Who-Am-I? Items Supporting
Advocacy Skills Training

• Who Am I?
• What do I want to be when I'm older?
  • When you are in the real world trying to get a job, you have to compete with other people wanting the same position. Simulate a real world situation: Every class will publish online different job positions available in their imaginary companies. State the requirements for the position. Everyone in your classroom and in your online classroom can send their applications stating why they are the best candidates. Choose a person to be the interviewer for each job position. This person will decide which applicant is the most suitable for the job and will recommend him or her. (activity 2)
• How would I want the world to be better when I'm older?
  • Construct a web page with photos of places in your country that you want to protect. Plan a "picture taking" outing to some of these places with your friends. Invite other children participating in the program to look at your web site. (activity 5)
  • Create a drawing that expresses your vision of a better future. Send this picture by email to your online classmates and ask them to do the same for you. Print and label the drawings with the name and country of each artist. Design a giant poster with all the printed drawings. (activity 6)
• What do I have to do to make the world a better place?
  • What do you have to do now to make the world better? Take in consideration your community, your country and the whole world community and their problems. Write an essay expressing your ideas and your feelings toward having a better future for all. Make a real commitment. Send your essay to the list of students participating in the program module. Print some of your favorite essays and organize them in a folder to share with your community and your family. Enlist their help in shaping a better future for all. (activity 2)
  • Find what are the endangered animals in your region, make a web page with the names and pictures of the animals. Explain why those animals are endangered. Invite the other students participating in the program module to visit your page. Ask them for suggestions that could help to minimize this situation. Add their ideas to your web page. (activity 7)

Where Do I Live?

• Can You Find Me?
• Living Things Where I Live
  • Make a 'travel brochure' of your city. (activity 5)
  • Make a diorama (small, three dimensional scene in a box) of a favorite part of your city. (activity 6)
  • Make a bulletin board display about special people or places in your city, town or country. (activity 7)
  • Write a persuasive letter encouraging your online friends to visit your city. Be sure to support your position with details. (activity 9)
• The Places Where I Learn
• Our Global Village
  • We know that people in the global village have different opinions and argue. How can we share different opinions in a positive way? (question 10)
  • You have been elected the mayor of the new town and you have to find a name for it. Then you have to draw up how it should look like and take care that everything is in it. Don't forget to take into consideration all the different nationalities. Do they have different needs? (question 12)
  • Do you intend to invent a new language? Use one of the 5 languages that the people speak? How are you going to convince the people that they should speak at least one common language? Is it good to have it that way? Do you know of situations in history where this became an important issue? (question 15)
  • Create a web page for your new town. How would you like to introduce it on the Internet? Ask people to visit your site and add a guestbook and/or pages where you put comments from others. (activity 8)

What Are My Rights?

• What Are Rights?

• The Right To Be Me

  • Arrange for a Kidspace discussion. Debate the concept of open adoption with another class. Decide ahead of time which school will be the affirmative and which the negative. Arrange for two students from each class to be the judges. (activity 4)

• Special Needs

  • Design posters to help improve attitudes toward children with disabilities. Display them in your classroom and school. (activity 8)

• How Can I Be Heard?

  • Role play situations where kids are presenting their ideas to adults. Be convincing. Support your suggestions with valid information. (activity 2)

  • Think of something that you believe should be changed in your town. Write a letter to the editor of the local newspaper or your elected official. (activity 4)

  • Use watercolor or any type of paint and design a poster for your room asking the other members in your house to respect your privacy. Make it *positive*, not negative. (activity 5)

  • Write a poem that tells your parents what rights you think you should have at your home. (activity 6)

• How Can I Be Safe?

• Children @ work

  • Prepare a debate on how much the minimum wage should be for kids who are old enough to work. Use the Kidlink Kidspace environment for the debate and invite other schools to watch or take part. (activity 2)

• Do I Have Rights At School?

