Course Profile
Individual and Family Living, Grade 9 or 10 open, Public
Unit #2:
Understanding Personal Issues
Activity
1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity
6 | Activity 7
Time: 27 Hours
Unit Developer(s):
Carolyn Barfoot, Waterloo Region District School Board
Carole Booth, Peel District School Board
Michelyn Putigano, HamiltonWentworth District School Board
Grier Rennie, Waterloo Region District School Board
Jane
Witte, Thames Valley District School Board
Development Date: February, 1999
Unit Description
Students will investigate strategies needed to develop and maintain effective family and social relationships. Social Science research methods will be used to obtain information from various sources. They will analyse the information obtained in order to examine various aspects of individual and family living. Students will effectively communicate the results of their research in both written and oral reporting formats.
Strand(s) & Expectations
Strand(s): Self and Others; Personal and Social Responsibilities; Social Science Skills
Overall Expectations: SOV.01X, 02X, PRV.02X, SSV.01X, 02X
Specific Expectations: SO1.03X, SO2.01X, 02X, 03X, PR1.01X, 03X, 04X, 05X, SS1.01X, 02X, 03X, 04X,
05X, 06X, SS2.01X, 02X, 03X, 04X
Activity Titles (Time and Sequence)
|
Activity 1 |
Life On The Line |
180 min |
|
Activity 2 |
Discovering More |
300 min |
|
Activity 3 |
Coping Skills for Daily Living |
180 min |
|
Activity 4 |
Conflict Resolution in Relationships |
180 min |
|
Activity 5 |
Recognizing Healthy Relationships |
180 min |
|
Activity 6 |
Coping With Harassment and Abuse |
240 min |
|
Activity 7 |
Telling All About It |
360 min |
Unit
Planning Notes
Teachers will:
arrange access
to the library, computers and the Internet, as needed
organize
guest speakers 2 weeks ahead of time
arrange for
suitable novels for book reports 1 week prior to use
preview all
videos, computer software, Internet sites
be aware of
methods for dealing with sensitive issues in a cultural mix of students
develop
assessment tools as needed
develop case
studies and worksheets for various activities
prepare a
list of community agencies, resources and support groups that are available for
students who may find themselves in need of support
collect a
variety of questionnaires
prepare
appropriate resources on note taking
carefully
monitor student use of the Internet
get approval
from school principal or designate before distributing student questionnaires
review
social science research methods using primary and secondary sources
prepare
tally sheet for tabulating data
Prior
Knowledge Required
Students
will apply group communication and collaborative skills from Unit 1.
Based on
elementary school experience, all students should have basic writing, reading,
numeracy and computer skills.
Teaching/Learning
Strategies
The following strategies are described in greater
detail within each activity:
brainstorm
guest
speakers
book review
concept map
social
science research projects/presentations/reports
role play
journals
worksheet
completion
case studies
co-operative
learning (e.g., jigsaw)
Assessment/Evaluation
|
Tool |
Purpose |
Evaluator |
Activity |
|
Group Work Rubric |
Formative/Summative |
Teacher, Student |
All group work |
|
Participation Rubric |
Formative |
Teacher, Student |
All individual activities |
|
Journal |
Formative |
Teacher, Student |
All activities |
|
Book Review Rubric |
Formative |
Teacher |
Activity 1 |
|
Tool |
Purpose |
Evaluator |
Activity |
|
Data Collection Rubric |
Formative |
Teacher, Student |
Activity 2 |
|
Questionnaire Rubric |
Formative |
Teacher, Student |
Activity 2 |
|
Research Rubric |
Summative |
Teacher |
Activity 7 |
|
Unit Test |
Summative |
Teacher |
The whole unit |
Diagnostic: assessing what has been learned
Formative: assessing how well the student is
presently learning so that appropriate changes can be made
Summative: assessing how well the student has learned
the material for purpose of accountability
Resources
Print
1. 10
Quick Ways to Analyze Children's Books for Racism and Sexism, pamphlet. Council on Interracial Books for Children, 1841
Broadway, New York, NY 10023.
2. Assessment
for Learning in the Transition Years and the Specialization Years. Waterloo
County Board of Education, 1993.
3. Challenging
Ourselves Towards Gender Equity and Violence. Pembroke Publishers, 1996,
ISBN 1-55138-068-4.
4. Changing
Perspectives: A Resource Guide for Antiracist and Ethnocultural Education.
Ministry of Education, Toronto, 1992.
5. Conflict
Management: Problem Solving Tricks for Survival. The School Company, Career
Catalogue, Product # CHUB 536.
6. Family
Studies Resource Document Families In Canadian Society Independent Study
Projects. The Waterloo County Board of Education, 1989.
7. Independent
Learning Process to Product. OSSTF, 1989.
8. Kelly-Plate,
J. and Eubanks, E. Today's Teen. 5th edition. Glencoe McGraw-Hill, 1997.
9. Managing
Conflict: A Practical Guide to Conflict for Educators. OSSTF, Toronto, ISBN
0920930-54-9.
10. Preventing
Sexual Abuse/Assault, An Annotated Bibliography. Ontario Ministry of
Education, 1992.
11. Promoting
Peace and Preventing Violence. Lion's Quest Canada, Waterloo, ON,
1-800-265-2680.
