Grade 6 v6

GRADE 6 COURSEBOOK
This Coursebook belongs to
AUTHOR
SANJEEV TANNA
Chief Education Officer
Sanjeev Tanna Education Private Limited (STEPL), India
NGN Soft Inc., USA
NGN.org, USA
I
Subject Matter Experts: Ekta Juswani, Zaheda Jeewa, Sanjeev Tanna
Editor: Akshat Negi
Cover art and Illustrations by: Aswathi Mohan Chammini
Layout and Design by: Abhishikta Dutta
NGN Learning™, NGN SEEL™ are registered trademarks in India. NGN Learning™ is an im-
print of Sanjeev Tanna Education Private Limited (STEPL) in India with complete copyright.
The moral rights of the author/s have been asserted.
Copyright © 2023 Sanjeev Tanna Education Private Limited (STEPL), India

This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or
otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in
which it is published and without a similar condition including this condition being imposed on the subsequent pur-
chaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced,
stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical,
photocopying, recording or otherwise), without the prior written permission of both the copyright owner and the
above-mentioned publisher of this book.
ISBN 978-81-965010-4-4
Published by Sanjeev Tanna Education Private Limited, India CIN: U85500MH2023PTC401066

Head Office: Sanjeev Tanna Education Private Limited (STEPL) 7, Shiladevi, Ramwadi Majas Road, Jogeshwari East,
Mumbai 400060, Maharashtra, India
Website: www.ngnlearning.com; Email: support@ngnlearning.com
Next Generation Nations (NGN.org) is an established non-profit organisation in California, USA.
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PREFACE
Globally, most K–12 schools need to adequately address students’ Emotional and Mental well-being and
prepare the next generation for the challenges of everyday life. When introduced to students early, Social
and Emotional Learning (SEL) can promote positive childhood development and prepare them for future
life challenges. Most schools across the world have historically ignored life skills while focusing heavily on
STEM-based academic skills.
The NGN SEEL curriculum is a proactive and curative platform for students’ mental health, designed to
address the critical aspects of Social and Emotional Learning (SEL). In the era of Artificial Intelligence (AI)
and an ever-changing world, Emotional Intelligence (EI) through SEEL is crucial for supporting students.
Amid rising academic pressures, EI cultivated through SEEL nurtures students’ ability to manage stress,
time, and academic demands effectively, leading to improved academic performance and reduced burnout.
EI equips students with the essential skills to thrive in the AI-driven landscape and maintain positive
relationships while navigating the complexities of the modern world.
1) SEL and Evidence-based measurable outcomes: The most crucial component in a Child’s growth
and success is Social and Emotional Learning (SEL)—life skills—the ability to empathise and share with
humanity as well as with the environment. Evidence-based research has indicated that SEL can reduce
students’ emotional stress at school and home, increase class attendance, and at the same time improve
their grades significantly. In addition, through the social and emotional learning lens, students acquire
Self-esteem, Self-confidence, Emotional Intelligence, and responsible decision-making skills that can
positively influence them. Years of research support the idea that children with solid SEL skills are more
likely to graduate from high school and land a full-time job. This book draws from the valuable guidelines
outlined by esteemed organisations such as the Collaborative for Academic, Social, and Emotional
Learning (CASEL) in North America and the National Education Policy (NEP 2020), the National Curriculum
Framework (NCF), and Early Childhood Care and Education (ECCE) in India.
2) Ethical Decision-Making: Besides being emotionally intelligent, students must be able to make ethical
decisions in today’s globalised times. Children need to be taught about choices, ethical dilemmas, and
the consequences of making unethical decisions at home and in the classroom. Every day in school, we
are taught to make good choices that are good for ourselves as well as for others. Nevertheless, how can
we help children determine their “best” choice? This is where I decided to blend ethical decision-making
into the framework for SEL.
3) Cognitive-Logical Reasoning: In the 21st century, children are connected via social media, smartphones,
and other devices where they can access a wealth of information. However, children can only distinguish
lies by thinking logically and critically. Therefore, schools need to explicitly and intentionally teach students
logical thinking, problem-solving, and reasoning skills. Unfortunately, critical thinking is not innate in
children.
4) Global Issues: In an increasingly interconnected world, today’s young generation needs to learn to
be able to engage in communication with people from a wide range of different cultures and traditions.
Increasing students’ awareness, knowledge, and engagement with a global area of interest makes them
more likely to see themselves as capable of impacting them positively. In addition, if they see themselves
as impacting global issues as adults, these students are more likely to choose work, careers, college
programmes, and leadership posts that address global concerns.
Sanjeev Tanna
Author
CURRICULUM TALK
Welcome to the NGN SEEL Blended With Global Citizenship Curriculum! In this
transformative series, we embark on a journey that integrates the power of Social,
Emotional, Ethical, and Logical Learning (SEEL) with the urgency of addressing
children’s mental healthcare and impacting their well-being in today’s complex
world. The NGN SEEL curriculum offers a holistic approach to education that
empowers our students to become responsible global citizens and change-makers.
NGN SEEL
PEDAGOGICAL APPROACH
Infused with global citizenship learning elements, NGN SEEL
curriculum encompasses 7 primary competencies/domains.
UNIT 1 UNIT 2 UNIT 3

Emotions Community Ethical, Responsible
and Identity Belonging and Logical Decision
• Self Awareness • Social Awareness • Problem Solving Skills

• Self Management • Social Emotional Communication
• Positive Childhood • Relationship Skills
At the core of our curriculum lie seven essential domains of SEEL skills, carefully
designed to foster personal growth and societal impact:
1. Self-Awareness: Students explore their own emotions, strengths,

and weaknesses, laying the foundation for self-discovery and personal
development.
2. Self-Management: Equipped with tools for emotional regulation

and goal-setting, students learn to navigate challenges with resilience
and determination.
3. Positive Childhood: By nurturing a supportive and encouraging

environment, we prioritise the well-being and happiness of our students,
fostering a positive outlook on life.
4. Social Awareness: Students gain empathy and an understanding

of diverse perspectives, fostering a sense of connectedness with the
global community.
5. Social Emotional Communication: Students refine their

communication skills, recognising the power of effective expression in
creating social impact.
6. Relationship Skills: Communication, cooperation, and conflict

resolution are emphasised, empowering students to build meaningful
and inclusive relationships.
7. Problem-Solving Skills: Critical thinking and creative problem-

solving become second nature to our students, enabling them to tackle
real-world challenges.
Incorporating a Global Citizenship Curriculum, our
students actively engage with 21 global issues that
demand collective action. From environmental
sustainability to social justice, from poverty alleviation
to technological advancement, they develop a deep
awareness of the interconnectedness of global
challenges and solutions. By understanding their role as
responsible global citizens, they discover their capacity
to influence positive change.
As students progress through this curriculum, they are

not just acquiring knowledge but also developing the
skills and mindset needed to create a better world. They
become equipped with the tools to tackle real-world problems, fostering social impacts
that resonate far beyond the classroom.
Join us in this profound journey of learning, growth, and transformation. Together, let us
empower the next generation to embrace their role as Global Emotion Voyagers, charting
a course towards a more compassionate, equitable, and sustainable future for all.
SUB-SKILLS IN GRADE 1
UNIT 1 UNIT 2 UNIT 3
Rights and Perspective Taking: Negotiation: Learn
Responsibilities: Learn Identify ways to perceive to negotiate better
the art of identifying situations from someone with the help of the
rights and responsibilities else’s perspective with NGN Twist Tool.
in various contexts the help of the NGN
with the help of the Perspective Taking Tool.
NGN R and R Tool.
Assertiveness: Learn
Self Control:
how one can be assertive
Understand how
communicate their
better self control can
emotions, thoughts
help one in managing
and actions clearly
their emotions and
without feeling guilty.
actions effectively.
Mental Strength and Conflict Resolution:
Resilience: Identify Develop better conflict
better ways to manage resolution methods
stressful situations such as negotiating and
with utmost confidence compromising to handle
and resilience. a conflict effectively.
ABOUT THE AUTHOR
Meet Sanjeev Tanna, a trailblazing serial entrepreneur who is dedicated to making a positive
impact on the next generation. In 2017, he founded Next Generation Nations (NGN.org) in
the heart of innovation, Silicon Valley, California. Sanjeev established the NGN2120 Goals
with the intention of improving the world, foreseeing a time when young people actively
participate in resolving global issues.
With the launch of NGN Learning in 2021, Sanjeev’s vision began to materialise. As the Chief
Education Officer (CEO), he spearheaded a grassroots revolution in education systems,
introducing an innovative concept known as Social, Emotional, Ethical, and Logical Learning
(NGN SEEL). This groundbreaking framework aims to empower students with essential skills
while nurturing global citizenship. Sanjeev is also profoundly concerned about the lack of
mental healthcare in schools and family environments. To combat the stigma surrounding
children’s mental health, he launched NGN SEEL initiatives that prioritise emotional well-
being.
Sanjeev Tanna’s journey has been characterised by collaboration and expertise. With the
help of renowned childhood development and counselling experts, Ms. Ekta Juswani and
Ms. Zaheda Jeewa, he meticulously crafted the NGN SEEL framework. Their combined
knowledge and dedication have paved the way for a transformative approach to teaching,
impacting teachers worldwide.
An optimist at heart, Sanjeev exudes gratitude and appreciation for those who have
contributed to his mission. He sincerely acknowledges Ms. Ekta Juswani and Ms. Zaheda
Jeewa for their invaluable guidance in shaping the NGN global citizenship blended SEEL
framework.
Sanjeev Tanna’s passion for education and his unwavering belief in the potential of the
next generation shine through in his work. Teachers worldwide are sure to embrace and
celebrate his pioneering approach to integrating SEL-Life Skills with Global Citizenship,
Ethical, and Logical Learning.
As an author, visionary, and advocate for change, Sanjeev’s character is defined by

relentless positivity and motivation. His commitment to empowering young minds to
become compassionate, responsible global citizens is a testament to the transformative
power of education. Through his book, “Global Emotion Voyagers,” Sanjeev invites readers
to join him on a journey of discovery, growth, and collective action, fostering a brighter
future for generations to come.
NGN 2120 GOALS
1 - Bite - The Calmer 2 - Aqua - The Cleanser 3 - Casa - The Home
4 - Ease - The 5 - Healer - The Medic 6 - Go Green

Poverty Preventer
7 - Coach - The School 8 - Equi-Net - The Guardian 9 - Ahimsa - The Peace

Keeper
10 - Mr. Right 11 - Co-Equal 12 - Faith
13 - Aura - The Air 14 - Clay - The Land 15 - Moana - The Ocean
16 - Tally - The Balancer 17 - E-Brain 18 - Space - The Universe
19 - Gen Z 20 - Web - The Connector 21 - Clutch - The holder

Contents
NGN Feeling Check-In
Unit 1 Emotions and Identity
Chapter 1 Rights and Responsibilities 1

Chapter 2 Self Control 14
Chapter 3 Mental Strength and Resilience 28
Unit 2 Community Belonging
Chapter 4 Perspective Taking 43

