ValuesForLife All About Me Worksheets

Values for Life Ready-to-Use, Reproducible Character Education Activities

By AMY KELLER and GENE FLOERSCH

ISBN 10: 1-56688-740-2 ISBN 13: 978-1-56688-740-3 All rights reserved Printed in the United States of America © 2004 Amy Keller and Gene Floersch The Bureau for At-Risk Youth grants limited permission for the copying of this publication for individual professional use. For any other use, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, ot by any information storage and retrieval system, with written permission from the publisher.

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Table of Contents Introduction .........................................................................................................................................5 Section 1 – The Value of Self-Respect Teaching Guide ...................................................................................................................................9 Letter of Introduction ........................................................................................................................13 Mirror, Mirror on the Wall ................................................................................................................14 My Me-Mobile ..................................................................................................................................15 What Do They Say? ..........................................................................................................................16 My Self-Respect Profile ....................................................................................................................17 My Photo Album ...............................................................................................................................18 Lights! Cameras! Action! Me! ..........................................................................................................20 "I Can" Inventory ..............................................................................................................................21 Understanding My Feelings ..............................................................................................................22 Two Ways of Looking at It ................................................................................................................24 The Right Choices for the Right Reasons .........................................................................................26 A Look Ahead ...................................................................................................................................28 Section 2 – The Value of Respecting Others Teaching Guide .................................................................................................................................31 What I Know About Myself ..............................................................................................................35 My Family Tree.................................................................................................................................36 Culture Collage .................................................................................................................................37 Celebration Circle .............................................................................................................................38 Asking the Right Questions ..............................................................................................................39 Everyone's Different .........................................................................................................................40 Different in Many Ways ....................................................................................................................41 How Does It Feel?.............................................................................................................................42 All Sizes, Shapes, and Colors ...........................................................................................................44 Same, Yet Different ...........................................................................................................................45 A World of Friends............................................................................................................................46 Cultural Quilt ....................................................................................................................................48 Pyramid of Peace ..............................................................................................................................49 Letter for Peace .................................................................................................................................50 Section 3 – The Value of Cooperation Teaching Guide .................................................................................................................................53 A Good Newspaper ...........................................................................................................................57 Family Portrait ..................................................................................................................................58 My Cooperation Log .........................................................................................................................59 Flip Sides ..........................................................................................................................................60 The Envelope, Please ........................................................................................................................61 Help Wanted ......................................................................................................................................62 A-maze-ing Cooperation ...................................................................................................................63 Stranded ............................................................................................................................................64 A World of Play ................................................................................................................................66 A Very Different Picture ...................................................................................................................67

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Table of Contents, cont. The Community Pie ..........................................................................................................................68 Dear Aliens........................................................................................................................................69 It Takes All Kinds..............................................................................................................................70 A Never-Ending Story.......................................................................................................................72 Section 4 – The Value of Responsibility Teaching Guide .................................................................................................................................75 How Am I Doing? .............................................................................................................................79 Inside and Outside.............................................................................................................................80 Top Ten Rules for Wellness...............................................................................................................81 Lining Up Responsibilities ...............................................................................................................82 Thinking Twice About Responsibility ..............................................................................................83 Maria's Goal ......................................................................................................................................84 A Change for the Better ....................................................................................................................86 My Family Round Table ...................................................................................................................88 Taking Note of Responsibility ..........................................................................................................90 Responsibility at Work ......................................................................................................................91 Responsible News .............................................................................................................................92 The Future Begins Now ....................................................................................................................93 Rapping It Up Responsibly ...............................................................................................................94 Section 5 – The Value of Making Good Choices Teaching Guide .................................................................................................................................97 Rating Decisions .............................................................................................................................101 Catch a Wave! .................................................................................................................................102 TARGETing Good Decisions .........................................................................................................104 Considering the Effects ...................................................................................................................106 Who Decides? .................................................................................................................................107 Tools of the Trade ...........................................................................................................................108 Friend to Friend...............................................................................................................................110 Feeling Good About Decisions .......................................................................................................112 To Buy or Not to Buy......................................................................................................................114 Where Do You Stand? .....................................................................................................................115 Thumbthing for Your Diary.............................................................................................................116

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Introduction In The Art of Virtue, Benjamin Franklin identified 13 character qualities, or values, that he felt he needed to live an exemplary life. Focusing his attention on each trait for one week at a time, he went through his list four times in a year. Franklin’s emphasis on self-improvement is still important today. On a daily basis, children are surrounded by messages that encourage them to be self-centered, materialistic, and unconcerned about others. More than any time in history, adults need to help children focus on positive values and to provide them with experiences that will reinforce the character traits we all admire. Values for Life provides reproducible activities to help children build character in five critical areas: • Self-respect • Respecting others • Cooperation • Responsibility • Making good choices Each section includes 16 activities and a teaching guide with instructional strategies and additional suggestions to help children follow the example of Benjamin Franklin and focus on character in their own lives, each and every day.

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9 TEACHING GUIDE

The Value of Self-Respect Page 13: Letter of Introduction STUDENT OUTCOME To write descriptions of themselves. INSTRUCTIONAL STRATEGIES Read aloud the frame for the letter, and discuss the types of things that students might fill in. Explain that throughout this section, they will be asked to focus on their positive traits. Review students’ work to be sure that they have completed it in a positive manner. EXTENSION/FOLLOW-UP Students should share the information about themselves with others. Discuss the diversity of students’ backgrounds. Encourage students to be accepting of others’ backgrounds. You may want to copy and save the letters that best show the uniqueness of your community and share them with others through a pen-pal exchange program. Page 14: Mirror, Mirror on the Wall STUDENT OUTCOME To draw a positive self-portrait. INSTRUCTIONAL STRATEGIES Provide drawing materials and mirrors with which students can observe their faces. As they draw their pictures, encourage them to match their images as closely as possible. Encourage them to portray themselves in a positive way. EXTENSION/FOLLOW-UP Students might copy their drawing onto another sheet of paper and send it to a relative or a pen pal. Page 15: My Me-Mobile STUDENT OUTCOME To identify and display information about themselves. INSTRUCTIONAL STRATEGIES Have students complete step 1 of the activity. Students may glue appropriate magazine photos on one side of each shape. Guide students as they complete their mobiles following step 3. EXTENSION/FOLLOW-UP Hang the mobiles in the classroom until other students become familiar with what their classmates wrote. Page 16: What Do They Say? STUDENT OUTCOME To identify positive things that people see in them. INSTRUCTIONAL STRATEGIES Students who have difficulty filling in the web may need to directly ask the people listed to give a positive word to describe them. Guide students as they complete the sentences by asking them to identify the behaviors usually associated with each trait they listed. Have students think of examples of these behaviors in their own lives. EXTENSION/FOLLOW-UP Each day or week, choose a student about whom each classmate must say a positive word and then describe one of his or her behaviors that suggests this description. Page 17: My Self-Respect Profile STUDENT OUTCOME To honestly evaluate and make a profile of their traits.

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TEACHING GUIDE INSTRUCTIONAL STRATEGIES Explain that this profile is much like a simple bar graph. Have students rate themselves in each of the areas on the page. Model how to complete the bar for item 1. Have students complete the profiles using a variety of colors. EXTENSION/FOLLOW-UP Have students talk about some of their strongest character traits. You might challenge students to work on some of the traits they are weakest in. Pages 18-19: My Photo Album STUDENT OUTCOME To recognize their own physical, mental, and emotional growth. INSTRUCTIONAL STRATEGIES It is preferable that students use or refer to photographs of themselves to complete this activity. If none are available, family members may be able to help students with the physical descriptions. Family members are also helpful resources for answering the other questions. EXTENSION/FOLLOW-UP Have students discuss their changes over the years. Guide them to see the physical, mental, and emotional growth that has taken place. Encourage students to keep a long-term album that chronicles their physical, mental, and emotional growth. Page 20: Lights! Cameras! Action! Me! STUDENT OUTCOME To visualize an activity in which they are successful. INSTRUCTIONAL STRATEGIES Read and discuss the introduction with students before they begin. Explain that they should choose an activity they excel in to portray. Guide students as they complete the bottom part of the activity. Discuss that just as on this movie screen, others often see the successes that they may not observe themselves day to day. EXTENSION/FOLLOW-UP Have students work in pairs. Have each student draw a picture of his or her partner succeeding in an activity that is different from the one he or she drew. Page 21: “I Can” Inventory STUDENT OUTCOME To make an inventory of their skills and rate their proficiency in each. INSTRUCTIONAL STRATEGIES Explain that no matter how many things seem difficult to do, there are many things they have already learned to do well. Explain the symbols that students will use to mark their lists. After they complete their lists, have students write about how the things they do well now will help them in the future. EXTENSION/FOLLOW-UP Have the class brainstorm a list of additional things they are successful at. Have students rate themselves individually on the new list. Have them identify one or two areas they might want to improve in. Pages 22-23: Understanding My Feelings STUDENT OUTCOME To understand how things that people say affect their feelings. INSTRUCTIONAL STRATEGIES Explain the directions to students. Then tell them that there are no absolutely right answers to this activity but that they must limit themselves to six statements for each emotion. Explain, however, that they may use a statement in more than one place. After completing page 22, have students give reasons for the answers they chose. You may want to have students work in groups to complete page 23. EXTENSION/FOLLOW-UP Have students develop a list of additional statements they

