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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.
1-800-99-YOUTH
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Product #351070
V A L U E S F O R L I F E 2
3
V A L U E S F O R L I F E
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 Prole ....................................................................................................................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
V A L U E S F O R L I F E 4
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
5 V A L U E S F O R L I F E
In The Art of Virtue, Benjamin Franklin identied 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.
Franklins 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 un-
concerned 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 ve critical
areas:
Self-respect
Respecting others
Cooperation
Responsibility
Making good choices
Each section includes 16 activities and a teaching guide with instructional strategies and ad-
ditional suggestions to help children follow the example of Benjamin Franklin and focus on
character in their own lives, each and every day.
Introduction
V A L U E S F O R L I F E 6
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 ll 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 complet-
ed 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 im-
ages 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 pa-
per 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 com-
plete their mobiles following step 3.
EXTENSION/FOLLOW-UP Hang the mobiles in the classroom until other students be-
come 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 difculty lling 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 class-
mate must say a positive word and then describe one of his or her behaviors that suggests this
description.
Page 17: My Self-Respect Prole
STUDENT OUTCOME To honestly evaluate and make a prole of their traits.
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TEACHING GUIDE
V A L U E S F O R L I F E
INSTRUCTIONAL STRATEGIES Explain that this prole 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 proles 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 photo-
graphs 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 stu-
dents 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 prociency in
each.
INSTRUCTIONAL STRATEGIES Explain that no matter how many things seem difcult
to do, there are many things they have already learned to do well. Explain the symbols that stu-
dents 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
THE VALUE OF SELF-RESPECT
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 dis-
cussing the directions, you may wish to model changing the rst negative thought into a posi-
tive 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 them-
selves. Have volunteers model the rst 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 self-
esteem.
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 students 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.
13
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
. Id like to tell you a little bit about me.
My favorite subject in school is
because
.
One of my favorite things to do when Im home is
.
One TV show I love is , and my favorite
singer or musical group is .
People tell me that Im good at
.
One thing Im good at that people dont know is
.
When I grow up I will
. Id like to learn some things about you, too.
Yours truly,
THE VALUE OF SELF-RESPECT
V A L U E S F O R L I F E 14
Taking Pride in Who I Am
Mirror, Mirror on the Wall
One of the rst 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 rst two have been done for you.
WONDERFUL
ME
T
E
R
R
I
F
I
C
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Taking Pride in Who I Am
My Me-Mobile
2. Cut out the shapes.
On the reverse include
drawings, pictures
from magazines, or
photographs if you
wish.
1. In each shape below,
ll in information that
describes how special
you are.
3. Punch a hole
in each shape, and
hang it with yarn or
string from a coat
hanger.
THE VALUE OF SELF-RESPECT
V A L U E S F O R L I F E 16
My friend would say Im
because
My parent would say Im
because
My teacher would say Im
because
My neighbor would say Im
because
My minister, priest, rabbi, (or someone else) would say Im
because
I say Im
because
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 com-
plete the sentences telling why each word describes you.
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Taking Pride in Who I Am
My Self-Respect Prole
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 a little a lot all the time
10
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1 I am a loving person.
2 I think before I do something.
3 I see the sunny side of things.
4 I am a responsible person.
5 I do my share at home.
6 I work hard at school.
7 I enjoy helping others.
8 I am a good listener.
9 I get along with others.
I am loyal to my friends.
I dream of what the future may hold.
THE VALUE OF SELF-RESPECT
V A L U E S F O R L I F E 18
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?
What new things were you able to do?
What new responsibilities did you have?
In what new ways did you express your
feelings?
Me, at six years old
Me, now
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?
THE VALUE OF SELF-RESPECT
V A L U E S F O R L I F E 20
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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cook or bake.
put things together.
sing or dance.
change peoples minds about something.
work some types of machines.
speak on the telephone.
read a map.
understand peoples emotions.
help someone whos sad feel better.
I CAN:
keep myself clean.
read and write.
draw or paint.
take care of a younger child.
hold a conversation with a grown-up.
x things that are broken.
use a calculator.
use a computer.
sew.
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?

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.
THE VALUE OF SELF-RESPECT
= I can do this well!
= I can do this okay.
= I am still learning to do this.
