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FACILITATOR GUIDE
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Table of Contents
GEAR UP-2-COLLEGE & CAREER
FA C I L I TAT O R G U I D E
Program Profile
9th Grade: What Does a College & Career Ready Student Look Like?
Interpersonal Skills and Behavior..................................................................... Tab 1
Lesson 1: Mrs. Easley’s Nine Boxes
Lesson 2: It’s All About You
Lesson 3: The Ones Who Care
Lesson 4: Cultural Diversity
Lesson 5: Global Thinking
Financial Literacy................................................................................................ Tab 2
Lesson 6: Grades Matter-Getting Ready for College
Academic Discipline........................................................................................... Tab 3
Lesson 7: Academic Integrity And Your Future
Lesson 8: Time- A Fleeting Asset
Problem Solving/ Critical Thinking.................................................................... Tab 4
Lesson 9: Developing a Process for Problem Solving
Lesson 10: Following Direction in Our Lives
Communication................................................................................................... Tab 5
Lesson 11: Communication 101
Lesson 12: When and Where to say What?
Lesson 13: Introduction to Public Speaking
College and Career Options............................................................................... Tab 6
Lesson 14: Types of Colleges
Lesson 15: My Thoughts About Colleges
Personal Finance................................................................................................. Tab 7
Foundations in Personal Finance: Relating With Money
Lesson 16:
Lesson 17:
Lesson 18:
Lesson 19:
Lesson 20:
Lesson 21:
Nerd or Free Spirit?
Men, Women, & Money
Creative Debating
Making Allowances
Financing a Family Vacation
Money in Review
Facilitator Resources.......................................................................................... Tab 8
Recommended and Condensed Delivery Timelines
Web and Video Links
Classroom Materials
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The development and duplication of this curriculum was paid for by the U.S.
Department of Education GEAR UP funds. The GEAR UP Kentucky 3.0
program is administered by the Kentucky Council on Postsecondary Education.
For more information, visit http://gearupky.org.
© Kentucky Council on Postsecondary Education, 2013
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Direct Services to Students and Parents
GEAR UP-2-COLLEGE & CAREER
The Program Strategy
GEAR UP-2-College and Career is a customized college and career
planning curriculum that addresses the skills and knowledge students
need to succeed in school and life. The goal of GEAR UP-2-College
& Career is to support students in graduating high school college and
career savvy and prepared to meet the cost of college. This multiple
modular curriculum offers students and parents an understanding of
the complex college selection and admission process, the available
financial aid options, the academic requirements for college-level work,
and the cultural differences between secondary and postsecondary
education. The curriculum builds and expands upon the success
skills introduced in the GEAR UP-2-Learn middle school curriculum
and includes financial literacy instruction at each grade level including
personal economics and money management. Customized textbooks
include The Skinny on College and Dave Ramsey’s Foundations in
Personal FInance.
Intended Audience
All students grades 9 - 12.
What Students & Schools Get
Students and parents will receive:
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20-hour college planning course each year with customized
textbooks
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Supervised, in-depth use of an online Individual Learning Plan
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Personalized financial aid calculators
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Career Expos/events, campus visits, and complimentary activities
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Assistance to complete college and financial aid applications
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Materials/workshops to help parents provide in-home support
and guidance.
Schools will receive:
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Customized college and career planning model curriculum and a
playbook/facilitator guide
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GUK-sponsored in-school staff: Student advisors (ratio of 250:1)
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Technical assistance to implement curriculum
Time Frame
The delivery of the curriculum to GUK high school students begins fall
2013 and will continue through the end of the grant. The curriculum is
structured in 45-minute lessons, but designed to be flexible to allow for
multiple delivery formats. With all grade levels combined, the curriculum
offers 80 hours of instruction in college and career readiness skills.
GEAR UP Kentucky
Kentucky Council on Postsecondary Education
1024 Capital Center Drive, Suite 320, Frankfort, KY 40601
p 502.573.GEAR
f 502.573.1535
www.gearupky.org
Program Partners
• Kentucky Higher Education Assistance Authority
• Kentucky Department of Education
• The LAMPO Group (Dave Ramsey)
• Premiere Publications
• Kentucky postsecondary institutions
Curriculum Themes by Grade
9th grade: Setting the Vision
What does a college/ career ready student look like?
10th grade: Setting the Path
How do I become a college/career ready graduate?
11th grade: The Reality of College Readiness
What does it take to survive a semester of college?
12th grade: Sustaining Goals for College Readiness
How do I transition to being a successful college student?
Measuring Success
Student participation and outcomes will be measured in multiple ways:
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Class attendance
Class participation and engagement
Class assignment completion
Completion of college and financial aid applications
Course completions and rigorous course-taking
Academic performance (GPA, PLAN and ACT scores)
College enrollment
the 5 strategies
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Module
Direct Services to Students and Parents
GEAR UP-2-COLLEGE & CAREER
9th
10th 11th 12th Examples of what students will learn
COMMUNICATIONS
INTERPERSONAL SKILLS
AND BEHAVIOR
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How to display a positive mental attitude
How to recognize strengths in self and others
How to deal with personal failure
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The qualities of a team player
How to leverage diversity to the team’s advantage
How to participate in group decision making
Accountability
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How to give/receive critical feedback
Respect other individuals opinions
Strategies for making ethical decisions
PERSONAL AND PROFESSIONAL
NETWORKING
COMMUNITY SERVICE
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How to build a strong network
Social networking etiquette (do’s and don’ts)
Persistence and job search skills
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Choosing the right volunteer opportunity
Connecting community service to career goals
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College and career options
Connecting academic goals to career aspirations
How to fill out a college application
Understand support services offered to college students
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Qualities of an effective leader
Different leadership styles
How leadership and academic success intertwine
Leadership opportunities in high school/college
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Financial aid- options & application process
Personal finance and money management
Relating with money
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Effective study skills and test taking strategies
Time management, organization and prioritizing
Academic integrity
COLLEGE AND CAREER OPTIONS
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LEADERSHIP
FINANCIAL LITERACY
ACADEMIC DISCIPLINE
Public speaking skills
Interpersonal and small group communication
Nonverbal communication and active listening
Critical writing skills
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TEAMWORK/COLLABORATION
PROBLEM SOLVING AND
CRITICAL THINKING
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The GEAR UP Kentucky Vision:
Every Student Prepared for College Success
GUK
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Interpersonal Skills & Behavior
Lesson 1: Ms. Easley’s Nine Boxes
Objectives:
• Understand the importance of living our lives with balance
• Develop a plan for change
Technology Requirements:
Computer and projector to display Kentucky’s College and Career Readiness definition (IF handout is not used)
Facilitator Notes:
It is important that this lesson be the first lesson conducted with students, since it contains an orientation to the entire
curriculum.
Lesson Prep:
1. Make copies of What’s In Your Nine Boxes worksheet for class
2. (Optional) Make copies of “Colleges and Employers Seek Well-Rounded Applicants, Not Just Busy Ones” article
for class
3. Have College and Career Readiness definition available for class display
Overview (45 minutes)
Orientation 5 minutes
Defining Career & College Readiness 10 minutes
Activity: Nine Boxes 15 minutes
Group Discussion 10 minutes
Activity: Setting Goals 5 minutes
Optional: ExtensionHOMEWORK
Orientation (5 minutes)
Script: “Welcome to GEAR UP 2 College and Careers. Today you’ll begin setting the vision for your future. For each
of you, this vision and the path you’ll take to achieve that vision will look different, although some of your goals and
obstacles may be similar. At the end of this course, you should be able to explain what a college and career ready
student looks like.”
Defining Career and College Readiness (10 minutes)
Activity: Have students take out a scrap piece of paper and write down their definition of “college and career readiness.”
Script: “College and career readiness is a term that you’ll hear frequently over the next four years. But it won’t mean
much to you if you don’t understand what it really means. Take out a sheet of paper and write down what you think it
means to be college and career ready.”
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Give students a couple of minutes to write their definition. Once students have written their definition, ask them to
turn and share their definition with a partner. After discussing their definition with a partner, give them a minute or two
to revise their definition.
As students are sharing and revising, display KDE’s definition of college and career readiness on the board or projector screen for students to read:
What is Kentucky’s definition of college readiness?
College readiness is the level of preparation a student needs to succeed in credit-bearing courses in college. “Succeed” is defined as completing entry-level courses at a level of understanding and proficiency that prepares the student
for subsequent courses. Kentucky’s system-wide standards of readiness guarantee students access to credit-bearing
coursework without the need for remediation in high school or college coursework or intervention programming.
What is Kentucky’s definition of career readiness?
Career readiness is the level of preparation a high school graduate needs to proceed to the next step in a chosen
career, whether that is postsecondary coursework, industry certification, or entry into the workforce. According to the
Association of Career and Technical Education (ACTE), career readiness includes core academic skills and the ability
to apply those skills to concrete situations to function in the workplace and in routine daily activities. Employability skills
and technical, job-specific skills related to a specific career pathway are essential in any career area.
Ask one or more students to read this information out loud to the class. Once this has been completed, ask students
to underline the parts of their own definitions that are similar to the state definition. At the conclusion of this activity,
students need to put their names on their definitions and pass them in to the instructor, who will keep them until the
final class period. (Instructors should plan to revisit this definition with students during the final class period, allowing
students to once again revise their definition based on what students have learned during the class.)
Activity: Nine Boxes (15 minutes)
Script: “As you can see, college and career readiness means developing a set of skills that will be useful for success in postsecondary education and the workforce. One skill that successful students share is the ability to balance
multiple responsibilities and obligations. The following activity is designed to give you with a clear look at the things
that are important to you and how you spend your time on those things.”
Pass out the What’s In Your Nine Boxes worksheet to students. Provide the following instructions, giving students
time to work on each step before moving on to the next step.
1. List 9 things in your life that are important to you. Write one item in each square on the worksheet until all the
squares are filled.
2. In the top left hand corner of each box, rank the priority of each item you’ve listed. The most important item on
your list should have a 1 in the top left corner of that box, and the lowest priority should have a 9.
3. After looking at your completed chart, go back and rank the items according to where you spend the most time.
For example, if you spend the most time with your friends, then place a 1 in the top right hand corner of that
square.
Group Discussion (10 minutes)
Discuss the following questions with the class:
1. What did you learn from this exercise?
2. What things do you feel need to shift in your life?
3. How does this priority box relate to being a college and career ready student?
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Activity: Setting Goals (5 minutes)
Have students complete the final reflective question on their worksheet. If there is time, allow volunteers to share
their responses with the class.
Extension Activity (OPTIONAL activity to complete outside of class):
The article (“Colleges and Employers Seek Well-Rounded Applicants, Not Just Busy Ones”) following this lesson is
a great discussion on the myth of the “well-rounded student.” This article provides a great bridge to the information
discussed in the next lesson. Instructors can provide students with a handout (or a link to the webpage) and ask
students to read the article before the next class period.
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DEFINING COLLEGE AND CAREER READINESS
What is Kentucky’s definition of college readiness?
College readiness is the level of preparation a student needs to succeed in credit-bearing
courses in college. “Succeed” is defined as completing entry-level courses at a level
of understanding and proficiency that prepares the student for subsequent courses.
Kentucky’s system-wide standards of readiness guarantee students access to creditbearing coursework without the need for remediation in high school or college coursework
or intervention programming.
What is Kentucky’s definition of career readiness?
Career readiness is the level of preparation a high school graduate needs to proceed
to the next step in a chosen career, whether that is postsecondary coursework, industry
certification, or entry into the workforce. According to the Association of Career and
Technical Education (ACTE), career readiness includes core academic skills and the ability
to apply those skills to concrete situations to function in the workplace and in routine daily
activities. Employability skills and technical, job-specific skills related to a specific career
pathway are essential in any career area.
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Interpersonal Skills & Behavior
Colleges and Employers Seek Well-Rounded Applicants, Not Just Busy Ones
Today students may find themselves caught up in the competitive race for college acceptance or a full time job.
Many students push to be involved in as many activities as possible to catch the attention of admissions officers or
employers. After achieving top grades and test scores, “building a resume” is now being viewed as a top priority.
Is this really what is necessary to gain admission to college or get hired for a job?
The consensus of admissions officers and employers is actually a resounding, “No!” What is far more captivating
to these decision-makers are the applications of well-rounded students who have been discovering and developing
their talents and interests. The most intriguing students are those who forgo a long list of superficial involvements,
and offer a select but diverse list. Whether members or leaders of an organization, they can describe in detail what
they did, what they accomplished, and what they learned from their experiences, even if an event or project didn’t
work out. These are students who have worked with others to achieve a goal, improve a situation or make a difference. Colleges and employers seek students who have gained some depth of experience in activities that genuinely
reflect their abilities and interests. They are looking for commitment and quality, not quantity.
The 3 R’s of Being Well-Rounded
Three themes run through track records of well-rounded students: responsibility, resilience, and resourcefulness.
• High school seniors named to the 2012 Chicago Tribune All-State Academic Team were recently profiled
in an article in the Tribune. As a member of the baseball team, one student learned how to recover quickly
from his mistakes.
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Another student, accomplished in art and music, wanted to encourage the creative expression of others.
She created opportunities for younger students to share their artwork, writing and music with appreciative
audiences.
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A third student, himself an athlete, volunteered with an organization that provides physical and visually
disabled athletes opportunities to participate in sports.
All the students on the Team used their time in high school to learn and demonstrate leadership skills. Whether as
head of a group or participating group member, they know how to work effectively with others to accomplish a goal.
Often their choice of activities included helping others rather than just developing a talent for themselves.
How Does a Student Become Well-Rounded?
Parents can help students become well-rounded by being strategic and doing some backwards planning. As eighthgrade students prepare for their first year of high school, the timing is perfect for parents to initiate a conversation
about activities to consider in high school. Each child is unique. Some may prefer more extraverted or competitive
activities, others may be social or helpful. Some students enjoy deeper learning or creative expression. Others may
find earning and saving money important to their goals. Explore what is available in your school, community and
other organizations.
Students entering college typically have even more diverse opportunities for involvement. It’s not unusual to have
over 200 student organizations on a large university campus! Many options could include their current interests such
as music, dance, math club, or sports. Or open the door to a wide range of clubs and organizations such as anime,
law, different cultures, environmental issues, and more. Students are at an age where they may become involved in
organizations providing community service like Kiwanis’ Key Clubs or Club Interact sponsored by the Rotary Club.
Volunteer opportunities abound, from groups that assist in soup kitchens, provide tutoring for local children, or prevent bullying, substance abuse or domestic violence.
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Interpersonal Skills & Behavior
This is also a perfect time for students to participate in career-related groups like Future Teachers, Model United Nations, and Architecture Club on the high school level; Pre-Law Club, Accounting Society, and Physical Therapy Club
on a college campus. Beyond the satisfaction of using talents and making a contribution, another advantage of being
engaged in extracurricular activities is to provide students with the experience and opportunity to manage their time,
priorities, and keep balance in their lives. They will use these self-management skills for the rest of their lives.
Another characteristic activity of well-rounded students is having a part-time or summer job. Here, in the context of
an actual workplace, they can learn job-related, customer service, and conflict resolution skills, and take on increasing levels of responsibility. Colleges and employers always look favorably on students who have work experience
of some kind, and have earned a percentage of their college expenses. When students have identified a career
direction for themselves, they are able to seek out a job within their career field, giving them an excellent introduction
to their future career. Some students are introduced through a part-time or summer job to a job or industry that later
becomes their career. Other students start their own businesses, gaining experience in entrepreneurship.
Cultivating Well-Roundedness in Teens and Young Adults
Parents, teachers and other adults can be instrumental in helping students become well-rounded.
1. Be selective in choosing involvement
Advise students: Don’t do things just to do them. See the involvement as an investment, contribution or exploratory step.
2. Develop their known strengths - and perhaps try something new
Help students identify their talents and the kinds of activities where they can use them. It takes time to build
skills that lead to independence and mastery. On the other hand, making time to try something completely new
and different will teach them something about themselves and their learning process.
3. Help students reflect on their experiences
There is so much to do, students don’t always get a chance to reflect on what they are doing and how they feel
about it. Questions like “What worked well?” “What didn’t?” and “What would you do differently?” is a way to get
teens to think about their experiences and what they have learned. These answers provide the anecdotes and
stories for interviews.
Finally, know that admissions officers and hiring managers are skilled at evaluating student applications and take
their responsibilities seriously. In the same way that you established criteria to define a “good fit” for your top choice
for college or employment, these professionals also have defined the criteria that identify which applicants will be a
good fit for their campus or company. Students can help these staff members make sound decisions by submitting
application materials that accurately communicate who the student truly is and what they can contribute to a college
or workplace.
© Copyright 2012, Career Vision. Article may be reprinted with permission.
Source: http://www.careervision.org/about/Well_Rounded_Applicants.htm
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Interpersonal Skills & Behavior
What’s In Your Nine Boxes?
Name___________________________
Directions
1. List 9 things in your life that are important to you. Write each item in one of the squares on the worksheet.
2. In the top left hand corner, rank the priority of each item you’ve listed. The most important item should receive a
1, and the lowest priority item should receive a 9.
3. After looking at your completed chart, go back and rank the items according to what you spend the most time
on. (If you spend the most time with your friends, then place a 1 in the top right hand corner).
Questions
1. What did you learn from this exercise?
2. What things do you feel need to shift in your life?
3. How does this priority box relate to being a college and career ready student?
Setting Goals
Evaluate your priority boxes based on the goals you have set for yourself. Do your priorities support the goals you
have set? In the space below, explain the relationship between your priorities and your goals.
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Interpersonal Skills & Behavior
Lesson 2 (Day 1): It’s All About You
Objectives:
• Recognize and build one’s personal strengths
• Relate experiences in high school to later success in college and life
Facilitator Notes: This lesson consists of two days of activities. The first day should follow the lesson “Mrs. Easley’s
Nine Boxes,” and a second day should be scheduled about two weeks after this lesson. See the Recommended
Delivery Timeline (Tab 8) for a recommended order of events.