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TEACHING GUIDE might use to make people feel happy or proud. Post the list in the class, and reward students for using the statements sincerely. Pages 24-25: Two Ways of Looking at It STUDENT OUTCOME To recognize the positive side of situations. INSTRUCTIONAL STRATEGIES Ask students to think about two kinds of people: those who always see the bad side of things, and those who consistently see the good side. After discussing the directions, you may wish to model changing the first negative thought into a positive one. Explain to students that they may add details as necessary to complete their positive thoughts. EXTENSION/FOLLOW-UP Have students discuss reasons that it is preferable to think positively rather than negatively. Challenge students to keep track of other negative thoughts they have and to write positive thoughts down next to them. Pages 26-27: The Right Choices for the Right Reasons STUDENT OUTCOME To identify positive and negative choices they make each day. INSTRUCTIONAL STRATEGIES Explain that when it comes to making choices about things, there are often a positive and a negative choice available. Choosing correctly will make them feel good about themselves, but choosing unwisely may make them feel bad about themselves. Have volunteers model the first item for other students. You may want to have them complete the activity cooperatively. EXTENSION/FOLLOW-UP Have the class brainstorm other situations in which they make choices. Have students respond to these choices in a similar manner to the activity. Page 28: A Look Ahead STUDENT OUTCOME To set long-range goals that will help them maintain high selfesteem. INSTRUCTIONAL STRATEGIES Read and explain the introduction to students. Explain that visualizing themselves as successful adults will help them achieve the goals they set. Discuss each student’s responses to this activity with him or her individually. EXTENSION/FOLLOW-UP You may want to have students identify some short-range goals for themselves. They may write down the steps needed to meet those goals and develop an action plan. Encourage students to set and revise their goals on a regular basis.

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Introduction to Me

Letter of Introduction Finish the letter to introduce yourself to someone in your class you do not know well.

Date

Dear

, Hi. You do not know me well, but my name is . I’d like to tell you a little bit about me. My favorite subject in school is because . One of my favorite things to do when I’m home is . One TV show I love is singer or musical group is People tell me that I’m good at

, and my favorite . .

One thing I’m good at that people don’t know is . When I grow up I will . I’d like to learn some things about you, too. Yours truly,

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Taking Pride in Who I Am

Mirror, Mirror on the Wall One of the first things you can do to take more pride in yourself is to look at all the wonderful things about you. Look in a mirror and study your face. Look for all the things that make you special. Then, draw a picture of yourself in the mirror below. Decorate the frame by writing words that describe you in a good way. The first two have been done for you.

TERRIFIC

WONDERFUL

ME

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Taking Pride in Who I Am

My Me-Mobile 1. In each shape below, fill in information that describes how special you are.

2. Cut out the shapes. On the reverse include drawings, pictures from magazines, or photographs if you wish.

3. Punch a hole in each shape, and hang it with yarn or string from a coat hanger.

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Taking Pride in Who I Am

What Do They Say? In each circle, write a positive word that these people would use to describe you. Then complete the sentences telling why each word describes you.

My friend would say I’m because My parent would say I’m because My teacher would say I’m because My neighbor would say I’m because My minister, priest, rabbi, (or someone else) would say I’m because I say I’m because

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Taking Pride in Who I Am

My Self-Respect Profile How well do you know yourself? Think about each sentence below. Then use crayons or markers to complete the bars to show how each statement describes you. not at all

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I am a loving person.

2

I think before I do something.

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I see the sunny side of things.

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I am a responsible person.

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I do my share at home.

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I work hard at school.

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I enjoy helping others.

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I am a good listener.

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I get along with others.

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I am loyal to my friends.

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I dream of what the future may hold.

a little

a lot

all the time

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Taking Pride in What I Do

My Photo Album Think about how you have changed as you have grown older. Find a photo or draw a picture of yourself for each part of this photo album. Then answer the questions.

Me, as a newborn baby What were you able to do then?

Me, at three years old

How did you change?

What new things were you able to do?

What responsibilities did you have?

How did you express your feelings?

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How did you change?

Me, at six years old

What new things were you able to do?

What new responsibilities did you have?

In what new ways did you express your feelings?

How have you changed?

What new things are you able to do?

What new responsibilities do you have?

In what new ways can you express your feelings?

Me, now

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Taking Pride in What I Do

Lights! Cameras! Action! Me! Think about something you are good at. It might be sports, music, art, reading, schoolwork, helping others, or anything else you can think of. Imagine you are picked to star in a movie. In the movie you play the part of yourself. On the movie screen below, draw a picture of yourself. In the picture you should be doing something you are good at.

The two people above are talking about you in your movie. What are they saying?

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Taking Pride in What I Do

“I Can” Inventory Look over the list below and decide how well you can do each thing. Mark the list with these symbols.

= I can do this well! = I can do this okay. = I am still learning to do this. = I can’t do this at all. I CAN: keep myself clean.

cook or bake.

read and write.

put things together.

draw or paint.

sing or dance.

take care of a younger child.

change people’s minds about something.

hold a conversation with a grown-up.

work some types of machines.

fix things that are broken.

speak on the telephone.

use a calculator.

read a map.

use a computer.

understand people’s emotions.

sew.

help someone who’s sad feel better.

Look back at your responses to the list. How will some of the things you can do help you be happy and successful in the future?

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Taking Pride in How I Feel

Understanding My Feelings Read each sentence, and think about how you feel when it is said to you. Write the number below the face or faces that show how you feel when you hear it.

HAPPY

PROUD

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“I’m not your friend anymore.”

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“You did a wonderful job!”

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“You made the Honor Roll.”

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“You never do anything right.”

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“Yours is the best I’ve ever seen.”

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“Don’t ask questions. Just do what you’re told!”

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“This room is a pig sty!”

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“I love you.”

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“It looks like you put your best effort into it.”

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“Why don’t you just give up!”

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“Why do I have to tell you this over and over again?”

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“I wish I could do that as well as you.”

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“You couldn’t have studied very hard to get a grade like this.”

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“My dog could do a better job than that.”

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“Could you help me with this?”

SAD

ANGRY

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What else makes you feel the emotions shown on the faces? Make a list below each one. Write things that people say and do that make you feel that way.

HAPPY

PROUD

SAD

ANGRY

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Taking Pride in How I Feel

Two Ways of Looking at It All of us think about ourselves in two ways. Sometimes we can focus on the good, or positive, things about ourselves when we deal with problems. Other times we only think about the bad, or negative, side. Read each person’s negative thoughts. Help each one by writing some positive thoughts instead.

I’m not going to answer that question. I’ll probably get it wrong anyway. Then the whole class will know how dumb I am.

I can’t invite Jimmy over to my house to play. His parents are rich. When he sees where I live, what will he think?

Why should I even bother to try racing against Miko? She’s the fastest runner in my class. I’ll just embarrass myself.

THE VALUE OF SELF-RESPECT

Mrs. Lopez said I’d be great for this part in the school play, but I just don’t want to do it. I’d probably mess up my lines, and everyone would laugh at me.

It’s not worth studying for the test. I’m only going to flunk it anyway, no matter what I do.

Why should I bother brushing my hair? Everyone thinks I look funny anyway. They already make fun of my old clothes.

Now write down a negative thought you’ve had in the last few weeks.

Then write a positive thought that might replace it.

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Taking Pride in My Choices

The Right Choices for the Right Reasons There are many things you do every day that you have choices about. Often one choice helps you feel good about yourself, but the other does not. You probably make choices every day about many of the topics below. Think about each topic, and write down two choices you have. Then tell which choice makes you feel better about yourself and explain why. PERSONAL CLEANLINESS Choices: Which choice makes you feel good about yourself? Why? HOW I DRESS Choices: Which choice makes you feel good about yourself? Why? WHO MY FRIENDS ARE Choices: Which choice makes you feel good about yourself? Why? HOW I ACT TOWARD OTHERS Choices: Which choice makes you feel good about yourself? Why? SCHOOLWORK Choices: Which choice makes you feel good about yourself? Why?

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HELPING AT HOME Choices: Which choice makes you feel good about yourself? Why? GETTING ALONG WITH MY FAMILY Choices: Which choice makes you feel good about yourself? Why? MY PHYSICAL FITNESS Choices: Which choice makes you feel good about yourself? Why? MY RELIGIOUS BELIEFS Choices: Which choice makes you feel good about yourself? Why? OBEYING THE LAW Choices: Which choice makes you feel good about yourself? Why? TAKING DRUGS Choices: Which choice makes you feel good about yourself? Why?

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Taking Pride in My Future

A Look Ahead Taking pride in your future is almost important as taking pride in yourself today. Complete the sentences, and then draw a picture of yourself as a grown-up.

1. One person I want to be like when I grow up is

,

because he/she . 2. One thing I know I will accomplish when I grow up is . 3. Something I can do now to help me achieve my goal is . 4. One way I can help myself to be healthy as a grown-up is . 5. The job I would like most as a grown-up is

.

6. One thing I can do right now to prepare for being a grown-up is

.

