Teaching Sequence

Work through this resource material in the following sequence:

15 minutes – Part A: The Rebellious Spirit
20+ minutes – Part B: Impossible Goals
45+ minutes – Part C: Time For Dreaming
10 minutes – Reflection

Part A: The Rebellious Spirit

Step 1.

On the board, write the word ‘Rebel’. Invite students to share what they know about being a ‘rebel’ and what it means to be a rebel. Write up their answers in a mind-map.

You could use a digital tool like mindmeister and students could add in their own responses using devices.

Step 2.

Show students this definition from Collins Dictionary:

“You can say that someone is a rebel if you think that they behave differently from other people and have rejected the values of society or of their parents.”

Invite students to consider if this definition matches the ideas the class came up with.

Step 3.

If students don’t already know about AIME, use the teacher notes to introduce them to the organisation. Then explain that one of the AIME values is ‘rebelliousness’.

Play this video:

AIME Rebelliousness highlights (https://www.youtube.com/watch?v=MhWMcbAk4NU&feature=youtu.be)

Step 4.

Distribute the Student Worksheet and invite students to complete a THINK PAIR SHARE on these questions:

Why might a mentoring organisation choose to have ‘rebelliousness’ as a value?
What does it say about them?

Step 5.

Play this video:

RECLAIMED - AD v001 (https://vimeo.com/362720776)

Invite students to write down what they saw in the video that demonstrated the value of ‘rebelliousness’. Then have them share their ideas with the class.

Suggested answers:

Graffiti, hip hop music, rubble and dirt movers - set the scene of destruction, hair - dreadlocks are considered rebellious by some parts of society, theme of video is protesting against fast fashion.

If students don’t pick this up themselves, ask them what positive value was portrayed in the video?
Suggested answer: recycling and reclaiming old clothes.
Note: Perhaps the image of the dirt mover and rubble were actually about rebuilding or making the best of what exists.

Step 6.

Ask students to discuss in small groups or as a class:

Do rebels always fight against something or can they fight for something good?
Is ‘rejecting the values of society or your parents’ always a bad thing? (Think back to the Collins Dictionary definition of ‘rebel’.)

Extension opportunity: Students could write two paragraphs on the above questions.

Step 7.

Invite students to consider the target audience of this video. Did it appeal to them? Would it equally appeal to their parents, grandparents or certain teachers? Lead a short discussion.

Note: Encourage students to accept that ideas and texts will be interpreted differently by different people, depending on their values and background. Ensure students feel safe to express differing views on the video or the topics in this lesson.

Part B: Impossible Goals

Step 1.

Play this video:

EPISODE07IMPOSSIBLEGOALSINTROV005 (https://vimeo.com/223405177)

Direct students to the summary of ‘brave goals’ on the Student Worksheet and explain that ‘brave goals’ is another one of AIME’s core values.

BRAVE Goals:

Big
Risky
Absolute
Visionary
Endless

Step 2.

Ask students to complete another THINK PAIR SHARE this time asking:

Why might a mentoring organisation choose to have ‘brave goals’ as a value?
Do you prefer the idea of SMART goals or BRAVE goals? Why?

Step 3.

Divide students into five small groups and allocate the groups a space or table around the room. Provide them with some butchers paper and markers.

Allocate each group ONE category each from:

Big
Risky
Absolute
Visionary
Endless

Explain to students that it is their job to define these words in the context of setting ‘impossible goals’ and being a ‘rebel’. They should come up with a sentence that they can present to the class so that everyone understands what BRAVE goals really look like.

Give them 5-10 minutes to complete this task.

Step 4.

At the end of the working time, invite each group to present their definition of their assigned word and ensure that they tie into the concepts of ‘impossible goals’ and being a ‘rebel’. If not, ask questions to stretch their thinking and help them edit their definition until they have something that fits the brief.

You might like to also invite students from other groups to provide positive and constructive feedback and offer suggestions.

Step 5 (optional).

Create a whole class poster (or a series of them) with each of the definitions listed and pin them around the classroom.

Part C: Time For Dreaming

Step 1.

Tell students that they will now read an example of a brave goal. It is in the form of a ‘declaration’ to Australian political leaders. Display or provide printed copies of The Imagination Declaration of the Youth Forum read at Garma 2019 so students can read together, or along with you.

Allow students an opportunity to share their thoughts on the declaration. You could use these questions to prompt the discussion:

What is the challenge being addressed by the declaration?
What is the main vision of the writers?
Do you notice any rebelliousness or brave goals in this text?
Why do you think the writers proposed an ‘imagination agenda’? What would that look like?

Step 2.

Invite students to consider a social or environmental challenge that is of interest to them personally. Students could choose to work individually, in pairs or in small groups. You might even like to facilitate this activity as a whole class brainstorm.

Have students write their challenge topic in the centre of another blank piece of butchers paper.

Note: If you’re really brave (and have consulted with your principal) you can set up the brainstorming area as a graffiti wall with water-based paint, markers and brushes. Don’t forget to put down some drop sheets and encourage students to wear art smocks or old clothing. Safety first: It is not recommended to use spray paint with this age group.

Step 3.

Explain to students that they will need to come up with a BRAVE goal that feels both ‘impossible’ and ‘rebellious’ and that would create an amazing positive shift in their world. Explain that this task is an opportunity for them to dream big and flip the script.

Step 4.

Allow students to work on this task for 20-40 minutes, explaining that at the end they will need to submit or present their idea. They should try to include the principle of ‘yes… and…’, meaning not shutting down each other’s ideas, but celebrating and building on them.

If you’re working as a whole group, perhaps you could create a collaborative document, class mural, series of posters or a project plan.

Step 5.

Thank students for their efforts and congratulate them on their brave, rebellious goals. Introduce the following writing task (also on the Student Worksheet):

Write 500-800 words on one of the following topics:

I think our goal could actually work because…
Some people won’t like our goal because… but I don’t care what they think because…
If we pulled off our goal, the world would...
Being a rebel is more than just being disobedient.
Courage is being willing to break the mould.

Reflection

Invite students to complete the following on their Student Worksheets:

Before this lesson, I thought being a rebel was...
Now I think…
Before this lesson, I thought goals were supposed to be…
Now I think…
If I take one thing forward with me from this lesson, it will be…

Differentiated Learning

Extension - Students might like to turn their BRAVE goals into a project plan and maybe even implement it. Support students to break their idea into smaller, achievable steps. You might even want to help them launch their project through action and maybe even gain backing from the school or local council.

Provisions for Learning Support -

Some students might struggle with larger issues. Give them something more personal or relevant to their lives to work on as an issue - such as updating the school uniform or building an all-access (disability friendly) playground in the local park.
Some students may find it challenging to write 500-800 words. You could allow them to write fewer words, work with a partner or group on a collaborative writing task, or allow them to create a video or audio recording of them explaining their ideas.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

IMAGI-NATION{TV} - Rebel Dreaming

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