Chapter 7

Trading Perspectives
and Solutions

2005 University of Notre Dame, Robinson Community Learning Center

Introduction: Grades 3-4 Chapter 7

Grades 3-4

Chapter 7 Trading Perspectives and Solutions

Trading Perspectives and Solutions

We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the
tapestry are equal in value no matter what their color.
~Maya Angelou~
Chapter Goal(s)
To teach students the importance and impact of understanding another persons point
of view in a conflict
To teach them the skills for discussing and negotiating needs non-violently
Vocabulary
Take Ten - Talk it out, Walk it out, Wait it out!
Perspective A persons point of view
Trading perspectives - Looking at a conflict from another persons point of view
Description
Many of us have looked at the optical illusion of the old woman and the young woman. How
many see only the old woman, how many see the young woman and how many can see both?
Who is right? Are we all wrong? No. We can all look at the same thing but see different
things. Conflict affects each of us differently; we analyze and interpret a conflict through our
own points of view and there is no set list of reactions that we have to display in a conflict. It is
important to remember that we each have our own individual reactions.
This chapter provides students with the opportunities to learn and practice the following
techniques:
trading perspectives - examining a situation from different perspectives;
analyzing conflicts in their own lives from another persons perspective;
moving the focus from the problem to possible solutions;
asking the other person what he or she wants you to do;
agreeing to disagree;
compromising
apologizing;
restitution, or putting things right.
Along with the specific skills outlined above, in this chapter students will also learn the
importance of these principles:
valuing another persons experiences;
practicing putting themselves in another persons position, empathy;
exploring the concept of diversity that people come in different packages, and
because we dont all come in the same package does not mean that one is more
important than another and that we cannot be friends.

Introduction: Grades 3-4 Chapter 7

Grades 3-4

Chapter 7 Trading Perspectives and Solutions

TAKE TEN PRINCIPLE #1:

Every person has the right to safe,
violence-free places.

Putting Yourself in Someone

Elses Shoes
Review Take Ten Principle #1; tell the students that a prize will be awarded at
the end of the session for remembering it.
Estimated time: 45-60 minutes
Materials:
Take Ten journal or writing paper
Book: Hey Little Ant, by Phillip and Hannah Hoose
This book recounts a conversation between a boy and an ant who is arguing for
his life, to squish, or not to squish.
Objectives:
1. Students will identify that there are usually two sides to every story.
2. Students will complete a writing assignment that encourages them to
think about a situation from someone elses point of view.
Activity:
1. Have the students gather on the floor or at their desks. Read aloud Hey
Little Ant to the class.
2. Discussion Questions:
a. Do you think the kid in the story will change his mind about
squishing the ant?
b. Why did the kid think it was OK to squish the ant?
c. What do you think this story is trying to teach us?
d. Have you ever thought differently about a person or a group of
people once you got to know them?
Lesson: Grades 3-4 7.2

Grades 3-4

Chapter 7 Trading Perspectives and Solutions

3. Have the students return to their seats. Hand out the Putting Yourself
in Someone Elses Shoes worksheet.
4. Divide the students into small groups of 3-4 people per group. Each
group will discuss the scenarios on the worksheet. Volunteers should
help if students are having difficulties.
5. Explain to them that the object of this exercise is to get the students
thinking about what someone elses perspective or life situation might be.
It is much harder to discriminate someone when you know something
about their circumstances.
6. Give students an example before beginning the exercise. For the first
situation, the man in the park might be homeless because he became
sick and could not find work.
Wrapping It Up:
This chapter is about sharing perspectives and Take Ten encourages students
to look beyond first impressions. If the students feel comfortable, have some
students share their journal responses.

Lesson: Grades 3-4 7.2

Grades 3-4

Chapter 7 Trading Perspectives and Solutions

Putting Yourself in Someone Elses Shoes

Have a short discussion about each of the scenarios.
Situation One:
Lena and her mother are walking down the street one day by the city park. On
a bench in the middle of the park sits an old man who appears to be homeless.
He is holding a homemade sign that says Will Work for Food. Lena notices
that everyone who is walking by is avoiding the man. In fact, they are not even
looking at him; they walk by with their eyes pointed straight ahead. Lena asks,
Mom, why do you think that man doesnt just go and get a job like a normal
person? Her mother answers, I dont know sweetheart, but life doesnt always
treat people kindly.
How did the man end up homeless?

Situation Two:
Jackson and Maria are riding the bus one day when they see that Curtis, the
meanest kid in school, is once again picking on Timmy. Timmy is disabled and
doesnt realize that Curtis is making fun of him. Timmy thinks that he and
Curtis are good friends. Jackson and Maria cannot understand why Curtis is
so cruel. Jacksons mother knows Curtis mother, and Jackson overheard his
mother telling his father that Curtis has problems in school.
Pretend you are Curtis. Why do you make fun of Timmy?

Situation Three:
Mrs. Owens is the best teacher in the fourth grade. She is always nice to her
class and she makes learning fun. One day, however, Mrs. Owens seems to be
very grumpy and mad. She yells at Brittany for sharpening her pencil during
silent reading, which she does not usually mind. The class is very confused
and does not understand why Mrs. Owens has changed so much. When she is
not scolding the class, she sits at her desk with a sad look on her face.
What might have made Mrs. Owens behavior change so much?

Lesson: Grades 3-4 7.2