Responsibility 2006 11th- 12th grade Purpose: Students will demonstrate their knowledge of responsibility, positive attitude, and accountability Lesson one: overview



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Responsibility 2006 11th- 12th grade

Purpose: Students will demonstrate their knowledge of responsibility, positive attitude, and accountability

Lesson one:
OVERVIEW:

Review this lesson plan prior to Character Education Day and decide if you want to have students break out in smaller discussion groups for the questions that are posed.


PROCEDURE:

Distribute the cheating quiz at the beginning of class. Tell students to match the letter to the percent that they think applies to the statement.


Discuss what students think the answers are. Tell students the correct answers and discuss the answers.
Ask why they think these answers are different than theirs.

Without names, can you think of any situations where a student cheated? What do you think about that


ANSWERS TO ACADEMIC INTEGRITY QUIZ
4500 high school students participated in the survey below. The study was done by Dr. Don McCabe, at the Center for Academic Integrity at Duke University.

Take your best guess as to which percent belongs with which statement.





a. 74% admitted

B To serious cheating on written work.

b. 72% admitted

C To at least one questionable activity relating to copying homework or test copying.

f. 52% admitted



F To copying a few sentences from a website without citing the source.

Possible questions:

Reinforce respect and integrity from the last character ed lesson.

Did these students respect others when they cheated?

Did these students have the right to cheat?

Isn’t it student’s responsibility to study?

What about integrity

Re-define integrity – honesty and virtue

What does cheating say about their integrity?
Ask students what responsibility is Responsibility is Doing what needs to be done

Being reliable and dependable

Being accountable for your actions

Fulfilling your moral obligations

Using good judgment; thinking through consequences of your actions

Exercising self control

Ask students the following questions and have group discussion

What would you do if you hit a parked car and nobody else saw it?

How do you know what is the right thing to do?

Who do people usually blame for their problems?

Do you consider it important for your friends and family members to be responsible?

Think about someone you know who is irresponsible, what kinds of decisions does this person make?

What does being responsible have to do with the quality of your character?

If the discussion gets to be too much, split the class into smaller groups and have them discuss the questions. Students can than regroup as a class and answer the question


ACADEMIC INTEGRITY QUIZ
4500 high school students participated in the survey below. The study was done by Dr. Don McCabe, at the Center for Academic Integrity at Duke University.
Take your best guess as to which percent belongs with which statement.


a. 74% admitted

To serious cheating on written work.

b. 72% admitted

To at least one questionable activity relating to copying homework or test copying.

f. 52% admitted



To copying a few sentences from a website without citing the source.


Lesson Two: on a sheet of paper ask the students to write five rights they have as a citizen of the United States of America.

Ask the students to read a few then have the students write a responsibility for each right.

Have the students discuss their version of rights and responsibilities.

Lesson three:

Ask: What are the rights of a CEO and other business leaders? write responses on the board.

What are the responsibilities of a CEO and other business leaders? write on the board.
State: Next to terrorist, corporate criminals are the highest threat to the American Economy.
Ask; What is a businesses rights to the Market / capitalist economy?

Possible answer: the right to make a profit fulfilling the wants and needs of the

consumer.

What are the rights of the company officials?

Possible answer: to be paid for their productivity and their leadership
What is the company’s / leaders responsibilities to their employees?

Possible answers: to have ethical leadership to provide a wage for their families

to provide opportunities to invest in their company for future financial rewards to pay for college, retirement
What is a companies responsibilities to the community?

Possible answers: provide ethical reports for investors to make financial decisions

to take care of their families

be ethical leaders in the community assisting others to strive for excellence


Then read about these leaders:
Andrew Fastow

Who: Former chief financial officer of Enron

Tangle with law: indicated on 98 charges of conspiracy, fraud, money laundering and other accounts related to 2001 bankruptcy of Enron, the Houston based energy-trading firm. Pleaded guilty in 2004 to two conspiracy counts and cooperated with prosecutors.