12. Roher,
E. An Educator's Guide to Violence in the Schools. Aurora Professional
Press, 1997, ISBN 0-88804-250-7.
13. Shared
Human Experience. The Waterloo County Board of Education, 1996.
14. The
Joke's Over: Student To Student Sexual Harassment in Secondary Schools.
OSSTF, Ministry of Education, 1995.
15. Working
It Out Together: A Peer Mediation and Conflict Resolution Program. Sunburst
Communications, Order # 2989-YH.
Video
16. A
Case of Abuse. McIntyre Media, Product #850181-61G9.
17. Abuse:
Listen and Learn. McIntyre Media, Product # 850139-61G9, McIntyre Media,
Product
#
850180-61G9.
18. Anger:
You Can Handle It. Sunburst Communications, Order #2487-YH.
19. Be
Your Best Self: Assertiveness Training. Sunburst Communications, Order #
2247-YG.
20. Conflict
Resolution. Sunburst Communications, Order # 2372-WG
21. For
Angela. National Film Board of Canada.
22. Hurting
With Words: Understanding Emotional Violence and Abuse. McIntyre Media,
Product # 600098-61G9.
23. Increase
The Peace: Conflict Resolution. Sunburst Communications, Order # 2491-YG.
24. Just
Chill! Deal With Anger. Sunburst Communications, Order #2517-YH.
25. Katie's
Secret. McIntyre Media, Product #850180-61G9.
26. Personality
In Conflict: Game. The School Company, Product # CPVS 108.
27. Playing
For Keeps. National Film Board of Canada.
28. Real
People: Anger, Violence and You: Taking Control. Sunburst Communications,
Order
#2843-YH.
29. Real
People: Violence in the Family. Sunburst Communication, Order # 2642-YG.
30. Real
People Violence Prevention: Don't Be A Victim. Sunburst Communications,
Order
# 2946-YG.
31. Resolving
Conflicts: Let's Work It Out. McIntyre Media, Product # 200049-61G9.
32. Sexual
Harassment and How to Stop It. Sunburst Communication, Order # 2562-YG.
33. Speak
Up Against Violence. McIntyre Media, Product # 850224-61G9.
34. Straight
Talk Series II: Violent Times. Sunburst Communications, Order # 5696-YG.
35. Teen-Adult
Conflict: Working It Out. Sunburst Communication, Order # 2630-YH.
36. Teen-Parent
Conflict: Making Things Better. Sunburst Communications, Order # 2274-YH.
37. Truce:
Conflict Resolution. McIntyre Media, Product #700191-61G9.
38. Tug
of War: Strategies for Conflict Resolution. McIntyre Media, Product #
600091-61G9.
39. Where
Angels Dare. National Film Board of Canada, 1996.
40. Working It Out Together: A Peer Mediation and Conflict
Resolution Program. Sunburst Communications, Order # 2989-YH.
Computer
Software/Internet
41. http://www.mbnet.mb.ca/~mstimson
(Info Zone).
42. http://www.21learn.ca/research/rss.html
(Research Skills and Strategies).
43. http://www.statcan.ca/english/kits/index.html
(Statistics Canada).
44. http://www.graphic.org/goindex.html
(Inspiration Software).
45. http://www.schoolwork.org
(Schoolwork UGH!).
46. http://www.studyweb.com
(Study Web).
47. http://birchlane.davis.ca.us/library/10quick.html
(Council on Interracial Books for Children).
48. http://www.tgsa.com/cybrary/lwedekin.html
(Developing Survey Questions).
49. http://www.css.edu/users/dswenson/web/question.html
(The Questionnaire).
50. http://www.socsciresearch.com
(Research Resources for the Social Sciences).
51. www.hc.sc.gc.ca/healthpromotion
52. www.sgcs.gov.on.ca
(Minister of the Solicitor General).
53. When
No Means No, C.D. ROM. Cambridge Educational, 1-800-468-4227.
54. Zap-A-Graph,
for Macintosh and Windows, 1997, Product #0089MAC1.1 or 0208 WIN1.1 Licensed by
the Ministry of Education and Training for use in schools.
Activity #1: Life On The Line
Time: (minutes): 180 minutes
Description
Through the discussion of current
adolescent issues of concern (e.g., health, peer pressure, jobs, school,
sexuality, friends/family...) students will gain an understanding of how
adolescent needs in all areas of development focus on emerging independence,
and rights and responsibilities. Students will practise and observe a variety
of problem-solving techniques, using peer helpers and up-to-date video and
literacy resources.
Strand(s) and Expectations
Strands: Self and Others
Overall Expectations
By the end of this course,
students will:
(SOV.01X)) describe
the characteristics of human growth and development in adolescence, and explain
their influence on the behaviour and needs of young people
Specific
Expectations
By the end of this course,
students will:
(SO1.03X) explain
how the needs of individuals relate to their stage of development (e.g., owing
to their rapid physical development, adolescents have greater nutritional and
sleep needs than do adults)
(SO2.03X) identify
on the basis of existing psychological and sociological research, the factors
that contribute to peoples need to participate and belong to groups (e.g.,
affection, dependability, loyalty, responsibility)
Planning
Notes
Review/assess suggestions made for identification of biases, as referenced to in Shared Human Experience (Waterloo County Board of Education).
At least 2 weeks prior, organize guest speakers (e.g., senior students from Peer Helping Class/Program or other mentor type senior students in the school).
