ÒRespect: Keep It RealÓ
Jaynne A. Jacob
MSUM Intern 2001-02
The ÒRespect: Keep It Real,Ó lesson is derived from the SUNBURST Communications video series. During this lesson, students will be viewing a 26-minute video, answering discussion questions throughout the video, and completing an activity worksheet to discuss in class. This lesson will provide students with the opportunity to learn: why respect for self and others is important, how respect for self and others is shown, that the basis for respect is empathy and self-esteem, and how to build respect for self and others.
Time needed: one
class period
Materials needed: handouts
(pg. 18) of the Teachers Guide
which accompanies the ÒRespect: Keep It RealÓ videotape.
Lesson Steps:
1. Take the
first few minutes to brainstorm with the class the definition of the word
ÒrespectÓ
and describe incidents of disrespect that have lead to violent acts in
society..
2. Show the videotape ÒRespect: Keep It RealÓ (26
minutes). This video is divided in
three parts. Each part shows a
scenario of teens dealing with issues of respect. At the end of each part, questions are provided for class
discussion. Call on a couple
students to answer each question.
Part I addresses respect for feelings, Part II--respect for authority,
and Part IIIÑrespect for self.
3. Have students complete handouts and discuss
responses. The handout consists of
the following three questions:
I.
Write about a person you
had a lot of respect for and how you lost that respectÉ
II.
Write about a person you
respect highly and whyÉ
III.
Write about why all
people deserve basic respectÉ
4. Ask a few students to wrap up the lesson; encourage
them to share a few things they have learned with this lesson.
The ÒRespect: Keep It RealÓ lesson can be directly
linked to the Minnesota Graduation Standards Learning Area 7
(People and Cultures). Within
Learning Area 7 (subpart 4Ñdiverse populations), students will be able to
recognize the importance of diversity by identifying how race, culture, gender
and disability influence beliefs, actions and world view. Students will also gain knowledge of
how data and experiences may be interpreted differently by people due to unique
individual differences. Respect
for self and others is stressed as a vital component in society as most teen
conflicts ending in violence are directly related to a feeling of not being
respected.
This
lesson is also reflective of the personal/social domain of the Minnesota
School Counselors Model of Developmental Guidance and Counseling. Students have an opportunity to gain
knowledge of how they gain respect from others, show respect to others, and
show respect for themselves.
Students will explore the direct relationship between self-esteem and
respect. Finally, students will
develop a better understanding of what it means to empathize with others and
practice this skill to improve relationships with others.
Additionally,
this lesson relates to the National Occupational Information Coordinating
Committee standards. Under the area Self -Knowledge: Competency 2 (skills to interact with others),
students will be able to identify how people are unique, demonstrate effective
skills for interacting with others and avoiding unnecessary conflicts, choose
appropriate behaviors when peer pressure contradicts oneÕs beliefs, and
demonstrate awareness of different cultures, lifestyles, attitudes, and
abilities.
Minnesota Department of Children, Families and Learning internet site: cfl.state.mn.us/GRAD/gradhom.htm.
National
Occupational Information Coordinating Committee, internet site: www.noicc.gov.
Rief,
J.M., & Enestvedt, J.K. (1993). The Minnesota school counselorsÕ model
of development guidance. Publisher location unlisted: Minnesota School
Counselors Association.
Robbins,
J. (1996). Respect: keep it
real. Pleasantville, NY: SUNBURST Communications.
Professional School Counselor
Fairmont High School
Fairmont, MN
Phone: (507) 238-4411
Fax:
(507) 235-4130
E-mail: bbonk@fairmont.k12.mn.us