ValuesForLife All About Me Worksheets

8/11/2019 ValuesForLife All About Me Worksheets

1/116

Values for LifeReady-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

www.GuidanceChannel.com

Product #351070


2/116

V A L U E S F O R L I F E2


3/116

3V A L U E S F O R L I F E

Table of ContentsIntroduction .........................................................................................................................................5

Section 1 The Value of Self-RespectTeaching Guide ...................................................................................................................................9

Letter of Introduction ........................................................................................................................13

Mirror, Mirror on the Wall ................................................................................................................14

My Me-Mobile ..................................................................................................................................15

What Do They Say? ..........................................................................................................................16

My Self-Respect Profile ....................................................................................................................17

My Photo Album ...............................................................................................................................18

Lights! Cameras! Action! Me! ..........................................................................................................20

"I Can" Inventory ..............................................................................................................................21

Understanding My Feelings ..............................................................................................................22

Two Ways of Looking at It ................................................................................................................24

The Right Choices for the Right Reasons .........................................................................................26

A Look Ahead ...................................................................................................................................28

Section 2 The Value of Respecting OthersTeaching 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?.............................................................................................................................42All 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 CooperationTeaching Guide .................................................................................................................................53

A Good Newspaper ...........................................................................................................................57Family 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


4/116


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 ResponsibilityTeaching 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 ..........................................................................................................90Responsibility at Work ......................................................................................................................91

Responsible News .............................................................................................................................92

The Future Begins Now ....................................................................................................................93

Rapping It Up Responsibly ...............................................................................................................94

Section 5 The Value of Making Good ChoicesTeaching Guide .................................................................................................................................97

Rating Decisions .............................................................................................................................101

Catch a Wave! .................................................................................................................................102

TARGETing Good Decisions .........................................................................................................104

Considering the Effects ...................................................................................................................106Who 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


5/116

5V A L U E S F O R L I F E

In The Art of Virtue, Benjamin Franklin identified 13 character qualities, or values, that hefelt 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, childrenare 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 Lifeprovides reproducible activities to help children build character in five criticalareas:

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


6/116


7/116


8/116


9/116

9

TEACHING GUIDE

The Value of Self-RespectPage 13: Letter of Introduction

STUDENT OUTCOME To write descriptions of themselves.

INSTRUCTIONAL STRATEGIES Read aloud the frame for the letter, and discuss thetypes of things that students might fill in. Explain that throughout this section, they will beasked 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 withothers. Discuss the diversity of students backgrounds. Encourage students to be accepting ofothers backgrounds. You may want to copy and save the letters that best show the uniquenessof 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 whichstudents 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 difficulty filling in the web mayneed to directly ask the people listed to give a positive word to describe them. Guide studentsas 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 thisdescription.

Page 17: My Self-Respect Profile

STUDENT OUTCOME To honestly evaluate and make a profile of their traits.


10/116

10

TEACHING GUIDE

V A L U E S F O R L I F E

INSTRUCTIONAL STRATEGIES Explain that this profile is much like a simple bargraph. Have students rate themselves in each of the areas on the page. Model how to completethe bar for item 1. Have students complete the profiles using a variety of colors.

EXTENSION/FOLLOW-UP Have students talk about some of their strongest charactertraits. You might challenge students to work on some of the traits they are weakest in.

Pages 18-19: My Photo AlbumSTUDENT 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 beable to help students with the physical descriptions. Family members are also helpful resourcesfor answering the other questions.

EXTENSION/FOLLOW-UP Have students discuss their changes over the years. Guidethem 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 beforethey begin. Explain that they should choose an activity they excel in to portray. Guide studentsas they complete the bottom part of the activity. Discuss that just as on this movie screen, othersoften 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 pictureof his or her partner succeeding in an activity that is different from the one he or she drew.

Page 21: I Can Inventory

STUDENT OUTCOME To make an inventory of their skills and rate their proficiency ineach.

INSTRUCTIONAL STRATEGIES Explain that no matter how many things seem difficultto 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 howthe things they do well now will help them in the future.

