Appendix
A: Extra Games
I. Broken Squares Activity
The purpose of this game is to help familiarize the students with certain aspects of cooperation in solving a group problem and to sensitize the students to some of their own behaviors which contribute toward or obstruct the solving of a group problem. The teacher may wish to begin with a discussion of the meaning of cooperation. This should lead to suggestions by the groups of what is essential in successful group cooperation. The teacher may want to list the suggestions on the board, and the teacher may introduce the game by indicating that the groups will conduct a fun experiment to test their suggestions.
Instructions:
A. Divide
the students into groups of six. In each of the groups there will be five players
and one judge to observe the five players. Each of the five players will have
an envelope which contains pieces of cardboard for forming squares (see
attached for instructions on how to make the squares)..
B. When the teacher gives the signal to begin, the task of each group is to form five squares of equal size from 3 of the cardboard pieces. The students can exchange them but cannot have more than 3 pieces at any one time. The black lines and letters must be facing up when the squares are made. The task will not be completed until each individual has before him or her a perfect square of the same size as that held by others.
C. The
judge will quietly make observations of the group interaction and present his
or her observations after all the players have formed their own squares. For
instance the judge may notice how player A, after having formed his or her own
square, was not willing to give up his or her own pieces whereas player C was.
Other things the judge may want to look out for: Do the players get frustrated and release their anger through destructive means or do they stick in there and think positively? Did anyone try to violate the rules (see below)? Was there any critical turning point at which time the group began to cooperate?
Restrictions to the Game:
The role of the teacher is to facilitate the game and make sure that every student abides by the following rules and restrictions:
A. No talking, pointing, or any kind of communicating among the five players in the group
B. Players may give pieces to other players in the group but may not take pieces from other players or in any way signal that another person is to give him or her a piece.
C. Players may give pieces to other members, but cannot simply throw their piece into the center for others to take. They have to give the pieces directly to one individual.
Making a Set of Squares for “Broken Squares.”
Directions
A set consists for five envelopes containing pieces of cardboard which have been cut into different patters and which, when properly arranged, will form five squares of equal size. One set should be provided for each group of five persons. To prepare a set, cut out five cardboard squares of equal size, approximately six by six inches. Place the squares in a row and mark them as below, penciling the letters a, b, c, etc. lightly so that the can later be erased.
The lines should be drawn so that, when all cut out, all pieces marked a will be of exactly the same size, all pieces c should be the same size, etc. Several combinations will be possible that will enable participants to form one or two squares, but only one combination will allow the formation of 5 six by six-inch squares. After drawing the lines on the six by six squares, label them with lower case letters and cut them apart, forming the puzzle pieces.
Sort the squares as follows:
|
Envelope |
has pieces |
|
A |
i,h,e |
|
B |
a,a,a |
|
C |
a,j,c |
|
D |
d,f,g |
|
E |
b,f,c |
After the pieces have been sorted, erase the penciled letter from each piece and write, instead, the appropriate uppercase (envelope) letters. This will make it easy to return pieces to the proper envelope for subsequent use when a group has completed the task.
Set-up: have students stand in a circle holding hands. If your class is in the cooties stage, this game may be difficult or even impossible to play. Volunteers can stand between people who have problems holding hands. One volunteer stands in the center with a watch and is the designated time keeper.
Directions: The pulse begins when a volunteer or designated student squeezes the hand of the person next to him/her (gently). The pulse is passed along from person to person all the way around the circle. When it reaches the starter, she yells out “done.” The time keeper announces how many seconds it took for the pulse to pass all the way around the circle. Let the class try again to see if they can work together to beat their time.
The goal of this game is to introduce the idea of mediation. Define what mediation is and give examples. Are judges mediators? Can anyone mediate a conflict? How helpful is it to have a third person involved who is not going to take sides?
A. Choose three volunteers. Two students will be assigned a hypothetical conflict which arose in school. A third student will act as a mediator, and try to give suggestions as to how the problem can be solved. Discussion will follow each skit.
B. Here is the scenario: imagine that we are forty years in the past. You are living Selma, Alabama, working as a secretary to Dr. Martin L. King, a well respected and social activist who advocated non-violence and who also needed someone to handle his paperwork and take his phone calls. Today Dr. King is so busy that he has asked you to hold all calls, and to deal with any visitors personally.
C. Rules:
1. For all visitors who come in with a problem, you must try to help them solve that problem.
2. Never permit violence as a solution. If someone threatens to use violence, you must sit him down, and explain why violence is never the way to approach conflict in your own words.