Status Sentenced Sept 2006 to six years in prison and two years of full time community service

Jeffrey Skilling

Who: Former CEO of Eron

Tangle with law: convicted of 18 counts of fraud and conspiracy and one count of insider trading

Status: Awaiting sentence OCT 2006

Bernie Ebbers

Who: Founder, former chief executive officer of World Com

Tangle with Law: convicted on nine counts of fraud related to his telecom company’s $11 billion accounting fraud

Status: Sept 2006 started 25 years prison sentence

John Rigas

Who: Founder, former CEO of cable-television provider Adelphia Communications Corp

Tangle with the law: Stealing more than 4100 million and hiding more than $2 billion in debt from the investing public

Status: Remains free on appeal on a 15 year sentence to prison


Dennis Koziowski

Who: Former CEO of Tyco

Tangle with the law: Stealing $600 million from his company

Status: Sentenced to a New York state prison for 8 to 25 years. Fined $70 million and must pay $97 million to Tyco.


Joseph Nacchio

who: Former CEO of Quest Communications

Tangle with law: Involved in $100 million dollars of insider trade and 42 counts of fraud.

Status: Set for trail in 2007

Now ask the kids, what do you think happened to the employees of these companies that worked for and invested their money in these companies?
What are the possible effects on the wages in the community now that more workers are with out a job?
What effect do lower wages have in an area use to high wages? Remember: 90% of Americans live paycheck to paycheck.
Ask again, what are the responsibilities of our business leaders? Ask, the students are they practicing the skills of responsibility to be a successful

Lesson Four -Thinking and Learning Styles Assessment (continuing their leadership training)

Objective:


  • Identify information-processing style through the Thinking and Learning Styles Test.

  • Complete portfolio activity (they should already have the color test)


Materials:

  • Your Thinking and Learning Styles Test

  • Your Style of Learning and Thinking Score Sheet

  • Keirsey Temperament Sorter n Test directions and samples (ask kids to take prior to next lesson to discuss)

General Information:

Brain dominance theory asserts that each side of the brain is involved in different functions of mental activity and that one side ultimately prevails as individuals process information. Traditionally left -right brain functions are described as follows:

Left Brain


  • Processes language

  • Explains actions and emotions

  • Rational

  • Analytical

  • Sequential cognitive style ~ processes parts (sees the trees not the forest)

  • Logical

Right Brain



  • Visual-spatial problem-solving

  • Facial recognition

  • Creating and appreciating art and music

  • Recognizes non-verbal sounds

  • Understands metaphors

  • Holistic cognitive style -sees things as whole (sees the forest)

  • Intuitive

According to Eric Jensen in The Learning Brain (Turning Point Publishing, 1995) the latest left-right brain theory recognizes that "both sides of the brain are involved in nearly every human activity." Jensen explains that in daily activities the two hemispheres seem to cooperate naturally with each part making valuable contributions to our human effectiveness. The sides distinguish themselves "through timing and degree of involvement" in mental processing. Jensen explains that describing one side as logical or one side as creative is incorrect because "people can become very creative by following

and using logical options, patterns, variations, and sequences." For example, he explains how listening to another speak was traditionally considered a left brain activity because

that is the part of the brain that processes words, definitions and language. But in reality the right brain processes the inflection, tonality, tempo, and volume of the speech which

are in some ways more critical to the meaning of the conversation. Conversely, drawing, painting, and composing seem right-brained. However, Jensen points out that "artists

follow their own logic and rules about shapes, colors, and sounds." E'len though evidence now reveals the cooperative nature of these two mental domains, identifying a left or right brain dominance can help people understand why certain activities come easier and how to develop techniques for improvement in endeavors that are difficult. F or example, people

who identify themselves as right-brained (big picture people) might improve their ability to complete a job more successfully and thoroughly by forcing themselves to make a

sequential list of steps to follow (left brain activity), i.e., forcing the left brain to function for improved success. (Interesting fact: Jensen's research shows left brain traits tend to be more hereditary than right brain traits.)

Procedures:

I. Convey appropriate information from the general background above. Discuss and answer student questions as best you can.

