Rapping It Up Responsibly
Complete the rap song below. Read the lines and try to think of words that fi t. In some lines, make the words rhyme with the other words in the song. When you're done, get a funky beat going and sing it for your friends.
FAKE
97 TEACHING GUIDE
The Value of Making Good Choices
Page 101: Rating Decisions
STUDENT OUTCOME To understand and rate different kinds of decisions.
INSTRUCTIONAL STRATEGIES Discuss the introduction and the directions. Be sure that students understand they should color in the squares that don't apply so that the one that does apply "lights up." Help students understand that decisions affecting others or the future are generally more diffi cult to make.
EXTENSION/FOLLOW-UP Students may wish to compare their ratings of decisions with their classmates' ratings.
Pages 102-103: Catch a Wave!
STUDENT OUTCOME To understand the consequences of decisions.
INSTRUCTIONAL STRATEGIES Discuss the concept of chains of events, so that stu-dents understand that there is not just one effect from an action. Have stustu-dents work in groups to complete the fi rst page. Discuss it thoroughly before students begin the second page indi-vidually.
EXTENSION/FOLLOW-UP Have students use the ripple diagram to show the conse-quences of other decisions.
Pages 104-105: TARGETing Good Decisions
STUDENT OUTCOME To analyze and develop a strategy for making good decisions.
INSTRUCTIONAL STRATEGIES Students will benefi t from discussing each step that Matt takes to make his decision. You may wish to work with students individually to help them apply the TARGET strategy to their own decision.
EXTENSION/FOLLOW-UP If students have diffi culty thinking about the consequences of a possible decision, refer them to the ripple diagram in the preceding activity to help them fi gure out what might happen.
Page 106: Considering the Effects
STUDENT OUTCOME To understand how decisions can have many different kinds of ef-fects on the decision maker.
INSTRUCTIONAL STRATEGIES Help students see that each decision they make has multiple effects on themselves, as well as on others. You may want to model the fi rst situation by completing that diagram on the board together with volunteers.
EXTENSION/FOLLOW-UP Have students come up with other decisions to chart in the same way.
Page 107: Who Decides?
STUDENT OUTCOME To understand who is responsible for different types of decisions.
98
TEACHING GUIDE
V A L U E S • F O R • L I F E
INSTRUCTIONAL STRATEGIES Discuss the introduction and the directions. When stu-dents are done, discuss the fi nal question, pointing out that maturity and trust are factors that allow parents to shift more decision making to children.
EXTENSION/FOLLOW-UP Have students predict how these decision-making patterns will change for them over the next few years, the next decade, and two decades from now.
Pages 108-109: Tools of the Trade
STUDENT OUTCOME To identify tools that are useful in making decisions.
INSTRUCTIONAL STRATEGIES Acquaint students with any unfamiliar terms in this activity. Help them see that while things such as tarot cards and psychics may have entertain-ment value, they have little value when it comes to making sound decisions. Point out, however, that a guess or prediction may be needed to make a decision. Discuss that all available evidence should be considered before guessing or predicting.
EXTENSION/FOLLOW-UP Have students investigate other decision-making tools that have been used by various cultures throughout the ages.
Pages 110-111: Friend to Friend
STUDENT OUTCOME To analyze decisions made with and about friends.
INSTRUCTIONAL STRATEGIES Point out to students that an ever-increasing number of their decisions will have to do with their friends. Often they will have to decide whether they should do something because a friend suggests it. They may even have to decide whether or not they want to be friends with certain people.
EXTENSION/FOLLOW-UP Encourage students to role-play each of the conversations and to develop similar scenarios of their own.
Pages 112-113: Feeling Good About Decisions
STUDENT OUTCOME To understand the relationship between decisions and self-esteem.
INSTRUCTIONAL STRATEGIES Be sure that students understand how decisions can af-fect self-esteem. Point out how making good decisions helps a person feel good about himself or herself. Explain that making bad decisions often leads to more bad decisions, because people with low self-esteem do not make decisions that are good for them. Students may benefi t from completing this activity in small groups.
EXTENSION/FOLLOW-UP Help students understand their own patterns of self-esteem and decision making. Students who consistently make self-destructive decisions may benefi t from activities that enhance self-esteem, such as those in Section 1.
Page 114: To Buy or Not to Buy
STUDENT OUTCOME To analyze advertising and make wise consumer decisions.
INSTRUCTIONAL STRATEGIES Discuss the introduction and the sample ads. Have students identify other examples of the approaches shown on this page.
EXTENSION/FOLLOW-UP Have groups of students choose an appeal that interests them and make a collage of ads that feature that technique.
99 TEACHING GUIDE
THE VALUE OF MAKING GOOD CHOICES
Page 115: Where Do You Stand?
STUDENT OUTCOME To clarify values that affect decisions.
INSTRUCTIONAL STRATEGIES Explain that, at fi rst glance, it seems easy to take a stand on many values. When we examine them more closely, however, we begin to realize there are few absolutes. To get students thinking about this, you might challenge them to think about a situation in which telling the truth would hurt someone's feelings. Encourage students to be tolerant of others' opinions when they discuss their answers.
EXTENSION/FOLLOW-UP Have students identify and discuss situations in which each of these "absolutes" might not be the best course of action. Challenge students to develop person-al guidelines that will help them when they encounter these situations.
Page 116: Thumbthing for Your Diary
STUDENT OUTCOME To use a simple, ongoing strategy
101
3. Which decision was the easiest to make?
4. Which decision was the hardest to make?
5. What makes some decisions easier than others to make?
Decision DecisionMeter Rating
People make decisions every day. Some are easy, and some are hard. Some decisions are more important than others. This page will help you look at some of the decisions you make.
1. Write down some decisions you have made. Some may be the kind of decisions you make every day, like what to have for lunch. Some may be more important decisions, like deciding to join a youth group or try out for the basketball team.
2. Color in the DecisionMeter, leaving your choice uncolored. ("Piece of cake" is for a very easy decision; "Like a brick wall" is for a decision that was very hard to make.)
PIECE THE VALUE OF MAKING GOOD CHOICES
PIECE