EXTENSION/FOLLOW-UP Have the class brainstorm a list of additional things they aresuccessful at. Have students rate themselves individually on the new list. Have them identifyone 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 thatthere are no absolutely right answers to this activity but that they must limit themselves to sixstatements for each emotion. Explain, however, that they may use a statement in more than oneplace. 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


11/116

11

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 forusing 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 first negative thought into a posi-tive one. Explain to students that they may add details as necessary to complete their positivethoughts.

EXTENSION/FOLLOW-UP Have students discuss reasons that it is preferable to thinkpositively rather than negatively. Challenge students to keep track of other negative thoughtsthey 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 aboutthings, there are often a positive and a negative choice available. Choosing correctly will makethem feel good about themselves, but choosing unwisely may make them feel bad about them-selves. Have volunteers model the first item for other students. You may want to have themcomplete the activity cooperatively.

EXTENSION/FOLLOW-UP Have the class brainstorm other situations in which they makechoices. 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. Explainthat visualizing themselves as successful adults will help them achieve the goals they set. Discusseach students responses to this activity with him or her individually.

EXTENSION/FOLLOW-UP You may want to have students identify some short-rangegoals for themselves. They may write down the steps needed to meet those goals and developan action plan. Encourage students to set and revise their goals on a regular basis.


12/116


13/116

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 isbecause

.

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,



14/116


Taking Pride in Who I Am

Mirror, Mirror on the WallOne of the first things you can do to take more pride in yourself is to look at all the wonderfulthings about you.

Look in a mirror and study your face. Look for all the things that make you special. Then, drawa picture of yourself in the mirror below. Decorate the frame by writing words that describe youin a good way. The first two have been done for you.

WONDERFUL

ME

TERRIFIC


15/116

15


My Me-Mobile2.Cut out the shapes.

On the reverse includedrawings, picturesfrom magazines, orphotographs if you

wish.

1.In each shape below,fill in information thatdescribes how special

you are.

3.Punch a hole

in each shape, andhang it with yarn orstring from a coathanger.



16/116


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


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.


17/116

17


My Self-Respect ProfileHow well do you know yourself? Think about each sentence below. Then usecrayons or markers to complete the bars to show how each statement describes

you.

not at all a little a lot all the time

10

11

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.



18/116


Taking Pride in What I Do

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

Me, as a newborn babyWhat 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?


19/116

19

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, nowHow 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?



20/116



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 ofyourself. On themovie 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?


21/116

21

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.

fix 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 behappy and successful in the future?


I Can InventoryLook over the list below and decide how well you can do each thing. Mark the list with thesesymbols.


= I can do this well!

= I can do this okay.

= I am still learning to do this.

= I cant do this at all.


22/116


Taking Pride in How I Feel

Understanding My FeelingsRead each sentence, and think about how you feel when it is said to you. Write the numberbelow 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 veryhard 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


23/116

23

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

HAPPY SAD

PROUD ANGRY



24/116


Taking Pride in How I Feel

Two Ways of Looking at ItAll 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 totry racing against Miko? Shesthe fastest runner in my class.Ill just embarrass myself.

I cant invite Jimmy over tomy house to play. His parentsare rich. When he sees whereI live, what will he think?

Im not going to answer thatquestion. Ill probably get it

wrong anyway. Then the wholeclass will know how dumb I am.


25/116

25

Mrs. Lopez said Id be great forthis 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 flunk it anyway,no matter what I do.

Why should I bother brushing myhair? Everyone thinks I look funnyanyway. They already make fun ofmy old clothes.

Then write a positive thought thatmight replace it.

Now write down a negative thoughtyouve had in the last few weeks.



26/116


Taking Pride in My Choices

The Right Choicesfor the Right Reasons

There are many things you do every day that you have choices about. Often one choice helpsyou 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:


Why?

WHO MY FRIENDS ARE

Choices:


Why?

HOW I ACT TOWARD OTHERS

Choices:


Why?SCHOOLWORK

Choices:


Why?


27/116

27

HELPING AT HOME

Choices:


Why?

GETTING ALONG WITH MY FAMILY

Choices:

Which choice makes you feel good about yourself?Why?

MY PHYSICAL FITNESS

Choices:


Why?

MY RELIGIOUS BELIEFS

Choices:


Why?

OBEYING THE LAW

Choices:


Why?

TAKING DRUGS

Choices:


Why?



28/116


Taking Pride in My Future

A Look AheadTaking pride in your future is almost important as taking pride in yourself

today. Complete the sentences, and then draw a picture of yourself as agrown-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

.


