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Planning basics: five key questions





I. Background information

Introduction 1

Table of Contents 2

Planning Basics: Five Key Questions 3

Schedules and Materials 5

Camp Flyer 6

Application Form 7

Parental Consent/Permission Form 8

Discipline and Working With Children 9

Ice-Breakers 12

Team Building 13

Camp Olympics 15

The End: Evaluations 17

 

II. Lesson Plans

Civics Lesson Plans 18

Introduction to Civics and Democracy 19

Your Rights in a Democracy 20

Your Responsibilities in a Democracy 24

Leadership 26

Volunteering and Community Activism 30

Civics glossary 33

 

Environment Lesson Plans 34

Why Should I Care? 35

Environmental Awareness 40

Natural Resources 41

Water, Water Everywhere! 44

Litter 47

Environment glossary 48

 

Gender Equality Lesson Plans 51

Breaking Down Gender Stereotypes 52

Dating Violence 54

Human Trafficking 56

I Am More Than You See 58

Self-Esteem and Body Image 60

Gender Equality glossary 62

 

Healthy Lifestyles Lesson Plans 63

Health and Wellness 64

Nutrition 69

Smoking 72

No Call for Alcohol 75

Sexual Health 78

HIV/AIDS 81

Healthy Lifestyles glossary 85

 

Journalism Lesson Plans 86

Introduction to Newspaper Journalism 87

Introduction to Articles 88

What is an Article? 89

More Fun With the 5 Ws and the Inverted Pyramid 90

Writing Your First Article 91

Journalism glossary 92


Sample Camp Schedules

 

Feel free to modify or change these, depending on your needs, but remember a few important points:

· Moving students between large group activities and classes takes some time; allow a few minutes to get everyone in the same place.

· Remember that your classes might run over the allotted time if discussion gets interesting.

· Ukrainian kids are used to eating frequently and many of them will bring a snack; be sure to give them at least a small break mid-morning.

· If you schedule back-to-back classes, give students a five minute break in between. You don’t want to overwhelm them by switching gears too quickly, but you also don’t want them to lose concentration.

· Remember to schedule some time for explaining logistics and establishing rules on the first day of camp—this will help things run a lot more smoothly during the remainder of the week.

 


Half day

9:00-9:30 Students arrive; ice-breakers and warm-ups until everyone arrives

9:30-10:15 First class

10:15-10:30 Teambuilding games

10:30-11:15 Second class

11:15-11:45 Snack/break

11:45-12:30 Third class

12:30-14:00 Sports and games

14:00 Home

 

 

Full day

9:00-9:30 Students arrive; ice-breakers and warm-ups until everyone arrives

9:30-10:15 First class

10:15-11:15 Arts and crafts, teambuilding, or yoga

11:15-12:00 Second class

12:00-13:00 Sports and games

13:00-14:00 Lunch (at home or students can bring their own to camp)

14:15-15:00 Third class

15:00-16:00 Sports and games

16:00 Home

 


 

Materials/Supplies List

The following materials and supplies will be useful even for the smallest camp:


· folders/“papkas”

· A4 Paper

· pens/pencils

· markers/paints

· chalk

· flipchart paper/wallpaper

· nametags

· copies of handouts

· string, beads, and safety pins for friendship bracelets

· sports equipment (football, soccer ball, jump rope, volleyball)

· a camera and film

· old magazines or newspapers

· balloons/water balloons


 

If you need help paying for them, consider the following options:

-asking students to bring their own supplies from home

-asking your school or organization if they can spare extra supplies

-charging a small camp fee (15-20 UAH) to pay for supplies

-soliciting donations from local stores and businesses in your town

-asking your friends and family in the US to make small (unofficial) donations ($5-10)

-having a fundraising event in your community (a disco, dance, or concert) and charging admission or collecting donations from participants

-having a bake sale at your school or organization (remember those from Student Council?)

-having a raffle


Summer Camp 2005

 

For 5 days, students between the ages of 14-16 will take part in a summer camp that will include lessons on:

· Civics and Citizenship Skills (Leadership trainings, student projects, volunteerism)

· Healthy Lifestyles (nutrition, HIV prevention, anti smoking/drugs/alcohol education)

· Journalism

· Gender equality (stereotypes, dating, trafficking)

· Recreation (sports, arts and crafts, music)

 

For more information and/or an application, please see:_______________________________________

 

 

Літній табір 2005

 

Протягом 5 днів учні віком 14-16 років візьмуть участь у літньому таборі, який може включати:

· Розвиток громадянської свідомості (тренінги по лідерству, студентські компанії, заохочення волонтерства);

· Навчання здоровому способу життя (правильне харчування, запобігання ВІЛ/СНІД, профілактика згубних звичок, таких як паління, вживання наркотиків та алкоголю);

· Журналістику;

· Гендерну рівність (стереотипи, побачення, торгівля людьми);

· Відпочинок (спорт, мистецтво, музика).

 

Для отримання та/чи подання анкети звертайтесь будь-ласка до: _______________________________________


 

Activity – Short Phrases

There are many things that we can do to strengthen our interpersonal relationships yet the most effective involves the saying of just three words. When spoken or conveyed, especially to young people, they can change a negative relationship into a positive one. [When establishing the rules for your club, group, or camp, you may wish to do the following activity with participants.] Participants should take turns reading the following phrases and their descriptions.

