Standing Strong

Inspiring with Integrity

Teacher Lesson Guide

(swipe to advance)

Objectives

  • Decision Making

  • Kindness

  • Problem Solving

Lesson Design

45-60 Minutes

5 Min: Review Learning Objectives
20 Min: Literary Discussion: Two Goats at a Bridge
5 Min: Supporting Activity: Another Way
10 Min: Reinforcing Activity: Be Strong in Peace
3 Min: Closing Activity

Objectives

  • Discover and practice ways that one person can make a difference by:

    • identifying situations of injustice

    • contributing to conversations that explore methods of respect dialogue and supportive actions

  • Reflect on how it feels to be excluded and included

Lingo List

Language of Compromise

concession

accommodation

trade off

win-win situation

happy medium

amend

mitigate

resolve

settle

restore

Language of Advocacy

aid

assist

defend

guard

care

stand up

stick together

back up

partner

befriend

Problem Solving Action Words

deliberate

think

consider

devise

cooperate

help

contribute

participate

listen

unite

work out

talk

lend a hand

take part

In this lesson, participants challenge each other to find peaceful solutions to situations of conflict.

Social ordering begins at early ages in community building. Children naturally move in and out of situations of conflict be it sharing, participating in group norms, or exhibiting proper, passive or aggressive social engagement.

When we feel supported, it is easier to assert our agency. When we experience an attitude of confidence, we can often be swayed to follow a leader. It is important to maintain a conversation that develops critical thinking so that as we develop, we have positive relationship building models to guide us.

Guiding Questions for Class:

What are the feelings, perceptions and actions that lead to conflict? How does it feel to be included compared to excluded? What behaviors contribute toward being included or excluded? How can we identify when a person is hurt by our actions? How does it feel to be treated unfairly?

Reading:

Two Goats at a Bridge

Far away in a small village there was a river quite wide and deep so that the only way to cross was over a narrow bridge. People had built the bridge using just two big logs.

One day a goat was munching on fresh, spicy pennycress. The goat had eaten all the luscious plants on his side of the river and saw more food on the other side of the bridge.

Meanwhile, another goat on the other side of the river was smelling the delicious cinnamon of the wallflowers. He ran from one exploding orange bloom to the next excitedly sniffing around each beautiful bouquet. The goat then saw an entire hillside of wallflowers on the other side of the river. Perhaps he could get by on the log bridge.

The two goats found one another on the middle of the bridge, crossing in opposite directions. The bridge was so narrow that there was no space for both of them to pass.

Neither of the goats wanted to go back. The first goat gruffed, “You should go back since I am stronger than you.”

The other goat bemoaned with a chuckle, “No goat in this land is stronger than me. If you know what’s best for you, you’ll turn around and let me pass.”

Both of them argued for a while. Then, one goat put down his horns to fight to show it strength. The other goat matched with a bow. And then . . . CRACK!

They rammed and knocked and soon their horns locked. Furiously, they struggled until both lost their balance and fell into the water below. The swift current of the stream carried them away in deep water and both crawled out of the river on the side that they started.

After a time, the goats dried out but each still fixated on the opposite shores. One longing for pennycress, the other for the sweet smell of wallflowers. Soon they both had the idea to cross the bridge again.

Again, they met in the middle and quarreled, demanding to be let through. two goats came on the same bridge in opposite directions.

“Out of my way!” the first goat ordered.

“I’ll buck you into the water if you don’t back off!” Shouted the second goat.

Again, they rammed and knocked and soon their horns locked.

SPLASH! Again, the goats toppled and tumbled into the water and floated downstream until they could each climb out again on their own side. Almost in a race, the goats ran as fast as bees to honey, as fast as a fly escaping a frog’s tongue, as fast as a star’s twinkle until they faced each other again on the log bridge.

This time, however, when the first goat threatened, “I’ll get you this time.

The second goat had an idea. “Stop!” The goat insisted. “If we both fight, we will fall into the river and maybe drown. Instead I have a plan. I will wait here for you to cross, and you traverse the bridge. When you are safe on my side, I will cross.”

Then the wise goat stepped aside, and the other goat trotted over the bridge and went straight for a big patch of pennycress. The wise goat spent the rest of that day and many more delighted by the hillside of wallflowers.

Open-Ended Questions:

After the reading, debrief the story using the open-ended questions below. 

Problem Solving

What causes arguments and conflicts?

Who can help you solve problems?

Decision Making

What can you do if a person is not being kind to you?

If you see another person being treated poorly, what can you do?

What can you do if someone is not telling the truth?

What can happen when people do not tell the truth?

Kindness

How can someone disagree but also promote peace?

What are some ways you know to avoid conflict?

What are some ways you know to be kind?

Problem Solving Activity: Another Way

Purpose: While conflict is a normal part of learning, resolving difficult situations peacefully contributes toward building a community of peace. In this activity, students will act out a sample situation. Students will try to find ways to resolve the situation creatively and avoid the conflict.

Instructions:

  1. Read each scenario using the amount of people needed starting with scenario 1:

Sample Scenario 1: 2 people

Student 1: Has some hand-held object i.e. a ball, a pencil, a ruler etc.

Student 2: Walks up to Student 1 and demands to have the object. “Give me that __________!”

Student 1: Responds in whatever way they choose.

If the conflict escalates the facilitator shouts “FREEZE”. Scene stops and the facilitator asks the group (audience) to provide a suggestion on what could have been different about the scene to achieve a peaceful resolution.

When an appropriate suggestion is given, the facilitator asks the group to start the scene over using the suggestion.

Scene resumes and the facilitator can repeat this action again if the scene moves toward conflict again or choose another scene with different students.

2. Repeat the process using the other scenario ideas below (or come up with your own)

Other Scenario Ideas:

Person cuts in line (2-3 people)

Person bumps into another person while walking (2 people)

Person being too loud (2-3 people)

Person rejected to a group (3 people)

Person accidentally spills some soup on another person (2 people)

3. At the end of the activity, select students to share anecdotes with the larger group about their learning during the small group activities.

Reinforcing Activity: Be Strong in Peace

Instructions

Conduct a group inventory to gather examples from the students on ways in which they actively demonstrate being strong . Ask the students to raise their hands and respond to each of the traits with personal experience. Write examples on the board matching the letters in B-E- S-T-R-O-N-G, following the example below. Modify as needed.

SAMPLE:

B - Be a buddy, Have a buddy (Ask: In what ways are you a buddy?)

E - End it, walk away (Ask: What was a time that you ended a growing

conflict?)

S - Stand tall, be brave (Ask: In what ways are you brave and self-

confident?)

T - Tell an adult, help is nearby (Ask: When was a time that you informed

an adult of a troubling situation?)

R - Remember your sense of humor (Ask: When was a time you used

humor to relieve tension?)

O - Own your actions (Ask: When was a time you took responsibility for

your actions?)

N - No need to engage (Ask: When was a time that you decided not to

participate in a conflict?)

G - Get busy doing something else (Ask: What are some alternative activities you can do instead of fighting?)

Closing Activity

Write the word ‘peace’ on the board and ask students for examples of 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 peace possible while also being challenging.

  • How might advocating for peaceful solutions change our classroom?

  • How does telling the truth contribute toward a more peaceful community?

  • When one person is being picked on, how can the group help solve the conflict?

  • Who in your community is a peacemaker? Who can be a peacemaker?

  • How could today’s lesson help you practice the Four Awesome Questions?

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