= I cant do this at all.
V A L U E S F O R L I F E 22
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.
10
11


13
14

15
12


1 Im not your friend anymore.
2 You did a wonderful job!
3 You made the Honor Roll.
4 You never do anything right.
5 Yours is the best Ive ever
seen.
6 Dont ask questions. Just do
what youre told!
7 This room is a pig sty!
8 I love you.
9 It looks like you put your
best effort into it.
Why dont you just give up!
Why do I have to tell you this
over and over again?
I wish I could do that as well
as you.
You couldnt have studied very
hard to get a grade like this.
My dog could do a better job
than that.
Could you help me with this?
HAPPY SAD
PROUD
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 SAD
PROUD ANGRY
THE VALUE OF SELF-RESPECT
V A L U E S F O R L I F E 24
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 persons negative thoughts. Help each one by writing some positive thoughts instead.
Why should I even bother to
try racing against Miko? Shes
the fastest runner in my class.
Ill just embarrass myself.
I cant invite Jimmy over to
my house to play. His parents
are rich. When he sees where
I live, what will he think?
Im not going to answer that
question. Ill probably get it
wrong anyway. Then the whole
class will know how dumb I am.
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Mrs. Lopez said Id be great for
this part in the school play, but I
just dont want to do it. Id prob-
ably mess up my lines, and every-
one would laugh at me.
Its not worth studying for the test.
Im only going to unk 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.
Then write a positive thought that
might replace it.
Now write down a negative thought
youve had in the last few weeks.
THE VALUE OF SELF-RESPECT
V A L U E S F O R L I F E 26
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 your-
self 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?
THE VALUE OF SELF-RESPECT
V A L U E S F O R L I F E 28
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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TEACHING GUIDE
The Value of Respecting Others

Page 35: What I Know About Myself
STUDENT OUTCOME To understand that knowing yourself is key to understanding oth-
ers.
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 par-
ent 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 brain-
storm 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 benet from working with their families
to complete the page. Have students from different cultures compare their nished 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 nd 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-
32
TEACHING GUIDE
V A L U E S F O R L I F E
unteer to be interviewed. Work with students to rene 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: Everyones Different
STUDENT OUTCOME To understand each persons 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 por-
traits 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 nd 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 peoples 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 sit-
uations. 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 nd 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 identied a person from a different back-
ground, encourage them to nd 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 differ-
ent cultural backgrounds.
33
TEACHING GUIDE
THE VALUE OF RESPECTING OTHERS
INSTRUCTIONAL STRATEGIES Explain to students that they should write their own
name on the left and the other persons 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 nd 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 nd 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. Re-
mind 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.
35
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 rst understand yourself. Complete the questions
below the best you can. Then ask an older family member to help you ll in the rest.
My ancestors came to the United States from . The language
they spoke there was . 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
.
On certain holidays, like , my family celebrates by
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

.
THE VALUE OF RESPECTING OTHERS
V A L U E S F O R L I F E 36
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 familys roots. If possible, add pictures of some of the people to your
family tree.
37
Valuing My Culture
Culture Collage
Use the pattern on this page to make a collage of words and pictures that shows your cultural
background.
THE VALUE OF RESPECTING OTHERS
V A L U E S F O R L I F E 38
Valuing My Culture
Celebration Circle
Celebrations are an important part of all of our lives. Sometimes we celebrate birthdays, wed-
dings, holidays, or special events. Every culture has other holidays and special ways of celebrat-
ing as well.
Write down the holidays your family celebrates each season. Describe or show how you cel-
ebrate each. Compare your Celebration Circle with ones done by other students.
39
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 rst
two have been done for you.
THE VALUE OF RESPECTING OTHERS
V A L U E S F O R L I F E 40
Valuing Differences
Everyones 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 its 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 nd 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?
41
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 difculty with. Then, complete the chart.
Talk to an older person.
Talk to a younger person.
Talk to a person with a dif-
ferent skin color or from a
different ethnic group.
Talk to someone who has a
different religion.
Talk to someone who is
more physically or men-
tally able.
What conclusions can you draw about differences between people?
Something He/She Is Better At Something Im Better At
THE VALUE OF RESPECTING OTHERS
V A L U E S F O R L I F E 42
Valuing Differences
How Does It Feel?
