Teaching Values: Self-Determination
Submitted by: Scott Wolner
Endorsed by: Dr. Descy
Mankato State University
Date: February 28, 1998
Description:
This lesson will help students understand the value of self-determination. It
demonstrates this value through role play.
Grade Level: 4-6
Goal:
To show children that they should be independent thinkers.
Objectives:
1. The student will list three value judgments about self-determination.
2. The student will demonstrate and recognize the act of self-determination.
Background Information:
The activity allows for students to make critical value judgments. It gives
students the chance to face real life problems through role play.
Concepts:
1. Students will be able to make value judgments about self determination.
2. Students will recognize that peer pressure is not necessarily a good thing.
Materials:
1. Journals
2. Writing utensils
Define and Explain Self-Determination:
1. Self-determination is a value that many people find important.
2. A value is a principle, or an idea that people think is important.
3. Self-determination is a feeling that leads to freedom of a persons ideas.
4. Self-determination means that you don't have to follow the crowd, and that
you can go your own way.
5. Self-determination gives you more self-confidence.
6. Self-determination allows for more self-respect.
Procedure:
2. Choose Silly Sally, and Self-Determined Sam.
3. Choose five students to pretend that they are smoking.
4. Have Silly Sally approach the group of smokers.
5. Have the smokers tell her how great cigarette smoking is ,and try to get
her to smoke a cigarette.
6. Have them tell her some reasons to start smoking: cool, tastes
good, gives a good feeling...
7. Have her mull it over out loud: the pros and the cons.
8. Have her fall into the trap of peer pressure and start smoking.
9. Have Self-determined Sam do the same thing as Sally, but he will say no to
smoking.
10. Repeat this several times so that everybody gets a chance to try at least one
part.
You can cross up Silly Sally and Silly Sam.
11. Afterwards, have students get into small groups of four .
12. Have them brainstorm about what they saw.
13. Have them write in their journals about what they saw, and what would be
the best response.
Assessment:
1. Ask students if they understand what self-determination is.
2. Ask students who was right in role play
3. Read journal entries of the students.
Useful Internet Resources:
What is a Comprehensive Approach to Character Education?
http://www.cortland.edu/www/c4n5rs/comp_iv.htm
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