• Setup

• Setting the stage

• How do we know
  what we know?

• Why people do what
  they do?

• How and why
  people change

• How to share change
  information

• Putting it all
  together

Module 2: How Do We Know What We Know?

2.1.0 Sources of Information – Part 1 (20 minutes)

Setup

Throughout the room, place labels of key sources of influence as visual reminders (e.g. Family/Friends, Community, and Society).

Instructions:

Facilitators Tip: For this activity, you will only be working on the outermost ring of the Sources of Influence chart, identifying sources of knowledge for this exercise, grouping them into family/friends, community, and society sections. Keep this circle chart because you will be filling in the inner rings throughout the day. It is important to use the Sources of Influence chart when delivering this activity.

Activity A:

1. Ask participants to stand and form a circle.
2. Let them know that they will be sharing the fact that surprised them the most from their previous rotations of the information fair that they did before the end of the previous module.
3. Each person will pass the hacky sack to a random person in the circle. When a person holds the hacky sack; they are the only one who can speak and share their thoughts (emphasizes first pillar of respect).
4. The hacky sack will be passed around until everyone has shared their surprise fact.
5. Facilitator will ask participants why they believe the way they do about the fact and record the reasons for their surprise on the wall.
6. While recording them on the wall the facilitator will classify them based on 'where we get our information' from Sources of Influence chart
7. As facilitator records the reasons for the surprise fact, have brief discussions about why it fits in community, society or family and friends and the perceived impact or lack of impact that the outermost ring has on participants.

Facilitators Tip: Questions that can be asked to facilitate discussion include:

Activity B:

1. Divide group up into three teams. Have participants rotate for 5 minutes to each 'outermost ring source of influence station' on the wall.
2. Using post-it notes to track their thoughts, ask participants to say whether or not they accept information from those sources or question it.
3. Once completed, put post-it notes underneath the 'outermost ring label'.
4. During discussion focus on exploring if there is a difference between what type of information is accepted depending on the source.
5. After the rotations, facilitate a large group discussion on the topics below by citing the post-it note comments provided by participants.

Facilitators Tip: Focus the discussion around credibility, accuracy, and reliability as they relate to the Sources of Information chart. Do they automatically accept a certain source as accurate? Why or why not (if not, they are applying critical thinking)? How do they know that source is accurate, credible and reliable? Definitions are included below as a guideline. Youth do not need to generate exact definitions, but after discussion summarize by providing the definitions for each term.

Facilitators Tip: Remember that having one doesn't mean you have them all. They are all different ways of determining whether information is real or not.

Facilitators Tip: Keep in mind throughout this discussion that the focus is on the information NOT on the person providing the information. This is important to ensure that no participants feel that they are being attacked. However, students do need to be able to assess sources without "attacking" them (First Pillar - Respect).

Do Salt Energizer , fair posters (2) (from Setup Page) (10 minutes)

2.1.1 Sources of Information – Part 2 (30 minutes)

Use Critical Thinking Activity 2 , You Tube Commercial from the Movie: Friday

Note: Video is controversial. Grade 10 only.

Questions to start after video:

Purpose:

• To continue to explore where we get our knowledge.
• To continue to critically examine sources of information in terms of credibility, accuracy, and reliability.

Instructions:

1. Divide into four (new) breakout groups. Each group is assigned one term of either: values, beliefs, opinions and attitude.
2. Using the Young Decision Makers process, provide opportunity for participants to study their term. Have participants, with facilitator support discuss how their own experiences define their team term.
3. Each group will then provide their definition of the term based on their own experiences and the research (through internet).
4. They will present these definitions and how they came to them with the larger group.
5. There will then be a facilitated discussion with an opportunity for the larger group to provide input into the definition. Participants can choose to present their definitions in any way.
6. Debrief with a focus on relating back to the Sources of Influence chart.

Facilitators Tip: Allow the participants some time to generate their own definitions from their own experiences, to help inform their definition and to be in line with the Young Decision Makers cycle.

Facilitators Tip: It may be helpful to use each term in a sentence.

2.1.2 When is a Fact a Fact? (10 minutes) (optional if you're short on time)

Purpose:

• To understand that beliefs are not always necessarily true.
• To identify differences between beliefs and opinions/attitudes.
• To critically examine values/beliefs/ opinions/attitudes.

