(If you choose not to print out this guide, we will send it to you spiral bound for $5.00 )
This is a course which helps students:
  • develop personal integrity
  • develop a positive attitude towards life
  • develop communication skills
  • deal with negative relationships and develop positive ones
  • develop a "success" self-image
  • develop leadership potential
  • plan and carry out a service project

Teacher's Guide Table of Contents

To The Teacher 

Setting The Stage

Cover Analysis



Chapter I:
Telling Your Story

Chapter II:
Everything Is Life

Chapter III:
Failing Is Not A Right

Chapter IV:

Chapter V:
Living The Good Life

Chapter VI:
Finding The Path

Chapter VII:
Friendship, Love, Marriage, And Sex

Chapter VIII:
What Is The Role Of Sacrifice In Our Life?

Chapter IX:
How To Prepare For The Future

About the authors of the Teacher's Guide:
Richard V. Sidy
Cheryl Sackmann

Many thanks to the teachers at
Vital Living Educational Group
Fort Wayne, Indiana 

for their valuable input, suggestions for activities, and insights gained through their use of Rebellion with Purpose, serving young  people 

in their community.

Teacher's Guide to Accompany the Book


Special Discount for Educators:

Purchase the book Rebellion With Purpose for only $3.98 per copy (that's 60% off the regular price of $9.95) when you order 10 or more copies for your class or youth group. We will include a free copy for the teacher. Read more about the book.

**Be sure to type the number of books you are ordering at a discount in the "QTY" box on the shopping cart.


To the Teacher:

Our teacher's guide is designed as a companion to the text, Rebellion With Purpose with open-ended teaching strategies and lessons. 
It is full of activities and suggestions for expanding and applying the concepts presented in each chapter of the textbook. 
Links to numerous resources and materials to supplement the text are provided for many of the lessons.

The highly relevant nature of the book's content, when presented in a supportive and practical way to young people, will create a dynamic learning environment which will help students make positive changes in their lives. The lessons in this guide have been used with great success and have resulted in bringing out positive peer leadership, and a greater degree of personal responsibility, integrity, and desire to help others.

The authors offer support via e-mail for your questions, and are available to run workshops for your school, institution, school district or community. The teacher's guide may be used itself by the teacher as a preparatory course for the teaching of this book, and may serve as a curriculum for submission and approval to schools and/or school districts. 

Inquire about our workshops, training sessions, or presentations
Get help designing a curriculum or pilot program for your school, community, or institution
Inquire about our support services for teachers and students via e-mail or correspondence
Order individual copies of the book, Rebellion With Purpose: A young adult's guide to the improvement of self and society. See special discount above when ordering quantities for your class or youth group.
Permission is hereby granted 
by the copyright holder, 
SNS Press, 
to print and copy 
the teacher's guide 
for educational purposes.

e-mail: edresources@snspress.com
Copyright © 2005 SNS PRESS

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Throughout this teacher's guide,
the resources or organizations in this column will be useful for obtaining background information, materials, and support, to create broader understanding and application  of the concepts studied throughout the course. 

Send us your suggestions for resources to include

Peer Resources

Site contains many valuable links for peer counseling and peer mediation resources


Creative Response to Conflict, Inc.
611 W. College

Silver City, NM 88061


NYC: 914-353-1796

Edna C. Adler, Director

Email: ecadler@aol.com

The Center for Nonviolent Communication
P.O. Box 2662

Sherman, TX 75091

(Tel) 903-893-3886

(Fax) 903-893-2935

Email: cnvc@compuserve.com
Web site: www.cnvc.org

Parenting Resources
Parenting Teens presents articles organized by topic: Teen Health; Education; Troubled Teens; Teen Drug Abuse; Tips For Parenting Teens; and Other Teen Issues. It contains many useful links to help parents of troubled teens.

Marshall B. Rosenberg Ph.D., Nonviolent Communication: 

A Language of Compassion,
Puddle Dancer Press

P.O. Box 231129

Encinitas, CA 92023-1129

Email: email@puddledancer.com


Journal for a Just and Caring Education
Corwin Press, Inc.

2455 Teller Road

Thousand Oaks, CA 91320

(Tel) 805-499-9734

(Fax) 805-499-0871


Setting the Stage

Objective: Setting norms and ground rules for group discussion.


The Name Game: Challenge: Remember the name of each person in class and  his or her symbol. 

Procedure: Provide each student with an 8X11 sheet of construction paper or tag board and colored markers. Instruct students to fold paper vertically so that it is 11 inches in length to create a nameplate. Students then write their name large enough to be seen at a distance and create a symbol to represent themselves. Each student then explains name and symbol to class. Students now put away their name tags.  After each student in class has done this, students who want to accept the name challenge step forward and see if they can recall each student's name and symbol.

Norming the Class:

Question to ask students: What kind of an environment do we need in this classroom for people to express themselves honestly and to give their point of view on controversial topics? (Teacher is encouraged to share from his or her personal experience during class discussions throughout the course to role model for students the levels of trust needed in class in order to have honest and sincere discussions.)


  • First, each individual writes words or phrases which answer the above question.
  • Second, group students and have group come up with a group list of norms on which all agree.
  • Third, groups share their lists and class comes up with a class set of norms. These are written on poster board and placed in classroom.
Teacher Tips:

Class Management :
Keep a portfolio for each student and instruct student to keep a separate 3-ring loose-leaf notebook (their "Leadership Notebook") for this class which will serve for class work and journal writing. It should be divided in the following sections: 

  • class notes
  • handouts
  • class activities
  • journaling (for personal responses and reflections on questions asked during class. (during the "Ink" part of the "Think, Ink, Pop-up" activities)
  • service learning project log (see chapter II)
This will be an on-going class activity. Use the 12-piece puzzle template provided in the following manner: Each piece of this template corresponds to a section of the teacher's guide. Upon completion of a section, students record  in a corresponding puzzle piece (utilizing a word, phrase, or symbol) the important leadership concept learned. (This should be filed in the "class activity" section of the leadership notebook.)