At least 1 week prior, organize with Librarian, a collection of novels related to a variety of adolescent issues. Request various reading/comprehension levels in the collection to meet abilities in the class.
Preview video(s) for subject matter and appropriateness. Prepare a guide sheet to accompany video(s).
Teachers need to be aware of methods for dealing with issues of a sensitive nature.
Teachers need to be aware of perceptions and beliefs rooted in ethnocultural and religious heritage.
Prior Knowledge Required
Skills to write a book review.
Individual and group communication skills.
Teaching/Learning Strategies
1. The teacher will introduce discussion of adolescent needs, healthy development, and behaviour.
2. Students will brainstorm in small groups to identify typical issues of concern for adolescents (e.g., peer pressure, health, jobs, school, friends, family, dating, sexuality...). Select one issue and brainstorm possible coping strategies. Share small group strategies with class.
3. View video tape of adolescent issue(s).
4. Distribute guide sheet related to video. Discuss highlights. Clarify expectations.
5. Explain next lesson format: guest speakers. Ask students to think of questions they would like to ask.
6. Invite 2 or 3 senior students (from Peer Helping Class/Program or Students Council, or other senior students) to discuss their experiences with adolescent issues: That was Then, This is Now.
i) what problems they had in grade 9, and how they solved them good ways/bad ways
ii) what problems they have now
iii) where they believe grade 9 students should focus their energies
7. Each student should write down at least one question and record the senior students response.
8. Distribute the outline for the Book Review. Discuss/clarify expectations.
9. Proceed to the Library to select a book on an adolescent issue. (Young Adult Section)
10. Begin reading personal choices of books. When reading is completed, students should proceed to work on and complete their book Review, according to the format identified.
Assessment/Evaluation
Assess participation in small and large group discussion.
Video Guide Sheet will be assessed for completion. The class will discuss and redefine their personal responses.
The Book Review will be assessed for completion, and evaluated for thoroughness of explanation of the adolescent issue reported, and rules of grammar.
Resources
1. Community or Staff Contact: Ontario Students Against Impaired Driving
2. Guest Speakers: Senior mentor-type students in school
3. Guest Speakers: Senior students from Peer Helping Program
Print
4. Shared Human Experience. The Waterloo County Board of Education, 1996.
5. Changing Perspectives: A Resource Guide for Antiracist and Ethnocultural Education. Ministry of Education, Toronto, 1992.
Videos
6. For Angela. National Film Board.
7. Playing For Keeps. National Film Board.
Accommodations
Students may require review or introduction of Book Review Format, if not yet covered in English course.
Library collection of novels must include various reading/comprehension levels.
Teacher will maintain contact with Curriculum Support Staff (e.g., Librarian, Special Education Resource, etc.) to promote inclusion of students with special needs in all strategies.
Activity
2: Discovering More
Time: (minutes): 300 minutes
Description
Students will work in small groups
to investigate an issue relevant to teens today. The process will involve both
secondary and primary research.
Strand(s) and Expectations
Strands: Self and Others; Social
Science Skills
Overall Expectations
By the end of this course,
students will:
(SOV.01X) analyse strategies to develop and maintain
effective relationships
(SSV.01X) use
Social Science research methods to obtain information from various media,
technology, and human resources in order to examine aspects of individual,
family and social living
Specific
Expectations
By the end of this course,
students will:
(SO2.02X) identify
through psychological and sociological research those factors that contribute
to peoples participation in and belonging to groups
(SS1.01X) pose
simple research questions
(SS1.02X) distinguish
between fact and opinion
(SS1.03X) conduct
research about individual, family, and social issues using surveys and
interviews (e.g., about personal responsibilities in a family and in a
democracy, principles of informed consumerism, financial stability,
investigation before making large purchases, diversity in family form,
relationships, division of labour)
(SS1.04X) create
graphs and charts from spreadsheets to compare results of surveys
Planning
Notes
The use of small groups during this activity will reinforce group work skills/expectations from the previous unit.
This activity could be completed as a whole class rather than in small groups.
Student surveys may need to be approved by the school principal or designate prior to distribution.
Secondary research allows students the opportunity to locate and review already existing research on a given topic. Students will use books, periodicals, newspapers, CD-ROMs, and the Internet to complete secondary research. Primary research allows students to carry out original research. This is based upon the secondary research already completed. Students will develop a simple questionnaire and collect data from an appropriate sample. Students will also need to analyse data and write a final report that summarizes their findings. Primary research will also be dealt with in Unit 2, Activity #7.
Teacher will:
gather a variety of questionnaires. Suggested resources include Challenging Ourselves Towards Gender Equity and Violence Free Relationships and many popular magazines (e.g., Todays Parent, Canadian Living).
prepare and/or locate examples of well and poorly designed questionnaires.
prepare a lesson and appropriate resources on note taking. Refer to resource list for suggestions.
carefully monitor student use of the Internet.
book the computer lab for word processing of questionnaires.
Prior Knowledge Required
Information obtained in the previous activity Life on the Line (Unit 2, Activity #1) should be used as a starting point when completing secondary research in this activity. This will allow students to further their knowledge of the expectations and make better use of class time.