Technology Requirements: Access to the school website and other social media outlets is suggested but not
required. If school policy allows it, students can access this information on personal devices. Otherwise, online
research can be completed outside of class as part of the group assignment.
Lesson Prep:
1. Prior to the start of class, prep the classroom by copying the four signs (Passion, Well-Rounded, Both, Other)
and taping one to each wall of the classroom.
2. Photocopy and cut apart the Admission Responses. Make sure you have one response for each student in your
class. Some students may have the same responses – that’s okay.
3. As students enter the classroom, they should see the following question on the board: “Do colleges want wellrounded students or those with a passion?”
Overview:
Day 1 (45 minutes)
Bellringer Activity: What Kind of Student? 15 minutes
Reading/Activity30 minutes
Activity (15 minutes)
As students enter the classroom, hand them an Admission Response. Tell students to take their seat and quietly
read the response. After reading, ask students to flip their paper over and write a quick reaction (agree/disagree and
why?) on the back of the paper.
Once all students have finished writing, ask them to stand under the wall sign that matches how their Admission
Response answers the question on the board. For example, the response from Berea College argues that PASSION
is most important, so the student with that response should stand under that sign. After all students have found their
place, ask each group to quickly discuss their responses and to come up with a brief statement that summarizes the
main point of the responses in that group. Each of the 4 groups should share with the class.
Now, ask students to move to the sign that answers the question based on THEIR own reaction to the question. Give
students time to move and then repeat the one sentence summary activity.
Activity: It’s All About You, So What Can You Do? (30 minutes)
Pass out It’s All About You worksheet to students. Have students read the following to themselves, or have students
volunteer to read out loud to the class:
“In High School, It’s All About You, a high school counselor once said, “The good thing about being a freshman
is all of your choices are in front of you…..you just have to make the right ones.” A college and career ready
student recognizes the importance of exploring their interests as early as their freshman year. Involving oneself
in extracurricular activities is a productive way to assess your likes and dislikes. It’s also a great way to meet new
people and build your networking circle. The key to successful exploration is not being afraid to try something new.
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High school is the perfect time to find out about yourself; to become your own person, to think your own thoughts. To
do that, you have to draw upon YOUR experiences, not anyone else’s! The more things you do, and the more you
try different things, the more you will know yourself. Let’s take a look at your school and see what opportunities are
available to you!”
Facilitator instructions: The objective of this activity is to have students seek out extracurricular opportunities
available in the school and local community.
Students will work in groups (recommended size is 2-3 students per group) to complete this activity. Students can
obtain information from the school web site, newspapers, or any other type of social media to answer the questions
on the worksheet and to identify additional opportunities.
Students should interview at least one person for each question and then combine their responses into a class
presentation. The form of the presentation should be left up to the students – they can make a poster, a video, a
Powerpoint, a newsletter, a skit, or any other format they prefer (the more creative, the better!) They will report their
findings in a follow-up class period assigned by the facilitator.
During the class time allotted for this activity, students should work to answer the questions as fully as possible. In
addition, students should develop a plan that divides the interview process among the group members, determines
the questions to be asked during the interview, and identifies the format of the final presentation. The instructor
should set a time limit for the final presentations (recommendation is 5-7 minutes, based on the size of the class and
number of groups).
As the students work, the facilitator should be moving around the room, checking in with the groups. The following
questions can be used to help guide group work:
• What are activities that can be identified now?
• What are some involvements of the students now in school and in the community?
• What plan does each working group have for collecting more information about the activity questions?
• How will the students present this information to the class? What materials will be needed for the presentation?
• What work will need to be completed in order to have the presentation ready by the assigned due date?
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Interpersonal Skills & Behavior
Admission Responses
Angel B. Perez
Director of Admission
Pitzer College, CA
Many students feel that they have to compile a very long list of activities in order to get into college, but as I read
applications, I look for trends and more importantly, passion. You can tell when a student has joined 15 clubs and
organizations in high school just to make the extra curricular page of the college application look long. Colleges are
more interested in the students passion, the authenticity of the students involvement, and the impact they’ve had in
their communities, teams, or organizations. Sometimes that means they’ve only done 1 or 2 things, but they’ve been
involved in a way that has fundamentally impacted those organizations. That to me, is more important than being
involved in 20 clubs and not having impacted any.
Eileen Brangan Mell
Director of Public Relations
Worcester Polytechnic Institute, MA
We are always suspicious of students with laundry lists of extracurricular activities because it suggests that the
student is not developing an in-depth engagement with any one activity. Also, it suggests a level of frenetic busyness that may be more about building a college resume than about genuine interests on the part of the student.
That said, we do encourage exploration on the part of young people and recognize that student interests can
change rapidly. At a recent national conference, I heard the college counselor at a highly respected private school
bemoaning the fact that many students squander their high school years “majoring in College X.” In other words,
students get so caught up in making a good impression, that they lose sight of the real goal, which is to develop
their talents and their interests and to have fun. Who knows, with an attitude like that, they may even get admitted to
college.
Henry Broaddus
Dean of admission
College of William & Mary, VA
Although it’s generally true that we’d rather see substantive achievements in fewer activities than broad involvements
in many, there’s still room at even the most selective places for students who have not found their passion.
Sometimes it’s refreshing to see the student who, for example, gave up the violin he had been playing for years,
because he wanted the time to try soccer. Continuity is not a virtue unto itself. Scattered evidence of a curious mind
can be more impressive than singular achievements from routinized commitments.
Jerome A. Lucido
Vice Provost for Enrollment Policy and Management and Executive Director, Center for Enrollment Research,
Policy, and Practice
University of Southern California
There simply is no mold for “what admission directors are looking for.” Some students are highly focused; others are
exploring every day of theirlives. We want both kinds of students. It is true that one can demonstrate commitment
and achievement by dedicating oneself to a singular activity, butthis is only one thing that may be attractive to an
admission committee.The important thing is to design your activities to develop and test your interests, not to please
a distant admission official.
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Interpersonal Skills & Behavior
Christine Mica
Dean of University Admissions
The Catholic University of America, Washington D.C.
Yes, it is still true our admission office looks for students who dedicate themselves in an area like service, leadership
(church, fundraising, having a job, etc) and are able to make a noticeable difference (in terms of their own thinking or
in terms of helping others). A “laundry list” of activities just to boost the resume is not what we are looking for.
Erika Vardaro
Director of Undergraduate Admission
Bentley University, MA
We still don’t want to see lengthy resumes that are all over the map. Passion may be a strong word because
there are some kids who aren’t “passionate,” but instead have a sincere interest in something. We want to see
commitment.
Ken Huus
Dean of Admissions
Sweet Briar College, VA
Students who have resumes all over the map either are doing those activities just to pad a resume or are
unable to commit to anything for a period of time. Students who have a demonstrated passion for something are
communicating through their actions an ability to commit and a level of self-confidence (“This is who I am, take it or
leave it.”). Generally colleges view high school records as the foundation for how that student is going to behave
on our campus - if she demonstrates an ability to be a successful student, we believe she’ll be a good student in
college; if she is committed to something throughout high school, we believe she’ll remain committed to that activity
in college (or something similar); if she bounces from one thing to another without any direction, we believe she’ll
bounce around without any direction in college (and this isn’t generally perceived as a good thing).
Donna Hoyt
Dean of Admission
Pace University, NY
Whether a student has a passion such as working for Habitat for Humanity for the past 4 years or working for 4
different organizations, there is no preference in that student based on essay topic. It’s about how they express their
stand on the topic they chose because after all, it takes diversity in a student body to make a university what it is.
Luke Hodson
Director of Admissions Operations
Berea College, KY
In the end, we’re looking to offer admission to students who are the most likely to graduate. Although there’s merit
in being well-rounded or having a variety of interests, there is something special about a student who has been
focused and successful in one area. We would rather see someone who has made a significant contribution to one
organization than a student who has joined a multitude of organizations without taking the time to be deeply involved
in any of them.
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Interpersonal Skills & Behavior
Tony Bankston
Dean of Admissions
Illinois Wesleyan University
The way I describe this to families is like this: I’d rather see a student with four activities in which they hold some
type of leadership position or more active type of role than a student who puts down eight activities and it just says
“member” for each one. Students who have a passion for something are significantly more likely to make a more
significant contribution to the campus community. They are not only more likely to get involved, but they are also
more apt to bring new initiatives to campus or bring about improvements to existing clubs or programs. Passion is
more likely to breed action.
David Lesesne
Dean of Admissions and Financial Aid
Randolph-Macon College, VA
I think admissions directors do prefer depth over breadth, but that is not to the exclusion of students that do many
things well. This issue often gets framed as the well-rounded kid vs. the angular kid. You certainly do see what I
call “serial participators” who are in every club and organization to either get their picture in the yearbook the most
times or perhaps stuff their resume for the college application. That superficial participation can’t be sustained in
college and is not impressive. But applicants should not panic if they have not truly found their passion yet. College
is not a bad place to find one’s passion. I am just as impressed by the student who is engaged in several activities,
including holding a job, as I am a student who has a singular passion. The key is, are they a dedicated student
who can balance their responsibilities and are they likely to take advantage of the transformative experiences and
opportunities on my campus.
Lorne T. Robinson
Dean of Admissions and Financial Aid
Macalester College, MN
Regarding activities, interests, and passions, I’d have to say that the “social engineering” part of my job in putting
together an interesting incoming class each year involves gathering together people who are both specialists and
generalists in their interests and activities. A “well-rounded class” is different than a class full of well-rounded people,
so we definitely want people who have particularly strong passions.
At the same time, any well-rounded class at a highly selective college like Macalester will include a good number
of people who just seem to be involved in everything . So, contrary to popular belief, I’d say there’s no one “right”
pattern of activity that we’re looking for here. Bottom line advice for both issues above: be yourself and the colleges
that are most likely the best “fit” will be the ones most likely to offer you admission.
Source: http://voices.washingtonpost.com/answer-sheet/college-admissions/question-3-do-colleges-want-we.html
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PASSION
WELL-ROUNDED
BOTH
OTHER
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Interpersonal Skills & Behavior
It’s All About You
NAME: ______________________
In High School, It’s All About You, a high school counselor once said,
“The good thing about being a freshman is
all of your choices are in front of you…..
you just have to make the right ones.”
A college and career ready student recognizes the importance of exploring their interests as early as their freshman
year. Involving oneself in extracurricular activities is a productive way to assess your likes and dislikes. It’s also a
great way to meet new people and build your networking circle. The key to successful exploration is not being afraid
to try something new. High school is the perfect time to find out about yourself; to become your own person, to think
your own thoughts. To do that, you have to draw upon YOUR experiences, not anyone else’s! The more things you
do, and the more you try different things, the more you will know yourself. Let’s take a look at your school and see
what opportunities are available to you!
Directions:
a) As a group, answer the following 4 questions.
b) Interview one person in your school or community (teachers, staff, students, parents, career professionals, etc)
about their involvement in an activity available in your school or community. You will interview a total of 4 people, one
for each of the areas below.
c) Present your interview findings to the class (DUE DATE: ___________) in a creative format: newsletter,
Powerpoint, skit, video, song, etc.
1. What types of fun or academic clubs or organizations are available at your school?
2. What social activities/special events happen at your school?
3. What athletic/sports opportunities are available at your school?
4. What are possible club/organizations, social activities/events, sports or work opportunities available in your
community?
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Interpersonal Skills & Behavior
1
Lesson 2 (Day 2): It’s All About You
Facilitator Notes: This lesson is Day 2 of a 2-day lesson. It should take place about two weeks after Day 1.
Technology Requirements: Student groups may have individual technology requirements for their presentations, but
they should make these arrangements on their own (or with you in advance).
Lesson Prep: None required unless student groups have requirements that need to be taken care of in cooperation
with the facilitator before class
Overview: Day 2 (45 minutes) Student Presentations
35 minutes
Class Discussion/Reflection
10 minutes
Extension Activity (Optional)
Homework
Student Presentations (35 minutes)
Allow students to present their interview findings to the class.
Class Discussion/Reflection (10 minutes)
The facilitator can choose to either discuss the following questions with the entire class after the presentations have
concluded OR the facilitator can ask one question of each group after they finish their presentation.
Facilitator Questions:
• What activities have you become interested in as a result of this experience?
• How have you seen the connection between extracurricular involvement and college and career readiness?
• What has been the benefit of this involvement? How have you grown from this experience?
Exit Slip:
Have students respond to the following question on a slip of paper and give it to you before leaving the class. Stand
at the door or the front of the class to take these from students as they leave (or designate an area where students
can place them before leaving class).
As a result of this activity, what school and community activities do you want to further explore? Why?
Extension Activity (Optional Homework):
Encourage students to explore the FRESHMAN: EXPLORE YOUR INTERESTS section of the KnowHow2GoOKy
Website: http://www.knowhow2go.org/freshmen_explore.php
Resources and References
Jim Randel and Carol Randel, The Skinny On College Success, School Specialty, Inc., for GEAR UP Kentucky, 2013.
Brenda Owen, Carol Eicher, Carol Gabbard, and Susan Young, E-Mentoring 4 A Purpose/Awareness 4 College/Career, Level I &
Level II Curriculum, (for GEAR UP Kentucky II), Eastern Kentucky University, College of Education, Richmond Kentucky, 2007-2009.
Valerie Pierce with Cheryl Rilly, Countdown To College: 21 ‘To Do Lists’ for High School (Step-by-step strategies for 9th, 10th, 11th,
and 12 graders). Front Porch Press, Lansing, Michigan, 2nd Edition 2009.
www.scholarships.com/resources/college-prep/preparing-for-college/
www.scholarships.com/resources/college-prep/preparing-for-college/why-students-don’t-go-to-college/
www.knowhow2goky.org
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Interpersonal Skills & Behavior
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Lesson 3: The Ones Who Care
Objectives
• Associate a positive attitude and confidence with school success
• Recall positive communication experiences with friends and adults
• Cite caring for others as a way to boost the self-image of themselves as well as others
Facilitator Notes:
None.
Technology Requirements:
A classroom computer/projector combo can be used to display the questions for Activities #1 and #2. However, the
facilitator can also just write these items on the whiteboard.
Lesson Prep:
1. Have the questions for Activity #1 written on the board or displayed on screen when students enter the room.
2. Make copies of The Ones Who Care worksheet OR have questions ready for display.
Overview (45 minutes)
Facilitation/Group Discussion/Reflection for:
Activity 110 minutes
Activity 215 minutes
Activity 320 minutes
Optional: ExtensionHOMEWORK
ACTIVITY #1 (10 minutes)
The facilitator should have the following questions written on the board or displayed on the projector screen as
students walk into the classroom. Instruct them to take out a sheet of paper and quickly answer the 4 questions.
Encourage students to do their best, but to work independently.
1.
2.
3.
4.
Name the 5 wealthiest people in the world.
Name the last 5 winners of the Miss America contest.
Name the last 2 years of Academy Award winners for best actor and actress.
Name the last decade’s worth of World Series winners.
After just a couple of minutes, it will be evident that most students don’t know the answers to these questions. At this
point, ask students to put their pencils down.
Script: “How did you do? The point is, none of us remembers the headliners of yesterday. These are no second–
rate achievers. Applause dies, awards tarnish, and achievements are forgotten.”
ACTIVITY #2 (15 minutes)
The facilitator can choose to display these questions the same way as in Activity 1, OR the facilitator can give these
questions to students in the form of The Ones Who Care worksheet.
1. List a teacher who has supported you in school.
2. Name two friends who have helped you through a difficult time.
3. Name a few people who have taught you something worthwhile.
4. Think of a few people who have made you feel appreciated and special.
5. Name a hero whose story has inspired you.
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Interpersonal Skills & Behavior
Discussion for Activity 2:
Script: “How did you do on this activity? Were these questions easier? Why/why not?
Script: “The lesson learned here is that people who make a difference in your life are not those with the most credentials, the most money, or the most awards. They are not the ones who care about YOU!”
Activity #3: Strength Bombardment (20 minutes)
Have the students break into groups of five or six, preferably with other students they know well and feel comfortable with. Focusing on one person at a time, the group is to bombard him with all the strengths they see in him. The
person being bombarded should remain silent until the group has finished.
One member of the group should act as recorder, listing the strengths and giving them to the person when the group
has finished. The students should be instructed to list at least 10 strengths for each student. They should also be
cautioned that no “put-down” statements are allowed. Only positive assets are to be mentioned.
At the end of the exercise ask the students to discuss how they felt giving and receiving positive feedback. Was one
easier than the other? Which one?
In some groups it is wise to spend ten minutes discussing with the class the different types of strengths that exist, as
well as developing a vocabulary of strength words they can use. It may be a good thing to list all the words that are
“brainstormed” on the chalkboard for the students to look at during the “bombardment” sessions.
Extension Activity (OPTIONAL HOMEWORK):
To reinforce the activity, have your students also ask their parents/guardians (or another appropriate adult figure)
to list the strengths they see in them. The new list could be added to that which is collected in class. This additional
exercise will also provide the student with some very important positive feedback from parents.
Resources & References
Brenda Owen, Carol Eicher, Carol Gabbard, and Susan Young, E-Mentoring 4 A Purpose/Awareness 4 College/Career, Level I &
Level II Curriculum, (for GEAR UP Kentucky II), Eastern Kentucky University, college of Education, Richmond Kentucky, 2007-2009.
Patrick Combs with Justin Boudreau & Friends, Gearing Up, Inside and Out for a Great Life-A Smart Guide for Teens, Light Matrix
Books/Time Warner Publishing, 2003.
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The Ones Who Care
Interpersonal Skills & Behavior
NAME: ____________________________
Write your answers to the following questions in the space provided.