29/116


30/116


31/116

31

TEACHING GUIDE

The Value of Respecting OthersPage 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 withothers. Discuss the diversity of students backgrounds. Encourage students to be accepting ofothers 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 theirfamilies roots. Suggest that they work with their families to make a more permanent familytree 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 completetheir 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 toshare with their classmates.

Page 38: Celebration Circle

STUDENT OUTCOME To identify celebrations from their root cultures.

INSTRUCTIONAL STRATEGIES Students may benefit from working with their familiesto complete the page. Have students from different cultures compare their finished circles anddiscuss similarities and differences.

EXTENSION/FOLLOW-UP Throughout the year, help students learn about people from

other cultures by sharing in their celebrations.Page 39: Asking the Right Questions

STUDENT OUTCOME To find out more about their root culture by interviewing an olderfamily member.

INSTRUCTIONAL STRATEGIES If a student does not have an appropriate person tointerview, you might ask members of the community who are from the same root culture to vol-


32/116

32

TEACHING GUIDE


unteer to be interviewed. Work with students to refine their questions before they begin so thatthey get the information they really want.

EXTENSION/FOLLOW-UP If possible, have students record their interviews and playthem 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 helpthem do this activity. Provide a wide assortment of colors of crayons, markers, or paints so thatthey can depict skin tones as closely as possible.

EXTENSION/FOLLOW-UP Have groups sort their pictures by various features. Havethem 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 beforethey begin. When they speak to someone who is more physically or mentally able, remind themto focus on their own strengths to find something they are better at. Help students concludethat even though people are different, they still have things that they do well and things they donot do so well.

EXTENSION/FOLLOW-UP Have students identify other factors that prejudice peopleagainst 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 eachpicture before students begin. Explain that although they may never have encountered theseparticular 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 find out about people from different backgrounds.

INSTRUCTIONAL STRATEGIES If your class does not have students from a wide varietyof backgrounds, you might have students work with others from their school or from groupssuch as the Scouts or the YMCA. Once students have identified a person from a different back-ground, encourage them to find out some interesting things about that person.

EXTENSION/FOLLOW-UP Have students discuss what they learned from this activity.

Page 45: Same, Yet Different

STUDENT OUTCOME To recognize similarities and differences with people from differ-ent cultural backgrounds.


33/116

33

TEACHING GUIDE

THE VALUE OF RESPECTING OTHERS

INSTRUCTIONAL STRATEGIES Explain to students that they should write their ownname 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 culturesmight share.

EXTENSION/FOLLOW-UP Challenge students to create a graphic organizer that helpsthem compare and contrast people from three different backgrounds, and have them work in

groups of three to complete it.

Pages 46-47: A World of Friends

STUDENT OUTCOME To find out about the backgrounds of classmates.

INSTRUCTIONAL STRATEGIES Students may need to gather information from homebefore they begin the activity. They may also need access to encyclopedias to find out moreabout 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 reviewearlier activities in this section to help them identify what they would like to picture on theirsquare. Encourage students to be creative in what they draw.

EXTENSION/FOLLOW-UP Combine the squares into a cultural quilt on a bulletin boardor 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 ingroups to complete the activity.

EXTENSION/FOLLOW-UP Have students keep a journal in which they note things theydo 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. Helpthem 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.


34/116


35/116

35

Personal Inventory

What I Know About MyselfOur country is very special because it is made up of many different kinds of people. Before youcan understand others, though, you must first understand yourself. Complete the questions

below the best you can. Then ask an older family member to help you fill in the rest.

My ancestors came to the United States from . 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

.



36/116


Valuing My Culture

My Family TreeFamilies, like trees, grow strong and healthy when they are nourished by their roots. Make afamily tree showing your familys roots. If possible, add pictures of some of the people to your

family tree.


37/116

37

Valuing My Culture

Culture CollageUse the pattern on this page to make a collage of words and pictures that shows your culturalbackground.



38/116


Valuing My Culture

Celebration CircleCelebrations 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.


39/116

39

Valuing My Culture

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

two have been done for you.



40/116


Valuing Differences

Everyones DifferentDraw 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, oranother 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 find one exactly the sameas yours? What would your classroom be like if everyone looked just like you? How do all thesedifferent faces make your classroom a more interesting place?