D. One teacher should take the two volunteers who are acting out the conflict aside and explain to them their scenarios. They will need to explain the scenario in their own words to the mediator.
E. Scenarios:
1. Student A heard today from a friend that Student B said Student A’s girlfriend/boyfriend was ugly. After school, Student A challenged Student B to a fight at five o’clock behind the school. When they started shoving each other, a teacher from their school made them go see Dr. King (but they’re still planning on fighting tomorrow).
2. Student A and Student B used to be friends, but now they want to join rival gangs. As part of his initiation, Student A must bring a gun to school and threaten Student B. A friend of both students heard about the initiation and went to the principal of the school. The principal made them go see Dr. King.
3. Student A kept bullying Student B—calling him names, forcing him to hand over his lunch money every day, etc. One day Student B got angry and punched Student A. A teacher intervened and made them go see Dr. King.
IV. The Mirror
Game
Have students pair up. Tell them to decide within their group who will be the leader and who will follow. Then, the leader starts moving and the follower tries to be the leader’s mirror image. The idea is to move slowly enough and to pay enough attention to each other that it’s impossible to tell who’s leading and who’s following. The teachers will walk around the room and try to guess who’s who.
Divide students into groups of three or four. Distribute picture sheets to each group. First, it is recommended that you go through the list of de-escalation choices with the students, asking whether the stated action would escalate or de-escalate the conflict. Then read out conflicts (see attached). Have students discuss which de-escalator on the sheet would resolve the conflict. While a number of de-escalators are applicable, pay close attention to ‘clues’ on the list to determine which particular de-escalator fits best. You should discuss other methods of de-escalating the stated conflict. Answers are in parentheses next to the conflict. When a consensus is reached, students should shade in the box of the appropriate de-escalator. Continue reading out conflicts until students have successfully shade in a complete picture. When completed, the word PEACE and a dove will remain unshaded.
[for materials, see
hard copy of curriculum]
PEACE PICTURE LEGEND
1. Raise your voice so that she or he cannot ignore what you are saying.
2 Relax and keep playing. The ref caught the foul. Do not let him ruin the game.
3 Lower your voice and try to talk things out calmly.
4 Threaten to go tell your big brother, who will beat him up.
5 Step up into his face.
6 Hit him or her back. He fouled you—why not even up the score?
7 Ignore him and walk away.
8 Walk away from the bully, and go to an adult. Maybe he or she can help you.
9 Think about the issue from the other person’s point of view. How would you feel if someone made fun of you because of your appearance?
10 Do not tell him that he is wrong. Talk it out and work out a solution together. Remember both of you want to do well on the project.
11 Laugh in his or her face. You never did like him or her anyway.
12 Apologize. It was an accident. You didn’t mean to bump into him.
13 Don’t back down. You know you’re right. Make sure he knows that he’s wrong.
14 Make fun of him or her.
15 Take a deep breath and calmly explain the misunderstanding. It was only a rumor.
16 Tell him or her that you have a knife and scare him.
17 Step back. Avoid physical confrontation and put space between the two of you.
18 Compromise. Think of a solution with which both of you can be happy.
19 Count to ten, calm down and walk away. It’s not worth fighting over. You won’t gain any respect from that girl by fighting.
20 Listen to what she is saying. Maybe she has a legitimate excuse for not being able to do her chores.
1. You and Chris are playing basketball. He fouls you on the court. (2)
2. You are walking down the hall, and you accidentally bump into Rob. Rob turns around and yells at you. (12)
3. You and your older sister are supposed to do chores. Your older sister asks you to do her share of the chores because she has other things she has to do. You think that it’s not fair. (20)
4. The school bully corners you in the hall and threatens to beat you up after school. (8)
5. You tell a joke about blonds. Although it was supposed to be a joke, your friend, who is blond, is offended. (9)
6. You are walking down the street, and some guy starts making fun of you. (7)
7. Somebody spreads a rumor that you called Hilary a bad name. You never called her a bad name. Hilary is upset with you and confronts you after school one day. (15)
8. Jose sits down next to the girl that you have a crush on at lunch. He’s obviously flirting with her. He looks up and smirks at you. You are jealous and really mad. (19)
9. You and Corey are working on a group project together. You do not agree with how he wants to do the group project. (10)
10. Alex, the class clown, is being really annoying. You do not laugh at one of his jokes. He gets offended, and gets all up in your face. He makes like he’s going to hit you. (17)
11. You and your best friend get into an argument. The two of you are yelling at each other. (3)
Your mother gives you $20 to share between you and your brother. You and your brother do not agree on how to spend the money. (18)