Whole Community

Building Community

Teacher Lesson Guide

(swipe to advance)

Objectives

  • Reflection

  • Problem Solving

  • Awareness

Lesson Design

45-60 Minutes

5 Min: Review Learning Objectives
20 Min: Literary Discussion: The Half Boy of Borneo
5 Min: Community Building Activity: Extremes Game
10 Min: Reinforcing Activity: Choose It or Lose It
3 Min: Closing Activity

Objectives

  • Recognize differences of equity by:

    • identifying different preferences

    • reflecting on variables of access to community resources

    • examining the relationships of social expectation with personal discipline

  • Discuss and express the possible reasons for community inequity and strife specifically through the lenses of homelessness, environment and food

  • Analyze and problems solve using analogous models of community interaction to better understand community dynamics

Lingo List

Words of Environment

polyculture

nitrogen

potassium

phosphorous

thriving

stunted

outcompete

plant companions

fertile

exhausted

Words of Character

authentic

genuine

disingenuous

trustworthy

loyal

upright

fake

phony

Words of Poverty

depressed

poor

destitute

indigent

underprivileged

without access

homeless

Language Cooperation

collaborate

support

mutual

healthy

protect

care

help

cooperate

service

celebrate

praise

honor

benefit

recognize

Communities are constantly struggling with the problem of equity: affluence vs poverty, the achievement gap, divisions based on stereotype or race, access to healthcare, a clean environment and nutritious food. All of these factors and more make for complex system dynamics for any community.

In this lesson students will examine three topics: poverty/homelessness, a clean and healthy environment, and what it means to be a wholly responsible person in a community.

Guiding Questions for Class:

What are the different ways positive and negative, that people contribute to a community? How do people improve their skill and capacity for community building? What are the areas of community building that we can address piece by piece?

Reading:

The Half Boy of Borneo

Long, long ago on the island of Borneo, in the village of Tambahillar, there once lived a boy who was the dread and worry of all who came in contact with him. This was because he was only a half-boy. Somehow, sometime, somewhere, he had lost his good half. Now he was merely his bad half, and the bad half was always doing bad tricks.

A woman in the village might be doing her washing in the shallow part of the river, pounding the clothes with a stick to get them clean. Half-Boy, who had only one hand and one leg, would hop by on his one leg and spatter mud all over her newly-washed clothes. Another woman might be spinning. Half-Boy would slip up behind her, and with his one hand, would tear the wool off the spinning wheel. A man might be picking fruit and Half-Boy would pelt him with coconuts.

When Half-Boy played games with the other boys, he always seemed to find a way to spoil their fun. The women of the village called Half-Boy a pest. The boys jeered at him behind his back and threw sticks at him and the men scolded him and chased him off their fields.

As Half-Boy grew older, he became more and more annoying to the other villagers. They were almost ready to drive him out of the village. There was only one young woman of the village who felt sorry for him. She believed that he might change.

One day the young woman said to him, "You are only half a person. I am sorry to say you are only the bad half. Somewhere in the world is the other half of you—the good half. If you will go away and find your other half and then come back with it and let it live with you, I will marry you!"

Half-Boy was surprised; he could hardly believe what he had heard. He even hopped away as if he had not heard. But later he came back to the young woman and said, "You are the first person who has ever said a kind thing about me. I will do what you say. I will start tomorrow and I will never come back until I have found my good half and am a whole boy."

Next morning, with his spear in his belt, Half-Boy started off. But where could his other half be? He had not the slightest idea. The first day he hopped along for twenty miles, almost without stopping. At evening time he came to a village deep in the jungle. The people were all sitting about a big fire when Half-Boy hopped up and asked, "Is there a half-boy here? Is there one who has only one hand and does nothing but what is kind and good?"

The villagers shook their heads. "We heard once of a person like that," one of them said, pointing to the setting sun. "He is supposed to live a two days journey from here."

Next morning Half-Boy started on his second journey. This time he hopped thirty miles before he found anyone. At last one evening he came to another village, beside a lake. Again he asked the same question, "Is there a half-boy here who has only one hand and does only good and kind things?" Everyone shook his head. They had heard of no such person.

Finally a stranger stepped up and said, "I saw a half-boy once in a village a day’s journey west. But I do not know whether he is good or bad, or whether he has only one hand. I only know he was a half-boy."

With that encouragement, Half-Boy started off again on his journey. This time he hopped forty miles. It took him several days. At last at evening time he came to the ocean and a little village on the shore. Even while he was quite far off from the village, a loud cry went up from the people.

"Another half-boy!" they shouted. "Another half-boy! This one has the opposite hand missing. Where is our own half-boy? We must find him right away. He must see his brother. While the people were still shouting and hurrying about excitedly, Half-Boy saw the other half-boy coming toward him. There could be no doubt whatever that he had at last found his other half. The two boys were the same size. They wore their hair done up the same way. One had only a right hand; the other, only a left hand. Each had a bracelet and an anklet to match the other’s. The only difference anyone could see between the two was in their eyes. The eye of the other was soft and warm and happy.

"Brother," said the bad half-boy, "I have come a long way to find you!"

"I am glad," said the other half-boy, "For I certainly would never have gone a long way to hunt you!"

"That may be true," said the bad half-boy, "but what are we going to do about it? Can we be joined together so as to make one whole boy again?"

As the two half-boys stood watching each other uneasily, the chief of the village came near. Taking each boy’s one had in his, he said, "The two of you must go off by yourselves into the bush and wrestle there. If necessary, you must wrestle for a day and a night or longer. As you wrestle, you will find yourselves growing together."

"It will be a short wrestle," said the bad half-boy. "I am strong and up to all sorts of tricks!"