41/116

41

Valuing Differences

Different in Many WaysPeople are different from each other in many ways. Some of the ways are age, race, ethnicgroup, 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 thethings that each person does well and has difficulty 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 ismore physically or men-

tally able.

What conclusions can you draw about differences between people?

Something He/She Is Better AtSomething Im Better At



42/116


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 feltthis way.

How does this person feel?

Describe a time when you felt

this way.





43/116

43









44/116


Valuing Cultures in My School

All Sizes, Shapes, and ColorsSince many of us are from different backgrounds, it is fun to find out things about people youdon'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.


45/116

45

Valuing Cultures in My School

Same, Yet DifferentChoose a person who comes from a different cultural background from yours. Together, findsome things you share. Write those things in the middle of the diagram. Then find some things

that are different. Write those things under the person's name.



46/116


Valuing Cultures Around the World

A World of FriendsAs you've seen, the United States is made up of people frommany 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 LifeName

Country or Ancestry

Land

Religion

Schools

Family Life


47/116

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



48/116



Cultural QuiltHas your family ever made a patchwork quilt? To make one, family members contribute squaresof cloth that have special meanings for them.

Work with your group to make a patchwork quilt. In the square below, draw and color a squareyou would like to contribute. Your square should show something you are proud of from yourcultural background.

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


49/116

49


Pyramid of PeaceWorld peace begins with understanding othersone person at a time. Answer the questions oneach level of the pyramid below. Make up goals for yourself based on your answers.



50/116


Valuing World Peace

Letter for PeaceLearning 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 yourworld. Suggest some laws or other things that person might do to make sure people understandeach other.


51/116


52/116


53/116

53

TEACHING GUIDE

The Value of CooperationPage 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 dailynewspaper. 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 andthose that show lack of cooperation. Preview the page with students, stopping to explain anyunfamiliar words and to talk about possible topics for each news story. Students may completethe 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 ownfamily members than they know about others. Suggest that students observe their families for aday before completing the drawing. Have them interview family members to complete the chartat 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 downthoughts and observations. Students might talk about reading and writing logs they keep atschool. Then, explain that a cooperation log is a place to write down situations in which theyare required to cooperate. After students complete their logs, help them find patterns in whatthey wrote down. Suggest that they look for patterns in the situations, times of day, and familymembers 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 SidesSTUDENT OUTCOME To observe how cooperating and not cooperating produce differentresults in a given situation.

INSTRUCTIONAL STRATEGIES Explain that cooperating can make the differencebetween a situation being good or bad. Read the introduction and the first item. Have smallgroups discuss the results of cooperating in this situation and of not cooperating. Students maybenefit from completing this activity in small groups.


54/116

54

TEACHING GUIDE


EXTENSION/FOLLOW-UP Have groups think of other situations in which cooperationmakes a difference. Groups may write their situations on index cards and exchange them withother groups.

Page 61: The Envelope, Please

STUDENT OUTCOME To recognize efforts of family members.

INSTRUCTIONAL STRATEGIES Have students discuss various reasons that awards aregiven out. Encourage them to discuss awards they have won. Discuss the intent of each awardon the page. Have students report to the class about their award ceremonies.

EXTENSION/FOLLOW-UP Have students think of other awards they might make forfamily members or class members.

Page 62: Help Wanted

STUDENT OUTCOME To identify the qualities of a good partner.

INSTRUCTIONAL STRATEGIES Students may benefit by working in groups to read thedirections and complete the first part of the activity. Students should work independently to

complete the second part of the page. Circulate to help students who are having difficulty. Sug-gest that they take each word from the chart and use it in a sentence about what makes a goodpartner.

EXTENSION/FOLLOW-UP Suggest that students create a bulletin board display of theirHelp Wanted ads. Depending on the group, you might actually have them use their ads tochoose 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 studentsbefore 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 mazesor dot-to-dot drawings in a similar manner.

Pages 64-65: Stranded

STUDENT OUTCOME To cooperate with a group to solve a problem.

INSTRUCTIONAL STRATEGIES You may want to arrange students in groups of five andthen guide them through the directions for each section of this activity. For the final section ofthe activity, suggest that students answer the questions first on their own and then discuss theiranswers with the group.

