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INTERACTIVE PROGRAM WORKBOOK


Text Copyright Š AIME Indigenous Corporation, 2014 Jack Manning Bancroft, Paul Sinclair & 2014 Program Team www.aimementoring.com ALL RIGHTS RESERVED No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means electronic, mechanical, photocopying, recording or otherwise without the prior consent of the AIME.


CONTENTS

PERSONAL PAGE 03 MESSAGE FROM THE CEO 05 AIME CONTRACT 07 GET TO KNOW YOU 08 RESPECT 14 IDENTITY 20 LETTERS – SESSIONS 1 & 2 26 AIME’S GOT TALENT 34 PATHWAYS TO SUCCESS 40 DRAMA – SESSIONS 1 & 2 48 ART SESSIONS 1 & 2 50 BE BETTER TOMORROW 52 WINDOW TO FAME 60 END OF YEAR CELEBRATION 72


PERSONALPAGE NAME:

DATE OF BIRTH: SCHOOL: TRIBE/CLAN/MOB: YOU CAN USE THE SPACE BELOW TO CREATE YOUR OWN PERSONAL LOGO OR TAG FOR YOUR BOOK. YOU CAN WORK ON IT DURING QUIET TIMES THROUGHOUT THE YEAR.

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MESSAGE FROM THE CEO

Welcome to the 2014 AIME Program From this moment, your life changes. From this moment, you get to skip a few levels and jump straight to adulthood. From this moment, you will uncover the secrets you need to have a successful, fulfilling and fun life. From this moment, you have a chance to reach for worlds unimagined, to dream of futures made in movies, and then to make the commitment to work harder than any other kid your age, harder than anyone that has come before you, harder than anyone that will come after you; in order to bring your dreams to life. Because that's what it takes. Our ancestors fought tooth and nail to survive, from the moment of colonisation and settlement. Our grandparents, many of them never had the chance to get an education. They fought wars overseas for this country, but weren't recognised as Australians at home. The last few centuries have been a dark time for Indigenous people in Australia. But now that has changed. Where there was darkness there is now light, where there was anger there is positivity, where there was fear and injustice the wave of hope is yours to catch. You are now part of the most important time in Australian history. Your generation is building Indigenous Australia back into the strong, proud nation it once was, and ultimately will gain the equal status it deserves. Enough of the negativity. Enough of the low expectations. We believe in every one of you. We believe that being Aboriginal or Torres Strait Islander is a good thing, a great thing and something that you should be proud of every time you look in the mirror. And we believe that you can go out there and get whatever life you want. You can be a pilot, a doctor, a garbage collector, or the Prime Minister. You can have it all. Set your dreams high, shoot for the moon and even if you miss you’ll land amongst the stars. And know this: you can achieve anything in this world with hard work and belief. If you are willing to work hard then we will be there every step of the way, right alongside you. Time to step up and take your chance. I know how special every one of you is. But the bar has now been set high, the AIME students from 2013 achieved results we had not seen before, they were the best yet. They've thrown down the challenge, are you up for it? I know you've got more to give, so go out there this year and shatter the stereotypes, and show them there is a new legend who can dominate any challenge in town, show ‘em they ain't seen nothing yet. Enjoy the chance to change the world,

Jack Manning Bancroft AIME CEO and Founder

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AIME CONTRACT AIME Mentees are expected to:

• Commit to the Mentoring Program for its duration • Commit to the idea that there is no shame at AIME • Commit to the idea that Indigenous = Success • Attend all mentoring sessions • Show respect to all Mentors and AIME Staff • Communicate any concerns about the mentoring relationship with AIME Staff or Teachers • Target 100% attendance at school • Complete Year 9 and transition into Year 10 • Complete Year 12 • Move from Year 12 into university or employment or other tertiary studies, traineeships and apprenticeships. • If your school hosts a Tutor Squad you are expected to attend every Tutor Squad session. AIME Mentees cannot: • Exchange phone numbers, emails or contact details with their Mentor • Receive gifts from their Mentor • Meet up with Mentors outside of the AIME Program. The Year 9 Interactive Program begins today and involves 15 X 1 hour AIME sessions. If your school hosts AIME Tutor Squads they will run in your region until the end of the year. I understand that if I miss a session or my attendance drops I will need to write a letter to AIME explaining why this has happened. If no letter is written, or the reason is considered to be unsatisfactory, I understand that I will be asked to leave the AIME Program. I understand that the commitments listed above are a requirement for me to participate in the AIME Year 9 Interactive Program. Name: Signature: Date: Mobile: (For Program Updates)

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GET TO KNO 1. WHAT’S YOUR NAME? Mentee: Mentor:

2. 3. 4. 5. 6.