 

I’LL BE THERE

If you have ever had to call a friend in the middle of the night, to take a sick child to hospital, or when your car has broken down some miles from home, you will know how good it feels to hear the phrase, “I’ll be there.” Being there for another person is the greatest gift we can give. When we are truly present for other people, important things happen to them and us. We are renewed in love and friendship. We are restored emotionally and spiritually. Being there is at the very core of civility.

I MISS YOU

This powerful affirmation tells others they are wanted, needed, desired and loved. Consider how ecstatic you feel, if you received an unexpected phone call from a friend just to say, “I miss you.”

I RESPECT YOU

Respect is another way of showing love. Respect conveys the feeling that another person is a true equal. If you talk to your children as if they were adults, you will strengthen the bonds and become close friends.

MAYBE YOU ARE RIGHT

This phrase is highly effective in stopping arguments. The other side to saying “maybe you are right” is the humility of admitting, “Maybe I am wrong.” When you have an argument with someone, all you do is confirm the other person’s point of view. Saying “maybe you’re right” can open the door to further explore the subject in which you may then have the opportunity to get your view across in a more rational manner.

 

PLEASE FORGIVE ME

Many broken relationships could be restored and healed if people would admit their mistakes and ask for forgiveness. All of us are vulnerable to faults, foibles, and failures. A person should never be ashamed to own up to the fact that he was wrong, which is saying, in other words, that he is wiser today than he was yesterday.

I THANK YOU

Gratitude is a wonderful form of courtesy. People who enjoy the companionship of good, close friends are those who don’t take daily courtesies for granted. They are quick to thank their friends for their many expressions of kindness. On the other hand, people whose circle of friends is severely constricted often do no have the attitude of gratitude.

YOU CAN DEPEND ON ME

A friend is one who walks in when others walk out. Loyalty is an essential ingredient for true friendship. Those that are rich in their relationships tend to be steady and true friends. When trouble comes, a good friend is there indicating “you can depend on me.”

LET ME HELP

A good friend sees a need and tries to fill it. When they spot a hurt, they do what they can to heal it. Without being asked, they pitch in and help.

I UNDERSTAND YOU

People become closer and enjoy each other more if they feel the other person accepts and understands them.

I LOVE YOU

These are perhaps the most important words that you can say. Telling someone that you truly love them satisfies a person’s deepest emotional needs: to belong, to feel appreciated and to be wanted. Your family, your friends and you all need to hear those three little words, “I love you.”

Ice-Breakers

 

Making students (and staff) feel comfortable on the first day of camp is essential for setting the tone for the rest of the week: camp will certainly be different from school, but should be structured nonetheless. It will also create an atmosphere of comfort that will allow more honest discussion of some of the “touchier” issues in the camp curriculum (HIV, self-esteem, sexual health).

 

Keep in mind that, even if you are working with students from only one school, they might not all know each other and they will obviously not know the Peace Corps Volunteers involved in camp. Additionally, they may be shy about speaking English around other students, or around native speakers, so your ice-breakers should include both communication activities and team building activities (see next page).

 

Ice-breakers

Two Truths and a Lie:

In a circle, ask each student to share three sentences about herself; two of these must be true and one should be a lie. The group tries to guess which is the lie.

 

Have You Ever/I Have Mail For:

Thegroup stands in a circle and each student marks her or his spot with a piece of chalk (or you can do this with a circle of chairs). The facilitator stands in the middle of the circle and explains the activity. The person in the middle must ask a question, e.g.. “Have you ever ridden a horse?” or another variation, “I have mail for anyone who has ever ridden a horse.” Those people who have ridden a horse must run to a now vacant spot in the circle. The person in the middle can only ask something that she or he has done, e.g. they must have ridden a horse. Students cannot run to the spot immediately to their right or left. (Sometimes kids can get excited and this can get a bit violent, so be careful).

 

Line up:

Students must line up in order of height, shortest to tallest, with eyes closed and without speaking (you might also want to use blindfolds, since kids like to cheat!). Variations of this game include lining up according to birthdays without speaking, and one game in which students must line up according to the size of an animal they have chosen. With the animal variation, only animal sounds are allowed.

 

True/False:

This game will help students get more comfortable speaking and thinking in English (this is important even for camps that are not explicitly TEFL-related). Divide the group into two teams and have each team make a single-file line. Place two chairs, one labeled “true” and one labeled “false” at the far end of the room/playing field. Explain the rules: when it’s your turn, a counselor will read/say a statement (for example, “the sky is red.”), and the idea is to run and sit in the chair that corresponds to the statement (in the example, of course, “false.”). Whoever sits in the correct chair first gains a point for her team. Make very clear to campers that there is to be no pushing or tripping, and that once someone is sitting in the chair, you may not push him out of it so you can sit down yourself; if you do any of these things, you will lose a point.

 

Name Games

Sudden Death:

The group sits/stands in a circle. Everyone starts by introducing themselves (names only). Then the facilitator says her name, and the person to the facilitator’s left should repeat the facilitator’s name and add his own. Each person should repeat the names of everyone else who’s come before him and add their own at the end. If someone forgets a name, they are “out.” Continue until you have a winner. Other, more advanced, variations include adding an object/animal/food that begins with the same letter as your name (for example, “My name is Linnea and I like lollypops.” “This is Linnea and she likes lollypops; my name is Margaret and I like mangos”).