Instructions:

1. Let participants know that the room around them has been setup to share information on a variety of different topics of interest.
2. Invite participants to rotate around individually (for a second time) to different stations, to try them out or to see what information is available.
3. Once participants have rotated around the room; facilitate a large group discussion on Facts. Questions that can be used: Were there any facts out there that they didn't necessarily believe, were there facts out there that they easily believed? Ask why people felt the way they did about the different examples.
4. Through discussion, link in that your values and beliefs can contribute to what you believe to be a fact.
5. Record Discussion on flip chart for future reference.

Facilitators Tip: For example, if you believe that it is a fact that chocolate is healthy then you may take the statement "chocolate ice cream is better for you than vanilla ice cream" to be another fact, when in reality they are both just opinions. You may cite research studies that support your position that chocolate is healthy therefore, chocolate ice cream is better for you. Alternatively, if an individual prefers vanilla ice cream, they may cite studies which support that fewer ingredients are healthier for you. If credible evidence supports both perspectives therefore, the statement is based on personal preference and therefore an opinion.

Facilitators Tip: Keep in mind that we all have varying opinions, which we turn to when creating our various beliefs. When considering others opinions, we need to refer back to the 4 pillars. For example, someone may hold the opinion that vanilla is purer than chocolate and therefore vanilla ice cream is better than chocolate. This needs to be respected and understood, but not necessarily believed.

2.2.0 Values/Beliefs/Attitudes/Opinions (15 minutes)

Use Critical Thinking Activity 3 , You Tube Commercial from the Movie: NAS Black President

Purpose:

• To understand that values, beliefs, opinions, and attitudes influence our decisions, which in turn, influence our behaviour.

Instructions:

Activity A:

Generate discussion about what influences our decision to do something, highlighting factors such as:

• What we think other people are doing (belief about norms)
• What we think is acceptable/normal behaviour within our peer group (belief about norms)
• What we think we can get away with (beliefs)
• What we think is right/wrong (opinion, attitude)
• Ability to perform the behaviour (i.e., if you think you can do it) (attitude, opinion)
• What we think the result/outcome of the behaviour will be (i.e., what you expect to happen) (expectation – belief, opinion)
• What we think the influential people in our lives are doing → This point demonstrates why it is important for the influencers to understand their significance as an influential person in your peers' lives (beliefs, norms)

Activity Debrief: Link critical thinking with decision-making – if inaccurate information informed our beliefs/attitudes/opinions/values, and that is what directs our decision-making, then we may be making decisions based on inaccurate information. Now let's watch this rap about 'Hand-Washing' which demonstrates how beliefs and attitudes can shift rapidly when new information is shared.

 

KeyPoint:De-brief to ensure everyone understands the message of the video. Highlight that a little critical thinking can go a long way in decision-making. This is what this program is all about. It's about stopping and thinking what we think we know to be true so that we can be sure that we making informed decisions. It is totally okay for us to know that something we are about to do may not be good for us (e.g. eating a hamburger). It is important though that we know what is in that hamburger so that we can be sure that we have critically evaluated the information we receive from all our sources before we adopt it into our own belief system and act upon it. It's about getting all the information about different issues that you have a right to. We must always be conscious of all of the sources of influence (friends, family, our communities, our society).

2.3.0 Name that Statement (10 minutes)

Purpose:

• To understand that beliefs are not always necessarily true.
• To identify differences between beliefs and opinions/attitudes.
• To critically examine values/beliefs/ opinions/attitudes.

Instructions:

Activity B:

“Name that Statement”: Give statements (or have statements generated by group) and explore if the statement is true/false/opinion. Have the participants go through each statement and explain why they believe the statement is true, false, or an opinion (i.e., do credibility checks: accuracy, reliability, credibility).

Post three signs around the room with "TRUE", "FALSE", "OPINION" on them. Have the group go to the page that represents their perspective.

