It Only Takes One

Strength Through Peace

Teacher Lesson Guide

(swipe to advance)

Objectives

  • Problem Solving

  • Decision Making

  • Peace Building

Lesson Design

45-60 Minutes

5 Min: Review Learning Objectives
20 Min: Literary Discussion: Queen Bee by the Brothers Grimm
5 Min: Fairness vs. Cunning: Problem-Solving Activity
10 Min: Appreciating Differences: Reinforcing Activity
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 respectful 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

Community Building Action Words

deliberate

think

consider

devise

cooperate

help

contribute

participate

listen

unite

work out

talk

lend a hand

take part

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.

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 Question for Class:

What is self-confidence? What is conflict? What is the difference between being inclusive vs exclusive? How does it feel to talk about injustice?

Reading:

Queen Bee by the Brothers Grimm

Two kings’ sons once went out in search of adventures, and fell into a wild, disorderly way of living, so that they never came home again. The youngest, who was called Simpleton, set out to seek his brothers, but when at length he found them they mocked him for thinking that he with his simplicity could get through the world, when they two could not make their way, and yet were so much cleverer. They all three travelled away together, and came to an ant-hill. The two elder wanted to destroy it, to see the little ants creeping about in their terror, and carrying their eggs away, but Simpleton said, “Leave the creatures in peace; I will not allow you to disturb them.” Then they went onwards and came to a lake, on which a great number of ducks were swimming. The two brothers wanted to catch a couple and roast them, but Simpleton would not permit it, and said, “Leave the creatures in peace, I will not suffer you to kill them.”. “

At length they came to a bee’s nest, in which there was so much honey that it ran out of the trunk of the tree where it was. The two wanted to make a fire beneath the tree, and suffocate the bees in order to take away the honey, but Simpleton again stopped them and said, Leave the creatures in peace, I will not allow you to burn them. At length the three brothers arrived at a castle where stone horses were standing in the stables, and no human being was to be seen, and they went through all the halls until, quite at the end, they came to a door in which were three locks. In the middle of the door, however, there was a little pane, through which they could see into the room.

There they saw a little grey man, who was sitting at a table. They called him, once, twice, but he did not hear; at last they called him for the third time, when he got up, opened the locks, and came out. He said nothing, however, but conducted them to a handsomely- spread table, and when they had eaten and drunk, he took each of them to a bedroom. Next morning the little grey man came to the eldest, beckoned to him, and conducted him to a stone table, on which were inscribed three tasks, by the performance of which the castle could be delivered. The first was that in the forest, beneath the moss, lay the princess’s pearls, a thousand in number, which must be picked up, and if by sunset one single pearl was wanting, he who had looked for them would be turned to stone.

The eldest went thither, and sought the whole day, but when it came to an end, he had only found one hundred, and what was written on the table came to pass, and he was changed into stone. Next day, the second brother undertook the adventure; it did not, however, fare much better with him than with the eldest; he did not find more than two hundred pearls, and was changed to stone. At last the turn came to Simpleton also, who sought in the moss. It was, however, so hard to find the pearls, and he got on so slowly, that he seated himself on a stone, and wept.

And while he was thus sitting, the King of the ants whose life he had once saved, came with five thousand ants, and before long the little creatures had got all the pearls together, and laid them in a heap. The second task, however, was to fetch out of the lake the key of the King’s daughter’s bed-chamber.

When Simpleton came to the lake, the ducks which he had saved, swam up to him, dived down, and brought the key out of the water. But the third task was the most difficult; from amongst the three sleeping daughters of the King was the youngest and dearest to be sought out. They, however, resembled each other exactly, and were only to be distinguished by their having eaten different sweetmeats before they fell asleep: the eldest a bit of sugar; the second a little syrup; and the youngest a spoonful of honey.

Then the Queen of the bees, which Simpleton had protected from the fire, came and tasted the lips of all three, and at last she remained sitting on the mouth which had eaten honey, and thus the King’s son recognized the right princess. Then the enchantment was at an end; everything was released from sleep, and those who had been turned to stone received once more their natural forms. Simpleton married the youngest and sweetest princess, and after her father’s death became King, and his two brothers received the two other sisters.

The End

Illustration by Walter Crane, published in Household Stories by The Brother Grimm (1882), Macmillan and Company.

Illustration by Walter Crane, published in Household Stories by The Brother Grimm (1882), Macmillan and Company.

Open-Ended Questions:

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

Problem Solving

How can differences help us?

What is something about another person you would describe as strange? 

How do you think it feels to be picked on just because you are different?

Decision Making

What is a fair way to treat people who are different from you?

What can you do to understand someone’s differences better?

Peace Building

How can using Active Listening Skills help maintain peace?

What does fairness have to do with peace?

Problem Solving Activity: Fairness vs. Cunning

Purpose: Game theory describes certain processes of decision making in human situations and relationships. By creating scenarios to play out reactions we can see how some people critically think about serious decisions.

Instructions: 

  1. Divide the small group up into  2 groups  A & B.

  2. Read aloud: Situation 1 - Who stole the cookie?:  

    Your groups were working on projects near the principal’s office. The principal has been away from her desk for a while. The principal has a big jar of cookies. While the principal was out everyone in the groups helped themselves to a delicious cookie or two. As your groups leave, the principal returns and finds several suspicious crumbs on the floor, tables and desk. The principal puts group A and B in separate rooms and asks one group to accuse the other group. You have three choices. You can keep silent, blame the cookie stealing on the other group, or confess to the cookie stealing. If you keep silent you have to clean the lunchroom for 2 days. If you confess, you have to clean the lunchroom for five days. If you stay silent and the other group confesses, your group gets to go free.  If you stay silent and the other group blames you, your group will have to clean the lunchroom for 10 days. Discuss what your group will do.

  3. Facilitators, refer to the graph below to chart the different outcomes.  When the group is finished you can expand the game with individuals, instead of just groups.  Make up your own scenarios.

Debriefing:

Read Aloud: When stakes are high, sometimes individuals in groups will try to persuade others to think or act in a certain way. When persuasion turns into forcefulness we might understandably feel pressured into saying something we do not really believe.  

Use the Be Strong acrostic poem below and discuss how each element relates to the Prisoner’s Dilemma activity

B -  Be a buddy, have a buddy

E -  End it, walk away

S  - Stand tall, be brave

T  - Tell an adult, help is nearby

R -  Remember your sense of humor

O - Own your actions

N - No need to engage

G - Get busy doing something else

Reinforcing Activity: Appreciating Differences

Objective: Being able to advocate for things and people we support publicly to strengthen convictions and confidence.

Materials: A soft object to toss between participants.

Instructions: 

In person, organize the group into a large circle. Virtually, have students attentive to the screen to be able to keep a flow to the game.

  1. Have a facilitator model the first turn, (holding the soft ball and) completing the sentence, “A difference about... I appreciate is . . .”

  2. Then pass the ball/call on another participant  in the group.  Each participant says something different they appreciate about something/someone and passes the ball/calls on more participants until all the participants have an opportunity to contribute.  (Challenge the participants not to repeat answers).

  3. If time permits, start another round with “A similarity I appreciate about... is  . . .”

Debriefing Questions: 

  1. What is a difference you heard appreciated that stood out to you and why?

  2. What is a similarity you heard appreciated that stood out to you and why?

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 PEACE on the (white)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?

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