 

Quick Thinking:

Make sure everyone knows each others’ names before you start. Divide participants into two teams and have them stand on either side of a blanket that two counselors hold up (make sure you can’t see through the blanket, and that heads or feet are not visible to the person on the other side). One person from each team should come forward to the blanket and when the counselors drop it, the first person to say the other person’s name gains a point for his team (or you can have the ‘losing’ person join the team of the ‘winning’ person). Play until one team reaches a certain number of points; or until all the players are on one team.

 

 

Team building

One of the purposes of camp is to get students used to working together in groups and supporting each other; additionally, if you build a sense of community with your campers, they are more likely to respect each other’s opinions during class discussion and activities. So, no matter if you have 10 campers or 50, you should always schedule some time for team building activities.

 

If you have enough students (and PCVs or Ukrainians to be team leaders), you can divide your campers into teams; this makes it easier for the staff to keep track of them. The first day of camp, team leaders should welcome their team members and help campers create a team name, symbol, and team cheer. Team cheers can be used every morning and then during the Camp Olympics, if you decide to have one.

 

The following list of team building activities can be used with groups of any size.

 

Trust Fall:

Participants form two lines facing each other, standing shoulder to shoulder. They stand in a “spotter’s” stance, one foot in front of the other, knees slightly bent. Forearms are held out, bent at elbow at waist level, alternating arms with the person across from them (like a zipper). Palms are facing up. Each person should reach the elbow of the person opposite of her or him. Arms should not be connected.

One participant will fall from a platform into the group’s arms (you can also do this on the ground). When falling backwards, feet are together, body stiff (to distribute weight evenly), and arms must be held tightly against her or his chest.

 

Lap Sit:

Participants begin in a circle, standing shoulder to shoulder. Participants turn right, so they are facing the back of the person in front of them. Next they should step in towards the center of the circle until everyone's toes touch the heels of the person standing in front of them. Hands should either be on the shoulders or waist of the person standing in front of them. On the count of three, everyone should slowly sit down on the knees of the person behind them.

*Safety: A domino fall is possible. If people feel that they may fall, they should stand up and the group can begin again. Variations include walking while sitting, or sitting with no hands.

Rain Dance

This activity stresses unity, and is therefore a good activity for last day of camp. All participants stand in a circle. A leader will explain that together, the campers can create their own rain storm. During this activity, everyone should remain completely silent. Each person is instructed to copy the actions of the person on her or his left side. The dance starts with the leader rubbing his hands together. As she or he begins, the action passes around the circle, each following the person next to her or him. When everyone is rubbing their hands together, the leader begins to snap her or his fingers. The action continues around the circle as before. Then the leader pats her or his thighs, then stomps her or his feet. After that, the actions are done in reverse order: stomping, patting, snapping, and rubbing, then stopping all action, until the circle is in silence once again.

 

River Crossing:

Objectives: Using the resources provided and handicaps designated (half of the group is blindfolded), the group must get from one side of the river to the other. The river is approximately 8 meters wide.

Materials: Chalk (or something to mark the shores of the river with). Moveable 1.5 x 1.5 ft. Squares (pieces of cardboard or baseball bases work well).

Safety: A “slighted” person must be paired with a blind person and assist him/her at all times. If you begin to fall and cannot catch yourself, it is better in the game to sacrifice yourself rather than falling and potentially injuring yourself and the person you are paired with.

Set-up: Your group is in the jungle trying to escape from a tribe of cannibalistic pygmies. You come across a raging river infested with man-eating creatures (have participants think of what creatures might be living in the river: anacondas, piranhas, the Swamp Thing, etc.). Fortunately, there are eight large rocks on the shore, which you can use to get your group across. The pygmies are close on your tail, so you have very little time. Unfortunately, along the way, half the group ate some poisonous berries, which have blinded them temporarily. The cure is on the other side of the river. Also, the current of the river is very strong, and if a foot is not on the rock, the rock will be washed away.

Rules: As the group crosses the river, an individual will get chomped by those evil river-dwelling creatures if his or her foot extends more than halfway off the rock. If a person gets chomped or falls in, the whole team must start again with time still running. Also, participants cannot slide the rocks across the river with their feet. Once placed, the rock can be moved only an individual picks it back up again with their hands. The team has 45 minutes to complete the task followed by a debriefing (see “questions for team challenge”).

 

Sherpa Walk:

Objective: Conduct a blind trust walk using a new language.

Materials: Blindfolds for all participants, obstacles to maneuver around (water basins)

Set up: Two team members are designated as “guides” for the rest of the group. The two members are shown the potential route selected by the trainer that includes a few obstacles to negotiate. The guides, off by themselves, are given three minutes to make up a language consisting of several words (the dialect isn’t very complex), which they will teach to the rest of their team. Using ONLY this language, they will guide the blindfolded team along the chosen route. Because locals would take offense if any other language were spoken, the team can ONLY speak the local language. The guides have three minutes to teach their team the language. After that, the team puts on their blindfolds and follows the guides.

Scenario: Your team is touring a foreign country when your bus breaks down. You can reach your destination after a short walk but first you must traverse the security zone of a militarily sensitive area. The natives are highly suspicious of foreigners. After a number of heated phone calls to the capital city, the authorities have agreed to let you cross the area instead of waiting several days for the bus to be repaired. However, they have set two conditions: Everyone in your group must wear blindfolds and speak only the local dialect while they are traversing the sensitive area.

