Youth are buyers and sellers in a marketplace activity where human rights are the only commodity. In buying particular human rights and in designating the value of each category of human rights, the aim is to get them to reflect on the importance of each human right before promoting or selling it.
Use a literature circle to discuss major elements of a story that is developmentally appropriate to the audience. Include its characters and events. Are the characters realistic or are they symbolic? What motivates the characters to make the choices they do? How does the social, political, or economic context influence the work? Is there a …
A great visual tool to show the imbalance of a brain that is experiencing anger or rage, and how it is possible for the anger and rage to subside, thus gaining control of our reactions. Get a clear glass bottle or jar, add water, glycerin, and glitter with a lot of sparkle (recipes and videos …
Have youth find at least two photographs from a movement—past or present—against what are perceived as unjust laws. The goal is to find photographs that express both sympathetic and unsympathetic opinions about the protest. They write captions for the photos, explaining what it is about the photograph that makes them think it either supports or …
It is important to talk with youth about labels and the stereotypes that go along with them. Do peers call your child a “jock” or a “geek”? Does your child use these terms (or others) to describe their peers? Discuss how labels can be limiting, unfounded, and also cruel. Explain that labels do not define …
Bring in a knowledgeable kupuna (elder) to share their life story. Discuss how roles, rights, and responsibilities look similar or different in Hawai‘i (or elsewhere) today. Understand the shared humanity regardless of age. Appreciate the wisdom and perspective of the kupuna. The joy of our kupuna can also be experienced by visiting them where they …
Role-play one act of kindness each week with words or actions. When acts of kindness are noticed or a classmate shares an act of kindness they received from another child/student (this can be done in circle time), they get to color a decoration and hang it as an ornament on a tree. Youth can watch …
These are positive interactions that we can make with each other “just because”, meaning they are not in response to what someone else does. “Just Because” interactions can be given to all youth regardless of their behavior or effort, in order to show that they are noticed and cared about. Examples include: general greetings, asking …
To help youth better understand those who are disabled, it could be helpful to have them explore what it’s like to be “in their shoes”. For example, wearing earplugs to experience reduced hearing; learning about braille to experience reading without sight; having youth create art with only their mouths or feet. The idea is to …
More likely than not, when people are angry or upset, they are expressing their “position” or a hardline stance on something. It’s important to teach youth how to identify underlying needs and interests by asking open-ended questions to learn more. “Tell me more…,” “What would you like to see happen?,” “What do you need?” etc. …