Chapter 5 Assertiveness 57
Chapter 6 Conflict Resolution 72
Unit 3 Ethical, Responsible and Logical Decision
Chapter 7 Negotiation 88
Chapter 1
Rights and Responsibilities
Self Awareness
Feeling Check-In: What music genre would you like to hear today? Upbeat or Mellow or Intense?
Focus Points
• In this chapter, you will learn about identifying your rights and responsibilities.
• When you become aware of your rights and responsibilities, you foster your
emotional intelligence by becoming a better problem solver.
• You understand the perspectives and needs of others, and you become more
socially aware of your duties.
Art
Integration
Warm-Up Creativity
Pair students up and have them sit

back-to-back. One student describes
a simple image or shape; the other
must draw it based on the description
without seeing the picture.
1
Sophia’s Dream: A Tale of Courage and Education
Experiential Panchaadi
Learning Learning
In the bustling streets of Kabul, a determined young girl named Sophia had a dream.
Despite the loss of her mother, she aspired to become a civil rights lawyer, fighting
passionately for women’s rights in Afghanistan. At home, she juggled her studies and
chores, aided by her supportive father, who believed in her dreams.
Yet Sophia was aware of the harsh reality surrounding her. Many girls, her friends
included, were denied the education they deserved. When a new policy threatened to
shatter their dreams, Sophia stood tall. Even though the school officials’ decision was
wrong, she refused to give in.
Turning her garage into a sanctuary, Sophia became a beacon of hope. She constantly
fought for girls who were not allowed to go to school and gave them a safe place
to stay. Here, under her guidance, they blossomed. Sophia’s small space echoed
with laughter and the rustle of textbooks, proving that dreams, when nurtured, could
overcome any obstacle.
In the heart of Kabul, Sophia’s garage became a symbol of resilience and

empowerment. Through her courage, she showed her friends that, with determination,
education could never be denied. And in every corner, the echoes of their dreams
reverberated, teaching everyone the power of steadfast resolve.
2
Brain Teaser
Read the scenario and answer the questions below.
HOTS
Q.1 Why is it important for students like Sophia to fight for equal rights and education?
Q.2 If you were Sophia’s male classmate or cousin brother, what would you do to support
Sophia?
Life Skills
Q.3 Was it the right decision for Sophia to help other girls with their education despite
facing discrimination? Highlight the pros and cons.
Q.4 What problem-solving strategy did Sophia use when the authorities denied equal
education access and asked her to sit at home?
Critical Thinking
Q.5 If you were given the opportunity to develop a programme to support a girl’s right to
education, what steps and resources would you consider based on Sophia’s experiences?
Feeling Check-In: What theme are you looking forward to in your day - (Joyful, Reflective, or Exciting)?
3
TOOL SEL
NGN R and R TOOL

The purpose of the NGN R and R TOOL is to make you understand your rights
and responsibilities and help you become a responsible human being.
Step 1. Develop Traits Of A Good Human Being

Good
Human
Embrace honesty, empathy, and justice in your interactions with
others. Understand and empathise with the problems of others.
Example: A boy accidentally damages his classmate’s cherished

item, yet she reacts calmly, sharing her feelings and empathising,
resulting in a joint resolution.
Step 2. Become Aware Of Human Rights Human

Rights
Find out what your country’s rights are and what human rights
are. Learn about your rights at home, school, and community
and advocate for your rights in a peaceful manner.
Example: A boy noticed a new student who didn’t speak the local
language, so he decided to help them with their schoolwork and
asked teachers and classmates to support the newcomer.
Step 3. Know Your Responsibilities Your

Responsibilities
Recognise that rights come with responsibilities. Be aware of

your responsibilities to your friends, family, and country, and try
to fulfil them.
Example: A student understands the new rule to keep the school

clean and takes responsibility by setting an example of cleaning
up after herself when needed.
4
Skill Theory
SEL
A right is the freedom to act or express, regardless of what

others might think.
Example: You have the right to seek help if you feel stuck.
You also have the right to say yes or no to something,
regardless of what others might think.
A responsibility is an act you do without incentives or the

fear of punishment. In other words, you are accountable
for your own actions and responsibilities.
Example: You are responsible for standing up against

discrimination if you see someone being made fun of.
5
Reflective Learning
DATE:
Read the given prompts and complete the journal.
1 You were assigned the class representative. Your

classmate consistently disrupts the class by speaking
Communication
loudly during lessons.

Highlight your rights and responsibilities with the
help of the NGN R and R Tool.
Your classmate received an offensive message

from an unknown person on social media.
2
Highlight your rights and responsibilities with the SEL
3 You notice food trash on the football court every day Climate
during practice on the school playground. Change
Highlight your rights and responsibilities with the

6
Climate
Social Impact Change
“ Despite the challenges and setbacks Afghan

girls faced in 2021 due to new educational
reforms, many individuals and organisations
worldwide have been actively working to
support their right to education and advocate
for positive change.
Credits: UNESCO
A few reasons why there is a lack of education in Afghanistan

”
• There was a fixed mindset among some people, due to which girls were denied
access to equal education.
• Some parents refused to send their daughters to faraway schools due to

increased negativity towards school girls.
• Traditional beliefs about girls’ roles in society also led to their limited access to
education.
• Change in various policies led to school closures and exclusion of girls from
schools.
Tick all the correct answers.
Q.1 What were some reasons for the lack of education in Afghanistan in 2021?
Lack of government funding for schools.
A biased mindset leads to unequal access for girls.
Parental resistance to sending girls to distant schools.
Traditional beliefs promote girls’ education.
Q.2 What impact did some policy changes have on education in Afghanistan in 2021?
Policies led to an increase in school funding.
7
Policies resulted in school closures.
Policies encourage equal access to education.
Policies led to the exclusion of girls from schools.
Think and Write
Q.1 Why do you think some parents refused to send their daughters to schools that were
far away? What could be done to address these concerns and encourage parents to
support their daughters’ education? Critical
Thinking
Q.2 What good things can happen in Afghanistan if girls can attend school like boys and
learn without restrictions?
SEL
My Approach
Q.1 Imagine you are in charge of Afghanistan’s education department. What would you
do, and what changes would you bring about in the policies to ensure that girls are given
equal rights and are allowed to go to school?
HOTS
8
Feeling Check-In: If you were a scent, what would it be - fresh oils, calming herbs, or spicy spices?
Ask Yourself
Problem
Biliteracy
Solving
Sophia decides to use her

garage as a learning space to
assist girls with their educational
goals. Pick an issue and suggest
creative ways to ensure people
become aware of their rights and
responsibilities in that area.
Ihita and Nova’s Journey

Experiential
Collaboration
Learning
Nova is part of a football team, and she recently became friends with Ihita. Initially, Ihita and Nova had a
good time interacting and sharing their opinions. However, Nova has noticed that Ihita doesn’t let her speak,
makes her feel inferior, and dictates the conversation. She finds Ihita judgmental and demotivating.
Nova: Hi, Ihita, It’s so nice to meet you.
Ihita: Hi, Nova. Likewise. I am sure we will play

well together. I look forward to playing with you.
Nova and Ihita are discussing their strategy for the

upcoming match.
Nova: Ihita, I’ve been trying to get my game

strategy across, but you keep dismissing my
opinions.
Ihita: Don’t worry, Nova, I have got this all

figured out. You wouldn’t know much anyway
since you have just joined. We will follow my
strategy.
Nova: I don’t agree with you. It feels like you are

always taking charge, and it’s making me feel
like my ideas don’t matter much.
Ihita: Honestly, Nova, I think my ideas are way better. We don’t have time for this conversation.
9
Effective Communication Communication
Read the situation below and answer the following questions.
What rights of Nova were not respected in the story, and what can Nova do to make sure
people treat her fairly and follow her rights?
Highlight a few responsibilities for Ihita with regard to the above scenario.
Discuss and Debate HOTS
Read the following prompts, discuss them with your classmates, and debate the topic.
Topic 1: Is it a right to access healthcare or

a responsibility to maintain good health?
Team A: Team B:
In favour of healthcare Team B will talk about how
access as a right. everyone is responsible for
maintaining good health.
10
Topic 2: Is it a responsibility
to help others in need?
Team A: Team B:
Supporting the idea that Arguing that personal
helping those in need is freedom should be given to
everyone’s responsibility. people to choose whether
to help others or not.
Experiential
Grey Matter Workout Learning

Collaboration
Activity
Rights and Responsibilities
The purpose of this activity is to help differentiate between rights and
responsibilities. Each group will have 2-3 students.
Requirements: Marker, Pencil and the Rights and Responsibilities Sheet.
Instructions:
Get into groups of 2-3 and provide each group with a scenario. Each group will
discuss with their team members and incorporate the rights and responsibilities of
the character on the sheet. Each group will select a team captain. The team captain
will present their topic and answers in the class.
11
Scenarios
Climate
Change
Jasmine observes plastic bags and other trash

while jogging on the beach. Moreover, she
carelessly disposes of her snack bags and
leftovers on the beach. Today, she observed
several government officials cleaning the beach.
She confronts one of them and asks him to clean
the beach regularly. She claims her right to have
a clean beach since her dad pays taxes. After that,
she throws her trash on the beach and runs away.
What are Jasmine’s rights and responsibilities towards

the beach? Write your answers in the box given below.
Climate
Change
Despite the government’s best efforts, vast

patches of forests have been cut down to supply
various industries. With the government’s
approval, Mr. Smith plans to manufacture
fuelwood and other forest products in one of the
villages. In his company, Mr. Smith offers a few
jobs to local villagers. Then, his company starts
cutting down thousands of trees to manufacture
various forest products.
12
What are Mr. Smith’s responsibilities with regards to
deforestation? Write your answers in the box given below.
SEL
A group of kids in the lunchroom have a

“cool kids” table. They don’t let a boy named
Rohan join them because he doesn’t wear the
same clothes or have the same gadgets. They
constantly make fun of him and exclude him
from the group.
What are Rohan’s rights as a fellow school student? Also

highlight the responsibilities of his school mates. Write your
answers in the box given below.
Feeling Check-In: What do you want to accomplish today? Share it with your class.
13
Chapter 2
Self Control
Self Management
Feeling Check-In: Consider your day as a game. If you were to choose one, would it be Boxing to let out
anger, Jumping for excitement or Balloon Popping for some relaxation?
Focus Points
• Learn how self-control plays a crucial role in fostering emotional intelligence

and makes you better at managing your emotions and actions effectively.
• When you have better self-control, you make better choices and decisions.
• You understand the perspective of others and are able to empathise with others
and their feelings.
Communication
Warm-Up
Recall a time when you really

wanted to do something but found it
hard to control yourself. Share your
experiences with your classmates or
your team.
14
A Lesson in Responsibility: James’s Journey
Experiential
Learning
In the enchanting city of Bologna, nestled amidst ancient buildings, lived a young boy
named James. He attended the NGN Bologna School and, like a guardian angel, cared
for his ailing grandmother during the challenging times of the pandemic.
In the area where they lived, a club called to him. At first, James was hesitant, but he
gave in to its appeal. The laughter and company took his mind off of his problems for a
little while. Yet, what started as an occasional visit soon spiralled into a daily habit. The
club attracted him, taking him away from his duties.
School became a distant memory, and his grandmother’s needs went unanswered. The
once-diligent student now roams the streets, lost in the allure of the club. His friends
watched, concerned, as James’s priorities shifted drastically.
One day, as he wandered aimlessly, he saw the worry in his grandmother’s eyes. It was
then that realisation struck him like lightning. He made up his mind to leave the club with
newfound determination and get back to his duties.
In the face of adversity, James learned a valuable lesson: the importance of balancing
freedom and responsibility. His journey became a beacon of wisdom for others,
reminding them that even in the pursuit of joy, our duties must never be forsaken.
15
Brain Teaser
HOTS
Q.1 What were some factors that affected James’s self-control?
Q.2 What do you think James should have done when he was tempted to go to the club
the second time?
Life Skills
Q.3 Make a list of pros and cons explaining the outcomes of James’s choices.
Q.4 What problem-solving strategy could James have applied here to ensure better and
more rational decision-making?
Critical Thinking
Q.5 Think creatively and propose an action plan and a few steps that James can take
whenever he feels tempted to visit the club.
Feeling Check-In: Consider your day’s emotion as a snapshot. Act out how you feel.
16
TOOL SEL
Panchkosh
Vikas
NGN RAP TOOL