Rules: Guides must stay in ONE spot while guiding the team through. Team members may not form a chain or touch any other team member or guide. If anyone touches an obstacle (the electrical fence around the zone), touches another team member, OR if a team member or guide uses a word from a language other than the local dialect, one person must go back and start again. Participants have 45 minutes to complete the team challenge, followed by a debriefing (see “questions for team challenge”).

 

Dizzy Bat

Five students from each team get in single line. When a counselor says “go” each student one at a time runs to a baseball bat (or similarly shaped item), taking the bat, pressing one end to his forehead with the other touching the ground, and spins around in a circle ten times. Counselors are near the spinning students to count each time the student circles the bat. After the student has finished his rotations he begins to run back to the starting line, stumbling and falling all the way. The first team with all five students successfully finishing the race is the winner.

 

Orange Pass Relay

Five students from each team separate themselves at opposite sides of a designated area: 3 at the starting line and 2 on the opposite side. When a counselor says, “go” one student places an orange underneath his chin, pressing it against their neck. Without using their hands or dropping the orange each student must walk to the opposite side of the designated area and pass it to the next teammate. If the orange is dropped at any time, the students must go to the spot where her began and start over. A team wins when all of its members have successfully finished the race.

 

Holly’s Human Bridge Race

All members of each team get in single file, touching the ground with both their hands and feet with their butts in the air. When a counselor says “go” the student at the far end of the line alternately climbs over and under his teammates until he is at the end of the line. After he has successfully reached the end of the line the next student begins to do the same thing. When every member has completed the race the team with the quickest time is the winner.

 

Longest Rope

Each team has five minutes to tie as many items that they are wearing or have on them together to create the longest rope. After time runs out the team with the longest rope wins.

 

Egg Toss

Two members from each team in a designated area stand across from each other. When a counselor says “throw” the student with an egg must toss the egg to his other partner without the egg breaking. If the egg breaks the team is out. After each successful toss and catch each students takes one step back and throws again. When only one pair is left, they are the winner.

 

One-legged Wrestling

Two members from each team participate in the tournament. Within a designated area two students place their hands behind their back and stand on one leg. When a counselor says, “go” each student must attempt to knock the other of balance. When one student falls, puts his leg down, or uses his hands the other student is the winner. Each student must win 2 out of 3 times. The tournament continues until only one student is left: she is the winner.

 

Balloon Distance Blow

One member from each team is given a balloon. Each student can blow three times to send the balloon as far as possible. The student with the furthest distance wins.

 

Wheel barrel Race

Six members of each group separate themselves on separate sides of a designated area. One student stands and holds the feet of the other while the other student supports himself with his hands. When a counselor say “go” each pair must run to the other side. The next pair runs to the other side, and when each pair of a team is finished the race is over. The team with the fastest time wins.

 

Tug o’War

Each member of two teams stands in single file on either side of a rope. Each team grips the rope. When a counselor says, “pull”, each team attempts to drag the other team past a designated spot in the middle of the field. The team that succeeds wins. After all teams have competed, the last team is the winner of the contestant.

 

Dance Marathon

Each member of each team stands in a designated area. When music begins all students must dance as creatively as possible. After a brief “grace period”, counselors should begin wandering through the crowd and eliminating students who aren’t as creative as the others. Each song should be completely different than the preceding one. When there are only ten students remaining, a dance off begins. The music is started again and while the music is playing each student must demonstrate to the counselors, who are judging and awarding points from 1 – 10 to each student, their creative dancing abilities. After the music stops, Counselors tally their points, and the student with the most points wins.

 

Other ideas from the Camp Big Bang Manual:

[Field day competitions included]: Frisbee toss (for both distance and precision), 3-legged race, wheelbarrow race, water balloon toss, soccer penalty kicks, tug of war, and a scavenger hunt. Some of these competitions were held simultaneously so that more kids could be involved. The scavenger hunt was held throughout the competition so those who were not participating in the individual competitions could help with this. The scavenger hunt included: bug repellent, a volunteer’s nametag, a written poem about a volunteer, a proposal of marriage to a volunteer, dressing someone up as an animal, find a volunteer’s mom whose name is …., find a volunteer who has lived in 4 countries, etc. This competition served perfectly as a last day event. It was an excellent way for students and volunteers to run around once more.


Evaluations

 

A camp evaluation is a good way to see in which areas your camp has succeeded, and how it could be improved for next year. Depending on the size and complexity of your camp, you will want to include different questions, but following is an example to give you some ideas.

 

 

Camp 2005

END OF CAMP EVALUATION

1. What was your favorite session/activity during camp and why?

 

2. If you could change anything about camp, what would it be and why?

 

3. What is the most important or interesting thing you learned?

 

4. What is the least interesting?

 

5. How did you feel about the level of English?

a. No problem b. Sometimes difficult c. Very difficult

 

6. Do you think this camp should be in Ukrainian/Russian? Why or why not?

 

7. Please tell us your honest opinion about camp: rate it from 1-10 (10 is the best; 1 is the worst). Why?

 

8. Other comments or suggestions.

 

 


 

Civics

 

In recent years, the Ukrainian government has expressed its commitment to building a democratic, transparent, civil society; however, the government cannot hope to accomplish such a huge feat without support from its citizens. Building a democracy requires the involvement of citizens who are educated about their government and how they can take an active role in improving it.