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The Value of Respecting Others Page 35: What I Know About Myself STUDENT OUTCOME To understand that knowing yourself is key to understanding others. INSTRUCTIONAL STRATEGIES Read and discuss the page with students. If possible, have them gather information from home to help them complete the activity. EXTENSION/FOLLOW-UP Students should share the information about themselves with others. Discuss the diversity of students’ backgrounds. Encourage students to be accepting of others’ backgrounds. Page 36: My Family Tree STUDENT OUTCOME To learn more about their own families. INSTRUCTIONAL STRATEGIES Suggest that students complete this activity with a parent or older family member. Encourage them to look at family pictures of each of the people on the tree, if possible. EXTENSION/FOLLOW-UP Have students discuss why it is important to understand their families’ roots. Suggest that they work with their families to make a more permanent family tree to be passed down from generation to generation. Page 37: Culture Collage STUDENT OUTCOME To identify aspects of cultural heritage. INSTRUCTIONAL STRATEGIES Suggest that students work with their families to brainstorm information for their collages. Students may wish to use this page as a draft and complete their collages on a large sheet of drawing paper instead. EXTENSION/FOLLOW-UP Have students share their collages in small groups. If possible, have students dress in clothing from their root culture and prepare some traditional foods to share with their classmates. Page 38: Celebration Circle STUDENT OUTCOME To identify celebrations from their root cultures. INSTRUCTIONAL STRATEGIES Students may benefit from working with their families to complete the page. Have students from different cultures compare their finished circles and discuss similarities and differences. EXTENSION/FOLLOW-UP Throughout the year, help students learn about people from other cultures by sharing in their celebrations. Page 39: Asking the Right Questions STUDENT OUTCOME To find out more about their root culture by interviewing an older family member. INSTRUCTIONAL STRATEGIES If a student does not have an appropriate person to interview, you might ask members of the community who are from the same root culture to vol-

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TEACHING GUIDE unteer to be interviewed. Work with students to refine their questions before they begin so that they get the information they really want. EXTENSION/FOLLOW-UP If possible, have students record their interviews and play them to the class. Each student might want to share something surprising he or she learned. Page 40: Everyone’s Different STUDENT OUTCOME To understand each person’s uniqueness. INSTRUCTIONAL STRATEGIES Be sure that students have access to a mirror to help them do this activity. Provide a wide assortment of colors of crayons, markers, or paints so that they can depict skin tones as closely as possible. EXTENSION/FOLLOW-UP Have groups sort their pictures by various features. Have them identify the two that are most similar and the two that are most different. Hang the portraits all around the classroom. Page 41: Different in Many Ways STUDENT OUTCOME To understand that people who are different are not better or worse than they are. INSTRUCTIONAL STRATEGIES Read and discuss the introduction with students before they begin. When they speak to someone who is more physically or mentally able, remind them to focus on their own strengths to find something they are better at. Help students conclude that even though people are different, they still have things that they do well and things they do not do so well. EXTENSION/FOLLOW-UP Have students identify other factors that prejudice people against one another. Extend the generalizations from this activity to those situations. Pages 42-43: How Does It Feel? STUDENT OUTCOME To see the same situation through several people’s eyes. INSTRUCTIONAL STRATEGIES You may want to discuss what is happening in each picture before students begin. Explain that although they may never have encountered these particular situations, they have felt the same emotions at one time or another. EXTENSION/FOLLOW-UP Have groups of students role-play these and other similar situations. Have students take turns being each of the characters and then discuss how each feels. Page 44: All Sizes, Shapes, and Colors STUDENT OUTCOME To find out about people from different backgrounds. INSTRUCTIONAL STRATEGIES If your class does not have students from a wide variety of backgrounds, you might have students work with others from their school or from groups such as the Scouts or the YMCA. Once students have identified a person from a different background, encourage them to find out some interesting things about that person. EXTENSION/FOLLOW-UP Have students discuss what they learned from this activity. Page 45: Same, Yet Different STUDENT OUTCOME To recognize similarities and differences with people from different cultural backgrounds.

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TEACHING GUIDE INSTRUCTIONAL STRATEGIES Explain to students that they should write their own name on the left and the other person’s name on the right. Before students begin, you might want to brainstorm with the class some possible things that people from different cultures might share. EXTENSION/FOLLOW-UP Challenge students to create a graphic organizer that helps them compare and contrast people from three different backgrounds, and have them work in groups of three to complete it. Pages 46-47: A World of Friends STUDENT OUTCOME To find out about the backgrounds of classmates. INSTRUCTIONAL STRATEGIES Students may need to gather information from home before they begin the activity. They may also need access to encyclopedias to find out more about their country of ancestry. EXTENSION/FOLLOW-UP Have the class create a bulletin board based on this activity. Page 48: Cultural Quilt STUDENT OUTCOME To express pride in cultural heritage. INSTRUCTIONAL STRATEGIES Before students begin, they might want to review earlier activities in this section to help them identify what they would like to picture on their square. Encourage students to be creative in what they draw. EXTENSION/FOLLOW-UP Combine the squares into a cultural quilt on a bulletin board or classroom wall. Page 49: Pyramid of Peace STUDENT OUTCOME To identify ways to better understand others. INSTRUCTIONAL STRATEGIES Read and discuss the introduction with students. Remind them to begin at the bottom of the pyramid. You may wish to have students work in groups to complete the activity. EXTENSION/FOLLOW-UP Have students keep a journal in which they note things they do to understand others. Encourage students to share any particularly rewarding experiences. Page 50: Letter for Peace STUDENT OUTCOME To make suggestions for helping people understand each other. INSTRUCTIONAL STRATEGIES Read and explain the introduction to students. Help them identify a person to whom they might write their letter. EXTENSION/FOLLOW-UP Have students copy their letters neatly onto a clean sheet of paper and mail them. Encourage them to share any replies they receive.

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Personal Inventory

What I Know About Myself Our country is very special because it is made up of many different kinds of people. Before you can understand others, though, you must first understand yourself. Complete the questions below the best you can. Then ask an older family member to help you fill in the rest.

My ancestors came to the United States from they spoke there was

. The language

. Their religion was probably , and now my family is

. Probably the hardest

thing for them to get used to in America was . My last name comes from

. I think the name means . Oncertainholidays,like ,myfamilycelebratesby which is a

tradition from

. At home we eat certain foods that come from

our cultural background. Some of these are . There are also some objects and words that may have come from my ancestors’ country and are used in the United States today. Some of these are I am very proud of where my family comes from because . If I could ask my ancestors one thing, it would be .

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Valuing My Culture

My Family Tree Families, like trees, grow strong and healthy when they are nourished by their roots. Make a family tree showing your family’s roots. If possible, add pictures of some of the people to your family tree.

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Valuing My Culture

Culture Collage Use the pattern on this page to make a collage of words and pictures that shows your cultural background.

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Valuing My Culture

Celebration Circle Celebrations are an important part of all of our lives. Sometimes we celebrate birthdays, weddings, holidays, or special events. Every culture has other holidays and special ways of celebrating as well. Write down the holidays your family celebrates each season. Describe or show how you celebrate each. Compare your Celebration Circle with ones done by other students.

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Valuing My Culture

Asking the Right Questions Talk to an older family member or friend who shares your cultural background. Ask questions, and write down the answers. Before you begin, make a list of things you want to ask. The first two have been done for you.

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Valuing Differences

Everyone’s Different Draw a picture of your face using, paints, markers, or crayons. Look in a mirror to help you as you draw each of the features below. Make each feature as life-like as possible. • Exactly what color is your skin? Is it black, brown, tan, beige, peach, pink, white, or another color? Mix colors if necessary. • Draw your hair. Use the correct color, but also show whether it’s long, short, straight, curly, etc. • Draw your eyes. Be sure they are the right shape and color. • Draw your nose and ears. Try to get them the right shapes. • Draw your mouth. Show the shape and size.

Compare your self-portrait to those done by your classmates. Can you find one exactly the same as yours? What would your classroom be like if everyone looked just like you? How do all these different faces make your classroom a more interesting place?

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Valuing Differences

Different in Many Ways People are different from each other in many ways. Some of the ways are age, race, ethnic group, religion, and physical and mental ability. Even though someone may be very different from you, there are some things that each of you will be better at. Talk to people who are different from you in each of the ways described below. Get to know the things that each person does well and has difficulty with. Then, complete the chart. Something He/She Is Better At

Something I’m Better At

Talk to an older person.

Talk to a younger person.

Talk to a person with a different skin color or from a different ethnic group.

Talk to someone who has a different religion.

Talk to someone who is more physically or mentally able.

What conclusions can you draw about differences between people?

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Valuing Differences

How Does It Feel? Sometimes it is hard to imagine exactly how other people feel. Try putting yourself in the position of the person indicated by the arrow in each picture.

How does this person feel?

Describe a time when you felt this way.

How does this person feel?

Describe a time when you felt this way.

How does this person feel?

Describe a time when you felt this way.

THE VALUE OF RESPECTING OTHERS

How does this person feel?

Describe a time when you felt this way.

How does this person feel?

Describe a time when you felt this way.

How does this person feel?

Describe a time when you felt this way.

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Valuing Cultures in My School

All Sizes, Shapes, and Colors Since many of us are from different backgrounds, it is fun to find out things about people you don't know so well. Fill in as many blanks as you can with the name of a classmate. Try to use each name only once.

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Valuing Cultures in My School

Same, Yet Different Choose a person who comes from a different cultural background from yours. Together, find some things you share. Write those things in the middle of the diagram. Then find some things that are different. Write those things under the person's name.

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Valuing Cultures Around the World

A World of Friends As you've seen, the United States is made up of people from many different places. Mark the different places the people you know come from.

1. Place an X on the map near where you live. 2. Place an X in the area where your ancestors are from. 3. Use a ruler and a crayon to connect the X's. 4. Fill in one of the index cards by describing things about the country your ancestors are from. 5. Repeat steps 1–4 using information from your friends and classmates. If possible, use a different color crayon to show each person.