Quote for the Day:
Start each day with a quote or theme for the day taken from the text. Sometimes students choose theme.

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American Promise
Free Teacher's Kit




Film: Highly Recommended

October Sky 1999
Based on the true life story of NASA scientist Homer Hickam.

Homer overcomes seemingly impossible odds to fulfill his vision. His struggle and determination are inspiring and dramatize  the key ideas of this course.

 See FAQ'S
 for additional questions and author's responses.


Send Us Your Comments, Links, or Resources

Cover Analysis

To determine student perceptions and affective responses to the goals of the book. The written answers to the questions in this section may serve as a pre-test. They should be filed away in students' portfolios. The same questions will be answered as a post-test at the end of the course, at which time students and teacher will compare both sets of responses.

Key Ideas: 

Before the students see the book, the following questions will prepare them for the objectives of this course:

  • What is your personal vision of your future? 
  • What are some personal obstacles or challenges which would have to be dealt with to attain your vision? 
  • What is your personal vision of the future of humanity? 
  • What are some of the social obstacles which must be overcome before humanity could attain this vision? 
  • Complete the statement, "To be a hero is..." 

Prior to reading the text it is important to do an analysis of the front and back covers. This will begin discussion and create some common ground and initial definitions in anticipation of the study and work to be done. The covers not only reveal where the author is coming from, but also establish the initial contact with the reader.

Students write brief answers to the following questions in their notebooks:

What do you think is meant by each of the following terms?

  • Rebellion 
  • Purpose 
  • Improvement 
  • Society
What would constitute improvement of self?

What would constitute improvement of society?

Where/How does society need to be improved?

How can rebellion lead to improvement?

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Please send us your suggestions and links for people and/or organizations that are working for a better future, books and other inspiring resources.


Reader's Digest
Section entitled, 

Heroes for Today


Jack Canfield, ed.
Chicken Soup 
for the Teenage Soul 


Send Us Your Comments, Links, or Resources


"Dedicated to those who want to create a better future."

A dedication is a statement of honor and gratitude by the author. This particular dedication is also a dedication to the reader. The author not only wants to recognize those people past and present who are working to improve life, but is also expressing the ideal that the reader will become such a person. 

The  purpose for analyzing the dedication is to elicit from the student an awareness of people who already are dedicated to serving humanity and what qualities comprise their character. 

Teacher Tip:
Think, Ink, Pop-up
Throughout the course students will be asked to share their thoughts and feelings using this simple process. First, students think about their response to a question, selection read, posted quote, etc. Then, students write their response in their leadership notebook. Lastly, students volunteer to share responses with a partner, small group, or entire class.

Questions for discussion (first in small group and then with class as a whole):

Who are those who want to create a better future?

  • Give some examples of people either well-known or unknown who are creating a better future for others. 
  • What are some of their personal qualities? 
  • Why do they do what they do?
What is a better future? Where does the concept of "a better future" come from? Who decides what is "a better future?"

How does one create a better future?

Through analysis of the dedication Students should start to develop the awareness of a personal sense of responsibility in addition to a sense of gratitude for those who throughout ages have contributed to the well-being and improvement of life. They should further develop an awareness that many people in many cultures and times have dedicated their lives to helping others.

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Send Us Your Comments, Links, or Resources
(pages 13-17)


  • Students consider their role as part of a group, team, or society.
  • Students think about leaders in new ways and broaden their perspectives.
  • Students consider positive versus negative leaders.

Activity I:

Understanding Social Units: "Click" here for handout.
As a result of this activity students should understand that: 
  • A group has three essential elements: A purpose, something to give, and something to receive. 
  • A person, usually links his or her identity to the groups of which he or she is a part. For example, a person will say, "My last name is....., I'm an American, I'm a male, I live....., I go to..... school, church, temple, etc., I belong to....., I hang out with.....
  • A group is any number of people who are together for a common goal.
  • A social group is a "give and take" relationship where all members work for a common goal.
  • Each person has many unique relationships and experiences to contribute to a group. "Click" here for Building Social Units worksheet.

Activity II:

With whole class brainstorm the words "Leadership" and "Types of Leaders"  on the board in order to come up with a list of the characteristics of leaders.

Students copy list in their notebooks and circle the words that they feel apply to themselves.

Activity III:  Jig-saw Puzzle

A. Each student gets a blank puzzle piece that teacher has prepared in advance.
  • Using a 4' X 3' sheet of white butcher paper as a pattern, draw puzzle pieces corresponding to the number of students plus teacher in class. 
  • Number the back of each puzzle piece.
  • Cut out puzzle pieces.
  • Give each student a piece, instructing them to use the blank side 
B. On the puzzle piece which they have received, students design a symbol to represent a leadership characteristic which they circled in activity one, with which they most identify.

C. In small groups students share their piece. A technique for sharing is the "pop-up" where students volunteer to talk about their piece by standing up  in their group. When everyone has popped-up, this part of activity is over. 

To reinforce the concept of team, the teacher designs his/her puzzle piece and models sharing before dividing class into groups. The teacher is also a piece of the jigsaw puzzle.

D. Students tack their puzzle piece one by one to the wall until the entire puzzle has been completed. Leave puzzle up on wall all term.

E. The class jigsaw puzzle is an on-going metaphor throughout the term of study. There is also a blank puzzle sheet which students fill-in piece-by piece, expressing what they have learned after each section of study (see Teacher Tips). This ties course together as students' understanding broadens.

"Click" here for blank puzzle template.

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