• Birds have feathers
• Fishing is best at night
• Teachers never make mistakes
• Airplanes are safer than cars
• Soccer is played with a ball
• Football is the roughest sport
• Pierre Trudeau was the best Prime Minister of Canada
• A ring around the moon means it will rain tomorrow
• Adults always tell the truth
• Chocolate ice cream is better than vanilla ice cream

Activity Debrief: After exercise re-introduce idea of critical thinking by informing youth that what they just did was an example of the critical thinking process. Critical thinking is a process in which a person improves their thinking and knowledge through taking charge of the information that they believe. This is done through the mental evaluation of arguments or propositions that are presented to them (Huitt, 1998; Paul & Elder, 2005).

ALWAYS QUESTION!!!

The main point is that while we often use the terms values/beliefs/opinions/attitudes interchangeably, they are different. It is important to note that each are influenced and reinforced by our sources of information – which aren’t always accurate, reliable, or credible sources of information. Applying critical thinking to our own values, beliefs, attitudes, and opinions helps us to better understand how our own values, beliefs, etc., are formed.

2.4.0 Myths or Facts? (15 minutes)

Purpose:

• To identify what we know about marijuana and other topics and where we get our knowledge from.
• To critically think about whether what we know is credible, accurate, and reliable information.

Instructions:

Myths or Facts game: read out the following statements to the group and have them label them as being either a myth or fact about marijuana and other topics. Assign participants to statements and have them research each to determine if they are true or false.

Facilitators Tip: For simplicity, have the statements prepared on separate cards ahead of time to hand out to the influencers. Be sure to have some blank cards so that youth can add their own “facts” or statements they are unsure about that are not on the list.

Statements with Answers – Marijuana

Myths or Facts?	Answer
Most young people have used marijuana at least once.	Myth: 69% of Ontario students (grade 7-12) have NEVER tried it (CAMH, 2006) 57.1% of Canadians ages 15 to 24 report not having NEVER used marijuana in their lifetime (Health Canada, 2009).
Marijuana is natural so it cannot be bad for you.	Myth: A lot of natural things are bad for you (poisonous plants). When you smoke marijuana it releases harmful substances into your lungs (CAMH, 2006)
Marijuana smoke contains tar and other cancer-causing agents.	Fact It contains 400 chemicals. (CAMH, 2006)
Marijuana doesn’t affect any brain processes.	Myth: The most psychoactive chemical in marijuana is THC. THC attaches itself to specific receptors, known as cannabinoid receptors. These receptors are found throughout the brain and once activated by the presence of THC, can interrupt the regular process that the receptors control (such as memory or concentration) (Kalat, 2009) making the brain work less effectively.
All marijuana is the same strength.	Myth: There is great variation in the strength of marijuana (CAMH, 2006)
Marijuana impairs one’s emotional responses.	Fact This is due to the fact that THC also affects the limbic system of the brain. This brain region directs ones’ behaviour and emotions. (Kalat, 2009)
You can’t overdose on marijuana.	Fact There are no THC receptors in the Medulla, which is the part of the brain that controls ones’ breathing, heart rate and other vital functions, which are impacted in overdoses (Kalat, 2009). Therefore, one cannot overdose on marijuana.
Marijuana use is not associated with mental health issues.	Myth: Marijuana has been linked to the onset of schizophrenia (CAMH, 2006)
Possessing small amounts of marijuana is legal.	Myth: It is illegal to possess marijuana in Canada. Most people convicted of possessing marijuana for the first time receive a fine or a discharge, but could still end up with a criminal record. A first-time conviction for possessing 30g or less could result in a 6 month jail sentence, a $1,000 fine or both (CAMH, 2006 and Controlled Drugs and Substances Act, 2010)
Marijuana is never useful.	Myth: Synthetic THC is used as a prescription medicine for people with AIDS or those undergoing cancer treatments. It is used because it can relieve nausea and vomiting and can help the person regain their appetite (CAMH, 2006)

 

Activity Debrief: Have participants verify their research with facilitators then briefly present to the rest of the group what they found answering the following questions.

1. Was the statement on your card true or false?
2. What did you find in the research to determine whether it was true or false?
3. How did you know your research was credible, accurate and reliable?
4. Was it surprising what you found? If so why? If not why not?

Facilitators Tip: Discuss that because values/beliefs/opinions/attitudes about marijuana use and other topics are not always true, we need to think critically about the information we are getting from information sources to determine what is true/false so that we avoid forming values/beliefs/ opinions/attitudes that are based on inaccurate, unreliable or non-credible information.