The World Starts With Me

Friendships & Relationships

Learning Objectives

In the previous two lessons, the focus has been on the changes young people go through, physically and emotionally, when they mature to become adults with their own responsibilities. Young people become more independent from their parents and need their own social network of peers and friends.

In this lesson, we will be focusing on friendships and relationships. In answering questions, students learn from their digital peers Hawi and Tesfaye on this theme. The main exercise is called Me 'n My World. This exercise invites students to make a map of their personal relationships with family and friends, characterizing these relationships. This exercise provides students with an understanding of the pleasure, intimacy and support they get from relations and friendships.

  • Students explore the social environment they live in and the influence of people close to them
  • Students gain an understanding of the issues involved in being an adolescent in relation to their friends and family
  • Students are encouraged to look for support

Learning Objectives

Students can:

Knowledge

  • Describe the influence of their own social environment (family, friends, other people) on their opinions and behaviour
  • Explain that all young people experience challenges and uncertainties during adolescence in their search for their own identity and autonomy
  • Explain that having friendships is important and needs negotiation in taking their own decisions
  • Describe the support friends can provide during adolescence
  • Describe the possible negative influence friends can have during adolescence
  • Explain the difference between sexuality, friendship and love with the opposite sex
  • List three situations that might be leading to sexual contact when they are together with someone of the opposite sex, and describe how to avoid such situations
  • Describe that most young people become less dependent on their parents during adolescence, and that experimentation and disagreement with boundaries set by the parents is part of that

Skills

  • Demonstrate how to negotiate with friends in taking their own decisions, without breaking off the friendship
  • Explain step by step how they would deal with any negative influence or pressure from peers
  • Demonstrate they can set boundaries for themselves and make these clear to peers, friends and parents
  • Demonstrate how to ask for support from peers, friends and parents

Attitude

  • Argue that other young people are dealing with the same autonomy issues, even if they look much more self-
    confident and mature
  • Value friendship and disapprove of bullying peers
  • Show awareness that friends can also have negative influences
  • Argue whether platonic friendship with someone of the opposite sex is possible or impossible in their opinion and respect other people who have friendship with someone of the opposite sex
  • Respect parents' instructions and value their positive intentions and respect the need of maintaining a mutual
    understanding between parents and children


    Computer, design and creative skills
  • Explain what the MS PowerPoint program can be used for, explain step by step how to start the program and how to create a document and save it to a personal folder
  • Demonstrate how to create, drag, change and position text boxes and objects in MS PowerPoint
  • Create a map in MS PowerPoint of their own relationships and their significance to themselves
Lesson Outline


Reflect

1. Warming up - Trust (5 mins)
2. Tesfaye and Hawi - Friendships & Relationships (30 mins)
3. Me 'n My World (45 mins)
4. Conclusion and homework (5 mins)

Reflect

Ask a few students to tell something about their reflection activities in the previous lesson.

Warming Up

Trust (5 mins)

Aim

In a physical way, students experience how to trust their friends

How

  • Students work in groups of four
  • They take turns to stand with three people behind one person
  • This person lets him/herself fall backwards
  • The other three must catch the person and NOT let him/her fall

    Tip
    A way to make sure someone does not fall is to stand quite close behind this person; do not let him/her fall far before catching. It is not easy to close your eyes, let yourself fall backwards and have trust. But if you do it and your friends catch you, it feels great! That is what it is like to know you can trust your friends.

Talk

Tesfaye and Hawi - Friendships & Relationships (30 mins)

Aims

  • Students understand the importance of friends as part of the process of becoming adults
  • Students understand their changing relationship with their parents or guardians
  • Students understand the influence of peers/friends on their behaviour and opinions

    How

Students read the dialog between Hawi and Tesfaye together in pairs. Students should address discussion points in the presentation together, before they continue with the presentation. The presentation covers the following topics:

  • The process of autonomy and its characteristics
  • The importance of friends
  • Testing boundaries and how to handle conflicts with parents
  • Influencing friends and being influenced by them
  • Peer pressure

Conclude with a group discussion, in which you emphasize that students have the right to take their own decisions.

