Teacher's Guide Table of Contents
About the authors of the Teacher's Guide: Richard V. Sidy Cheryl Sackmann Acknowledgment: Many thanks to the teachers at Vital Living Educational Group, Fort Wayne, Indiana for their valuable input, suggestions for activities, and insights gained through their use of Rebellion with Purpose, serving young people in their community. |
Teacher's Guide to Accompany the Book |
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To the Teacher:
| Our teacher's guide is designed as a companion to the text, Rebellion With Purpose with open-ended teaching strategies and lessons. |
| It is full of activities and suggestions for expanding and applying the concepts presented in each chapter of the textbook. |
| Links to numerous resources and materials to supplement the text are provided for many of the lessons. |
The highly relevant nature of the book's content, when presented in a supportive and practical way to young people, will create a dynamic learning environment which will help students make positive changes in their lives. The lessons in this guide have been used with great success and have resulted in bringing out positive peer leadership, and a greater degree of personal responsibility, integrity, and desire to help others.
The
authors offer support via e-mail
for your questions, and are available to run workshops for your school,
institution, school district or community. The teacher's guide may be
used itself by the teacher as a preparatory course for the teaching
of this book, and may serve as a curriculum for submission and approval
to schools and/or school districts.
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program for your school, community, or institution |
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individual copies of the book, Rebellion
With Purpose: A
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| Permission is hereby granted by the copyright holder, SNS Press, to print and copy the teacher's guide for educational purposes. |
e-mail: edresources@snspress.com |
Throughout
this teacher's guide, |
Peer
Resources
www.peer.ca/peer.html
Site contains many valuable links for peer counseling
and peer mediation resources
Creative
Response to Conflict, Inc.
611 W. College
Silver City, NM 88061
505-534-3391
NYC: 914-353-1796
Edna C. Adler, Director
Email:
ecadler@aol.com
The
Center for Nonviolent Communication
P.O. Box 2662
Sherman, TX 75091
(Tel) 903-893-3886
(Fax) 903-893-2935
Email:
cnvc@compuserve.com
Web site: www.cnvc.org
Parenting
Resources
http://www.parentingteens.com/
Parenting
Teens presents articles organized by topic: Teen
Health; Education; Troubled Teens; Teen Drug Abuse; Tips For Parenting
Teens; and Other Teen Issues. It contains many useful links to help
parents of troubled teens.
Book:
Marshall B. Rosenberg Ph.D., Nonviolent Communication:
A Language of Compassion,
Puddle Dancer Press
P.O. Box 231129
Encinitas, CA 92023-1129
Email: email@puddledancer.com
www.nonviolentcommunication.com
Periodical:
Journal for a Just and Caring Education
Corwin Press, Inc.
2455 Teller Road
Thousand Oaks, CA 91320
(Tel) 805-499-9734
(Fax) 805-499-0871
Setting the Stage
Introductions
The Name Game: Challenge: Remember the name of each person in class and his or her symbol.
Procedure: Provide each student with an 8X11 sheet of construction paper or tag board and colored markers. Instruct students to fold paper vertically so that it is 11 inches in length to create a nameplate. Students then write their name large enough to be seen at a distance and create a symbol to represent themselves. Each student then explains name and symbol to class. Students now put away their name tags. After each student in class has done this, students who want to accept the name challenge step forward and see if they can recall each student's name and symbol.
Norming the Class:
Question to ask students: What kind of an environment do we need in this classroom for people to express themselves honestly and to give their point of view on controversial topics? (Teacher is encouraged to share from his or her personal experience during class discussions throughout the course to role model for students the levels of trust needed in class in order to have honest and sincere discussions.)
Brainstorm:
- First, each individual writes words or phrases which answer the above question.
- Second, group students and have group come up with a group list of norms on which all agree.
- Third, groups share their lists and class comes up with a class set of norms. These are written on poster board and placed in classroom.
Class
Management :
Keep a portfolio for each student and instruct student to keep a separate
3-ring loose-leaf notebook (their "Leadership Notebook") for this class
which will serve for class work and journal writing. It should be divided
in the following sections:
- class notes
- handouts
- class activities
- journaling (for personal responses and reflections on questions asked during class. (during the "Ink" part of the "Think, Ink, Pop-up" activities)
- service learning project log (see chapter II)
This will be an on-going class activity. Use the 12-piece puzzle template provided in the following manner: Each piece of this template corresponds to a section of the teacher's guide. Upon completion of a section, students record in a corresponding puzzle piece (utilizing a word, phrase, or symbol) the important leadership concept learned. (This should be filed in the "class activity" section of the leadership notebook.)
Quote
for the Day:
Start each day with a quote or theme for the day taken from the text.
Sometimes students choose theme.