Teaching/Learning Strategies
1. Students start in small groups (3) and refer to the brainstorming list completed in the previous activity (Life on the Line). From this list, each small group will choose one of the issues and formulate a research question for further study. Questions will need to be specific. Examples of questions may include: Why do teenagers smoke? Why do teens drink alcohol? What do teens find stressful?
2. Students will complete a brief library orientation. In their small group, each person locates one resource on the topic (e.g., Internet, magazine, CD-ROM).
3. The teacher will teach students to distinguish between fact and opinion. Students are divided into two small groups. One group looks at a specific article in one newspaper and the other looks at the same article in a different newspaper. You could also do this activity using two news clips from different broadcasts. Students will state the headline, identify the main idea in the article, any facts that are stated that support the main idea, where the article is located in the paper, and what information appears to be missing. Return to a full class and discuss the similarities and differences between the two articles and develop definitions of the terms: fact, opinion, and bias.
4. Teacher reviews how to make notes from their selected resource using a variety of methods. (e.g., a formal structured method for left-brain learners and concept mapping for right brain/visual learners). Students will choose the method of note taking they prefer and take notes on their resource and share their notes with the others in their group.
5. Teacher distributes two copies of a questionnaire to class: one poorly designed and the other well designed. Students identify the parts of the survey (e.g., title, introduction, questions/responses, etc.) and create a list of those qualities that make for a good/poor survey. Teacher will need to review with students the types of questions that could be included in a questionnaire: fixed alternative, rating scales, open ended, fill-in-the-blank. Teacher will also need to discuss with the class how to choose an appropriate sample for their research study.
6. In their small group, students design a one page questionnaire on their topic using their research question (from #1 above) as a guide. They will trade copies with another group in the class to proof read and make constructive criticisms. The teacher will also need to check all surveys for clarity and bias. A good copy of the questionnaire will be completed using a word processor. Surveys will be distributed. The teacher could make arrangements with another class within the school or on the Internet with classes around the province to answer the survey to speed up the process.
Assessment/Evaluation
Teacher will assess student notes on their selected resource using a rubric
Students will peer-evaluate each others questionnaires looking for poor wording, organization, bias, and spelling/grammar errors
Teacher will assess student questionnaires using the given rubric
Resources
The following sources can provide teachers additional resources on
research skills:
Print
1. Challenging Ourselves Toward Gender Equity and Violence Free Relationships. Pembroke Publishers, 1996, ISBN 1-55138-068-4.
2. Family Studies Resource Document Families in Canadian Society Independent Study Projects. The Waterloo County Board of Education, 1989.
3. Independent Learning Process to Product. O.S.S.T.F., 1989.
Internet
4. http://ww.mbnet.mb.ca/~mstimson (Info Zone)
5. http://www.2learn.ca/research/rss.html (Research Skills and Strategies) and
http://www.statcan.ca/english/kits/index.htm (Statistics Canada)
The following web sites can offer teachers information on research and
note taking skills:
Internet
6. http://www.graphic.org/goindex.html (Inspiration Software visual thinking software)
7. http://www.schoolwork.org/ (Schoolwork UGH!)
8. http://www.studyweb.com/ (Study Web)
The following resources provide information on assessing bias in
learning materials:
Print
9. 10 Quick Ways to Analyze Childrens Books for Racism and Sexism, pamphlet. Council on Interracial Books for Children, 1841 Broadway, New York, NY, 10023.
Also available on the internet at http://birchlane.davis.ca.us/library/10quick.htm
10. Shared Human Experience. The Waterloo County Board of Education.
The following resources provide information on developing questionnaires and are appropriate for
teacher use:
Internet
11. http://www.tgsa.com/online/cybrary/lwedekin.html (Developing Survey Questions)
12. http://www.css.edu/users/dswenson/web/question.htm (The Questionnaire)
13. http://www.socsciresearch.com (Research Resources for the Social Sciences)
Accommodations
Rather than allow students to create their own groups, the teacher can create groups taking into account the learning styles and needs of the students in the class.
Activity #3: Coping Skills For Daily Living
Time: (minutes): 180 minutes
Description
Students will develop skills needed
to negotiate and deal with their feelings and emotions in order to cope with
everyday life. Through a variety of teaching and learning strategies, students
will explore and apply effective negotiation skills for home, school, peer and
work relationships. Students will examine strategies to effectively manage
their emotions and feelings through the use of communications techniques.
Strand(s) and Expectations
Strands: Personal and Social
Responsibilities
Overall Expectations
By the end of this course,
students will:
(PRV.02X) demonstrate
communication and conflict-resolution skills in the context of family and
social relationships
Specific
Expectations
By the end of this course,
students will:
(PR1.01X) draw
on research in psychology and sociology to describe strategies for becoming
responsible members of their family and of society (e.g., deferring,
gratification, losing with grace)
(PR1.03X) demonstrate
negotiation skills needed for home, school, peer and work relationships
Planning
Notes
Teachers need to be aware of methods of dealing with sensitive issues.
Teachers need to be sensitive to practices and beliefs rooted in ethnocultural and religious heritage.
Teachers should refer to current research (psychology and sociology) and unit resources to determine how to become a responsible member of a family and society through managing ones feelings.
Preview video(s) for subject matter and appropriateness. Prepare a guide sheet or worksheet to accompany video(s).