2. Pass out copies of the test, briefly read the directions, and allow students about 10 minutes to complete.

3. Pass out copies of Your Style of Learning and Thinking Score Sheet. Help students

compute their results. You may want to read through this step by step if students get confused.

4. Students should now have identified their dominant learning style. Discuss the following:

A Do these results seem realistic to you?

B. In what ways do the results reflect what you actually do? Consider your choice of activities, your success in certain classes, your hobbies.

C. What information did these results bring to your attention that you had not previously considered?

D. What strategies might you employ to attain more success in activities that are difficult? (brainstorm)

5. After this brief discussion and reflection, instruct students to complete the Self-Profile Chart in the column under Left-Right Brain. Students should select the brain dominance traits they believe most important to them.

6. Direct students to work on an entry for their individual portfolios. Student should generate a list of characteristics revealed through the test that they believe accurately reflect their learning style. In a brief description, students should explain how they

know these traits are accurate by providing examples from their lives that demonstrate them exhibiting each trait. This self-reflection activity should go into the students' portfolios.

7. Explain homework. Handout directions for taking the Keirsey Temperament Sorter n Test. Explain directions and answer student questions. Stress that they must bring all three required printouts to the next class.


NAME DATE

YOUR STYLE OF THINKING AND LEARNING


CIRCLE A, B, OR C FOR THE DESCRIPTION THAT IS MOST LIKE YOU.

MARK ONL Y ONE LETTER FOR EACH QUESTION.




