Part 2 Empower · EmpowEr develops in students a crucial set of skills and attributes that enables them to be active global citizens throughout their lives. Part 2: Part 3: Empower

EmpowerSkills of a World-Changer

Part 2

Junior World-Changers Kit

Free The Childrenwww.freethechildren.com 1

What’s inside EmpowerThe second part of the Junior World-Changers Kit, the Empower section continues where Educate left off. Students will have their heads buzzing with the people, stories and challenges they learned about, and they will need a constructive outlet for coping and engaging with this knowledge. Through engaging activities designed for students in Grades 4, 5 and 6, Empower helps develop the skills and attributes students will need to take on the issues they care about.

EmpowEr is dividEd into thrEE world-changing skills:

•Citizenship

•Communication

•TeamBuilding

For each skill there are three activities, throughout which students will develop three key attributes related to that skill.

citizenshipactivitiespromotetheattributesofresponsibility,passionandawareness.Thefirstactivityshowsstudentsexamplesofworld-changers,suchasNobelLaureateBettyWilliams,civilrightsactivistReverendJesseJacksonandsociallyconsciousmusicianK’naan.Withtheseexamples,studentsbegintoreflectonthemselvesasworld-changers,discoveringwhatuniquetraitsandtalentstheyhavethattheycanusetogiveback.Inthefinalactivity,thisself-awarenessisconnectedtoimportantlocalandglobalissuesastheyexplorewhatsparksthemtotakeaction.

communicationactivitiespromotetheattributesofknowledge,empathyandhonesty.Thethreeactivitiesempowerstudentswiththeskillsofwriting,activelisteningandpublicspeaking.Thishelpsstudentsexpresstheirideasandpassionwhilealsobeingreceptivetotheideasandpassionsofothers.BetweenCitizenshipandCommunication,studentsareempoweredasindividualworld-changers,preparingthemtojoinateamandmakeabigimpact.

team Buildingactivitiespromotetheattributesoftrust,cooperationandrespect.Studentswillrealizetheimportanceoftheseattributesandlearnhowtocometogethertousetheirindividualtalentsandinterestsforacommongoal.Withstrongteambuildingskills,studentswillbereadytotacklechallengingissuesandbigprojectsofallkinds.

EmpowEr developsinstudentsacrucialsetofskillsandattributesthatenablesthemtobeactiveglobalcitizens throughout their lives.

Part 2: Part 3:

Empower Engage

Part 1:

Educate

Free The Children works closely with a broad network of educators and school boards around the world as partners in education on global citizenship, character education and service learning.

Our goal and passion is to create a generation of active global citizens students who are:

· EducatEd about the world around them and inspired to care about the issues

· EmPowErEd with key skills to lead social action

· EngagEd in diverse causes to create positive social change

Free The Childrenwww.freethechildren.com 3Free The Children

www.freethechildren.com2

Beinganactiveandengagedcitizenissynonymouswithbeingaworld-changer.Citizenshipisnotjustabouthavingapassport;itmeansknowingwhat’shappeninginyourworld,caringaboutthepeoplearoundyou,andbeingactivelyinvolvedinyourcommunity.Thissectionwillhelpyouempowerstudentstobecomeactivecitizens.Itwillgivethemtheskillstorecognizethequalitiesofaworld-changerinothersandinthemselves,aswellashowtoapplythosequalitiestocontributetotheirlocalandglobalcommunities.Studentswilldevelop responsibility, passion and awareness as the key attributes of an active citizen.

activity: shamElEss idEalistspurpose:Inthisactivity,studentswilllearnaboutwhatitmeanstobeaworld-changerbyengagingwithaleadingexampleofanactivecitizen.

materials:

- Kit CD-Computer(s)- Projectorandscreen- Paper and writing utensils-BlacklineMaster1(BLM1)

stEp 1: mEEt a world-changEr

purpose:Togetstudentsthinkingaboutthequalitiesofacitizenandhowtheyimpacttheirlocalandglobalcommunities.

•Write“Citizen”inthecentreoftheboardandaskstudents,“Whatdoesitmeantobeacitizen?”

•Writetheiranswersontheboard,creatingawordweb.

•Explaintostudentsthattheywillnowlearnaboutsomeonewhoisanexemplaryactivecitizen.

•OntheKitCDyouwillfindthefollowingepisodesofShameless Idealists:

- Jacob hoggard: The lead singer for the rock band Hedley tells about travelling to Kenya and learning the meaningofcommunityandappreciatingwhatwehave.

- k’naan:Somali-CanadianrapperK’naantellsstoriesfromhischildhood,immigratingtoCanada,andusingmusictospreadapositivemessage.

- cherie Blair:BarristerandwifeofformerUKPrimeMinister,CherieBlairspeaksaboutwomen’sempowermentandthepursuitofglobalsocialjustice.

- Betty williams:ANobelPeacePrizeLaureatetellsherstoryofgoingfromasimpleIrishhousewifeandmothertobecominganinternationalpeaceactivist.

- al gore:FormerUSVicePresidenttellspersonalstoriesabouthislifeengagedinpeace,climatechangeand how young people can get involved in social issues.

- Jesse Jackson:CivilrightsactivistandpoliticianReverendJesseL.Jacksonshowsfrompersonalexperiencehowmuchasocietycanchangeinjustonelifetime.

- martin sheen:AcclaimedactorMartinSheensharesstoriesoveralifetimeofbeinganengagedandpassionate activist.

Skill: Citizenship

- Ellen Johnson-sirleaf:PresidentofLiberiaandAfrica’sfirstfemaleelectedheadofstatetalksaboutmotherhood,femaleleadersandthefutureofAfrica.

•SelectoneepisodeofShameless Idealists to watch as a class.

•Writethefollowingquestionsontheboard.Asstudentsarewatchingthevideo,askthemtothinkaboutthesequestions:

- Whatissuedoesthispersoncareabout? - Whatinspiredthispersontogetinvolvedintheissue? - Whatdidthispersondoaboutit? - Whowasaffectedbywhatthispersondid?

•Whenthevideoiscomplete,answerthesequestionsasaclass.

•Returntowhatiswrittenontheboardaroundtheword“Citizen,”andaskstudents,“Whatmakesthispersonagoodcitizen?”