Sometimes it is hard to imagine exactly how other people feel. Try putting yourself in the posi-
tion of the person indicated by the arrow in each picture.
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.
How does this person feel?
43
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.
How does this person feel?
THE VALUE OF RESPECTING OTHERS
V A L U E S F O R L I F E 44
Valuing Cultures in My School
All Sizes, Shapes, and Colors
Since many of us are from different backgrounds, it is fun to nd 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.
45
Valuing Cultures in My School
Same, Yet Different
Choose a person who comes from a different cultural background from yours. Together, nd
some things you share. Write those things in the middle of the diagram. Then nd some things
that are different. Write those things under the person's name.
THE VALUE OF RESPECTING OTHERS
V A L U E S F O R L I F E 46
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 14 using in-
formation from your friends and
classmates. If possible, use a different
color crayon to show each person.
Name
Country or Ancestry
Land
Religion
Schools
Family Life
Name
Country or Ancestry
Land
Religion
Schools
Family Life
47
Name
Country or Ancestry
Land
Religion
Schools
Family Life
Name
Country or Ancestry
Land
Religion
Schools
Family Life
Name
Country or Ancestry
Land
Religion
Schools
Family Life
THE VALUE OF RESPECTING OTHERS
V A L U E S F O R L I F E 48
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.
49
Valuing Cultures Around the World
Pyramid of Peace
World peace begins with understanding othersone person at a time. Answer the questions on
each level of the pyramid below. Make up goals for yourself based on your answers.
THE VALUE OF RESPECTING OTHERS
V A L U E S F O R L I F E 50
Valuing World Peace
Letter for Peace
Learning to respect other people's cultures is important for making your classroom, your com-
munity, 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.
53
TEACHING GUIDE
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 lo-
cate 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 periodi-
cally 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 mem-
bers.
EXTENSION/FOLLOW-UP Have students brainstorm other questions to ask family mem-
bers 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 nd 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 pat-
terns of cooperation and decide on ways they might improve situations in which their coopera-
tion 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 rst item. Have small
groups discuss the results of cooperating in this situation and of not cooperating. Students may
benet from completing this activity in small groups.
54
TEACHING GUIDE
V A L U E S F O R L I F E
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 benet by working in groups to read the
directions and complete the rst part of the activity. Students should work independently to
complete the second part of the page. Circulate to help students who are having difculty. Sug-
gest 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. Encour-
age 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 ve and
then guide them through the directions for each section of this activity. For the nal section of
the activity, suggest that students answer the questions rst 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.
55
TEACHING GUIDE
THE VALUE OF COOPERATION
INSTRUCTIONAL STRATEGIES If students have difculty completing this activity inde-
pendently, you may want to have them work in groups to discuss possible responses before they
write their own responses. After they nish, discuss things that make groups function well and
things that hinder a groups 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 differ-
ent waysone 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 com-
munity themselves. If they have difculty, you might suggest that they do schools and post
ofces.
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 class-
mates letter.
56
TEACHING GUIDE
V A L U E S F O R L I F E
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.
57
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
Date
Family Members Cooperate to Solve Problem
Cooperation Helps
Team Score Big
Classmates Cooperate on Project
The Get-Along Edition
Cooperating
to Make Our
Town a Better
Place
THE VALUE OF COOPERATION
V A L U E S F O R L I F E 58
Cooperating with Family Members
Family Portrait
Suppose you needed to tell all about your family on a TV game show. How much do you re-
ally know? Draw a picture of your family, showing each family member. Then, ll 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
59
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 didnt.
Write down which family members were there.
Decide how well you cooperated.
Write down how you felt each time.
My Cooperation Was
Great OK Poor
How I
Felt
M
O
N
D
A
Y
T
U
E
S
D
A
Y
T
H
U
R
S
D
A
Y
S
U
N
D
A
Y
F
R
I
D
A
Y
S
A
T
U
R
D
A
Y
W
E
D
N
E
S
D
A
Y
What Happened Who Was There
THE VALUE OF COOPERATION
V A L U E S F O R L I F E 60
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. Theres a side that can happen when family members cooperate. Theres also a side
that can happen when they dont.