Name Country or Ancestry Land Religion Schools Name Family Life Country or Ancestry Land Religion Schools Family Life

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Name

Country or Ancestry

Country or Ancestry

Land

Land

Religion

Religion

Schools

Schools

Family Life

Family Life

Name Country or Ancestry Land Religion Schools Family Life

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Valuing Cultures Around the World

Cultural Quilt Has your family ever made a patchwork quilt? To make one, family members contribute squares of cloth that have special meanings for them. Work with your group to make a patchwork quilt. In the square below, draw and color a square you would like to contribute. Your square should show something you are proud of from your cultural background.

What do you notice about your class quilt? Write a short description of the quilt.

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Valuing Cultures Around the World

Pyramid of Peace World peace begins with understanding others…one person at a time. Answer the questions on each level of the pyramid below. Make up goals for yourself based on your answers.

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Valuing World Peace

Letter for Peace Learning to respect other people's cultures is important for making your classroom, your community, and your world more peaceful. Write a letter to someone who makes decisions affecting peace in your community or your world. Suggest some laws or other things that person might do to make sure people understand each other.

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The Value of Cooperation Page 57: A Good Newspaper STUDENT OUTCOME To become aware of cooperation in the home, classroom, school, and community. INSTRUCTIONAL STRATEGIES Review with students the different parts of a daily newspaper. If possible, bring in newspapers for students to examine and discuss. Have them locate examples of local, state, and national stories. Point out examples that show cooperation and those that show lack of cooperation. Preview the page with students, stopping to explain any unfamiliar words and to talk about possible topics for each news story. Students may complete the activity individually, with a partner, or with a group. EXTENSION/FOLLOW-UP You may wish to have students complete this activity periodically and discuss their results in small groups. Page 58: Family Portrait STUDENT OUTCOME To learn more about family members. INSTRUCTIONAL STRATEGIES Explain that people often know less about their own family members than they know about others. Suggest that students observe their families for a day before completing the drawing. Have them interview family members to complete the chart at the bottom of the page. Students may use another sheet of paper to add other family members. EXTENSION/FOLLOW-UP Have students brainstorm other questions to ask family members and make a chart on another sheet of paper. Page 59: My Cooperation Log STUDENT OUTCOME To observe situations in which cooperation is necessary. INSTRUCTIONAL STRATEGIES Explain that a log is a place in which to write down thoughts and observations. Students might talk about reading and writing logs they keep at school. Then, explain that a “cooperation log” is a place to write down situations in which they are required to cooperate. After students complete their logs, help them find patterns in what they wrote down. Suggest that they look for patterns in the situations, times of day, and family members present. EXTENSION/FOLLOW-UP Have students review what they found out about their patterns of cooperation and decide on ways they might improve situations in which their cooperation was poor. You may wish to have students keep a cooperation log on a regular basis. Page 60: Flip Sides STUDENT OUTCOME To observe how cooperating and not cooperating produce different results in a given situation. INSTRUCTIONAL STRATEGIES Explain that cooperating can make the difference between a situation being good or bad. Read the introduction and the first item. Have small groups discuss the results of cooperating in this situation and of not cooperating. Students may benefit from completing this activity in small groups.

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TEACHING GUIDE EXTENSION/FOLLOW-UP Have groups think of other situations in which cooperation makes a difference. Groups may write their situations on index cards and exchange them with other groups. Page 61: The Envelope, Please STUDENT OUTCOME To recognize efforts of family members. INSTRUCTIONAL STRATEGIES Have students discuss various reasons that awards are given out. Encourage them to discuss awards they have won. Discuss the intent of each award on the page. Have students report to the class about their award ceremonies. EXTENSION/FOLLOW-UP Have students think of other awards they might make for family members or class members. Page 62: Help Wanted STUDENT OUTCOME To identify the qualities of a good partner. INSTRUCTIONAL STRATEGIES Students may benefit by working in groups to read the directions and complete the first part of the activity. Students should work independently to complete the second part of the page. Circulate to help students who are having difficulty. Suggest that they take each word from the chart and use it in a sentence about what makes a good partner. EXTENSION/FOLLOW-UP Suggest that students create a bulletin board display of their Help Wanted ads. Depending on the group, you might actually have them use their ads to choose a partner for classroom activities. Page 63: A-maze-ing Cooperation STUDENT OUTCOME To cooperate with a partner to solve a problem. INSTRUCTIONAL STRATEGIES Review the activity directions completely with students before they begin. You may want to provide student with blindfolds before they begin. Encourage students to work in pencil and to proceed slowly. EXTENSION/FOLLOW-UP You may want to have students complete other simple mazes or dot-to-dot drawings in a similar manner. Pages 64-65: Stranded STUDENT OUTCOME To cooperate with a group to solve a problem. INSTRUCTIONAL STRATEGIES You may want to arrange students in groups of five and then guide them through the directions for each section of this activity. For the final section of the activity, suggest that students answer the questions first on their own and then discuss their answers with the group. EXTENSION/FOLLOW-UP Encourage all groups to talk about their experiences with this activity. Invite them to share ways in which they were able to compromise. You may want to use the same procedure for other group activities in your curriculum. Page 66: A World of Play STUDENT OUTCOME To distinguish which activities they do require cooperation.

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TEACHING GUIDE INSTRUCTIONAL STRATEGIES If students have difficulty completing this activity independently, you may want to have them work in groups to discuss possible responses before they write their own responses. After they finish, discuss things that make groups function well and things that hinder a group’s progress. EXTENSION/FOLLOW-UP Allow students to help make decisions about whether certain classroom activities are better done individually or as a group. Page 67: A Very Different Picture STUDENT OUTCOME To understand how cooperation affects the outcome of a situation. INSTRUCTIONAL STRATEGIES Be sure that students understand the situation at the playground before they begin. Discuss that each person has a different plan and that they will only be able to do one activity at a time. Have students create a scene in which characters are cooperative and one in which they are not. Encourage students to continue each scene on a separate sheet of paper. EXTENSION/FOLLOW-UP Have students role-play this scenario or others in two different ways—one time cooperating and the other time not cooperating. Page 68: The Community Pie STUDENT OUTCOME To understand how cooperation is necessary in a community. INSTRUCTIONAL STRATEGIES Discuss the concept of community, and help students identify the community in which you live. Guide students through the directions and discuss how they will complete the page. Explain that they may choose the last two parts of the community themselves. If they have difficulty, you might suggest that they do schools and post offices. EXTENSION/FOLLOW-UP Bring in guest speakers from various community agencies to discuss their role in helping your community run smoothly. Invite students to ask questions about cooperation. Page 69: Dear Aliens STUDENT OUTCOME To recognize cooperation in the community. INSTRUCTIONAL STRATEGIES Before students begin, review what they have learned so far about cooperation in the community. You may want to have students brainstorm and write lists of reasons before they begin to write their letters. EXTENSION/FOLLOW-UP Have students discuss their letters with each other. You might also want to have students complete a similar activity about their family or school. Pages 70-71: It Takes All Kinds STUDENT OUTCOME To identify how community cooperation can help solve problems. INSTRUCTIONAL STRATEGIES Read the introduction aloud to students. Explain what a memo is, and discuss why and to whom a mayor would write one. Depending on the ability level of the group, you may need to read aloud the letters and discuss their meanings. EXTENSION/FOLLOW-UP Have students write similar letters and then exchange their letters with partners. Each student should then write a memo in response to his or her classmate’s letter.

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TEACHING GUIDE Page 72: A Never-Ending Story STUDENT OUTCOME To identify how cooperation is important throughout all stages of life. INSTRUCTIONAL STRATEGIES Read and explain the introduction to students. Help students understand the time line. Encourage students to complete the activity independently. EXTENSION/FOLLOW-UP Have students compare and contrast their completed time lines with other students.

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Introduction to Cooperation

A Good Newspaper There are many times when you can see people working together, or cooperating. Look all around you today. Fill in this newspaper with examples of cooperation you see at home, in school, and where you live. WEATHER Pleasant and peaceful

Cooperation Times

The Get-Along Edition

Date

Family Members Cooperate to Solve Problem

Classmates Cooperate on Project

Cooperating to Make Our Town a Better Place

Cooperation Helps Team Score Big

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Family Portrait Suppose you needed to tell all about your family on a TV game show. How much do you really know? Draw a picture of your family, showing each family member. Then, fill in the chart below your family portrait. Ask your family questions if you do not know all the answers.

Name Favorite Food Favorite Book Favorite TV Show and Movie

Favorite Song Favorite Time of Day Best Talent Least Favorite Chore at Home

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Cooperating with Family Members

My Cooperation Log A log is where you keep track of things that happen in your life and the way you feel about them. For a week, use a log to keep track of how well you cooperate with others at home. • Write down times when you cooperated and times when you didn’t. • Write down which family members were there. • Decide how well you cooperated. • Write down how you felt each time.

What Happened

My Cooperation Was Who Was There

SUNDAY

SATURDAY

FRIDAY

THURSDAY

WEDNESDAY

TUESDAY

MONDAY

Great

OK

Poor

How I Felt

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Cooperating with Family Members

Flip Sides As you know, a coin has two sides. Most things that happen in your family have two possible sides as well. There’s a side that can happen when family members cooperate. There’s also a side that can happen when they don’t. Read about these families. Fill in each side of the coin. Tell what happens when the family members cooperate and when they don’t. TAILS (NON-COOPERATION SIDE)

HEADS (COOPERATION SIDE)

1. Maria’s family has just finished dinner. The kitchen is a mess. Each member of the family has something else important to do this evening. 2. Derrick and Earl both want to play a game that was given to them to share. Each brother wants to play the game with his own friends.