•Beforetheconclusionofthisactivity,reviewcitizenshipandexplaintostudentsthatacitizenissomeone who is:

- Involvedintheircommunity,whetherthatislocalorglobal. - Caresaboutthepeoplearoundthem. - Knowswhatisgoingonintheircommunity. - Sharestheiropinionsandhelpstomaketheircommunitybetter.

stEp 2: intErviEw with an activE citizEn

purpose:ForstudentstousetheknowledgegainedfromtheShameless Idealists video to interview one of theirpeersaboutwhatitmeanstobeanactivecitizen.

•Nowthatstudentshaveanunderstandingofcitizenship,explainthattheyarenowgoingtomodeltheShameless Idealistsinterviewbyinterviewingoneoftheirpeersaboutwhatitmeanstobeanactivecitizen.

•Explaintostudentsthatitistheinterviewer’sjobtopursuein-depthinformationaroundatopic,gettingthestorybehindaparticipant’sexperiencesandopinions.

•Explainthattheyaregoingtoperformastandardizedinterviewwherethesamequestionswillbeaskedtoallintervieweesandallquestionswillbeopen-ended,allowingtherespondentsfreedomtochoosehowtoanswerthequestions.

•Dividetheclassintopairs.PassoutaphotocopyofBLM1toeverystudent.

•Askeachstudenttowritetheirnameafter"Interviewer"onBLM1andtheirpartner'snameafter"Interviewee."Pairswilltaketurnsbeingtherespondentandtheinterviewer.

•Explainthattheinterviewerswillfollowtheinterviewstepsandquestions(identifiedbelowandonBLM1)andrecordtheirrespondent’sanswersonthebackoftheirquestionsheet.

teacher note: To extend this activity, students could also be divided into groups and each group assigned one of the videos to watch, depending on technological resources available. They can then present their findings to the class, providing the students with a broad perspective on citizenship.



•GooverBLM1asaclass:

1. Introduceyourselfandidentifythepurposeoftheinterview(e.g.“I’minterestedinyouropiniononwhatitmeanstobeanactivecitizen”).

2. Beginwiththefacts: - Whatiscitizenship? - Whatdoesitmeantobeanactivecitizen? - Whatqualitiesdoesanactivecitizenpossess?

3. Learntheiropinionsandvalues: - Whyisitimportanttopracticecitizenshipinyourlife? - Whatactionsdoesapersonhavetotaketoshowtheyareanactivecitizen? - Whoinyourliferepresentsthequalitiesofanactivecitizen?How?

4. Get personal: - Howhaveyoudemonstratedcitizenshipinyourlife? - Whatweretheeffectsoftheseactionsonyoupersonallyandonthepeoplearoundyou? - Whatisanissueinyourcommunitythatisimportanttoyou? - Whatisanissueintheglobalcommunitythatisimportanttoyou? - Asanactivecitizen,howcanyoucontributetomakingthesesituationsbetter?

5. Steps for the future: - Whataresomewaysyoucanimproveasacitizen? - Howareyougoingtodemonstratecitizenshipmovingforward?Whatactionsareyougoingtotake?

6. Final thoughts: - Askanyoutstandingquestionsandclarifyanyinformationyouareunsureof.

7. Conclusion - Thanktherespondentfortheirtime.

•Whenstudentsunderstandthestructureoftheinterview,begintheinterviews.

•Aftereachpairhashadachanceplayingeachrole,bringtheclassbacktogetherandholdadiscussionaround their interviews.

•Foradditionalexploration,encouragestudentstogohomethatnightandinterviewanactive citizenintheirfamilyortheircommunity,bringingtheresultsoftheirinterviewbackintoclassfor further discussion.

activity: natural world-changErs purpose: This activity helps students recognize what kind of world-changer they are and then begin to see how theirpersonalcharacteristicscanhelpthemmaketheircommunityandtheirworldabetterplace.

materials:

-Chartpaperandmarkers-CitizensoftheAnimalKingdomprint-outsheets(ontheKitCD)

StEP 1: citizEnS of thE animal Kingdom

purpose: To get students thinking about what kind of person they are and how they can contribute as active global citizens.

•OntheKitCD,printoutthefourpagesinthefile“CitizensoftheAnimalKingdom”andtapethemupinthefourcornersoftheclassroom,whereA=Lion,B=Turtle,C=Monkey,D=Elephant.

•Havestudentsstandupandgatherinthemiddleoftheclassroom.Explainthatyouwillreadoutaseriesofstatementsandstudentswillgotoonecorneroftheroomdependingonwhichstatementstheyagreewith.

•Readaloud:

- If you are courageous and have a lot of energy, stand in corner A. - Ifyouarecarefulandliketospendalotoftimequietlythinkingaboutthings,standincornerB. - Ifyouarebrimmingwithcreativityandemotion,standincornerC. - If you are happiest when you are taking care of people, stand in corner D.

•Onceallstudentsarestandinginoneofthecorners,explainthatthecornertheyarestandinginrepresentswhatworld-changinganimaltheyare.Explainthatyouwilldescribeeachanimaland,whileyoudothis,studentscanmovetoadifferentcorneriftheythinkthatdescribesthembetter.Readaloud:

- people in corner a are lions.Theyareadventurousandoutgoing.Askingsofthesavannah,Lionsliketotakechargeandfightforwhattheybelievein.Thoughtheycansometimesbeimpatientandaggressive,Lionsaregoodatmotivatingotherswiththeiramazingenergy.

- people in corner B are turtles.Beforetakingaction,Turtlestaketheirtimetoconsideralltheanglesofaproblemandcomeupwithaplan.Theyareanalyticalandcalm,butcansometimesbestubbornandhavedifficultyexpressingtheiremotions.

- people in corner c are monkeys.Eagertomakenewconnectionsbothbetweenideasandbetweenpeople,Monkeysareoftenoptimisticandfriendly.Theyfollowtheirstrongintuitionandtendtooverlooksmalldetails.Thoughtheymaychangetheirmindsoften,Monkeysaredrivenbyvisionand“thebigpicture.”

