Resources
It
is important to utilize community resources for speakers from such
agencies as Parents Anon, family help centers, women's shelters,
children's crisis centers, mediators, counselors, family lawyers
and Planned Parenthood. When dealing with topics such as family
relations. |
Book:
Carol
Painter
Workshop Winners
Educational Media Corp.
P.O. Box 21311
Minneapolis, Minn. 55421
Tel: 612-781-0088
Refer to:
pages 149-162 for "Kids Like
Us" family sculpture
pages 109-114 for "Adopt a
Child" simulation
pages 85-86 for stereotypes
between the sexes exercise
Project H.A.R.T.
Healthy Alternatives for Relationships
among Teens Progressive Youth Center
8630 Olive Boulevard
St. Louis, MO 63132
Tel: 314-993-3566
Northland Family
Help Center
2501 N. 4th St., Ste.#18
Flagstaff, AZ 86004
Tel: 520-774-4503 x.17
Fax: 520-774-5809
(An Arizona resource with great
programs for domestic violence and rape prevention. Write for information
and ask for materials from their
Rape Prevention and
Education Program)
Creative Response to Conflict,
Inc.
611 W. College
Silver City, NM 88061
505-534-3391
NYC: 914-353-1796
Edna C. Adler, Director
(Inquire about workshops on
sexual harassment)
Email: ecadler@aol.com
Family and Teen
Help Links:
Whole
Family Center
Child.net
Teens
Only!
(Lots of Great Links)
Videos:
Over the years there
have been many videos broadcast over the "Classroom Channel" dealing
with relationships. Check with your school librarian or with the
Classroom channel for a list of available titles. Such resources
are found in the Dewy Decimal range of 300-380. For example: |
A Little Problem at
Home
(focus: problems of growing
up in a dysfunctional family)
DD#362.2
More Information:
University of Wisconsin at
Green Bay, 1110 IS Bldg. University of Wisconsin, Green Bay, WI 54311
Tel: 414-465-2599
Power Surge
(focus: interviews with teens
about parents and divorce)
DD#362 More information:
Media International, 313
E. Broadway, Suite 202, Glendale, CA 91209
Tel: 800-477-7575
Student Voices
(focus: drugs, family)
DD#305.23
Sexual Harassment
(focus: understanding what
it is and why it hurts)
DD#362
Source: Altschul Group
|
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PAGE
Chapter
VII: Friendship, Love, Marriage, and Sex
(pages
121-142)
Objectives:
To understand the fundamentals of positive relationships and to understand
and avoid the pitfalls of unsuccessful or dysfunctional relationships.
The following
topics and activities should be used to in conjunction with the text to
discuss all types of relationships. Utilize guest speakers and a variety
of videos to develop discussions. Have students pull out key phrase
as they read the text pages 121-142 and record them in their leadership
notebook. Discuss these phrases in conjunction with the topics below.
In each topic have the class come up with guidelines for good relationships
and post these in class on large sheets of butcher paper.
Friendship:
Part I:
Have students do a friendship inventory as follows:
- list
the qualities they want to have in a friend
- list
what they want out of a friendship
- list
what personal qualities they have to give to a friendship
- list
the types of behavior that hurt a friendship
- state
if they have a best friend and describe the relationship
- draw
a symbol for the ideal friendship and find one or two words to describe
it
- discuss
and share their inventory in small groups
Part II:
Activity: "How to be your own best friend"
Students answer the following questions in writing.
- How can
my body be my best friend and how can I be the best friend of my body?
- How can
my emotions be my best friend and how can I be the best friend of my
emotions?
- How can
my mind be my best friend and how can I be the best friend of my mind?
- Do I
have a "best friend" inside of me? How do I know?
- What
behavior might I change in order to be the best friend of my body, emotions,
and mind?
- Do I
find it easy or hard to forgive myself when I hurt myself in some way?
- How is
my self image related to being a friend to myself? Which aspects of
my self image, goals and desires are my friend and which are not?
- What
does it mean to be one's own best friend?
Families:
Purpose:
To reflect upon how we learn about relationships--good and bad. Our own
family is the foundation of what we know about gender roles and relationships.
Have students do the following steps individually in their notebooks and
in groups. (For examples of some of these activities you may refer to
Carol Painter's book, Workshop Winners):
- Define
"family"
- List
various types of families
- Do a
simulation in small groups of a nuclear
family making the decision to adopt a child. Each group lists the considerations
in the adoption process. Decide on age, gender, race/origin, and other
conditions of adopted child. Choose a name for the adopted child. State
what their "family" can and must provide for the adopted child in order
to qualify as the adoptive family.
- Think,
Ink, Pop-up: "Family Portrait" Each student draws stick figures to represent
their family doing something typical or defining as a family. Students
"pop-up" to share their portraits and explain how it describes their
family relationships.
- Independence:
How we move out of the family. Discuss when and why people move out
of the family and live on their own. What skills must a person develop
for living on his or her own? What responsibilities of families are
now assumed by the child who moves out of the family? Positive and negative
reasons for moving out.
- What
can one do when things go wrong in a family? Who can help when there
is domestic violence, child abuse, or neglect?
- What
are the responsibilities of parents? What are the unique responsibilities
of mothers and fathers? Make a list by brainstorming in small groups
first then as a whole class.
