Negotiation (learn to
convince) and conflict resolution. Assertiveness skills. (Being confidently aggressive. Ability to create
“win-win” scenarios in interaction with others; to honor the rights
of others to share ideas, opinions, questions, feelings, and to be accountable,
while also reserving this same right for himself/herself.) Refusal skills.
Do you think parents can influence a child in
pursuing a given career? How? Do you think a parent can influence a child
in not pursuing a given career?
(question 5)
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.
(activity 2)
Invite persons with
different occupations to visit your school and talk about their work online.
Send invitations to the other classes participating with you in this module.
(activity 3)
Our opinions can be strong and varied. Even inside
the same family there are different opinions. How do you solve a problem
when you have different opinions inside your family?
(question 8)
Ask the students participating in the program
to do this exercise in their class and share the results by email to the
list. (activity
1/negotiate involvement)
Imagine you can change
anything you want, what would you change? Write an essay explaining the things
that make you worry about your family, your school and your country today
and how would you like these things to be in the future. Send your essay
to the list to share your ideas with the rest of the students participating
in this program module.
(activity 2/present
to convince)
Invite other children participating in the program
to look at your web site.
(activity 5/motivate
to take a look)
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 elements are the common denominator in rivalry
between brothers and sisters, rivalry between families and rivalry between
countries? How can this be changed?
(question 4)
Ask the students participating in the program
to do this exercise in their class and share the results by email to the
list. (activity
1/motivate involvement)
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)
Ask your global classmates to do the same with
their class. (activity
3/motivate involvement)
List the ideas you
have to help your classmates and your online classmates to make a better
world. Add a drawing and send to the list so everyone in your global class
can enjoy. Print your favorite letters and organize them in a folder. Share
this folder with your family and your friends.
(activity 5)
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)
Think of ways in which
the education you get and the way you treat others could help you make the
world a better place to live. Send your ideas by email to the list of students
participating in the program module. Ask the other students participating
in the program module to share similar lists with you. Create a booklet of
ideas using the information from all the lists. Print and distribute the
booklets in your class.
(activity 8)
Talk to mom, dad, extended
family members, neighbors and friends and gather recipes that are specific
to your region. Make a recipe book to share with other classes and our project
participants. (activity
3/negotiate to get recipes)
Plan an 'International Dinner' to be held at the end of this online
project. Gather recipes from the participants in our project and include
them in the menu. Form teams now to plan the event.
Planning team - (includes your class teacher)
decides when and where the dinner will be held, who will attend and establishes
other teams for the distribution of responsibilities. Finds parent volunteers
to help with the event.
Decorations team - prepares table and room
decorations
Setup Team - arranges the room, tables etc.
Food Team - makes sure a variety of foods are
selected for the menu and recruits student volunteers who will cook the recipes.
Entertainment Team - plans multicultural games,
'quiz shows' and music for the evening.
Publicity Team - creates invitations for the
dinner, posters, arranges for photos, etc.
Research Team - helps classmates find resources
for their chosen country while planning the music, food, entertainment.
Clean up Team - helps tidy the area when the
dinner event is over.
(activity 4/negotiate
for your views to be heard)
Make a 'travel brochure' of your city. In it
include the habitats of plants and animals in your town. Is there a zoo close
by or an aquarium? Find pictures in magazines or draw them yourself. Use
printed materials as well as online sources to gather details about the places
in your brochure.
(activity 5/make
it a brochure that sells)
Write a persuasive letter encouraging your online
friends to visit your city. Be sure to support your position with details.
(activity 9)
Make a 'Help Wanted' page for a newspaper in
your area with these new job descriptions.
(activity 11)
Arrange for a
Kidlink Chat meeting and discuss
education. Compare notes on the weather, the animals that teach you, subjects
you like and other things that educate you.
(activity 6/negotiate
involvement, sell your ideas)
Plan how you are going to maintain life-long learning. Write an
essay or a letter to the others in the project on how you plan to keep yourself
educated throughout life. What learning methods are you going to use? Will
the media (Newspapers, TV, radio, Internet, etc.) help you to continue learning?
Tell the others about media that you think would be helpful. If they are
on the Internet make sure you send a link to it for the others to see.
(activity 8/sell
your ideas)
What does it mean to show respect for someone? How do you feel when
someone respects you?
(question 2)
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)
Don't forget to take into consideration all the
different nationalities. Do they have different needs?
(question
12/understanding the needs of opponents)
How are you going to convince the people that
they should speak at least one common language?
