Everyone is Responsible
Strength Through Peace
Teacher Lesson Guide
(swipe to advance)
Objectives
Denotation
Decision Making
Kindness
Lesson Design
45-60 Minutes
5 Min: Review Learning Objectives
20 Min: Literary Discussion: The Dreaming Tree
5 Min: What Would You / Could You Do If …: Problem-Solving Activity
10 Min: Good Neighbor: Reinforcing Activity
3 Min: Closing Activity
Objectives
Identify ways in which everyone is responsible to their community by:
Discussion as a class example of actions and consequences
Contributing examples of personal behavior that affects the collective
Strategize on how modifying behaviors creates change
Identify where kindness can have a lasting and exponential legacy
Lingo List
Topic Key Words
adversity
suffering
strife
Language of Service
altruism
aid
stand up for
support
selflessness
goodwill
help
consideration
unselfish
humanity
Language of Advocacy
aid
assist
defend
guard
care
stand up
stick together
back up
partner
befriend
Decision-Making Action Words
deliberate
be aware
consider
devise
cooperate
assess
contribute
participate
listen
examine
evaluate
talk
decide
Everyone shares responsibility for the health of a particular community. In this lesson, students are challenged to understand how the broader community contributes in small ways toward peace and well-being.
Sometimes even small actions have significant consequences. Additionally, looks can be deceiving. The general appearance of a community does not necessarily convey the actual communal and neighborly connection. Gentrification, for instance, can modernize a neighborhood while contributing to community disintegration.
Guiding Question for Class:
What does it mean to live with adversity? What are some examples of adversity and suffering you can think of? What are some examples of people helping others through adversity? What is an example of a time where someone did act (or failed to act) and how did it impact a larger group?
Reading:
The Dreaming Tree
Once upon a time a young boy named Uaica lived with his grandfather in a small village. He was a kind-hearted child, but he was sickly and thinner than the other boys of his village. He was frequently unwell, and the others teased him and ignored him, so that Uaica was often lonely. His grandfather loved the boy and wanted to protect him from harm, so he did his best to take care of him.
But one day when the boys had been especially cruel, Uaica could not find his grandfather. He walked into the forest, where he always felt happy. The trees offered a beautiful, protective canopy, and exotic flowers spiced the air with fragrant scents. The raucous calls of the macaws and parrots cheered the boy, and when the butterflies softly brushed against his skin, he remembered there was gentleness in this world.
Distracted by the birds and insects around him, he tripped upon a fallen branch, and when he looked down he saw a most amazing sight. There at the foot of an enormous tree lay a tapir, a sloth, an anaconda, a monkey, a caiman and a family of jaguars fast asleep, all curled up beside each other.
Uaica stood and stared in wonder, but as he did, he felt overcome by sleep. "I must not lie down near these wild animals," he said aloud, but he could not help himself. Before he knew what was happening, he was on the ground and fast asleep.
Soon he was dreaming. Someone was whispering in Uaica's ear, "I am Sinaa," the man's voice said, and Uaica knew this was the son of the jaguar. He had heard tales of this Jaguar Man, who had healing powers and eyes in the back of his head. The man was old, but when he bathed, he shed his skin and so he appeared forever young. He knew where the large forked stick that holds up the sky was buried and all the secrets of saving the world.
Sinaa began to tell tales and reveal his secrets to Uaica in his dream.
When Uaica at last awoke, the sun had set and the forest was shrouded in darkness. He looked around but saw no animals nearby. He ran home as fast as he could. But the next morning he could think of nothing but that tree and the mysterious Sinaa, the Jaguar Man, and so he walked back into the forest, telling no one where he was going.
He found the tree and all those sleeping animals. He lay down and fell fast asleep, and once again Sinaa came to him in his dream.
For days Uaica visited the forest and dreamed, and every day he learned a new secret. But he stayed later and later, and so missed many meals. As the days passed, he grew thinner and more sickly. When Jaguar Man saw this, he said to Uaica in his dream: "I have taught you enough. Now you must promise to stay away from this place. If you return, you might never leave."