3. Bill wants to listen to music, but his sister Cindy has an important report to finish. The noise from the CD player bothers her.

4. Mike and Jason live with their mother. She works hard at her job all day and never seems to have enough time to get the laundry sorted, washed, folded, and put away.

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Cooperating with Family Members

The Envelope, Please Think about what makes each member of your family special. Then use the ideas below to plan an award for each family member. Hold an award ceremony with your family, and present your awards.

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Cooperating with a Partner

Help Wanted Many times at school you are asked to complete an activity together with a partner. What makes a good partner? Complete the chart below with words that describe a good partner. A GOOD PARTNER IS…

Now write a newspaper ad for a partner you would like to work with on a classroom project. Include words from the chart you made above. You might want to draw a picture of the two of you working together.

HELP WANTED Partner Wanted

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Cooperating with a Partner

A-maze-ing Cooperation Work with a partner to find places in the maze below. For each place, take turns with your partner being guided around the school. One partner should close his or her eyes and draw on the maze. The other partner should guide by telling when to turn, which way to turn, and when to stop. 1. Start at the cafeteria. 2. Find your way from the cafeteria to the gym. 3. Find your way from the gym to the media center. 4. Find your way from the media center to the principal’s office. 5. Find your way from the principal’s office to the buses.

BUSES CAFETERIA

GYM

MEDIA CENTER

PRINCIPAL'S OFFICE

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Cooperating with a Group

Stranded Pretend that you have to spend a year on a deserted island. The island has enough fruits, vegetables, and fresh water for you to survive, but you have nothing else. Make a list of five things that you would want with you.

Now, work with four other people. Discuss your list with the group, and listen to theirs. Talk about the reasons you included each thing. With the group, agree on ten of the things all of you listed. Be sure to include at least one item from each person’s list.

Narrow your group list down to five things. Write the reasons your group agreed on each item.

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Suppose you’re getting tired of island living, and you decide you would like to get off somehow. How will you do it? • Write down your ideas for getting off the island in the box titled "My Plan." • Listen to the ideas from the other members of your group. Write some notes about what they say in the other boxes. • Work with your group to come up with the best solution to the problem. Write that plan in the area titled "Our Plan."

Which plan will work the best? Why?

What were some problems you had working on a group plan?

How did you work the problems out?

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A World of Play Make a list of things you do for fun by yourself and with a group. Then complete the story below.

There are things I can do for fun by myself, and there are things that I can do with a group. My favorite thing to do by myself is . I like to do this by myself because . There are other things that are fun to do with a group of people. My favorite is

. This is fun to do

with others because . One thing that can spoil the fun with the group is when someone . When this happens,

.

Two of the best ways to help a group have fun during an activity are and

.

I think working in groups .

THE VALUE OF COOPERATION

Cooperating with a Group

A Very Different Picture Look at the cartoons. Think about what might be happening in each picture. 1. Write what each person is saying in the one that shows The Kooperation Kids. Draw their faces to show how they are feeling. 2. Write what each person is saying in the one that shows The Selfish Sillies. Draw their faces to show how they are feeling. 3. Think about what will happen next in each situation. On a separate sheet of paper, draw a picture of each group to show what might happen next. THE KOOPERATION KIDS

THE SELFISH SILLIES

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Cooperating in the Community

The Community Pie A community is a place where people live and work together. It is made up of many different people and services. People in a community depend on cooperation to make their lives safe and happy. Complete the page using words, pictures, or both. Try to show how people in each part of your community try to make it a better place to live.

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Cooperating in the Community

Dear Aliens It’s your turn to be the star of a Hollywood science fiction movie. Pretend that a spaceship has landed in your community. A couple of aliens get out of the ship and tell you that your community will be destroyed unless you prove that the people in your community can cooperate. Write a letter explaining why your community should be saved. Use the newspaper and talk to others to find out about how people in your community cooperate.

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Cooperating in the Community

It Takes All Kinds There are many people who help solve your community’s problems. Suppose you are the mayor of Coop Corners. Each day you receive many notes from citizens about problems. For each note, decide who can best take care of the problem. Write a memo to the correct person explaining what to do. Tell how other community workers and citizens might also help.

Community Helpers firefighters

sanitation workers

police officers

road workers

school staff

library workers

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Cooperating for Life

A Never-Ending Story Cooperation is not something that should end when you finish a project or a job. It is something that should be part of everything you do for the rest of your life. Fill in the time line below showing how you have cooperated in your life so far. Then, think about what you will be doing in five, ten, or even twenty years from now. Complete the time line.

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The Value of Responsibility Page 79: How Am I Doing? STUDENT OUTCOME To understand and rate different kinds of responsibilities. INSTRUCTIONAL STRATEGIES Explain that people have responsibilities in many different areas of their lives. Ask students to give examples of responsibilities they have to themselves, to their families, at school, and toward their community. Encourage students to be truthful with themselves as they complete the page. EXTENSION/FOLLOW-UP Students may wish to identify some areas in which they would like to increase their levels of responsibility. Page 80: Inside and Outside STUDENT OUTCOME To understand how decisions affect the mind, heart, and body. INSTRUCTIONAL STRATEGIES Read and discuss the introduction with students. You may wish to guide younger students slowly through the activity, stopping to discuss where to write in the numbers. Students may also benefit from completing this activity in groups. EXTENSION/FOLLOW-UP Encourage groups of students to come up with other decisions and write them on index cards. Other groups may then read the cards and follow the same activity steps. Page 81: Top Ten Rules for Wellness STUDENT OUTCOME To identify actions that will promote personal wellness. INSTRUCTIONAL STRATEGIES You may wish to acquaint students with the "Top Ten" lists made famous by talk-show host David Letterman. Before they begin, have students notice some of the words and pictures surrounding the list. They may use these for ideas for what they will write on their lists. EXTENSION/FOLLOW-UP Students may enjoy reading their lists from number ten through number one using a dramatic tone as they read. Page 82: Lining Up Responsibilities STUDENT OUTCOME To identify which family members are responsible for certain family activities. INSTRUCTIONAL STRATEGIES Have students use different color pens or markers for the activity. Suggest they write the name of each family member with the same color pen they will use to connect the lines. Explain that some actions may be connected to more than one family member. EXTENSION/FOLLOW-UP You may want to have students add other responsibilities to the page and draw additional lines. Discuss the evaluations that students make at the bottom of the page. Page 83: Thinking Twice About Responsibility STUDENT OUTCOME To think about real-life situations and identify each person's responsibilities.

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TEACHING GUIDE INSTRUCTIONAL STRATEGIES Explain that people take responsibility for many positive things, but sometimes they must face up to something they did to create a negative situation. Discuss that these matters are often complicated, and the people involved may have difficulty facing up to their responsibilities in the situation. EXTENSION/FOLLOW-UP Have students role-play these and other situations that they create. Observers in the class can then identify each participant's responsibility in the situation. Pages 84-85: Maria's Goal STUDENT OUTCOME To analyze and develop a strategy for setting personal goals. INSTRUCTIONAL STRATEGIES Students will benefit from discussing each step that Maria takes to identify and reach her goal. Emphasize that Maria is realistic as she sets her goal and also as she proceeds toward meeting it. You may wish to work with students individually as they set their own goals, emphasizing the necessity to be realistic throughout the process. EXTENSION/FOLLOW-UP If students have difficulty meeting their goals, help them analyze where they had difficulty and set new goals they are more likely to succeed with. Often, breaking down the desired goal into smaller steps will make the goal more attainable. Pages 86-87: A Change for the Better STUDENT OUTCOME To take responsibility for change. INSTRUCTIONAL STRATEGIES As students complete page 87, be sure that they do not dwell on the negative. Be sure that they have identified a sufficient number of things they do responsibly before they begin to look for areas of improvement. You may need to assist students in identifying why they want to improve in an area. Help them see the benefits of making the change. Work with students individually as they complete their plan for change. EXTENSION/FOLLOW-UP Some students may be ready to tackle another goal after completing the first. Encourage them to use the same steps. Pages 88-89: My Family Round Table STUDENT OUTCOME To understand how each family member's responsibilities contribute to the household. INSTRUCTIONAL STRATEGIES Encourage students to work with family members to complete their table. Remind the students that each person's home is different and, therefore, their completed pages will look much different from other students'. EXTENSION/FOLLOW-UP Students may wish to write and role-play fictional scenes in which family members do or do not carry out responsibilities. Page 90: Taking Note of Responsibility STUDENT OUTCOME To build responsibility needed for success in school. INSTRUCTIONAL STRATEGIES Discuss why some intangible items such as attitude and cooperation are so important for success in school. Have students complete the activity in small groups. EXTENSION/FOLLOW-UP Encourage students to develop daily checklists for themselves of things they need for school. If possible, students should carry these checklists with them through the week and receive a reward for successfully completing what's expected of them.