Read about these families. Fill in each side of the coin. Tell what happens when the family
members cooperate and when they dont.
1. Marias family has just
nished dinner. The kitchen
is a mess. Each member of
the family has something
else important to do this
evening.
HEADS (COOPERATION SIDE)
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.
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.
TAILS (NON-COOPERATION SIDE)
3. Bill wants to listen to
music, but his sister Cindy
has an important report to
nish. The noise from the CD
player bothers her.
61
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.
THE VALUE OF COOPERATION

V A L U E S F O R L I F E 62
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
63
Cooperating with a Partner
A-maze-ing Cooperation
Work with a partner to nd places in the maze below. For each place, take turns with your part-
ner 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 principals ofce.
5. Find your way from the principals ofce to the buses.
GYM
BUSES
CAFETERIA
MEDIA
CENTER
PRINCIPAL'S
OFFICE
THE VALUE OF COOPERATION
V A L U E S F O R L I F E 64
Cooperating with a Group
Stranded
Pretend that you have to spend a year on a deserted island. The island has enough fruits, veg-
etables, and fresh water for you to survive, but you have nothing else. Make a list of ve 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 persons list.
Narrow your group list down to ve things. Write the reasons your group agreed on each item.
65
Suppose youre 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?
THE VALUE OF COOPERATION
V A L U E S F O R L I F E 66
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
.
Cooperating with a Group
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
.
67
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 Selsh 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
THE VALUE OF COOPERATION
V A L U E S F O R L I F E 68
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. Peo-
ple 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.
69
Cooperating in the Community
Dear Aliens
Its your turn to be the star of a Hollywood science ction movie. Pretend that a spaceship has
landed in your community. A couple of aliens get out of the ship and tell you that your commu-
nity 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 nd out about how people in your community cooperate.
THE VALUE OF COOPERATION
V A L U E S F O R L I F E 70
Cooperating in the Community
It Takes All Kinds
There are many people who help solve your communitys 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 ex-
plaining what to do. Tell how other community workers and citizens might also help.
Community Helpers
reghters sanitation workers police ofcers
road workers school staff library workers
71 THE VALUE OF COOPERATION
V A L U E S F O R L I F E 72
Cooperating for Life
A Never-Ending Story
Cooperation is not something that should end when you nish a project or a job. It is some-
thing 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 ve, ten, or even twenty years from now. Complete the time
line.
75
TEACHING GUIDE
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 dif-
ferent areas of their lives. Ask students to give examples of responsibilities they have to them-
selves, to their families, at school, and toward their community. Encourage students to be truth-
ful 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 benet from completing this activity in groups.
EXTENSION/FOLLOW-UP Encourage groups of students to come up with other deci-
sions 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 fam-
ily 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 re-
sponsibilities.
76
TEACHING GUIDE
V A L U E S F O R L I F E
INSTRUCTIONAL STRATEGIES Explain that people take responsibility for many posi-
tive things, but sometimes they must face up to something they did to create a negative situa-
tion. Discuss that these matters are often complicated, and the people involved may have dif-
culty 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 benet 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 difculty meeting their goals, help them
analyze where they had difculty 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 identied a sufcient 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 benets 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 com-
pleting the rst. Encourage them to use the same steps.
Pages 88-89: My Family Round Table
STUDENT OUTCOME To understand how each family member's responsibilities contrib-
ute 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 ctional 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.
77
TEACHING GUIDE
THE VALUE OF RESPONSIBILITY
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 func-
tion 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 in-
volved 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 video-
tape news shows. Many communities have a "good news" segment of the local news or a similar
section in the newspaper. Encourage students to nd 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. Stu-
dents 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 com-
plete 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.
Im 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
V A L U E S F O R L I F E
Like, I always brush my TEETH and make my BED,
And maybe skip TV to do my homework instead.
Its 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 ght,
And try to do the things that I know are RIGHT .
No in trouble or in jail, you won't nd me
'Cause I know all about RESPONSIBILITY!
Note that the rst 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.
79
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 tak-
ing 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 some-
times.
I do good things to keep my neighborhood a cool place
to live.
THE VALUE OF RESPONSIBILITY
V A L U E S F O R L I F E 80
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.
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."
