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\nLesson Planet Curated\n
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\nIn Sync Personal Development: Year 10\n

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\n\nFor Teachers\n\n10th\n\nStandards\n
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\nThe 10 lessons in the In Sync Personal Development unit module encourage high school sophomores to take personal responsibility for the changes in their lives and develop tactics to deal with these changes. Individuals set goals and...\n
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\n\"Our\n\n
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\nUniversity of Arkansas\n
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\nOur Responsibilities\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe fourth in a five-lesson unit examining human rights and personal responsibility asks class groups to investigate a current rights issue, and using the provided graphic organizer, summarize the issue, consider which rights are being...\n
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Lesson Plan
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\n\"Assessment\n\n
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\nUniversity of Arkansas\n
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\nAssessment and Discussion\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\n\"Without concerned citizen action to uphold them (human rights) close to home; we shall look in vain for progress in the larger world. . .\" Eleanor Roosevelt's comment is used to set the stage for the conclusion of a five-lesson unit...\n
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Unit Plan
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\n\"Managing\n\n
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\nCouncil for the Curriculum, Examinations and Assessment\n
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\nManaging Influences and Making Decisions\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nDoes patience help people become more responsible? Class members explore the topic with a What's It To Do With Me? quiz to assess their personal responsibilities. They engage in a whole-class discussion about pros and cons of instant...\n
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\n\"Jellybeans\n\n
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\nCurated OER\n
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\nJellybeans Up Your Nose\n

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\n\nFor Teachers\n\n5th\n
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\nJellybeans Up Your Nose, by Jeff Moss, prompts a discussion of responsible and irresponsible behaviors. After reading and discussing the poem, groups of fifth graders examine a Dr. Seuss-ism, from Geisel’s Seuss-isms, and report back to...\n
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Unit Plan
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\n\"Managing\n\n
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\nCouncil for the Curriculum, Examinations and Assessment\n
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\nManaging Change\n

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\n\nFor Teachers\n\n10th\n\nStandards\n
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\nLearning to embrace the opportunities and challenges change presents is the focus of the exercises and activities in this fifth session of a 10-lesson course on Social, Physical, Emotional, Cognitive and Spiritual (SPECS) health....\n
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\n\"Fabulous\n\n
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\nCurated OER\n
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\nFabulous Felines\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents create a list of pet needs.  In this personal responsibility instructional activity, students discover which items a cat needs in order to survive.  Students complete worksheets based on cat ownership.\n
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Lesson Plan
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\n\""When\n\n
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\nCurated OER\n
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\n\"When They Came for Me, There Was No One Left to Speak Up\" - Exploring Personal and Collective Responsibility in WWII\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents examine the underlying meaning of the phrase spoken by Pastor Martin Niemoller in 1945, \"When they came for me, there was no one left to speak up.\"  In this World History instructional activity, students share in a class...\n
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Worksheet
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\n\"Declaration\n\n
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\nCurated OER\n
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\nDeclaration of the Rights of Man\n

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\n\nFor Students\n\n6th - 10th\n
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\nAs your historians examine the French Revolution, have them read \"Declaration of the Rights of Man\" in its entirety; it's not very long, and it gives them a great authenticity to understanding the efforts of the French people. After...\n
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Printables
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\n\"RTI-\n\n
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\nRTI- Intervention Tracking\n

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\n\nFor Teachers\n\nPre-K - 6th\n
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\nSimplify record keeping on each of your charges with a chart that tracks the date, the intervention, the person or persons responsible, and the results of each intervention.\n
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\n\"Pride\n\n
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\nCurated OER\n
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\nPride and Prejudice: Darcy's Proposal to Elizabeth\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWhy did Elizabeth refuse Darcy’s first proposal? Was it pride or prejudice? Readers of Austin’s classic struggle with the significance of Darcy’s proposal and Elizabeth’s refusal by crafting personal response journals and sharing these...\n
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Study Guide
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\n\"Things\n\n
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\nCentral Oregon Community College\n
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\nThings Fall Apart Study Guide\n