- people in corner d are Elephants.Overflowingwithkindness,Elephantsareloyalandtrusting.Theyfeelmostcomfortablewhentheyarehelpingothers,evenifthatmeanstakingtheblamewhentheyarenotactuallyresponsible.Thoughtheymaybeseenaspushovers,Elephantsalmostalwaysknowwhattheirfriends are feeling.

•Whenyoufinishdescribingthecharacteristicsofthefouranimals,allstudentsshouldbeinthegroupthatdescribesthembest.

Skill: Citizenship



stEp 2: strEngths & wEaknEssEs

purpose: To give students the opportunity to explore their strengths and weaknesses, as well as what they bringtoateamofworld-changers.

•Explaintostudentsthatknowingoneselfisanimportantpartofbeingaworld-changer.Makesurestudentsunderstand these ideas:

- Therearemanydifferentkindsofpeople,buttheyareallequal. - Eachpersonbringssomethingdifferentandimportanttoanyteamtheyarepartof. - Thefouranimalsareonlybroadcategoriestohelpstudentslearnmoreaboutthemselves.

•Explaintostudentsthattheywillnowworkwiththeirgrouptoexploretheirpersonalcharacteristicsthroughthetypeofanimaltheyhavechosenforthemselves.

•Askeachgrouptogetapieceofchartpaperandmarkers,andthendividethechartpaperintofourboxes:

- In the top left-hand box, each group writes lists of their strengths. - In the top right-hand box, each group writes lists of their weaknesses. - Inthebottomleft-handbox,eachgroupwriteshowtheircharacteristicscanhelpothergroups. - Inthebottomright-handbox,eachgroupwriteswhichattributesfromtheotheranimalstheywould liketopracticemore.

•Whenallthegroupshavefinishedwritingtheirstrengths,weaknesses,helpfulattributesandattributesthey would like to practice, ask each group to share what they wrote with the class.

•Explainthatknowingwhatkindofpersonyouarewillhelpyoumakeadifferenceinanyissueyoucareabout.

activity: Find your causE purpose:Thisactivityhelpsstudentsfindthesocialorenvironmentalissue(s)thatpiquestheirinterestandinspiresthemtomakeadifferenceasactivecitizens.

materials:

-WeDayUIssuesBackgrounders,printedfromwww.weday.com- Paper and writing utensils-Computerwithinternetortheschoollibrary

StEP 1: challEngES wE facE

purpose:Tointroducestudentstoawiderangeofissuesandhelpthemfindwhatintereststhem.

•Goonlinetowww.weday.comandclickon“WeDayU”.Onthepage,thereisaseriesofintroductionstoarangeoflocalandglobalissues,calledIssuesBackgrounders.Printeachone,oralternatively,chooseasmanyasyoulike,keepinginmindtheactualandpotentialinterestsofyourstudents.

•Putthesheetsaroundtheclassroom,onthewallsorondesks,orgooutsideandtapethemtothewallofthe school building.

•Askstudentstowalkaroundandreadeachbackgrounder.Askthemtostopattheonethatsparkstheirinterestthemost.Theycanformagrouporbeontheirown.

•Wheneverystudentisstandinginfrontofanissue,havethemtakethesheetandsitdown.

StEP 2: iSSuE BrEaKdown

purpose:Forstudentstolearnhowtobreakacomplexissuedownintoitscomponentsanddiscoverhowonemighttakeeffectiveaction.

•Ingroupsorontheirown,encouragestudentstoperformaninvestigationandexploretheirchosen issue further.

•Askstudentstowritedowneverythingtheyknowabouttheissue.

•Usingtheschoollibraryorclassroomresources,havestudentsseekoutmoreinformationabouttheissuetheychose.Askthemtofindandwritedownfivethingsabouttheissuethattheydidn’tknowbefore.

•Writeontheboardthefollowingquestionstohelpguidetheirresearch:

- Whoaresomeofthedifferentpeopleinvolved?(Inchildlabour,forexample,therearechildren,ownersofbusinesses,parents,peoplewhobuyproductsmadewithchildlabour,etc.)

- Whataresomecausesofthisissue? - Whataresomeofthewaysthatthissituationcanbeimproved? - Whoaresomeofthepeople/organizationstakingactiontoimprovethesituation? - Whatcanyoudotohelp?

•Whenstudentshavecompletedtheirinvestigation,bringtheclassbacktogetherandholdadiscussionaroundtheirresearch.Askstudentstosharetheinformationtheylearnedandencouragetheclassto askquestions.

Skill: Citizenship



•Beforetheconclusionofthisactivity,ensurestudentshaveadeepunderstandingofeachissuethathasbeenexplored.Encouragestudentstoperformsimilarinvestigationsintheirdailylifewhentheyencounterissuesthatinterestthem.

citizEnship dEBriEF•Tostrengthenthecitizenshipskillsthatstudentshavebeenpracticing,conductafinaldebriefofthe

following three attributes developed in these activities:

- Responsibility - Passion - Awareness

•AskstudentstoreflectoneachoftheattributesdevelopedintheCitizenshipsection,bystating:

- Whattheattributemeans - Howtheydemonstratedit - Howtheycanimproveinthisrespect

Skill: Communication

Aworld-changermustbeabletocommunicateeffectivelywiththeirfellowcitizens.ThissectionofEmpower willhelpdevelopstudents’communicationskillsinthewriting,listeningandspeakingdomains.Throughvariousskill-buildingactivities,studentswillfocusontheattributesthatmakeasuccessfulcommunicator:knowledge,empathyandhonesty.Afterparticipatinginthissection,yourstudentswillemergeasconfidentcommunicatorsreadytobuildtheirteamofworld-changers.

activity: writingpurpose:Thepurposeofthissectionistodevelopstudents'writingskillsandencouragethemtoseethepower of writing in their role as a world-changer.

materials:

- Linedpaper- Writing utensils-BlacklineMaster2(BLM2)

StEP 1: timEd writing

purpose:Toencouragestudentstobecomecomfortablewiththewritingprocess.

•Askstudentstolistwhenandhowtheyusewritingintheirlife.Writesuggestionsontheboard.

•Followingthisdiscussion,askstudentstoexplainwhytheythinkwritingisanimportantskillforaworld-changer.Discussthisasaclass,emphasizingthedifferentwaysworld-changerscancommunicatethroughwriting(e.g.letterstoMembersofParliament,socialmedia,posters,articlesfornewspapers).

