Activity |
Page |
Description |
Lesson Focus |
Core Curriculum Requirement |
Section One - Choosing to Avoid Error Prone Thinking |
| EPT Intelligence Briefing |
4 |
Reader's Theater presentation of a meeting in which members of a counter intelligence unit known as the CT Team receive a briefing on the activities of EPT, a clandestine organization engaged in a massive plot to destroy civilization by contaminating it with error-prone thinking |
Attitudes- How influenced by faulty thinking |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| EPT Quiz |
4 |
Paper/pencil quiz to identify members of EPT |
Attitudes- How influenced by faulty thinking |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences |
| Observation Report |
4 |
Students assigned to report on sightings of EPT agents at work, i.e.. instances of Error-Prone Thinking they observe, either in themselves or others |
Choices- How influenced by faulty thinking |
Science: Use scientific method to investigate, describe, and explain phenomena; Reasoning: Ask critical evaluation questions that judge the quality of evidence |
| Which EPT Agent |
5 |
Students asked to identify EPT agents characterized in excerpts from Poor Richard's Almanac |
Choices- How influenced by faulty thinking |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Soap Flavored Crackers |
12 |
Crackers placed in a container with soap overnight acquire the odor and taste of the soap. Discussion of why this takes place in which students make an "is like" comparison with how individuals are influenced by what they feed themselves mentally, and who they associate with socially |
Attitudes- How influenced by choices we make |
Science: Use scientific method to investigate, describe, and explain phenomena; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Mental Images |
12 |
Discussion of how the brain works and how our thoughts and feelings are influenced by the information we feed our minds |
Attitudes- How influenced by choices we make |
Science/Analysis: Analyze and understand living systems; The Human Body: Demonstrate understanding of human body; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Self-Talk |
13 |
Activity designed to help students recognize the conversation they are continually having with themselves and how it influences their choices |
Self-Control- The control center |
Active listening: Respond through discussion, writing, and art forms; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Advertising's Best Friends |
14 |
Students are assigned to look at a number of different TV advertisements and take notes on how advertisers try to get people, especially young people, hooked on their products |
Choices- How advertisers try to influence |
Science: Design and conduct a variety of investigation projects; Personal Development: Differentiate decisions made based on opinion vs. fact |
| Really Watching TV |
14 |
Students are assigned to watch a variety of TV programs and identify the influence of EPT agents on the thinking and actions of various TV characters |
Choices- Influence of faulty thinking in making |
Science: Design and conduct a variety of investigation projects; Personal Development: Differentiate decisions made based on opinion vs. fact |
| EPT Agents at Work |
15 |
A series of 5 different activities involving a worksheet and writing and discussion assignments in which students identify and examine different examples of error-prone thinking. |
Choices- How influenced by faulty thinking, Consequences of |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Problem Solving: Use reasoning strategies, knowledge and common sense to solve problems; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| What Does it Cost? |
18 |
Math problems involving financial transactions and a look at the cost/benefit ratio |
Choices- Consequences of |
Math: Add, subtract, multiply and divide without calculators; Problem Solving: Use reasoning strategies, knowledge and common sense to solve problems; |
| Don't Pay Too Much for Whistle |
19 |
Personal experience from the writings of Benjamin Franklin which led him to conclude that, "a great part of the miseries of mankind are brought upon them by the false estimates they have made of the value of things." |
Choices- Example of how cupidity influences and the resulting consequences |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Quoth Poor Richard |
20 |
Quotes from "Poor Richard's Almanac" which relate to the above story |
Choices- Example of how cupidity influences and the resulting consequences |
Reading Comprehension: Make connections between text and life experiences; Reasoning Identify patterns and connections (underlying concepts); |
| How Much Land Man Need? |
21 |
Story and worksheet adapted from Leo Tolstoy's short story in which a man dies in his attempt to reach at too much |
Choices- Example of how cupidity influences and the resulting consequences |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Magnetic North |
22 |
A physical demonstration of bias as applied to a compass followed by a discussion of the influence of bias in personal decision making |
Choices- How influenced by cupidity and prejudice |
