DOCUMENTOS UTILIZADOS:

TOPIC AREA: Cliques

CONCEPT: No matter what we have, what others have sometimes looks better. This manifests itself

in the desire to be a part of the “in crowd.” We want to do what they do and have what they have. The result of this type of thinking has people believing that certain groups or individuals are better than others. This can affect a person’s self-esteem and have an impact on behavior.

METHOD: Classroom demonstration

TIME NEEDED: 10 minutes and discussion time MATERIALS NEEDED:

Book: The Sneetches and Other Stories by Dr. Seuss, published by Random House

ACTIVITY: Read the story “Sneetches” to your group. Be sure to show the pictures to the kids as you

read. I am always amazed at how well kids respond to stories, no matter what their age. This story is no exception.

DISCUSSION IDEAS:

Which group thought they were the best? Why?

Which group thought they were less important? Why?

How did the Star-belly group treat the Plain-belly group? Describe some specific examples. What did Sylvester McMonkey McBean promise the Plain-bellies?

How did his plan accomplish what the Plain-bellies wanted? How did the Star-bellies react to the plan?

After McBean left, what lessons do you think the Sneetches had learned?

Do we have any groups in our area that think they are better than other groups? Why would they think that?

When is it good to think your group is the best? When is it bad to think your group is the best?

What role does advertising or other media play in making things “in” or “out”? What happens to society when groups think they are better than others?

How do people feel when they are labeled as part of the “out” group? How do people feel when they are labeled as part of the “in” group?

Have you ever known someone who was part of the “in” group? Please describe. (No names) What effect did this have on them?

Have you ever known someone who was part of the “out” group? Please describe. (No names) What effect did this have on them?

HEROES

TOPIC AREA: Role Models

CONCEPT: Everyone needs some one to look up to, to admire, to have respect for. The problem

today is that many of our heroes are not always the best role models. We need to broaden the definition of hero to someone that our kids can relate to and therefore aspire to be like. They need to look around their own neighborhood and find people that have traits and lives that they admire.

METHOD: Classroom activity

TIME NEEDED: 15 minutes in class and then an over night assignment. 30 minutes more the next

day and discussion time.

MATERIALS NEEDED:

A list of questions for each participant

ACTIVITY: Break up into groups of three. Have each group brainstorm a list of at least five

characteristics they would use to define a positive hero. Explain that the word “hero” does not mean someone who fought in a war or saved someone from physical harm, but rather someone who they could look up to as a role model with respect and admiration. The characteristics should be things that they can find in people they know. These are not to be physical characteristics but rather behaviors, attitudes, life-styles and personality traits that are noteworthy. Give the groups about five minutes to develop their list. Have each group read their list to the entire group. Make note of items that appear on more than one list.

Give each person a list of questions. First have them write down the person’s name that they are going to interview and then write why they chose that particular person. The following questions should be included:

1. How long have you lived in this area?

2. What was your family like when you were growing up?

3. Name one person who made a big difference in your life. Why?

4. Describe an event in your life that made a big difference in how you thought or acted. 5. Describe an event in your life that gave you a great deal of satisfaction.

7. What are some things that you would like to accomplish in the next few years? 8. What one sentence of advice would you give to someone my age?

Of course you can add more questions or delete some to meet the needs of your group. Have the students use this list to interview someone that meets the list of characteristics which the groups brainstormed. They don’ have to meet all of the characteristics, but at least some of them.

The next day have them break up into groups of three and share the answers with each other that they received. When they have finished, have each person read why they chose to interview the person that they did and the one sentence of advice they were given. If the advice is antisocial, ask the class if this is positive advice or advice from someone who hasn’t completely thought through what they said. Ask how the statement could be changed to make it a pro-social statement. Have the individual rephrase the statement in a pro-social format.

VARIATION: Instead of going around the room to share the one sentence of advice, have them draw

a picture of the person they interviewed and write the advice at the bottom of the picture. Have them read the advice and then post the pictures around the room. If you think drawing a face is too much, then have them make a poster out of the saying and put that on the wall. This is a great visual reinforcer of the advice that they were given.

DISCUSSION IDEAS:

How hard was it to list characteristics of a positive hero?

Would you add or subtract any characteristics now that you have completed this activity? What is the difference between a positive and a negative hero?

How hard was it for you to decide who you would interview? Why? How did the interview go?

Was it easy for the person to answer your questions? Explain.

Did you hear any answers that you didn’t expect to hear? What were they? Which statements of advice did you think were really good? Why?

Should all famous people be looked up to? Why or why not? What impact can role models have on our lives?

How should we choose our role models?

How would you be able to answer these same questions if they were asked of you today? In five years? In ten years?