Do

Me 'n My World on the computer (45 mins)



Aims
Students make a map of the people in their world to aiming to:

  • get a sense of the influences the people around them have on them
  • describe the kind of relationships they have and their significance to them

How

Step 1

As a reflection, the students write down the names of six people who play a significant role in their lives. Show the students the example to give them an idea what they are working towards. <See Examples>

Step 2

All students open the 'template-me-n-my-world-1' file in the MS PowerPoint program. Immediately save this file to the correct folder by giving it a new name: your own name, for example.

This can be done on paper if no computers are available.

Me 'n My World on paper (45 mins)




Provide each student with a sheet of paper to work on.

Step 1
The students follow the guidelines to fill their 'World'. <See Tools>

Tip

Depending on how familiar the students are with PowerPoint or how good they are at drawing, they can embellish and use their own flair to liven up their world. If they are not familiar with PowerPoint, they should stick closely to the guidelines.

Talk

Conclusion and homework (5 mins)
Conclude the session by discussing with the students what they have been doing. Talk with them and ask some of them to summarize what they have learned in making their personal 'Map'.

Homework
Instruct students that, before the next lesson, they should tell two significant people from their map something they discovered about them or about themselves in relation to them. They can write down their responses in their personal notebooks.

Tip

Possibly, students feel shy to do this. Remind them that they do not necessarily have to do or write something very intimate but that they can also say something nice to those people.

 

Tools, Games & Materials


Tip
Be sure to download the template to your desktop by right-clicking the mouse and select 'save target as'. Then select 'desktop' and save. Give the template the student's name.

  • Me 'n My World - Guidelines for PowerPoint

  • Me 'n My World - Guidelines for Paper

  • Create on paper tips

  • Websites


 

Guidelines for making Me 'n My World in PowerPoint



All students:

  • Open the file 'template-me-n-my-world-1' in PowerPoint
  • Save this file, with a new name (their own name), to the correct folder
  • Begin to fill the space to make a map of their world
  • Fill in their own name, bottom centre
  • Place their image in the middle of the file; to place an image, they select 'Insert', then 'picture', then choose the picture they want
  • Place about six figures around themselves to represent the six people they have named as being closest to them. The middle ring is for those closest to them and so on. The figures are the men and women on the left of the page. If they need more, they select one and copy, paste
  • Add a name under each person. They do so by dragging one of the boxes that says 'name' and then replace 'name' with the name of the person it refers to
  • Drag an arrow to connect them to this person as in a diagram: mother, brother, friend, etc.

    Tip
    Change the colour of the arrows by double-clicking on the arrow; then click on colour in the pop up box and choose another colour. Please do use one colour for all arrows.
  • Add a thought bubble to each person or group of people. They type in that bubble how they think those people see them, what they think of them as a person. Use the bubbles on the page and drag them to the person
  • Drag speech bubbles to themselves, person or group of people to explain in how they influence their lives and the way they live: what role do they play in their lives?

 

Examples include: breadwinner, love, role model, someone to talk to, to share problems, to have a laugh with, music, fashion, teaches me new words, influences my attitude towards the opposite sex, influences my attitude towards learning or school, influences my attitude towards your parents or grandparents and influences my future dreams.

Choose your own categories, but be as specific as possible. Although there is always more to say, you have to keep it short due to available space.

Tip
Tell students to save their work continually as they are working, so as to be sure they do not lose anything.

 

 

Guidelines for making Me 'n My Worldon paper



All students:

  1. Have a big sheet of paper to work on and are instructed as follows
  2. Place an image of yourself - a drawing or a picture - in the middle of the page
  3. Write your own name, bottom middle
  4. Draw two big circles around yourself
  5. Fill this space to make a 'map' of your world: place six figures around you to represent the six people you have named as being closest to you. The middle ring is for those who are closest to you and so on
  6. Write their names under each person
  7. Draw an arrow to connect you to this person like a diagram and write who they are: mother, brother, friend etc.
  8. Add a thought bubble for each person or group of people; write in this bubble how you think these people see you, what they think of you as a person
  9. Add a speech bubble to yourself and write about the person or group of people to explain how they influence your life and the way you live. What role do they play in your life?

Examples include: breadwinner, love, role model, someone to talk to, to share problems, to have a laugh with, music, fashion, teaches me new words, influences my attitude towards the opposite sex, influences my attitude towards learning or school, influences my attitude towards your parents or grandparents and influences my future dreams.

Choose your own categories, but be as specific as possible. Although there is always more to say, you have to keep it short due to available space.

Examples



4 - Friendships & Relationships

Me 'n My World



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derara


 

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