This course is Peacebuilding and Conflict Transformation.
You will choose a theme (from conflict transformation and peacebuilding arenas) that you wish to explore with an identified group of children.
You’ll develop project exploring that theme –
complete with outcomes, activities and authentic assessment plans.
create a 30+ page project as outlined above.
*for the lesson plan: describe activities that you want to do with children. Thus you’d have categories and the descriptions of activities. My categories will be 1. listening 2. making friends 3. conflict resolution 4. virtues: respect, self-control, and empathy. Then under 1. listening, you might describe activities to teach listening such as paraphrasing or using SLANT (sit up, lean forward, ask a question, nod and track), etc.
Please note that Sources: Include an annotated list (7+) of respected sources at the end of our project. Your entire project will be 30+ pages.
All details about the project are below:
I. Section I: Introduction – Getting the Bigger Picture:
Choose a content area or theme and introduce the reader to relevant concepts and the structure of your unit. This section should contain five components:
A. TITLE PAGE:
The first page of your unit should contain the title, your name, content area, intended audience, date, and any other info necessary to introduce the project.
(my title is: Teach kids to develop relationships skills)
B. CURRICULUM/PROJECT MAP:
Using the handouts provided in your handbook, develop a curriculum/project map outlining the content, processes, and assessment of the project.
Include a statement of dedication in your opening page to model caring (as if you were publishing a book). Who would you like to recognize and why? (Remember to use this strategy when your students write their own books or other significant papers).
(I want dedicated this project to My husband, my mom&dad, and my siblings Ali and Sumayah)
Your introduction should explain and define the theme you’ve chosen. Summarize and define relevant terms and concepts. Provide a research-based rationale for your unit (presented for a specific population) and offer a description of what is to come. Be sure to cite research (at least 7 sources) supporting the concepts and processes in your plan, and describe how your plan is appropriate for the target culture. Complete a curriculum map according to guidelines distributed in class.
E. TABLE OF CONTENTS:
Your project can be:
1. a series of lesson plans to teach conflict resolution to children or youth within the classroom over a selected period of time, OR
2. a series of plans to nurture a culture of peace through the routines or rituals of the day, month or year (such as greeting persons each day, assigning students to groups, seating arrangements, access to materials, welcoming strangers, birthday celebrations, “baggage” and “luggage” items they bring each day, returning graded papers, etc.) OR
3. a series of plans for teachers or administrators to encourage caring, justice and healing by developing new policies or structures; designing a faculty development project; creating climates of peace, planning for personal peace, or by addressing needs during times of crisis (such as cheating, stealing, incidents of child abuse, divorce, death, natural disasters, war, violence, expulsions, delinquency, etc.). Build on effective practices and strategies already exhibited in your community as you plan next steps.
List the tabbed portions of the rest of your project. You may wish to organize your project by days or topics. Please number each page.
II. Section 2: Lesson Plans/Designs – Presentation of Content, Skills, Activities and Assessment:
You may choose to use the format outlined below in steps A-D or propose a personal design that fits the way you teach or plan as your guide, and gain approval from the instructor(s). Before you begin, identify the content and skills to be taught. For example if you would choose “mediation” as a concept, you might teach the following skills in your lesson plans: recognizing styles of conflict resolution; I-messages; active listening; stating the rules; conflict brainstorming; securing perspectives of all parties in terms of positions, interests and needs; remaining impartial; facilitating mutually approved resolutions, etc.
(My categories will be 1. listening 2. making friends 3. conflict resolution 4. virtues: respect, self-control, and empathy. Then under 1. listening, you might describe activities to teach listening such as paraphrasing or using SLANT (sit up, lean forward, ask a question, nod and track), etc. )
If you are writing lesson plans, include the following components in your curriculum:
A. Lesson Plan – Title & Introduction:
Each lesson should have a title and a paragraph introducing and defining the content and/or skill to be taught. The virtue(s) being affirmed should also be identified.
B. Lesson Plan – Materials:
List the materials needed for the lesson.
C. Lesson Plan – Outcomes:
Each lesson should have its own outcomes, identifying the skills and concepts to be taught. Outcomes should use the format: “The student will…” followed by active verbs and a description of the knowledge or skill. You may organize the section in this manner: The student will… (use a verb and then describe one or more of the following):
2. Connection to school or state standard(s), where appropriate:
D. Lesson Plan – Activities:
Each activity needs a title and a brief description of the purpose of the lesson, and should include any background information needed to teach the lesson. Activities need not be listed in a particular order unless sequence is important.
E. Lesson Plan – Assessment:
Give a brief description of how you will assess the stated outcomes. Include rubrics whenever possible. Use of a 3-point scale is recommended (3=exemplary, 2=competent, 1=novice).
The bulk of your project will consist of “activities” – be sure to describe the strategies you are suggesting to teach specific concepts or skills. For example, if you want to “web” conflict, describe how to do it. Further, please include at least one activity using children’s literature in your project.
You may not copy activities from resources (other than from Mullet or from former student created content in curriculum models) without changing them and then noting what source gave you the idea, e.g., “adapted from Kreidler, 2010”. You may choose an idea such as the conflict escalator or conflict barometer, but then describe it in your own words, being careful to reference them as Kreidler’s ideas.
III. Section 3: Sources:
Include an annotated list (7+) of respected sources at the end of our project. Your entire project will be 30+ pages. If you use children’s books within activities, you don’t need to list them in this section.