1. List a teacher who has supported you in school.
2. Name two friends who have helped you through a difficult time.
3. Name 5 people who have taught you something worthwhile.
4. Think of a few people who have made you feel appreciated and special.
5. Name a hero whose story has inspired you.
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Lesson 4: Cultural Diversity
Objectives
•
•
•
Understand what ciltural diversity means
Recognize cultural diversity in their own communities and the subtle forms can discrimination can take
Recognize how cultural diversity impacts college and career readiness
Facilitator Notes:
In communities where racial diversity is minimal, students often fail to realize that cultural diversity takes many shapes and
forms. Goals for understanding include:
• Essential Questions
• What does cultural diversity mean?
• What unrecognized forms can cultural diversity take?
• Critical Engagement Questions
• Why is recognizing cultural diversity important to a college or university?
• Why is recognizing and respecting cultural diversity essential to being a college and career ready student?
Technology Requirements:
None
Lesson Prep:
1. Make copies of the What’s the Attitude Survey and Cultural Diversity Reading for all students.
2. Have one copy of the each college mission statement to give to each group.
3. Establish ground rules for discussions and activities. Cultural diversity can be a sensitive topic for some and you will
want to ensure that students are respectful with their comments.
Overview (45 minutes)
Bellringer
5 minutes
Discussion
5 minutes
Reading 5 minutes
Activity: Stand and Deliver 15 minutes
Activity: The Mission of College 15 minutes
Bellringer: 5 minutes
Have students take the What’s the Attitude? (Attitude Survey)
The survey is used merely to get students to begin to think about what types of cultural groups exist and what they or others
may think about these groups. If time permits, and you are comfortable facilitating the discussion, this survey could serve as
a good introductory discussion for this lesson.
Discussion: 5 minutes - What Does It Really Mean?
Have students share their ideas about: What does the term: “cultural diversity” mean to you?
Record their ideas on the whiteboard
Reading: Cultural Diversity Reading 5 minutes
Hand out copies of the reading and discuss the reading when students have finished.
Outcomes of the follow-up discussion:
• How does this definition compare to the definitions generated by the students during the group discussion?
• Communicate that culture is the characteristics of a particular group of people, defined by everything that makes them
who they are--from language, religion, food, social habits, family structure & roles, music, and arts.
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Interpersonal Skills & Behavior
•
•
•
Note that culture is not necessarily the same as race.
Note that everyone is part of many cultural groups.
Note that culture is always changing – begin with understanding what defines your own culture – the world you
live in every day – and then expand the discussion into what defines other cultues and what we can learn from
an expanded view and understanding of other cultures.
Activity 1: Stand and Deliver (15 minutes)
Directions: Ask participants to sit in a circle (in chairs or on the floor) so that they can see everyone. Explain that
you will be reading statements that indicate the diversity and experience of this group. (You may omit some statements or add some statements depending on your group. However, remember that the purpose of the activity is to
demonstrate that there are both cultural similarities and difference among the participants.) Ask that as each statement is read, those who identify with that statement should stand.
Allow time for participants to observe those who stand up, and encourage them to consider the following questions:
1. Who is standing or sitting with you?
2. How you are feeling?
After a group has stood, thank the participants and ask them to be seated again. Then read another statement. The
entire activity should be done in total silence until the debriefing segment.
“Stand and deliver if you are (or have) …”
1. a male.
2. a female.
3. born in the U.S.
4. born in another country
5. an only child
6. the youngest child
7. the oldest child
8. the middle child
9. lived away from home
10. African American
11. Hispanic
12. Arab American
13. Native American
14. Asian-American/Pacific Islander
15. Middle Eastern.
16. associated with an ethnic group that was not mentioned previously.
17. been raised in a lower-income family.
18. been raised in an upper-income family.
19. been raised in a middle-income family.
20. able to speak a language other than English.
21. spiritual, but not religious.
22. spiritual.
23. seriously questioned your religious beliefs.
24. been teased about your accent or your voice, or told that you could not sing.
25. a family member or a friend who has a disability that you can or cannot see.
26. been raised in a single-parent household.
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Interpersonal Skills & Behavior
“Stand and deliver if you have ...”
27. been raised in a household with extended family, such as aunts, uncles, and/or grandparents.
28. parents who have been divorced from one another.
29. parents who have been married only to each other for 20 years or more.
30. had a close family member/friend die.
31. both parents still living.
32. felt alone, unwelcome or afraid at some time in your life.
33. been teased or made fun of for wearing glasses, braces, a hearing aid or because of the clothes you wear, your
height, weight, complexion, or size or shape of your body.
34. felt pressure from friends or an adult to do something that you did not want to do and felt sorry or shame afterwards.
35. been discriminated against because of your age.
36. been discriminated against because of your gender.
37. been discriminated against because of your race.
38. broken a law and gotten caught.
39. broken a law and not gotten caught.
40. stood by and watched while someone was emotionally or physically hurt and said or did nothing because you
were too afraid.
41. plan to speak out and do something from now on when you see someone being pressured to do something that
they do not want to do.
42. feel that one person can make a difference.
Finally, stand and deliver if you feel that respect of cultural diversity is a must if we are to survive as a global community.!!!
Debrief using the following questions:
1. What similarities did you notice between yourself and other participant?
2. What differences did you notice?
3. How did that make you feel?
Activity 2: The Mission of College (15 minutes)
•
•
•
•
Divide students into groups of 4-5.
Give each group a mission statement from one of Kentucky’s colleges/universities.
Ask students to read the mission statement and discuss if there is any reference to “cultural diversity” or “global
community”. (It might not say those words, but they should be able to infer and apply).
Questions for students to consider in their discussion:
• If there is a reference, have students discuss why they think that institution added that in the mission.
• If there is no reference, have students discuss why they think the institution did not add the reference in
their mission
• Why is recognizing cultural diversity important to a college or university?
• Why is recognizing and respecting cultural diversity essential to being a college and career ready student?
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Interpersonal Skills & Behavior
What’s the Attitude? (Attitude Survey)
1. Do you think most people would feel that it’s OK to marry outside one’s race?
___Yes __ No
2. Do you think most people would feel comfortable dating someone in a wheelchair?
___Yes __ No
3. Do you think most people would vote for a women president if she was equally qualified with the other
candidate(s)?
___Yes __ No
4. Do you think most people would feel comfortable working alongside someone with HIV?
___Yes __ No
5. Do you think most people would treat an obese person in the same way that they would treat anyone else who
is not obese?
___Yes __ No
6. Do you think most people would feel comfortable having a gay person as their boss?
___Yes __ No
7. Do you think most people feel comfortable around teenagers?
___Yes __ No
8. Do you think most people would prefer a young doctor as opposed to an older one?
___Yes __ No
9. Do you think most people who have strong religious beliefs are intolerant of other faiths?
___Yes __ No
10. Do you think most people would prefer to see a handsome/beautiful person used in advertising than one who
looks more “average”?
___Yes __ No
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Interpersonal Skills & Behavior
Cultural Diversity Reading
The concept of cultural diversity encompasses acceptance and respect. It means understanding that each individual
is unique, and recognizing our individual differences. These can include race, ethnicity, gender, sexual orientation,
socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and
moving beyond simple tolerance to embracing and celebrating the rich dimensions of cultural diversity contained
within each individual.
Cultural diversity means more than just acknowledging and/or tolerating difference. It is a set of conscious practices
that involve:
• Understanding and appreciating that it takes all types of people to create the diverse society in which we live.
• Practicing mutual respect for qualities and experiences that are different from our own.
• Understanding that diversity includes not only who we are but what we know and believe;
• Recognizing that discrimination among people, in cultures and within systems creates and sustains privileges
for some while maintaining disadvantages for others;
• Working together to eliminate all forms of discrimination.
• As society becomes more global, we should be aware of the cultural diversity within our own communities. At
the end of the day, we should accept and respect those qualities of individuals that are different from ourselves
and our experiences and outside the groups to which we belong.
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Interpersonal Skills & Behavior
Mission Statements of Kentucky’s Public Colleges & Universities
University of Kentucky
The University of Kentucky is a public, land grant university dedicated to improving people’s lives through excellence
in education, research and creative work, service, and health care. As Kentucky’s flagship institution, the University
plays a critical leadership role by promoting diversity, inclusion, economic development, and human well-being.
University of Louisville
The University of Louisville shall be a premier, nationally recognized metropolitan research university with a commitment to the liberal arts and sciences and to the intellectual, cultural, and economic development of our diverse
communities and citizens through the pursuit of excellence in five interrelated strategic areas: (1) Educational Experience, (2) Research, Creative, and Scholarly Activity, (3) Accessibility, Diversity, Equity, and Communication, (4)
Partnerships and Collaborations, and (5) Institutional Effectiveness of Programs and Services.
Murray State University
Murray State University serves as a nationally recognized residential comprehensive university, with a strong extended campus and online presence, offering high-quality associate, baccalaureate, masters, specialist and doctorate degrees. Academic programs are offered in the core areas of arts and sciences, agriculture, business, health and
human services, teacher education, communications, engineering and applied technologies, and nursing. Teaching,
research, and service excellence are core values and guiding principles that promote economic development and
the well-being of the citizens of the Commonwealth of Kentucky and the region. Murray State University places
a high premium on academic outreach, collaborative relationships with alumni, the public schools, business and
industry, governmental agencies, and other colleges and universities at home and abroad. Murray State University
prepares graduates to function in a culturally diverse, technologically oriented society and increasingly interdependent world. The University is committed to international education as an integral dimension of the university experience. Murray State University emphasizes student-centered learning and educational experiences that include first
year experience, the honors program, internships, study-abroad programs, service learning, research and creative
projects, residential colleges, and student organizations. In sum, Murray State University fosters an exciting and
challenging learning environment.
Kentucky State University
Kentucky State University, building on its legacy of achievement as a historically black, liberal arts and1890 land
grant university, affords access to and prepares a diverse student population of traditional and non-traditional
students to compete in a multifaceted, ever-changing global society by providing student-centered learning while
integrating teaching, research and service through high-quality undergraduate and select graduate programs. Kentucky State University is committed to keeping relevant its legacy of service by proactively engaging the community
in partnerships on civic projects driven by the objective of positively impacting the quality of life of the citizens of the
Commonwealth.
Eastern Kentucky University
Eastern Kentucky University is a student-centered comprehensive public university dedicated to high-quality instruction, service, and scholarship.
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Interpersonal Skills & Behavior
Morehead State University
As a community of learners committed to individual achievement, our mission is to:
•
•
•
•
Educate students for success in a global environment;
Engage in scholarship;
Promote diversity of people and ideas; and
Serve our communities to improve the quality of life.
Western Kentucky University
Western Kentucky University prepares students to be productive, engaged, and socially responsible citizen leaders of a global society. It provides research, service and lifelong learning opportunities for its constituents. WKU is
responsible for stewarding a high quality of life for those within its reach.
Northern Kentucky University
The mission of Northern Kentucky University is to educate students to succeed in their chosen life roles; be informed, contributing members of their communities - regionally, nationally and internationally; and pursue satisfying
and fulfilling lives. The university will offer a comprehensive array of baccalaureate and master’s programs as well
as law and other selected doctoral programs that meet regional needs. The university supports multi-dimensional
excellence across the full breadth of its work: teaching and learning, research and creative activity, and outreach and
public engagement. Northern Kentucky University fosters a community that values openness, inclusion and respect.
The university is committed to intellectual and creative freedom and to the open expression of ideas in ways that
support scholarship and advance the learning process. The university embraces its regional stewardship role as
reflected in its significant contribution to the intellectual, social, economic, cultural and civic vitality of the region and
the commonwealth. Northern Kentucky University achieves its mission through outstanding faculty, state-of-the-art
programs and community partnerships. The university prides itself on its learner focus, entrepreneurial spirit, global
perspective, innovative programs, small classes, technology-enhanced academic programs, co-curricular learning
opportunities, and emphasis on active learning, including student research, internships, co-op programs and service
learning. Northern Kentucky University is the commonwealth’s only regional university located in a major metropolitan area. The university values its role as an integral part of the metropolitan region and recognizes the region as a
powerful source of knowledge and experience that can strengthen, enhance and enrich every aspect of the university. Regional stewardship informs every dimension of the university’s mission.
Kentucky Community and Technical College System
To improve the employability and quality of life of Kentucky citizens as the primary provider of:
• College and workforce readiness
• Transfer education
• Workforce education and training
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Interpersonal Skills & Behavior
Lesson 5 (Day 1): Global Thinking
Objectives
• Understand what global thinking is and what impact it has on our lives
• Recognizing the differences regarding education systems worldwide
• Compare and contrast the long term impact of these differences on a global scale
Facilitator Notes: This lesson consists of two days of activities. The second day should be scheduled several
days after this lesson, in order to provide students with time to do their research. See the Recommended Delivery
Timeline (Tab 8) for a sequence of lessons.
Technology Requirements: Computer/projector to display bellringer. Students need access to the computer lab
or mobile lab for research on Day 1.
Lesson Prep:
1. Have the bellringer displayed on the board or computer/projector when students enter class.
2. Make copies of the “Comparing Schools Around the World” handout for all students.
Overview Bellringer
Discussion/Activities
Research
(45 minutes)
5 minutes
10 minutes
30 minutes
Bellringer (5 minutes)
Have students read the following and respond.
“Whether we realize it or not, we are members of a global community, connected to the whole world by ties of culture,
economics, politics, enhanced communication and travel, and a shared environment. Developing our global perspective
allows us to better understand how our lives are shaped by our culture, our geographic location, our belief systems, and
opportunities presented to us because of those things.
Discussion Question:
What have you encountered in the last 24 hours that is part of a global community (meals, objects, people, locations,
etc.)? Be specific.
Discussion and Activity (10 minutes)
Script: “In the United States, students spend a significant majority of the first part of their lives in educational instituitions. Schools and our access to them plays a huge part in forming who we are, what we believe, and what we want
our future to look like.”
In today’s exercise we are going to take a non-judgmental approach to examining educational systems worldwide.
Working in small groups you will research 3 different countries, noting comparisons and contrasts. You will have
some time today to research during class but completion of the assignment will also require some out of class collaboration with group members. The second portion of the assignment will be completed out of class and presented
during another class period.
Research (30 minutes)
Divide students into small groups (2-3 students per group). Students will then begin research using the included
worksheet. A list of ideas for countries to be researched is included. Try to prevent duplication of countries among
groups.
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Ideas for country assignments (not an exhaustive list): Canada, Mexico, Iraq, Brazil, Germany, Italy, Poland, Ethiopia, United Kingdom, China, India, Russia, South Africa, France, Portugal, Brazil, Thailand, Singapore, Finland,
Peru, Norway, South Korea, Saudi Arabia, Qatar, Netherlands, Nigeria, Venezuela, Iran, Australia, Libya, Denmark,
Taiwan, Australia, Mali, Romania, Turkey, New Zealand, Pakistan, Vietnam, Greece, Argentina, Cuba.
Give students a date for when Part 2 of the lesson will be presented.
On the date assigned, students will explain their research findings in a classroom presentation. The reflection questions will guide their presentation, which can take on a format of their choosing. It could be in the form of verbal
presentation, with or without visual aids, a skit, an infographic, poster board with explanation, etc.
Extension Activity (Optional Homework)
After reviewing the educational systems of several countries, how does this affect your perception of your school? Of
other nations? Respond in 10-12 sentences providing comparisons and contrasts.
Resources:
http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf
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Comparing Schools around the World
Name: ___________________________
Conduct research and compare schools in three different nations by completing the following chart and questions.
Topic
Preschool Education
offered
Schools in
________________
Schools in
_______________
Schools in
_______________
Males and Females given
the same opportunities
Days per week and hours
per day of school
Average hours studied
and/or homework per day
Number of classes taken
and number of languages
learned
Average Ranking
(International ranking for
math/science)
Uniforms? Tuition?
Average Class Size
What technology do a
majority of students have
consistent access to?
Standardized Tests Information. (How many/ How
often?
Process for admission to
college
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Comparing Schools around the World
Name: ___________________________
Reflection Questions:
1. List the sources you used for research.
2. In which categories did the schools most differ? Most compare?
3. Did the highest ranking schools have longer school days/ school weeks? _______
4. What do you think makes higher ranking schools score better?
5. Which of these schools would you rather attend? Why?
6. How does each of these nation’s schools compare and contrast to yours? What opportunities or disadvantages
do these students have because of their educational systems? How are those opportunities/disadvantages the
same or different from your own?
29
Interpersonal Skills & Behavior
1
Lesson 5 (Day 2): Global Thinking
Objectives
• Understand what global thinking is and what impact it has on our lives
• Recognizing the differences regarding education systems worldwide
• Compare and contrast the long term impact of these differences on a global scale
Facilitator Notes: This lesson is Day 2 of a 2-day lesson. It should take place about two weeks after Day 1.
Technology Requirements: Student groups may have individual technology requirements for their presentations, but they should make these arrangements on their own (or with you in advance).
Lesson Prep: None required unless student groups have requirements that need to be taken care of in cooperation with the facilitator before class.
Overview (45 minutes)
Group Presentations
45 minutes
Group Presentations (45 minutes)
Allow students to present their research findings to the class.
30
2
Financial Literacy
Lesson 6 (Day 1): Grades Matter-Getting Ready for College
Objectives
•
•
Recognize and understand rigor and its connection to high school and college schoolwork
Discover the similarities between high school and college procedures and requirements relating to
admission, attendance, coursework/grades, and extracurricular activities
Facilitator Notes:
This lesson requires two days to be completed. Although students are not required to have a copy of The Skinny
on College Success, facilitators may want to access a copy and use pages 76-87 to supplement the first day’s
discussion.
Technology Requirements:
Computer/projector can be used to display bellringer question; for low-tech classrooms, this can be replaced with
whiteboard or chalkboard.
Lesson Prep:
1. Make copies of handouts for jigsaw activity. Each student group will be assigned to one of the 5 topics (Following
Rules, Classes, Teachers, Tests, Grades), so the facilitator will need enough copies of the appropriate handout
for the members of each group. The facilitator will likely need to make 5-6 copies of each page.