The NGN RAP TOOL provides guidelines on how to control your behaviour,
emotions, and expressions in challenging situations. This tool provides
steps on how to avoid making impulsive decisions and poor self-control
choices after weighing the consequences.
STEP 1. Remind
Remind yourself of the consequences of losing control of your

urges and weigh those consequences.
Example: A boy wishes to spend his entire pocket money on

a fancy gadget. He should remind himself of the financial
consequences of his impulsive spending habits.
STEP 2. Avoid
Avoid triggers and situations where you won’t be able to

control yourself. Use alternative, healthy distractions to control
the urges.
Example: He should avoid gadget stores, enjoy arts and crafts,

and play music for similar satisfaction.
STEP 3. Plan
Plan and create an action plan for future situations

where you will be unable to resist temptation.
Example: He can plan his budget ahead of time and create cash
envelopes to avoid impulsive spending.
17
Skill Theory Growth
Mindset
Panchkosh
Vikas
Self-control means being in charge of your feelings,

thoughts, and behaviour. In other words, self-control makes
you aware of how to handle your thoughts and emotions,
so you can make good choices and behave in the right
way.
Example: Self-control is when you have a video game to

finish and homework to do. Instead of playing the game all
day, you choose to do your homework first and then play.
It’s about making the right choice even when something
better is tempting you.
18
Reflective Learning
DATE:
1 You’re waiting in a long line at an amusement park

and getting impatient. How can you practise self-
SEL
control and wait patiently without getting frustrated?

Highlight the steps from the NGN RAP TOOL with
examples to deal with this situation.
You find your mind wandering during class,

tempted to daydream or doodle instead of paying
2
attention to the lesson. How can you practise self- SEL
control and stay focused on your studies?

3 You want to play video games or watch TV for an Problem

Solving
extended period, but your parents have set a limit
on screen time. How can you control your desire to
continue playing or watching and stick to the time
limit?
19
Social Impact Global
Citizenship
Problem
Solving
“ In mid-2020, Italy had 3.7% hospital beds

per 1,000 patients during COVID-19. Since
then, Italy has worked hard and made
considerable attempts to enhance its
healthcare infrastructure.
Credits: National Library of Medicine
A few causes why Italy’s healthcare system did not function

”
effectively during COVID-19:
• Local governments, rather than national ones, were in charge of managing
Italy’s healthcare systems. So, the novel COVID-19 pandemic was not easily
understood or contained in all states equally.
• The financial constraints led to a shortage of hospital beds and diagnostic

equipment.
• The rapid spread of COVID-19 was also responsible for the inadequate
healthcare system.
• The patients hooked up to ventilators took up most hospital beds, leading to a

shortage of beds.
Q.1 What were some causes of Italy’s healthcare system not functioning effectively
during COVID-19?
Local governments managing healthcare systems.
Financial constraints leading to a shortage of hospital beds and diagnostic

equipment.
Rapid containment of the COVID-19 pandemic.
Ventilator usage leading to a shortage of beds.
20
Q.2 What were the consequences of financial constraints on Italy’s healthcare system
during COVID-19?
Financial constraints led to an oversupply of hospital beds.

Financial constraints resulted in a shortage of hospital beds and diagnostic
equipment.
Financial constraints made it easier to manage the healthcare system.
All of the above
Think and Write
Q.1 When there aren’t enough hospital beds and ventilators, what difficult decisions
might doctors and nurses have to make about which patients get them? Critical
Thinking
Q.2 Highlight the disadvantages of having local governments manage the healthcare
systems during the pandemic.
My Approach
Q.1 Imagine you are in charge of Italy’s health department. What would you do to
ensure that if there’s another pandemic like COVID-19, your country is better prepared
to handle it? Create groups and discuss five ideas in class.
HOTS Collaboration
Feeling Check-In: On a taste adventure, if you could choose a flavour sweet, sour, salty, bitter, umami or
spicy. what would it be? 21
Ask Yourself Creativity Collaboration
If you get the opportunity to build

a hospital of your own, how would
you like the infrastructure of the
hospital to be? Create a design
plan with your classmates and
discuss it.
Sophia’s lack of Self-Control Experiential

Learning
Sophia is an excessive spender. She lacks control when she is with her friends. She quickly succumbs to their
influence. One day, at the mall with her friends, she finds a very expensive dress. However, Sophia doesn’t
have enough money to afford it, while her friends can buy whatever they desire. Under peer pressure, she
gives in and purchases the expensive dress. Deep inside, she is filled with regret but cannot control her
emotions, thoughts and behaviour.
Sophia: Hi, Nova. I just got my pocket money today. Should we go to the mall and check out a
few good outfits?
Nova: Sure, Nova. Let’s do this. I will see you in a couple of hours.
Sophia looks at a beautiful dress at the mall but realises it’s too expensive.
Nova: Sophia, this dress looks gorgeous. You should try this on.
Sophia: I would, but the dress is too expensive.

My entire pocket money will go.
Nova: It’s fine. I’ll be buying it too. It doesn’t

matter. You can save some extra pocket money
next month.
Sophia: I don’t know what to do. The dress looks

gorgeous.
Nova: Don’t think too much. Just buy the dress

and be happy.
Sophia gives in to Nova’s pressure and buys the

expensive dress. She spends her entire pocket money.
While coming home, she is filled with regret because
she could not control her thoughts, feelings, and actions.
22
Q.1 Why was it difficult for Sophia to avoid her friend’s pressure to buy the expensive dress
at the mall?
Q.2 What reminders can Sophia give herself to ensure she has better self-control in the
future?
Discuss and Debate Problem

Solving
Topic 1: Should children be allowed

unlimited screen time on their devices?
Team A: Team B:
In favour of limited Against limited screen
screen time to promote time, advocating for more
self-control. freedom as everyone
should have self-control.
23
Topic 2: Is it important to control
your anger and not react
aggressively when upset?
Team A: Team B:
Supporting the idea of Arguing that reacting
managing and controlling aggressively to situations
anger. is a healthy way to deal
with emotions.
Experiential
Grey Matter Workout Learning

Collaboration
Activity
Let’s RAP
The purpose of this activity is to understand and apply the NGN RAP Tool in
challenging situations. Each group will have 2-3 students.
Requirements: Marker, Printed handouts of NGN RAP Tool, Scenario cards, Stopwatch.
Instructions:
Get into groups of 2-3 and provide each group with a scenario. Each group will
discuss how they can incorporate the NGN RAP TOOL to solve the given issue
addressed in the scenario. Each group will then present their scenario and the NGN
RAP approach. Have a quick question-and-answer session after the presentation.
Once this is done, new scenarios will be given to groups. Each group will role-play the
new scenario using the NGN RAP Tool.
24
Scenarios
SEL
Someone says something hurtful

to you, and you must control
your anger instead of reacting
aggressively.
emind
void Triggers
lan In Advance
Problem
Solving
You’re in class, and the urge to check

your phone for messages or social
media notifications is strong.
emind
25
void Triggers
lan In Advance
Problem
Solving
You’re at a party with unhealthy

snacks and trying to stick to a
healthy eating plan.
emind
void Triggers
lan In Advance
26
Problem
Solving
You’ve promised to limit screen time

before bedtime to improve your sleep,
but you’re tempted to use your phone
or computer late into the night because
your friends keep pushing you.
emind
void Triggers
lan In Advance
NOTES:
Feeling Check-In: Scan your body like a map. What’s the temperature at each part? Is your head warm with
thoughts, shoulders cool and relaxed, your heart radiating joy and your feet content? Share
how each part of your body reflects your feelings right now.
27
Chapter 3
Mental Strength and Resilience
Positive Childhood
Feeling Check-In: Dance your feelings: joy- light; tension-slow and anger-fast.
Focus Points
• Learn how mental strength plays a crucial role in fostering emotional

intelligence and makes you better at managing stressful emotions with utmost
confidence.
• When you are resilient, you bounce back from challenges easily and recover
quickly.
• You become better at making important decisions as it fosters your ability to

weigh a decision’s emotional and logical aspects.
Art
Creativity
Integration
Warm-Up
Look at the given list of unrelated

objects and items. Try to combine
objects such as a bicycle, an umbrella,
a star, and a fish together and make a
creative doodle design.
28
Empathy and Perseverance: Sophia’s Journey
in Ethiopia Experiential
Learning
Global
Citizenship
In the heart of Ethiopia, under the vast African sky, Sophia and Mr. Liam embarked on a
noble mission: to bring the gift of education to children forced away from their homes
by conflicts and scarcity. The “NGN Equal Education Access for Ethiopia” project was
their beacon of hope, promising affordable and equal education for every child.
Mr. Liam, recognising Sophia’s potential, entrusted her with the project’s reins. With
determination in her eyes, she delved into the task at hand. However, the weight of
their mission soon became overwhelming. Days turned into nights as Sophia tirelessly
worked, often skipping meals and sleep.
Even though she worked hard, the problems seemed impossible to solve. Students
continued to drop out, a bitter reminder of the hurdles they faced. Overwhelmed and
disheartened, negative emotions clouded Sophia’s thoughts. Doubt crept in, eroding her
confidence. In a moment of despair, she contemplated giving up.
It was then that the resilient spirit of Ethiopia itself seemed to infuse Sophia. With
newfound strength, she reached out to her mentor, Mr. Liam, and the local community.
Together, they brainstormed innovative solutions, fostering a sense of belonging among
the students. Slowly, the tides began to turn.
Through perseverance and unwavering determination, Sophia discovered the power of

empathy. She learned that every small effort counted, and with the support of a caring
community, even the most daunting challenges could be overcome. In Ethiopia’s sunsets
and smiles, Sophia found the strength to carry on, reminding herself and others that the
journey of education was not just about teaching but about learning and growing, even
in the face of adversity.
29
Brain Teaser
HOTS
Q.1 What were some factors that affected Sophia’s mental strength?
Q.2 What do you think Sophia should have done when she felt overworked and burned out
with her job responsibilities?
Life Skills
Q.3 Highlight how Sophia could have managed her time better, prioritised her mental well-
being, and maintained a balance between her work and personal life.
Q.4 What coping techniques could Sophia incorporate into her daily schedule to ensure
better stress management?
Critical Thinking
Q.5 Create a unique visual representation, like a daily planner or a colour-coded calendar
for Sophia’s work day, with enough self-care activities embedded to ensure Sophia
doesn’t feel overworked.
Feeling Check-In: If you voice your emotions, what would it be? Powerful screams for anger, spirited
cheers for joy and a gentle hum for moments of sadness.
30
TOOL Growth
Mindset
Panchkosh
Vikas
NGN MENTAL STRENGTH TOOL