 

In this series of lessons, students will examine their role in Ukraine’s emerging democracy. Since issues of citizenship and civic awareness are so new to many Ukrainians, this unit begins with a basic introduction (Lesson #1: Introduction to Civics and Democracy), and moves on to address the balance between the rights students have according to the Ukrainian constitution (Lesson #2: Your Rights in a Democracy) and the responsibilities they hold for ensuring that future generations enjoy the same rights they do nowadays (Lesson #3: Your Responsibilities in a Democracy). The last two lessons (Lesson #4: Leadership and Lesson #5: Volunteering and Community Activism) focus on how students themselves can take action to improve their communities by leading their peers and using advocacy strategies in community development.

 


Lesson #4: Leadership

 

I. Objectives: Students will define leadership and why it is important in a democratic civil society. They will examine qualities of a good leader, and will assess how groups can work together more effectively to accomplish their common goals.

 

II. Materials:

6. Blank flipchart or A4 paper

7. “Group Interaction Play” script (for six students)

8. “Group Interaction Play” handout (for each student)

 

III. Procedure:

1. Introduction: What is leadership?

· Have students individually complete the sentence: “Leadership is…” Then share with them this quote: “Leadership is the process of persuasion and example by which an individual induces a group to take action that is in accord with the leader’s purposes or shared purposes by all.” – John W. Gardner (you might need to paraphrase for younger/less advanced students. Be sure to check for comprehension!)

 

2. Why are good leaders important?

· As we discussed in the previous lesson, the government can’t do everything in a democracy—we have responsibilities, too. One of the most important responsibilities of a citizen in a democracy is to be willing to make changes in your own community. But no project is productive if it doesn’t have a leader involved.

· Being a leader doesn’t mean you boss everyone around and tell them what to do while you have a coffee in your office—it means helping people use their talents and strengths in order to accomplish something you all think is important.

 

3. What is a good leader?

· In groups, students should make a list of as many characteristics of a good leader as they can think of. Why is each of these things important? Are there any characteristics of a bad leader?

 

4. Who is a good leader?

· You, of course! In a democracy, everyone (even kids!) can pitch in and improve things. The following exercise will show you how you are a leader (students should work individually).

· On a blank sheet of paper, draw yourself while abstractly completing the following instructions (again, check for comprehension while reading these directions to students).

­ Begin by drawing a simple representation of yourself.

­ Draw an object in your hand that represents you.

­ Where have your feet taken you?

­ Where do you want your feet to take you?

­ What makes you really want to listen?

­ What can you see in yourself that others cannot?

­ What is something that others usually see about you?

­ Where is the most peaceful place for you to be?

­ What is your heart set on?

· Now, show and discuss pictures in small groups. First, the object you drew in your hand:

­ What is the object in your hand?

­ Why is it important?

­ Why does it represent you?

­ What relevance does it have to your past or future?

­ Are there any similarities in your group’s objects?

· Next, the other questions:

­ Where are your feet taking you?

­ What can you see in yourself that others cannot?

­ What is something others usually see?

­ What do you have your heart set on?

­ Are there any group similarities?

 

5. What does a good leader do?

· Hand out copies of the “group interaction play” scenario to six students. They should read it as a role-play for their classmates and then everyone should complete the exercise that follows and discuss.


PART TWO: Roles in a Group

Takes notes about the characteristics of each role that comes out when people work as a group. What does each role mean to you? Who do you think filled each role in the play?

 

Leader

 

Harmonizer

 

Blocker

 

 

Follower

 


Civics Glossary

English Ukrainian Russian
advocacy за=хист защи=та
advocate (v) захища=ти защища=ть
ally сою=зник сою=зник
assemble збира=тися собира=ться
attain досяга=ти достига=ть
behavior поведі=нка поведе=ние
capital столи=ця столи=ца
censor (v)   подверга=ть цензу=ре
citizen громадя=нин, громадя=нка гражда=нин, гражда=нка
civics громадя=нська спра=ва гражда=нское де=ло
civil громадя=нський гражда=нский
community грома=дa населе=ние
congress конгре=с конгре=сс
could міг/ могла= би мог/ могла= бы
country краї=на страна=
democracy демокра=тія, народова=ддя демокра=тия, народовла=стие
dilemma диле=ма диле=мма
effective ефекти=вний эффекти=вный
evaluate оці=нювати оце=нивать
government у=ряд прави=тельство
ideal (n) ідеа=л идеа=л
ideally ідеа=льно идеа=льно
inalienable невід'є=мний неотъе=млемый
individual (n) осо=ба, індиві=д лицо=, индиви=д
interact (v) взаємоді=яти взаимоде=йствовать
inviolable непору=шний неруди=мый
leader керівни=к, лі=дер руководи=тель, ли=дер
leadership керівни=цтво руково=дство
law зако=н зако=н
lobby (v) агітува=ти, лобіюва=ти агити=ровать, лоббирова=ть
parliament парла=мент парла=мент
president президе=нт президе=нт
prime minister прем’є=р-міні=стр премье=р-мини=стр
responsibility відповіда=льність отве=тственность
revenue прибу=ток дохо=д
rights права= права=
search шука=ти иска=ть
seize захопи=ти, конфіскува=ти захвати=ть, конфискова=ть
should (I should) мені= тре=ба мне на=до
society суспі=льство о=бщество
volunteer доброві=льно щось роби=ти,(v) пропонував=ти свою= допомо=гу(v), доброво=лець (n) доброво=льно что-то де=лать,(v) предлага=ть свою= помо=щь(v), доброво=лец (n)


The Environment

All over the world young people enjoy the beauty and tranquility of nature. Especially in Ukraine, young people walk, run, swim, ski, sled, and play sports in natural areas such as forests and mountains as well as near lakes and rivers. However, our environment is not guaranteed. It is a gift that we need to preserve in order for it to exist in the future. Often, large companies and factories hurt our environment by abusing laws and practices that were created to protect nature. However, individuals also have an effect on the environment. Even one person can have an effect. That means that you can hurt or protect your natural environment by your actions. One person can make a difference and that difference can be as small as not throwing trash on the ground or as big as organizing citizens from all over a region to clean up trash and bring their surroundings back to a natural state.