  1. I remember best… A. names

B. faces

C. both names and faces




  1. I prefer to have things explained to me…

  1. with words

  2. by showing them to me

  3. both ways




  1. I prefer classes… A. with one assignment at a time

  1. where I work on many things at once

  2. both ways




  1. I prefer… A. multiple choice tests

B. essay tests

C. both kinds of tests




  1. I am… A. not good at body language, I prefer to listen to what people say

  1. good at body language

  2. sometimes good, but other times not good




  1. I am… A. not good at thinking of funny things to say and do

B. good at thinking of funny things to say and do

C.sometimes good




  1. I prefer classes… A. where I listen to “experts”

B. in which I move around and try things

C. where I listen and also try things




  1. I decide what I think about things…

  1. By looking at the facts

  2. Based on my experience

  3. both ways




  1. I tend to solve problems…

A. with a serious, business-like approach

B. with a playful approach

C. with both approaches


  1. I like… A. to use proper materials to get the job done

B. to use whatever is available to get jobs done

C. a little of both




  1. I like my classes or work to be…

A. planned so I know exactly what to do

  1. open with opportunities for changes as I go along

  2. both planned and opened to changes




  1. I am… A. never inventive

B. very inventive

C. occasionally inventive




  1. I prefer classes when I am expected ...

A. to learn about things I can use in the future

B. to learn things I can use right away



  1. both kinds of classes



  1. I… A. would rather not guess or play hunches

  1. like to play hunches and guess

  2. sometimes make guesses and play hunches

15. I like to express feelings and ideas ...

A. in plain language

B. in poetry, song, dance, art

C. both ways



  1. I get insights from poetry, symbols, etc. ...

A. rarely

B. usually

C. sometimes
17. I prefer ... A. solving one problem at a time

B. solving more than one problem at a time

C. both equally

18. I respond more to people when. ..

A. they appeal to my logical side, my intellect

B. when they appeal to my emotional side, my feelings

C. both ways

19. I prefer to learn ... A. the well-established parts of a subject

B. about the unclear parts, the hidden possibilities

C. both ways

20. I prefer ... A. analytic reading, taking ideas apart and thinking about them separately

B. creative reading, putting a lot of ideas together

C. both kinds of reading

21. I prefer. .. A. to use logic in solving problems

B. to use "gut feelings" in solving problems

C. both equally

22. I prefer ... A. to analyze problems by reading and listening to experts

B. to see and imagine things when I solve problems

C. to do both

23. I'm very good at ... A. explaining things with words

B. explaining things with hand movements and actions

C. both

24. I learn best from teachers who ...

A. explain with words

B. explain with movement,and actions

C. have no preference

25. When I remember or think about things, I do so best with ...

A. words

B. pictures and images

C. both equally well

26. I prefer to ... A. examine something that is finished and complete

B. organize and complete something that is unfinished



  1. do both

27. I enjoy ... A. talking and writing

B. drawing and manipulating (handling) things

C. both equally

28. I am ... A. easily lost in finding directions

B. good at finding directions

C. not bad in finding directions, but not really good either

29. I am ... A. primarily intellectual

B. primarily intuitive

C. equally intellectual and intuitive

30. I prefer to learn… A. details and specific facts

B. from a general overview, to look at the whole picture

C. both ways equally

31. I read ... A. for specific details and facts

B. for main ideas

C. for both equally

32. I learn and remember ...

A. only those things specifically studied

B. details and facts in the environment not specifically studied

C. have noticed no difference in areas

33. I like to read ... A. realistic stories

B. fantasy stories

C. no preference

34. I feel it is more fun to ...



  1. plan realistically

  2. dream

C. both equally fun

35. I... A. prefer total quiet when reading or studying

B. prefer music while reading or studying

C. listen to music only when reading for enjoyment, not when studying

36. I would like to write ... A. non-fiction books


  1. fiction books

C. no preference

37. If seeking mental health counseling, I would prefer. ..

A. the confidentiality of individual counseling

B. group counseling and sharing of feelings with others

C. no preference for group over individual counseling

38. I enjoy ... A. copying and filling in details

B.drawing my own images and ideas

C. both equally

39. It is more exciting ... A. to improve something

B.to invent something



  1. both are exciting

40. I prefer to learn ... A. by examining

B. by exploring

C. both ways equally

41. I prefer ... A. Algebra

B. Geometry

C. both equally

42. I am skilled in ... A. sequencing ideas

B.showing relationships among ideas

C. both equally

43. I prefer ... A. dogs

B.cats

C. both equally

44. I... A. use time to organize myself and my personal activities

B. have difficulty in pacing my personal activities to time limits

C. pace personal activity to time limits easily

45. I have ... A. almost no mood changes

B.frequent mood changes

C.few mood changes

46. I am. .. A. almost never absent-minded

B.frequently somewhat absent-minded

C.occasionally absent-minded

47. I am strong. .. A. in recalling verbal materials (names, dates)

B.in recalling spatial material

C. equally strong in both


48. I am skilled in ... A. the statistical, scientific prediction of outcomes

B.the intuitive prediction of outcomes

C.equally strong in both

49. I prefer ... A. outlining over summarizing

B. summarizing over outlining

C. equally skilled in both


50. I prefer ... A. verbal instructions

B. demonstrations

C.no real preference

Dr. T. Roger Taylor, Curriculum Design for Excellence, Inc.,

P .0. Box 4!;>05, Oak Brook, IL 60522

TeI630-852-8883 Fax 630-325-3281 http://www.RogerTaylor .corn

Adapted by Torrance & McCarthy Copyright, Paul Torrance, 1980 Available through Jacob Javits Grants

YOUR STYLE OF LEARNING AND THINKING; RIGHT, LEFT, OR WHOLE BRAIN DOMINANT

LEFT (A's) RIGHT (B's) WHOLE BRAIN (C's)

1. Compute your B score ~ your A score. It can be a minus or plus.

2. If your C score is 15 or higher, divide your B minus A score

by 3. Round your score to the nearest number. The answer will be your score. It can be a minus or plus number .

OR

If your C score is from 9 to 14, divide your B minus A score by 2. The answer will be your score. It can be a minus or plus answer .

If your C score is less than 9, do not divide at all. Your B minus A score is your answer .

PLOT YOUR SCORE BELOW

A score of 10 = Whole brain dominance

A score of -1 to -6 = Whole brain dominance favoring the left

A score of + 1 to + 6 = Whole brain dominance favoring the right



A score of -7 or lower = Left brain dominance

A score of + 7 or higher = Right brain dominance


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