Science: Apply forces to objects, (e.g.. Inertia, gravity); Personal Development: Differentiate between decisions based on fact and those based on opinion, evaluate the consequences of each |
| So Convenient to be a Reasonable Creature |
24 |
A story from the writings of Benjamin Franklin in which he recounts an experience from his youth where he learned how one's wants can bias one's thinking |
Choices- Example of how cupidity influences and the resulting consequences |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Differentiate between decisions based on fact and those based on opinion, evaluate the consequences of each |
| The Mighty Genghis Khan |
25 |
A Mongolian folk tale of anger and remorse, retold in verse, in which students examine the relationship between choices, wants, and emotions |
Self-Control- How anger can cause us to lose, Consequences of |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Differentiate between decisions based on fact and those based on opinion, evaluate the consequences of each |
| What About Ryan |
27 |
A biographical sketch of the life of Ryan White, a young boy who contracted aids from a blood transfusion, and the unfortunate reactions of many in his community |
Prejudice- Destructive influences of and example of dignity and courage in facing |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Problem Solving: Use reasoning strategies, knowledge and common sense to solve complex problems; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups |
| The Lines Experiment |
29 |
A demonstration of the influence others can have on the choices we make, even when it runs contrary to our better judgment |
Self-Reliance- Why peer pressure is an unreliable guide for making decisions |
Problem Solving: Solve problems that require processing several pieces of information; Personal Development: Differentiate between decisions based on fact and those based on opinion, evaluate the consequences of each |
| Those Who Believe in Invisible Thread |
31 |
Han's Christian Anderson's fairy tale "The Emperor's New Clothes" retold in verse to explore the effect of peer pressure in making decisions |
Dishonesty- How peer pressure can influence people to make foolish choices |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Differentiate between decisions based on fact and those based on opinion, evaluate the consequences of each |
| The Martyrdom of Andy Drake |
34 |
True story of a man who through out his life experienced a "thousand maddening reruns" of an incident in which he and his friends mistreated a young boy who often played with them
|
Bullying- Undesirable effect of bullying on both bully and victim |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Differentiate between decisions based on fact and those based on opinion, evaluate the consequences of each |
| The Montague's & The Capulets |
36 |
An excerpt from Romeo & Juliet in which the two lovers lives are destroyed by the blind prejudices of two families torn apart by some problem in the past no one remembers any longer |
Prejudice- How prejudice polarizes people and leads to animosity |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups |
| The Jets & The Sharks |
37 |
A recounting of an incident in "West Side Story" in which Tony accidentally kills Bernardo - an examination of the self-destructive power of blind hatreds that smolder in conflicts between rival gangs |
Prejudice- How prejudice polarizes people and leads to animosity |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups |
| What Do These Groups Have in Common? |
38 |
An objective examination of the influence of "Polarizer" in dividing families, religions, and nations into hostile camps |
Prejudice- How prejudice polarizes people and leads to animosity |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups; History: Analyze the nature of conflicts and conflict resolution |
| Discrimination Activity |
39 |
An activity in which students are asked to examine the fairness of discrimination, tied to a brief recounting of a WWII Holocaust experience in Holland |
Prejudice- How prejudice polarizes people and leads to animosity |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups; History: Analyze the nature of conflicts and conflict resolution |
| What Does Mother Nature Say? |
40 |
A True False quiz requiring students to look at assumptions they may have that are not accurate with regard to natural phenomena |
Choices- Why opinions may not be a reliable basis for making |
Science: Ask questions about objects, organisms, and events in the world around them; Personal Development: Differentiate between decisions based on opinion and those based on fact |
| Natural Killers |
41 |
A True False quiz requiring students to look at assumptions they may have that are not accurate with regard to natural phenomena |
Choices- Why opinions may not be a reliable basis for making |
Science: Ask questions about objects, organisms, and events in the world around them; Personal Development: Differentiate between decisions based on opinion and those based on fact |
| Quoth the Philosopher |
42 |
Quotes from various individuals regarding the tendency to favor opinion over fact in viewing the world |
Choices- Why opinions may not be a reliable basis for making |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Differentiate between decisions based on opinion and those based on fact |
