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Includes a lesson plan covering materials, inclusivity adaptations, learning outcomes, essential questions, prior-knowledge self-assessment, assessment, enrichment, and involving parents, followed by instructions for adapting the game board, HYAD cards, challenge cards, and rules. 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Parents and others in informal settings can also use it for home use recommendations.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What is the purpose of the manual for educators?",{"text":66,"@type":62},"It supports educators’ classroom use of the board game by providing practical tips on why, how, and when to use it to address violent extremism and radicalization through education. It also emphasizes debriefing and follow-up, clarifying myths and inaccuracies, and adapting the game across contexts.",{"name":68,"@type":59,"acceptedAnswer":69},"Which main parts does the lesson plan include during game play?",{"text":70,"@type":62},"The lesson plan covers materials, adapting for inclusivity, lesson outcomes, essential questions, prior-knowledge self-assessment, lesson structure, assessment, enrichment activities, how to involve parents, and a summary of card scenarios.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},676873,1793776932,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,103,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":101,"slug":102},6,50,"technology",{"id":104,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},7,"Healthcare",40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},8,"Research & Report",30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":100,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":78,"read_time":143},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","TEACHER’S MANUAL  \nAcknowledgements 4  \nGlossary 5  \nI. HOW TO USE THIS MANUAL 6  \n1.1 Audience 6  \n1.2 Purpose 6  \n1.3 Structure 6  \nII. CONTEXT AND RATIONALIZATION 6  \n2.1 Violent Extremism 6  \n2.2 Rationale for Game-Based Learning 7  \nIII. LESSON PLAN FOR GAME PLAY 8  \n3.1 Materials 8  \n3.2 Adapting for inclusivity 8  \n3.3 Lesson outcomes 8  \n3.4 Essential questions 9  \n3.5 Self-assessment of prior knowledge 9  \n3.6 Lesson structure 10-14  \n3.7 Assessment 15  \n3.8 Enrichment activities 15  \n3.9 How to involve parents 15  \n3.10 Summary of card scenarios 16-20  \nIV. HOW TO ADAPT THE GAME LABYRINTH 23  \n4.1 Adapting the Game Board 23  \n4.2 Adapting the Hand You Are Dealt (HYAD) Cards 24  \n4.3 Adapting the Choice or Challenge Cards 24  \n4.4 Adapting the Game by Changing the Rules 25  \nFigure I. 26-27  \n4  \nACKNOWLEDGEMENTS  \nThe project team sincerely acknowledges the cooperation of teachers, schools, and students that participated in this project. Without educators opening their doors to us, we could not have carried out this project.  \nA special thanks to secondary students and teachers, preservice teachers and educators at Howard University. We really appreciate our partners including Omar Mohammed in Trinidad and schools in the Washington DC area including the Howard University Middle School of Mathematics & Science. We also thank the Mansfield Urban Minority Alcoholism and Drug Abuse Outreach Program (UMADAOP) in Ohio for providing safe environment to field-test the merits of the game with at-risk youth. We thank our other international school partners for cooperating with us on field– testing as well.  \nThe development of the game was funded by the United Nations Office on Drugs and Crime (UNODC), Education for Justice initiative (E4J) . In support of the Doha Declaration, E4J promotesa peaceful, corruption-free, and inclusive society for all by focusing on crime prevention and the promotion of a culture of integrity and respect through education. Activities are developed for primary, secondary and higher education students.  \n5  \nGLOSSARY  \nTerms that will be essential for the students to know and understand:  \nI. Violent extremism refers to the beliefs and actions of people who support or use violence to achieve ideological, religious or political goals. In other words, the willingness of an individual to use violence or the threat of it to enforce certain radical or extremist views. Violent extremism is a diverse phenomenon, without clear definition. Nevertheless, in recent years, terrorist groups such as the Islamic State in Iraq and the Levant (ISIL), Al-Qaida and Boko Haram have shaped our image of violent extremism.  \nII. Radicalization is one of many ways youth can be drawn into violent extremism. There is no single pathway or set of causes, but there are push and pull factors.  \nIII. Push Factors that could drive individuals to violent extremism include: marginalization, inequality, discrimination, and persecution, limited access to quality education; the denial of rights and civil liberties; and other environmental, historical and socioeconomic grievances.  \nIV. Pull Factors nurture the appeal of violent extremism. For example, well-organized violent extremist groups can“pull” members by providing services, revenue and/or employment in exchange for membership. Groups can also lure new members by providing outlets for grievances and promise of adventure, freedom and friends.  \nV. Sustainable Development Goals: In 2015, countries adopted the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs) . The SDGs are the framework used to create a better and more just world for everyone. These goals address global challenges that face humanity as a whole and focus on poverty, inequality, climate, environmental problems, prosperity, and peace and justice.  \nAdditional resources: UNESCO. Teacher’s guide on the prevention of violent extremism. Paris, 2016  \n6  \nI. HOW TO USE THIS  \n1.1 AUDIE","cbCaikro4F7mudTu","https://ap.wps.com/l/cbCaikro4F7mudTu","pdf",4719341,28,"English","# How to Use This Manual\n## Audience\n## Purpose\n## Structure\n# Context and Rationalization\n## Violent Extremism\n## Rationale for Game-Based Learning\n# Lesson Plan for Game Play\n## Materials\n## Adapting for inclusivity\n## Lesson outcomes\n## Essential questions\n## Self-assessment of prior knowledge\n## Assessment\n## Enrichment activities\n## How to involve parents\n## Summary of card scenarios\n# How to Adapt the Game Labyrinth\n## Adapting the Game Board\n## Adapting the Hand You Are Dealt (HYAD) Cards\n## Adapting the Choice or Challenge Cards\n## Adapting the Game by Changing the Rules","[{\"question\":\"Who is the manual intended for and who else can use it?\",\"answer\":\"It is primarily intended for secondary classroom teachers, education administrators, and other facilitating personnel such as guidance counselors and social workers. Parents and others in informal settings can also use it for home use recommendations.\"},{\"question\":\"What is the purpose of the manual for educators?\",\"answer\":\"It supports educators’ classroom use of the board game by providing practical tips on why, how, and when to use it to address violent extremism and radicalization through education. It also emphasizes debriefing and follow-up, clarifying myths and inaccuracies, and adapting the game across contexts.\"},{\"question\":\"Which main parts does the lesson plan include during game play?\",\"answer\":\"The lesson plan covers materials, adapting for inclusivity, lesson outcomes, essential questions, prior-knowledge self-assessment, lesson structure, assessment, enrichment activities, how to involve parents, and a summary of card scenarios.\"}]","E4J Labyrinth Teachers-Manual - Teachers Manual | PDF",71]