Note to teachers: You do not need to feel that you should know every thing about the various subjects to teach these self-exploration to career exploration lessons. Each lesson begins with a question, and the students are encouraged to elaborate on their answers. You are to supply the students with materials and writing utensils, and guide them through the journey of finding the answer “within,” through self-exploration. Movies are available for rental at your local video store. The list of recommended tests, materials and worksheets are provided upon request and could be found at the Yale-New Haven Teachers Institute.
UNIT ONE: FREEDOM
Goal: To study other cultures and offer students the opportunity to understand what it means to be free to nations who lived under the oppressive system of apartheid and slavery.
LESSON ONE:
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Objective:
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Students will design a cover for the Never Alone PLAN BOOK.
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Question:
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What does freedom mean to you?
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Materials needed:
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Construction Paper or File Folders, Color Markers or Crayons.
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LESSON TWO:
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Objective:
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Students will make a list of unfamiliar words used in the Declaration of Independence, Emancipation of Proclamation, or the Bill of Rights, and use a dictionary to discover the derivations of the words.
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Question:
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How do “life, liberty, and the pursuit of happiness” fit in with your idea of being free?
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Materials needed:
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A copy of each document and a dictionary Worksheet #1 Declaration of Independence
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LESSON THREE:
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Objective:
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Students will view the movie “Glory,” and tell about the plight of the first black regiment.
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Question:
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What issues are worth fighting for? Which ones are not?
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Materials needed:
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Movie - Glory
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LESSON FOUR:
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Objective:
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Students will be able to make a display on the bulletin board using photographs or clippings of Civil War heroes.
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Question:
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What is a coward, and how do you feel about one?
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Materials needed:
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Copy of pictures from books, encyclopedias, etc.
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LESSON FIVE:
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Objective:
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Students will be able to role play a slave auction.
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Question:
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Which characteristics of being a slave are similar to your incarceration?
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Materials need:
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Characters: auctioneer, overseer, slavemaster, slave and script. Worksheet # 2 A Live Stock Auction
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LESSON SIX:
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Objective:
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Students will view the movie “Queen,” and learn about one’s transformation from slavery to freedom.
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Question:
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What obstacles made it difficult for Queen to make an easy transformation?
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Materials needed:
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Movie - “Queen,” by Alex Haley
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LESSON SEVEN:
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Objective:
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Given a list of Juvenile rights, students will be able to determine which of their rights were violated.
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Question:
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Which rights do you think juveniles abuse the most?
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Materials needed:
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Worksheet #3 Juvenile Rights
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LESSON EIGHT:
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Objective:
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Students will be able to make up “Juvenile Bill of Rights”.
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Question:
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Do juveniles have the same constitutional right to be free from reasonable search and seizure as adults?
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Materials needed:
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Worksheet #4 Juvenile Bill of Rights
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LESSON NINE:
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Objective:
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The students will view the movie “ Mandela,” and learn about the struggles of South African through the oppressive movement of Apartheid.
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Question:
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Why did Nelson Mandela decides to remain in prison after the offer for his release?
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Materials needed:
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Movie - Mandela, starring Danny Glover
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UNIT TWO- Who am I? (Identity)
Goal: The students will be able to assess their personal characteristics, personal interests, goals, and values, to determine their identity.
LESSON ONE:
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Objective:
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By using art, writing, etc. the students will be able to assess their need for love, power, security, status, autonomy, self-image, and social relationships, by describing their role-model.
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Question:
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Why do you admire this person? (for love, power, etc.)
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Materials needed:
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Request may vary
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LESSON TWO:
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Objective:
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Given a $10,000.00 allowance, students will make a list of ways they would spend the money, and assess their use of money to examine their self-concept.
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Question:
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What can you earn by working at a place.like McDonald’s?
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Materials needed:
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Worksheet # 1 For the Love of Money
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LESSON THREE:
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Objective:
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Given a series of learning assessment tools, the students will be able to recognize their studying habits effectiveness, and their different styles of learning.
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Question:
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Summarize your style of learning, How do you learn best?
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Materials needed:
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Worksheet # 2 Your Thinking and Learning Style
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LESSON FOUR:
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Objective:
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Given a series of hemispheric mode indicators, the students will be able to recognize which mode they process information.
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Question:
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What mode do you process information?
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Materials needed:
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Worksheet # 3 Hemispheric Mode Indicator (HMI), Are you left or right brained?
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LESSON FIVE:
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Objective:
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Given a genealogical chart, the students will be able to fill in information about their family ancestry to the best of their knowledge.
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Question:
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What does the quote, “You can’t make a place for yourself under the sun if you keep sitting in the shade of the family tree!” means?
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Materials needed:
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Worksheet #4 Genealogical Chart
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LESSON SIX:
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Objective:
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Given a picture of different identities, the students will be able to select a personality or identity, and describe in what ways they could introduce their own original ideas for a variety show.
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Question:
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What is easy for me, I can do quickly, I enjoy it, I am competitive at it, and I do it very well?
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Materials needed:
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Worksheet #5 Seven Intelligences
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LESSON SEVEN:
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Objective:
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The students will want to know more about themselves, and their identity.
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Question:
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Answer the question, Who am I?
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Materials needed:
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Tape Recorder and Cassette Tapes
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UNIT THREE- Why am I here? ( Purpose)
Goal: The students will be able to assess their role in their school, home, and community to determine their purpose in this society.