EXTENSION/FOLLOW-UP Encourage all groups to talk about their experiences with thisactivity. Invite them to share ways in which they were able to compromise. You may want to usethe 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.


55/116

55

TEACHING GUIDE

THE VALUE OF COOPERATION

INSTRUCTIONAL STRATEGIES If students have difficulty 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 finish, discuss things that make groups function well andthings that hinder a groups progress.

EXTENSION/FOLLOW-UP Allow students to help make decisions about whether certainclassroom 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 theplayground before they begin. Discuss that each person has a different plan and that they willonly be able to do one activity at a time. Have students create a scene in which characters arecooperative and one in which they are not. Encourage students to continue each scene on aseparate 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 PieSTUDENT OUTCOME To understand how cooperation is necessary in a community.

INSTRUCTIONAL STRATEGIES Discuss the concept of community, and help studentsidentify the community in which you live. Guide students through the directions and discusshow they will complete the page. Explain that they may choose the last two parts of the com-munity themselves. If they have difficulty, you might suggest that they do schools and postoffices.

EXTENSION/FOLLOW-UP Bring in guest speakers from various community agencies todiscuss their role in helping your community run smoothly. Invite students to ask questionsabout cooperation.

Page 69: Dear Aliens

STUDENT OUTCOME To recognize cooperation in the community.

INSTRUCTIONAL STRATEGIES Before students begin, review what they have learnedso 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 mightalso 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 whata memo is, and discuss why and to whom a mayor would write one. Depending on the abilitylevel 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 theirletters with partners. Each student should then write a memo in response to his or her class-mates letter.


56/116

56

TEACHING GUIDE


Page 72: A Never-Ending Story

STUDENT OUTCOME To identify how cooperation is important throughout all stages oflife.

INSTRUCTIONAL STRATEGIES Read and explain the introduction to students. Helpstudents understand the time line. Encourage students to complete the activity independently.

EXTENSION/FOLLOW-UP Have students compare and contrast their completed timelines with other students.


57/116

57

Introduction to Cooperation

A Good NewspaperThere are many times when you can see people working together, or cooperating. Look allaround 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 TimesDate

Family Members Cooperate to Solve Problem

Cooperation HelpsTeam Score Big

Classmates Cooperate on Project

The Get-Along Edition

Cooperatingto Make OurTown a BetterPlace



58/116


Cooperating with Family Members

Family PortraitSuppose 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, fill in the chartbelow your family portrait. Ask your family questions if you do not know all the answers.

Name

Favorite Food

Favorite Book

Favorite TVShow and Movie

Favorite Song

Favorite Time ofDay

Best Talent

Least FavoriteChore at Home


59/116

59


My Cooperation LogA 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 wellyou 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

MONDAY

TUESDAY

THURSDAY

SUNDAY

FRIDAY

SATURDAY

WEDNESDAY

What Happened Who Was There



60/116



Flip SidesAs you know, a coin has two sides. Most things that happen in your family have two possiblesides as well. Theres a side that can happen when family members cooperate. Theres also a sidethat can happen when they dont.

Read about these families. Fill in each side of the coin. Tell what happens when the familymembers cooperate and when they dont.

1. Marias family has justfinished dinner. The kitchenis a mess. Each member ofthe family has somethingelse important to do thisevening.

HEADS(COOPERATION SIDE)

2. Derrick and Earl bothwant to play a game thatwas given to them toshare. Each brother wantsto play the game with his

own friends.

4. Mike and Jason live withtheir mother. She workshard at her job all day andnever seems to have enoughtime to get the laundrysorted, washed, folded, andput away.

TAILS (NON-COOPERATION SIDE)

3. Bill wants to listen tomusic, but his sister Cindyhas an important report tofinish. The noise from the CDplayer bothers her.


61/116


62/116


Cooperating with a Partner

Help WantedMany times at school you are asked to complete an activity together with a partner. Whatmakes 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


63/116

63

Cooperating with a Partner

A-maze-ing CooperationWork with a partner to find 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 themaze. The other partner should guide by telling when to turn, which way to turn, and when tostop.

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 office.

5. Find your way from the principals office to the buses.

GYM

BUSES

CAFETERIA

MEDIACENTER

PRINCIPAL'SOFFICE



64/116


Cooperating with a Group

StrandedPretend 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 five thingsthat you would want with you.