The purpose of the NGN MENTAL STRENGTH TOOL is to help you cope with
challenging situations and tap into your strengths and support systems while
working through problems.
Step 1. Embrace Your Emotions
Become aware of all your emotions, and don’t fight your feelings.
Allow yourself to feel negative and uncomfortable emotions.
Example: Before his Maths test, a boy gets nervous but chooses
to accept his anxiety rather than ignore it.
Step 2. Develop Compassion
Be kind to yourself and others when dealing with challenging

situations. Have a growth mindset and accept support from
others.
Example: He decides to be kind to himself. He understands that

it’s okay to make mistakes and can seek support from others.
Step 3. Analyse The Challenge
Identify the key problem. Recognise the causes behind the

challenge.
Example: He thinks about why he’s anxious for the Math test,
realizing he’s unsure about some concepts and didn’t study
enough.
31
Step 4. Take On The Challenge
Accept the challenge. Take small steps to work towards the

problem.
Example: Rather than avoiding or becoming overwhelmed, he

faces the challenge and creates a study schedule to review the
uncertain maths concepts.
Step 5. Engage In Self-Calming Activities
Engage in self-soothing activities that calm your mind, like

meditation, yoga, painting, exercising, listening to music, or
whatever makes you feel peaceful and calm.
Example: To calm his nerves and focus better on the test, he

does some deep breathing exercises and listens to his favourite
soothing music.
32
Skill Theory SEL
Panchkosh
Vikas
Mental toughness or strength means your ability to

behave consistently and confidently under difficult and
stressful situations. In other words, you are comfortable
dealing with whatever comes your way and accept the
challenges with utmost confidence.
Example: You barely passed in almost all subjects in the

first semester. However, you remain calm and confident
instead of panicking or stressing out. As a result, you study
harder next semester and score 50% higher than last
semester. Such comebacks are called mental toughness or
mental strength.
33
Reflective Learning
DATE:
Experiential Learning
(PBL/ GMW) (SI -
Heading) (Story)
1 You need to give a short speech about a memorable

adventure or experience in front of your class. You’re
scared of public speaking, and it’s making you feel Communication
anxious.
Highlight which step/steps of the NGN Mental Strength

Toolwill help you in this situation with examples.
You have maths, science, and history homework,

which feels too much to finish in one night.
2
Highlight which step/steps of the NGN Mental
Strength will help you in this situation with examples.
3 It’s the championship soccer game, and your team

is tied with the opponent with just a few minutes left.
You feel stressed out about losing the game.
Collaboration
Highlight which step/steps of the NGN Mental

Strength will help you in this situation with examples.
34
Citizenship
Problem
Solving
“ In 2021, many people in Ethiopia had to

leave their homes because of conflicts. This
increased the high school dropout rates,
but communities were finding ways to help
children learn and stay in school.
Credits: NPR
A few causes why some students dropped out of school in Ethiopia:

”
• Schools were too far from where the displaced students (Students who had to
leave their homes and move to a different place) lived.
• Students could not attend school due to language barriers and poor financial
situation.
• Students who could not afford decent shoes and uniforms were stigmatised and
made fun of, resulting in poor mental well-being.
Q.1 What was one of the reasons for high school dropout rates in Ethiopia in 2021?
Lack of interest in education
Violence and conflicts
Language Barrier
Sports and extracurricular activities
Q.2 How did the lack of decent shoes and uniforms affect some students in Ethiopia?
It improved their mental well-being.
It didn’t have any impact on them.
35
They were stigmatised and made fun of.
They performed better in school.
Think and Write
Q.1 How can the language barrier issue be taken care of to ensure students’ learning isn’t
hampered?
Communication
Q.2 How can schools address the issue of stigmatisation of students who cannot afford
decent shoes and uniforms? What skills can be taught to students to ensure there is
acceptance among students? Growth
Mindset
My Approach
Q.1 Imagine you are in charge of a school in Ethiopia, and you notice an alarming rate of
students dropping out. What steps or solutions will you incorporate to ensure students’
learning is not hampered? Problem
HOTS
Solving
36
Feeling Check-In: Select objects that echo your emotions: happy sticker- joy, crumpled paper- fear, solid material-
anger.
Ask Yourself Creativity Biliteracy
Imagine you’re a student

attending school in Ethiopia right
now. How would you creatively
overcome the issue of attending
school despite the long distance
from your home? Write down
some creative examples.
Ihita’s Mental Strength Experiential

Learning
Biliteracy
Ihita failed one of her final tests because her mom was sick. She could not perform well during exams
because she had to care for and look after her mother. Ihita now feels like a failure for not being able to
score well in her examination. She panics every time she has to study for a test now.
Nova: Hey, Ihita, I have been noticing that you’ve been stressed lately. Is everything okay?
Ihita: Not really. My mum hasn’t been feeling too well lately, and this has affected my
academic performance.
Nova: I am so sorry to hear that, Ihita. It must have

been hard for you.
Ihita: Yes, It’s been really hard. And the worst part is
that I failed a test. I feel like a loser.
Nova: Hey, Hey. This isn’t your fault. You did have
so much going on. I am sure you will do better next
time.
Ihita: I am not too sure about that. Every time there’s

a test I panic and I underperform.
Nova: I am sure we can figure something out

together. We will look for ways to help manage your
stress and anxiety.
37
Q.1 What can Ihita do to dissect her negative thoughts and feelings towards exams and tests?
Q.2 What steps can Ihita take to be more kind to herself and take on the challenge with
utmost confidence?
Discuss and Debate Growth

Mindset
HOTS
Topic 1: Is it fair for schools to give

students mental health days off, similar to
sick days?
Team A: Team B:
In favour of mental health Arguing that the idea of
days off to promote providing mental health days
better mental being. off will hamper learning and
disrupt student’s education.
38
Topic 2: Is it important for young
people to share their struggles and
challenges with peers, or is it better
to keep such matters private?
Team A: Team B:
Supporting the idea of Arguing that too much
sharing their struggles for sharing will lead to
better emotional support. excessive dependence on
peers for support.
Experiential
Grey Matter Workout Learning Collaboration
Activity
Mental strength
The purpose of this activity is to deal with challenging situations positively by
incorporating the steps of the NGN Mental Strength Tool. Each group will have
2-3 students.
Requirements: Marker, Pencil and Mental Strength scenarios sheets.
Instructions:
Get into groups of 2-3. Each group will be provided with a scenario. Each group will
read and discuss the problem scenario and complete the problem sheet by keeping
the following pointers in mind. Each group will highlight the possible emotions felt
by the character, steps to develop self-compassion, steps the character can take to
overcome the challenge, and self-calming strategies the character can incorporate.
Once this is done, each group will discuss their answers with the class.
39
Scenarios
Global Panchkosh
Citizenship Vikas
Chaha lost her home in Nepal in 2015 due to an earthquake.

As a result, her family has faced financial difficulties.
Because of Chaha’s family’s struggle, she cannot pursue
her academic ambitions. She supports her family by
working full-time at a restaurant and studying part-time
at a public school. She feels stressed and overwhelmed
by her situation.
Emotional Expression Compassion Expression
Resiliency Expression Self-Calming Strategies

(Overcome Challenges)
40
Panchkosh Climate
Vikas Change
Kafun’s family has lived in the village for generations.

They all live in harmony with nature. Trees are not cut
for unnecessary reasons. However, a paper-making
company with international operations is interested in
purchasing most of the land in Kafun’s village from the
local government to clear the land and trees for paper
production. Kafun feels helpless.

41
Panchkosh Problem
Vikas Solving
Shifani graduates in June 2020 and is looking for her first

job. Due to the COVID-19 Pandemic, she is unable to find
a job. The majority of her time is spent at home, doing
nothing. There is no change or challenge in her life. She is
concerned about her current and future career prospects.
She gives up. In her opinion, nothing will change.

Feeling Check-In: How would you label your emotions? (shivers- fear, wide eyes- surprise).
42
Chapter 4
Perspective Taking
Social Awareness
Feeling Check-In: What are your Roses, Thorns and Buds? Rose (highlight of the week), Thorn (stressful day
of the week), and Bud (looking forward to the week).
Focus Points
• Learn how perspective-taking plays a crucial role in fostering emotional

intelligence and makes you better understand your emotions and those of
others.
• When you consider how others might perceive a situation, you communicate
more clearly, and you adapt to their needs.
• You become better at resolving conflicts and challenging stereotypes and biases
by encouraging people to see the uniqueness of others.
Art
Creativity
Integration
Warm-Up
Give a sentence starter. The other

classmates will repeat the sentence
starter and add their own line.
Continue until it becomes a creative
story.
43
Bridging Borders: A Father-Son Tale
Experiential Panchaadi
Learning Learning
In the bustling streets of Mexico City, a spirited 14-year-old named Bobo dreamed of
crossing borders and seeking refuge in Texas, USA. His aspirations clashed with those of
his father, Mr. Dube, a hardworking grocery store owner, who yearned for Bobo to stay
and help the family business.
Every day, they fought a lot, and neither of them could understand the other’s pain.
Bobo felt trapped in his home country because there were not many chances for him.
He longed for a future far away. Bobo thought that his father’s strictness was a way to
control him, not because he cared about him.
One day, amidst the storm of emotions, Mr. Dube opened up. He shared tales of his
struggles, painting a picture of resilience and triumph. He worried about the risks, the
violence, and the uncertain journey that lay across the border. Yet, in his eyes, Bobo saw
love, concern, and the belief that his son could lead a remarkable life in Mexico.
Touched by his father’s history, Bobo empathised with the man who had sacrificed
so much. He expressed his need for freedom and individuality. In a moment of
understanding, Mr. Dube agreed not to stand in Bobo’s way if he pursued legal means,
ensuring his safety and happiness.
In the end, amidst disagreements and dreams, a bridge of understanding was built.
Bobo saw his father’s love and care, and Mr. Dube saw Bobo’s need for independence.
Together, they learned the essence of compromise and love, proving that even in the
face of differing dreams, a family could find a way to support and understand one
another.
44
Brain Teaser
HOTS
Q.1 What might occur if Bobo and his father chose to keep arguing instead of trying to see
things from each other’s point of view?
Q.2 What are the pros and cons of Bobo using illegal measures to cross the border and
seek refuge in Texas?
Life Skills
Q.3 What strategies could Bobo and his father have used to resolve their arguments and
better understand each other’s perspectives without resorting to heated discussions?
Q.4 How can Bobo make informed decisions about whether to seek refuge in Texas or help
his father with the family business?
Critical Thinking
Q.5 Create two columns and highlight Bobo’s perspective in one column and his father’s in
the other column. Try to come up with a middle ground and highlight the steps you would
take to resolve the conflict between Bobo and his father.
Feeling Check-In: Visualise a candle before you and simulate blowing it out. Notice whether the action is
slow, medium or fast-paced. 45
TOOL SEL
NGN Perspective Taking Tool

The purpose of the NGN Perspective Taking Tool is to aid in the process of
understanding the viewpoints of others.
Step 1. Recognise and understand differences Understand

Differences
Understand that others can have different opinions, feelings, and

experiences than you. Try to put aside your ideas and engage
with other people’s perspectives and culture.
Example: Two friends have different tastes in music. One loves

pop music, while the other prefers rock music. They understand
and respect each other’s choices.
Recognise
Step 2. Recognise Influences Influences
Understand the reason behind someone’s actions or how people

view things.
Example: In their conversation, one expresses how pop music’s

catchy tunes bring happiness, while the other reveals that rock
music energises them.
Make an
Step 3. Make an Assumption Assumptionn
Scope out your best guesses and narrow them down to a few.
Find how the other person will feel, think, and act. Try to engage
with people with an open mind.
Example: Despite their differing preferences, the girl assumes

he finds excitement in rock music, while he assumes she
appreciates the melodies of pop music.
46
Step 4. Make a Compromise
Compromise
Hold your assumptions lightly and be ready for new information

about the other person. Have an open discussion and be ready
to adjust and challenge your assumptions.
Example: They hold their assumptions lightly and decide to

explore each other’s musical interests. They create a playlist
with pop and rock songs, and enjoy music together.
Skill Theory SEL
Perspective Taking refers to considering someone’s

viewpoints openly, intellectually, and emotionally. It allows
you to put yourself in the position of others and understand
their viewpoints, experiences, and beliefs.
Example: You’re at school and a new boy joins your class.

