We Are Family

Strength Through Peace

Teacher Lesson Guide

(swipe to advance)

Objectives

  • Denotation

  • Reflection

  • Kindness

Lesson Design

45-60 Minutes

5 Min: Review Learning Objectives
20 Min: Literary Discussion: Mother Crow and Mother Hawk
5 Min: Me in my Family: Self-Confidence and Reflection Activity
10 Min: Seven Generation Challenge: Reinforcing Activity
3 Min: Closing Activity

Objectives

  • Identify ways each person’s family is unique through:

    • class discussion and contribution of personal examples of family

    • contributing examples of personal behavior that affects the collective

  • Reflect on how different cultures and family circumstances coexist

  • Practice kindness by reaching out to others in the community by sharing stories

Lingo List

Topic Key Words

adversity

suffering

strife

connectedness

safety

dependence

Language of Service

altruism

aid

stand up for

support

selflessness

goodwill

help

consideration

unselfish

humanity

Language of Families

step-mother/father/sister/etc

half brothers/sisters

cousins

aunt/uncle

grandparent

great grandparent/aunt/uncle

niece/nephew

godparent

sibling

Language of Advocacy

aid

assist

defend

guard

care

engage

stick together

back up

partner

befriend

lend a hand

take part

Family structures are both reflective of values and culture. Part of peace building is to respect the different values of each culture and reserve judgement.

Sometimes, these differences can seem strange or even harsh. It is important in teaching tolerance and acceptance to understand that agreement cannot always be achieved particularly when a culture’s behavior seems condescending, oppressive or even violent. The dissonance created in this lesson is a place for tolerance to begin to be practiced.  

Guiding Questions for Class:

How is your family reflective of the values of your community?  How is your family unique in your community?  What struggles does your family experience and how are those similar or different to that of other peers? How do traditions or family engagement contribute to a peaceful community and world?

Reading:

Mother Crow and Mother Hawk

Crow had a nest in which she laid two eggs. For a day or so she sat on the eggs to hatch them, but then she grew tired of this and went off to hunt food for herself. Day after day passed but Crow did not return, and every morning Hawk flew by and saw the eggs with no one there to keep them warm.

One morning Hawk said to herself, "Crow who owns this nest no longer cares for it. Those eggs should not be lying unwarmed. I will sit on them and when they hatch they will be my children."

For many days Hawk sat on the eggs and Crow never came to the nest. Finally the eggs began to hatch. Still no Crow came. Both little ones hatched out and mother Hawk flew about getting food for them. They grew larger and larger until their wings became strong. Then mother Hawk took them off the nest and showed them how to fly.

About this time, Crow remembered her nest and she came back to it. She found the eggs hatched and Hawk taking care of her little ones. Hawk was on the ground, feeding with the young crows.

"Hawk, what do you think you are doing?" cried Crow.

"I am doing nothing wrong," Hawk said.

"You must return these young crows you are leading around."

"Why?"

"Because they are mine," Crow replied.

"To be sure, you laid the eggs," Hawk said, "but you went off and left them. There was no one to sit upon them and keep them warm. I came and sat upon the nest and hatched them. When they were hatched I fed them and now I am showing them how to find their own food. They are mine and I shall not return them to you."

"I shall take them back," Crow threatened.

"I shall not give them up. I have worked for them. Many days I went without food sitting there upon the eggs. In all that time you did not come near your nest. Why is it that now I have done all the work to hatch and raise them you want them back?”

Open-Ended Questions:

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

Denotation

What are some of your family traditions?

What is your family's relationship with the neighbors in your community?

What struggles has your family had to endure?

Reflection

What are some ways that your family is supported by others?

What are some changes you would like to see in your community?

What are the strengths you see in your family?

Kindness

How can you help other families in your community feel more comfortable?

If another family seems to be suffering, what could you do?

Self Confidence and Reflection Activity: Me in my Family

Purpose: A person’s place in their family can determine much about the structure of an individual’s life. In this activity, students will share with other classmates where they are in their family i.e. first born, second born and so on, or only child etc. They will also share one thing they value about their position and one thing that is challenging. 

Instructions: 

  1. In-person: Organize the class in a circle. Virtual: Decide on an order on your screen.

  2. Ask for a volunteer to go first and state their place in their family, one positive aspect, and one challenging aspect.

  3. Continue until all have participated.  

  4. Save questions for the end but encourage students to entertain their curiosities in a respectful manner. You can note questions on the board (or have participants put their questions in the chat) to review at the end.

Debriefing Questions:

  • Review some of the questions collected during the activity. 

  • What was something you learned from a classmate today that you found interesting?

  • Does anyone share some of the same likes and dislikes as others?  Elaborate. 

  • How does our place in our family help shape how we see and understand each other, our community, and the world?

Reinforcing Activity: Seven Generation Challenge

Objective: One of the pillars to peace for many cultures is a consideration of ancestry and legacy. Many Native American cultures look to a seven generational philosophy which asks the present generation to both remember deeply where they come from but also consider how their present actions will impact the generations after them up to seven. This is an example of cultural critical thinking.

For this exercise, students will begin a family tree and share the tree with the class. If in-person, they can even post it on a wall if the class has enough space. The act of sharing about one’s personal family is a way to build solidarity with family and relations.

Materials: Paper and Pencil for each student

Instructions: 

Introduce the concept of the family tree.  

  1. On a piece of paper, begin with the student. (While traditionally differences of gender were standard i.e. squares for males and circles for females, it is not necessary for the purpose of this activity to necessarily stick to that approach if the student is inclined to stray.  For instance, if a student or family member identifies other than binary, any other shape may be used to place that family member.)

  2. Add parents and extended family above. If multiple sheets of paper are needed to account for all the family members, the better.

  3. At the end of the session ask if any students would like to share their family trees.

  4. Don’t stop there!  Encourage and challenge students to take the project back to their families and see which students can illustrate seven generations (or more) of ancestry.

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 discovered and practiced ways that one person can make a difference. Through identifying situations of injustice and contributing to conversations we explored methods of respectful dialogue and supportive actions while reflecting on how it feels to be excluded and included. 

COME FULL CIRCLE- Open-Ended Questions

Write the word “altruism” on the board and ask students for examples of how service the community can contribute toward 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 helping others possible while also being challenging. 

  • How do our differences help make our classroom stronger? 

  • How/when does someone decide to help? 

  • What makes helping others difficult?

  • When do people decide not to help?

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

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