GOOD BAD
GOOD BAD
"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."
"If I just wet my toothbrush, nobody will know
I didn't brush my teeth. Pretty smart, huh?"
GOOD BAD
"I'm not gonna
hang around
with Omar any-
more. His family
is from a foreign
country and I don't
understand what
they are saying."
GOOD BAD
GOOD 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 BAD
GOOD BAD
GOOD BAD
"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."
"I really don't
feel like taking
a bath. Who cares
what I smell like
anyway?"
"Mrs. Blumby
needs some-
one to carry her
groceries home
this afternoon. I think I'll
help her out, even though
she can't pay me."
"Somebody trashed the playground
last night so we can't play basketball.
I'll get my friends and we'll clean it up."
81
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 nd informa-
tion online or in books.
THE VALUE OF RESPONSIBILITY
V A L U E S F O R L I F E 82
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.
Do you think you are taking enough responsibility for your care?
Who has the most lines?
83
Dont look at me. She start-
ed it, Mom. She called me a
jerk, and thats when I start-
ed 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?
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 dont have my report
today. I know we got the
assignment two weeks ago,
but my mother had to work
last weekend. I couldnt get
to the library, so there was
no way I could get my report done.
It wasnt my fault that I
took that candy bar without
paying for it, Ofcer. I was
with four kids from school.
Each of them took some-
thing also. They said that
if I wasnt willing to take
something too, then I must be chicken, and
theyd have to beat me up.
I know I behaved badly
at the assembly today, Mr.
Rodriguez. But it wasnt my
fault. Darrell kept bump-
ing into me the whole time.
What else was I going to do
but push him back?
Do you agree?
Why?
Do you agree?
Why?
Do you agree?
Why?
Do you agree?
Why?
THE VALUE OF RESPONSIBILITY
V A L U E S F O R L I F E 84
Setting Goals
Marias Goal
Read about how Maria sets a goal for herself. Then answer the questions.
1
Maria
sets a
goal for
herself.
2
She sets
a date to
meet her
goal.
3
She plans
some ways
she will
meet her
goal.
4
She thinks
of people
who might
help her.
5
6
She thinks
of her
strengths
that will
help her.
Is it important to
set a date to meet
a goal?
Is her goal a good one?
Why?
Does this seem
like a good plan?
How can these people help her?
Why is this step important?
How can she solve this problem?
7
On game
day, she
looks back
on her
progress.
Do you think she needs a new goal?
Explain.
I would like to be in shape
before the rst game in March.
That gives me two months.
I want to
get in shape
so that I can
play Little
League.
Every day I will practice
running, catching, and bat-
ting. Each Sunday Ill write
down how Im doing.
Im a good runner, and
I believe in myself.
I made the team
and I didn't unk
my classes.
But my grades
could have been
better.
Sometimes I
have a lot of
homework and
cant practice.
My friend Martha
is a great baseball
player. And Mom said
she wants to exercise
more. Maybe shell
run with me.
She thinks
of possible
problems
and ways to
solve them.
85
Now its 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 youre 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.
THE VALUE OF RESPONSIBILITY
V A L U E S F O R L I F E 86
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.
3.
2.
1.
87
Making a change is very much like setting a goal, but usually it takes longer. Its 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 nish 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?
THE VALUE OF RESPONSIBILITY
V A L U E S F O R L I F E 88
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 ll in his or her most important responsibility.
89
Now have some fun. Draw a picture inside each box of what life is like in your home when ev-
eryone takes care of his or her responsibilities.
WHERE I SLEEP WHERE THE FOOD GETS COOKED
WHERE WE WATCH TV 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 THE FOOD GETS COOKED
WHERE WE WATCH TV WHERE I WASH
THE VALUE OF RESPONSIBILITY
V A L U E S F O R L I F E 90
Responsibility at School
Taking Note of Responsibility
Complete the notepad below. Add some more items to each list.
Things I must take to school:
books
pencils/pens
a good attitude
Why I need them:
Why theyre important:
Things I must do at school:
listen in class
cooperate with other students
eat lunch
Things I must bring home:
books
homework
Why I need them:
Why theyre important: Things I must do at home:
homework
study
91
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 nd
it.