He seems quiet and nervous. Instead of ignoring him and
making assumptions about him, you approach the boy
and get to know him better. This helps you to understand
their perspective better about how the first day of school
could make him feel nervous and stressed.
47
Reflective Learning
DATE:
1 You want to choose a topic you’re passionate

about in a group project, but your group members
have different interests. You need to listen to their Collaboration
perspectives and find a topic everyone can agree on.
Highlight which step/steps of the NGN Perspective
Taking Tool will you use in this situation with
examples.
You and your classmate are auditioning for a

school play. You both get into a heated argument
2
over who should play the lead role. You both need Communication
to understand each other’s passion for acting and
find a middle ground. Art
Integration

Taking Tool will you use in this situation with examples.
3 Your friends recently relocated to a new city and

are adjusting to the new environment. You have
been calling her daily to stay in touch. But due to the
workload your friend hasn’t been available. This leads
to a heated argument. Communication

Taking Tool will you use in this situation with examples.
48
Citizenship
Problem
Solving
“ 2022: Millions of people seek refuge in the

United States every year for peace, respect,
and prosperous life.
Credits: UNODOC
A few causes for migration from South America to United States:

”
• Some people were affected by the conflicts and crimes.
• Some people were unemployed and had a social disadvantage.
• Some people had limited access to education and healthcare facilities.
Q.1 What was one of the reasons for migration from South America to the United States?
Lack of education
Violence and conflicts
Language barrier
Better future prospects
Q.2 What impact can lack of education have on the people of South America?
Financial struggles
Limited future prospects
Social Inequality
Better Healthcare Services

49
Think and Write
Q.1 How can the lack of employment issue have an impact on one’s mental health and
social standing? Critical
Thinking
Q.2 Highlight some pros and cons of migrating and seeking refuge in a different country.
Problem
HOTS
My Approach Solving
Q.1 What steps or solutions would you incorporate to ensure the people in South America
lead a peaceful and better life?
Feeling Check-In: Share with the class the last instances when you spoke in a whispered, shouted, and soft tone.
Explain the reasons behind each choice.
50
Ask Yourself SEL HOTS
Imagine you are a child who

had to leave your home in South
America and seek refuge in a
foreign country. What challenges
and emotions do you think you
might experience?
Experiential
Arya’s Assumptions Learning
Arya is at a grocery store. She sees two carts with food. One has healthy food like fruits and salads; the
other has snacks and microwaveable meals. Two women come to the carts: one is dressed formally, and
the other looks poor. Arya gives both carts to the formally dressed woman, thinking she owns the healthy
food. But she’s surprised when the formally dressed woman says the snacks are hers. This shows Arya not
to judge people by how they look.
Arya (to herself): (Arya looks at the two carts and thinks
to herself) Hmm, I need to find out who these belong to.
Arya approaches the Wealthy Looking Person.
Arya: Hey, I think these are your carts.
Homeless-Looking Person: (Approaches the carts and

speaks to Arya) Those are my carts. Thanks.
Wealthy-Looking Lady: (Also approaching the carts,

looking confused) That’s not mine. I can’t afford such
expensive organic food.
Arya realises her assumption was incorrect and decides to respond.
Arya: I apologise for the confusion. It seems I assumed without knowing for sure. Let’s make
sure these carts get back to their rightful owners.
Homeless-Looking Person: Thank you for understanding. It’s easy to make assumptions
sometimes.
Wealthy-Looking Lady: You’re right. It’s important not to judge people by their appearance.
Arya: You’re both right. I’ve learned a valuable lesson today. Thank you for helping me
see things from a different perspective.
51
Q.1 What can Arya do to dissect her assumptions with the help of the NGN Perspective
Taking Tool?
Q.2 What do you think Arya learned from this experience? How will this experience change
the way she views and interacts with people in the future?
Discuss and Debate HOTS Biliteracy
Topic 1: Should students be allowed to

choose their own classes and subjects?
Team A: Team B:
In favour that students Arguing that the school
should have more control teachers and administrators
over their education. are better equipped to make
such decisions.
52
Topic 2: Is video game
addiction a real problem?
Team A: Team B:
Supporting the idea that Arguing that video
it can lead to addiction games can be a form of
and hamper learning. entertainment and skill
development.
Experiential
Activity
Your Perspective on Me
The purpose of the ‘Your Perspective On Me’ is to become aware of assumptions
and question those ideas and assumptions. Each group will have 2-3 students.
Requirements: Paper, Eraser, Marker, Pencil and the Your Perspective on Me

activity sheet.
Instructions:
Get into groups of 2-3. Each group will read the statements and discuss the statement
with their teammate. Each group will draw the person and give a description of the
character on the Your Perspective On Me sheet. Once this is done, each group will
discuss their answers with the class and reveal their perspective behind their answers.
Once the discussion round is over, each group will answer certain questions posed by
the instructor.
53
Scenarios
SEL Communication
My job is at the university. Speaking

in front of students is my favourite part
of my job. My dog is my best friend at
home. I enjoy watching movies on my own.
Throughout my life, my friends and family
have always made fun of my forgetful
nature. Last year, I lost my partner. I
sometimes miss my partner. Can you share
your perspective on me?
Age -
Gender -
What is my Job? -
Perspectiveness -
SEL
As a public servant, my work is dangerous.

It is not uncommon for me to spend
prolonged periods away from home. In
addition, there are times when my work
is emotionally draining and demanding.
Nevertheless, people generally regard
my work as a valuable contribution to
the safety and security of our streets and
nation. Can you share your perspective
on me?
Age -
Gender -
What is my Job? -
Perspectiveness -
54
SEL
As a single parent, I am responsible

for my children. Currently, I am employed
full-time as a teacher. Along with household
chores, I also help my children with their
studies. The majority of my male colleagues
at work do not prefer to work under our
female supervisor. However, I do not have
any issues. I respect my supervisor for her
skills and strong leadership. Can you share
your perspective on me?
Age -
Gender -
What is my Job? -
Perspectiveness -
SEL
I have participated in the Olympics

multiple times as an athlete. In addition,
I have often represented my country
in special Olympiads for people with
disabilities. I don’t mind how old I am or
how many grey hairs I have. The most
important thing is that I am fit and athletic.
Can you share your perspective on me?
Age -
Gender -
What is my Job? -
Perspectiveness -
55
Can you see diversity in perspectives?
How do views get framed?
What questions are coming to mind to test

your assumptions? Use the NGN Perspective
Taking Tool to answer.
How important do you think it is to change

perspectives?
Feeling Check-In: Select your outfit for today: pyjamas, formal or ethnic/grand. Explain your choice and
share the reasoning (feeling) behind it.
56
Chapter 5
Assertiveness
Social Emotional
Communication
Feeling Check-In: Imagine your day as a sandwich. What ingredients would you choose to represent your day?
Focus Points
• Learn how assertiveness plays a crucial role in fostering emotional intelligence

and makes you better understand your emotions, thoughts, and actions.
• Assertiveness allows you to express your emotions, thoughts, and needs in a

respectful and calm manner.
• You become better at maintaining personal boundaries, which allows you to

protect your emotional well-being.
Art
Creativity
Integration
Warm-Up
Create unique action phrases and

write those action phrases in a box.
Pick a random chit and enact that
action phrase while everyone tries to
guess the action.
57
Finding Her Voice: Nova’s Journey to Assertiveness
Experiential Growth
Learning Mindset
In the vibrant halls of NGN School in Papua, Nova, a brilliant and diligent student, faced a
struggle known only to her. She had created a web of problems by not being able to say
“no,” which caused her stress and anger.
Amidst the academic challenges, Nova, outnumbered by boys in her class, felt the
constant need to prove herself. Her peers, recognising her brilliance, sought her
assistance with homework and exams. Nova wanted to set limits, but she was afraid of
what would happen if she did. She was stuck in a cycle of always saying “yes.”
One day, summoning a sliver of courage, she apologised, refusing to help a classmate
with homework. Yet guilt gripped her heart, causing immense stress and impacting
her studies. The burden grew heavier when she was coerced into joining a school club,
unable to vocalise her true feelings.
In her struggle, Nova found solace in an unexpected friendship. A fellow student, once
in her shoes, shared her own journey of self-discovery. Inspired, Nova embarked on a
transformative path. With newfound determination, she learned the art of assertiveness.
As she learned to make eye contact and speak her truth, Nova began to say “no” when
necessary. The weight lifted, allowing her to focus on her studies and personal growth.
Nova learned the power of her voice on this journey, which changed her from always
saying “yes” to a strong, confident young woman. Nova not only freed herself by finding
her voice, but she also encouraged others to do the same. She showed that real strength
was not in following the rules, but in having the guts to stand up for yourself.
58
Brain Teaser
HOTS
Q.1 What might happen if Nova continues accommodating everyone’s requests without
setting her own personal boundaries?
Q.2 What impact can a lack of assertiveness have on Nova’s overall well-being?
Life Skills
Q.3 How can Nova set personal boundaries while also maintaining healthy relationships
with her peers?
Q.4 How can Nova express and communicate her needs confidently without affecting her
well-being and academic performance?
Critical Thinking
Q.5 How can Nova creatively channel her frustration and guilt into self-improvement
efforts?
Feeling Check-In: What would you include if you designed a badge symbolising your week?
59
TOOL SEL
Growth
Mindset
NGN SAY NO TOOL

The purpose of the NGN Say No Tool is to provide you with an upbeat guide if
you find it difficult to say “No assertively”.
Step 1. Change Unhelpful Thoughts or Mindset
Change your mindset about saying “NO” by letting go of the

belief that it makes you appear rude or uncaring, and remove
the idea that it will ruin relationships.
Example: A girl used to think that saying “no” would make her
look rude, so she often said “yes” to things she didn’t want to do.
Step 2. Use Confident Nonverbal Gestures
Keep your head held up, your shoulders leaned back, a calm
voice, and direct eye contact with anyone who wants a Yes for
an answer from you.
Example: When her friend invited her to a club she wasn’t

interested in, she used confident nonverbal cues, smiled, and
politely declined, saying, “I have other plans.”
Step 3. Choose Your Words Wisely
When saying “NO,” be straightforward, honest, and polite. Use

an affirmative tone, such as “NO, I can’t,” while maintaining
respect and clarity in your response.
Example: When a classmate asked to copy her homework, she

chose to be direct and honest, responding, “No , I can’t share my
work, but I can help you understand it.”
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Step 4. Don’t Apologise When It Isn’t Necessary
Don’t apologise or offer elaborate reasons for saying no. Avoid

statements like “I’m so sorry” or “I’m sorry for saying no.”
Example: She was invited to a sleepover that she couldn’t attend

due to a family event. She refrained from unnecessary apologies
and said, “I can’t make it to the sleepover, but I hope you all have
a great time!”
Step 5. Don’t Wait For Acceptance
Remember that it’s okay for you to say no to things that make
you uncomfortable. Don’t convince others to accept your
refusal.
Example: When her friends pushed her to do something against

her morals or rules, she firmly said, “No, I won’t do that,” without
trying to convince her friends.
Step 6. Accept The Consequences
Recognise and accept that others have the right and might not
like your negative answers. Take accountability for saying ‘No’
to certain things.
Example: When friends urged her to skip a crucial maths lecture

to hang out, she confidently declined, prioritising her academics,
even though it might disappoint them.
61
Skill Theory Panchkosh
Vikas
SEL
Being assertive means expressing your feelings and wants

confidently without anyone’s force. When you respond
assertively, you are direct, firm, and respectful.
Example: You are asked to participate in a school talent

show but don’t want to. So you express your opinions
assertively and politely decline the request to participate.
You calmly say, “I appreciate the invitation, but I won’t be
performing this year.”
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Reflective Learning
DATE:
1 Your friend wants to borrow your favourite book, but

you’re afraid to say no because you think it will make
you look rude.
Highlight which step/steps of the NGN Say No Tool
you will use in this situation with examples.
Your friends want you to cover for them and say

that they’re sick when they are going to skip school.
2
You don’t feel good about this, and it’s making you
anxious.
Highlight which step/steps of the NGN Say No