(question 15)
Interview an older person in your family or community and ask them
to tell you about their home when they were your age.
(activity 2/motivate
involvement)
Ask people to visit your site and add a guestbook
and/or pages where you put comments from others.
(activity 8/motivate
involvement)
Make a survey of what rights the students in your classroom think
they have. Make an analysis of the result, and discuss possible reasons for
differences in opinion.
(activity
2/motivate involvement)
What do you think every child should have?
Divide the class into groups. Each group draws
the outline of a child on a large piece of paper. Name your "new child."
What special qualities do you want this person
to have when it is grown up? Write those qualities in a circle around the
child. You might include qualities such as "healthy," "well educated" and
"happy."
Draw pictures and place them around the child
and inside the circle to symbolize these qualities. Pictures from magazines
such as a book to represent "well educated" are fine.
Inside the outline of the child write the needs
that each child has in order to grow into this adult you have described.
Proper food and education in some form will be necessary. What else? Go back
to the Convention and see which ones guarantee the needs that your ideal
person will need in childhood.
Place the number of the Article near the good
qualities that you listed.
Groups "introduce" their ideal child to the class
and explain the qualities and needs that each listed.
(activity 4/sell your
ideas)
Are there some kids that
you dislike so much that you think they shouldn't be around you? Is that
right? Do you make life miserable for other kids? Do you have a right to
do that? (question 2)
Ask them questions about their names
(question 5/negotiate
answers)
Each student writes on separate pieces of paper
one positive thing about every other student in the class. The teacher collects
the slips of paper and gathers all the positive statements about each student.
The positive statements are sorted by child and typed on one sheet. These
lists of positive qualities are then given to the appropriate student.
(activity 8/make convincing
inputs)
Design posters to help improve attitudes toward
children with disabilities. Display them in your classroom and school.
(activity 8/make it
convincing)
Work in groups to design the "ideal" school for
all students including those with disabilities. Would you include anything
that your school doesn't have now? Will your ideal school have two floors
and elevators or will it be a sprawling one floor school? Draw your school
and carefully label all the rooms.
(activity 9/make it
convincing)
Ask your friends in this program from other countries
what kinds of decisions they are able to make for themselves.
(question 4/motivate
involvement)
Are there strategies that help us express our opinions in a positive
and nonthreatening way? Ask other participants what strategies worked for
them. (question 9)
As a class brainstorm a list of issues and circumstances for which
kids would like to have some input. Divide your list into three areas: home,
school, community. Break into small groups and plan ways that your ideas
can be heard. Share these with the class.
(activity 1)
Role play situations where kids are presenting
their ideas to adults. Be convincing. Support your suggestions with valid
information. (activity
2)
Arrange to meet another class on Kidlink's chat
network and discuss some of these questions.
(activity 3/motivate
involvement)
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)
Ask your friends participating in
Who-Am-I? to tell you about the games kids play in their
country. Ask grandparents to tell you about games they played when they were
young. (question
9/motivate answers)
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)
Work in groups in class and describe the "ideal
school." Join other classes on Kidlink's Chat Network and present your school
to them. Draw a picture of your ideal school.
(activity 1/sell your
ideas)
Tell them what you think about their school
(activity 3/convince)
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)
What are 10 things that all kids everywhere
should have? Tell the group why you think these 10 are the most important
things. See activity #1 below. Using each class Bill of Rights work together
as a whole group and create one "Kids' Bill of Rights".
(question 1/convince
them)
If you had to be denied two of the rights on your list which two
would you choose? Tell the group why.
(question 3/convince)
Write your own 'Kids' Bill of Rights'
Divide your class into small groups and decide
on 10 things that all young people everywhere should have. Write these on
a large sheet of paper.
Display your chart and explain it to the rest
of the class. Do you have all the things on your Bill? What prevents you
from having them?
Make one "Kids' Bill of Rights" for your class.
Make a banner with the Bill of Rights and display
it in the classroom.
(activity 1)
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)
Discuss your responsibilites to your school.
As a class, agree on one responsibility that can be improved. Do a project
that will help this responsibility become a reality.
(activity 6)
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/motivate involvement)
Volunteer to visit other classrooms in your school
and talk to the students about the rights of all children.
(activity 9)
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?' work.
(activity 11)
In this activity everyone in the class begins
by writing 6 things that characterize a good friend. By the end of the activity
you will narrow your class's list to only a total of 6. This is how
you do it:
Each and every one in the group or class makes
a list of the 6 most important things that characterize a good friend.