•Viewingthislist,askstudentstodiscussthechallengestheyfaceduringwritingtasks.Reflectoneachofthese challenges as a class.

•Explaintostudentsthattodaytheyaregoingtodoaseriesofwritingtasksinordertoimprovetheirskillsandhelpthembecomecomfortablewiththewritingprocess.

•Askeachstudenttocollectablankpieceofpaperandawritingutensil.

•Explainthatyouwillreadoutaseriesofwords.Afteryoureadeachword,studentswillhavetwominutestocreate a sentence or two around the word.

•Hereisalistofsuggestedwordstouse:

- Respect - Cooperation - Poverty - Empathy - Knowledgeable

•Aftereachword,askforvolunteerstosharetheirsentences.

StEP 2: crEativE ScEnarioS

purpose:Forstudentstolearnhowtousecreativityandimaginationduringwritingtasks.

•Followingthisactivity,photocopyandcutoutBLM2.Randomlydistributeonecharacter,settingand



problemtoeachstudent.

•Oncestudentshavebeengiventheirprompts,askthemtowriteacreativestoryaboutwhattheircharacterwoulddointhescenariotheyhavebeengiven.Encouragestudentstousetheirimaginationandcreateastory that stretches the truth.

•Allowstudents10-15minutestocompletetheircreativestory.

•Whenstoriesarecompleteaskstudentstoswapstorieswiththepersonnexttothemforpeerediting.Encourageeditorstocirclespellingmistakesandunderlineanyconfusingpointsintheplot.Whenpairshavecompletededits,askthemtoverballyprovidefeedbacktotheirpartner.

•Whenpeereditingiscomplete,askstudentstocreateagoodcopyoftheirwork.

•Completedstoriescanbehandedinforgrading.

StEP 3: writing with PurPoSE

purpose:Forstudentstowritealettertoafamousworld-changer,exercisingbothwritingandcitizenshipskills.

•Nowthatstudentsareloosenedup,explainthattheywillnowbewritingalettertoaninfluentialworldchanger(e.g.oneoftheindividualsfrom Shameless Idealists—seeCitizenshipactivities).Inthisletter,studentsmustexplainwhataworld-changeris,whytheirchosenpersonhasinspiredthem,andthewaystheyaregoingtostrivetobecomeaworld-changerthemselves.

•Afterhearingaboutthepurposeoftheletter,hostabrainstormusingthefollowingsuggestedquestions:

- Whichinspirationalworld-changerwouldyouliketowriteto? - Howhavetheyinspiredyou? - Whatwouldyouliketotellthem? - Whattypeofworld-changerwouldyouliketobe? - Whatstepsareyougoingtotaketobecomeaworld-changer?

•Oncestudentshaveaclearvisionofthepurposeanddirectionoftheirletter,explainthattheirlettermusttake on the following structure:

1. Greeting(e.g.DearMr.orMs.)2. Openingparagraph:Thisparagraphshouldaddresswhytheyarewriting.3. Firstparagraph:Explanationofaworld-changer.4. Secondparagraph:Thewaystheirchosenpersonhasinspiredthem.5. Third:Thewaystheyaregoingtostrivetobeaworld-changerthemselves.6. Closing paragraph: Thank their reader.7. Signoff(e.g.Sincerely,[name])

•Encouragestudentstobeginbycreatingaroughdraft.

•Whenthisroughdraftiscomplete,askstudentstoexchangetheirletterwiththatofthepersonnexttothemforedits.

•Wheneditsarecomplete,askstudentstocompleteagoodcopyoftheirletter.

•Allfinishedproductscanbehandedinforgrading.

activity: activE listEningpurpose: Thepurposeofthissectionisforstudentstorecognizetheimportanceofactivelisteningintheirroleas a world-changer.

materials:

-Blankpaper- Writing utensils

StEP 1: thE SoundS i hEar

purpose: For students to begin paying close attention to what they are listening to.

•Dividetheclassintopartnersandhaveeachstudenttakeoutablankpieceofpaperandwritingutensil.

•Askeachpairtosittogethersomewhereintheroom.

•Havethestudentssitinsilenceandlistentothenoisearoundthem.

•Oncestudentshaveadjustedtothequiet,askthemtowritedownallofthesoundstheycanheararoundthem:pencilswritingonpaper,chairsmoving,carsdrivingby,peopletalkingonthestreet,etc.

•Aftertwominuteshavepassed,askstudentstoputdowntheirpencilsandcomparethesoundstheyheard with their partner.

•Holdaclassdiscussionaroundthisactivityusingthefollowingsuggestedquestions:

- Whatsoundsdidyouhear? - Wasyourlistsimilartothatofyourpartner? - Whatdidthisactivityteachyouaboutlistening? - Whatdoyouneedtodotoensureyouarebeingagoodlistener? - Whatwasyourthoughtpatternlikeduringthislisteningactivity?(Forexample,wasyourheadfullofthoughtsinthebeginning?Wereyouabletoblockoutyourinnerthoughtsbytheendoftheactivity?)

•Explaintostudentsthatthislisteningactivitywasaboutmindfulness.Asanactivelisteneritisimportanttobemindfulofwhatyouhear.Yourauditorysystemautomaticallyperceivesanddifferentiatessoundsbutinordertoprocessthesesounds,youneedtoattendtothemaswasdoneinthisactivity.Explaintostudentsthatbeingawareofthisprocesscangivethemmoreconsciouscontroloverwhattheylistentoandcanhelpthembetterprocessinformation.

StEP 2: am i liStEning?

purpose:Todemonstratetheimportanceofactivelisteningandclearinstructionsthroughaninteractiveactivity.

•Explaintostudentsthatnowtheyaregoingtoputtheirlisteningskillstothetest!

•Dividetheclassintopairs.

•Instructallpairstositbacktoback.

•Providebothpartnerswithablankpieceofpaperandwritingutensil.

•Explainthatonepartneristhecommunicator,whiletheotherpartneristhelistener.Thecommunicatorisallowedtospeakandmustdirectthelistenertocopyapicturetheyhavedrawn,usingonlywords.Thelistenerisnotallowedtospeakandmustfollowthecommunicator’sdirections.