Look at the different jobs below and try to ll in what you think the responsibilities are for each.
What responsibility do they all share?
THE VALUE OF RESPONSIBILITY
V A L U E S F O R L I F E 92
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 t the head-
lines below about people who are doing things like ghting 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 Responsible Times
PEOPLE WHO MAKE A DIFFERENCE
Local person
helps others
at
Student gets
recognition
for
Civic group
donates time
to
93
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?
THE VALUE OF RESPONSIBILITY
V A L U E S F O R L I F E 94
From the moment each day when I awake,
A lot of responsibility I take.
Im 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.
Its 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 ght,
And try to do the things that I know are .
No in trouble or in jail, you won't nd me
'Cause I know all about !
Responsibility to Myself
Rapping It Up Responsibly
Complete the rap song below. Read the lines and try to think of words that t. 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.
FAKE
97
TEACHING GUIDE
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 difcult 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 stu-
dents understand that there is not just one effect from an action. Have students work in groups
to complete the rst page. Discuss it thoroughly before students begin the second page indi-
vidually.
EXTENSION/FOLLOW-UP Have students use the ripple diagram to show the conse-
quences 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 benet 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 difculty thinking about the consequences
of a possible decision, refer them to the ripple diagram in the preceding activity to help them
gure out what might happen.
Page 106: Considering the Effects
STUDENT OUTCOME To understand how decisions can have many different kinds of ef-
fects 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 rst 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.
98
TEACHING GUIDE
V A L U E S F O R L I F E
INSTRUCTIONAL STRATEGIES Discuss the introduction and the directions. When stu-
dents are done, discuss the nal 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 entertain-
ment 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 af-
fect 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 benet 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 benet
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.
99
TEACHING GUIDE
THE VALUE OF MAKING GOOD CHOICES
Page 115: Where Do You Stand?
STUDENT OUTCOME To clarify values that affect decisions.
INSTRUCTIONAL STRATEGIES Explain that, at rst 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 person-
al guidelines that will help them when they encounter these situations.
Page 116: Thumbthing for Your Diary
STUDENT OUTCOME To use a simple, ongoing strategy
101
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?
Decision DecisionMeter Rating
Decision
Decision
Decision
DecisionMeter Rating
DecisionMeter Rating
DecisionMeter Rating
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.)
PIECE
OF
CAKE
STUCK
IN
MUD
A
LITTLE
HARDER
LIKE A
BRICK
WALL
NEEDED
HEAVY
THOUGHT
THE VALUE OF MAKING GOOD CHOICES
PIECE
OF
CAKE
STUCK
IN
MUD
A
LITTLE
HARDER
LIKE A
BRICK
WALL
NEEDED
HEAVY
THOUGHT
PIECE
OF
CAKE
STUCK
IN
MUD
A
LITTLE
HARDER
LIKE A
BRICK
WALL
NEEDED
HEAVY
THOUGHT
PIECE
OF
CAKE
STUCK
IN
MUD
A
LITTLE
HARDER
LIKE A
BRICK
WALL
NEEDED
HEAVY
THOUGHT
V A L U E S F O R L I F E 102
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.
103
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.
THE VALUE OF MAKING GOOD CHOICES
V A L U E S F O R L I F E 104
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 Matts goal have to do with todays decision?
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 your nal 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.
TARGET
Good
Decisions
Why is it helpful to think of other possibilities?
Do you agree with Matts choice? Explain your
answer.
How might Matt nd this out?
HINK about each choice.
SK: What will happen right away and in the long run if you make this
choice?
EMEMBER your goals.
ATHER all the facts.
XPLORE other possibilities.
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 boringbutI 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.
HINK about your nal decision and
its consequences. Okay, Im going to
study. That'll help my grades now and
I'll score big points later in school.
ATHER all the facts. Let's seehow
long will I have to study to be able
to ace the test?
XPLORE other possibilities.
Maybe the guys would play bas-
ketball tomorrow instead.
105
Try using TARGET to help you make a decision. Think of a really tough decision you have to
make.
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
What goals have you set for yourself?
How will your decision affect them?
What else do you need to know before you can make a good decision?
Are there any other choices or solutions you havent thought about?
What did you decide?
What will happen because of your decision?
HINK about
each choice.