Tool you will use in this situation with examples.
3 Your class is organising a fundraising event, and you

don’t want to be in charge of the bake sale. You have
your eyes on the book sale.
Highlight which step/steps of the NGN Say No Tool

63
Citizenship
Biliteracy
“ 2019: Most girls in Papua New Guinea (PNG)

couldn’t attend school and were denied
access to literacy, numeracy, and social
skills due to gender inequalities. However,
organisations and advocates are working to
ensure gender equality in PNG’s education.
Credits: The Borgen Project
A few causes for the lack of easy education access to girls in

”
Papua New Guinea (PNG)
• 25% of girls in PNG married before turning eighteen due to early marriage
traditions and beliefs that didn’t value girls’ education.
• Families worried their children would be more vulnerable to conflicts if they

moved away for schooling.
• Some girls faced bullying from teachers and male classmates, which
discouraged them from attending school.
Q.1 What were some reasons that hindered girls’ access to education in PNG?
Early marriage traditions and beliefs.
Concerns about children’s vulnerability to conflicts.
Lack of interest in education.
Bullying from teachers and male classmates.
Q.2 What skills were girls in Papua New Guinea (PNG) denied access to due to gender
inequalities in 2019?
Sports and physical education.
64
Literacy, numeracy, and social skills.
Technical and vocational skills.
All of the above
Critical
Think and Write Thinking
Q.1 How can a lack of education affect the girls of Papua New Guinea?
Q.2 How might the issue of early marriage in PNG lead to financial dependency and social
isolation?
Problem
My Approach Solving
Q.1 What solutions would you implement to overcome challenges such as early marriage,
concerns about safety, and bullying to improve education in PNG?
Feeling Check-In: If you were a brush, what would be your first five choices of colours? Consider the colour you
landed on, and reflect on the emotions associated with that particular colour.
65
Ask Yourself HOTS Creativity
Suppose you were organising

an event in a specific region of
Papua New Guinea to discuss
early marriage’s consequences
and encourage girls’ education.
How would you create engaging
activities to make the event
interesting?
Sophia’s Struggles Experiential

Learning
Sophia struggles academically and faces pressure from her parents and teachers to improve her performance.
Due to her poor performance in the academy, Sophia accepts whatever comes her way, whether she likes it or
not. She has developed a habit of never refusing requests, which overwhelms her. Her neighbour James, an
excellent student, often asks her to do tasks in exchange for academic help, causing Sophia immense stress.
She fears losing his friendship if she says ‘no’ to his demands.
Sophia: I’m really struggling with my studies,

James. My parents and teachers are putting
so much pressure on me to improve.
James: Yeah, I’ve noticed. I can help you with

your homework and exams, so it’s only fair
that you help me with a few things.
Sophia: What is it that you need help with?
James: I have a couple of things that I would

like you to drop off somewhere.
Sophia: I am sorry, James, but I’m always

running errands for you. It’s hard to keep up
with everything.
James: Come on, Sophia, it’s not a big deal.

If I can take some time to help you with your
studies, you can too.
Sophia: Yeah, but it’s just that... I’m afraid to say no to you. I don’t want to lose your friendship
or your help.
66
Q.1 What steps from the NGN Say No Tool can Sophia take to reduce her stress while
maintaining healthy relationships with peers, family, and teachers?
Q.2 How can students like James better support their friends who are struggling
academically without creating additional stress or dependency?
Topic 1: Can assertiveness be taught and

learned, or is it a personality trait that
cannot be changed?
Team A: Team B:
In favour of Arguing that cultural
assertiveness is a skill factors can influence
that can be learned and communication styles
improved with practice. and cannot be learned.
67
Topic 2: Is assertiveness the best
approach in communication or
not?
Team A: Team B:
Arguing that assertiveness
Supporting the idea that
might not always be
assertive communication
appropriate due to varying
promotes healthy
contexts and cultural
relationships.
differences.
Grey Matter Workout Experiential

Learning
Collaboration
Activity
Say No
‘The purpose of the ‘Say No’ activity is to learn how to be assertive when expected
to comply with specific unfavourable requests. Each group will have 2-3 students.
Requirements: Paper, Eraser, Marker and the Say No Activity Sheet.
Instructions:
Get into groups of 2-3. Each group will read the sample Say No sheet. Each group will
be assigned a scenario. Each group will read the scenario, prepare a role-play script,
and highlight the following three styles of communication: Assertive, Passive, and
Aggressive. Once done, each group will role-play the scenario and discuss the best
mode of communication for their given scenario.
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Sample Script
Ella has just started a new job. Her manager, Daniel, asks her to provide him with
information and data that she produced in her previous position. Ella is facing a
dilemma. Both know that sharing confidential company information is unethical
and illegal. Ella musters the courage to say no.
Social Issue: Corruption
Daniel: Hey Ella, can I speak to you for a minute?

Ella: Is it something urgent? I was wrapping up work and heading home.
Daniel: Would it be possible for you to provide me with a list of customer contact
data from your previous company?
Ella (Assertive): I don’t think that would be ethical on my part and it would impact
our company’s reputation.
Ella (Aggressive): No. What makes you think I am going to help you with that?
Ella (Passive): I am really sorry but I don’t know if I should do that.
Scenarios
Dave has a significant presentation scheduled for Tuesday. During school

hours on Monday, Dave’s retired uncle calls John to ask him to pick up the
groceries. John’s project aims to provide food to the underprivileged and
poor. Although Dave agrees that this is a good cause,
he cannot leave during school hours. John, however,
insists he picks up groceries now. Dave has never said
no to his uncle. However, he must say no to his uncle
today. Create a script in which Dave uses the NGN Say
No tool to communicate with Uncle John.
Social Issue:
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SEL
Stella is not a big partygoer. Since her exams are approaching, she avoids
social gatherings. However, Stella is one of the candidates for the position
of student body president at her school. While in recess, Clara, a senior and
outgoing student president, approaches her and invites her to attend the
weekend send-off party for the seniors. Stella initially
declined the invitation. However, Clara did not take no
for an answer. Indirectly, Clara pressured Stella for an
unfavourable outcome in the student president election.
Stella feels frightened now. She must be tactful, polite,
and assertive when saying no to Clara. Write a script.
Social Issue:
SEL
In school, a student named Greg often argues with others and doesn’t like
Gloria for no clear reason. Gloria is not treated well by everyone, and nobody
takes her seriously. During a group project, Gloria gets upset and sends an
email asking everyone not to talk to her. After that, Greg wants to get Gloria
suspended and asks classmates to sign a petition. Neer
disagrees with this and wants to tell Greg “no” but is
slightly nervous. Using the NGN Say No Tool, create
a script in which Neer finally says no with logical
reasons and justification.
Social Issue:
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SEL
Bonolo and Andre are brother and sister. They both want to go to a special
school, but their parents can only afford one of them
to go there. Bonolo sometimes feels that her brother
has more freedom and better opportunities. Bonolo
wants to politely say no to her brother and parents
without hurting anyone’s feelings.
Social Issue:
Feeling Check-In: Imagine you’re a tree. Branches are interests, the trunk as strength, the leaves
express your emotions and fruits symbolise achievements. Share with the class how
your ‘emotional tree’ looks today.
71
Chapter 6
Conflict Resolution
Relationship Skills
Feeling Check-In: Reflect on your current emotions by choosing a trait that best describes you: funny,
thoughtful, caring or outgoing.
Focus Points
• Learn how conflict resolution plays a crucial role in fostering emotional

intelligence and makes you better understand your emotions, triggers, and
needs.
• Conflict resolution allows you to consider the perspective and emotions of

others. This enhances your ability to empathise.
• You become better at negotiating and compromising; better social skills can lead
to better relationships.
Art
Integration
Warm-Up
Bring in a childhood picture or an

experience that is close to your heart.
Share that picture and a brief memory
associated with that picture with the
class.
72
Waves of Understanding: Navigating Conflict at
NGN Desalination Experiential
Learning
Global
Citizenship
In the heart of Cairo, Egypt, at NGN Desalination Corporation, James and Bobo
embarked on a groundbreaking project to combat water scarcity using reverse
osmosis (RO) technology. Their shared goal was clear: making seawater drinkable and
combating saltwater intrusion sustainably.
Yet, amidst their shared purpose, differences in approach stirred the waters of their
collaboration. James, the meticulous researcher, advocated for a six-month extension
to refine their solution further. In contrast, Bobo, the advocate for immediate action,
believed in launching the product promptly and updating it over and over.
In a meeting, they attempted to calmly bridge their differences, intending to listen

and learn from one another. However, a storm brewed when James, overwhelmed by
frustration, accused Bobo of not listening and interrupted him. The clash led to Bobo
storming out, leaving the room resonating with the echo of a slammed door.
Their disagreement showed that they could not handle disagreements in a healthy way.
Instead of helping them understand each other better, harmful actions slowed down
their conversations and caused a rift between them.
Amidst the tension, a lesson emerged like a beacon in the tempest: the need for open
dialogue, empathy, and active listening. In the face of conflict, the key was not just
to speak but to truly understand. Both James and Bobo needed to learn that true
resolution lay not in blame but in the willingness to empathise, comprehend, and work
together to find a common shore.
Their journey was a reminder that conflicts were but waves in the vast sea of
collaboration. With patience, understanding, and mutual respect, those waves could be
transformed into currents, propelling them towards shared success.
73
Brain Teaser
HOTS
Q.1 What impact can destructive approaches to resolution have on Bobo and James’
relationship?
Q.2 Can you give an example of a constructive approach that James and Bobo could
incorporate to resolve their conflicts?
Life Skills
Q.3 How can communication skills like active listening and constructive feedback help
James and Bobo with their disagreements?
Q.4 How can James and Bobo better understand each other’s perspectives and find
common ground for their concerns?
Critical Thinking
Q.5 Why is understanding their feelings and how they communicate important for James
and Bobo when they have conflicts like this one?
Feeling Check-In: Choose a superpower: fly or be invisible. Share and explain why it suits your current
feelings.
74
TOOL Problem
Solving
NGN CONFLICT TREE TOOL