Develop assessment tools to be used in evaluation
Prior Knowledge Required
Communication and group skills gained in previous activities
Teaching/Learning Strategies
1. In small groups, students will brainstorm a list of ways in which our feelings and emotions interfere with the communication process. A class discussion will follow. Teacher may wish to show a video to illustrate this concept.
2. In small groups, students will create a concept map of situations in which a person would need to rely on effective negotiation skills. Students will present their maps to the class.
3. Together with the teacher, students will create a list of skills needed for effective negotiation. Teacher may wish to show a video to illustrate these concepts.
4. In small groups, students will write skits and then role play to determine effective negotiation skills and effective management of feelings and emotions, relating to school, home, workplace and community. Students will present these skits to the class.
5. Students will record in their journals a brief summary of their understanding of negotiation skills and skills to manage emotions and feelings that have been presented. Student will explain how this will enable them to improve their communication skills.
Assessment/Evaluation
Students assess their skills using journals as a means of self evaluation and reflection
Journals will be checked for completion, but not assessed by teacher
Group and class participation will be assessed by teacher using student developed rubric
Role playing activities will be assessed by teacher and peers using teacher designed rubric
Resources
Print
1. Conflict Management: Problem Solving Tricks for Survival. The School Company, Career Catalogue, Product # CHUB 536.
2. Kelly-Plate, J. and Eubanks, E. Today's Teen, 5th edition. Glencoe McGraw-Hill, 1997,
Chapter 9.
3. Managing Conflict: A Practical Guide to Conflict Resolution for Educators. OSSTF,
ISBN # 0-920930-54-9.
4. Working It Out Together: A Peer Mediation and Conflict Resolution Program. Sunburst Communications, Order # 2989-YH.
Video
1. Anger You Can Handle It. Sunburst Communications, Order #2487-YH.
2. Just Chill! Deal With Anger. Sunburst Communications, Order #2517-YH.
3. Real People: Anger, Violence and You: Taking Control., Sunburst Communications,
Order #2843-YH.
Accommodations
Teacher will modify group structure to ensure that the needs of all students are met.
Teacher will prepare an outline to assist student with note taking.
Extension 1: students could develop a checklist for the dos and donts of managing our emotions and feelings or skills in negotiation.
Extension 2: students could develop rubrics to assess role playing activities.
Activity #4: Conflict Resolution in Relationships
Time: (minutes): 180 minutes
Description
Students will identify strategies
for effective conflict resolution. They will come to understand and apply
strategies for conflict-resolution in a number of different relationships and
situations. Students will personalize these skills in their journals.
Strand(s) and Expectations
Strands: Personal and Social
Responsibilities
Overall Expectations
By the end of this course,
students will:
(PRV.02X) demonstrate
communication and conflict-resolution skills in the context of family and
social relationships
Specific
Expectations
By the end of this course,
students will:
(PR1.04X) demonstrate
several appropriate strategies, grounded in research, for resolving conflict in
a variety of relationships (e.g., disagreement over curfew; accusation of
cheating; dispute over boyfriend or girlfriend)
Planning
Notes
Teachers need to be aware of methods to deal with sensitive issues.
There are a variety of videos available on this topic. Teachers may choose to use more than one video in this activity. Teachers should preview all videos and create worksheets to accompany them.
Teachers should refer to research and activity resources to gain an understanding of conflict resolution strategies.
Teacher will develop a handout for students to use to assess how they manage conflict.
Develop case studies illustrating different aspects of conflict resolution.
Teachers need to be sensitive to practices and beliefs rooted in ethnocultural and religious heritages.
Prior Knowledge Required
Coping, negotiating, and communication skills gained in previous activities
Teaching/Learning Strategies
1. Teacher will show a video relating to conflict resolution.
2. Individually, students will complete a handout assessing the ways in which they manage conflict. Students will record their results in their journals, and make suggestions for self improvement.
3. Teacher will lead a discussion and review the factors involved in effective conflict resolution. (e.g., I messages, body messages, and feelings)
4. Case studies, illustrating conflict situations, will be distributed to small groups of students. Each group will be responsible for identifying and explaining how the problem could be resolved using conflict resolution strategies. Each group will report to the class.
Assessment/Evaluation
Students will assess their conflict resolution skills using journals as a means of self evaluation and reflection
Journals will be checked for completion, but not assessed by the teacher
Group work will be evaluated using a rubric designed by students
Resources
Print
1. Kelly-Plate, J. and Eubanks, E. Today's
Teen. 5th edition. Glencoe McGraw-Hill, 1997, Chapter 9.
Video
2. Be Your Best Self: Assertiveness Training. Sunburst Communications, Order # 2247-YG.
3. Conflict Resolution. Sunburst Communications, Order # 2372-WG.
4. Increase the Peace: Conflict Resolution. Sunburst Communication, Order # 2491-YG.
5. Personality in Conflict, Game. The School Company, Product # CPVS 108.
6. Resolving Conflicts: Lets Work It Out. McIntyre Media, Product # 200049-61G9.
7. Teen-Adult Conflict: Working it Out. Sunburst Communication, Order # 2630-YH.
8. Teen-Parent Conflict: Making Things Better. Sunburst Communications, Order # 2274-YH.
9. Truce: Conflict Resolution. McIntyre Media, Product # 700191-61G9.
10. Tug of War: Strategies for Conflict Resolution. McIntyre Media, Product # 600091-61G9.
11. Working It Out Together: A Peer Mediation and Conflict Resolution Program. Sunburst Communication, Order # 2989-YH.
Accommodation
Teacher will modify group structure to ensure that the needs of all students are met
Teacher will prepare an outline to assist students with note taking
Extension: students could write skits, using
the case studies as the basis, to illustrate the conflict resolution strategies
Activity #5: Recognizing Healthy Relationships
Time: (minutes): 180 minutes
Description
Having learned how to build
effective teams with peers, students will translate these skills into more
personal relationships with family, friends and significant others. The nature
and role of relationships and the importance of reciprocity will be examined.