EMEMBER
your goals.
XPLORE
other
possibilities.
HINK about
your nal
decision and its
consequences.
ATHER all
the facts.
SK what
will happen
if you make
each choice.
THE VALUE OF MAKING GOOD CHOICES
V A L U E S F O R L I F E 106
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.
107
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.
are made
Do you make more decisions by yourself NOW than you did a few years ago?
Why?
Decisions about
1. where I go to school
2. my health
3. the food I eat
4. the clothes I wear
5. 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.
THE VALUE OF MAKING GOOD CHOICES
V A L U E S F O R L I F E 108
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 doesnt 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. Pedros 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 Marks class wants to sit at Marks lunch table, and hes not sure
what to do. Mark should
Scissors, rock & paper. Toss a coin. Call a psychic.
Think logically about
Explain your answer.
5. Jasons family would like to plan a picnic for tomorrow, but they are not sure whether
it will rain. Jason should
Check his horoscope. Toss a coin. Call a psychic.
Make a prediction based on
Explain your answer.
109
6. Megans friends dare her to shoplift some make-up, and shes 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 theres a rock concert on TV shes 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 identication and $500. Theyre 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. Shes 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. Trudys friend offered her a beer, and shes 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 pro-
cess?
THE VALUE OF MAKING GOOD CHOICES
V A L U E S F O R L I F E 110
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.
111 THE VALUE OF MAKING GOOD CHOICES
V A L U E S F O R L I F E 112
a lot a lot
somewhat somewhat
not at all not at all
a lot a lot
somewhat somewhat
not at all not at all
a lot a lot
somewhat somewhat
not at all not at all
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 self-
esteem, and they feel good about themselves. Shade in the boxes to rate each of these decisions.
Then discuss your answers with classmates.
Tammys parents made her go to a yearly family picnic, even though she really didnt 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 Tammys cousins lit a marijuana cigarette. They passed it around in a circle. When it came to Tammy,
she took a drag.
Decision
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 class-
mates hear him. The next day at school, everyone makes fun of him. Brian decides to stop playing.
Decision
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 theyll 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
How much was the decision af-
fected by peer pressure?
How much was the decision af-
fected by peer pressure?
How much was the decision af-
fected by peer pressure?
How will the decision affect
Tammys self-esteem?
How will the decision affect
Brians self-esteem?
How will the decision affect
Omars self-esteem?
113
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.
How did the decision affect your
self-esteem?
How much was the decision af-
fected by peer pressure?
a lot a lot
somewhat somewhat
not at all not at all
How I feel about my decision now
Decision
How did the decision affect your
self-esteem?
How much was the decision af-
fected by peer pressure?
a lot a lot
somewhat somewhat
not at all not at all
How I feel about my decision now
Decision
How did the decision affect your
self-esteem?
How much was the decision af-
fected by peer pressure?
a lot a lot
somewhat somewhat
not at all not at all
How I feel about my decision now
Decision
How did the decision affect your
self-esteem?
How much was the decision af-
fected by peer pressure?
a lot a lot
somewhat somewhat
not at all not at all
How I feel about my decision now
Decision
THE VALUE OF MAKING GOOD CHOICES
V A L U E S F O R L I F E 114
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 lm-
ing 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 nd examples of real TV and magazine ads that you think exaggerate to sell their prod-
ucts. Discuss how thinking through your buying decision might help you make better choices.
115
Values and Decision Making
Where Do You Stand?
Values are a big part of the decisions we make. Do you know yours? Read the state-
ments 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.
Theres nothing
wrong with lying.
Stealing is al-
ways wrong.
Theres nothing wrong
with stealing.
Always listen to
adults.
You never have to
listen to adults.
Lying is OK
sometimes.
Stealing is OK
sometimes.
Its OK not to listen to
adults sometimes.
Never take
harmful drugs.
Theres nothing
wrong with taking
harmful drugs.
Harmful drugs are
OK sometimes.
Winning is always
the most important
thing.
It doesn't matter
whether you win or
lose.
Winning is not
always the most im-
portant thing.
THE VALUE OF MAKING GOOD CHOICES
V A L U E S F O R L I F E 116
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 di-
ary to help you make daily decisions.
Which side has more reasons?

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