Page 98 - Up_and_Aware_Class_6

UP AND AWARE - 6

Chapter 9: Celebrating Diversity—Places (Coping with Emotion)

Diversity of places in India cannot be taught through one chapter. If learners have travelled to other parts
of the country, they may be better equipped to understand the meaning of diversity than those who have
never been out of their city or town.

The objective of making all learners turn into counsellors/agony aunts is to help them build empathy,
appreciate emotions of the letter-writers and also to seek answers from an empathetic point of view.

There cannot be enough questions to encompass the cultural diversity of our amazing country nor of other
equally culturally-rich parts of the world. Learners learn to respect and celebrate diversity by knowing,
experiencing and understanding the different aspects of a culture. This may often become a challenge
when people and their customs are alien to them. Through this chapter, learners can be helped in facing
this challenge.

Chapter 10: Celebrating Diversity—Ideas (Interpersonal Relationship)

Think About and Discuss (on page 76):
This exercise will introduce learners to think about how ideas are generated and this exercise can be used
to make them think of a past experience when they came up with ideas. It will also help them understand
that just as they go through an idea generating process, so do others. It is often difficult for learners to
understand the value of others’ ideas and how sometimes a group member has to give up an individual
idea for a more feasible one of another group member.

It is important that learners undertake this activity step-by-step and not rush into the subsequent activities.

Chapter 11: Freedom (Coping with Emotion)

The focus of this chapter is to explain the meaning of ‘freedom’ to learners. The effort should be to elicit
responses from them while giving them additional information (depending on the level of understanding
of the learners)—that freedom has a different connotation across gender, geography and age, among
other things.

Once learners grasp the meaning of freedom in relation to themselves, they move on to understand that
with freedom come choices and that the reason why teenagers are not given absolute freedom is because
they are still too young and are learning the process of making good, healthy and positive choices.

Exercise and Discuss (on page 83):
1. Assign 5 points for all the healthy food items and 1 point for the unhealthy one.
healthy food items: salad, yoghurt, apple, orange, banana, sandwich
unhealthy food items: cold drink, fries, chips, burger, pizza, ice cream
Learners can spend `40 per day which means that if all four items they choose are healthy, they can
get a maximum of 20 points.
If they choose four unhealthy options, they get a maximum of 4 points.

2. Let learners know the points for each food item, after they have chosen the food items, so they may
calculate on their own. Ask them to share their points.

98 honesty open-minded individuality trust integrity respect commitment trust equality open-minded commitment
respect
individuality integrity commitment equality honesty equality individuality integrity honesty individuality integrity respect