Divide into 3 groups and make a new list
with the 6 most important words from your group based on your individual
lists.
Write the words from the 3 groups on the blackboard.
Then the whole group or class has to make a list of the 6 most important
words.
Consider these questions after you have finished
the classroom activity:
Why did you choose these 6 words? Why are they
the most important?
Did you discover that many of you listed the
same words in your lists? Why do you think this happened?
Did you get any of your own words on the list
for the group or class?
How did you feel when you did?
If you didn't get any of your words on the this
list, how did you feel?
Send your 6 words to the mailing list, and add
a few lines about why you chose them. Please add a few sentences telling
how you felt about doing this activity. Print messages sent from other
participants and discuss them in your class. Compare the words the others
have chosen with those of your own class/group.
(activity 1)
What causes disputes among people? Does competition
for material things, like who has the "right" clothes or what is the coolest
music, lead to a lot of disputes? Are misunderstandings more likely to lead
to trouble? (question
1)
What if the friends you hang out with want to
do something you don't? What do you choose - go with your friends or do "things"
your own way? (question
4)
How can you try to have some influence in your group? Do your friends
value your opinion?
(question 5)
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)
Does a third person sometimes help resolve disputes?
(question 12)
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)
Look through daily newspapers and find examples
of local and world disputes. Place them on one side of a display board. On
the other side of the display board place newspaper articles showing where
people have resolved their problems peacefully.
(activity 4)
Write a skit for a puppet show where 2 puppet
friends are disputing because one friend broke a promise to the other.
(activity 6)
Sometimes friends must forgive each other to
settle disputes. Draw a picture of what "forgiveness" looks like.
(activity 7)
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)
Make a display of words that "heal" when friendships
are broken. (activity
9)
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)
Do a survey of your class and find out what place
in the family birth order each student holds. Place yourself into three groups:
the oldest, the middle children and the youngest. Each group discusses what
the advantages or disadvantages of these positions and then presents this
to the whole class. Be sure to share these ideas on your module's mailing
list. (activity 1)
In small groups brainstorm the roles of the father,
mother, children and grandparents or other family members who live with you.
Make a display board with pictures that define these roles.
(activity 2)
As a class group define together some of the
roles that you have in a family. Include such things as: caregiver for pets,
babysitter for younger siblings, etc.
(activity 3)
Divide the class into smaller groups of boys and girls. List all
the chores that you have to do in your home. Report these to the whole class.
Use a Venn diagram or other graphic organizer to list these chores. Which
chores are done by boys and girls? Which chores are done mostly by boys?
Which chores are done mostly by girls?
(activity 4)
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)
Make a survey in your class about the number
of people who work at home or somewhere else, what kind of work they do and
what they get paid every week or month. Please add comments about:
The amount you are paid.
If you work outside your home, do you share your
money with your family?
What can you buy for the money you get?
How many movie tickets or hamburgers can you
buy?
Send the results from your survey to the mailing
list.
Make graphs comparing the results from the other
messages sent to the list.
(activity 11)
Write some rules you think would be necessary
to improve things in your classroom. Vote and choose in your class which
are the most important rules. Put the rules chosen in a list in your classroom
for everybody to remember. Try to follow the rules for a week. Tell us what
happened. (activity 12)
Plan a festival, just as you would like it to
be, and describe it to your on-line friends. Invite us to your party, tell
us about what you'd like us to eat and what kind of traditions you have.
Will there be stories told or will you sing special songs? Will there be
dancing perhaps? Will you make special decorations? Tell us about it...
(activity 3/make a
"selling" invitation)
During the eight weeks of this module you will
make a Family Tree. Begin to gather information for your Family
Tree by asking relatives for names, birth dates and birthplaces of members
of your family. Gather your information and any pictures you might have in
a folder. Collect important information about relatives that you would like
to add to your Family Tree. As a class brainstorm some questions that you
can ask your mom, dad, grandparents and relatives. Share these questions
with the rest of us in this module.
(activity 2/motivate
involvement)
Pretend that you can go backward in time. You
are having a conversation with a relative who lived a long time ago. What
would you say to him or her? Write your conversations as a skit or play.
Find a partner in your class who will take the part of your older relative
and perform your play.
(activity 3/motivate
involvement)
Invite someone from your family to come to school
and share a special talent they have. If there are bankers in your family
they might talk to your class about a career in banking. If there are farmers
in the class they might explain the challenges of living off the land and
how it has changed or stayed the same over the years.