The warning signs of abusive behaviours will be identified and strategies for
dealing with them outlined. The goal is for students to recognize the
differences between healthy and unhealthy relationships in such a way that they
are able to take charge of their own relationships with others in order to
build strong, positive relationships.
Strand(s) and Expectations
Strands: Self and Others
Overall Expectations
By the end of this course,
students will:
(SOV.02X) analyse strategies to develop and maintain
effective relationships
Specific
Expectations
By the end of this course,
students will:
(SO2.01X) Explain
the nature and role of relationships and the importance of reciprocity in
meeting the special and emotional needs of individuals, families and groups
(SO2.02X) Distinguish
between effective relationships and ones that are emotionally, psychologically
or physically abusive, and identify resources and strategies for dealing with
abusive
relationships
Planning
Notes
If students do not have access to television at home, a video could be used in the classroom or made available to students during lunch, before or after school.
One single video could be used for all students as a substitute if required. If all forms of television are not available or permitted, use short stories or magazine articles.
Prepare a list of community agencies, resources and support groups that are available for students who may find themselves in abusive relationships.
Preview all videos.
Develop rubrics.
Prior Knowledge Required
Knowledge of team building and communication skills gained in previous activities is required.
Knowledge of conflict resolution and negotiation skills is required.
Teaching/Learning Strategies
1. Divide the students into groups of 46 students. From the lists created in Activities #3 and #4, have each group create a list of the essentials of all good relationships. They must come to consensus within their groups. Once each group has its list completed, the class will combine their answers to form one list.
2. Using the list as a guideline, each student will identify 5 television shows that deal with relationships (e.g., Party of Five, Friends, the soaps, etc.) and analyse the quality of the relationships of the characters. The students will identify any behaviours that they perceive as being abusive or unhealthy.
3. From their examples of abusive behaviours, discuss and create a list of red flags warning signs of an unhealthy relationship. Discuss ways of dealing with people who exhibit these behaviours; develop a repertoire of skills.
4. Students create case studies using the behaviours listed in 1 and 3. Each group will analyse a case study. Students will identify the issues, and come up with possible strategies for dealing with the problems. Case studies will be presented to the entire class for peer evaluation.
5. Discuss with students the local community agencies and resources that provide support for people in abusive relationships.
Assessment/Evaluation
The groups will collaboratively assess each other using a rubric.
The teacher will assess each group, using the same rubric. Discrepancies will be discussed.
Resources
1. Various T.V. shows and videos dealing with relationships
Internet
2. www.hc_sc.gc.ca/healthpromotion
Accommodations
Modify group structure to ensure that the needs of all students are met.
Prepare an outline to assist students in writing case studies.
Activity #6: Coping With Harassment and Abuse
Time: (minutes): 240
minutes
Description
Harassment and abuse exist in our
society. Students need to be given safe opportunities to explore these issues.
Students will gain an understanding of and have the opportunity to demonstrate
appropriate responses.
Strand(s) and Expectations
Strands: Personal and Social Responsibilities
Overall Expectations
By the end of this course,
students will:
(PRV.02X) demonstrate
communication and conflict-resolution skills in the context of family and
social relationships
Specific
Expectations
By the end of this course, students
will:
(PR1.05X) demonstrate
appropriate responses to harassing or abusive behaviour
Planning
Notes
Teachers need to be aware of methods for dealing with the very sensitive issues of harassment and abuse. Teachers should alert the guidance/counselling department that they are dealing with these issues.
Teachers need to be sensitive to practices and beliefs rooted in ethnocultural and religious heritages.
Investigate various program and human resources available in your school (e.g., counsellor, Vice-Principal, Principal) and your community (speakers, experts, theater groups, and other people involved in the helping professions), which deal with these issues.
There are a variety of videos available on this topic. Teachers must carefully preview video(s) for subject matter and appropriateness, and make up activities and worksheets to accompany the video(s).
Prepare case studies to highlight different situations involving harassment or abuse.
Develop a rubric to assess the role play activity.
Teacher will prepare a unit test to be administered upon completion of this activity, to cover material presented in all previous activities, #1 to #6.
Prior Knowledge Required
Skills in negotiation, managing emotions and feelings, conflict resolution and communication gained in previous units.
Teaching/Learning Strategies
1. Teacher may invite someone from either the school or the community to present on this topic. Students must be allowed the time to discuss their feelings in a safe environment (debriefing). Teachers may choose to show a video to illustrate these concepts.
2. Teacher will lead a discussion with the students about the appropriate steps involved in managing unwanted behaviour in the home, school, and community.
3. In small groups, students will be given a case study involving harassment or abuse. Students will write a skit and then role play to demonstrate how to effectively deal with the situation. Groups will present their skits to the class.