Uaica took this advice deep into his heart, for he had grown to love Sinaa nearly as much as he loved his grandfather. He would be sad not to return, but he gave his word, and then he walked home.
"Child," his grandfather said, "I have been greatly worried about you. Please, you must eat."
Uaica comforted his grandfather. "Do not worry," he told the old man. "I have a secret," and then he led his grandfather into the forest to show him the Dreaming Tree.
When they were nearly there, Uaica stopped, for he remembered Sinaa's words. "I cannot go closer, grandfather. I must stay away now." But his grandfather already had walked close, and the powers of the Dreaming Tree had captured him. He was on the ground, fast asleep among the animals.
Uaica stood at a distance and watched as his grandfather slept. He longed to hear Jaguar Man's words. "Perhaps I'll move closer," he said, but he stopped himself. Uaica would never break a promise.
When at last his grandfather awoke, he hurried to Uaica's side. "You must never speak of this tree to anyone," he said. "It is a powerful tree. Those who sleep here must be strong of heart. Anyone without a strong heart might use the knowledge of the forest against our people."
When Uaica and his grandfather returned to the village, they learned that one of the boys who always teased Uaica, a boy named Casimiro, had fallen gravely ill. His family feared he would die.
"I can heal him," Uaica said, and he went to the boy's side, lay his hands upon him, and Casimiro was cured.
So it was true. Sinaa had given Uaica the gift of healing.
The villagers were amazed that this scrawny boy had special powers, and for a long time they did not believe this could be so. But again and again Uaica cured those who were ailing, and soon everyone understood Uaica had a special gift. No longer did the bullies tease him. Casimiro became one of his dearest friends.
One night Sinaa came to Uaica again in a dream. "You have done well, child," he told him. "You obeyed my command to stay away from the Dreaming Tree, and you have shown generosity to all, even your enemies. Therefore I will teach you more."
Every night after that, Jaguar Man visited Uaica in his dreams. Uaica and his grandfather built a house in which to sleep and dream, and there Uaica learned the wisdom of the forest. Along with his healing powers, he learned to work with all the forest's gifts. He created necklaces and bracelets, belts and coats using feathers and flowers, stones and shells, nuts and bones. People were dazzled by the beauty he could conjure from the smallest, simplest things.
All was well until one day greed and envy crept into the heart of a woman of the village. "There's no sense learning to create these things," she said to her friends. "Uaica owns so many wonderful things. We should steal his treasures."
They hid behind Uaica's house until he returned from fishing in the river. But Uaica had learned another secret from Jaguar Man. He could see everything, even things standing behind him, and he spied his enemies in hiding. He quickly turned on them.
"This is how you repay me?" he said. "Now your greed will rob you of gifts." And with those words he vanished beneath the crevice in a rock, and the boy who could cure all was lost to the people forever.
However, legend tells us that to this day, Uaica dreams inside that rock, where he continues to learn the gift of healing from Sinaa, the Jaguar Man. It is also said that those who possess loving and generous hearts and listen closely in their dreams may still receive his wisdom.
Open-Ended Questions:
After the reading, debrief the story using the open-ended questions below.
Problem Solving
When have you been unkind? How do people justify not being kind?
Where do you see unkindness? Why do you think some people treat others unkindly?
Decision Making
What if the person that acts without kindness is close to you like a family member or friend?
What can you do when you see a person act unkindly?
How do you decide to speak up for someone being treated unkindly?
Peace Building
What kinds of suffering affects you strongly?
How do you tell others about suffering and ask for their help to solve the problem?
Sometimes we cannot control bad things from happening to people. Floods, droughts, tornados, wars are some examples. Provide your own example of an event that is difficult or impossible to control that could hurt many people? What can we do about it?
Problem Solving Activity: What Could You / Would You Do If?
Life is full of unfair situations within our community and beyond borders. In this activity, students are challenged to come up with an action to help create positive change. Ask each student a hypothetical question from the Question Bank below. Provide students a short but adequate time to respond. If a student appears to have difficulty with a question, the mentor could adapt the question to achieve more relevance, allow another student to elect to respond to the current question and provide a different question to the student, or come up with a different but appropriately challenging question.