•Oncetheyhavedecidedtheirroles,askthecommunicatorstodrawfiveconnectedshapesontheirblankpiecesofpaperinsilenceandkeeptheirpicturehiddenfromtheirpartner.

•Afterthecommunicatorshavecompletedtheirdrawings,tellthemtobegindescribingtheirdrawingtotheirpartner,providingthemwithdirectionsonhowtocompleteanidenticalpicture.

•Givestudentsthreeminutesbeforespecifyingthattimeisup.Atthistime,askpairstocomparedrawings.

•Writethefollowingquestionsontheboardforstudentstouseasadebriefaroundtheactivity:

- Whatwasdifficultaboutthisactivity? - Whatweresomestrategiesusedbythecommunicator? - Whatweresomestrategiesusedbythelistener? - Howwereyouabletoworktogetherduringthisactivity?

•Afterstudentshavediscussedthesequestionsintheirpairs,discussthesequestionsasaclass.Askstudentstoshowtheresultsoftheirtwodrawingswhiletheyaresharing.Discusstheimportanceofactivelistening, patience and clear and concise directions.

•Beforetheconclusionofthisdiscussion,askstudentshowtheycanimprovetheircommunicationiftheydotheactivityagain.Explainthattheywillswaprolesintheirpairsandperformtheactivityagain.

•Afterthreeminuteshaspassedrepeatthesamedebriefingstepsasbeforetodetermineiftherewere anyimprovements.

StEP 3: activE liStEning

purpose:ForstudentstolearnhowtobeactivelistenersbybeingACTIVE.

•Explaintostudentsthatlisteningskillsfueloursocial,emotionalandprofessionalsuccess.Activelisteningisastructuredformoflistingandrespondingthatfocusesattentiononthespeakerandwhatthespeakerissayinginawaythatimprovesmutualunderstanding.

•Tellstudentsthatinordertobeanactivelistener,youmustbeACTIVE.Writethefollowingontheboard:

- alwaysmakeeyecontact - concentrate on the speaker - turnyourbodytofacethem - identify the key points back to the speaker - verbally respond - Engage with what you learned

•Dividetheclassintogroupsoffourandaskeachgrouptodiscusswhateachofthesestepslookslike.

•Askgroupstosharetheirthoughtswiththeclass.

•Followingthisdiscussion,haveeachgrouppracticebeingACTIVE.IntheirgroupsoffourhaveeachgroupmembertakeaturnbeingthespeakerwhiletheotherthreememberspracticebeingACTIVE.

•Herearesomesuggestedtopicsforthespeakerstotalkabout:

- Theimportanceofeducation. - Their favourite sport. - A current unit they are studying in school. - A recent event they attended. - Their ideal vacation.

•Toshakeuptheactivity,askonelistenertobeapassivelistener,doingtheoppositeofeverythingoutlinedintheACTIVEacronym.

•Followingthisactivityholdadiscussionaroundactivelisteningandwhyitisanimportantqualityforaworld-changer to posses.




activity: puBlic spEakingpurpose: The purpose of this activity is for students to learn how to develop an effective speech and to practice their public speaking skills. With these skills, students will learn how to have their voice heard, argue for their causeandbeabletomobilizeagroupofpeoplearoundacausetheycareabout.

materials:

-Computerandinternetconnection- Kit CD-Projectorandscreen- Paper- Writing utensils

StEP 1: how to givE a SPEEch

purpose: Forstudentstolearnthecomponentsthatgointospeechdevelopment.

•Holdadiscussionaroundpublicspeakingusingthefollowingsuggestedquestions:

- Whatisaspeech? - Whatisthepurposeofaspeech? - Whenhaveyouseenpeoplegivespeeches? - Haveyouevergivenaspeech?Whenandwhy? - Whatmakesagoodspeech? - Whatmakesabadspeech?

•Explaintostudentsthattheabilitytospeakinpublicandexpressyouropinionintheformofaspeechisahighly valuable skill for a world-changer. It is a way for a world-changer to have their voice heard, to argue fortheircauseandtomobilizeagroupofpeople.Explainthateveryonemustpracticetheirpublicspeakingskills in order to deliver an effective speech.

•TellstudentsthattheywillbewatchingavideocreatedbyMetoWemotivationalspeakersonhowtowriteaspeech. As they view the video, ask students to record all of the tips they hear to deliver an effective speech.

•Asaclass,watchtheMetoWeYouthSpeakerTrainingvideo,foundontheKitCD.

•Oncethevideoiscomplete,askstudentstoexplainallofthetipstheyheardaboutdeliveringaspeech.Write these tips on the board.

•Godownthelistandaskstudentstoexplainwhyeachtipisimportantandtheimpactithasontheeffectiveness of a speech.

•Allowstudentsanopportunitytoputtheirlearningsintopractice.

•Dividetheclassintopartners.

•Intheirpartners,havethemtaketurnssayingthenationalanthem(oranotherfamiliartextsuchasanurseryrhyme)asiftheyweredeliveringaspeech.Atthistime,studentsmustpracticeallofthespeechdeliverytechniquestheyjustlearned.

•Aftereachpartnerhashadtheopportunitytogotwice,bringtheclassbacktogetheranddiscusswhattheyhave learned.

StEP 2: how to writE a SPEEch

purpose: For students to develop their speech.

•Tellthestudentsthattheyareeachgoingtowriteaspeechandpresentittotheclass.Beforetheydoso,theyaregoingtoviewandcomparetwodistinctlydifferentspeeches.Thefirstis“IHaveaDream”byMartinLutherKing,Jr.,andthesecondisaHarvardcommencementspeechbyauthorJ.K.Rowling.

•Asstudentsviewthefollowingvideos,askthemtotakenotesonwhatissaidinthespeechandthedifferenttacticsandmannerismsofthespeaker.

- MartinLutherKingJr.-http://www.youtube.com/watch?v=PbUtL_0vAJk - J.K.Rowling-http://vimeo.com/1711302

•Afterviewingthevideos,holdadiscussionusingthefollowingsuggestedquestions:

- Whatwerethesimilaritiesbetweenthespeeches?Whatwerethedifferences? - Whatmadeeachspeecheffective? - Whattacticswereusedbyeachspeaker? - Whatinspirationcanyoudrawfromthesespeechestobringintoyourownspeech?

