised:

Unfair arrests and detainment

Teacher check

Rights infringed: intolerance, unfair treatment of innocent groups of people, people unfairly alienated

Feelings explored: sorrow, grief, loss, confused, dispirited, exhaustion, love, hate Values exercised: empathy, compassion, humanity, respect/no respect

Rose shares food

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Rights infringed: basic needs not met, various freedoms such as safety, life, beliefs, treatment

Feelings explored: desperation, fear, guilt, shame, anger, loss, sadness, love, hate

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Values exercised: empathy

Rose discovers concentration camps

Feelings explored: fear, anger, loneliness, bravery, love, hate

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Feelings explored: excitement, fear

Teacher check

Rights infringed:

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Values exercised: sharing, empathy, compassion

Little food Desperation

Teacher check

Rights infringed: invasion, domination through power over

Feelings explored: fear, bravery, confused, empathy, forgiveness, compassion, anger, relief Values exercised: freedom, peace, respect

War ends loss of innocence

Rights infringed: loss of life, health, food supplies, homes, employment, safety, education leads to a rebuilding of rights and freedoms

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Answers Page 34 Resolving conflict using inner power Missing words: – Inner power is the power that comes from inside us. – ignore Pages 39–40 Growing through guilt – 1 and 2. Situation You hit a cricket ball through a window and it smashes the glass. What can you do?

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Thought: Oh, no. Look what I did. I can’t believe it! I’m going to get busted

Thought: Oh, no. Look what I did. I’m hopeless. I can’t believe I’m so stupid.

Feeling: SHAME I’m no good. I am worried I will get into trouble. I am going to be punished.

Action: I’ll go and tell a teacher. This will be hard to do.

Action: I’ll run away and hide the cricket bat. I won’t tell anyone what happened.

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Feeling: GUILT I feel bad about this and I am worried I will get into trouble.

Consequence: The glass is cleaned and the window is fixed. I say sorry. I build inner power.

Consequence: No-one knows the glass is there. It is dangerous. The whole class isn’t allowed to play cricket for a week and they are angry. I feel really bad.

Page 53 Compare and contrast

Mariner

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What evidence is there of the character’s beliefs (values)?

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Mariner was unfazed by fear Finders keepers Money and profit consumed him You are the most important Power over others is the way to control

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Character

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What effects does his/her values have on others? Does he/she respect or disrespect the rights of others? Give an example.

For his own profit, he had little respect for taking away others’ freedom and belongings. He did not respect the mermaid’s boundaries and personal space. He did not think of the mermaid in terms of care but only as a means to get money.

He suffers from shame and guilt What problems does he/she encounter as He dies or is put into a position where he has no choice, and controlled by a result of his/her values and what are the beings stronger than him. consequences of his/her actions? He limited another’s creature’s rights to be free and to receive shelter and food. What type of power does he/she use? How does he/she grow/limit themself by his/her actions? How does he/she cope with the events? Explain what responsibilities he/she displays/lacks.

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The mariner uses power over. He limits his ability to share, be just and show kindness to another living thing. He also limits his friendships and the trust of others. He lacks compassion for others and deceives himself until the end, where he realises his wrongs.

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Answers Pages 54 and 55 The crime of the agent-mariner – 1 and 2 1. A mistake is an error in judgment, in actions or in an opinion, whereas a crime is the breaking of a law that injures or affects another person, property or public welfare. 2. Answers will vary. Suggested answers could discuss the actions of the mariner toward another person and the effect that the death of that person had on the welfare of others.

9. Answers will vary. The author highlights the unjust actions of the mariner’s decision and feelings of shame and fear. The mariner acts as if his choices were ‘playful’ and were for the good of others, yet his thoughts (which we are privy to) indicate an awareness and full knowledge of his selfishness, power over and biased actions which rely on stealing another living creature’s freedom for his own benefit.

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3. Answers will vary. Ask the students to refer to the summary of the declaration from earlier steps to reflect and compare. 4. Answers will vary. Answers may include a whale, dolphin, eagle, owl or animals that represent wisdom and are peaceful.

5. Answers will vary. Answers may include a lion, snake, leopard or hyena. Discuss animals that have been represented in movies to assist their decisions.

6. Answers will vary. The mermaid remained peaceful and escaped by using her mind, not brutal force. The mermaid only came to harm in the mariner’s dream because of his shame and knowledge that what he was doing was a crime. 7. When students have strong ethics and are able to resist peer pressure, they are able to discern genuine care and goodness from those which are false. Although we should be able to trust others, we must evaluate whether their actions are virtues that we hold true.

10. Answers will vary.

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8. A person who profits from buying and selling products and merchandise to others that he/she has not built him/herself. They can also be people who act to represent the intentions of another party; e.g. a lawyer, real estate agent, trader, auctioneer or salesperson.

11. (a) The mermaid’s principles are principles that all people share. She represents a spirit as well as a physical presence. The author and illustrator have also suggested that an ideal can be shared and preserved and not just destroyed by the actions of one person. (b) The babies all possessed the same ‘goodness’ as the mermaid. (c) The author’s.

12. To represent that good has triumphed over evil. The mermaid destroyed selfishness and greed. 13. Answers will vary. Compare the mariner’s actions to the declaration discussed in the earlier steps.

1. Beliefs, values, virtues

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2. (a) The person could listen to a joke about tripping over and spilling a drink down his or her shirt and laugh at it.

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(b) The person didn’t expect his/her Mum to clean up the dirty dishes after dinner.

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Pages 58 Virtues express a person’s values and beliefs (h) The person appreciated the food they had to eat at lunch.

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(c) The person remained in line even though he or she knew that pushing to the front would result in receiving a sausage first.

(d) The person was really involved in the science lesson and was motivated to learn the new concept. (e) The person admitted sneaking into the classroom to get his or her hat after the teacher had left the room for lunch break. (f) The person invited another classmate to join in the soccer game even though the classmate’s skills weren’t too advanced. (g) The person put his or her ice-cream wrapper in the bin even though it involved walking a long distance from the game he or she was playing.

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