2. Make copies of Five Principles Worksheet for all students.
Overview: Day 1 (45 minutes)
Bellringer Activity5 minutes
Define and Discuss
10 minutes
Jigsaw Step 1
15 minutes
Jigsaw Step 2
15 minutes
Bellringer Activity (5 minutes)
The following should be written on the whiteboard/displayed on projector screen as students enter the classroom.
“The authors of The Skinny On College Success note that being a successful college student is simpler than students
might think. They recommend five basic principles:
1. Be There
2. Do the Work
3. Get Help
4. Plan
5. Think.”
As students enter the classroom, the facilitator should assign each student a number from 1-5. Once all students have
entered and are seated, the facilitator should instruct the students to define the principle on the board that matches
the number they were given. For example, if the student was assigned a #1, they should answer the following
question: “What does ‘Be There’ mean in the context of college success?” Students can answer these questions on a
31
2
Financial Literacy
scrap piece of paper. Give students 5 minutes to work.
Define and Discuss (10 minutes)
Once students have written their definitions, have them divide into groups based on their numbers (all 1’s in one
group, all 2’s in another group, etc.) Instruct each group to share their individual definitions and use them to develop
one definition for the entire group. Set a 5-minute time limit for this portion of the activity; groups should work quickly
and efficiently.
Once groups have written their definition, have one person from each group share their definition with the entire
class. The facilitator should write these on the board as students share them. The facilitator can choose to comment/
supplement the discussion with information from the text The Skinny On College Success (p. 76-878), but this is not
required.
Jigsaw Step 1 (15 minutes)
Keep students in their groups. Pass out Five Principles Worksheet to all students. Assign the following topics to
each group:
Group 1: Following Rules
Group 2: Classes
Group 3: Teachers
Group 4: Tests
Group 5: Grades
Explain the directions for Five Principles Worksheet to the entire group. Once students understand what they are
supposed to do, pass out the reference sheets for each group. These are already labeled by group number.
Directions for Five Principles Worksheet: As a group, complete the following worksheet. For each of the five principles
we discussed at the beginning of class, your group should determine what YOUR TOPIC (following rules, classes,
teachers, tests, or grades) looks like (through actions, responsibilities, etc.) in middle school, in high school, and
in college. You’ve been provided with a reference sheet that discusses the differences between high school and
college, because those are two settings you haven’t experienced yet.
Jigsaw Step 2 (15 minutes)
With the second step of this process, each student in the first group becomes an “expert” on their topic and then
shares this information in a mixed group setting. Instruct the students in each group to number off from 1-5. Put all
1’s in a group, all 2’s in another group, etc. Instruct each person in the new group to share the information on their
worksheet with the rest of the group. At the end of the 15 minute period, the groups should have discussed all five
principles and all five topics.
Note: If there is not enough time at the end of class to finish Jigsaw Step 2, the facilitator can finish this portion of the
lesson on the next day. The facilitator may choose to take up the student handouts until the next class meeting.
Extension Activity:
After completing Five Principles Worksheet, have students self-reflect on what areas they need on improvement in
order to be successful in high school and college.
Resources & References
Jim Randel and Carol Randel, The Skinny On College Success, School Specialty, Inc., for GEAR UP Kentucky, 2013.
Valerie Pierce with Cheryl Rilly, Countdown To College: 21 ‘To Do Lists’ for High School (Step-by-step strategies for 9th,
10th, 11th, and 12 graders). Front Porch Press, Lansing, Michigan, 2nd Edition 2009.
Brenda Owen, Carol Eicher, Carol Gabbard, and Susan Young, E-Mentoring 4 A Purpose/Awareness 4 College/Career,
32
2
Financial Literacy
Level I & Level II Curriculum, (for GEAR UP Kentucky II), Eastern Kentucky University, college of Education, Richmond Kentucky,
2007-2009.
www.scholarships.com/resources/college-prep/preparing-for-college/
www.scholarships.com/resources/college-prep/preparing-for-college/why-students-don’t-go-to-college/
www.kheea.org
www.knowhow2goky.org
http://mappingyourfuture.org/planyourcareer/careership/match_career.cfm
www.act.org
www.gearupky.org
www.careercruising/ilp.com
http://smu.edu/alec/transition.asp
33
2
worksheet
Financial Literacy
Five Principles
NAME: __________________________
GROUP TOPIC: ____________________________________________________________
Directions: As a group, complete the following worksheet. For each of the five principles we discussed at the
beginning of class, your group should determine what YOUR TOPIC (following rules, classes, teachers, tests, or
grades) looks like (through actions, responsibilities, etc.) in middle school, in high school, and in college. You’ve
been provided with a reference sheet that discusses the differences between high school and college, because
those are two settings you haven’t experienced yet.
MIDDLE SCHOOL
HIGH SCHOOL
COLLEGE
Following Rules
Classes
Teachers
Tests
Grades
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worksheet
2
Financial Literacy
Group 1: HOW IS COLLEGE DIFFERENT FROM HIGH SCHOOL?
FOLLOWING THE RULES IN HIGH SCHOOL
CHOOSING RESPONSIBLY IN COLLEGE
* High school is mandatory and usually free.
* College is voluntary and expensive.
* Your time is structured by others.
* You manage your own time.
* You need permission to participate in extracurricular
activities
* You must decide whether to participate in co-curricular
activities.
* You can count on parents and teachers to remind
you of your responsibilities and to guide you in setting
priorities.
* You must balance your responsibilities and set priorities. You will face moral and ethical decisions you have
never faced before.
* Each day you proceed from one class directly to another, spending 6 hours each day--30 hours a week--in
class.
* You often have hours between classes; class times
vary throughout the day and evening and you spend
only 12 to 16 hours each week in class
* Most of your classes are arranged for you.
* You arrange your own schedule in consultation with
your adviser. Schedules tend to look lighter than they
really are.
* You are not responsible for knowing what it takes to
graduate.
* Graduation requirements are complex, and differ from
year to year. You are expected to know those that apply
to you.
* Guiding principle: You will usually be told what to
do and corrected if your behavior is out of line.
* Guiding principle: You are expected to take responsibility for what you do and don't do, as well as for
the consequences of your decisions.
35
worksheet
2
Financial Literacy
Group 2: HOW IS COLLEGE DIFFERENT FROM HIGH SCHOOL?
GOING TO HIGH SCHOOL CLASSES
SUCCEEDING IN COLLEGE CLASSES
* The school year is 36 weeks long; some classes
extend over both semesters and some don't.
* The academic year is divided into two separate 15week semesters, plus a week after each semester for
exams.
* Classes generally have no more than 35 students.
* Classes may number 100 students or more.
* You may study outside class as little as 0 to 2 hours a
week, and this may be mostly last-minute test preparation.
* You need to study at least 2 to 3 hours outside of class
for each hour in class.
* You seldom need to read anything more than once,
and sometimes listening in class is enough.
* You need to review class notes and text material
regularly.
* You are expected to read short assignments that are
then discussed, and often re-taught, in class.
* You are assigned substantial amounts of reading and
writing which may not be directly addressed in class.
* Guiding principle: You will usually be told in class
what you need to learn from assigned readings.
* Guiding principle: It's up to you to read and understand the assigned material; lectures and assignments proceed from the assumption that you've
already done so.
36
worksheet
2
Financial Literacy
Group 3: HOW IS COLLEGE DIFFERENT FROM HIGH SCHOOL?
HIGH SCHOOL TEACHERS
* Teachers check your completed homework.
* Teachers remind you of your incomplete work.
* Teachers approach you if they believe you need assistance.
* Teachers are often available for conversation before,
during, or after class.
* Teachers have been trained in teaching methods to
assist in imparting knowledge to students.
* Teachers provide you with information you missed
when you were absent.
* Teachers present material to help you understand the
material in the textbook.
* Teachers often write information on the board to be
copied in your notes.
* Teachers impart knowledge and facts, sometimes
drawing direct connections and leading you through the
thinking process.
* Teachers often take time to remind you of assignments
and due dates.
COLLEGE PROFESSORS
* Professors may not always check completed homework, but they will assume you can perform the same
tasks on tests.
* Professors may not remind you of incomplete work.
* Professors are usually open and helpful, but most
expect you to initiate contact if you need assistance.
* Professors expect and want you to attend their
scheduled office hours.
* Professors have been trained as experts in their
particular areas of research.
* Professors expect you to get from classmates any
notes from classes you missed.
* Professors may not follow the textbook. Instead, to
amplify the text, they may give illustrations, provide
background information, or discuss research about
the topic you are studying. Or they may expect youto
relate the classes to the textbook readings.
* Professors may lecture nonstop, expecting you
to identify the important points in your notes. When
professors write on the board, it may be to amplify the
lecture, not to summarize it. Good notes are a must.
* Professors expect you to think about and synthesize
seemingly unrelated topics.
* Professors expect you to read, save, and consult
the course syllabus (outline); the syllabus spells out
exactly what is expected of you, when it is due, and
how you will be graded.
* Teachers carefully monitor class attendance.
* Professors may not formally take roll, but they are
still likely to know whether or not you attended.
* Guiding principle: High school is a teaching environ- * Guiding principle: College is a learning environment in which you acquire facts and skills.
ment in which you take responsibility for thinking
through and applying what you have learned.
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worksheet
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Financial Literacy
Group 4: HOW IS COLLEGE DIFFERENT FROM HIGH SCHOOL?
TESTS IN HIGH SCHOOL
TESTS IN COLLEGE
* Testing is frequent and covers small amounts of mate- * Testing is usually infrequent and may be cumulative,
rial.
covering large amounts of material. You, not the professor, need to organize the material to prepare for the
test. A particular course may have only 2 or 3 tests in a
semester.
* Makeup tests are often available.
* Makeup tests are seldom an option; if they are, you
need to request them.
* Teachers frequently rearrange test dates to avoid
conflict with school events.
* Professors in different courses usually schedule tests
without regard to the demands of other courses or
outside activities.
* Teachers frequently conduct review sessions, pointing * Professors rarely offer review sessions, and when they
out the most important concepts.
do, they expect you to be an active participant, one who
comes prepared with questions.
* Guiding principle: Mastery is usually seen as the
* Guiding principle: Mastery is often seen as the abilability to reproduce what you were taught in the form ity to apply what you've learned to new situations or
in which it was presented to you, or to solve the
to solve new kinds of problems.
kinds of problems you were shown how to solve.
38
worksheet
2
Financial Literacy
Group 5: HOW IS COLLEGE DIFFERENT FROM HIGH SCHOOL?
GRADES IN HIGH SCHOOL
GRADES IN COLLEGE
* Grades are given for most assigned work.
* Grades may not be provided for all assigned work.
* Consistently good homework grades may raise your
overall grade when test grades are low.
* Grades on tests and major papers usually provide
most of the course grade.
* Extra credit projects are often available to help you
raise your grade.
* Extra credit projects cannot, generally speaking, be
used to raise a grade in a college course.
* Initial test grades, especially when they are low, may
* Watch out for your first tests. These are usually "wakenot have
an adverse
yourand
finalshow
grade.
up calls"
to let
you know
is expected--but
they also
Revisit
the Jim effect
Carreyonstory
how his attributes
can be
placed
in thewhat
spaces
provided on the
may
account
for
a
substantial
part
of
your
course
grade.
mission statement form. Share your personal mission statement as a GEAR UP CCA.
You may be shocked when you get your grades.
* You may graduate as long as you have passed all
required courses with a grade of D or higher.
* You may graduate only if your average in classes
meets the departmental standard--typically a 2.0 or C.
* Guiding principle: Effort counts. Courses are usually structured to reward a "good-faith effort."
* Guiding principle: Results count. Though "goodfaith effort" is important in regard to the professor's
willingness to help you achieve good results, it will
not substitute for results in the grading process.
39
Financial Literacy
2
Lesson 6 (Day 2): Grades Matter-Getting Ready for College
Objectives:
•
•
Recognize and understand rigor and its connection to high school and college schoolwork
Discover the similarities of high school and college procedures and requirements relating to admission, attendance, coursework/grades, and extracurricular activities
Facilitator Notes:
This lesson is the second day of a two-day lesson. If student groups did not finish Jigsaw Step 2 during the previous
lesson, time should be taken at the start of the class to complete that activity.
Technology Requirements:
Students will need computer lab access to conduct research on the KHEAA website. If access is not available, the
KEES information to complete the lesson is included here in handout format.
Lesson Prep:
1. Make copies of the Anticipation Guide for all students.
2. Obtain computer lab access for the class, OR make copies of the KEES Information handout for all students.
Overview: Day 1 Class discussion
Anticipation Guide
Student Research
Reflection
Extension Activity (Optional)
(45 minutes)
10 minutes
10 minutes
15 minutes
10 minutes
HOMEWORK
Class Discussion (10 minutes):
Bring the class back together to discuss their findings as a whole. Suggested discussion questions:
• How similar were the three settings (middle school, high school, college)? Note: In general, students should
note that middle school and high school are fairly similar, with college being different.
• How will you have to adjust, in terms of expectations, responsibilities, and actions, as you move from middle
school to high school to college?
• Has this adjustment process already started? Have students provide specific examples from their own experience to support their responses.
Anticipation Guide (10 minutes)
Pass out copies of the Anticipation Guide worksheet to students. Instruct them to read each statement and determine if they agree or disagree. This is not a group effort. Students should record their decisions in the left hand
column. Remind students that there are no right or wrong answers at this point. The responses are based on past
knowledge and individual decisions.
Student Research (15 minutes)
Divide students into pairs. Students should research the KEES program at the following website:
https://www.kheaa.com/website/kheaa/kees?main=1
Students should read the information about KEES money on the website and find information that supports or proves
the statement incorrect. Record information found in the area provided (center column under EVIDENCE). Once
40
Financial Literacy
2
students have completed their research, bring the students together to discuss their findings.
Reflection (10 minutes)
When the discussion is complete, have the students return to the anticipation guide and complete the right hand
column based on what they have researched and heard in class.
Extension Activity (Optional): Homework
Use the charts on the website (or handout) to answer the questions on Earning Money for College Worksheet.
For Facilitators Only:
Answers to Earning Money for College Worksheet:
1. John will earn $1450. 00
2. Suzanne will earn $2093.00
41
2
worksheet
Financial Literacy
Grades Matter Anticipation Guide
NAME: ____________________________
GRADES MATTER: Getting Ready for College ANTICIPATION GUIDE
BEFORE
Agree
Disagree
Statement and Evidence
Getting KEES money requires a long application process.
Evidence:
AFTER
Agree
Disagree
KEES money, your GPA and ACT scores are
all numbers you should understand and track.
Evidence:
KEES money is only based on your school
performance during your senior year.
Evidence:
Grades are the only thing that can result in
KEES money for college.
Evidence:
42
2
worksheet
Financial Literacy
KHEAA-Administered Programs
Kentucky Educational Excellence Scholarship (KEES)
The KEES program provides scholarships to students who earn at least a 2.5 GPA each year they attend a certified
Kentucky high school. The better they do in high school, the more they earn toward college. They may also earn
awards for ACT/SAT scores and Advanced Placement (AP) or International Baccalaureate (IB) test scores. Home
school and GED graduates may earn awards based on their ACT scores.
KEES Base Award Amounts
For each year you earn a 2.5 or better GPA, you can earn the base amount listed below. For instance, a high school
freshman who earns a 3.5 GPA would have earned a $375 scholarship for each year of college after their ninth
grade year. Amounts may change based on available funds.
GPA
(Grade Point Average)
KEES AWARD AMOUNTS
BASE AMOUNT
ACT SCORE
BONUS AMOUNT
2.5
$125
15
$36
2.6
$150
16
$71
2.7
$175
17
$107
2.75
$187
18
$143
2.8
$200
19
$179
2.9
$225
20
$214
3.0
$250
21
$250
3.1
$275
22
$286
3.2
$300
23
$321
3.25
$312
24
$357
3.3
$325
25
$393
3.4
$350
26
$428
3.5
$375
27
$464
3.6
$400
28 or above
$500
3.7
$425
3.75
$437
3.8
$450
3.9
$475
4.0
$500
Amounts are subject to future adjustments and based on availability of funds.
In addition to KEES awards, AP/IB Supplement Award Amounts are also available.
If you have been eligible for free or reduced-price lunch during any year of high school and have earned a qualifying
score on an Advanced Placement (AP) or International Baccalaureate (IB) exam taken during or after the 2008-2009
academic year, you can earn a supplemental award. For example, a KEES eligible student who receives a score of 3
on an AP exam and is eligible for free or reduced-price lunch would earn an additional $200 for each year of college.
43
Financial Literacy
2
Advanced Placement
Exam Score
Supplemental Amount
3
$200
4
$250
5
$300
International Baccalaureate
Exam Score
Supplemental Amount
5
$200
6
$250
7
$300
44
2
worksheet
Financial Literacy
Earning Money for College
Name: ____________________________
Can you find out how much John and Suzanne will earn for college?
1. John earns a 2.60 GPA his freshman year of high school. In his sophomore year he is determined to do better.
He starts his sophomore year with a planner/homework organizer and uses it daily. He gets a 3.00 that year. His
parents talk to him about spending too much time playing basketball and football with the neighborhood kids. He
knows playing ball with his friends is taking time away from his studies. Besides he soon finds out his junior year is
really hard. He gives up playing ball with friends except on the weekend. His junior year he does even better. His
grade point average his junior year is 3.40. He takes his ACT and receives a score of 21. John knows it is important
not to take his senior year lightly so he continues to do well. His senior year grade point average is 3.80. How much
will John earn from KEES monies to help him pay for college?
__________________
2. Suzanne has always been “gifted” however at the end of her 8th grade year her mother was diagnosed with a long
term illness and must have constant care. Suzanne’s father works out of town during the week so her mother has
a home nurse during the day but at night Suzanne must prepare dinner and take care of her mother and younger
siblings, and keep up the laundry. Thus, her study time is limited. In her freshman year, Suzanne struggled with
the adjustment and earned a 2.8 GPA, her sophomore year she earns a 3.0 GPA. In her junior and senior year, her
father’s job allows him to work from home thus giving Suzanne more time for school work. Thus, the last two years
she earns a 3.8 and a 4.0. On her ACT test she earns a 25. She also qualifies for free/reduced price lunch and
makes a 5 on the Advanced Placement test. How much will Suzanne earn from KEES monies to help her pay for
college?