LESSON ONE:
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Objective:
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After identifying a problem, the students will be able to develop problem solving solutions.
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Question:
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How many different solutions can you suggest to solve the crime problem in your community?
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Materials needed:
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Worksheet #1 Defining your problem
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LESSON TWO:
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Objective:
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Based on inappropriate social behavior, students will be able to complete a time line with crucial events that lead up to their incarceration and include a realistic projection of their future.
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Question:
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What period of time would you change and why?
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Materials needed:
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Worksheet # 2 Time Line
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LESSON THREE:
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Objective:
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The students will trace the process and origin of the Juvenile Justice Court System.
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Question:
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Should family situations fall under the jurisdiction of the juvenile court?
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Materials needed:
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Recommended publication: Searching for Justice. Connecticut Courts, pg 22. External Affairs Unit, 231 Capitol Avenue, Drawer M. Station A., Hartford, Ct. 06106. (203) 566-8219.
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LESSON FOUR:
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Objective:
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The students will learn about the landmark Supreme Court decision on Juvenile Justice. The Gault case.
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Question:
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What constitutional right protected the in re Gault case?
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Materials needed: Worksheet # 3 In re Gault Case
LESSON FIVE:
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Objective:
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The students will role play a hypothetical criminal case of contributing to the delinquency of a minor.
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Question:
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Are minorities treated differently in the criminal justice system?
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Material needed:
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Recommended text: Delinquency: A mock trial, Opportunities for Learning, Inc.
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LESSON SIX:
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Objective:
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The students will view the movie, “ Mrs. Doubtfire,” to debate a judge’s decision on a custody dispute.
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Question:
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What application of family law is in the best interest for the children?
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Materials needed:
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Movie - Mrs. Doubtfire
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LESSON SEVEN:
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Objective:
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The students will role play a hypothetical civil case involving a legal question of child custody.
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Question:
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When should parents be denied the right to provide care, custody, and protection for their child?
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Materials needed:
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Recommended text: Custody: A mock trial, Opportunities for Learning, Inc.
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LESSON EIGHT:
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Objective:
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The students will be able to select a career that is realistic and reachable.
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Question:
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What criteria did you based your career selection on? (Money, experience, enjoyment, etc.?
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Materials needed:
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Worksheet # 4 Job Preference
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LESSON NINE:
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Objective:
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The students will be able to express their purpose in life, and take responsibility for their incarceration.
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Question:
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Answer the question, “Why am I here?”
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Materials needed:
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Tape Recorder and Cassette Tapes
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UNIT FOUR- Where am I Going? (Direction)
Goal: The students will be able to face reality, and realize a criminal lifestyle may lead to destruction. Where as the care and custody falls into the hands of the undertaker. The students will be able to take responsibility for what happens to them.
LESSON ONE:
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Objective:
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The students will be able to watch films on college life, and note the advantages of college life vs incarceration.
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Question:
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What are the advantages of college life?
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Materials needed:
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Video on College life
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LESSON TWO:
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Objective:
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The students will be able to design a “missing child,” poster, milk carton, or a family portrait with their picture missing from it.
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Question:
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How is being incarcerated similar to being considered “ missing” from your community?
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Materials needed:
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Worksheet# I MIA
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LESSON THREE:
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Objective:
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The students will be able to write their eulogies, and last will and testaments.
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Question:
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Who would be affected by the untimely event of your death?
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Materials needed:
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Worksheet # 2 Last Will and Testament
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LESSON FOUR:
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Objective:
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The students will be able to plan their funeral budget.
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Question:
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What kind of funeral ceremony would you prefer, and how would you pay for these arrangements?
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Materials needed:
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Worksheet # 3 Funeral Budget
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LESSON FIVE:
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Objective:
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The students will be able to determine consequences for their actions.
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Question:
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What people, places, or things do you need to change to live a more productive life?
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Materials needed:
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Worksheet # 4 Corner to Coroner
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LESSON SIX:
Objective: The students will be able to listen to a mortician, and ask questions about cremation, embalming fluid, and a career in mortuary science.Question: What are the side-effects of embalming fluid when misused?Materials needed: Speaker from a funeral parlor.
LESSON SEVEN:
Objective: The students will be able to write their short and long term goals.Question: How does your juvenile record effect your long term goals?Materials needed: Worksheet #5 Short and Long term goals
LESSON EIGHT:
Objective: The students will be able to choose what direction they want to go?Question:: Answer the question, “Where am I going?”Materials needed: Game - “Wheel of fortune”(torture), or “Monopoly.”
UNIT FIVE- How do I get there? (Academics)
Goal:The students will make firm commitments to change and plan for a constructive future.
LESSON ONE:
Objective: Based on a specific problem, the students will explore appropriate resources to address their needs.Question: How do I get there?Materials needed: Worksheet # 1 The Map of Life
LESSON TWO:
Objective: The students will be able to continue their educational goals and receive course credit.Question: Why is it so important to get an education in today’s society?Materials needed: Worksheet # 2 Planning for the Future
LESSON THREE:
Objective: The students will be able to use sound therapy as an alternative to relieve stress.Question: What does Michael Jackson’s song “Man in the mirror,” mean?Materials needed: Karaoke - Video Sing-A- long