•Explaintostudentsthatnowtheyaregoingtocreatetheirownspeech,entitled"MyHopefortheWorld."

•Beginbyaskingstudentstobrainstormdifferenttopicsfortheirspeeches,writingalloftheirideasonapiece of paper.

•Afterstudentshavebrainstormedtheirideas,discusstheseideasasaclass,providingdirectionfortheirtopic choice.

•Oncestudentshavechosentheirtopic,havethemcreateapointformplanfortheirspeechinthe following structure:

1. Introduction - Thank the people who allowed you the opportunity to speak, thank the audience for listening and point

out any key people who deserve special recognition. - Establishwhoyouare,whereyouarefromandabriefsummaryofwhatyouwillbespeakingabout.

2. Yourpersonalstory - Share a personal story to help the audience relate to you. - Makethisstoryrelevanttowhatyouarespeakingabout. - Usethisasanopportunitytohooktheaudienceanddrawthemintoyourspeech.

3. Issues awareness - Connectyouraudiencetotheissues,raiseawarenessaroundproblemsintheworldorinyourcommunity.

4. Closing - Discuss your goals and the personal action you plan to take. - Inspire your audience to take action by listing the top three ways your audience can get involved.

teacher note: If these links do not work, go to www.youtube.comandsearchfor"MartinLutherKing IhaveaDream”and"J.K.RowlingHarvardCommencement."




- Thanktheaudienceforlisteningandallowforaquestionperiod.

•Allspeechesmustbe2-5minuteslong.

•Afterstudentshavecompletedtheirroughdrafts,askthemtocreatetheirgoodcopy.Explainthatthenextstep is to use their knowledge of public speaking to present their speech to the class.

stEp 3: prEsEnt your spEEch

purpose: Forstudentstodelivertheirspeech,bringingtogetheralloftheirlearningsfromtheCommunicationsection of this resource.

•Explaintostudentsthatthetimehascomeforthemtopresenttheirspeeches!Atthistimestudentsmustdemonstratetheirwriting,activelisteningandpublicspeakingskills.

•Alloweachstudenttostandinthefrontoftheclassandpresenttheirspeech.

•Aftereachstudenthaspresented,allowforaquestionandanswerperiodwherestudentscandemonstratetheirACTIVElistening.

•Afterallspeecheshavebeenpresented,holdadiscussionaroundpublicspeakingandhowtheywillusethe skills they have gained to create change in the world.

communication dEBriEF•Tostrengthenthecommunicationskillsthatstudentshavebeenpracticing,conductafinaldebriefofthe


- Knowledge - Empathy - Honesty

•AskstudentstoreflectoneachoftheattributesdevelopedintheCommunicationsection,bystating:


Besideeveryworld-changerisateam:agroupofpeoplecontributingtothecauseandworkingtogethertowards a goal. This section of Empowerisabouttheimportanceofteambuilding.Detailedandinteractiveactivitiesteachyourstudentsabouttrust,helpthemlearntheirstrengthsandhowtheycanusethesestrengthstocontributetoateam.Finally,basedonthesestrengths,yourclasswillbuilditsworld-changingteambyassigningrolesandresponsibilitiestohelpthemastheytackleimportantglobalissuestogether.Thissectionwillfocusontheattributesthatcreateasuccessfulteam:trust,cooperationandrespect.Afterparticipatinginthissection,yourstudentswillemergeasaunifiedforce,readytoconquerimportantsocialissuesasateam.

activity: trust in mEpurpose:Thisactivityexploresthemeaningoftrust.Thissimplegamewillhelpstudentstorealizetheimportanceofrelyingonothersandworkingtogethertoachieveacommongoal.

materials:

-Blindfolds(e.g.oldtorn-upsheet,scarves)- “Mines”(e.g.balls,pylons,books,chairs)

StEP 1: thinK-Pair-SharE for truSt

purpose: For students to develop a strong understanding of trust, how it is achieved and what it looks like in a teamsetting.

•Askstudentstothinktothemselvesabouttrustbypromptingthemwiththefollowingquestions:

- Whatistrust? - Whatdoestrustfeellike? - Howistrustformed? - Howdoyouknowwhenyoutrustsomeone? - Howdoyoumakesomeonetrustyou? - Whatdoestrustlooklikeinateam?

•Afterprovidingstudentswithasignificantamountoftimetothinkaboutthesequestions,dividetheclassintopairsandaskthemtodiscusstheirthoughtsaroundthesequestions.

•Whenpairshavecompletedtheirdiscussions,bringtheclassbacktogetherandaskthemtosharetheirthoughts with the class.

•Beforetheconclusionofthisstep,ensurestudentshaveastrongunderstandingoftrustandwhatitlookslikeinateamsetting.

StEP 2: minE fiEld

purpose: For students to participate in an activity of trust and learn how to build trust in a partner scenario.

•Selectanappropriatearea.Gooutsideifpossibleorutilizeyourclassroomspace.

•Distribute“mines”aroundtheroom(e.g.balls,pylons,books,chairs).

•Dividetheclassintopartnersandprovideeachsetofpartnerswithablindfold.

Skill: Team Building



•Intheirpairs,onepersonisblindfoldedandcannottalkwhiletheotherpersonistheleaderandcanseeandtalk,butcannotentertheminefieldortouchtheperson.

•Explaintothepairsthatthechallengeisforeachblindfoldedpersontowalkfromonesideoftheminefieldtotheother,avoidingthe“mines.”Theymustdothisbylisteningtotheverbalinstructionsoftheirpartner.

•Explainthatiftheblindfoldedpersonhitsa“mine,”theymustreturntothebeginningofthecourse.

•Allowstudentsashortperiodofplanningtimetodecideontheircommunicationcommands.

•Begintheactivity!

•Whilestudentsareparticipatingintheactivity,walkaroundtheroomandmonitortheirprogress.Writedownanyinterestingquotesyouhearfromthestudentsabouttrust.

•Onceonepersonhashadachancebeingtheleader,askpartnerstoswitchsothateachpersongetsaturnplaying each role.