____________________
POINTS EARNED
BASE
AWARD
BONUS
AWARD
TOTAL
AMOUNT
Freshman GPA
$
Sophomore GPA
+$
Junior GPA
+$
Senior GPA
+$
Highest ACT Score
+$
Qualifiying AP/IB Scores
+$
Qualifying AP/IB Scores
+$
Qualifying AP/IB Scores
+$
Total Estimated Award =
+$
45
3
Academic Discipline
Lesson 7: Academic Integrity
Objective:
To engage students in a dialogue about academic honesty in their academic, personal, and professional lives.
Facilitator Notes:.
This lesson includes a YouTube video. Please check ahead of time and make sure that the video can be viewed in
your classroom. You may have to check with your LMS (Library Media Specialist) to have it added to the list of accepted sites.
Technology Requirements:
Computer/projector to display the video
Lesson Prep:
Make copies of the Case Study/Questions handout for all students.
Overview Orientation/Video Team discussion of case studies Role play/discussion of case studies Exit slip
(45 minutes):
5 minutes
10 minutes
25 minutes
5 minutes
Orientation/ Video (5 minutes)
As students enter the classroom, ask them to take out a slip of paper and respond to the following question: What is
academic integrity? Have a couple of students briefly share their responses and then play the following video for the
class:
“Think Integrity” published by Academic Integrity Office, MacEwan University (February 6, 2013):
http://www.youtube.com/watch?v=Z3yvl3im7oM
Case Studies (10 minutes)
Have the student’s break into 5 teams. Assign a case study to each group. Each case study represents an academic
infraction. Have the students read their case and fill out the questions pertaining to their case study. Once the questions are answered, students should put together a short skit (2-3 minutes) demonstrating one way to resolve the
issue in their case study.
Presentation of Case Studies (25 minutes)
After all the teams have completed their questions, have each group come to the front of the class and act out their
response. One team member should offer a 1-2 sentence summary before the skit. After acting out the scene, the
teams will explain the answers discussed to the class.
47
Academic Discipline
3
Exit Slip (5 minutes):
Have students respond to the following question before leaving class. Exit slips should be handed to the teacher or
placed in a designated location.
What is academic integrity and why is it important to college and career readiness?
48
Academic Discipline
3
Case Studies
Case Study #1
Jason is the star player on the school basketball team. He’s well respected around the school and he gets along
with everyone. One night after getting home from a long road game, Jason is too tired to study for his Math test the
next day. He tries to memorize the formulas and equations, but he keeps falling asleep. The next day at the lockers,
Jason goes to Kim and asks her to plug in the formulas on her calculator and give them to him.
Case Study #2
Mrs. Hensley tells Jane that she will not pass the 9th grade unless she gets an A on her final writing assignment.
On her previous two papers, the best grade Jane’s ever gotten was a C-. She’s desperate to get a good grade on
this final paper. During her research, she sees a lot of good information that would make her paper great. In order to
sound smart, Jane decides to copy the article word for word. She knows she will get an A using this information.
Case Study #3
Chris and Tim have been best friends since the 1st grade. They’ve gone through elementary, middle, and now high
school together. One night, Tim begs Chris to attend the homecoming football game with him. By going to the game,
Chris has ignored his homework assignment in English, writing an essay about William Shakespeare. When Chris
gets back home, he goes straight to sleep. The next day at school, Chris notices a paper that Tim has written about
Shakespeare for another class that got an A. When he asks Tim if he could use the paper, Tim says yes out of obligation and friendship.
Case Study #4
Veronica is a Teacher’s Assistant in a 7th period Physics class. Her teacher trusts her very much and gives her lots
of responsibility. One day while running some copies for the teacher, Veronica sees that the teacher accidentally
placed the answer key in a pile of papers. Veronica struggles in Physics, and a few of her friends do to. This would
make her very cool among her friends. There’s no way of her ever getting caught.
Case Study #5
Derrick, Casey, and Amy have been assigned a group project on Volcanoes. The group has decided to do the project
this weekend at Casey’s house. Each person has an assignment to do: Casey will write the report, and Derrick and
Amy will construct the volcano. Instead of going to Casey’s house, Derrick decides to go swimming all day, and then
to the movies. Casey and Amy completed the assignment themselves. On Monday morning, it’s time to turn in the
assignment. Derrick wants to put his name on the assignment, but Casey and Amy don’t allow him to. Derrick insists
he’s a part of the group.
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3
worksheet
Academic Discipline
Case Study Discussion Questions
1. Identify the problem or issue.
2. Why is this a problem?
3. Who stands to get in trouble?
4. How should the issue be resolved?
50
Academic Discipline
3
Lesson 8: Time – A Fleeting Asset
Objective:
To help students understand the value of time
Facilitator Notes:
None
Technology Requirements:
Computer/projector to display Time Management Skills assessment for class and to play the Time Management
video; Foundations in Personal Finance Unit 3 disc
Lesson Prep:
1. Make copies of the Time Budget worksheet for all students.
Overview Time Management Assessment
Time Budget Activity
(45 minutes)
15 minutes
30 minutes
Time Management Assessment (15 minutes)
Designate a location in the classroom as a gathering place for 1’s, 2’s, and 3’s. Display the following sets of questions one at a time. Have students go and stand in the location of the number that matches their response.
1. I like my watch to be set exactly at the correct time.
2. I like my watch to be set a few minutes ahead of the correct time.
3. Most of the time, I don’t wear a watch.
1. I tend to arrive at most functions at least 5 minutes early.
2. I tend to arrive at most functions exactly on time.
3. I tend to arrive at most functions a little late.
1. In the course of my daily activities I tend to walk and talk quite fast.
2. In the course of my daily activities I tend to take my time.
3. In the course of my daily activities I tend to walk and talk quite slowly.
1. In high school I almost always completed my daily assignments.
2. In high school I usually completed my daily assignments.
3. In high school often failed to complete my daily assignments.
1. I rarely spend more than 15 minutes at a time on the telephone.
2. I sometimes spend more than 15 minutes at a time on the telephone.
3. I often spend more than 15 minutes at a time on the telephone.
1. I like to finish assignments and reports with a little time to spare.
2. I like to finish assignments and reports exactly on their due dates.
3. I sometimes finish assignments and reports a little late.
1. I rarely spend more than an hour eating a meal.
2. I sometimes spend more than an hour eating a meal.
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Academic Discipline
3
3. I usually spend more than an hour eating a meal.
1. I never watch more than 1 1/2 hours of TV on a weeknight.
2. I sometimes watch more than 1 1/2 hours of TV on a weeknight.
3. I usually watch more than 1 1/2 hours of TV on a weeknight.
1. I never spend more than an hour surfing the Web or talking on a chat line at any one time.
2. I sometimes spend more than an hour surfing the Web or taking on a chat line at one time.
3. I usually spend more than an hour surfing the Web or talking on a chat line at one time.
Source: http://www.exsel.mtu.edu/UN1000/Activities/Time%20Management%20Activities.pdf
Discussion:
Point out to the class that students who have selected the lower responses each time generally have a better grasp
of time management. Students who select higher-numbered responses will generally have to develop some additional time management skills in order to be successful.
Time Budget Activity (30 minutes)
Play the Time Management Bonus Video (0:49) from the Foundations in Personal Finance Unit 3 disc. Hand out the
Time Budget activity worksheet to all students.
Divide students into pairs; if possible, make sure each pair is made up of a boy and a girl.
Instruct groups to create a time budget for the given family situation. Emphasize the importance of sleep, making
eight hours of sleep per night mandatory on their forms. Each group will create a time budget for one week.
52
3
worksheet
Academic Discipline
Time Budget
NAME: ______________________
The average American spends one year of his or her life watching television commercials and six hours a week
shopping, leaving little time for family. With that in mind, budget one week of your life given the following situation.
Family Situation
You are married and have two children, a 10-year-old boy and an 8-year-old girl. You and your spouse both work
full-time, and after school your children attend daycare. Your son plays baseball and basketball and your daughter
plays soccer and attends a weekly dance class. Your week has 112 hours (eight hours of sleep per day has already
been budgeted for you).
Don’t forget
Be sure to include: travel time, grocery shopping, eating meals, etc. Use the time grid on the back of this handout
to budget your time.
53
3
worksheet
Academic Discipline
Time Budget
6:00 AM
7:00 AM
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 PM
1:00 PM
2:00 PM
3:00 PM
4:00 PM
5:00 PM
6:00 PM
7:00 PM
8:00 PM
9:00 PM
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4
Problem Solving & Critical Thinking
LESSON 9: Developing a Process for Problem Solving
Objective:
• Introduce students to the concept of problem solving and critical thinking.
• Assist students in developing critical thinking skills.
Facilitator Notes:.
None
Technology Requirements:
Each group will need access to one computer each for debate research; if school policy allows, students can use
personal devices.
Lesson Prep:
1. Make copies of the Laws of Robotics Worksheet for all students.
Overview
Orientation/Activity Debate Discussion/Reflection (45 minutes)
10 minutes
30 minutes
5 minutes
Orientation/ Activity (10 minutes)
Script: “Problem solving and critical thinking refers to the ability to use knowledge, facts, and data to effectively
solve problems. A college and career ready student must acquire good problem solving skills to be successful in the
classroom and in the workplace. It may require you to solve problems individually, or as a part of a team. This doesn’t
mean you have to have an immediate answer; it means you have to be able to think on your feet, assess problems,
and find creative solutions.”
Activity
Either provide the following for students as a handout (Law of Robotics Worksheet), or display on the whiteboard/projector screen. Put students in pairs or small groups and assign one of the 5 scenarios below to each group. Have one
or two groups share their response.
55
Problem Solving & Critical Thinking
4
Using the Laws of Robotics, answer the following situations below.
The Three Laws of Robotics
1. A robot may not harm a human being, or through inaction, allow a human being to come to harm.
2. A robot must follow the orders given it by a human being except where such orders would conflict
with the First Law.
3. A robot must protect its own existence so long as such protection does not conflict with the
First or Second Laws.
-- Handbook of Robotics, 56th Edition, 2058 AD (via the science-fiction author Isaac Asimov)
You are a robot, programmed according to the Laws of Robotics, as stated above. On a piece of scratch paper,
sketch out your logical reactions to the following situations:
1. A huge tree is about to fall on a child playing on the other side of the street. A crossing guard is holding a “Stop”
sign at you, preventing you from getting to the child. What do you do? Explain every step of your reasoning.
2. The situation is the same as in #1, except now you realize that the tree will crush you if you try to save the child.
In fact, you’ll be crushed before you can even get to the child. Based on these rules, what do you do?
3. In a completely different situation, your owner orders you to jump in front of a speeding bus.
4. The situation is the same as in #3, except now your owner’s ex-girlfriend is on the bus, you are a huge industrial
robot with glittering titanium armor plates, and you weigh twice as much as the bus does.
5. Same as #4, except now the bus is about to run over your owner.
DEBATE (30 minutes)
Divide the classroom into two teams. At the facilitator’s discretion, choose a topic that both teams can debate. A list
of possible topics is shown below, or the facilitator can develop a different topic.
•
•
•
•
•
•
•
•
•
•
•
•
•
School should be year-round.
All students should have an after school job.
Every student should be required to take a performing arts course.
Homework should be banned.
School uniforms should be required.
Year round education is not a good idea for student learning.
PE should be required of all students throughout high school.
All students should be required to perform one year of community service.
Schools should block Youtube.
Students should be able to leave school for lunch.
Students should be held legally responsible for bullying in schools.
Cyberbullying that occurs outside of school, should be punished by the school.
High stakes state testing should be abolished.
Allow the teams 10 minutes to gather and discuss information for their topic. Each team should determine who is
going to speak and in what order. Make sure each person in the group has a role to play, whether that is speaking,
rebuttal, or research.
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Problem Solving & Critical Thinking
4
For the debate, use the following time limits:
Team 1: 5 minutes to present case
Team 2: 5 minutes to present case
Team 1: 2.5 minutes to rebut
Team 2: 2.5 minutes to rebut
Teams should be allowed to use computers (or personal devices if allowed by school policy) to find additional information during the stages of the debate.
Questions (5 minutes)
Once the debate has been completed, the teacher should discuss the following questions with the class:
1. Describe how your team developed their arguments.
2. What was difficult about this task? What was easy?
3. What are the pros and cons of debating with a small group of people? A large group of people?
Exit Slip: Reflection Question
Have students answer the following question on a sheet of paper and either hand it to the teacher before leaving or
place it in a designated location.
How do you think being a good problem solver and critical thinker will help you become a college and career
ready student?
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4
worksheet
Problem Solving & Critical Thinking
Laws of Robotics
Name: ____________________________
Using the Laws of Robotics, answer the following situations below.
The Three Laws of Robotics
1. A robot may not harm a human being, or through inaction, allow a human being to come to harm.
2. A robot must follow the orders given it by a human being except where such orders would conflict
with the First Law.
3. A robot must protect its own existence so long as such protection does not conflict with the
First or Second Laws.
-- Handbook of Robotics, 56th Edition, 2058 AD (via the science-fiction author Isaac Asimov)
You are a robot, programmed according to the Laws of Robotics, as stated above. On a piece of scratch paper,
sketch out your logical reactions to the following situations:
1. A huge tree is about to fall on a child playing on the other side of the street. A crossing guard is holding a “Stop”
sign at you, preventing you from getting to the child. What do you do? Explain every step of your reasoning.
2. The situation is the same as in #1, except now you realize that the tree will crush you if you try to save the child.
In fact, you’ll be crushed before you can even get to the child. Based on these rules, what do you do?
3. In a completely different situation, your owner orders you to jump in front of a speeding bus.
4. The situation is the same as in #3, except now your owner’s ex-girlfriend is on the bus, you are a huge industrial
robot with glittering titanium armor plates, and you weigh twice as much as the bus does.
5. Same as #4, except now the bus is about to run over your owner.
58
Problem Solving & Critical Thinking
4
Lesson 10: Following Direction in Our Lives
Objective:
To engage students in a series of activities that will test and enhance their listening skills.
Facilitator Notes:
This lesson includes a YouTube video. Please check ahead of time and make sure that the video can be viewed in
your classroom. You may have to check with your LMS (Library Media Specialist) to have it added to the list of accepted sites.
Technology Requirements:
Computer/projector to display the video
Lesson Prep:
1. Make copies of Worksheet #7 for all students.
Overview Orientation/Discussion
Activity: The Numbers Game
Video/Discussion
Reflection Questions
(45 minutes)
10 minutes
10 minutes
15 minutes
10 minutes
Orientation (10 minutes)
Script: “Listening and following directions are a part of our everyday life. It doesn’t matter what we do or where we
go, directions are almost required to do anything. Whether we’re cooking our favorite dish, or putting a very complicated piece of furniture together, if we don’t follow the proper directions, the results could be disastrous. To be a
college and career ready student, it’s imperative that you listen to the directions that the instructors give. One misread word can cause you to turn in the wrong assignment, improperly calculate a formula, or even miss a deadline.
This will become more important to you as you approach college or apply for a job. Certain instructions have to be
followed to be considered an applicant. If you fail to meet the school or the employer’s requirements, you will not be
accepted.”
Questions for Discussion:
1. How important do you feel instructions are in life?
2. Do you feel like you follow instructions well?
3. When will you not have to follow instructions in life?
4. Who are some people in life that give you directions?
Activity: The Numbers Game (10 minutes)
This number activity challenges students to listen carefully and follow directions. It calls for students to count backward, count forward, and skip lines.
Directions: Ask students to take out a piece of lined paper. Then give them a series of directions. (You can select
any sequence of steps you wish, keeping your students’ abilities in mind). Here’s an example:
1. Write the number 86. (86)
2. Count backward five numbers, and write the new number. (81)
3. Skip a line, count forward three numbers, skip another line, and write the new number. (84)
4. Count backward eight, forward two, skip two lines, and write the new number. (78)
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Problem Solving & Critical Thinking
4
5. Count forward nine, skip a line, and write the new number. (87)
6. Count backward eight, skip a line, count backward six, skip a line, and write the new number. (73)
7. Count forward three, skip a line, count forward ten, skip a line, and write the new number. (86)
8. Underline the new number. What is it? (86)
Questions for discussion after activity:
What was easy about this activity? What was hard?
What tips do you have for being successful at following directions? (As students offer these, make a list on the
board).
Video/Discussion: World Record 2 Hour House (15 minutes)
Website: http://www.youtube.com/watch?v=I2HqW-AAb20
Play the video above for the class. Once the video is complete, discuss the following questions with the class.
1. What had to take place for that project to be successful?
2. What would have happened even if one person didn’t follow directions carefully?
3. How much planning took place before the actual building began?
4. What soft skills were used in completing this project?
Reflection Questions (10 minutes)
Discuss with students the instructions they think will have to be followed during:
a. The college application process
b. Applying for a job
*After guessing what they think will be required, show them actual examples of job and college applications. You can
either display these on the projector screen or pass them out as handouts for students. See resources listed below.
Copy of common college application with instructions and a sample job application are provided at end of lesson.
Sample college application:
https://www.commonapp.org/CommonApp/DownloadForms.aspx
Sample job application:
http://www.ivrop.org/Teacher%20Resources/Assessments/Application%20Sample%202.pdf
Extension Activity (Optional Homework)
Have students complete the common college application and the job application.
60
2012-13 First-year Application
For Spring 2013 or Fall 2013 Enrollment
APPLIC ANT
Legal Name ___________________________________________________________________________________________________________________
Last/Family/Sur (Enter name exactly as it appears on official documents.)
First/Given
Middle (complete)
Jr., etc.