 

Students should be encouraged to think about how they personally relate to the environment—do they protect the environment, or take it for granted? Additionally, you can use this section to reinforce concepts of leadership by sharing with students the following (from the Lviv Youth Employment Center’s Youth Leadership Program training manual): “A leader is someone who takes action. When speaking about the environment, that means a leader is someone who sets a good example. An environmental leader is someone who takes out of nature whatever he or she brings in. That means at a shashlik or picnic, picking up all your trash and bringing it with you, not leaving it behind or trying to burn it. (*Remember: plastic and glass do not burn. By putting these types of materials on your campfire, you release dangerous chemicals into the environment—and into your lungs, if you breathe the smoke!. Also, because these items do not break down, you inevitably leave trash behind if you try to leave them on the fire.) An environmental leader might do more. He or she might want to organize others in environmental activities such as trash clean-up days or speaking to children about their environmental responsibilities. By teaching one another that we have responsibilities to keep nature clean and pure, then we are all environmental leaders.”

 

This section begins by establishing a sense of personal responsibility in dealing with environmental issues (Lesson #1: Why Should I Care? Taking Responsibility for the Environment). It encourages students to see the environment as a group of specific places that have given them the gifts of peace and serenity, and then helps them to examine these places more thoroughly and consciously (Lesson #2: Environmental Awareness). Once students are more consciously aware of the resources that make up their environment (Lesson #3: Natural Resources), they learn about important natural resources (Lesson #4: Water. Water Everywhere) and how pollution and litter can damage those resources (Lesson #5: Litter).


The Eco-Quiz

How much do you know about the environment? Take the quiz below to test your knowledge:

(Source: Peace Corps’ Ukraine Training Materials for Environmental Program)

 

1. When is Earth Day?

· January

· April

· September

 

2. Name three ways to harm the environment.

1.

2.

3.

 

3. How much garbage does the average person dispose of in a day?

· 1 kilogram

· 2 kilograms

· 3 kilograms

 

4. Which types of countries use more energy and resources?

· Developed (like the USA)

· Developing (like Ukraine)

 

5. What is the most environmentally damaging activity of humans on earth?

· Agriculture

· Industrialization

· Population Growth

 

6. True or False: we are using resources faster than the earth can create them.

 

7. How much of the electricity produced in Ukraine is atomic or nuclear?

· 20%

· 40%

· 80%

 

8. What is Ukraine’s main source of energy?

· Oil

· Coal

· Gas

 

9. What are Ukraine’s principal natural resources?

 

 

10. What are Ukraine’s principal crops?

 

 

11. How much of the earth’s surface is covered by water?

· 30%

· 50%

· 70%

· 90%

 

12. What percent of the earth’s water source is fresh water?

· 25%

· 10%

· 3%


13. How many classified species exist today?

· 1 million

· 1.4 million

· 1.5 million

 

14. How many of all species are considered threatened?

· 1/10

· 1/4

· 1/2

 

15. What is the main cause of species extinction?

· Hunting

· Natural Disaster

· Destruction of the habitat

 

16. Name three endangered species.

1.

2.

3.

 

17. How much of tropical rain forests on earth have been destroyed?

· 1/2

· 1/3

· 1/4

 

18. Why are trees important to humans and other living things?

 

 

19. When did the Chernobyl accident occur?

 

20. How many people were directly killed by the accident?

 

21. How much does the Ukrainian government spend annually dealing with Chernobyl?

· 1% of the budget

· 10% of the budget

· half of the budget

 

22. How many people visit the Black Sea’s coast every year?

· 20 million

· 40 million

· 50 million

· 60 million

 

23. What is the average depth of the Black Sea?

· 1250 meters

· 1500 meters

· 2000 meters

 

24. How much of the water in the Black Sea is dead (no oxygen) from natural causes?

· 30%

· 60%

· 90%

 

25. How many kinds of fish can a fisherman catch from the Black Sea today?

· 5

· 10

· 20


Answers to Eco-Quiz:

1. April 22nd

2. Answers may vary; for example: cutting forests, digging out minerals, eroding the earth, creating dangerous waste, destroying natural areas, polluting the air and water

3. 2 kilograms per day

4. Developed nations: a person in a developed country uses in 6 months the resources that last a person in a developing country a lifetime.

5. Agriculture

6. True

7. 40%

8. Coal

9. Coal, iron, manganese, natural gas and oil

10. Grain, sugar beets, sunflower seeds, vegetables, meat and milk

11. 70%

12. 3%

13. 1.4 million: this amount is thought to be no more than 10% of all species

14. ¼

15. Destruction of habitat

16. Answers may vary; for example: whooping crane, snow leopard, giant panda, gray bat, humpback whale, tiger, rhino, hippopotamus, seal

17. ½

18. They convert carbon dioxide (CO2) in the air into oxygen (O2), which our bodies need

19. 26 April 1986

20. 31 people

21. 10% of the budget

22. 40 million

23. 1250 meters

24. 90%

25. 5 (and they are mostly small fish)


Lesson #2: Dating Violence

 

I. Objective: Students will explore how limiting oneself according to gender roles/stereotypes in Ukraine can lead to unhealthy living, including violence.