StEP 3: dEBriEf

purpose:Todebrieftheminefieldactivity,learningtheimportanceoftrustinateamsetting.

•Bringtheclassbacktogetherforadebriefabouttheactivityandtrustusingthefollowingsuggestedquestions:

- Howdidtheactivitygo?Whatproblemsdidyouencounter? - Didyoutrustyourpartner? - Whatwouldhavehappenedtomakeyounottrustyourpartner? - Whenyoutrustedyourpartner,whatimpactdidthishaveonyourteam? - Whatdidtrustfeellikeduringthisactivity? - Basedonwhatyoulearnedduringthisactivity,whydoyouthinkit’simportanttotrustyourteammembers?Howcanyougainyourteammembers'trust?

•Beforeconcludingthisdiscussion,ensurestudentshaveastrongunderstandingoftrustandhowtrustcanbenefitateam.Explainthatwhileonateam,ifyoutrustyourteammembersandtheytrustyou,youareabletobemoresuccessfulandaccomplishmoreasateam.

activity: tEam rollErcoastErpurpose: This activity teaches cooperation as students bring different ideas and talents to a challenging andcreativeproject.

materials:

-Marbles- Tubing,Styrofoamcupsoremptypapertowel/toiletpaperrolls- Tape-Books- Popsicle sticks- Scissors - Toothpicks - Glue - Construction paper - String

StEP 1: Build a rollErcoaStEr

purpose:Forstudentstoworktogetherinagroupsettingtowardsafinalgoal,learningtheimportanceofcooperation when working on a task.

•Dividetheclassintogroupsofsix.

•Distributethematerialsequallyamongthegroups.

•Allowthestudentstwominutestoexaminethematerialsbeforeaskingthemthefollowingsuggestedquestions:

- Whatmaterialshaveyoubeengiven? - Howmuchofeachitemdoyouhave? - Whatcouldyoucreateusingthesematerials?

•Explaintotheclassthateachgroupwillbebuildingarollercoasteroutofthematerialstheyhavebeengiven.

•Theymustcreatearollercoastertrackthatwillgetamarbletorollfromonepointtoanother.Explainthattheywillreceivepointsbasedontheelementstheyincludeintheirrollercoaster.Groupswillreceive:

- 5 points for their drawn plan. - 3 points for each u-turn. - 5 points for each upside-down loop. - 1pointeachtimethemarblegoesuphill. - 1pointfordesign. - 1pointforcreativity. - 5pointsforgettingthemarbletorunalongthewholetrack. - 10pointsiftheycangetthemarbletoflythroughtheairandlandinacup.

•Explaintotheclassthatitisimportantforeveryonetoworktogethertocreatethefinalproduct.Encouragestudents to plan carefully and create a design on paper before they begin building.

•Allowgroupstobegincreatingtheirrollercoaster.




•Afterabout45minutes,bringtheclassbacktogetherandaskeachgrouptodemonstratetheirrollercoasterbyrunningthemarblethroughtheirtrack.Keeptrackofthepointsandannouncethewinnerattheendofthedemonstration.

StEP 2: dEBriEf

purpose:Forstudentstorecognizetheirindividualstrengths,learningtheimportantwaystheycancontributeto a group.

•Whentheactivityiscompleteholdthefollowingdebriefaroundcooperationandteambuilding:

- Whatdidyoufinddifficultwhenyouwerebuildingtherollercoaster? - Whatwasdifficultaboutworkinginabiggroup? - Howwereyouabletoovercomeanychallenges? - Howdidtherolesbecomedividedupamongyourgroup?Whoplayedwhatpart? - Aretherecertainrolesthatneedtobetakenoninorderforagrouptobesuccessful? - Whatwerethestrengthsofeachofyourgroupmembers?Dothestrengthsyourgroupmembersidentifiedinyoumatchupwiththestrengthsyouusuallyrecognizeinyourself?

•Explaintostudentsthatinacooperativegroupsetting,itisimportantforrolesandresponsibilitiestobedividedupamongthegrouptoachieveafinalgoal.Groupsthatworkwelltogetherusuallydecideontheserolesbasedontheirindividualstrengths.Forexample,someonewhoisgoodatmathwilldothecounting,someoneelsewhoisgreatatartwilldrawtheplananddesign,etc.Explaintostudentsthatitisimportanttorecognizethesestrengthsinyourselfandinyourteammemberswhenyouapproachgrouptasks.

•Toconcludethisactivity,askstudentstowriteareflectionontheirindividualstrengthsandhowthesestrengths can contribute to the success of a group task.

activity: Build your tEampurpose: The activity prepares students to start taking action on the issues they care about, developing personalawarenessoftheirtalentsandinclinationsandhowtheyfitintoaworld-changingteam.

materials:

- Writing utensils-Blankpaper

StEP 1: my rolE in a tEam

purpose: For students to recognize their strengths and, based on these strengths, reflect on the role they are mostlikelytoplayinagroupsetting.

•Dividetheclassintogroupsoffourandprovideeachgroupwithchartpaper.

•Askeachgrouptowritethetitle“Team”onthetopoftheirpaper.Underneaththistitleaskthemtobrainstorm,inpoint-formnotes,aboutthemeaningofateam.

•Whengroupshavefinishedtheirbrainstorm,askthemtosharetheirnoteswiththeclassholdingadiscussionaroundthemeaningofateam.

•Explaintostudentsthatateamisagroupofpeoplelinkedtogetherforacommonpurposeorgoal.Withintheteam,rolesandresponsiblyaredividedamongthegroupsomemberscanmaximizetheirstrengths,creatingapowerfulgroupofpeoplereadytotakeontasks.Teammembersneedtolearnhowtohelpotherteammembersrealizetheirtruepotentialandcreateanenvironmentthatallowseveryonetogobeyondtheirpersonallimitationswhileachievingaunitedgoal.

•Explaintostudentsthattheyaregoingtoworktogethertobuildtheirworld-changingteam!

•Writethefollowingstatementsontheboard:

- Statement1:Iamverythoroughandorganized.Ialwayscheckinwithmygroupmembersbecause Iwanttodowhatisinthebestinterestofmyteam.

- Statement2:Ihavelotsofenergy,lovetoencourageotherstodotheirbestandIamnotafraidtodelegate tasks.