Preferred name, if not first name (only one) ____________________________
Former last name(s) _____________________________________________
Birth Date ____________________________________________________
Female Male
US Social Security Number, if any ___________________________________
mm/dd/yyyy
Required for US Citizens and Permanent Residents applying for financial aid via FAFSA
Preferred Telephone Home Cell Home (_______) __________________________________ Cell (_______) __________________________________
Area/Country/City Code
Area/Country/City Code
E-mail Address ________________________________________________
IM Address ____________________________________________________
Permanent home address __________________________________________________________________________________________________________
Number & Street
Apartment #
____________________________________________________________________________________________________________________________
City/Town
County or Parish
State/Province
If different from above, please give your current mailing address for all admission correspondence.
Country
ZIP/Postal Code
(from ___________ to ___________)
(mm/dd/yyyy)
(mm/dd/yyyy)
Current mailing address __________________________________________________________________________________________________________
Number & Street
Apartment #
____________________________________________________________________________________________________________________________
City/Town
County or Parish
State/Province
Country
ZIP/Postal Code
If your current mailing address is a boarding school, include name of school here: ____________________________________________________________
_____
FUTURE PLANS
Your answers to these questions will vary for different colleges. If the online system did not ask you to answer some of the questions you see in this section, this college
chose not to ask that question of its applicants.
College ________________________________________________________
Entry Term: Fall (Jul-Dec)
Spring (Jan-Jun)
Deadline ______________________________________________________
mm/dd/yyyy
Do you intend to apply for need-based financial aid?
Yes
Yes
Yes
Yes
No
No
No
No
Decision Plan___________________________________________________
Do you intend to apply for merit-based scholarships?
Academic Interests _____________________________________________
Do you intend to be a full-time student?
____________________________________________________________
Do you intend to enroll in a degree program your first year?
____________________________________________________________
Do you intend to live in college housing? ______________________________
Career Interest_________________________________________________
What is the highest degree you intend to earn? _________________________
DEMOGRAPHICS
Citizenship Status ______________________________________________
1. Are you Hispanic/Latino?
Non-US Citizenship(s) ____________________________________________
Yes, Hispanic or Latino (including Spain) No
If yes, please describe your background.
_____________________________________________________________
____________________________________________________________
_____________________________________________________________
2. Regardless of your answer to the prior question, please indicate how you identify
yourself. (Check one or more and describe your background.)
Birthplace ________________________________________________________
City/Town
State/Province
Country
Years lived in the US? ____________ Years lived outside the US? ____________
Language Proficiency (Check all that apply.)
S(Speak) R(Read) W(Write) F(First Language) H(Spoken at Home)
S
R
W
F
H
_______________________________________________ _______________________________________________ Optional The items with a gray background are optional. No information you
provide will be used in a discriminatory manner.
Religious Preference _______________________________________________
US Armed Services veteran status _____________________________________
2012 The Common Application, Inc.
Are you Enrolled? Yes No If yes, please enter Tribal Enrollment Number________________
____________________________________________________________
_______________________________________________ ©
American Indian or Alaska Native (including all Original Peoples of the Americas)
Asian (including Indian subcontinent and Philippines)
____________________________________________________________
Black or African American (including Africa and Caribbean)
____________________________________________________________
Native Hawaiian or Other Pacific Islander (Original Peoples)
____________________________________________________________
White (including Middle Eastern)
___________________________________________________________
AP-1 / 2012-13
SAMPLE JOB APPLICATION
PLEASE NOTE: It is important that you complete all parts of the application. If your application is incomplete or does not clearly show the experience and/or training required, your application may not be accepted. If you have no information to enter in a section, please write N/A.
Name and Address
Name (First, MI, Last)
Social Security Number
Mailing Address
City, State, and Zip Code
Telephone
Alternate Phone
If under 18, please list age
Email
Job Type
Days/hours available to work
† I have no † Mon.
preference.
† Tues.
† Wed.
† Full‐time job
I am seeking a:
How many hours can you work weekly?
† Thurs.
† Fri.
† Part‐time job
Can you work nights?
† Sat.
† Sun.
† Full‐ or Part‐time
Date available to begin
Additional Information
Have you ever been employed by this organization in the past?
I certify that I am a U.S. citizen, permanent resident, or a foreign national with authorization to work in the United States.
† Yes
† Yes
† No
† No
Have you ever been convicted of, or entered a plea of guilty, no contest, or had a withheld judgment to a felony?
† Yes
† No
If Yes, please explain:
Do you have a driverʹs license? † Yes † No
Driverʹs license number
Issued in what state?
Have you had any accidents during the past three years?
How many?
Have you had any moving violations during the past three years?
How many?
page 1 of 4
5
Communication
Lesson 11: Communication 101
Objective:
To discuss the importance of effective communication and its relevance in all aspects of life.
Facilitator Notes:
This lesson includes a YouTube video. Please check ahead of time and make sure that the video can be viewed in
your classroom. You may have to check with your LMS (Library Media Specialist) to have it added to the list of accepted sites.
Technology Requirements:
Computer/projector to display the video
Lesson Prep:
1. Print Notecard Activity terms and definitions; cut apart.
Overview Video #1/Discussion Video #2/Activity
Activity: Meeting New People
(45 minutes)
10 minutes
25 minutes
10 minutes
Video #1/Discussion: Effective Communication (10 minutes)
Website: http://www.youtube.com/watch?v=oI2Ewqws0G4
Play Video #1 for students. Ask them to take notes over the main points of the video. Once the video is finished, use
the following questions for class discussion:
1. In what three ways does communication break down?
a. What words actually are/ What percentage are words? 10%
b. How they sound (Tone) / What percentage is tone? 20%
c. Body language (Energy) / What percentage is energy? 70%
2. What’s more important during communicating: speaking or listening?
3. Why is communication considered a science and not an art?
4. What are some of the hindrances in communication today?
5. How has technology effected communication today for the worse? The better?
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Communication
5
Video #2/Activity-Non-Verbal Communication- The Documentary (10 minutes)
Website: http://www.youtube.com/watch?v=Kc2yRqat7q8
Play Video #2 for students. Discuss the following questions before introducing the next activity:
• Have any of you ever been misunderstood based on body language?
• Does this make you think about how you sit in the classroom? Slouched? Head down?
• How will body language help you while applying for college? For a job?
Activity: Nonverbal Communication (Notecard activity) (15 minutes)
Print out the attached terms and definitions; cut them out. Tape one card on each student’s back; each student
should get EITHER a term OR a definition. Without talking or using hand gestures, the students have to figure out
how to match the terms with the definitions. If you have an odd number of students, place a blank notecard on that
student’s back. Time the students to see how long it takes them to match the terms with the definitions. Once they
think they’ve found a match, they can sit down. When everyone has found a partner, have them read the terms and
definitions out loud.
Questions for discussion:
1. How difficult was it to communicate with each other?
2. How did you figure out what was going on?
3. Who took the lead in getting everyone on the same page?
Activity: Meeting new people (10 minutes)
Have pairs of students take turns having a conversation in front of the class. This can be an impromptu activity.
Have two students walk up to each other and introduce themselves and allow them one question to ask each other.
Have the students comment on the body language, hand shake etiquette, eye contact, etc. Students can be picked
randomly.
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Communication
5
Nonverbal Communication (Notecard activity)
FULL TIME
A class schedule of 12 or more credits during the
fall or spring semester, part time less than 12
GENERAL EDUCATION
REQUIREMENTS (GEN ED)
Required general education courses in all degree
programs transferable to all 2 and 4 yr. institutions
in the state of Kentucky
PREREQUISITES
A course that must be completed before you can
take another course (ex. ENG 1010 must be completed before ENG 1020 can be taken), appear with
an asterisk (*) in the catalog
REQUIRED COURSE
Courses that are needed to complete a student’s
Program of Study
SEMESTER
15 week session during fall and spring
SYLLABUS
An outline of course objectives, schedule of class
activities, assignments, grading policy and
contact information provided by the course instructor
WITHDRAWAL
Students can withdraw from classes for any reason
before the final semester withdraw date
(check the schedule of classes) and receive a grade
of “WD” on your transcript. “WD” will have no
impact on your GPA and you will not receive any
money back for the course.
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Communication
DEVELOPMENTAL COURSES
Courses that prepare students for college level
work, required based on placement exams.
DROP
Students may “drop” a course from their schedule
through the first week of classes. A dropped
course will not show on a student’s transcript. A refund is determined by the drop date in the schedule
of classes.
ELECTIVE COURSES
Courses that a student may choose to complete as
part of his/her learning program which count towards graduation requirements
ASSOCIATE’S DEGREE
A two-year degree from a community, technical or
junior college
AUDIT
To attend a class without receiving credit for the
class
BACHELOR’S DEGREE
A four-year degree from a college, university or professional school; usually requires at least 124 credit
hours.
CREDIT HOUR
Credit given for attending one lecture hour of class
each week for 15 weeks or equivalent. Most college
classes are three credit hours, meaning their total
meeting time for a week is three hours.
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Communication
FEES
Course-related costs to attend college
GRANTS
Financial assistance that does not require
repayment
LOANS
Financial assistance that must be repaid
MAJOR
A student’s concentrated field of study.
MINOR
A student’s secondary field of study
PRIVATE UNIVERSITY
A non-state assisted college or university that
relies on private funding, tuition and fees
PUBLIC UNIVERSITY
A state-assisted college or university
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Communication
REGISTRATION
Enrollment in classes
MASTER’S DEGREE
Requires one to three years and
approximately 30–40 credits beyond a
bachelor’s degree
DOCTORAL DEGREE
Requires three to five years beyond a
bachelor’s degree
TUITION
Costs for courses, not including certain fees
68
5
Communication
Lesson 12: When and Where to Say What?
Objective:
To discuss when and where certain communication is appropriate for students.
Facilitator Notes:
This lesson must be followed by the lesson “Introduction to Public Speaking.”
Technology Requirements:
None required
Lesson Prep:
1. Make copies of With Whom Are You Communicating Worksheet for all students
2. The facilitator may want to provide art supplies and posterboard or other materials for students to use while
completing Activity #1.
Overview (45 minutes)
Activity: With Whom Are You Communicating?
30 minutes
Discussion5 minutes
Assignment prep for next class session
10 minutes
Activity: With whom are you communicating? (30 minutes)
(Borrowed from the Department of Labor- “Skills That Pay the Bills”)
Break the students into 5 groups. Pass out With Whom Are You Communicating worksheet. Assign each group to
one of the communication situations listed on the worksheet. Given the situations, ask the students to demonstrate
how they communicate with their friends, their family members, and their employers. They can be creative and use
pictures, act out the scene, etc. (The more creative the better!) Be sure that students include both verbal and nonverbal cues and actions.
Discussion (5 minutes)
Once students have completed the activity, discuss the following questions with them
1. Why is each situation different?
2. What are the expectations of each person?
3. What would happen if you greeted your friends in the same way you greeted an interviewer?
4. What would happen if you greeted an interviewer the same way you greeted your family members?
Assignment Prep (10 minutes)
For the last assignment in the Communications module, students will have to deliver a 1 minute acceptance speech.
The speech should be no shorter than 30 seconds and no longer than 1 minute. They’ve just won an award (of their
choosing) and have to give the speech to the rest of the class. They can use the rest of this class time to prepare
their speeches and ask any questions they might need to clarify the assignment.
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5
worksheet
With Whom Are You Communicating?
Communication
NAME: _______________________
SITUATION 1: Saying hello or goodbye
Friends:
Family:
Professional:
SITUATION 2: Asking for help
Friends:
Family:
Professional:
SITUATION 3: Emailing or texting
Friends:
Family:
Professional:
SITUATION 4: Showing excitement
Friends:
Family:
Professional:
SITUATION 5: Showing anger or frustration
Friends:
Family:
Professional:
70
5
Communication
Lesson 13: Introduction to Public Speaking
Objective:
To expose students to the proper etiquette of public speaking.
Facilitator Notes:
This lesson includes a YouTube video. Please check ahead of time and make sure that the video can be viewed in
your classroom. You may have to check with your LMS (Library Media Specialist) to have it added to the list of accepted sites.
Technology Requirements:
Computer/projector for video
Lesson Prep:
Students will need a critique sheet for each student in the class. The facilitator can also choose to fill out a critique
sheet for each student. If the copy budget is slim, the teacher can always have students use their own paper for the
critiques.
Overview Orientation/Introduction Video Speeches and Critiques
Discussion
(45 minutes)
5 minutes
35 minutes
5 minutes
Orientation/Introduction Video: Five Basic Public Speaking Tips (5 minutes)
Website: http://www.youtube.com/watch?v=AykYRO5d_lI
Instruct students to watch the video “Five Basic Public Speaking Tips.” Inform them that they will be using these 5
tips to frame their critiques of their fellow students as they give their acceptance speeches.
Speeches and Critiques (35 minutes):
Each student should give their 1-minute prepared speech to the class. After each student speaks, the class should
fill out a critique sheet for each student. On the critique sheet, the students should write one specific good thing (+)
and one suggestion for improvement (-); critiques should be specific and draw from the material in the video. (Nothing like “good job!” or other generic comments).
Discussion (5 minutes):
1. What was fun about the activity? What wasn’t fun about it?
2. How will you better prepare for a speech next time?
3. Do you think public speaking is important to a college and career ready student? Why or why not?
Extension Activity:
Based on the comments of your peers what do you need to do to improve on your public speaking skills?
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worksheet
5
Communication
Critique Cards
================================================================
Name:
Speaker:
(+)
(-)
================================================================
Name:
Speaker:
(+)
(-)
================================================================
Name:
Speaker:
(+)
(-)
================================================================
Name:
Speaker:
(+)
(-)
================================================================
Name:
Speaker:
(+)
(-)
72
6
College & Career Options
Lesson 14: Types of Colleges
Objective:
• Identify different types of colleges
• Compare the different types of colleges and begin to decide your best fit
• Review the College planning timeline for 9th grade
Facilitator Notes:
None.
Technology Requirements:
Computer lab required. ILP login information extremely helpful but not necessary.
Lesson Prep:
Reserve computer lab space in advance. Make copies of worksheets and 9th grade planner. The map can be shown
on smartboard or make a few classroom copies in advance for students to pass around.
Overview Orientation & Reading
In class Activity Reflection/Group Discussion (45 minutes)
5 minutes
35 minutes
5 minutes
Orientation/Reading ( 5 minutes)
Hopefully, as a student you haven’t been told anything false like ”You’re not college material.” Anyone can be successful in college! But in order to do so, you must have the desire to succeed, the willingness to put in the time to do
so, as well as making sure your college is the right fit for YOU!
It is tempting to choose what college you want to attend based on where your friends from high school are going. This
is NOT the way to choose what is the best fit for you! If you want to be a physical therapist and your friend wants to be
a writer you are most likely looking at attending two VERY different colleges. It is your responsibility to find what works
best for YOU.
To start, you need to understand your options and NOW is the time for you to begin thinking about college and find
out what colleges may meet your individual needs.
Across the United States there are more than 3,600 colleges and universities from which students may choose. In
Kentucky alone, there are 45 colleges that students may attend. Some of these colleges are state supported schools;
others are private. Some may be far away from home; others may be in the student’s hometown. These colleges/
universities vary in size from small (less than 2,000 students) to colleges with student populations over 20,000
students. Colleges offer a wide range of majors and some even specialize in certain content areas. Each college is
certainly unique just like you.
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In-class Activity (35 minutes)
Display a copy of the map of colleges and universities on the overhead projector. Students should use this for reference as they work on the in-class activities.
Hand out copies of the “Who’s On Your List” worksheet for students. Have students take 5-10 minutes to complete
the six questions on the worksheet. Once students have completed the worksheet, instruct them to visit the following
website and complete the Matching Assistant: https://www.kheaa.com/website/kheaa/match_assist?main=1
If students already have a list of saved schools in their ILP, they can use those schools instead.
Have students select one school to explore. Hand out the Assessing Your List of Colleges worksheet to students and
have them use these questions and the college websites (for the school of their choice) to begin exploring schools in
which they are interested.
After students have worked for about 20 minutes, ask them to stop and then discuss the Reflection Questions below.
Encourage students to continue exploring these colleges on their own.
Reflection Questions/Discussions:
1. What college/university are you leaning towards? Why?
2. Did you discover something new about a college/university that interests you?
Extension Activity:
Have students interview 3 people who attended college:
1. Where did they go? Why did they choose that college?
2. What do they wish they had known before they went to college?
Resources & References
www.kheaa.com
Brenda Owen, Carol Eicher, Carol Gabbard, and Susan Young, E-Mentoring 4 A Purpose/Awareness 4 College/Career,
Level I & Level II Curriculum, (for GEAR UP Kentucky II), Eastern Kentucky University, college of Education, Richmond
Kentucky, 2007-2009.
www.collegeboard.org
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Kentucky Colleges & Universities
Research State Universities:
University of Kentucky
University of Louisville
ÌÌRegional
State Universities:
Eastern Kentucky University
Kentucky State University
Morehead State University
Murray State University
Northern Kentucky University
Western Kentucky University
Kentucky Community and Technical Colleges:
Only Main campus locations are shown but satellite campuses
are located all over the state. Example Maysville Community &
Technical College’s main campus is in Mason county but
they have a satellite campus in Rowan County.
Ashland CTC
Bluegrass CTC
Big Sandy CTC Bowling Green TC
Elizabethtown CTC
Gateway CTC
Hazard CTC Henderson CC
Hopkinsville CC
Jefferson CTC
Madisonville CC
Maysville CTC
Owensboro CTC
Somerset CC
Southeast Kentucky CTC
West Kentucky CTC
Independent/Private Colleges & Universities:
Alice Lloyd College
Asbury University
Bellarmine University
Berea College
Brescia University
Campbellsville University
Centre College
Georgetown College
Kentucky Christian University
Kentucky Wesleyan College
Lindsey Wilson College
Mid-Continent University
Midway College
Pikeville College
Spalding University
St. Catharine College
Thomas More College
Transylvania University
Union College
University of the Cumberland
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Who’s On Your List?