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TEACHING GUIDE Page 91: Responsibility at Work STUDENT OUTCOME To understand responsibilities involved in all jobs. INSTRUCTIONAL STRATEGIES Emphasize that all jobs require responsibility and that while some jobs affect people more than others, our communities and our world cannot function well unless everyone takes responsibility for his or her job. Help students conclude that the responsibility all of these people share is to do their jobs right. EXTENSION/FOLLOW-UP Encourage students to identify responsibilities that are involved in other jobs and discuss what happens when those jobs are not done correctly. Page 92: Responsible News STUDENT OUTCOME To understand community responsibility. INSTRUCTIONAL STRATEGIES If necessary, provide newspapers for students or videotape news shows. Many communities have a "good news" segment of the local news or a similar section in the newspaper. Encourage students to find as many different examples as possible. EXTENSION/FOLLOW-UP Encourage students to become involved in community service organizations and activities. You might begin by organizing a clean-up or recycling campaign in your school. Page 93: The Future Begins Now STUDENT OUTCOME To understand how each individual can contribute to the planet's future. INSTRUCTIONAL STRATEGIES Help students identify things that individuals can do to help the Earth. EXTENSION/FOLLOW-UP Help students become involved in local recycling efforts. Students might begin by making posters for the school or community. Page 94: Rapping It Up Responsibly STUDENT OUTCOME To personalize a rap song about responsibility. INSTRUCTIONAL STRATEGIES Tell students that there are no "right" answers to complete the rap. However, the best responses are those that rhyme, as shown below in bold type: From the moment each day when I awake, A lot of responsibility I take. I’m careful about eating anything that's FAKE, And other junk food such as candy and cake. I think about my responsibilities, So all my DECISIONS I can make with ease. I never say "gimme"and I always say PLEASE, Because knowing how to ask makes my life a breeze. I have learned that some responsibility Makes me a strong part of my family. So I do all the chores that are meant for ME, And never try to put them off purposely!

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TEACHING GUIDE Like, I always brush my TEETH and make my BED, And maybe skip TV to do my homework instead. It’s important to take RESPONSIBILITY, Especially when you're part of a family. I refuse to grow up as a stupid fool, So I take responsibility at school. I follow each and every classroom RULE, Because I know that learning can be really cool. I'll always be a friend and avoid a fight, And try to do the things that I know are RIGHT . No… in trouble or in jail, you won't find me 'Cause I know all about RESPONSIBILITY! Note that the first response (FAKE) has been provided to help the students get started. EXTENSION/FOLLOW-UP Encourage students to work in groups to write additional verses for the rap and to perform it for others.

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Responsibility Inventory

How Am I Doing? This page will help you see how much responsibility you take in different parts of your life. Read each sentence, and mark the answer that best describes you. Not at all

A little

A lot

All the time

RESPONSIBILITY TO MYSELF I try to keep my body clean and free from horrible stinks and zits. I eat healthful foods, even though I may like hot dog ice cream and dill pickle pizza. I brush my teeth the way they tell me to at the (ouch!) dentist. I take care of my clothes, especially the really cool stuff I wear to school. I listen to my conscience. RESPONSIBILITY TO MY FAMILY I help with chores like washing spaghetti dishes and taking out the smelly garbage. I keep my room clean and free from strange-looking dustballs under the bed. I am kind to family members, even my aunt who kisses me all the time. I take care of our pets, even when they forget where they're supposed to poop. RESPONSIBILITY AT SCHOOL I follow class rules, even if they don't always make sense to me. I do my best on assignments, even the ones I don't like very much. I take supplies to school, and I bring home important papers all in one piece. I do my homework, even when my favorite shows are on. RESPONSIBILITY TO COMMUNITY I recycle cans when I can. I obey laws, even if my friends don't want me to sometimes. I do good things to keep my neighborhood a cool place to live.

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Taking Responsibility for My Decisions

Inside and Outside When you make a decision, you must take responsibility for it. Some decisions affect what's outside of us, and others affect what's inside of us. It's your responsibility to make decisions that are good for your inside and your outside. Read the statements below, and think about whether that decision would affect your outside or your inside. Check whether you think it's a good decision or a bad decision. Then put the number for each where it belongs, such as in the mind, in the heart, somewhere outside of the outline, or even in more than one place. "I think I'll skip piano practice and get my friend Jan to go to the movies. I can't play that stupid thing anyway." GOOD

"If I just wet my toothbrush, nobody will know I didn't brush my teeth. Pretty smart, huh?" GOOD

"Coach Smith says if I can get in shape, I'll be able to make the team. I'll run around the block twice every day."

BAD

"I've got a great idea for the new school newspaper. I'll ask my brother to help me write it. He's good at stuff like that." GOOD

GOOD

BAD

GOOD

BAD

BAD

"Mrs. Blumby needs someone to carry her groceries home this afternoon. I think I'll help her out, even though she can't pay me." GOOD

BAD

"All the kids are getting that new haircut. I'm going to get my hair cut like that, even though I have curly hair and I might look goofy."

"I really don't feel like taking a bath. Who cares what I smell like anyway?" GOOD

BAD

BAD

"Somebody trashed the playground last night so we can't play basketball. I'll get my friends and we'll clean it up." GOOD

BAD

"I'm not gonna hang around with Omar anymore. His family is from a foreign country and I don't understand what they are saying." GOOD BAD

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Taking Responsibility for Myself

Top Ten Rules for Wellness Work by yourself or with a group to make a poster about responsibility for your body. Some clues are given around the poster. You can use them on your poster or to help you find information online or in books.

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Taking Responsibility for Myself

Lining Up Responsibilities Some responsibilities for your care are your own. Some are shared with others. Some are done completely by others. It's good to know which are which, and if you're doing your fair share of the chores. Some different kinds of responsibilities are all jumbled up below. First, write the names of the members of your family in the boxes in the center. Then draw a line with a different color pen for each family member to the chores that person is responsible for.

Who has the most lines? Do you think you are taking enough responsibility for your care?

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Taking Responsibility for Myself

Thinking Twice About Responsibility Each person below talks about a problem and says that it is not his or her responsibility. Think about whose responsibility each problem is. (Some of them are tricky!) Tell whether you agree with the person and why. “Mrs. Smith, let me explain why I don’t have my report today. I know we got the assignment two weeks ago, but my mother had to work last weekend. I couldn’t get to the library, so there was no way I could get my report done.”

“I know I behaved badly at the assembly today, Mr. Rodriguez. But it wasn’t my fault. Darrell kept bumping into me the whole time. What else was I going to do but push him back?”

“It wasn’t my fault that I took that candy bar without paying for it, Officer. I was with four kids from school. Each of them took something also. They said that if I wasn’t willing to take something too, then I must be chicken, and they’d have to beat me up.” “Don’t look at me. She started it, Mom. She called me a jerk, and that’s when I started calling her names. Then she threw a book at me, so I hit her with the pillow. I didn't mean to break her glasses, so why should I get punished?”

Do you agree? Why?

Do you agree? Why?

Do you agree? Why?

Do you agree? Why?

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Setting Goals

Maria’s Goal Read about how Maria sets a goal for herself. Then answer the questions.

1 2 3 4

Maria sets a goal for herself.

Is her goal a good one? Why?

“I want to get in shape so that I can play Little League.”

She sets a date to meet her goal. She plans some ways she will meet her goal. She thinks of people who might help her.

5

She thinks of her strengths that will help her.

6

She thinks of possible problems and ways to solve them.

7

On game day, she looks back on her progress.

“I would like to be in shape before the first game in March. That gives me two months.”

“Every day I will practice running, catching, and batting. Each Sunday I’ll write down how I’m doing.”

“My friend Martha is a great baseball player. And Mom said she wants to exercise more. Maybe she’ll run with me.”

“I’m a good runner, and I believe in myself.”

“Sometimes I have a lot of homework and can’t practice.”

“I made the team and I didn't flunk my classes. But my grades could have been better.”

Is it important to set a date to meet a goal?

Does this seem like a good plan?

How can these people help her?

Why is this step important?

How can she solve this problem?

Do you think she needs a new goal? Explain.

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Now it’s time to set a goal for yourself. 1. What goal do you want to meet?

What good thing will happen when you meet your goal?

2. When do you plan to meet your goal? Is this enough time? 3. How will you meet your goal?

List some times when you will check how you’re doing.

4. Who else might help you reach your goal?

How?

5. What strengths do you have that will help you meet your goal?

6. What possible problems might you have?

How will you solve them?

7. When the date for meeting your goal comes, write down how you did.

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Taking Responsibility for Change

A Change for the Better Think about things in your life that you do responsibly. These are usually things that you do well, so you don't mind taking responsibility for them. But making changes in your life for the better is also being responsible. Write some things that you do well in the frame on the left. Then write things that you don't do so well and would like to improve upon in the frame on the right.

Now choose three areas in which you would like to improve. Write them in the frame below on the left. Then write why you want to improve in the frame on the right.

1.

2.

3.

1.

2.

3.

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Making a change is very much like setting a goal, but usually it takes longer. It’s time for you to take responsibility for a change for the better. 1. What do you want to change about yourself? (Look at the chart you just completed.)

Picture yourself after you make the change. How will you be different?

What good things will happen because you made this change?

2. List the steps you will take to make this change. Also write when you plan to finish each step. A.

(date)

B.

(date)

C.

(date)

D.

(date)

E.

(date)

3. What strengths do you have that will help you make this change?

4. What possible problems might you have?

How will you solve them?

Check yourself at each step. Did you complete that step yet? If not, give yourself a little extra time, and change the dates for the remaining steps. How did you do?