Section Two - Choosing to Develop the Seven C Skills |
| CT Intelligence Briefing |
46 |
Readers Theater in which members of the Clear Thinking Team are introduced and given their specific assignments |
Attitudes- How the 7 C skills may be helpful in forming |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| The CT Quiz |
47 |
A paper/pencil quiz in which students identify various members of the Clear Thinking Team |
Attitudes- How the 7 C skills may be helpful in forming |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| Things I Can Do to Develop the 7 C Skills |
47 |
Small Group activity in which students complete a worksheet on which they identify specific things they can do to develop their thinking skills |
Attitudes- How to develop the 7 C skills |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| The Great Debate |
54 |
A debate scenario between EPT and the CT Team is set up in which students are asked to identify and/or articulate arguments put forth by team members from each team |
Self-Control- The internal battle that must be waged to make good choices |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| Call 911 For the CT Skills |
55 |
Small group discussion or individual worksheet presentation of real life scenarios in which individuals have been influenced by EPT and students are asked to identify which EPT agents are working on each individual and how each of the CT skills may be employed to help the individual avoid the difficulties they are headed for |
Self-Control- The internal battle that must be waged to make good choices |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| The Happiness or Real Good of Man - Dialogue |
58 |
Readers Theater presentation of an excerpt from "Dialogues Concerning Virtue and Pleasure" written by Benjamin Franklin in 1730 in which Philocles teaches Horatio that "the happiness or real good of man consists in right action, and right action cannot be produced without right opinion..." |
Choices- Why opinions may not be a reliable basis for making |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Making informed decisions; Evaluate approaches for effectiveness and make adjustments |
| Which of the Seven C Skills is Franklin Using? |
60 |
Worksheet with quotes from the writings of Benjamin Franklin. Students circle the C skills they believe Franklin is employing in each of his comments |
Attitudes- How the 7C skills help in forming opinions and making choices |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Differentiate between decisions based on opinion and those based on fact |
| We Hold These Truths to Be Self-Evident |
61 |
Excerpts from the Lincoln Douglas debates on the merits of slavery |
Prejudice- How prejudice polarizes people and leads to animosity |
History and Social Sciences: Analyze the problems of majority rule and the protection of minority rights as written in the US Constitution; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups |
| The Case of the Missing Stradivarius |
63 |
Students help Inspector Numer Uno solve the mystery of a valuable Stradivarius Violin that had been stolen from the London Museum of Art |
Dishonesty- Influence of cupidity in creating |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| I Struggled to Stay Awake |
65 |
A biographical sketch of the life of Charles Lindburgh on his historic solo flight from New York to Paris, France in 1927. Students identify who the person is and which C Skills were required of him to make this flight |
Self-Control- Example of importance in planning, organizing and executing |
Active listening: able to respond through discussion; Speaking: Use verbal skills to express themselves effectively; History and Social Science: Analyze the causes and effects of human movement |
| Among My Detractors |
66 |
Biographical sketch from the life of Louis Pasteur in which students identify who the person is, the opposition he experienced, and the C skills that required of him to develop a vaccine for anthrax |
Prejudice- How the 7C skills can overcome |
Science: Demonstrate an understanding of how people use tools to observe, measure, create, and control; Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; |
| Several Thousand Things that Won't Work |
67 |
Biographical sketch from the life of Thomas Edison related to the invention of the light bulb. Students identify who the person is and the C skills that are evidenced in this episode |
Self-Reliance- Example of Initiative Industriousness Persistence Patience Resourcefulness |
Science: Demonstrate an understanding of how people use tools to observe, measure, create, and control; Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; |
| Beginnings of Noble Prize |
68 |
Biographical Sketch of Rita Levi-Montalcini and the difficult circumstances, in which she laid the foundation for her discovery of NFG (nerve growth factor) for which she received the Nobel Prize in 1986 |
Self-Reliance- Example of Initiative Industriousness Persistence Patience Resourcefulness |
Science: Demonstrate an understanding of how people use tools to observe, measure, create, and control; Reading Comprehension: Make connections between text and life experiences; Civic: Demonstrate and understanding of prejudice and its effects |