  • Write a haiku that tells your principal one thing you would like to have in your school but you don't have. Illustrate your haiku using your favorite medium. (activity 4)

• Making It Happen

  • Make a collage or drawing using chalk, watercolors, or ink that shows what you think your 10 most important rights are. Display these art works for all in your school to see. (activity 2)

  • Prepare an assembly for your school about your Bill of Rights. Invite the media to come and film your performance and write about you in the local newspapers. (activity 8)
  • Write articles for your school newsletter and community newspaper about children's rights.(activity 10)
  • Ask to speak to community groups about your 'What Are My Rights?' project. (activity 11)

My Friends And Family

• Lesson 1:Important Relationships

  • How do you take care of your friend and how do you keep your friend as a good friend? Is it important to listen to your friend? Should friends be able to make mistakes sometimes but still keep their friends? Do we sometimes have to forgive when we have friends? (question 3)

  • For a whole week do something nice for your classmates but do it secretly. Think of little kindnesses you can do without telling the person you did it. (activity 3)

• Lesson 2: Resolving Disputes

  • How can you try to have some influence in your group? Do your friends value your opinion? (question 5)

  • How should we deal with bullies? How should we help their victims? (question 8)

  • How do you resolve disputes? Do you try to avoid people you disagree with? Do you find that listening carefully for what the other person really wants and needs can help? (question 11)

  • Make an individual list of causes of disputes among friends. Work out a list together, based on what each of you have written. (activity 1)

  • Make a short role play about bullying where 4-5 actors take part. Decide in the group how your play shall end... with a happy or sad ending. Write the text and send it to the list. Print out the role plays which you receive by e-mail and play them in class. Let us know what you think about the plays you have received by e-mail. (activity 3)

  • Divide your class into small groups and discuss times in your favorite TV shows where people settled their disputes. What did they do to settle them? What were their strategies? Add your own ideas for ways to settles disputes and present the ideas of your small group to your whole class. (activity 8)

• Lesson 3: Dealing With Loss

• Lesson 4: Rules and Roles

  • Do you think young people should have responsibilities in their family? Can you expect that adults do all the work at the home? Why not or why? Be prepared to defend your answer with reasons. (question 3)

  • How do you negotiate with your "employers" - parents? Include some tips for those who would like to get better paid... and send them to the e-mail list. (question 10)
  • Do you think your negotiation tips can be used in other areas you want to change? If so, in what areas? (question 11)
  • Are there rules in your family? Do you think rules are important for a family? Defend your answer. Would you be happier if there were no rules at all in your family? (question 13)
  • Write a persuasive letter to your parents asking for more allowance or pay for your chores. Be sure to include at least three valid reasons to persuade them. (activity 5)

• Lesson 5: Celebrations And Family Gatherings

What Are My Roots?

• Meet My Family

• By Land, Sea or Air

• Looking Back in Time

• As My Branch Grows

  • Do you think that your ancestors thought about their future generations and how life would be for them? You are that future generation. Do you think that your ancestors handed down to you a world that is better than they had? Be ready to defend your answers. (question 3)

Virtual Vacation

• Inviting friends

  • Write an invitation to kids all over the world to come to visit your area. Go to the library to find books about your area. Make notes and write them down. See if you can find anything on the internet about your area (remember to write down the URLs - you can put them in the invitation). On the Resource page you can find some useful URLs. (activity 1)

  • Write an invitation: You can write a letter and send it to the mailing list or you can make a poster with pictures and text about your area, scan it and send it to the list. Or you can make a Webpage with the information you have gathered. Perhaps you would like to make a videotape and send to those interested in making a visit. A postcard, a photograph or a picture would surely be welcome. You can draw pictures in the computer or on paper. (activity 5)

  • After having sent your invitation, write to the mailing list and ask others if the information you gave them is clear enough. If anyone needs more information about your place, find it and post it to the list. (activity 7)

• Where do you want to go?

• Planning your 3 day visit

• "Journeys" and "Visitors"

Back | Practical hints for teachers using Who-am-I?