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

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


65/116

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 aboutwhat they say in the other boxes.

Work with your group to come up with the best solution to the problem. Write thatplan 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?



66/116


67/116

67

Cooperating with a Group

A Very Different PictureLook 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. Drawtheir faces to show how they are feeling.

2. Write what each person is saying in the one that shows The Selfish Sillies. Draw their facesto show how they are feeling.

3. Think about what will happen next in each situation. On a separate sheet of paper, draw apicture of each group to show what might happen next.

THEKOOPERATIONKIDS

THESELFISHSILLIES



68/116


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 maketheir lives safe and happy.

Complete the page using words, pictures, or both. Tryto show how people in each part of your community try

to make it a better place to live.


69/116

69

Cooperating in the Community

Dear AliensIts your turn to be the star of a Hollywood science fiction movie. Pretend that a spaceship haslanded 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 toothers to find out about how people in your community cooperate.



70/116


71/116

71THE VALUE OF COOPERATION


72/116


Cooperating for Life

A Never-Ending StoryCooperation is not something that should end when you finish 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, thinkabout what you will be doing in five, ten, or even twenty years from now. Complete the timeline.


73/116


74/116


75/116

75

TEACHING GUIDE

The Value of ResponsibilityPage 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 wouldlike 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. Youmay wish to guide younger students slowly through the activity, stopping to discuss where to

write in the numbers. Students may also benefit from completing this activity in groups.

EXTENSION/FOLLOW-UP Encourage groups of students to come up with other deci-sions and write them on index cards. Other groups may then read the cards and follow the sameactivity 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 noticesome 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 tenthrough 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 forthe 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 onefamily member.

EXTENSION/FOLLOW-UP You may want to have students add other responsibilities tothe page and draw additional lines. Discuss the evaluations that students make at the bottom ofthe page.

Page 83: Thinking Twice About Responsibility

STUDENT OUTCOME To think about real-life situations and identify each person's re-sponsibilities.


76/116

76

TEACHING GUIDE


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 diffi-culty facing up to their responsibilities in the situation.

EXTENSION/FOLLOW-UP Have students role-play these and other situations that theycreate. Observers in the class can then identify each participant's responsibility in the situation.

Pages 84-85: Maria's Goal

STUDENT OUTCOME To analyze and develop a strategy for setting personal goals.

INSTRUCTIONAL STRATEGIES Students will benefit from discussing each step thatMaria takes to identify and reach her goal. Emphasize that Maria is realistic as she sets her goaland also as she proceeds toward meeting it. You may wish to work with students individually asthey set their own goals, emphasizing the necessity to be realistic throughout the process.

EXTENSION/FOLLOW-UP If students have difficulty meeting their goals, help themanalyze where they had difficulty and set new goals they are more likely to succeed with. Often,breaking down the desired goal into smaller steps will make the goal more attainable.

Pages 86-87: A Change for the Better

STUDENT OUTCOME To take responsibility for change.

INSTRUCTIONAL STRATEGIES As students complete page 87, be sure that they do notdwell on the negative. Be sure that they have identified a sufficient number of things they doresponsibly before they begin to look for areas of improvement. You may need to assist studentsin identifying why they want to improve in an area. Help them see the benefits of making thechange. 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 first. Encourage them to use the same steps.

Pages 88-89: My Family Round TableSTUDENT OUTCOME To understand how each family member's responsibilities contrib-ute to the household.

INSTRUCTIONAL STRATEGIES Encourage students to work with family members tocomplete their table. Remind the students that each person's home is different and, therefore,their completed pages will look much different from other students'.

EXTENSION/FOLLOW-UP Students may wish to write and role-play fictional scenes inwhich 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 andcooperation are so important for success in school. Have students complete the activity in smallgroups.

EXTENSION/FOLLOW-UP Encourage students to develop daily checklists for themselvesof things they need for school. If possible, students should carry these checklists with themthrough the week and receive a reward for successfully completing what's expected of them.


77/116

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 thatwhile 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 similarsection in the newspaper. Encourage students to find as many different examples as possible.

EXTENSION/FOLLOW-UP Encourage students to become involved in community service

organizations and activities. You might begin by organizing a clean-up or recycling campaign inyour school.