| Getting to Know You |
69 |
Two different activities demonstrating the benefits of the C skill of Curiosity - Students required to reach outside of themselves in getting to know individuals they might not otherwise take time or interest to get to know |
Attitudes- How more complete information can change |
Personal Development: Students perform effectively on teams; Students interact respectfully with others, including those with whom they may have differences; Civic: Use academic skills and knowledge in real-life community situations |
| Frederick Douglass Learns to Read and Write |
70 |
Excerpts from the writings of Frederick Douglass concerning the remarkable processes by which he learned to read and write while yet a child held in slavery |
Self-Reliance- Example of Initiative Industriousness Persistence Patience Resourcefulness |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate and understanding of the concept of prejudice and its effects |
| Zoe Becomes an Athlete |
72 |
Biographical sketch of Zoe Koplowitz, a woman who in spite of multiple sclerosis, which severely impaired her ability to move her legs, became a nationally recognized runner and inspired hundreds of other disabled people to engage in competitive athletics |
Self-Reliance- Example of Initiative Industriousness Persistence Patience Resourcefulness |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Helen Keller Quiz |
73 |
A fun quiz related to the Helen Keller story on page 75 demonstrates how careless most of us are in following directions |
Choices- Experience consequences of failing to employ 7C skills |
Reading Comprehension: Read for meaning; Demonstrate understanding; Problem Solving: Use reasoning strategies, knowledge and common sense to solve problems; |
| Obedience is the Gateway |
74 |
Biographical sketch of Anne Sullivan and her work with Helen Keller. Students are asked to identify who this person is and discuss the C skills she helped Helen develop |
Self-Control- How obedience to proper authority can increase |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Everything Has a Name |
75 |
Excerpt from "The Story of My Life" by Helen Keller in which she recounts that momentous day when she suddenly realized that every thing has a name |
Self-Control- Importance of language in forming |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| Karen's Journal |
78 |
Journal entries from the book "Karen's Test" in which a young girl with a rare disease tries to cope with her deteriorating condition and unkind reactions of her peers to the physical manifestations of her illness |
Self-Control- Importance of in overcoming discouragement and prejudice; How to gain greater self-control |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health; Relationships: Interact respectfully with others, including those with whom they have differences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups |
| Scrooge Revisits Fizziwig |
80 |
Scrooge experiences Christmas Past and realizes of how far he has strayed from his beginnings |
Choices- Influence of cupidity and consequences of |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms |
| But You Forgot Candlesticks |
82 |
The account in "Les Miserables" in which the kindness of Monsignor Bienvenu, the village priest, changed the life of Val jean and he resolved to become an honest man |
Dishonesty- How the kindness of another and the 7C skills rescued Val jean from self-destruction |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Internal vs. External Control |
84 |
Two activities in which students explore the benefits of exercising self-control |
Self-Control- Why happiness can never be fully achieved without it |
Active listening: Respond through discussion, writing, and art forms; Speaking: Use verbal skills to express oneself effectively; Writing: Connect ideas to life experience |
Section Three - Choosing to Be Responsible |
| Washington's Maxims |
88 |
Worksheet on which students identify the benefits of a few of the maxims George Washington established for himself which he titled "Rules of Civility and Decent Behavior' - Students are then given an opportunity to identify and record five rules they want to live by themselves |
Self-Control- How George Washington acquired it |
Reading Comprehension: Read for meaning; Demonstrate understanding; Speaking: Use verbal skills to express oneself effectively; Writing: Connect ideas to life experience |
| The Chicken and Eagle |
90 |
Told in verse, the "Chicken and The Eagle" is the story of how these two young birds became friends and how the chicken came to realize that her life, though less glamorous than the eagles, would be far more useful |
Self-Understanding- Explores an important ingredient to happiness |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| The Handsome and Ugly Leg |
92 |
From a short essay written by Benjamin Franklin about happiness in which he tells of a friend who has a wooden leg and how his friend judged the character of people he encountered by the attention they paid his wooden leg and their failure to regard his good leg. Franklin explores how one's happiness is largely determined by where he fixes his attention |