4. Students will make an entry in their journals and explain ways in which this information will help them in their daily lives.
5. Students will complete a unit test covering information presented in Activities #1 to #6.
Assessment/Evaluation
Students will assess conflict resolution skills using journals as a means of self evaluation and reflection.
Journals will be checked for completion, but not assessed by the teacher.
Role playing will be assessed by self, peers and teacher.
Unit test covering Activities #1 to #6.
Resources
Print
1. Preventing Sexual Abuse/Assault, An Annotated Bibliography. Ontario Ministry of Education, 1992.
2. Promoting Peace and Preventing Violence. Lions Quest Canada, Waterloo, Ontario,
1-800-265-2680.
3. Roher, E. An Educators Guide to Violence in Schools. Aurora Professional Press, 1997,
ISBN # 0-88804-250-7.
4. The Jokes Over: Student to Student
Sexual Harassment in Secondary Schools. OSSTF, Ministry of Education, 1995.
Video
5. A Case of Abuse. McIntyre Media, Product # 850181-61G9.
6. Abuse: Listen and Learn. McIntyre Media, Product # 850139-61G9.
7. Hurting With Words: Understanding Emotional Violence and Abuse. McIntyre Media, Product
# 600098-61G9.
8. Katies Secret. McIntyre Media, Product # 850180-61G9.
9. Real People Violence in the Family. Sunburst Communications, Order # 2642-YG.
10. Real People Violence Prevention: Dont Be a Victim. Sunburst Communications,
Order # 2946-YG.
11. Sexual Harassment and How To Stop It. Sunburst Communications, Order # 2562-YG.
12. Speak Up Against Violence. McIntyre Media, Product # 850224-61G9.
13. Straight Talk Series II: Violent Times. Sunburst Communications, Order # 5696-YG.
14. Where Angels Dare. National Film Board of Canada, 1996.
Computer
15. www.hc.sc.gc.ca/heathpromotion
16. www.sgcs.gov.on.ca (Ministry of Solicitor General)
17. When No Means No. CD-ROM, Cambridge Educational 1-800-468-4227.
Accommodation
Teacher will modify group structure to ensure that the needs of all students are met.
Teacher will prepare an outline to assist students with note taking.
Extension: Student could develop a poster/announcement campaign to raise awareness of these issues and how to deal with them effectively in the school community.
Activity
7: Telling All About It
Time: (minutes): 360 minutes
Description
Students will use the results of
Activity 1 and create a project that analyses the primary and secondary data
obtained. The material will be presented in a well organized and visually
pleasing manner.
Strand(s) and Expectations
Strands: Social Science Skills
Overall Expectations
By the end of this course,
students will:
(SSV.02X) effectively communicate the results of their
inquiries
Specific
Expectations
By the end of this course, students
will:
(SS1.05X) analyse
a family studies issue (e.g., adolescent growth and development, peer pressure,
developing positive relationships, personal rights and responsibilities) by
making research notes from appropriate sources of information from various
media, including books, periodicals, television, videotapes and the Internet
(SS1.06X) compare
results of surveys and interviews with data from other sources and form
conclusions
(SS2.01X) record
information and key ideas from their research, and document the sources
accurately
(SS2.02X) organize,
interpret and communicate the results of their inquiries using a variety of
methods (e.g., graphs, charts, diagrams, oral presentations, written reports,
newspaper articles, videos)
(SS2.03X) write
a research report (e.g., using word-processing software) on aspects of
individual and family living
(SS2.04X) publish
results of surveys
Planning
Notes
This activity is a continuation of Activity 2.
Use of computers to analyse data is recommended. Students and teachers computer skills will vary and will need to be assessed during the unit and weaknesses addressed.
If computer facilities are not available students could present their findings in other ways. (e.g., visual display, oral presentation, hand drawn graphs etc.)
Teacher will need to prepare a tally sheet and guidelines for students to use when preparing their final written report.
Teacher needs to be aware of issues regarding plagiarism.
Develop rubrics.
Prior Knowledge Required
Information gathered in Unit 2 Activity 2
Students will be expected to have a basic computer knowledge of spreadsheets, graphing, and word processing
Students will have an understanding of communication skills
Teaching/Learning Strategies
1. Teacher distributes a tally sheet where students can record the results of the their surveys. Using a graphing program (i.e., Cricket Graph, Appleworks, Deltagraph, Excel) students create graphs that show the results of their research.
2. Students analyse the results of their survey and draw conclusions. Students will also compare their conclusions to those found in the research to identify similarities and differences.
3. Using information gained in #2 (above), students will write a formal report following guidelines provided by the teacher. All resources used in their research must be cited.
4. Students will share the results of their project with the class via an oral presentation. Projects will be displayed in the classroom/school.
Assessment/Evaluation
Teacher will assess the students completed project using a rubric
Students will self-evaluate the group process using a rubric
Resources
Teachers will have to investigate the computer resources available at the school. There are many different word processing and graphing programs that could be used to complete this activity. Many of these programs have tutorials that both teachers and students could use.
Zap-A-Graph, for Macintosh and Windows, 1997 Product #0089MAC1.1 or 0208WIN1.1
licensed by the Ministry of Education and Training for use in schools
Appendices
Appendix 7A Analyzing Collected Data
Accommodations
Enrichment activities could include students creating
tally sheets for the class. These students could also share their computer
expertise with other students in the class.