 

II. Materials:

1. Role cards (for activity 3)

2. Student-generated flipcharts (“Act like a man” and “Be ladylike”) from yesterday’s lesson (on the wall)

3. Blank flipchart paper

 

III. Procedure:

1. Warm up/review:

· Ask students to summarize yesterday’s discussion.

· Write the words “gender” and “violence” at the top of a flipchart. Check for comprehension and explain if necessary. Then ask students to brainstorm if or how these words are connected…do they have anything to do with each other?

 

2. Dating violence:

· Tell students this part of the lesson asks them to put into practice what they have discussed so far about gender stereotypes, in order to see how rigid gender roles are not only limiting, but also dangerous. Pose the following situation: Zhenya and Olya are going on a date. They have been out a few times before, and they really like each other. One night they go to a café with their friends, and then to the park. Zhenya wants to have sex, but Olya doesn’t want to. Ask your students the following questions:

· If these two people really believe in the gender stereotypes we talked about yesterday, what will happen? (he will force himself on her, she won’t say anything, etc.—point out specific qualities from the list the student created in the previous lesson that will influence Olya and Zhenya’s behavior.)

· What’s the worst thing that could happen between them? (violence or date rape)

· Can you think of other situations where trying to conform to stereotypes would be unhealthy? (boys starting to smoke at a young age; a girl developing an eating disorder to stay thin)

· What conclusions can you draw about gender stereotypes and violence?

3. Role plays:

· Explain to students that they have created a clear picture of the gender roles present in Ukraine, and now they will have the chance to see what happens when we actually try to live them.

· Split the class into boy-girl pairs, and distribute the following role-cards:

­ Situation 1: a dating couple in school. HE: wants them to see a certain film together on Friday night. SHE: has already made plans for Friday night with her friends.

­ Situation 2: a male boss and a female secretary. HE: gives her a raise, but then expects her to go on a date with him SHE: feels she deserves the raise because of her work, and does not want to date the boss.

­ Situation 3: a crowded bus in Kyiv. HE: is attracted to her and won’t take no for an answer. SHE: is not interested, but she cannot get off the bus.

­ Situation 4: a stay-at-home mom and a working dad. HE: is angry because dinner is not ready when he comes home from work. SHE: would like more help around the house, but has always been taught that this is “woman’s work.”

­ Situation 5: an 11th former talking to her parents about her future. SHE: wants to become an engineer. THEY: want her to do something more “ladylike,” like teaching.

· Give students the following directions: each pair is to create two dialogues. In the first one, they must only behave according to the stereotypes we have outlined as a class—they cannot behave the way they really would in this situation. In the second one, they are allowed to say whatever they want, and should work to solve the conflict. Explain that the role-plays will probably be pretty funny (this is good: the funnier they are, the more kids tend to realize that gender stereotypes are pretty ridiculous!)

· After giving the groups some time to prepare, have each pair present its two role-plays back-to-back, (stereotypical behavior first). After each presentation, you can facilitate a quick discussion about some of the following questions:

­ What is each person experiencing in this situation?

­ What stereotypical attitudes are they acting out? (have students point them out from the flipcharts)

­ To the actors: how does it feel to be in this situation?

­ To the audience: What suggestions can you offer for them to relate better?

 

4. Wrap-up:

· Ask students to summarize what they have learned about gender roles in Ukraine, and answer any questions they might have.

· Remind students that each one of them is much bigger and more real than the tiny gender-stereotype boxes on the flipcharts, and that they have the right and the power to choose what they will be.


Lesson #3: Human Trafficking

 

I. Objective: Students will be aware that trafficking of women in Ukraine is a problem, and that it most often occurs when women seek work abroad under dubious circumstances. They will be able to list the causes of trafficking of women; identify vocabulary associated with trafficking of women, and evaluate one woman’s problem and create solutions.

II. Materials:

1. Copies of strip story “Nadia’s story”

2. Flipchart paper

 

III. Procedure:

1. Warm up: Discussion

Ask students how many of them know a woman who works, or has worked, abroad? What does she do? Do they know anyone who has been sold into slavery? They might—even if they’re not aware of it. Since 1991, half a million Ukrainian women have been trafficked to destinations in Western Europe and the Middle East.

 

2. Introduction of new material:

· Introduce new vocabulary:


Trafficking of women

Financial

Correspondence

To threaten

To harass

Pimp

Phenomenon

“live commodities”

Exploitation/to exploit

Prosecution

Legislation


 

· Give basic information on the problem of trafficking of women in Ukraine:

­ Trafficking is not prostitution. Women think they’re being offered a real job in another country, but are then forced to work as sex slaves when they arrive.

­ Women targeted are usually between 12-30 years old.

­ Men are also trafficked, though they are trafficked more for forced labor than sexual servitude.

­ Ukraine has anti-trafficking laws, but they are seldom enforced.

­ Ukrainian men are also trafficked for manual labor to Europe and Turkey.

­ In 1998 there were 5,500,000 women between 12-30 in Ukraine; since 1991, 400,000 of them have been trafficked out of Ukraine.