The purpose of the NGN CONFLICT TREE TOOL is to resolve conflicts by
challenging destructive ways of responding to conflicts.
Step 1. Take Some Time To Cool Off
Find stress relief techniques that work for you, such as controlled
breathing, to stay balanced and calm in challenging situations or
during disagreements with others.
Example: Two friends were playing a board game when a

disagreement arose. They both felt frustrated and upset, so they
decided to take a break and calm themselves.
Step 2. Recognise Your Own And Others’ Emotions
Understanding yourself and others. Practice assertiveness by

sharing your feelings by using phrases such as “I felt disrespected
when you didn’t let me finish” and actively listening to others, using
empathetic phrases like “I understand how you feel.”
Example: After returning to the table, they began acknowledging

their feelings. The girl expressed frustration, thinking he wasn’t
following the game rules, while the boy admitted his frustration,
believing she was changing the rules.
75
Step 3. Resolve Differences To Settle A Conflict,
Not To Win Or To Be Right”.
Maintaining the relationship should always be your top priority,

rather than winning the argument. Think of solutions that are
acceptable to both parties involved in the conflict.
Example: Instead of trying to prove who was right or wrong, they

decided that their friendship was more important and agreed to
look up the official rules of the game.
Step 4. Maintain A Present-Oriented Mindset
You must not hold grudges based on past conflicts to see the
current situation. Instead, focus on what you can do to resolve the
issue right now, not on the past.
Example: They decided to focus on the game and not let past
disagreements affect their current decisions.
Step 5. Forgive And Let Go
Conflicts cannot be resolved unless you are willing to forgive and let
go. Agree to disagree if you cannot reach an agreement.
Example: In the end, they couldn’t find the official rules, so they
agreed to let go of the argument.
76
Skill Theory Panchkosh
Vikas
Communication
Destructive conflict is a fight or argument that

quickly becomes unfriendly and isn’t resolved easily.
Example: You firmly hold on to your opinion or

perspectives while rejecting others. You are not open
to new ideas, views, or processes.
Constructive conflict means to have healthy and

respectful discussions that result in positive outcomes.
Example: With an open mind, you listen to other people’s

viewpoints and accept constructive criticism.
77
Reflective Learning
DATE:
1 You and your brother argue over who gets to watch

their favourite TV show, and the argument escalates.
Highlight which step/steps of the NGN Conflict Tree
Communication
On the soccer team, you and your friend have a

heated disagreement over who should be the captain
2
of the team. Communication

3 Your classmate gets into a heated argument with you

about how she would like you to present the science
project in class. You disagree with her. Communication

78
Citizenship
Climate
Change
“ 2021: In Egypt, farming, soil quality, and water

supply were negatively affected by water scarcity
and saltwater exposure, combined with climate
change. However, Egypt’s agricultural sector is
working hard to innovate and explore sustainable
farming practices.
Credits: The Tahir Institute
A few causes of water scarcity in Egypt:

”
• Egypt faced a water shortage due to climate change.
• Saltwater flooding occurred in many places due to global warming, which

emptied many freshwater reservoirs.
• Climate change brings hotter weather, rising seas, and strong storms, causing
severe economic and environmental problems for countries like Egypt.
Q.1 What negatively affected Egypt’s farming, soil quality, and water supply in 2021?
Excessive rainfall
Water scarcity and saltwater exposure
Abundant freshwater supply
Cooler climate
Q.2 Why did Egypt face water scarcity?
Due to excessive rainfall
Because of increased freshwater reservoirs
79
As a result of climate change
Saltwater flooding in the region
Climate Critical
Think and Write Change Thinking
Q.1 Why is water so important for farming, soil, and the environment in Egypt?
Q.2 How might the issue of saltwater exposure affect the availability of clean water for
people in Egypt?
Critical
My Approach Collaboration
Thinking
Q.1 You are a student in Egypt concerned about the impact of climate change on
your country’s agriculture. What actions could you and your classmates take to raise
awareness and support sustainable farming practices in your country?
Feeling Check-In: Reflect on your week and share something that you did that made you feel proud, whether
small or big. Explain the accomplishment and why it brought you a sense of pride.
80
Ask Yourself Climate
Change HOTS
Can you think of any simple steps

individuals or families can take to
help conserve water and reduce
the effects of climate change in
their everyday lives?
Strained Bonds Experiential

Learning
Communication
Ihita, a teenage girl, enjoys sleepovers at her friend’s house, but her father opposes them, believing her
friends have a negative influence. Ihita always responds aggressively to his constructive criticism. When
Ihita decides to go for a sleepover, her father disagrees and yells at her, leading to a two-day grounding. This
event damages trust, and now they react defensively and argue constantly, impacting their relationship and
well-being.
Father: Ihita, I’ve told you before that I don’t want you to go for these sleepovers at your friend’s
house. They have a negative influence on you.
Ihita: Dad, you never let me have any fun! My friends are
not a bad influence. Why can’t you trust me?
Father: Ihita, it’s not about not trusting you. I just worry
about the choices you make when you’re with them.
Ihita: You don’t need to worry! You’re always so controlling.

(A few days later, Ihita decides to go for another sleepover)
Father: Ihita, I can’t believe you are at it again! I told you I

will not allow you to go for a sleepover!
Ihita (Yelling): You never let me have any fun, Dad! I hate
living here!
Father (Yelling): That’s it, you’re grounded for two days!

(Over the next few days, tension grows between them, leading to constant arguments and
damaged trust.)
Ihita: You’re always trying to control my life! I can’t stand it!
Father: Ihita, I’m your father and responsible for your well-being. I can’t just let you do whatever
you want.
Ihita: This isn’t fair! You don’t understand me at all!

81
What steps from the NGN Conflict Tree Tool can Ihita and her father take to adopt a
constructive approach to resolving their conflicts?
How can empathy and active listening help Ihita and her father better understand each
other and improve their relationship?
Topic 1: Is compromise always the best

approach to resolving conflicts, or should
one person stand firm on their position?
Team A: Team B:
In favour that it Arguing that it might not
promotes collaboration. be effective in extreme
human rights cases.
82
Topic 2: Is forgiveness a
necessary component of conflict
resolution or not?
Team A: Team B:
In favour that forgiveness Arguing that it’s not always
is essential to promote appropriate and can
better healing. lead to repeated harmful
behaviour.
Experiential
Activity
Frame It
The purpose of the ‘Frame It’ activity is to learn how to reframe abrasive language
and identify emotions. In addition, the activity teaches how to defuse tension by
making room for more accurate communication. Each group will have 2-3 students.
Requirements: Paper, Pencil, Eraser, marker and the Frame It activity sheet.
Instructions:
Get into groups of 2-3. Each group will review the sample Frame It Sample sheet. Each
group will read the given statements and will complete the given Frame It activity
sheets based on the given statement. Each group will consider the following points
while answering the sheets: Remove the negative words from the statement. Write
NA if you cannot identify negative words, write what emotions the statement reflects,
and reframe the statement to be more constructive. You can write NA if it doesn’t
apply and finally identify the speaker’s wants that are reflected in the statement.
Once done, each team will select a team captain and the team captain will present
the answers in class.
83
Sample Sheet
“Whenever I see him in the hallway, he

usually dumps trash on the floor, making
a total mess of the hallway. It is so annoying.
I hate him!”
Which hurtful words would you remove? This statement implies what emotions?
Annoying, I hate him. Frustration, dislike, anger.
How might this be reframed? What are the speaker’s wants? Tick the
correct answer.
Whenever I see him in the hallway,
Being heard by others.
he usually dumps trash on the
floor, making a complete mess of
Cooperation from others.
the hallway. It is hurtful and not
pleasant for me to watch”.
Discipline from others.
84
Scenarios
SEL
I see him constantly push people and

make fun of their appearances. He’s a
bully, plain and simple.
correct answer.
Inspire people to be inclusive.
Encourage cooperation.
Encourage respectful behaviour.
Climate
Communication
Change
I cannot work with someone like her. It always

seems like she is cutting me off during our
discussion. Her ideas are idiotic and not
suitable for the ‘Clean The Ocean Project.’
She’s stubborn and won’t listen to any of my
instructions!
correct answer.
Wants people to be perfect.
Feels insecure and wants others to
be respectful.
Wants to be accepted.
85
The food giveaway drive is coming up. It’s
a good thing you told Jiya about it. Last
time she could not perform well, but
maybe we can help her this year.
correct answer.
Speaker wants to be accommodating.
Speaker wants to make fun of Jiya.

Speaker wants to be a leader.
Collaboration
I would like to work with Jonathan.

Sometimes his ideas are out of the box, but
that is okay. Eventually, he will find a way to
distribute items to homeless people on time.
correct answer.
Speaker wants to exclude Jonathan.
Speaker wants to be open to new
ideas.
Speaker is insecure.
86
Biliteracy
She is a brilliant student. Unfortunately, she

will not be able to attend college due to the
high tuition fees. Her father wants her to
marry a nice guy so she can settle down. It’s
too bad she won’t continue her education.
correct answer.
Speaker wants to ignore the issue.
Speaker wants to talk negatively.

Speaker wants to be empathetic.
NOTES:
Feeling Check-In: If you could rewind the past week and start fresh, is there a particular moment or choice
you’d like to do differently? Share your thoughts with the class.
87
Chapter 7
Negotiation
Problem-Solving
Feeling Check-In: Reflect on yesterday: Share your happiness (sunshine) and challenges (weeds).
Focus Points
• Learn how negotiation plays a crucial role in fostering emotional intelligence

and makes you better understand your emotions, biases, and triggers.
• When you understand your own emotional responses in negotiation, you are
able to manage these responses.
• You become better at resolving conflicts and finding common ground. You also
adjust to changing information and circumstances with flexibility and resilience.
Art
Creativity Integration
Warm-Up
Come up with a list of words and their
taboo words. Divide yourselves into
teams, with one player giving clues
to their team to guess a word without
using the taboo words listed. The team
with the highest number of correct
answers wins.
88
Arya And Ihita Learn To Negotiate
Experiential
Learning Collaboration
In the lively city of Kumasi, Ghana, there lived a young girl named Arya. She had recently
moved there with her family. Arya started attending Kumasi International School, where
she met a lovely girl named Ihita. The two quickly became close friends and shared
many adventures together.
One day, Arya came up with a brilliant idea. She wanted to create a club at their school
to raise awareness about the challenges faced by people with disabilities in Ghana.
Excitedly, she shared her plan with Ihita, who thought it was a wonderful initiative.
However, as they brainstormed, Arya and Ihita had different opinions on how to proceed.
Arya believed that a week-long event involving students from other schools would be
the best way to reach a larger audience. On the other hand, Ihita felt that a single-day
event within their school would be more manageable and effective in delivering a clear
message. Their differing ideas caused tension between the friends, and they couldn’t
find a common ground. They both wanted the same outcome: to make a positive
impact. Realising that they needed guidance, they decided to seek help from Prof. Kwasi,
their professor.
89 89
Brain Teaser
HOTS
Q.1 What factors might have influenced Arya and Ihita’s opinions on how to raise
awareness about disabilities in Ghana?
Q.2 What might occur if Arya and Ihita chose to keep arguing instead of trying to see
things from each other’s point of view and find common ground?
Life Skills
Q.3 How could Arya and Ihita have better empathised with each other’s viewpoints?
Q.4 What ethical responsibilities do Arya and Ihita have when raising awareness about
disability challenges, and how can they ensure their campaign respects and includes
everyone’s experiences?
Critical Thinking
Q.5 Imagine the awareness campaign has taken place. How can Arya and Ihita measure
its success?
Feeling Check-In: Select three items: a woodfire, an active fish, a headset, a yoga mat, a musical
90 instrument, artwork, a Rubik’s Cube, a scented candle.
TOOL Communication
NGN TWIST TOOL