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SNS Press Home Page
American Promise
Free Teacher's Kit
http://www.pbs.org
1-800-204-7722
Film: Highly Recommended
October Sky 1999
Based on the true life story of NASA scientist Homer Hickam.
Homer
overcomes seemingly impossible odds to fulfill his vision. His struggle
and determination are inspiring and dramatize the
key ideas of this course.
See
FAQ'S
for additional questions
and author's responses.
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Cover Analysis
To determine student perceptions and affective responses to the goals of the book. The written answers to the questions in this section may serve as a pre-test. They should be filed away in students' portfolios. The same questions will be answered as a post-test at the end of the course, at which time students and teacher will compare both sets of responses.
Key Ideas:
Before the students see the book, the following questions will prepare them for the objectives of this course:
- What is your personal vision of your future?
- What are some personal obstacles or challenges which would have to be dealt with to attain your vision?
- What is your personal vision of the future of humanity?
- What are some of the social obstacles which must be overcome before humanity could attain this vision?
- Complete the statement, "To be a hero is..."
Prior to reading the text it is important to do an analysis of the front and back covers. This will begin discussion and create some common ground and initial definitions in anticipation of the study and work to be done. The covers not only reveal where the author is coming from, but also establish the initial contact with the reader.
Students write brief answers to the following questions in their notebooks:
What do you think is meant by each of the following terms?
- Rebellion
- Purpose
- Improvement
- Society
What would constitute improvement of society?
Where/How does society need to be improved?
How can rebellion lead to improvement?
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Periodicals:
Reader's Digest
Section entitled,
Heroes for Today
Books:
Jack
Canfield, ed.
Chicken Soup
for the Teenage Soul
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Dedication
A dedication is a statement of honor and gratitude by the author. This particular dedication is also a dedication to the reader. The author not only wants to recognize those people past and present who are working to improve life, but is also expressing the ideal that the reader will become such a person.
Objective:
The purpose for analyzing the dedication is to elicit from the
student an awareness of people who already are dedicated to serving
humanity and what qualities comprise their character.
Teacher Tip:
Think, Ink, Pop-up
Throughout the course students will be asked to share their thoughts and feelings using this simple process. First, students think about their response to a question, selection read, posted quote, etc. Then, students write their response in their leadership notebook. Lastly, students volunteer to share responses with a partner, small group, or entire class.
Questions for discussion (first in small group and then with class as a whole):
Who are those who want to create a better future?
- Give some examples of people either well-known or unknown who are creating a better future for others.
- What are some of their personal qualities?
- Why do they do what they do?
How does one create a better future?
Through analysis of the dedication Students should start to develop the awareness of a personal sense of responsibility in addition to a sense of gratitude for those who throughout ages have contributed to the well-being and improvement of life. They should further develop an awareness that many people in many cultures and times have dedicated their lives to helping others.
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(pages 13-17)
Objectives:
- Students consider their role as part of a group, team, or society.
- Students think about leaders in new ways and broaden their perspectives.
- Students consider positive versus negative leaders.
Activity I:
Understanding Social Units: "Click" here for handout.As a result of this activity students should understand that:
- A group has three essential elements: A purpose, something to give, and something to receive.
- A person, usually links his or her identity to the groups of which he or she is a part. For example, a person will say, "My last name is....., I'm an American, I'm a male, I live....., I go to..... school, church, temple, etc., I belong to....., I hang out with.....
- A group is any number of people who are together for a common goal.
- A social group is a "give and take" relationship where all members work for a common goal.
- Each person has many unique relationships and experiences to contribute to a group. "Click" here for Building Social Units worksheet.
Activity II:
With whole class brainstorm the words "Leadership" and "Types of Leaders" on the board in order to come up with a list of the characteristics of leaders.Students copy list in their notebooks and circle the words that they feel apply to themselves.
Activity III: Jig-saw Puzzle
A. Each student gets a blank puzzle piece that teacher has prepared in advance.- Using a 4' X 3' sheet of white butcher paper as a pattern, draw puzzle pieces corresponding to the number of students plus teacher in class.
- Number the back of each puzzle piece.
- Cut out puzzle pieces.
- Give each student a piece, instructing them to use the blank side
C. In small groups students share their piece. A technique for sharing is the "pop-up" where students volunteer to talk about their piece by standing up in their group. When everyone has popped-up, this part of activity is over.
To reinforce the concept of team, the teacher designs his/her puzzle piece and models sharing before dividing class into groups. The teacher is also a piece of the jigsaw puzzle.
D. Students tack their puzzle piece one by one to the wall until the entire puzzle has been completed. Leave puzzle up on wall all term.
E. The class jigsaw puzzle is an on-going metaphor throughout the term of study. There is also a blank puzzle sheet which students fill-in piece-by piece, expressing what they have learned after each section of study (see Teacher Tips). This ties course together as students' understanding broadens.