Attitudes- How we can control |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Animal Attitudes Pictionary |
93 |
A version of the game "Pictionary" in which students draw out phrases related to different animals which relate to attitudes |
Attitudes- Influence of on choices and behaviors |
Active listening: Respond through discussion, writing, and art forms; Speaking: Use verbal skills to express oneself effectively; Writing: Connect ideas to life experience |
| Al and Irene |
94 |
An account of two contemporaries, Al Capone and Irene Curie, the different choices they made and the relative significance of their lives |
Dishonesty- Comparrison of different choices and different consequences in two different lives |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Familiar Situation Pantomimes |
95 |
Game in which students pantomime individuals doing rather ordinary things with very different attitudes |
Attitudes- Influence of on choices and behaviors |
Active listening: Respond through discussion, writing, and art forms; Speaking: Use verbal skills to express oneself effectively; Writing: Connect ideas to life experience |
| Last of the Human Freedoms |
96 |
From Viktor Frank's book "Man's Search for Meaning" in which recounts his experience in a concentration camp and his observation that a man may be stripped of everything but the ability to choose one's attitude in any given circumstance |
Bullying- Example of the destructive influence of prejudice and how attitudes are controlled by internal not external factors |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups; History: Analyze conflicts and conflict resolution |
| TFAC Connection |
97 |
Worksheet in which students identify the connection between Thoughts, Feelings, Actions, and Consequences |
Attitudes- What attitudes are and how they influence our choices |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| There are Really Wolves |
99 |
A retelling of the Aesop fable, "The Boy Who Cried Wolf" told in verse in which he learned that those who do not tell the truth cannot be believed |
Dishonesty- The relationship of dishonesty to disrespect and the consequences of |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| I Plead Guilty To All The Charges |
101 |
A biographical sketch of Mahatma Gandhi in which he was placed in jail for protesting the oppressive rule of Great Britain through what he termed "non-violent civil disobedience" |
Self-Control- The power of self-control in overcoming a multitude of problems |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups; History: Analyze conflicts and conflict resolution |
Section Four - Choosing to Respect Myself |
| Self-Respect - Prerequisite |
106 |
A chalk talk exercise in which students associate behaviors with motivations and consequences |
Self-Understanding- How it can help individuals overcome self-defeating behaviors |
Active listening: Respond through discussion, writing, and art forms; Speaking: Use verbal skills to express oneself effectively; Writing: Connect ideas to life experience |
| What am I - Habit Riddle |
106 |
Worksheet in which students solve the riddle and then identify five bad habits and five good habits and devise a method for developing good habits |
Self-Control- How good habits can improve one's chances for success and happiness |
Communication: Writing: Connect ideas to life experience; Personal Development: Evaluate the consequences of decisions; Reasoning and Problem Solving: Use reasoning, common sense and knowledge to solve problems |
| First Lady of the World |
108 |
Biographical sketch of Eleanor Roosevelt, the challenges she faced as a child and how she rose above them when she realized that no one can make you feel bad about yourself without your permission |
Self-Understanding- Importance of in overcoming feelings of inferiority |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Real Hardship of this Place |
110 |
Biographical sketch of Florence Nightingale and the difficult experiences that she had to overcome in her efforts to become a nurse, and perhaps the most influential nurse in history |
Self-Reliance- Example of Initiative Industriousness Persistence Patience and Resourcefulness in overcoming prejudice and obstacles |
History: Evaluate the impact of social choices; Identify, contrast, and compare the political power of different groups; Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate an understanding of the concept of prejudice and its effect on various groups |
| Korczak's Orphans |
112 |
The account of a Jewish orphanage in Poland during WWII in which Dr. Korzak chose to stay with the children as they were sent to Treblinka, a German concentration camp |
Prejudice- Destructive influences of and example of dignity and courage in facing |
History: Evaluate the impact of social choices; Identify, contrast, and compare the political power of different groups; Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate an understanding of the concept of prejudice and its effect on various groups |
| George Washington Carver Goes To School |
114 |
The story of the incredible challenges George Washington Carver had to endure to obtain an education and how he used his knowledge to help others less fortunate than himself |
