Activity 5
Topic/Concept: Discrimination/Prejudice and Self-Esteem.
Title: Words and actions that Hurt.
Level: Primary (K-III).
Outcomes: to develop an awareness of the hurt that is experienced by individuals who are the recipients of verbal abuse or actions which are abusive to develop an understanding of the emotional needs of people.
Curriculum Connections:
It is expected that students will:
Language Arts: interact with sensitivity and respect, considering the situation, audience, and purpose.
use basic courtesies and conventions of conversation in group work and cooperative play.
identify some forms of language that are unfair to particular individuals and cultures and use vocabulary that shows respect for all people.
use writing and other forms of representation to express feelings to discover and express personal attitudes and opinions.
Social Studies: recognize that members of communities have basic needs (e.g., the need to be free from fear and discrimination).
recognize that each individual must contribute to the well-being of the neighborhood/community (e.g., the classroom/school).
Art: identify how we communicate visually as a part of daily living.
demonstrate how line, shape, color, and texture, when organized in certain ways can communicate information to us.
Health: understand that uniqueness and qualities of individuals can contribute to self-esteem.
understand that individuals experience a variety of feelings which need to be acknowledged and dealt with.
Physical Education: assess attitudes and behaviours in relation to self, the class, the school and the community.
Strategies
Ask the children to imagine that they are being called names such as: "stupid", "ugly", then encourage them to express their feelings through role playing.
Ask the children to imagine that someone has made a face at them. Then encourage them to express their feelings through role playing.
Ask the children to imagine that: someone pushed them aside in a line up, someone intentionally hit them, someone pulled on their hair, or someone snatched a pencil. Then encourage them to express their feelings through role playing.
Ask the children to describe situations where words and actions were negative towards them. Encourage them to write about their feelings.
Have a group discussion where children have an opportunity to share experiences where they were hurt because of a negative action. Ask questions such as, "If you are observing this happening, what is your responsibility?" Brainstorm possibilities.
Implications for Teaching/Learning:
Create a class mural or bulletin board which can be used to remind children that some words and actions do hurt.
Taking Action in Uganda*
Clean Water for the Village
In the village of Bbira, north-west of Kampala, a major source of drinking water is a well fed by rainwater. After the rains, water runs off the nearby hillsides and accumulates in a low-lying area. Each day, people from the village bring containers to this well to collect water for cooking, drinking and washing. Until recently, it was not uncommon to find livestock and poultry standing in and drinking from this water source, which is shared by the community and the 600 children of Bbira Primary School. But then the school children decided to do something about this health hazard.
The children were involved in a Child-to-Child health education project. In their school, they learned about health issues such as community hygiene, nutrition, road safety and the use of traditional medicine. With their teachers, they identified the need for clean, safe water as a priority for their village. Then they began making a plan of action.
First, they met with the community leader, and discussed the risk of water-borne diseases that can result from drinking contaminated water. The leader then called a village meeting. At this meeting, the children made presentations - poems and dramas that carried messages about the importance of clean water.
The whole community talked about what the children's presentations meant for them. As a result, adults and children set aside time to work together on clearing the well of plant growth and litter. They then built a secure fence to keep out animals. When the entire project was finished, adults and children celebrated together with music and songs.
Working alongside adults, children had the opportunity to pass along information about sanitation issues. The parents enjoyed seeing their children as competent and involved members of the community. And in a part of the country in which children often have more education than their parents, the role of youth as health educators is an important one.
This role did not end with the clearing and fencing of the well. The children of Bbira have decided that they have an ongoing responsibility for educating adults and younger children about how to use the well in a way that keeps the water clean for everyone. By identifying a local health priority and taking practical action, the children are making a life-saving contribution to their community.
Little creatures and plants, hunting for
hours and hours -
Water, where are you?
Water, water, water,
When clouds and moisture dance with gusts in the air:
Water, water, water!
*Fountain, Susan. It's Only Right! Education for Dev., UNICEF New York, 1993.