Question Bank: What could/would you do if...
you saw some peers stomping on ants
you see a person in a grocery store parking lot whose bag has ripped, and their groceries have spilled on the ground
after a snowstorm, you see the only house without a shoveled walk belongs to a senior citizen
you learn that a peer is scared to walk home alone because they are bullied
a classmate’s parent became sick
you see a teacher who looks as if they have been crying
you saw on the news that children in another country were hungry
you see someone throw trash out of their car
you learned that someone at your school did not have food at their house
in the night a heavy storm as knocked many trash cans over in the street
you saw some kids at the park throwing rocks at geese
a neighbor’s house had a fire
Debriefing Questions:
Why do you think some people don’t help when they can?
What are some common reasons/excuses for not helping?
What do you get out of helping others?
When might the actions of others have a consequence on a larger group?
Reinforcing Activity: Good Neighbor
Objective: Analyze situations where people need help and discuss bystanders action or inaction
Materials: None.
Instructions:
Read aloud to students
The following story is about a girl that has an unfortunate accident. Throughout the story you will have a chance to respond to what you think different characters will do in the situation.
Once a girl was riding her bike home from school which was more than a mile away. When she was about half way, her tire hit a rock and she fell off her bike tumbling over the handlebars and hitting her head on the ground so hard that she lay unconscious.
Not long after, another child from the school came walking along and saw the bike lying on the ground and the girl in the weeds several feet away who did not move.
What do you think happened? (Choose 1-3 students to respond)
The young student called to the girl, “Who left this bike here? It could get stolen.” The girl remained unresponsive, the child called out again, “If you didn’t see who left this bike it’s probably no bodies so I’m going to take it, it looks like a good bike and someone didn't want it I guess.”The girl did not respond so the child picked up the bike and continued home. Not long after, another child came walking along and noticed the girl off the the side of the road.
What do you think happened? (Choose 1-3 students to respond)
The second child slowed down and looked around to see who else was there? In the distance they saw an adult on the other side of the street and a classmate far behind. The child thought about how his father would be mad if he was late so he continued on thinking that if the girl needed help she would ask so she was probably just tired from school and took a nap.
The adult on the other side of the street noticed the child walking and the girl laying on the side of the road.
What do you think happened? (Choose 1-3 students to respond)
The adult was amused by some texts and instagram that they were sharing on their phone and didn’t pay the children any more attention and continued on their journey.
Finally a third child from the school came along. They did not attend the same school so the child did not know the student laying on the side of the road however the child did notice that the girl was bleeding.
What do you think happened? (Choose 1-3 students to respond)
The third child, seeing that the girl was hurt, went over to check on her, asking, “Hey, are you alright?” The girl did not respond so the child immediately ran to the nearest convenience store a block down the road to ask for help. Shortly, an ambulance and police car arrived. The child was thanked by the paramedic for saving the girl’s life.
What do you think happened? (Choose 1-3 students to respond)
Debriefing Questions:
Why do you think the first child did not help?
Why do you think the second child did not help?
Why do you think the adult did not help?
Why do you think the last child did help?
Do you think this story could really happen? Why or why not?
Closing Activity
Let’s end with a closing circle activity that will remind us of what we learned as a team working and learning as a team.
Today, we practiced ways that one person can make a difference by identifying situations of injustice, contributing to conversations that explore methods of respectful dialogue and supportive actions, and reflecting on how it feels to be excluded and included.
COME FULL CIRCLE- Open-Ended Questions
Write the word “altruism” on the board and ask students for examples of how service the community can contribute toward peacemaking.
Acknowledge their responses and work toward the following understanding: different perspectives can co-exist.
Ask students to share their thoughts and ideas about what makes helping others possible while also being challenging.
How might choosing to help others affect our classroom?
How does someone decide to help?
What makes helping others difficult?
When do people decide not to help?
How could today’s lesson help you practice the Four Awesome Questions?
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