- Statement3:Ilovetoexplorenewideasandtrynewthings.Ilovethechallengeoftryingtouncovernewpotential in situations.

- Statement4:Ihavestrongartisticskillsandlovetoexpressmyselfusingallformsofart.

- Statement5:Iamcomfortablespeakinginpublic.Ilovetocontributetoconversationsandexpressmyopinion in group settings.

- Statement6:Iamveryorganized,IenjoywritingandI’malwaysawareofeverythinggoingonaroundme.

- Statement7:Iamenergeticandlovetoplanthings,I’malwayssuretoconsiderallsidessothateventsrunsmoothly.




•Askstudentstoreadthesestatementsquietlytothemselves.

•Thinkingofthemselvesinagroupsetting,askthemtoratethesestatementsfrom1to7onapieceofpaper,1beingthestatementthattheyrelatetothemostwhile7isthestatementthattheyrelatetotheleast.

•Oncestudentshavemadetheirselections,placethe7statementsaroundtheroomandaskeachstudenttostandbesidethestatementtheymostidentifiedwith.

StEP 2: aSSigning rolES

purpose:Toassignstudentsaroleintheirworld-changingteambasedontheirstrengths.

•Whilestudentsarestandingintheirpositions,identifythedifferentrolesandresponsibilitiesassociatedwiththestatementtheyselected:

Statement1:Secretary - Keepstrackofalloftheteam’sinformationandrecords.Keepseveryoneorganizedandontrack.

Statement2:Coach - Leadsmeetings,ensuresallvoicesareheardanddecisionsarefair. - Allgroupmembersmustreportbacktothecoachaftertheyhavecompletedatask.

Statement3:Inventor - Looksfornewideasandexcitingopportunitiesfortheteam. - Inspires the group to always go one step further.

Statement4:Designer - Takeschargeofallcreativejobsneedfortheteam,suchaspostercreation,ticketdesign,etc.

Statement5:Narrator - Isthevoiceoftheteam,sharingnewswiththerestoftheschoolovertheannouncementsand/or

giving presentations and speeches about events your group is holding or issues you are fighting for.

Statement6:Recorder - Recordswhathappensatmeetingsandevents,usingthesenotestodoarecapforthegrouptohelp

everyone establish next steps.

Statement7:EventPlanner - Organizesalleventsandlogistics,includingmeetings. - Ensuresthatteamhasalloftheequipmenttheyneedaswellaspermissionfromfacultymembers,

when necessary. - Makessureeverypieceisinplacetobeabletorunaneventsmoothly.

•Ensurestudentsareevenlydistributedsothateachroleisfilledbyatleasttwostudents.

StEP 3: thE world-changing tEam

purpose: For students to learn the responsibilities associated with their role and how they can work together asateam.

•Askstudentstositdownwiththoseinthesameroleasthemselves.Inthesegroups,askthemtodiscusstheirroles.Theymustaddresswhentheirrolecomesintoplaceandhowtheyshouldinteractwiththeothermembersofthegroup(e.g.whotheyreporttoatwhattimes,whotheygatherinformationfrom).

•Whendiscussionsarecomplete,bringtheclassbacktogetherandcreateachartontheboardbasedonhoweachmemberoftheteaminteractswiththeothers.Asktherecordertorecordthechartandgiveittothesecretaryasthefirstroleassignment!

•Explaintostudentsthatmovingforward,theyshouldassumetheirrolewhenevertheyareneededandcarryouttheresponsibilitiesassignedtothem.

tEam Building dEBriEF•Tostrengthentheteambuildingskillsthatstudentshavebeenpracticing,conductafinaldebriefofthe


- Trust - Cooperation - Respect

•AskstudentstoreflectoneachoftheattributesdevelopedintheTeamBuildingsection,bystating:



BLM 1: Interview with an Active Citizen

intErviEwEr: _________________________________________________________

intErviEwEE: _________________________________________________________

1. Introduceyourselfandidentifythepurposeoftheinterview(forexample,“I’minterestedinyouropiniononwhatitmeanstobeanactivecitizen”).

2. Beginwiththefacts:-Whatiscitizenship?-Whatdoesitmeantobeanactivecitizen?-Whatqualitiesdoesanactivecitizenpossess?

3. Learntheiropinionsandvalues:-Whyisitimportanttopracticecitizenshipinyourlife?-Whatactionsdoesapersonhavetotaketoshowtheyareanactivecitizen?-Whoinyourliferepresentsthequalitiesofanactivecitizen?How?

4. Get personal:-Howhaveyoudemonstratedcitizenshipinyourlife?-Whatweretheeffectsoftheseactionsonyoupersonallyandonthepeoplearoundyou?-Whatisanissueinyourcommunitythatisimportanttoyou?-Whatisanissueintheglobalcommunitythatisimportanttoyou?-Asanactivecitizen,howcanyoucontributetomakingthesesituationsbetter?

5. Steps for the future:-Whataresomewaysyoucanimproveasacitizen?-Howareyougoingtodemonstratecitizenshipmovingforward?Whatactionsareyougoingtotake?

6. Final thoughts: - Askanyoutstandingquestionsandclarifyanyinformationyouareunsureof.

7. Conclusion:- Thanktherespondentfortheirtime.

Usethebacksideofthissheettowriteyourpartner'sanswers.

BLM 2: Flash Card Writing

Driving Camping trip

Crowded museum Cottage

Airplane Elementary school

Beach Coffee shop

Foreign country Boat in the middle of the ocean

SEtting:

You have encountered the school bully You see a dangerous animal

It is about to thunderstorm You are in charge of a group of 20 children

You have been asked to give a speech in 2 minutes to an audience of 200 people

There is a cat stuck in a tree

You lost your wallet You hurt your leg

You are running late You have amnesia (can't remember who you are)

ProBlEm:

Mad scientist Smart astronaut

Superhero Adventurous explorer

Professional football player Creative artist

Doctor who specializes in feet Professional jump roper

Quirky teacher Enthusiastic accordion player

charactErS:



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Documents

Part 2 Empower · EmpowEr develops in students a crucial set of skills and attributes that enables them to be active global citizens throughout their lives. Part 2: Part 3: Empower