Lesson Plan: Responsibility
Six Pillar Shuffle

Time in session: 1 hour, 15 minutes
Evaluation time: 5 minutes
 

Goal: To present the Responsibility pillar from Character Counts!sm to participants and discuss why character education is important.
 

Objective 1: To increase participant understanding of "Why is Character Education Important" from the Character Counts!sm program. (15-20 minutes) Section: "Why is Character Education Important?" from the Character Counts!sm curriculum Overheads 1 - 94 Outcome: Each participant will discuss why character education is important in their community.

Presenter says:
Let me start by asking you a question: Why are you interested in character education for your community? (10 minutes)

The Extension Service learned through the Texas Community Futures Forums that were held throughout the state earlier this year that Texans everywhere are concerned about the moral development of our children. Many people believe that our children are being raised in a climate of moral decay and that the structure of our society is at risk with this next generation. Most of you are here for this workshop because you believe that character education is one way to teach young people good ways to behave.

Let's talk about why each of our counties needs character education:

Presenter says:
Every person in this room is aware that more and more youth are at risk for becoming involved in behaviors that are harmful to themselves and to others. Parents seem to be less and less effective in setting examples of good character behavior. In particular, our country and our state has experienced violence, drug abuse, and teen pregnancy in rates that are alarming. Even though recent statistics indicate that juvenile crime is down slightly, professionals know that these problems are far from being solved. The root of these negative behaviors can be traced to lack of character education.

Violence:

Select up to five overheads from 13-16, 21-24

Select up to three overheads from 27-32

Disruptive Behavior: Overhead 33

Disrespect: Overhead 34

Drug Use: Overhead 35, 36, 41, 42, 43, and 44

Teen Pregnancy: Overheads 46-48, 55-58, and 61-62

Cheating: Overhead 89

Stealing: Overhead 90 or 91

Lying: Overhead 92

Presenter says:
I'm going to show you two overheads. Then I want you to take a moment to think about what responsible behavior looks like.

Overheads 1 - 3

Activity:
Presenter says:
Please get into small groups -- your county group if you wish -- and talk about either of these overheads. I'll put them back up for you so that you can refresh your memory. Please consider some of the key phrases in these overheads -- being in charge, what we do matters, morally responsible.

If this seems too vague, please share a behavior that you have experienced lately that is an example of responsible behavior. For example, a child telling you that he/she broke a cup is responsible behavior. (5 minutes)

Presenter says:
Now I'd like to show you two more overheads and have you tell the group why these two overheads do not describe responsibility.

Overheads 25 and 26

Presenter says:
Teaching responsibility is important because it builds the self esteem of children, youth and adults when they behave in a responsible way and that behavior is received with respect. It is often hard for adults, however, to re respectful when their responsible child has just lied (and confessed) or committed theft (and returned the goods).

Overheads 4, 15, and 16

Presenter says:
We're going to do an activity that will allow us to express our thoughts about responsibility. There is no right or wrong answer to this exercise, so I hope you will feel comfortable sharing your ideas. If not, you can simply say pass when your turn comes around.

Activity:
Make copies of overheads 5-8, 11-16, 19-24, 33-44, 49-50 and distribute to the group. If time is running short, have the participants get into small groups and share what their overhead means in terms of responsibility. If you have plenty of time, you can ask for volunteers from the audience and keep the group as a whole.

Presenter: (Select one overhead that really describes responsibility to you and use that overhead to summarize this section.)
 
 
 

Objective 3:To increase experience of counties and groups in using and developing activities to promote six pillars. (15 minutes) Sources: Stories in Resources section of notebook. Character Counts!sm Six Pillars: Responsibility overheads that you didn't use earlier. Outcome: Each participant will participate in activities that TAEX team shares with group. Participants will share other ideas for promoting character activities.

Presenter says:
We have been working very hard to talk about responsibility and how to identify that behavior.

(Presenter, you have two options to choose from below to complete Objective 3.)

Option 1:
Presenter says:
Now let's take some of the ideas that we've been sharing and talk about how we can use them in our character education models we are building in our counties. Some of you wish to share again, but I'd like to make sure that everyone who wants to speak has had a chance. The only difference is that now I'd like you to also talk about how your statement about responsibility can be used to enhance your character education program.

Option 2:
Select from Responsibility overheads or Resources from the Texans Building Character Development Seminar notebook to help complete Objective 3 and have group discuss how they would use programs involving responsibility to build responsibility.

Presenter says:
Many exciting ideas about building the character trait of responsibility in children, youth and adults have been shared in this session. Thank you for your hard work here and your dedication to the people in your county. Building both understanding and skills in responsibility takes a long time because there are so many facets of this trait. The work is well worth the effort.

Please take a few minutes to complete the evaluation for this session.

Thank you.

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