Honouring Diversity Activity: Teaching Depression in Division 3 (Grades 7-9)
This activity is appropriate for any classroom, and can be used to explore and help students understand depression.
Learning Objectives: Students will identify and define the various symptoms and possible causes of depression. Students will gain empathy and understanding for those suffering from depression, and will learn strategies to improve communication with those who may be suffering from mental health disorders.
Appropriate Time Span: Two 80 minute classes
Materials (Both Days):
-Video clips about depression:
“Howcast – Depression” http://www.youtube.com/watch?v=1RYQFFqHj1I
“The Depression Project – A Documentary” http://www.youtube.com/watch?v=VOgL31GHf3E
-Handout of group assignment and checklist
-Create a list of student groups beforehand for group activity (if desired/ necessary)
-Book and get laptop cart for research
-Large sheets of paper for poster creation
-felts, glue, magazines, etc. for poster creation
Procedure:
Day 1:
Introduction:
Begin this lesson with a brief disclosure statement describing the ways and reasons depression can be a sensitive subject. Instruct students to be respectful, consider the feelings of those present, and be aware of how their comments may affect their fellow classmates. Encourage an open atmosphere of sharing, and assure students that personal opinions and experiences shared will be respected. Have students acknowledge and agree to these conditions.
Body of Lesson:
Prime students for the lesson activities audibly and visually by reviewing a written list of activities for the lesson. List should include:
1. Questions to consider:
a. What is depression? (Four Variations)
b. Who suffers from depression?
c. What are some causes of depression?
d. How can a person seek help, or encourage someone else to seek help?
2. Video about depression as a mental disorder
3. Think Pair Share Responses to the video
4. Class Discussion of Video
5. Group Poster Activity for building understanding and raising awareness about depression and other mental health disorders.
Once the class has reviewed the video, remind students of the questions they should be considering as listed on the board, and have them Think Pair Share for 10 minutes about what they have seen and learned.
Redirect the class into a group discussion about the video content, and allow students to share any personal thoughts or feelings they may have about depression. If students choose to share personal experiences, ensure class sensitivity to these. As a group, list together some questions the class may have about depression, to be used to facilitate further research.
Explain to students that there will be a group project that they will be researching and creating about depression. Hand out the group activity sheets, and explain that each group can choose to create one of the options listed. Explain the process of the projects to students, including the expectations for what should be included (as listed in checklist form on the handout) in each project. Have students get into groups, and begin research on the project in the remaining class time.
Closure:
As an exit slip for this class, have students record one question and one comment they each have about depression in their personal journals, or to be included with the research they have begun.
Clean up laptops, prepare for the next class by reminding students to bring any necessary materials for their poster creation for the next day.
Day 2:
Introduction:
Begin with a brief (5-10 minute) class discussion about the various elements of depression.
Body Of Lesson:
Remind students of their groups if necessary. Have students complete their necessary research in the next fifteen minutes of class time. Have students spend most of the remaining class time completing their group projects.
Closure:
In the last 20 minutes of class, have students return laptops and materials to their places, and clean up any garbage created by the poster making.
Have students do a “gallery walk” for 5-10 minutes to view the posters that have been created. Have students return to their seats, and facilitate a closing discussion of the information students have learned about depression, and how this new learning will affect the way they interact with others.
Group Poster Activity (Use this to create a handout, or project onto Smartboard):
“Be kinder than necessary, everyone you meet is fighting some kind of battle.”
-James M. Barrie
Consider:
What might this quote mean for dealing with people experiencing a mental health issue such as depression?
What might a battle with depression look like?
INVESTIGATE some causes and symptoms of depression to include in your visual display. IDENTIFY and PRESENT ways that students can be sensitive to the needs of others.
Self-Assessment Checklist - Please Include:
___ A written explanation
___ A visual picture or display element
___ Information about depression (causes and symptoms)
___ Research sources listed on the back of your poster
Learning Objectives: Students will identify and define the various symptoms and possible causes of depression. Students will gain empathy and understanding for those suffering from depression, and will learn strategies to improve communication with those who may be suffering from mental health disorders.
Appropriate Time Span: Two 80 minute classes
Materials (Both Days):
-Video clips about depression:
“Howcast – Depression” http://www.youtube.com/watch?v=1RYQFFqHj1I
“The Depression Project – A Documentary” http://www.youtube.com/watch?v=VOgL31GHf3E
-Handout of group assignment and checklist
-Create a list of student groups beforehand for group activity (if desired/ necessary)
-Book and get laptop cart for research
-Large sheets of paper for poster creation
-felts, glue, magazines, etc. for poster creation
Procedure:
Day 1:
Introduction:
Begin this lesson with a brief disclosure statement describing the ways and reasons depression can be a sensitive subject. Instruct students to be respectful, consider the feelings of those present, and be aware of how their comments may affect their fellow classmates. Encourage an open atmosphere of sharing, and assure students that personal opinions and experiences shared will be respected. Have students acknowledge and agree to these conditions.
Body of Lesson:
Prime students for the lesson activities audibly and visually by reviewing a written list of activities for the lesson. List should include:
1. Questions to consider:
a. What is depression? (Four Variations)
b. Who suffers from depression?
c. What are some causes of depression?
d. How can a person seek help, or encourage someone else to seek help?
2. Video about depression as a mental disorder
3. Think Pair Share Responses to the video
4. Class Discussion of Video
5. Group Poster Activity for building understanding and raising awareness about depression and other mental health disorders.
Once the class has reviewed the video, remind students of the questions they should be considering as listed on the board, and have them Think Pair Share for 10 minutes about what they have seen and learned.
Redirect the class into a group discussion about the video content, and allow students to share any personal thoughts or feelings they may have about depression. If students choose to share personal experiences, ensure class sensitivity to these. As a group, list together some questions the class may have about depression, to be used to facilitate further research.
Explain to students that there will be a group project that they will be researching and creating about depression. Hand out the group activity sheets, and explain that each group can choose to create one of the options listed. Explain the process of the projects to students, including the expectations for what should be included (as listed in checklist form on the handout) in each project. Have students get into groups, and begin research on the project in the remaining class time.
Closure:
As an exit slip for this class, have students record one question and one comment they each have about depression in their personal journals, or to be included with the research they have begun.
Clean up laptops, prepare for the next class by reminding students to bring any necessary materials for their poster creation for the next day.
Day 2:
Introduction:
Begin with a brief (5-10 minute) class discussion about the various elements of depression.
Body Of Lesson:
Remind students of their groups if necessary. Have students complete their necessary research in the next fifteen minutes of class time. Have students spend most of the remaining class time completing their group projects.
Closure:
In the last 20 minutes of class, have students return laptops and materials to their places, and clean up any garbage created by the poster making.
Have students do a “gallery walk” for 5-10 minutes to view the posters that have been created. Have students return to their seats, and facilitate a closing discussion of the information students have learned about depression, and how this new learning will affect the way they interact with others.
Group Poster Activity (Use this to create a handout, or project onto Smartboard):
“Be kinder than necessary, everyone you meet is fighting some kind of battle.”
-James M. Barrie
Consider:
What might this quote mean for dealing with people experiencing a mental health issue such as depression?
What might a battle with depression look like?
INVESTIGATE some causes and symptoms of depression to include in your visual display. IDENTIFY and PRESENT ways that students can be sensitive to the needs of others.
Self-Assessment Checklist - Please Include:
___ A written explanation
___ A visual picture or display element
___ Information about depression (causes and symptoms)
___ Research sources listed on the back of your poster