Appendix 7A: How to Analyse Collected Data
How to Analyse Collected Data
The following is an example teachers could share with students on tabulation and analysis of data.
Research Question: Students who have part-time jobs experience more problems in school.
|
Choices |
Number |
Percentage |
|
Strongly Disagree |
2 |
7 |
|
Disagree |
3 |
10 |
|
No Opinion |
6 |
20 |
|
Agree |
10 |
33 |
|
Strongly Agree |
9 |
30 |
Analysis: The majority of respondents felt that students with part-time jobs are more likely to experience problems in school.
Graphing Options: Students will be able to view their results using a variety of types of graphs. Students will need to choose the best manner to display the results of their research.
The Percentage of Students Who Feel That Part-time Jobs
Lead to Problems in School
|
|
|
Appendix A: Course Evaluation
This course evaluation model includes a rating scale to assist you in a personal assessment of the strengths and weaknesses of your program. Such an assessment should help you to identify those areas that you are doing well and those areas that require change. Mark the rating scale. Some questions are best answered "Yes" or "No". In these cases mark 1 for "No" and 5 for "Yes". The "follow-up" section is provided to permit you to identify future required actions. Be specific and include strategies, timelines and needed resources.
1.0 Planning
My course:
|
1.1 |
includes all overall and specific expectations as required by the Social Science and the Humanities Grade 9/10 curriculum policy document |
|
|
1.2 |
includes lesson plans which deliver the overall and specific expectations |
|
|
1.3 |
encourages high levels of achievement in students |
|
|
1.4 |
is detailed in a school based course of study which includes expectations, teaching/learning strategies, resources and assessment/evaluation techniques |
|
|
1.5 |
involves practical/authentic applications of the expectations |
|
|
1.6 |
is offered so that it is accessible to all students |
|
|
1.7 |
allows for sufficient time to experience the practical applications of the expectations |
|
|
1.8 |
Follow-up: _________________________________________________ _________________________________________________ |
|
2.0 Meeting Students' Needs
My course:
|
2.1 |
considers the various learning styles of students |
|
|
2.2 |
includes a wide variety of teaching/learning strategies and assessment/evaluation techniques |
|
|
2.3 |
is appropriate to the students' developmental stages |
|
|
2.4 |
allows for expression of individual students' skills, talents and interests |
|
|
2.5 |
provides for diversity of students' life experiences in the family and community |
|
|
2.6 |
includes modifications to the depth and pace of the classroom experiences to accommodate special circumstances and needs |
|
|
2.7 |
is relevant to the needs of all students |
|
|
2.8 |
encourages all students to experience success |
|
|
2.9 |
informs students of possible career opportunities |
|
|
2.10 |
involves the students
actively in their own learning and decision making |
|
|
2.11 |
Follow-up:
_______________________________________________ _______________________________________________ |
|
3.0 Teaching/Learning Strategies
My course:
|
3.1 |
provides a variety of activities involving independent, small group and large group work |
|
|
3.2 |
provides a variety of activities which promote cognitive, social, emotional and physical development |
|
|
3.3 |
allows for the development of individual and group decision making skills |
|
|
3.4 |
allows for frequent practical application of expectations in the development of skills |
|
|
3.5 |
allows for integrated learning experiences |
|
|
3.6 |
motivates students to apply their learnings in their own lives outside the classroom |
|
|
3.7 |
involves the use of a variety of teaching/learning resources and activities |
|
|
3.8 |
leads students to develop a sense of responsibility for their own lives and the decisions they make |
|
|
3.9 |
provides for opportunities for experiences beyond the classroom |
|
|
3.10 |
Follow-up: ______________________________________________ ______________________________________________ |
|
4.0 Resources
My course utilizes:
|
4.1 |
a variety of multi-media materials and equipment and computer software |
|
|
4.2 |
appropriate current textbooks and other print material e.g., pamphlets, periodical, newspapers, magazines |
|
|
4.3 |
a variety of illustrative materials e.g., posters, bulletin boards, pictures |
|
|
4.4 |
resources with which students can relate |
|
|
4.5 |
print material which is appropriate to the reading level of the students |
|
|
4.6 |
current technology in the application of skills e.g., household equipment, computer hardware |
|
|
4.7 |
well equipped classroom labs |
|
|
4.8 |
space appropriate for individual, small and large group activities |
|
|
4.9 |
human resources from the community, school and family |
|
|
4.10 |
Follow-up: ______________________________________________ ______________________________________________ |
|
5.0 Students Assessment and Evaluation
My course:
|
5.1 |
includes a variety of assessment and evaluation techniques and tools appropriate to the course expectations and the individual students' learning styles |
|
|
5.2 |
includes diagnostic, formative and summative assessment components appropriate to the level of the student |
|
|
5.3 |
allows frequent opportunity for self evaluation and peer evaluation |
|
|
5.4 |
provides accurate and understandable assessment and evaluation information to the student and parent |
|
|
5.5 |
includes ongoing and continuous assessment and evaluation |
|
|
5.6 |
clearly identifies to the student the expectations from the beginning of the course or unit of study |
|
|
5.7 |
provides for student and teacher assessment and evaluation of the course |
|
|
5.8 |
Follow-up: ______________________________________________ ______________________________________________ |
|
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