"Don’t be boasting," said the good half-boy. "You may find a match in me, for I too am strong. I have a spirit in me, the spirit of the sunrise, which will help me."

The bad half-boy smiled. "I have a spirit in me that is more powerful than yours," he said, "It is the spirit of the night. It can blow out the fires of the sunrise."

So the two half-boys went alone into the jungle. When they had found a clearing, they grabbed each other. Back and forth they swung as they wrestled. All night long they struggled. At sunrise the good half was clearly the stronger, but they still wrestled on. By sunset time. when it began to be dark, the bad half had got the upper hand. But they were not ready to stop.

All the while in the village a heavy storm raged. Lightning flashed, thunder roared, and rain flooded the land. The villagers said to one another, "Those two half-boys are not the only ones who are fighting. The stars are shooting their silver arrows at each other. Listen to the north and south winds. They are wrestling together in the palm trees."

Finally, the next morning at sunrise all was calm. The birds were singing. The wind went to sleep in the palm trees. And when the people of the village went forth from their huts, they looked out toward the jungle and behold! They saw a beautiful boy coming toward them. He held his head high and was looking in the direction of the rising sun.

The good half must have conquered!" said the chieftain of the village. "The two half-boys are now become one person."

The people shouted for gladness. They ran to the young man and asked him to come and live with them in their village. He shook his head. "No," he said, "I shall go back to the other village where my bad half has been living. I must find the maiden who believed in me, and marry her."

After thanking the chief of the village for the help he had given, the boy with two halves said good-bye to all the villagers. He started off again alone.

After some days he finally reached his own village, but his old neighbors did not recognize him. They thought he was a stranger! Only the one young woman who had believed in Half-Boy knew him at once, and she showed the others by what signs she knew him. "Our old half-boy accepted his good half," she said, "and the two together make a real person like the rest of us."

As his old neighbors looked and listened, they began to like the new boy. But the maiden loved him and the two were married that very day.

Open-Ended Questions:

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

Reflection

Why might someone appear mean but are not intentionally trying to hurt others?

Similarly, why may someone appear nice but not be genuinely nice?

What was a time that you did something without thinking through it the whole way?

Awareness

When may a person appear in a way that is not really true?

What are some examples of people you know being disingenuous?

If someone eats healthy but lives in a polluted environment how is their overall health?

How is the community responsible to help raise children to be whole people?

Problem Solving

What can you do if you feel someone is acting/being disingenuous to you?

How can you choose to spend time away from a bad situation help to improve it?

How can you start to help your community be more ecologically healthy?

Building Community Activity: Extremes Game

Purpose: The nuances of our preferences can both distinguish differences and identify commonalities that might otherwise be hidden. The purpose of this exercise is to gain a deeper understanding and insight into our peers by viscerally identifying our tendency for one preference or another.

Instructions:

  1. In the front of the room, create an imaginary line. All the way on the left side is one extreme, and all the way on the right side is the other extreme. Make sure there is enough space for people to stand anywhere along this imaginary line.

  2. To play this game, you will ask everyone several questions. Everyone will then respond by standing somewhere along the imaginary line according to how strong of an opinion they have on that item. For example, if you ask people “coffee? or tea?” people will stand far along the left hand side if they strongly prefer coffee, and they will stand on the far end of the right hand side if they strongly prefer tea. If they are neutral, they will stand in the middle.

Question List

  • winter or summer?

  • sweet or salty?

  • Hawaii or New York City?

  • sandals or sneakers?

  • hip hop or country music?

  • chocolate or strawberry?

  • morning person or night person?

  • scary movies or comedies?

  • DIY or plug and play?

  • city life or small town?

  • dogs or cats?

  • meat or no meat?

  • pancakes or waffles?

  • talking or texting?

  • reading or writing?

  • exercise or couch loafing?

  • virtual games or real games?

  • surprises or routine?

Continue as time permits with your own questions.  If a good degree of trust is established, consider questions with greater vulnerability

Reinforcing Activity: Choose It or Lose It

Purpose: Build awareness for homelessness in our communities.

Instructions:

1. Read aloud the following introduction:

“Homelessness is a concern for many people across demographics and can contribute to cycles of poverty that can be overwhelming to navigate. The purpose of this activity is to raise awareness of the problem of homelessness to build empathy and problem solving regarding our community.”

2. Watch The Best Animation about Poverty (1:06), directed by Alaa Kadhum

3. Take 2-3 minutes and ask participants to discuss the question: How does homelessness limit access to parts of life we simply assume people have access to, specifically school and how it may relate to chronic absences and truancy of individuals.

4. Then, read the following:

“Imagine you and your family were just told that you have 10 minutes to vacate your home. You can take only whatever you can fit into a backpack. What things would you take with you? What things would be hard to leave behind?:

5. Ask students to use 5-7 minutes to create a list of items they would take and have a reason for each.

Debrief Questions

  • Why did you choose the items you took verses what you left behind?

  • How did it feel to make your choices?

  • How will you do without the things you left behind?

  • Where will you get the things you need but no longer have?

  • Think about the word ‘fairness’ in regard to this problem. How do you think people who experience homelessness feel?

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 looked at how inequity amongst community members can cause strife. We explored strategies on how to improve disparity throughout our community, ecology and the world.

COME FULL CIRCLE- Open-Ended Questions

Write the word community on the board and ask students to contribute three aspects of community discussed in this lesson.

Ask students to share their thoughts and ideas about what contributes to a healthy community

  1. What are some examples of unfairness within your community?

  2. What are some examples of people who are ready to help the community?

  3. What are some examples of people who seem to help themselves more than the community?

  4. In what ways does the environment within our community reflect the health of our community?

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

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