Name: ____________________________
In this activity, you will begin to think about the type of postsecondary institution you would like to attend and explore
these colleges through your ILP and various college websites.
Questions About You
The following questions can help you focus the college selection and admissions process where it belongs—on you!
An honest and thoughtful self-evaluation can reveal what YOU should look for in colleges.
1. Do you want to be:
• able to come home in an hour or so every weekend?
•
able to come home in a half-day’s drive?
•
able to come home only on vacations/holiday breaks?
2. Do you prefer to stay in Kentucky or go to college out of State? If so, list them.
3. Which do you prefer? Large city_________ Suburb__________ Small town__________
4. Do you have a sense of what size college/university might suit you best? If so, what is your preference?
5. Do you think you know what you want to study in college? Yes_____ No_____
•
If you checked “yes,” what is your intended area of study?________________________________________
6. Are there any other general preferences you have at this point?
For example: Fraternities and sororities? Religious? 2 year Community & Technical? Certain sports offered? Research university? Colder climate? Warmer climate? Other? Co-ed or single sex?
Once you have answered these questions you can begin to make a list of colleges you are interested in. If these are
saved in your ILP that is great! If not, now is the time to do so. This allows you quick reference to them. Now using
your ILP or the KHEAA website begin to evaluate your selected colleges/universities using the questions that follow.
If you have not selected any colleges or universities that you are interested in, explore an in-state public college, a
community/technical college, a private college, and an out of state college or university.
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Assessing your list of colleges
As you develop a list of colleges that interest you, be sure you can answer these questions about them. Record your
answers in a journal, notebook, or typed document that you can reference later using a separate sheet for each college or university you are interested in.
The basics
• Where is the college? Can you locate it on a map? Is it too close to home? Too far? Is it too cold or too hot there?
• Have you taken the course work the college requires for admission?
• What size is the college? How many students are undergraduates?
• What is the college’s selectivity ratio (what proportion of applicants were admitted last year)?
• Does the college offer majors that interest you?
• Is the college coed or single sex?
• What percentage of students live off campus?
• How many of the students graduate in four years? Five years? Six years?
• How many first-year students return for their sophomore year?
• How much is tuition? If college is out of state what is the out of state tuition? Can I use KEES? What is the total
per-year expense for tuition/books/housing?
• What type of financial aid is available?
Where would you fit in?
• What are the college scores for the ACT? Based on your PLAN scores and projected ACT, where does that place you?
• What were the high school GPAs of most of the freshmen last year?
• Are freshmen guaranteed on-campus housing? If not, where do they live?
• Are there extracurricular activities that interest you?
Visit the colleges’ websites or explore using your ILP
• What are their strong academic programs?
• What courses are required for graduation?
• Are there special programs that interest you (study abroad, internships, etc.)?
• What is the social life like? What percentage of students join fraternities or sororities?
• Do the pictures and the language the college uses to describe itself attract you?
• What is your general impression of the college?
Is the school accredited?
• If professional certification is required for employment in the field that interests you, how many students enrolled
in the school’s program pass the certification exam?
Admissions process
• When are applications due?
• Does the college accept the Common Application? If so, does it require supplemental forms?
• What does the application contain? Are essays required?
• Is an interview suggested or required? Is an interview available from staff or alumni?
• When may you visit the college? What is its policy regarding campus visits?
• What are the financial aid deadlines? What financial aid forms are required?
Now answer these questions
• Am I a strong candidate for admission to this college?
• If I am not a strong candidate, what are my chances?
• Do I want to visit this college?
• What additional information do I need?
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Ninth-Grade Planner
Name: ____________________________
August/September
†† Take the most challenging courses you can. (Click here for Kentucky’s Pre-College Curriculum)
†† Get involved in extracurricular activities and community volunteer work.
†† Get organized. Create a college access file for:
†† Copies of report cards.
†† Lists of awards and honors.
†† Descriptions of school and community activities, including paid and volunteer work.
†† Work hard in class. The grades you earn will be part of your final high school GPA and can earn you KEES
money.
†† Register on kheaa.com for a MyKHEAA account and to receive the Your KHEAA College Connection newsletter.
†† Use the ILP to explore your interests and possible careers.
October/November/December
†† Attend any career days offered by your school or in your community.
†† Talk with your school counselor and parents about a plan that will prepare you for college.
†† Research college costs and talk with your parents about saving for college.
January/February
†† Meet with your school counselor to set your sophomore schedule. A tough course load may pay off with scholarships and help you get into the school of your choice.
†† Ask your counselor about Advanced Placement (AP) courses. Some schools offer them to sophomores.
†† Ask your counselor about International Baccalaureate (IB) courses if your school offers that program.
March/April
†† Continue to explore interests and careers.
†† Start thinking about the colleges you might like to attend. Use the matching assistant on kheaa.com to find the
Kentucky schools that meet your requirements.
May/June
†† Check into summer enrichment programs in subjects that interest you.
†† Find out what a college atmosphere is like by attending a summer camp at a college near you.
July
†† Use your MyKHEAA account to check your KEES account and to make sure your personal information and GPA
are correct. If you find an error, ask your counselor to have it corrected.
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Lesson 15: My Thoughts on Colleges
Objectives:
• Identify and describe the variety of post-secondary choices
• Compare earnings by educational attainment
Facilitator Notes:
This lesson includes a YouTube video. Please check ahead of time and make sure that the video can be viewed in
your classroom. You may have to check with your LMS (Library Media Specialist) to have it added to the list of accepted sites.
Technology Requirements:
Computer/projector to display the video
Lesson Prep:
• If you have access to education/salary figures for your community, you may want to bring these in to supplement
Activity #1.
• Make copies of Anticipation Guide Worksheet and Education Pays Worksheet.
Overview Video/ discussion
Activity 1
Activity 2
Group Discussion Reflection
(45 minutes)
5 minutes
10 minutes
15 minutes
10 minutes
5 minutes
Video and Discussion (5 minutes)
Website: http://www.youtube.com/watch?v=NyDXdHVw-yM
Show the Target commercial “Acceptance” once students have entered the classroom. Ask students to jot down (on
a scrap piece of paper) their reaction to the video: Do they think it’s cool? Or dumb? What is their first response to
it, and to the statements Target makes as part of the commercial? Have students turn to a partner and share their
reaction.
Questions to use for classroom discussion:
• Is a college education important to you? Why or why not?
• How can you get yourself on the path to college?
• What steps can you take now that will begin to get you ready for college?
Activity #1 (10 minutes)
Pass out Anticipation Guide Worksheet to students. Use one of the reading strategies outlined in this Facilitator’s
Guide (see Tab 8) to have students read the following information:
“We all know that college is a place for anyone who wants to attend and can meet grade and cost requirements. However, some who can meet those requirements still choose not to go to college. Some students think college is only for
people who are the smartest kids in school, rich, and already know what they want to do. But that is not always true.
Many students who live in poverty go to college because they are determined to make a better life for themselves and
financial is sometimes very much available for students with financial needs. Others appear to be average students
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when it comes to academics but may very well excel in areas requiring skill development such as computers, the arts,
and career and technical education. Many college freshmen still do not know what they want to do with their lives but
college will help them decide.”
Have students complete the BEFORE column of the Anticipation Guide.
Activity #2 (15 minutes)
Pass out the Education Pays Worksheet to students. Use one of the reading strategies outlined in this Facilitator’s
Guide (see Tab 8) to have students read the following information:
“Education in our society is both an asset and a necessity. As an asset, it expands the number of career opportunities
available to those who continue beyond high school for professional training either at a post-secondary specialty school
or college. Having a good education definitely makes an individual more employable and earning levels rise with increased levels of college/professional training.”
Have students work in pairs to complete worksheet. Discuss the responses as a whole class.
Group Discussion (10 Minutes)
Involve students in discussion regarding their responses. Below are suggested questions:
• How will a college education increase your salary over your lifetime?
• Do you have a plan for your educational future?
Reflection (5 minutes)
Have students complete the AFTER column of the Anticipation Guide. Encourage them to think about how the information in today’s lesson might impact their previous responses.
Resources & References
Jim Randel and Carol Randel, The Skinny On College Success, School Specialty, Inc., for GEAR UP Kentucky, 2013.
Brenda Owen, Carol Eicher, Carol Gabbard, and Susan Young, E-Mentoring 4 A Purpose/Awareness 4 College/Career, Level I &
Level II Curriculum, (for GEAR UP Kentucky II), Eastern Kentucky University, college of Education, Richmond Kentucky, 2007-2009.
www.collegecareerlifeplanning.com
www.scholarships.com/resources/college-prep/preparing-for-college/
www.scholarships.com/resources/college-prep/preparing-for-college/why-students-don’t-go-to-college/
www.knowhow2goky.org
www.kheea.org
http://mappingyourfuture.org/planyourcareer/careership/match_career.cfm
www.act.org
www.gearupky.org
www.careercruising/ilp.com
www.collegecareerlifeplanning.com
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Anticipation Guide
Name: ______________________
We all know that college is a place for anyone who wants to attend and can meet grade and cost requirements.
However, some who can meet those requirements still choose not to go to college. Some students think college
is only for people who are the smartest kids in school, rich, and already know what they want to do. But that is not
always true. Many students who live in poverty go to college because they are determined to make a better life for
themselves, and financial aid is sometimes very much available for students with financial needs. Others appear to
be average students when it comes to academics but may very well excel in areas requiring skill development such
as computers, the arts, and career and technical education. Many college freshmen still do not know what they want
to do with their lives but college will help them decide.
Directions: Answer the following questions.
BEFORE
AFTER
What do you plan to do after
high school?
Why should you think about
college now?
What steps do you plan to take
in high school to help you prepare for college and the workplace?
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Education Pays
Name:_______________________
Education in our society is both an asset and a
necessity. As an asset, it expands the number
of career opportunities available to those who
continue beyond high school for professional training either at a post-secondary specialty school or
college. Having a good education definitely makes
an individual more employable and earning levels
rise with increased levels of college/professional
training.
Directions: Use the charts on the next page to answer the questions below. The chart compares the
amount of weekly earnings and unemployment rate
based on education levels. (Note: Remember these
figures could be different in your local community;
check with your facilitator if you have questions.)
1. How much money would two people in your household make weekly and yearly with a bachelor’s degree?
2. How much would they make with less than a high school diploma?
3. How many years of school past high school does it take to obtain a bachelor’s degree?
4. Compare the weekly and yearly income of the Bachelor’s degree to a Master’s degree.
5. Which degree will you have to have to support your dream lifestyle?
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Lesson 16: Relating with Money: Nerd or Free Spirit?
Objectives
• Explain the difference between a commission and an allowance
• Describe the general differences that exist between men and women as they relate to money
• Identify the characteristics of a nerd and a free spirit and explain how they approach the budget in different ways
• Evaluate the importance of doing a budget together when married
Facilitator Notes:
The facilitator should watch “Message for the Instructor” (Unit 3 Disc, chapter 9 Relating with Money) before beginning the lesson with students. It is also a good idea to preview the video segments so that you know what will be said
and can be prepared for class questions and responses.
Technology Requirements:
Computer/projector or TV/VCR to display the videos
Lesson Prep:
1. Pass out new Dave Ramsey books to students if they haven’t already gotten their copies.
2. Make copies of the Vocabulary Activity Worksheet for all students.
3. Make copies of the “Back Then” activity sheet for all students.
Overview Bellringer Activity
Vocabulary Activity
Before You Begin Self-Test
Back Then Activity
(45 minutes)
5 minutes
10 minutes
15 minutes
15 minutes
Bellringer Activity (5 minutes)
If students don’t already have their copies of the Foundations in Personal Finance workbook, hand them out as
students walk in the door. Ask students to turn to page 129 and read the gray section. Have students write their own
observations about how money affects relationships in the blank gray section at the bottom of the page. Have a
couple of students share their responses when everyone is finished.
Vocabulary Activity (10 minutes)
Read the chapter objectives to students (p. 129). Explain that these are the things they should know and be able to
do at the end of the chapter.
Pass out the Vocabulary Activity handout. Instruct students to complete the first column by writing their own definition
of the key terms in the column labeled “Prediction.” If students are unfamiliar with the term, they should make their
best guess. Once students have completed this activity, they should put this worksheet aside (but don’t lose it!) They’ll
complete the 2nd and 3rd columns during a couple of the upcoming class sessions.
Before You Begin Self-Test (15 minutes)
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Ask students to complete the “Before You Begin” checklist on page 130 in the workbook. Once students have
checked the characteristics that best describe them, have students split into two groups – NERDS should be on
one side of the room, with FREE SPIRITS on the other side. Have each group come up with a slogan or motto that
describes their relationship with money. Share with the class.
Questions for discussion:
• What are some positive outcomes for how your group (Nerds or Free Spirits) relate to money? What are some
possible negative outcomes?
• Does one group seem to have more male or female students in it, or are they fairly evenly divided between the
two genders?
• What kind of observations or connections could students make of these gender differences?
Have students return to their seats and complete the two questions at the bottom of page 130 in the workbook.
Back Then Activity (10/15 minutes)
Pass out the “Back Then” activity sheet to students. This assignment requires students to interview someone from
a previous generation (preferably a grandparent or someone in that age range). Students will present their findings
in an infographic during Lesson 19. (unless otherwise specified by the instructor because of a different schedule).
Students can create their infographic digitally (use this free tool: http://www.easel.ly/) or they can create it on a piece
of posterboard with traditional art supplies.
For the facilitator: Here is a great website that shows you what an infographic is and how your students can create
one.
http://teacherstraining.com.au/easily-create-infographics/
To explain infographics for students, display the following website:
http://www.customermagnetism.com/infographics/what-is-an-infographic/
Resources and References:
Dave Ramsey, Foundations in Personal Finance Student Edition. Chapter 9, Relating with Money.
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Vocabulary Worksheet
NAME: ____________________________
Directions: Follow the instructions provided by your teacher.
TERM
Accountability
PREDICTION
DEFINITION
EXAMPLE/NOTES
Allowance
Commission
Fiscal
Free Spirit
Nerd
Work Ethic
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Back Then Activity
NAME: ____________________________
Interview someone from a previous generation, preferably your grandparents or someone in that age range. Use
the following questions to find out if thoughts about money and relationships were different back then. Create an
infographic from your results.
Date due: ___________
General Questions:
• Where did you go to school and what was it like?
• What was your first job and how much did you make?
• What did you buy with your money?
• How much money did you need if you were going out with friends or having fun?
• How did you learn about money?
• Where did you shop for food and clothes?
• What did you do if you wanted something you couldn’t afford?
• Did you have credit cards?
• How are views about money different today than when you were young?
• How are views about relationships different today than when you were young?
Questions for married people
• How did you meet your spouse?
• How long did you know each other before you got married?
• Did you discuss money before you got married?
• Did you have money fights?
• Describe your first car, how much it cost, and how you paid for it.
• Describe your first house, how much it cost, and how you paid for it.
• What were the first few years of marriage like?
• Did you worry about money? If so, what did you do about it?
• What were your views on debt?
• How did your children learn about money?
Questions for people who have not been married:
• Describe your first car, how much it cost, and how you paid for it.
• Describe your first house, how much it cost, and how you paid for it.
• Did you have an accountability partner or someone you could confide in about money and ask for advice?
• Did you worry about money? If so, what did you do about it?
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Personal Finance
Lesson 17: Relating with Money: Men, Women, & Money
Objectives:
• Explain the difference between a commission and an allowance
• Describe the general differences that exist between men and women as they relate to money
• Identify the characteristics of a nerd and a free spirit and explain how they approach the budget in different ways
• Evaluate the importance of doing a budget together when married
Facilitator Notes:
It is a good idea to preview the video segments so that you know what will be said and can be prepared for class
questions and responses.
Technology Requirements:
Computer/projector or TV/VCR to display the videos
Lesson Prep:
Provide blank index cards for all students in the class (one per student).
Overview Bellringer Activity
Video: Part 1
Video: Part 2
Vocabulary Review
(45 minutes)
5 minutes
20 minutes
10 minutes
10 minutes
Bellringer Activity (5 minutes)
Hand students a blank index card as they enter the room. Ask students to read the “Stupid Tax!” section on p. 131
silently and then write about an impulsive or dumb decision they’ve made regarding money on one side of their index
card. (If students can’t think of something they’ve done, they can write about something a family member or friend
has done). Instruct students NOT to put their name on the cards. Ask students to pass these to the front of the room
and take them up.
Video: Part 1 (20 minutes)
Play Part 1 (12:40) for students. Instruct students to take notes by filling in the appropriate section of their workbook
as the video plays (p. 131: “Men, Women, and Money;” “Emergency Fund Savings;” and “Shopping.”)
As students are watching the video, move quickly and quietly around the room and pass out the notecards from the
bellringer activity. These won’t have names on them, but still try to make sure that students DON’T get their own
notecard.
When Part 1 of the video is complete, quickly make sure that students have the correct responses filled in their
workbooks.
(TERMS: value system, sophisticated, important, negotiating, hunting)
Then ask students to read the notecard you have given them. Have students indicate their rating by drawing the
number of dollar signs (1-5) on the blank side of the card, with 1 being a MINOR money mistake and 5 being a
MAJOR money mistake.
Quickly have all the 1’s stand. Ask someone to keep track of how many students stand (record this on the board if
possible). Repeat with the 2’s, 3’s, 4’s, and 5’s.
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Class Discussion Questions:
• As a class, how do your students rate in terms of money mistakes and relating to money?
• How do men and women relate differently to money? Have you noticed any of these differences in your friendships or in family relationships?
• Why is it important to learn about these differences?
Video: Part 2 (10 minutes)
Play Part 2 (7:43) for students. Instruct students to take notes by filling in the appropriate section of their workbook
as the video plays (p. 131-132: “Financial Problems;” “Marriage and Money;” and “Who Does the Financial DecisionMaking?”)
When Part 2 of the video is complete, quickly make sure that students have the correct responses filled in their
workbooks.