Self-Reliance- Example of Initiative Industriousness Persistence Patience and Resourcefulness in overcoming prejudice and obstacles |
History: Evaluate the impact of social choices; Identify, contrast, and compare the political power of different groups; Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate an understanding of the concept of prejudice and its effect on various groups |
| The Friend Down Inside Me |
116 |
Biographical sketches of Abraham Lincoln including an incident in his life when he had to choose whether to bow to pressure from some of his constituents or follow his own conscience |
Dishonesty- The very great advantage of being true to one's conscience in making choices |
History: Evaluate the impact of social choices; Identify, contrast, and compare the political power of different groups; Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate an understanding of the concept of prejudice and its effect on various groups |
| Respecting Myself |
118 |
Series of seven lessons in which young people explore the quality of self-respect and how it may most reliably be obtained |
Self-Understanding- How it can be obtained by serving/doing good to others |
Communication: Listening: Active listening, able to respond through discussion; Speaking: Use verbal skills to express oneself effectively; Personal Development: Identify indicators of intellectual, physical, social, and emotional health; Informed Decisions: Evaluate the consequences of decisions |
Section Five - Choosing to Respect Others |
| The Language of Respect |
124 |
Students brainstorm synonyms and antonyms related to the word respect and discuss the implications in making choices about the kind of people they want to be |
Attitudes; Influence of language in forming |
Speaking: Use verbal skills to express oneself effectively; Personal Development: Evaluate the consequences of decisions |
| Differences Activities |
124 |
Three different activities designed to help young people appreciate that our differences are what enables us to meet our common needs and add variety and interest to life |
Prejudice- How understanding the differences between people can help a person overcome prejudices |
Personal Development: Perform effectively on teams, Problem Solving: Generate several ideas using a variety of approaches; Communication: Clearly articulate a point of view either orally or in writing |
| Likeness Activities |
126 |
Three activities designed to help young people appreciate how much every human being has in common and why it is in each of our interest to work together to meet our common needs |
Prejudice- How understanding the things all people have in common can help a person overcome prejudices |
Personal Development: Perform effectively on teams, Problem Solving: Generate several ideas using a variety of approaches; Communication: Clearly articulate a point of view either orally or in writing |
| Empathy Activities |
127 |
Four activities designed to help young people appreciate the difficulties and recognize the achievements of those who don't have full use of their faculties through physical limitations imposed on them, either by nature or by others |
Prejudice- How understanding the challenges some people face can help a person overcome prejudices |
Personal Development: Perform effectively on teams, Problem Solving: Generate several ideas using a variety of approaches; Communication: Clearly articulate a point of view either orally or in writing |
| Return from Ravensbruk |
130 |
Holocaust survivor Corrie TenBoom surveys the devastation experienced by Germans during WWII and reflects on the events in Holland which led to she, her sister and father becoming part of an underground effort to rescue Jews from the Germans, their capture and experiences in Ravensbruk, a German Concentration Camp and extermination center |
Prejudice- Disasterous effects of and example of courage and dignity in facing |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups; History: Analyze conflicts and conflict resolution |
| Rules Activities |
132 |
Three activities designed to help young people understand and appreciate the need for rules at home, at school, and in the communities in which they live |
Self-Control- Why rules are important to cooperative living |
Communication: Writing: Connect ideas to life experience; Personal Development: Evaluate the consequences of decisions; Reasoning and Problem Solving: Use reasoning, common sense and knowledge to solve problems |
| Return From Vietnam |
133 |
A tragic tory of a young man returning from Vietnam, wounded and disfigured, and his inability to cope with his parents attitude toward his condition |
Prejudice- How prejudice can be self-defeating |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social, and mental health |
| He Stole My Lunch |
134 |
Story of a class who set their own rules and a boy who offered to take a switching for another boy who had stolen his lunch |
Bullying- How understanding someone else's needs can influence |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Differentiate between decisions based on fact and those based on opinion, evaluate the consequences of each |
| Respect is Like |
135 |