Invite guest
speakers from community agencies to talk about the types of behavior
which characterize the dynamics of healthy and unhealthy families.
Show videos
which deal with some of the problems and solutions in family relations.
Choosing
your partner: Understanding the opposite sex
The following
topics may be dealt with in both their positive and negative aspects in
conjunction with this chapter using class discussion, guest speakers,
and videos:
- Project
(individual or group): What men believe about women and what women
believe about men. Where do we form our beliefs and opinions? Include
influence of magazines and movies. List common myths about the opposite
sex and what the facts are. Is it right to generalize about the opposite
sex? Analyze how gender myths are perpetuated through a visual product
such as a collage of articles and advertisements in magazines, or through
a written project and/or oral presentation which analyze gender roles
as portrayed on television sitcoms, advertising, or talk shows.
- Notebook
Entry: What qualities should we look for in a partner? Use
"Think, Ink, Pop-up" technique.
- Dating/Partner
relationships including the problems of date rape, expectations of behavior,
abusive relations, STDs, etc.
- Sexual
identity including how we learn about how to behave via family, role
models, expectations, stereotypes, media, self-acceptance (eating disorders),
gender influence on goal-setting, the challenges of the single parent,
etc.
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Resources
Stories and tales of sacrifice.
Reader's
Digest
Section entitled,
Heroes for Today
CBS Sunday Morning
with Charles Osgood
9:00 AM ET/PT
(check local listings)
A great program for inspirational
stories of average citizens doing things to improve life.
*Outstanding
Video
Homeless to Harvard
ABC News Videos
800-505-6139
(item # T991217 02 1 A FL-6)
Song
You've Gotta Have
Heart
|
Chapter
VIII: What is the Role of Sacrifice
in Our Life?
(pages 143-163)
Objectives:
To define sacrifice and discover the different types of sacrifice one
can make as a positive contribution to oneself and to others. To enable
students to identify and appreciate the sacrifices that many people make
everyday in the course of living their life.
What are
the characteristics of a hero?(pre-reading activities for pages 143-152)
- Read
a well-known tale such as Snow White, Beauty and the Beast, Cinderella,
or a folk tale from any culture. List the types of sacrifices the hero/heroine
made and his or her attitude towards them.
- Read
accounts of real-life heroes from Reader's
Digest or other source. List the types of sacrifices the hero/heroine
made and his or her attitude towards them.
- Compare
the fictional with the real hero. Is there some common ground which
they share in relationship to their sacrifice and attitude?
- Analyze
the motivations of the heroes. Were they selfish or unselfish.
- State
how reader feels after reading such stories. Is there a difference between
the feelings resulting from fictional versus non-fictional accounts?
Discuss.
- Have
class come up with some basic characteristics of acts of sacrifice.
- Have
students share/discuss people they have known in their lives who have
such characteristics. What are examples of the sacrificial things they
do?
What kinds
of sacrifice are there? (pre-reading activities for pages 152-163)
- Describe
the types of sacrifice one can make: physically, emotionally, mentally,
spiritually, financially, time.
- What
are practical, real-life examples of these kinds of sacrifice and what
are the the effects of each on both the doer and the receiver?
"Personal
Experiences of Sacrifice" (questions for discussion or written expression):
- Have
you ever met anyone who you consider a hero? What did they do to qualify?
- Think
about and write down those forces preventing the expression of sacrifice.
(see page 147, paragraph 2)
- How have
you ever experienced "love in action?" What "gifts" have you received
that demonstrate this? (see page 148, bottom)
- Come
up with a new term for the concept of "sacrifice." Find or create music,
art, or a symbol which expresses this definition.
- Recount
experiences of giving where you gave and felt gain instead of loss.
What was gained?
- Identify
people and/or things in nature and society which perform acts of sacrifice
as part of their normal behavior.
- What
is the difference between "duty," "responsibility," and "sacrifice?"
What is the different viewpoint of each type of act of service?
- What
would you like to express to others, and what type of a "sacrifice"
would that involve?
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Resources
Book:
Les Brown,
Live Your Dreams
ISBN 0-688-11889-5
Chapters:
Five Live your Dreams
Developing Goals
Six Fix Your
Focus
Using Goals to Direct Your Life
Worksheets pages 248-256
|
Chapter
IX: How to Prepare for the Future
(pages 165-178)
Objectives:
To assist students to understand the importance of setting goals and to
have students develop and evaluate goals in order to prepare for the future.
Activities
and Questions for Goal-Setting and Planning for the Future:
- Write
a brief narrative about how you expect your life will be in seven years
(At this point revisit the introduction pages 14-17 starting with the
quote: "Imagine trying to put together a puzzle with no idea of the
picture you are trying to make." Relate the following exercise to trying
to imagine the big picture of one's life. Emphasize that sometimes the
picture will change but at least it helps to get some concept of one's
goals):
- What
year will it be?
- How
old will you be?
- Where
will you live?
- What
will you be doing?
- With
whom will you be living?
- What
will be the biggest difference of your lifestyle from the present?
- What
will be the world situation? (political, social, environmental, technological)
- List
three goals that are important to you today. What do you need to do
to achieve them?
- How have
you challenged yourself in the past? What changes have you created in
your life?
- Do you
have any plans for future challenges for yourself?
- How can
you be of service for others now and in the future?
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