­ Human trafficking isn’t only conducted by men—many times, they will work with a woman. So just because a woman offers you a job abroad (and not a man), don’t assume it’s safe!

­ Being trafficked is illegal and also goes against a person’s human rights.

 

3. Group brainstorming/discussion:

· Ask students the following questions: Why do women want to leave Ukraine? Why do they accept work from employers they don’t know a lot about? Why do they end up getting trafficked?

· Write students’ ideas on a flipchart as you go along; then you can add a few.

· Answers may include:

­ Lack of information: many women don’t even know this is a problem.

­ Domestic violence—they need to get out of an abusive relationship and don’t think they will be able to support themselves in Ukraine, so they look for a job in another country.

­ Difficult economic situation in Ukraine: women want to get out and make enough money abroad to support their families.

­ Low self-esteem

 

4. Nadia’s Story:

· Hand out copies of strip story “Nadia’s story.” Students work in pairs/groups and put the events of the story in the correct order (see next page).

· Discussion: where did Nadia go wrong? What are some safety precautions she could have taken? What are some things you can do if you are offered a job in another country.

­ Contact a women’s organization for information on employers abroad

­ Learn the country’s language/buy a dictionary

­ Obtain contact information for the employer. Contact them before you leave Ukraine.

­ Make copies of your passport and keep them with you

­ Contact the Ukrainian embassy in the country you are/will be working in

­ Ask questions about your new job. If the answers feel vague or “not right,” don’t go!

 

5. Application: Using new vocabulary and safety precautions discussed in class, rewrite Nadia’s story so she is not trafficked.

 

 

Nadia’s story:

 

 

Gender Equality Glossary

 

English Ukrainian Russian
body image і=мідж ті=ла, уя=ва про своє= ті=ло и=мидж те=ла, представле=ние о свое=м те=ле
choice ви=бір вы=бор
date rape зґвалтува=ння під час поба=чення изнаси=лование во вре=мя свида=ния
decision рі=шення реше=ние
difference різни=ця разли=чие
domestic violence дома=шнє наси=льство дома=шнеe наси=лие
exploit (v) експлуатував=ти эксплуати=ровать
feminine жіно=чий же=нский
gender ге=ндер, стать ге=ндер, пол
gender equality стате=ва рі=вність ра=венство по=лов
gender issues ге=ндерне пита=ння, пита=ння статті= ге=ндерный вопро=с
harass переслі=дувати, цькува=ти пресле=довать, изводи=ть
human rights права= люди=ни, лю=дські права= права= челове=ка, челове=ческие права=
human trafficking торгі=вля людьми= торго=вля людьми=
humble скро=мний скро=мный
humility скро=мність скро=мность
influence вплива=ти (v), вплив (n) влияя=ть (v), влия=ние (n)
judge су=джувати осужда=ть
masculine чолові=чий мужской
pressure ти=снути (v), тиск (n) дави=ть (v), давле=ние (n)
prostitution проститу=ція проститу=ция
rape гвалтува=ти наси=ловать
risk ризикува=ти (v), ризик (n) рискова=ть (v), риск (n)
role model при=клад, зразо=к поведі=нки приме=р, образе=ц поведе=ния
self-esteem самопова=га самоуважа=ние
self-image вла=сна уя=ва про се=бе, уя=влення про се=бе со=бственное представле=ние о себе=
sex slaves раби= се=ксу, сексуа=льні раби= рабы= се=ксу, сексуа=льные рабы==
similarity поді=бність, схо=жість схо=дство
stereotype стереоти=п стереоти=п
threaten погро=жувати угрожа=ть
violence наси=льство наси=лие

 


 

Healthy Lifestyles

Most of the time, we take our bodies for granted: we go about our day and never think about all the work our bodies have to do. But while we are eating and drinking, doing our jobs or going to school, walking around and climbing stairs, our bodies have to keep us free from disease and illness and supply us with energy.

 

There are all kinds of health fads or crazes advertised today, and it seems everyone has a different opinion about what is good for your body and what’s not. Living a healthy lifestyle isn’t about following fad diets or running 30 km a day; it’s about knowing what feels right for your own body and listening to what it tells you. This includes paying attention not only to your physical health, but also to your mental and emotional health, as well—stress and depression can be just as dangerous (especially to teenagers) as heart disease or alcohol abuse.

 

This section begins by establishing a group definition of “being healthy”(Lesson #1: Health and Wellness), and asks students to examine their own health with regard to a number of different factors. Then, each of those factors is examined in more details during the subsequent lessons (Lesson #2: Nutrition, Lesson #3: Smoking, and Lesson #4: No Call for Alcohol). Once an atmosphere of trust has been established among campers, the group can tackle the more sensitive lessons in this unit: Lesson #5: Sexual Health (and the optional Lesson #6: HIV/AIDS).


How Healthy Are You?

RATE YOURSELF

 

Although a majority of us recognize the importance of healthy behaviors, we are often negligent in maintaining a healthy lifestyle. Rate your health status in each of the following dimensions by circling the number that best describes you.

Somewhat Somewhat Very

Unhealthy Unhealthy Healthy Healthy

 

Physical Health 1 2 3 4

Social Health 1 2 3 4

Emotional Health 1 2 3 4

Environmental Health 1 2 3 4

Spiritual Health 1 2 3 4

Mental Health 1 2 3 4

 

Now answer the following set of questions regarding each dimension of health. Indicate how often you think the statements describe you. At the end, compare your answers to w







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