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Responsibility at Home

My Family Round Table Families come in all shapes and sizes. No matter what size or shape yours is, everyone in it has some responsibilities. Have everyone in your family fill in his or her most important responsibility.

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Now have some fun. Draw a picture inside each box of what life is like in your home when everyone takes care of his or her responsibilities. WHERE I SLEEP

WHERE WE WATCH TV

WHERE THE FOOD GETS COOKED

WHERE I WASH

Now draw a picture of what life is like in your home when family members do not take care of their responsibilities. WHERE I SLEEP

WHERE WE WATCH TV

WHERE THE FOOD GETS COOKED

WHERE I WASH

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Responsibility at School

Taking Note of Responsibility Complete the notepad below. Add some more items to each list.

Things I must take to school:

Why I need them:

books pencils/pens a good attitude

Things I must do at school:

Why they’re important:

listen in class cooperate with other students eat lunch

Things I must bring home:

Why I need them:

books homework

Things I must do at home: homework study

Why they’re important:

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Responsibility to My Community

Responsibility at Work Every job carries some responsibilities with it. Some jobs carry just a few responsibilities and some carry a lot, but there is one responsibility that all jobs have in common. See if you can find it. Look at the different jobs below and try to fill in what you think the responsibilities are for each.

What responsibility do they all share?

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Responsibility to My Community

Responsible News Read the local newspaper or watch the TV news for a week. Find out about three people or groups in your community that are doing responsible things. Look for stories that fit the headlines below about people who are doing things like fighting drug use or crime, helping others, or cleaning up neighborhoods. Then write your own news stories about those people on this newspaper page.

Responsible Times PEOPLE WHO MAKE A DIFFERENCE

Local person helps others at

Student gets recognition for

Civic group donates time to

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Responsibility for My World

The Future Begins Now List some responsible things that you can do to make the world a better place to live in.

What will the world be like if people take responsibility for the things you listed above?

What will the world be like if people do not take responsibility for the things you listed?

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Responsibility to Myself

Rapping It Up Responsibly Complete the rap song below. Read the lines and try to think of words that fit. In some lines, make the words rhyme with the other words in the song. When you're done, get a funky beat going and sing it for your friends.

From the moment each day when I awake, A lot of responsibility I take. FAKE I’m careful about eating anything that's And other junk food such as candy and cake. I think about my responsibilities, So all my I can make with ease. I never say "gimme" and I always say Because knowing how to ask makes my life a breeze. I have learned that some responsibility Makes me a strong part of my family. So I do all the chores that are meant for And never try to put them off purposely! Like, I always brush my and make my And maybe skip TV to do my homework instead. It’s important to take Especially when you're part of a family. I refuse to grow up as a stupid fool, So I take responsibility at school. I follow each and every classroom Because I know that learning can be really cool. I'll always be a friend and avoid a fight, And try to do the things that I know are No… in trouble or in jail, you won't find me 'Cause I know all about

,

,

, , ,

,

. !

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The Value of Making Good Choices Page 101: Rating Decisions STUDENT OUTCOME To understand and rate different kinds of decisions. INSTRUCTIONAL STRATEGIES Discuss the introduction and the directions. Be sure that students understand they should color in the squares that don't apply so that the one that does apply "lights up." Help students understand that decisions affecting others or the future are generally more difficult to make. EXTENSION/FOLLOW-UP Students may wish to compare their ratings of decisions with their classmates' ratings. Pages 102-103: Catch a Wave! STUDENT OUTCOME To understand the consequences of decisions. INSTRUCTIONAL STRATEGIES Discuss the concept of chains of events, so that students understand that there is not just one effect from an action. Have students work in groups to complete the first page. Discuss it thoroughly before students begin the second page individually. EXTENSION/FOLLOW-UP Have students use the ripple diagram to show the consequences of other decisions. Pages 104-105: TARGETing Good Decisions STUDENT OUTCOME To analyze and develop a strategy for making good decisions. INSTRUCTIONAL STRATEGIES Students will benefit from discussing each step that Matt takes to make his decision. You may wish to work with students individually to help them apply the TARGET strategy to their own decision. EXTENSION/FOLLOW-UP If students have difficulty thinking about the consequences of a possible decision, refer them to the ripple diagram in the preceding activity to help them figure out what might happen. Page 106: Considering the Effects STUDENT OUTCOME To understand how decisions can have many different kinds of effects on the decision maker. INSTRUCTIONAL STRATEGIES Help students see that each decision they make has multiple effects on themselves, as well as on others. You may want to model the first situation by completing that diagram on the board together with volunteers. EXTENSION/FOLLOW-UP Have students come up with other decisions to chart in the same way. Page 107: Who Decides? STUDENT OUTCOME To understand who is responsible for different types of decisions.

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TEACHING GUIDE INSTRUCTIONAL STRATEGIES Discuss the introduction and the directions. When students are done, discuss the final question, pointing out that maturity and trust are factors that allow parents to shift more decision making to children. EXTENSION/FOLLOW-UP Have students predict how these decision-making patterns will change for them over the next few years, the next decade, and two decades from now. Pages 108-109: Tools of the Trade STUDENT OUTCOME To identify tools that are useful in making decisions. INSTRUCTIONAL STRATEGIES Acquaint students with any unfamiliar terms in this activity. Help them see that while things such as tarot cards and psychics may have entertainment value, they have little value when it comes to making sound decisions. Point out, however, that a guess or prediction may be needed to make a decision. Discuss that all available evidence should be considered before guessing or predicting. EXTENSION/FOLLOW-UP Have students investigate other decision-making tools that have been used by various cultures throughout the ages. Pages 110-111: Friend to Friend STUDENT OUTCOME To analyze decisions made with and about friends. INSTRUCTIONAL STRATEGIES Point out to students that an ever-increasing number of their decisions will have to do with their friends. Often they will have to decide whether they should do something because a friend suggests it. They may even have to decide whether or not they want to be friends with certain people. EXTENSION/FOLLOW-UP Encourage students to role-play each of the conversations and to develop similar scenarios of their own. Pages 112-113: Feeling Good About Decisions STUDENT OUTCOME To understand the relationship between decisions and self-esteem. INSTRUCTIONAL STRATEGIES Be sure that students understand how decisions can affect self-esteem. Point out how making good decisions helps a person feel good about himself or herself. Explain that making bad decisions often leads to more bad decisions, because people with low self-esteem do not make decisions that are good for them. Students may benefit from completing this activity in small groups. EXTENSION/FOLLOW-UP Help students understand their own patterns of self-esteem and decision making. Students who consistently make self-destructive decisions may benefit from activities that enhance self-esteem, such as those in Section 1. Page 114: To Buy or Not to Buy STUDENT OUTCOME To analyze advertising and make wise consumer decisions. INSTRUCTIONAL STRATEGIES Discuss the introduction and the sample ads. Have students identify other examples of the approaches shown on this page. EXTENSION/FOLLOW-UP Have groups of students choose an appeal that interests them and make a collage of ads that feature that technique.

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TEACHING GUIDE Page 115: Where Do You Stand? STUDENT OUTCOME To clarify values that affect decisions. INSTRUCTIONAL STRATEGIES Explain that, at first glance, it seems easy to take a stand on many values. When we examine them more closely, however, we begin to realize there are few absolutes. To get students thinking about this, you might challenge them to think about a situation in which telling the truth would hurt someone's feelings. Encourage students to be tolerant of others' opinions when they discuss their answers. EXTENSION/FOLLOW-UP Have students identify and discuss situations in which each of these "absolutes" might not be the best course of action. Challenge students to develop personal guidelines that will help them when they encounter these situations. Page 116: Thumbthing for Your Diary STUDENT OUTCOME To use a simple, ongoing strategy

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Understanding Decision Making

Rating Decisions People make decisions every day. Some are easy, and some are hard. Some decisions are more important than others. This page will help you look at some of the decisions you make. 1. Write down some decisions you have made. Some may be the kind of decisions you make every day, like what to have for lunch. Some may be more important decisions, like deciding to join a youth group or try out for the basketball team. 2. Color in the DecisionMeter, leaving your choice uncolored. ("Piece of cake" is for a very easy decision; "Like a brick wall" is for a decision that was very hard to make.) Decision

DecisionMeter Rating PIECE OF CAKE

Decision

STUCK IN MUD

LIKE A BRICK WALL

A LITTLE HARDER

NEEDED HEAVY THOUGHT

STUCK IN MUD

LIKE A BRICK WALL

NEEDED HEAVY THOUGHT

STUCK IN MUD

LIKE A BRICK WALL

NEEDED HEAVY THOUGHT

STUCK IN MUD

LIKE A BRICK WALL

DecisionMeter Rating PIECE OF CAKE

Decision

NEEDED HEAVY THOUGHT

DecisionMeter Rating PIECE OF CAKE

Decision

A LITTLE HARDER

A LITTLE HARDER

DecisionMeter Rating PIECE OF CAKE

A LITTLE HARDER

3. Which decision was the easiest to make? 4. Which decision was the hardest to make? 5. What makes some decisions easier than others to make?

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Understanding Consequences

Catch a Wave! You may have noticed what happens when you throw a stone into a pond or a puddle. The splash causes circular ripples, or small waves, that grow larger as they move away from the splash. Decisions work in almost the same way. Whenever you make a decision and do something, it sends out ripples that affect many other things that happen. Complete the sample ripple chart below to show what might happen if you made a decision to skip school, and you got caught.