The purpose of the NGN TWIST TOOL is to learn how to settle differences and
reach a mutual agreement.
Step 1. Take turns and listen
Take turns listening to the views, opinions, and interests of others.
Example: A family is planning a vacation, with the parents

favouring a tranquil countryside and the girl preferring a lively
city. They agree to sit down and discuss their preferences.
Step 2. Use We Statements
When discussing and highlighting issues, use pronouns such

as “we,” “our,” and “us.”
Example: During the conversation, the parents start using
“we” statements. They say, “We all want to have a memorable
vacation, that suits everyone’s preferences.”
Step 3. Implement a tone of trust and cooperation
Promote shared respect by fostering a trusting and cooperative

tone.
Example: They build trust and cooperation by recognising each
other’s concerns. The parents trust her to enjoy a city vacation
responsibly, and she respects their judgment for relaxation.
Step 4. Brainstorm and find compromised solutions
Consider all possible solutions and then reach a compromise

that will benefit all parties.
Example: As a family, they brainstorm vacation ideas and decide
to blend a peaceful countryside stay with day trips to a nearby
city for both relaxation and adventure.
91
Step 5. Try again with unresolved problems
Should all parties disagree and a deal cannot be reached, try

again!
Example: If they disagreed, they would have waited and thought
of new ideas, or they could have asked friends who faced similar
vacation issues for advice.
Skill Theory Collaboration Communication
Negotiation is a process where parties discuss their

different views and interests to reach an agreement on
problems.
Example: In a school project, everyone needs to discuss

and assign roles like leader, researcher, and presenter.
You negotiate and discuss each other’s strengths and
preferences to determine the best fit for you.
92
Reflective Learning
DATE:
1 In computer labs or when using shared devices,

conflicts may occur over who gets to use the Communication
equipment first or for how long. You can negotiate a

schedule or time-sharing system. Biliteracy
Highlight which step/steps of the NGN Twist Tool you

will use in this situation with examples.
When you are studying with friends, conflicts may

occur over the study environment, such as noise
2
levels or distractions.You can negotiate to create a
suitable study atmosphere. Collaboration
Highlight which step/steps of the NGN Twist Tool Biliteracy
3 You are auditioning for roles in a school play, and a

conflict occurs because your classmate wants the
same role. Negotiate and find alternative ways for
you to participate. Art
Integration
Highlight which step/steps of the NGN Twist Tool

93
Citizenship
Problem
Solving
“ In 2019, 3.7% of the population in Ghana, West

Africa, were disabled and could not afford
assistive devices such as wheelchairs, hearing
aids, crutches, and prosthetics. However, people
in Ghana are working hard to provide affordable
assistive devices to people with disabilities.
Credits: UN
A few reasons behind the challenges faced by some disabled

”
people in Ghana, West Africa:
• Lack of access to affordable assistive devices such as wheelchairs, hearing aids,
crutches, and prosthetics.
• Lack of formal education and vocational skills and training given to disabled
people.
• Inadequate and unaffordable healthcare system.
Q.1 Tick the correct factors contributing to the challenges faced by some disabled
people in Ghana.
Abundance of affordable assistive devices.
Lack of formal education and vocational skills and training.
Robust and affordable healthcare system.
All of the above.
Q.2 How does the lack of access to affordable assistive devices impact disabled
individuals in Ghana?
It leads to increased formal education opportunities.
94
It hinders their mobility and independence.
It improves their access to affordable healthcare.
It enhances their vocational skills and training.
Critical Problem
Think and Write Thinking Solving
Q.1 How might the lack of access to affordable assistive devices for disabled individuals
in Ghana impact the overall quality of life and social inclusion?
Q.2 Highlight a few consequences of the inadequate and unaffordable healthcare system
for disabled people in Ghana.
Problem
My Approach HOTS Solving
Q.1 What steps or solutions would you incorporate to address the complex issue of
providing affordable assistive devices, education, and healthcare for disabled populations
in Ghana?
Feeling Check-In: Reflect on the sound that brings calmness after a tough day and explain why it has
this effect. Share your thoughts with the class on how certain sounds or elements of
nature can impact your feelings and well-being.
95
Ask Yourself HOTS Creativity
Imagine you are a young inventor

with access to resources. How would
you design a low-cost assistive
device that could benefit disabled
individuals in Ghana?
Climate
Change
Sohipa and Bobo’s Heated Argument Experiential

Learning
Sophia and Bobo, longtime friends, faced a heated disagreement during a discussion about their environmental
science project. Sophia was deeply concerned about ocean protection and wanted to focus on preserving
marine life. In contrast, Bobo was enthusiastic about clean energy like solar and wind power, believing it
could fight carbon emissions effectively. This clash of passionate interests led to an unresolved problem in
their friendship.
Sophia: Hey Bobo, have you thought about our science project? I was thinking we could focus
on saving the oceans and marine life.
Bobo: Hmm, that’s a good idea, Sophia. But I’ve been reading about renewable energy sources
like solar and wind power. I think we should address climate change by talking about clean
energy.
Sophia: Bobo, the oceans are in trouble! I

saw on the news that marine life is suffering
because of pollution and overfishing. We
need to do something now!
Bobo: I get that, Sophia, but if we want to

make a real impact on the environment,
we should look at the bigger picture. Clean
energy can help fight climate change.
Sophia: But, Bobo, our oceans can’t wait for

that long! We must act now, or it might be too
late for many species!
Bobo: And what about our planet’s future?
Sophia: You just don’t get it, Bobo! You’re

ignoring a crisis that’s happening right now!
96
Effective Communication Communication Collaboration
How can Ihita and Bobo negotiate and reach a mutual agreement with the help of the
NGN Twist Tool?
What communication strategies can Ihita and Bobo employ to foster a more constructive
discussion about their science project?
Topic 1: Are negotiations more effective in

person or through technology?
Team A: Team B:
In favour that negotiating Arguing that negotiating
in person enhances through technology is
communication and cost and time-effective.
understanding.
97
Topic 2: Is compromise always
necessary in a successful
negotiation?
Team A: Team B:
Supporting the idea that Arguing that compromise
compromise leads to can lead to an imbalance
better conflict resolution. of power between people.
NOTES:
98
Grey Matter Workout Experiential
Learning
Collaboration
Activity
Let’s Bargain
The ‘Let’s Bargain’ activity teaches negotiation skills and the ways to use the NGN
TWIST TOOL in real-life scenarios. The main objective is to resolve conflicts and
come to a common ground. Each group will have 2-3 students.
Requirements: Paper, Pencil, Eraser, Marker and the Let’s Bargain activity Sheet.
Instructions:
According to the Homelessness Partnering Secretariat (HPS), between 150,000 and
300,000 Canadians experience homelessness each year. Develop a proposal to
assist homeless people in Ontario, Canada.
Get into groups of 2-3. Each group will review the list of items and the sample sheet.
Each group will discuss and select a total of 8 items from the list after negotiating
with their team members. Each group will highlight the following pointers on a blank
sheet of paper: A list of the final eight items, reasons for selecting the last eight items,
challenges faced in selecting eight items, how compromised solutions led to the final
selection of items, and final takeaways. Each group will select a team captain, and
the captain will discuss their answers in the class.
Sample Sheet
Item - Money
Reason: Money can be used to buy essential items such as toiletries.
Challenges Faced: The team members had valid reasons to disagree on choosing
between baby items and toiletries.
Compromised Solution: The team chose money to buy toiletries and selected baby
items from the list since they are expensive.
Takeaways: To find compromises, the team learned the importance of using a tone of
trust and cooperation.
99
Scenarios SEL
The following are 20 essential items for the homeless shelter project.
Negotiate and select 8 items for the final proposal.
Money Socks & Shoes Blankets Sleeping Bags Food Boxes
Soap Tooth-Paste Toilet Paper Diapers For Kids Wipes For

Babies
Baby Food Books Notebook Pencils Bedsheets
Medicines First-Aid Earbuds Mobile Phone Clean Water

Bottles
100
eason
hallenges Faced
ompromised Solution
akeaways
Feeling Check-In: Express your day through emojis. Draw three that capture your experiences and emotions.
101
NOTES:
102

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GRADE 6 COURSEBOOK

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The moral rights of the author/s have been asserted.

Copyright © 2023 Sanjeev Tanna Education Private Limited (STEPL), India

Published by Sanjeev Tanna Education Private Limited, India CIN: U85500MH2023PTC401066

Next Generation Nations (NGN.org) is an established non-profit organisation in California, USA.

Printed in India by:

UNIT 1 UNIT 2 UNIT 3

• Self Awareness • Social Awareness • Problem Solving Skills

1. Self-Awareness: Students explore their own emotions, strengths,

2. Self-Management: Equipped with tools for emotional regulation

3. Positive Childhood: By nurturing a supportive and encouraging

4. Social Awareness: Students gain empathy and an understanding

5. Social Emotional Communication: Students refine their

6. Relationship Skills: Communication, cooperation, and conflict

7. Problem-Solving Skills: Critical thinking and creative problem-

As students progress through this curriculum, they are

As an author, visionary, and advocate for change, Sanjeev’s character is defined by

1 - Bite - The Calmer 2 - Aqua - The Cleanser 3 - Casa - The Home

4 - Ease - The 5 - Healer - The Medic 6 - Go Green

7 - Coach - The School 8 - Equi-Net - The Guardian 9 - Ahimsa - The Peace

13 - Aura - The Air 14 - Clay - The Land 15 - Moana - The Ocean

16 - Tally - The Balancer 17 - E-Brain 18 - Space - The Universe

19 - Gen Z 20 - Web - The Connector 21 - Clutch - The holder

Unit 1 Emotions and Identity

Chapter 1 Rights and Responsibilities 1

Unit 2 Community Belonging

Chapter 4 Perspective Taking 43

Unit 3 Ethical, Responsible and Logical Decision

Pair students up and have them sit

In the heart of Kabul, Sophia’s garage became a symbol of resilience and

NGN R and R TOOL

Step 1. Develop Traits Of A Good Human Being

Example: A boy accidentally damages his classmate’s cherished

Step 2. Become Aware Of Human Rights Human

Step 3. Know Your Responsibilities Your

Recognise that rights come with responsibilities. Be aware of

Example: A student understands the new rule to keep the school

A right is the freedom to act or express, regardless of what

A responsibility is an act you do without incentives or the

Example: You are responsible for standing up against

1 You were assigned the class representative. Your

loudly during lessons.

Your classmate received an offensive message

help of the NGN R and R Tool.

Highlight your rights and responsibilities with the

“ Despite the challenges and setbacks Afghan

A few reasons why there is a lack of education in Afghanistan

• Some parents refused to send their daughters to faraway schools due to

Tick all the correct answers.

Lack of government funding for schools.

A biased mindset leads to unequal access for girls.

Parental resistance to sending girls to distant schools.

Traditional beliefs promote girls’ education.

Policies led to an increase in school funding.

Policies encourage equal access to education.

Policies led to the exclusion of girls from schools.

Think and Write

Sophia decides to use her

Ihita and Nova’s Journey

Nova: Hi, Ihita, It’s so nice to meet you.

Ihita: Hi, Nova. Likewise. I am sure we will play

Nova and Ihita are discussing their strategy for the

Nova: Ihita, I’ve been trying to get my game