(activity 6)
Celebrate "Grandparents Day" and invite your
grandparents to come to school. Sing songs, write poems, make paintings for
them and honor them with a festivity. Invite them to tell a story to the
class from the days when they were young.
(activity 7)
Have you or any of your relatives received any
special awards, medals or trophies? Bring them to school (if you are allowed)
and share the stories behind them.
(activity 8)
Make a cassette recording or video tape of an
interview or sharing time with an older relative. Perhaps they will tell
some stories to share with your classmates.
(activity 9)
Do you ever feel that your culture is under
attack? Do you feel that your culture is changing or losing its identity
because it is assimilating elements from other cultures? Share these concerns
and ask the other students in KidCom how they feel.
(question 12/convince)
Divide your class into groups and brainstorm
the reasons why people leave a country and why people want to stay in a country.
Display your reasons on a chart in your classroom.
(activity 1/convince)
Zlata (10), who lived all throughout a war in
Yugoslavia,
told
her story to Kidlink kids on Kidlink's
chat network. Arrange to meet other
participants in this module to discuss her experiences.
(activity 2/convince)
As you continue to work on your Family Tree gather
as much information about each relative as you can. Try to include birthdate,
place of birth, wedding date, children, their birthdates and deaths. Include
remarriages of those who have been widowed or divorced. Start with your immediate
family and continue back as far as you can gain information. You will need
lots of help from your parents and any older living relatives.
(activity 7/motivate
involvement)
Arrange to meet some of your friends on Kidlink's
Chat Network and talk about the most interesting things you have found out
about your family. (activity
8/motivate involvement)
How many people lived in your area 50-100 years
ago? Ask your relatives or a librarian to help you find this information.
(question 3)
Tell about outstanding individuals who have helped
make our countries what they are today.
(question 3/convince)
Ask your mom, dad or older relatives to describe
a typical school day when they were younger. How is it different from your
school day? Which would you prefer?
(question 9)
Make a graph of the population growth of your
area since 1950. Write an analysis of this graph. What do the figures show?
How has this effected your country? Discuss the changes in your cities and
the environment because of it.
(activity 2/convince)
If possible arrange a family trip to visit a
place where your ancestors lived, a graveyard or a house where you lived
at one time. (activity
8/negotiate the trip)
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)
Use Kidlink's Chat Network to see if you can
design a logo with someone in another school or to talk about the symbols
you have chosen. (activity
9/motivate involvement)
How can you make your area interesting to others?
Are there interesting places in the neighbourhood? Did anything interesting
happen there in the past? Did any famous people ever live there?
(question 2)
Are there any traditions, holidays, festivals
or sports in your area that you think might interest your visitors?
(question 11)
During the first two weeks you will write an invitation to kids
all over the world to come to visit your area.
(activity 1)
If any of you know someone in the travel industry
you might like to invite them to the school to tell you about what to show
your visitors. If you live in a town you can ask the mayor or perhaps a mom
or a dad could come to the school to talk about your area.
(activity 2)
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 web page
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 4)
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 6)
At any point in the Virtual Vacation module,
exchange of postcards, pictures, travel brochures, posters and videos of
places visited or to be visited would be great! They would make a wonderful
bulletin board display.
(activity 7)
Work in groups of four and look the invitations
through. Do you all agree? How do you solve a disagreement? Do you vote?
Are there other ways for you to reach a decision?
(activity 2)
E-mail requests to the mailing list for further
information about places on the invitations, discuss with your new friends
what you could do and if you have a request ask if it is possible to fulfil
it. (activity 5)
Choose a place for your virtual vacation. Discuss
why you would choose this particular place for your vacation. Find the place
on the map and put a flag there. Find out about the
latitude and
longitude of the place you have chosen.
(activity 6)
Prepare to present your choice to your class.
When all have prepared their presentations, every group presents its choice
to the class and the class discusses which place they think is the most exciting
to visit. Find out from your budget if you can afford to go to this place.
Then cast your votes.
(activity 11)
Now it is the time to start making arrangements
for your virtual vacation. Get in touch with your hosts and reach an agreement
with them about when to come. What is the easiest way for you to get to the
area? (activity 1)
Write down the places you want to see and things
you want to do on your vacation and send the list to your hosts via the mailing
list. (activity 5)
Or you can either send an e-mail to a travel
agency or visit one to find out exactly how you are going to get to the place
you are planning to visit.
(activity 8)
Kidlink
English
Help |
Contact Us
| Contents |
Life-skills |
Who-am-I? |
Support Kidlink? |
Privacy |
About Us |
Search
| Log In 
2004