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\n\nFor Students\n\n11th - Higher Ed\n\nStandards\n
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\n“There is no story that is not true.” And Chinua Achebe’s Things Fall Apart, uses proverbs (“. . .the palm-oil with which words are eaten”), a compelling tragic hero, and historic events, to engage readers in the truth of his story of...\n
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Lesson Plan
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\n\"Personal\n\n
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\nCurated OER\n
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\nPersonal Response to the European Ghetto\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents examine the characteristics of the ghettos during the Holocaust. Reading various texts on the subject, they gather important information related to the event. They create a visual project of the ghettos and shares them with...\n
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\n\"Doing\n\n
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\nCritical Thinking Cooperative\n
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\nDoing Our Share\n

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\n\nFor Teachers\n\n1st - 4th\n\nStandards\n
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\nWhether at home or in the classroom, each member of a community has certain responsibilities they must tend to. With the help of the children's story Piggybook by Anthony Browne, kids learn how to assign jobs in a fair and safe...\n
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PPT
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\n\"Happy\n\n
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\nCurated OER\n
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\nHappy Game: Citizenship\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nPlay a game to quiz your kids on what they know about citizenship. There are 10 questions that cover topics ranging from responsibility to volunteerism. The game is cute, interactive, and perfect for second through fourth graders.\n
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\n\"Stop,\n\n
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\nCurated OER\n
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\nStop, Think, Go!\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nShow this presentation to your learners at the beginning of the school year and they'll know just what to do when they are having a hard time making good decisions. This resource asks students to remember to use their own personal...\n
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\n\"Ups\n\n
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\nCurated OER\n
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\nUps and Downs in Relationships\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nA thought-provoking presentation explores relationships and personal responsibility. Learners discuss terms such as loyalty, responsibility, fairness, and discuss knowing how to \"do the right thing.\" Though brief, some good class...\n
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\n\"Pressures\n\n
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\nCurated OER\n
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\nPressures and Responsibities\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents recognize some of the physical dangers of smoking. They discuss personal responsibilities regarding smoking and peruse magazines and newspapers to find at least one tobacco advertisement.\n
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\n\"Dating\n\n
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\nCurated OER\n
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\nDating Behaviors and Refusal Skills\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nSaying no to sex means an individual has the power to decide when he/she is ready to engage in the act, on his/her own terms. Pupils discuss waiting until they are married to have sex, what sexual values are, and how to say no to sexual...\n
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\n\"Executing\n\n
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\nCurated OER\n
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\nExecuting Justice\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore the reasons for postponing the execution of Timothy McVeigh, assess key legal definitions in relation to the case, and formulate personal responses.\n
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\n\"Different!\n\n
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\nCurated OER\n
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\nDifferent! Diverse! Dynamic! Lesson 2: Teaching Peace Through Literature And Song\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents investigate bullying and discrimination and draw pictures of a personal response to being bullied. They read Thank You, Mr. Falkner by Patricia Polacco, to determine the philosophic act that the main character performs. They...\n
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Worksheet
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\n\"Leaving\n\n
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\nCurated OER\n
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\nLeaving Things Behind\n

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\n\nFor Students\n\n10th\n
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\nFor this World War II worksheet, 10th graders read about life in a Japanese internment camp.  Students give personal response and opinions in 5 short answer questions.\n
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\n\"In\n\n
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\nAllen & Unwin Book Publishers\n
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\nIn the Skin of a Monster\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nKathryn Barker's In the Skin of A Monster explores how a school massacre impacts a community. Unfortunately, the events depicted are all too familiar to many. This teacher's guide for Barker's novel offers activities that enable readers...\n
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\n\"Understanding\n\n
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\nCurated OER\n
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\nUnderstanding the Body, Day 3: Sexual Health and Hygiene\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents identify the components of good hygiene and the consequences of poor hygiene. They practice using different hygiene tools and discuss how often they should be used. They discover that hygiene is a personal responsibility.\n
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