Page 93: The Future Begins Now

STUDENT OUTCOME To understand how each individual can contribute to the planet'sfuture.

INSTRUCTIONAL STRATEGIES Help students identify things that individuals can do tohelp 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 ResponsiblySTUDENT 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 DECISIONSI 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!


78/116

78

TEACHING GUIDE


Like, I always brush my TEETHand 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 fight,

And try to do the things that I know are RIGHT.

No in trouble or in jail, you won't find me

'Cause I know all about RESPONSIBILITY!

Note that the first response (FAKE) has been provided to help the students get started.

EXTENSION/FOLLOW-UP Encourage students to work in groups to write additional

verses for the rap and to perform it for others.


79/116


80/116


Taking Responsibility for My Decisions

Inside and OutsideWhen you make a decision, you must take responsibility for it. Some decisions affect what'soutside 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 outsideor your inside. Check whether you think it's a good decision or a bad decision. Then put thenumber for each where it belongs, such as in the mind, in the heart, somewhere outside of theoutline, or even in more than one place.

GOOD BAD

"All the kids

are gettingthat 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 Smithsays 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 aroundwith 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. Blumbyneeds 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."


81/116


82/116


Taking Responsibility for Myself

Lining Up ResponsibilitiesSome responsibilities for your care are your own. Some are shared with others. Some are donecompletely 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 themembers of your family in the boxes in the center. Then draw a line with a different color penfor 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?


83/116


84/116


Setting Goals

Marias GoalRead about how Maria sets a goal for herself. Then answer the questions.

1Mariasets a

goal for

herself.

2 She setsa date to

meet her

goal.

3 She planssome waysshe will

meet her

goal.

4 She thinksof people

who might

help her.

5

6

She thinks

of her

strengths

that will

help her.

Is it important toset a date to meeta goal?

Is her goal a good one?Why?

Does this seemlike a good plan?

How can these people help her?

Why is this step important?

How can she solve this problem?

7 On gameday, shelooks back

on her

progress.

Do you think she needs a new goal?

Explain.

I would like to be in shape

before the first 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 flunk

my classes.

But my grades

could have been

better.

Sometimes I

have a lot of

homework andcant practice.

My friend Martha

is a great baseball

player. And Mom said

she wants to exercise

more. Maybe shellrun with me.

She thinks

of possible

problemsand ways to

solve them.


85/116

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.



86/116


Taking Responsibility for Change

A Change for the BetterThink about things in your life that you do responsibly. These are usually things that you dowell, 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 theright.

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

1.

2.

3. 3.

2.

1.


87/116

87

Making a change is very much like setting a goal, but usually it takes longer. Its time for you totake responsibility for a change for the better.

1. What do you want to change about yourself?(Look at the chart you just completed.)

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

What good things will happen because you made this change?

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

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 extratime, and change the dates for the remaining steps.

How did you do?



88/116


Responsibility at Home

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


89/116

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 oftheir responsibilities.

WHERE I SLEEP WHERE THE FOOD GETS COOKED

WHERE WE WATCH TV WHERE I WASH



90/116


Responsibility at School

Taking Note of ResponsibilityComplete 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


91/116

91

Responsibility to My Community

Responsibility at WorkEvery job carries some responsibilities with it. Some jobs carry just a few responsibilities andsome carry a lot, but there is one responsibility that all jobs have in common. See if you can find

it.

Look at the different jobs below and try to fill in what you think the responsibilities are for each.

What responsibility do they all share?



92/116


Responsibility to My Community

Responsible NewsRead the local newspaper or watch the TV news for a week. Find out about three people orgroups in your community that are doing responsible things. Look for stories that fit the head-

lines below about people who are doing things like fighting drug use or crime, helping others,or cleaning up neighborhoods. Then write your own news stories about those people on thisnewspaper page.

Responsible TimesResponsible TimesPEOPLE WHO MAKE A DIFFERENCE

Local personhelps othersat

Student getsrecognitionfor

Civic groupdonates timeto


93/116

93

Responsibility for My World

The Future Begins NowList 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?



94/116


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 fight,

And try to do the things that I know are .

No in trouble or in jail, you won't

Documents

ValuesForLife All About Me Worksheets