(TERMS: self-esteem, scorecard, fear, terror, security, money fights, unity, both, gift, budget)
Vocabulary Review (10 minutes)
Instruct students to take out their Vocabulary Worksheet. In the middle column (“Definition”), have students fill in the
following definitions (they don’t have to copy them word for word but should make sure the definition is similar to
those below):
ACCOUNTABILITY: taking responsibility; an “accountability partner” assists people in making wise decisions
about life and money
FISCAL: deals with money
FREE SPIRIT: person who thinks “everything will work out fine” and typically hates to deal with money
NERD: one who is picky about budgeting and numbers
Resources and References:
Dave Ramsey, Foundations in Personal Finance Student Edition. Chapter 9, Relating with Money.
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Lesson 18: Relating with Money: Creative Debating
Objectives
• Explain the difference between a commission and an allowance
• Describe the general differences that exist between men and women as they relate to money
• Identify the characteristics of a nerd and a free spirit and explain how they approach the budget in different ways
• Evaluate the importance of doing a budget together when married
Facilitator Notes:
It is a good idea to preview the video segments so that you know what will be said and can be prepared for class
questions and responses.
Technology Requirements:
Computer/projector or TV/VCR to display the videos
Lesson Prep:
Make copies of “Creative Debating” activity sheet for all students.
Overview Video: Part 3
Creative Debating Activity
(45 minutes)
15 minutes
30 minutes
Video: Part 3 (15 minutes)
• Play Part 3 (12:46) for students. Instruct students to take notes by filling in the appropriate section of their workbook as the video plays (p. 132: “Who Does the Financial Decision-Making?”)
• When Part 3 of the video is complete, quickly make sure that students have the correct responses filled in their
workbooks.
• (TERMS: nerd, free spirit)
Creative Debating Activity (30 minutes)
Have students read the REAL LIFE section on p. 132 regarding the behavioral differences between men and
women. (The facilitator needs to be prepared to define, explain, or offer examples of these differences, if required by
students for better understanding). Pass out copies of the Creative Debating activity handout.
Divide students into groups of 4, with 2 boys and 2 girls in each group.
NOTE: The facilitator may need to rework these numbers, but it is important to make sure that each group contains
an even number of boys and girls whenever possible.
Each group should read the three scenarios on the handout and then choose one to work on. Then the group partners up by gender (girls work together, boys work together). Allow the pairs 10 minutes to prepare a solution to the
scenario. Each pair then gets 5 minutes to present their solution to the group.
Class Discussion Questions:
• How did the boys’ solutions differ from the girls’ solutions?
• Which of Gary Smalley’s behavioral differences did students notice?
Resources and References:
Dave Ramsey, Foundations in Personal Finance Student Edition. Chapter 9, Relating with Money.
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Creative Debating
Personal Finance
NAME: ____________________________
Choose a scenario below and team up by gender within your group (girls work together, boys work together). Both
teams in the group will work on the same scenario.
Each team should come up with a solution to the chosen scenario. Teams have 10 minutes to develop their solutions, and then each team gets 5 minutes to present their solution to the opposing team.
Scenario #1:
One spouse wants to finance a boat costing $32,000. The other spouse wants to pay cash. They have $18,000
saved outside their emergency fund. How can they compromise?
Scenario #2:
One spouse thinks that their two children need new shoes. The other spouse thinks that the family vehicle needs
an oil change. Can both be done with only $30 in the budget for blow money? How can this issue be resolved in the
future?
Scenario #3:
One spouse wants to go to the beach for the family vacation. The other spouse wants to visit relatives in the mountains. How can they enjoy a family vacation and still stay within a $1,000 budget?
TEAM SOLUTION:
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Lesson 19: Relating with Money: Making Allowances
Objectives
• Explain the difference between a commission and an allowance
• Describe the general differences that exist between men and women as they relate to money
• Identify the characteristics of a nerd and a free spirit and explain how they approach the budget in different ways
• Evaluate the importance of doing a budget together when married
Facilitator Notes:
It is a good idea to preview the video segments so that you know what will be said and can be prepared for class
questions and responses.
Technology Requirements: Computer/projector or TV/VCR to display the videos
Lesson Prep: None required.
Overview Bellringer
Video: Parts 4 and 5
Vocabulary Review
(45 minutes)
5 minutes
30 minutes
10 minutes
Bellringer (5 minutes)
Have students read the Q&A section on p. 134. Ask them to respond to the following: “Do you agree with Dave’s
response? Why/why not? Do you currently (or have you ever) receive an allowance? Is it tied to chores or other
requirements? Explain.” Allow a couple of students to share their responses with the class.
Video: Parts 4 and 5 (35 minutes)
Play Part 4 (14:56) and Part 5 (14:40) for students. Instruct students to take notes by filling in the appropriate section
of their workbook as the video plays (p. 132-135: “Singles and Money,” “Prevention,” “Kids and Money,” and “Be Age
Appropriate.”
When Parts 4 and 5 of the video are complete, quickly make sure that students have the correct responses filled in
their workbooks.
(TERMS for Part 4: time, poverty, impulse, stress, myself, empowerment, control, accountability, purchases,
budget, school’s, commissions, powerful, work, work, example, debt, container)
(TERMS for Part 5: giving, spending, saving, checking account)
Vocabulary Review (10 minutes)
Instruct students to take out their Vocabulary Worksheet. In the middle column (“Definition”), have students fill in the
following definitions (they don’t have to copy them word for word but should make sure the definition is similar to
those below):
ALLOWANCE: a small sum of money paid regularly by parents or guardians to a child
COMMISSION: a fee paid for doing work
WORK ETHIC: how motivated you are in your work
Resources and References:
Dave Ramsey, Foundations in Personal Finance Student Edition. Chapter 9, Relating with Money.
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Lesson 20: Relating with Money: Financing a Family Vacation
Objectives:
• Explain the difference between a commission and an allowance
• Describe the general differences that exist between men and women as they relate to money
• Identify the characteristics of a nerd and a free spirit and explain how they approach the budget in different ways
• Evaluate the importance of doing a budget together when married
Facilitator Notes:
Students will be presenting their “Back Then” activities from Lesson 16 today. These will need to be displayed
around the room prior to the Gallery Walk.
Technology Requirements: Computer/projector or TV/VCR to display the videos
Lesson Prep:
• 1. Make copies of “Travel Agent” activity sheet for all students.
• 2. Students will need 5 sticky notes to complete the Gallery Walk activity. You may also need to gather supplies
so that Infographics can be displayed.
Overview “Back Then” Presentations
Travel Agent Activity
(45 minutes)
15 minutes
30 minutes
Back Then Gallery Walk (15 minutes)
Have students place their Back Then Infographics around the room (on desks or on walls). Each student should get
5 sticky notes. Instruct students to wander around the room and look at the Infographics on display. Students should
write comments on sticky notes for 5 Infographics and place these on the Infographics. An Infographic can have no
more than 5 sticky notes on it, to ensure that all students’ work is equally viewed.
Discussion (if time is available with the 15 minute time period):
What interesting things did you discover about your grandparents and their relationship with money?
Were any of these findings supported by the information you’ve learned from Dave Ramsey in this chapter?
Travel Agent Activity (30 minutes)
Divide students into small groups (mixed by gender whenever possible). The activity requires the groups to plan a
family vacation within an allotted budget.
Provide each group with a fictitious family (two adults and two kids) and vacation fund. Don’t tell them how much
money is in the fund; just say it is a substantial amount.
Before you tell them the amount of money their group has, let them dream about where they will go. Tell them that
they can go anywhere in the world for a weekend. Then, about five minutes later, tell them how much is in their vacation fund: $1,100.
Hand out the student activity sheet. Using their $1,100 vacation fund, instruct students to list out all expenses of their
trip: hotel, gas, food, entertainment, etc. Use the internet to get actual admission prices, total mileage if driving, etc.
Students will fill out the vacation planning form for this step.
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Discussion Questions:
• Where did you want to go before you determined your budget? Did you go there? Why or why not?
• What variables dictated your vacation destination?
• Did anyone go on a weekend trip and save money for a bigger trip?
• If you owed on a credit card, would you have paid off your debt instead of going on the trip?
Resources and References:
Dave Ramsey, Foundations in Personal Finance Student Edition. Chapter 9, Relating with Money.
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worksheet
Personal Finance
Travel Agent Activity
NAME: ____________________________
Vacation planning form:
Destination:
Total distance (round trip):
Meals (figure $4.50 for breakfast, $6 for lunch, $12 for dinner per person):
Cost of travel (compute the average price of a gallon of gas multiplied by the number of gallons you need to take the
trip):
Accommodations (how many nights, price of room, name of where you stayed):
Entertainment /attractions (what you did, admission prices, etc.):
Other (any other expenses):
Total cost of vacation:
Time spent on vacation:
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Personal Finance
Lesson 21: Relating with Money: Money in Review
Objectives
• Explain the difference between a commission and an allowance
• Describe the general differences that exist between men and women as they relate to money
• Identify the characteristics of a nerd and a free spirit and explain how they approach the budget in different ways
• Evaluate the importance of doing a budget together when married
Factilitator Notes: There is some flexible time built into this class period, so if students need additional time for
previous activities, there is time here at the end for that.
Technology Requirements: None required for this lesson.
Lesson Prep: None required.
Overview Money in Review Class discussion (optional)
(45 minutes)
30-45 minutes
10 minutes
Money in Review (30-45 minutes)
Have students complete the chapter 9: Money in Review on pp. 136-137 of the student workbook. Once students
have completed the review, discuss the answers with the entire class.
Class discussion questions (optional) (10 minutes):
1. How would using an envelope system now benefit you financially?
2. Why would money affect your value system?
3. How will this info benefit you in the future as a college and career ready student?
Answer Key:
Matching
1. B
2. E
3. A
4. F
5. C
True/False
6. True
7. False
8. False
9. False
10. True
Multiple Choice
11. A
12. E
13. C
14. D
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15. C
Short answer:
16. Singles often lack accountability, as they do not have a spouse holding them accountable. Disadvantages
include limited time, fatigue, and the “I owe it to myself” syndrome. Single parents have to do all the jobs typically
divided among two people, and it is tempting to let impulse take over when they are tired. One advantage though is
that their expenses are for only one person.
17. Commissions are paid according to the work that actually gets done and are a great way to teach responsibility
and work ethic. Allowances are often paid regardless of the work. With allowances, parents miss the opportunity to
teach their children that money comes from work.
18. Use three envelopes (giving, saving, spending). Use a clear container and $1 bills, assign them chores, and pay
commission. Let children save up for some of the things they want. The most important thing is to start with really
basic, simple lessons. Lead by example.
19. Answers will vary.
20. Men think it is boring and not sophisticated enough. They feel that the emergency fund could be earning more
interest and be put to much better use. Women feel it is the most important key to the financial plan. The emergency
fund gives women a comfort zone and an inner peace.
Case Studies
21. Dave would tell Melissa and David that it is time to lay down some rules and tough love. Enabling a child, or in
this case young adult, does not help them learn responsibility. Jim needs to get a job and get his grades up. Next,
he needs to start paying for his own expenses, like car insurance. If Jim does not go to college or have some type of
plan for his life, he will have trouble succeeding. In the real world, people pay for rent, food, utilities, etc. After graduation, Jim will need to begin paying these expenses to his parents. That is the only way for him to learn that life is not
all about playing.
22. Mark simply needs to have a conversation about money with Erin. He needs to tell her his concerns and share
his values. They should talk about things that they need to do so money will not affect their relationship. This includes agreeing not to use credit cards and staying out of debt. If Mark and Erin can agree to live on a budget, they
will have no problem paying off the little bit of debt they now have.
23. Dave tells Julie that her husband is in denial and actual immature. He needs to understand that all money coming into the household belongs to the household. It is not his money or her money; it is their money. There is also
an income issue. Can she get a job or does Erik need to find something that will generate more income? Julie and
Erik’s first priority is to do a written budget together and live on it. Erik can still have some blow money, but at least it
will be a mutually agreed-upon amount. Next, pay off those debts. If they sit down and do a budget together, they will
end up increasing their communication and having a better relationship.
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Facilitator Resources
Recommended Timeline for Presentation of Lessons (45 minutes each)
Day 1: Mrs. Easley’s Nine Boxes
Day 2: All About You (Day 1)
Day 3: The Ones Who Care
Day 4: Cultural Diversity
Day 5: Global Thinking (Day 1)
Day 6: Grades Matter (Day 1)
Day 7: Grades Matter (Day 2)
Day 8: Global Thinking (Day 2)
Day 9: Academic Integrity
Day 10: Time Management
Day 11: Problem-Solving
Day 12: Following Directions
Day 13: All About You (Day 2)
Day 14: Communication 101
Day 15: When and Where to Say What?
Day 16: Intro to Public Speaking
Day 17: Types of Colleges
Day 18: My Thoughts On College
Day 19: Relating With Money: Nerd or Free Spirit?
Day 20: Relating with Money: Men, Women, and Money
Day 21: Relating with Money: Creative Debating
Day 22: Relating with Money: Making Allowances
Day 23: Relating with Money: Financing a Family Vacation
Day 24: Relating with Money: Money in Review
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Facilitator Resources
Condensed Timeline for Presentation of Lessons (25-30 minutes each)
Complete the following components of each lesson:
Lesson 1: Mrs. Easley’s Boxes
• Activity: 9 Boxes
• Group discussion
• Activity: Setting goals
Lesson 2: It’s All About You
• Bellringer
• It’s All About You worksheet – have students work individually or in small groups to complete the worksheet –
cut the interview/presentation process and have each student set a personal goal for their extracurricular/community involvement this year
• Omit Day 2
Lesson 3: The Ones Who Care
• Complete Activities 1&2
• Instead of the strength bombardment activity, have students do “Dear Teacher.” Have them write a letter to a
teacher (or mentor) who has impacted their lives. Go a step further and have students deliver the letters if possible.
Lesson 4: Cultural Diversity
• Discussion
• Reading
• Stand & Deliver activity / debriefing
Lesson 5: Global Thinking
• Research – MODIFIED as follows: have students choose one country to research instead of 3; have them complete a Venn diagram where they compare that country’s educational system to the system they are (3 similarities, 3 differences)
• Omit day 2
Lesson 6: Grades Matter (day 1)
• Bellringer
• Define and discuss
• Instead of Jigsawing the activity, have students just remain in their groups to do the comparisons and then
discuss as a whole class
Lesson 6: Grades Matter (day 2)
• Anticipation guide
• KEES research
Lesson 7: Academic Integrity
• Orientation/video
• Team discussion
• Exit slip
Lesson 8: Time—A Fleeting Asset
• Time Budget activity
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Condensed Timeline (continued)
Lesson 9: Developing a Process for Problem Solving
• Orientation/activity: combine this with the debate by having students use the debate steps for one of the Laws of
Robotics situations
• Discussion questions
Lesson 10: Following Direction in Our Lives
• Orientation/discussion
• Video/discussion
• Reflection questions
Lesson 11: Communication 101
• Video #2/activity
• Notecard activity
Lesson 12: When & Where to Say What?
• With Whom Are You Communicating activity
• Make sure to give students their speech homework for the next lesson
Lesson 13: Introduction to Public Speaking
• Orientation/introduction video
• Have students give and critique speeches in small groups (4-5 students per group); critiques should take 10-15
minutes at most
• Discussion
Lesson 14: Types of Colleges
• Orientation and reading
• In-class activity --- only do the Who’s on Your List worksheet. Students will need to research schools of interest
on their own time or during advising
• If time allows, discuss the 9th Grade Planner with students
Lesson 15: My Thoughts on Colleges
•
•
•
•
Video/discussion
Activity #1
Group discussion
Reflection
Lesson 16: Relating with Money: Nerd or Free Spirit?
• Bellringer activity
• Vocabulary activity
• Before You Begin self-test
Lesson 17: Men, Women, & Money
• Video: parts 1 & 2
• Vocabulary review
Lesson 18: Creative Debating
• Video: part 3
• Vocabulary review
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Facilitator Resources
Condensed Timeline (continued)
Lesson 19: Making Allowances
• Video: parts 4 & 5
• Vocabulary
Lesson 20: Financing a Family Vacation
•
Travel Agent activity
Lesson 21: Money in Review
• Money in Review unit test
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Facilitator Resources
List of Websites for Lessons
Use this page to have your Library Media Specialist approve the required websites and YouTube
videos.
Lesson 2 (Day 2)
Website: http://www.knowhow2go.org/freshmen_explore.php
Lesson 6 (Day 2)
https://www.kheaa.com/website/kheaa/kees?main=1
Lesson 7
http://www.youtube.com/watch?v=Z3yvl3im7oM
Lesson 10
Website: http://www.youtube.com/watch?v=I2HqW-AAb20
Lesson 11
Website: http://www.youtube.com/watch?v=oI2Ewqws0G4
Lesson 13
Website: http://www.youtube.com/watch?v=AykYRO5d_lI
Lesson 14
https://www.kheaa.com/website/kheaa/match_assist?main=1
Lesson 15
Website: http://www.youtube.com/watch?v=NyDXdHVw-yM
Lesson 16
http://teacherstraining.com.au/easily-create-infographics/
http://www.customermagnetism.com/infographics/what-is-an-infographic/
The following lessons require access to the computer lab or mobile lab for completion:
Lesson 5 (Day 1)
Lesson 14
The following lessons require computer lab access, but if it is not available, then students can do
research on their own time:
Lesson 2 (Day 1)
Lesson 16
The following lessons require a DVD player/TV combo and the Unit 3 disc from the Dave Ramsey
collection:
Lessons 8, 16, 17, 18, 19
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Facilitator Resources
Classroom Materials
The following is a list of additional materials that will be needed for lessons. Students will need to
bring pencil and paper to every class session. In addition, the facilitator may want to have students
bring a folder for lesson storage and organization.
Lesson 11: tape
Lesson 12: (optional) art supplies, such as markers or crayons, and posterboard
Lesson 17: index cards (1 per student)
Lesson 20: Post-it notes (5 per student)
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