THE VALUE OF MAKING GOOD CHOICES

Now think of an important decision that you have made or plan to make. Fill in this ripple chart to show the effects of that decision on other people and things.

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Decision-Making Model

TARGETing Good Decisions Matt makes choices almost every day. He remembers the word TARGET each time he makes a decision. TARGET helps Matt make good decisions because it reminds him to: HINK about each choice.

TARGET Good

SK: What will happen right away and in the long run if you make this choice? EMEMBER your goals.

Decisions ATHER all the facts. XPLORE other possibilities. HINK about your final decision and its consequences. One afternoon Matt has a decision to make about whether to study for a big social studies test or to play basketball with his friends. He uses TARGET to help him make his decision. HINK about each choice. I can either study or slam-dunk with the guys.

SK what will happen. Basketball would be cool today!…Studying would be kind of boring…but…I bet I could ace that test tomorrow! And Dad didn't exactly love my last report card!

EMEMBER your goals. Okay, okay… I promised myself I would bring my social studies grade from a C to a B.

ATHER all the facts. Let's see…how long will I have to study to be able to ace the test?

XPLORE other possibilities. Maybe the guys would play basketball tomorrow instead.

HINK about your final decision and its consequences. Okay, I’m going to study. That'll help my grades now and I'll score big points later in school.

Why is it important for Matt to identify his choices?

Did Matt think about what might happen both right away and in the long run? Explain your answer.

What does Matt’s goal have to do with today’s decision?

How might Matt find this out?

Why is it helpful to think of other possibilities?

Do you agree with Matt’s choice? Explain your answer.

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Try using TARGET to help you make a decision. Think of a really tough decision you have to make. HINK about each choice.

SK what will happen if you make each choice.

What are you choosing between?

What will happen right away? Choice 1

Choice 2

What will happen in the long run? Choice 1

Choice 2

EMEMBER your goals.

What goals have you set for yourself?

How will your decision affect them?

ATHER all the facts.

XPLORE other possibilities.

What else do you need to know before you can make a good decision?

Are there any other choices or solutions you haven’t thought about?

What did you decide?

HINK about your final decision and its consequences.

What will happen because of your decision?

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Understanding Decision Making

Considering the Effects Here's a helpful way to look at the waves created by very important decisions you must make. Complete the chart to help you see the effects these decisions will have.

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Understanding Decision Making

Who Decides? You make some decisions by yourself. Some you make with others. Some decisions are made for you by other people. Read each decision and write its number in the gray box that shows whether it is made by you alone, with others, or by others. If someone else is part of the decision, write down who it is next to the number in the box. Then add other decisions that affect your life.

Decisions about…… 1. 2. 3. 4. 5.

where I go to school my health the food I eat the clothes I wear when I go to bed

6. what I watch on TV 7. when to study 8. who I hang out with 9. what I do for fun 10. my future

11. 12. 13. 14. 15.

are made…

Do you make more decisions by yourself NOW than you did a few years ago? Why?

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Decision-Making Tools

Tools of the Trade There are many different tools for making decisions. Some tools work better than others for different kinds of decisions. Think about each situation below. Choose the best decision-making tool. Explain why that tool is the best to use. 1. Melanie doesn’t know whether to go to the movies with friends or save the money for a bicycle she wants. What should Melanie do? Toss a coin.

Check tarot cards.

Call a psychic.

Gather facts from Explain your answer. 2. Debbie made plans to go bowling with a friend. Now she has a chance to go skating with the most popular guy in school. What should Debbie do? Check her horoscope.

Have her palm read.

Use a Ouija board.

Think logically about Explain your answer. 3. Pedro’s friends are waiting for him to play basketball, but his mother wants him to go to the store. Pedro should Check his horoscope.

Ask a psychic.

Use a crystal ball.

Think logically about Explain your answer. 4. The geekiest kid in Mark’s class wants to sit at Mark’s lunch table, and he’s not sure what to do. Mark should Scissors, rock & paper.

Toss a coin.

Call a psychic.

Think logically about Explain your answer. 5. Jason’s family would like to plan a picnic for tomorrow, but they are not sure whether it will rain. Jason should Check his horoscope. Make a prediction based on Explain your answer.

Toss a coin.

Call a psychic.

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6. Megan’s friends dare her to shoplift some make-up, and she’s not sure what to do. What should she do? Toss a coin.

Check tarot cards.

Ask a psychic.

Think logically about Explain your answer. 7. Tonya has a book report due tomorrow, but there’s a rock concert on TV she’s been dying to see. Tonya should Check her horoscope.

Toss a coin.

Use a Ouija board.

Think logically about Explain your answer. 8. Matt and his friends found a wallet with identification and $500. They’re deciding what to do. What should they do? Toss a coin.

Scissors, rocks & paper.

Check tarot cards.

Think logically about Explain your answer. 9. Danielle wants an expensive pair of jeans. She’s not sure whether to buy them now or see if they go on sale. Danielle should Have her palm read.

Use a crystal ball.

Call a psychic.

Make a prediction based on Explain your answer. 10. Trudy’s friend offered her a beer, and she’s not sure whether to drink it. What should Trudy do? Toss a coin.

Check her horoscope.

Ask the other kids.

Gather facts from Explain your answer. When making most decisions, the best decision-making tool to use is

Sometimes you have to make predictions to make a decision. On what should you base your predictions?

What place do things like horoscopes and tarot cards have in the decision-making process?

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Decisions with and about Friends

Friend to Friend Imagine that you are friends with each of these people. Fill in the speech balloon with what you would say to each friend about making good decisions.

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Decisions, Peer Pressure, and Self-Esteem

Feeling Good About Decisions How people feel about themselves often depends on how they feel about the decisions they make. People who make good choices without bending to peer pressure usually have high selfesteem, and they feel good about themselves. Shade in the boxes to rate each of these decisions. Then discuss your answers with classmates. Tammy’s parents made her go to a yearly family picnic, even though she really didn’t want to go. After a while, her older cousins left for a walk in the woods. Tammy followed. They sat down in a clearing, and one of Tammy’s cousins lit a marijuana cigarette. They passed it around in a circle. When it came to Tammy, she took a drag.

Decision a lot

a lot

somewhat

somewhat

not at all

not at all

How much was the decision affected by peer pressure?

How will the decision affect Tammy’s self-esteem?

Brian loves music and wants to be a professional musician. He started playing the violin at school because some of his favorite music is played by string quartets. One day when he is practicing at home, some classmates hear him. The next day at school, everyone makes fun of him. Brian decides to stop playing.

Decision a lot

a lot

somewhat

somewhat

not at all

not at all

How much was the decision affected by peer pressure?

How will the decision affect Brian’s self-esteem?

Omar and his friends are riding dirt bikes in a muddy area by the side of the road. An old man from their neighborhood is walking by, carrying two large bags of groceries. The boys decide they’ll speed by him and spray him with mud. Omar gets off his dirt bike and offers to help the man carry the groceries home.

Decision a lot

a lot

somewhat

somewhat

not at all

not at all

How much was the decision affected by peer pressure?

How will the decision affect Omar’s self-esteem?

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Write down some decisions you have made in the last few weeks. Rate each decision, and write down how you feel about that decision now. Decision a lot

a lot

somewhat

somewhat

not at all

not at all

How much was the decision affected by peer pressure?

How did the decision affect your self-esteem?

How I feel about my decision now Decision a lot

a lot

somewhat

somewhat

not at all

not at all

How much was the decision affected by peer pressure?

How did the decision affect your self-esteem?

How I feel about my decision now Decision a lot

a lot

somewhat

somewhat

not at all

not at all

How much was the decision affected by peer pressure?

How did the decision affect your self-esteem?

How I feel about my decision now Decision a lot

a lot

somewhat

somewhat

not at all

not at all

How much was the decision affected by peer pressure? How I feel about my decision now

How did the decision affect your self-esteem?

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Making Consumer Decisions

To Buy or Not to Buy Advertisements are designed to persuade you to make decisions about buying things. Many advertisers try to get on your side by using famous people or popular music to make you think their product is the best. Others will exaggerate their products by using special-effects filming or camera angles, but don't be fooled. The goal of these advertisements is to make people forget to think things through. Look at the ads below and decide if they are being truthful about their claims.

Now find examples of real TV and magazine ads that you think exaggerate to sell their products. Discuss how thinking through your buying decision might help you make better choices.

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Values and Decision Making

Where Do You Stand? Values are a big part of the decisions we make. Do you know yours? Read the statements and draw a stick person (like the one shown) on the line to show where you stand on each value.

You should always tell the truth.

Lying is OK sometimes.

Stealing is always wrong.

Stealing is OK sometimes.

Never take harmful drugs.

Harmful drugs are OK sometimes.

Always listen to adults.

Winning is always the most important thing.

It’s OK not to listen to adults sometimes.

Winning is not always the most important thing.

There’s nothing wrong with lying.

There’s nothing wrong with stealing.

There’s nothing wrong with taking harmful drugs.

You never have to listen to adults.

It doesn't matter whether you win or lose.

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Decision-Making Diary

Thumbthing for Your Diary Many people use a daily diary to help them make and keep track of decisions. Usually people write decisions they are considering at the top of the page and then write positive things (thumbs up) and negative things (thumbs down) side by side. They can then see which side has more reasons. Try it for a decision you are thinking about right now. Then use this form in your journal or diary to help you make daily decisions.

Which side has more reasons?