Brainstorming activity in which students associate with the word respect with everyday physical phenomena |
Prejudice- How understanding nature can increase one's appreciation of others |
Active listening: Respond through discussion, writing, and art forms; Speaking: Use verbal skills to express oneself effectively; Writing: Connect ideas to life experience |
| Harriet Begins "Uncle Tom's Cabin" |
136 |
Biographical sketch of Harriet Beecher Stowe, her self-doubts, the social mores that constrained her, and her motivation for writing Uncle Tom's Cabin |
Prejudice- How prejudice polarizes people, destructive influence of |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups; History: Analyze conflicts and conflict resolution |
| Lunatics Don't Feel Cold |
138 |
Biographical sketch of Dorthea Dix, a retired school teacher who became a social reformer working for the rights of individuals with mental disabilities when she learned of their cruel and inhuman treatment in a prison she visited |
Bullying- Example of the destructive influence of prejudice and the courage required to resist |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups; History: Evaluate the impact of social choices |
| July 13 |
140 |
A biographical sketch of Fritz Grabe, a man who risked his life to save Jews from a "pogrom" by a squad of SS Troops |
Bullying- Example of the destructive influence of prejudice and the courage required to resist |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate understanding of the concept of prejudice and of its effects on various groups; History: Analyze conflicts and conflict resolution |
| Who Is Showing Respect? |
142 |
Several paired situations in which young people make very different choices and students are asked to decide which of the different choices are better and why |
Choices- Influence of attitudes in making |
Active listening: Respond through discussion, writing, and art forms; Speaking: Use verbal skills to express oneself effectively; Writing: Connect ideas to life experience |
Section Six - Choosing to Be Trustworthy |
| Essay |
146 |
Two different projects in which students are assigned to choose a quote from either William Shakespeare or Sir Walter Scott and write an essay on the meaning of the quote |
Dishonesty- Examination of the consequences of |
Writing: I personal essays make connections between experiences and ideas; Personal Development: Identify indicators of intellectual, physical, social, and emotional health; Informed Decisions: Evaluate the consequences of decisions |
| Trustworthiness is Puzzle |
146 |
Students are asked to solve a hidden word puzzle and write the associated words in one of two columns depending on its meaning |
Dishonesty- Examination of the consequences of |
Problem Solving: Solve problems that require processing several pieces of information; Personal Development: Identify indicators of intellectual, physical, social and emotional health; |
| Peter Piper Stories |
148 |
Three Peter Piper tongue twisters which students are asked to rewrite to provide better, more hopeful endings |
Dishonesty- Examination of the consequences of |
Writing: Go beyond retelling of plot to by reflecting on what is read and making connections to broader ideas, concepts, and issues; Personal Development: Identify indicators of intellectual, physical, social and emotional health; |
| Edison's Demonstration |
150 |
Biographical sketch of Thomas Edison in which an large investor in the Baltimore Gas Company tries to sabotage a demonstration Edison prepared at Menlo Park to showcase what electrical lighting might look like if installed in a city |
Dishonesty- Examination of the consequences of |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Civic: Demonstrate an understanding that perceptions of change are based on personal experiences, historical and social conditions, and the implications of change for the future |
| The House of Shaw's |
151 |
In this brief adaptation from Robert Lewis Stevenson's novel "Kidnapped" students are asked to identify the motivations that influenced David Balfour's uncle Ebenezer to have David Kidnapped |
Dishonesty- Examination of the consequences of |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Trilogy in Self-Deceit |
153 |
Three different rhymes in which students examine the effects of self-deceit |
Dishonesty- Examination of the consequences of |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Personal Development: Identify indicators of intellectual, physical, social and emotional health |
| Trial of Joan of Arc |
155 |
A biographical sketch of Joan of Arc and the treachery of a French Bishop, Pierre Cauchon of Bauvals |
Dishonesty- Examination of the consequences of |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; History: Analyze conflicts and conflict resolution |
| Heavy Duty Dilemmas |
158 |
Several dilemmas in which students are asked to decide what they think the best course of action is for the different individuals involved |
Choices- Examination of the consequences of different choices |
Reading Comprehension: Read for meaning; Demonstrate understanding, Explore connections between text and life experiences; Active listening: Respond through discussion, writing, and art forms; Speaking: Use verbal skills to express oneself effectively; |