WHAT’S YOUR AGE? Mentee: Mentor:

WHO IS YOUR FAVOURITE ARTIST AT THE MOMENT? Mentee: Mentor:

DO YOU HAVE ANY BROTHERS OR SISTERS? Mentee: Mentor:

WHAT’S BETTER, WINTER OR SUMMER? Mentee: Mentor:

WHAT’S YOUR FAVOURITE DAY OF THE WEEK? Mentee: Mentor:

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NOW7. YOU DO YOU HAVE YOUR DRIVERS LICENCE? Mentee: Mentor:

8.

IF YOU HAD TO MAKE UP A LETTER FOR THE ALPHABET WHAT WOULD IT LOOK LIKE? Mentee:

Mentor:

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9.

USE THIS PAGE TO MAP OUT YOUR FAMILY TREE FOR FOUR GENERATIONS (UP TO YOUR PARENTS’ GRANDPARENTS). YOU ONLY NEED TO PUT THEIR FIRST NAMES, BUT YOU CAN PUT LAST NAMES IF YOU LIKE. IN BRACKETS PUT EACH RELATIVE’S CULTURAL BACKGROUND – E.G. MUM (ABORIGINAL), DAD (WHITE AUSTRALIAN): Mentee:

Mentor:

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10.

FOR THIS EXERCISE YOU WILL CREATE A DUTY STATEMENT FOR BEING A GOOD STUDENT. IN 7-10 POINTS OUTLINE WHAT IT TAKES FOR SOMEONE TO BE SEEN AS A GOOD STUDENT: I. II. III. IV. V. VI. VII. VIII. IX.

11. 12. 13.

X. DO YOU PREFER INSTA, FACEBOOK, TWITTER, YOUTUBE OR NO SOCIAL MEDIA? Mentee: Mentor:

WHAT’S THE BEST AGE YOU COULD BE? Mentee: Mentor:

WHAT’S YOUR FAVOURITE FOOD SHOP? Mentee: Mentor:

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14. 15. 16. 17. 18. 19.

WOULD YOU RATHER BE RICH OR FAMOUS? Mentee: Mentor

IF YOU COULD MEET ONE FAMOUS PERSON WHO WOULD IT BE? Mentee: Mentor

WHO IS THE BEST FOOTBALLER EVER? DO YOU EVEN CARE ABOUT FOOTBALL? Mentee: Mentor

THIS QUESTION IS FOR THE MENTORS: WHY DO YOU GO TO UNI?

THIS QUESTION IS FOR THE MENTEES: WHY DO YOU GO TO SCHOOL?

WHAT DID YOU DO DURING THE HOLIDAYS? Mentee:

Mentor

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20. 21. 22. 23.

WHAT DOES AIME STAND FOR? Mentee: Mentor

IF YOU COULD DO ONE THING IN THE WORLD, OR VISIT ONE PLACE IN THE WORLD, WHAT OR WHERE WOULD IT BE? Mentee: Mentor:

DO YOU LIKE FUNNY OR SCARY MOVIES? Mentee: Mentor

WHAT DO YOU WANT TO GET OUT OF THE AIME PROGRAM? Mentee:

Mentor:

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T C E P S E R 14


EMPATHY

Presenter to read this story aloud: You are on a train and move to a carriage where you will be able to get some reading done. You notice a parent sitting with 3 kids. The father seems to be staring blankly while the kids start to get a bit noisy. At first you think that the father will pull the kids into line but he continues to sit there and stare blankly as the kids become louder and louder. You try to keep reading but the noise is too much. You feel frustrated and angry and you look up and see that the kids have now started climbing over seats and really making a lot of noise. The father continues to stare blankly. You think to yourself that this guy is doing a poor job at being a parent and you get annoyed that the father is not stepping up to fix the situation.

SECTION ONE

T

‘Before criticizing someone, walk a mile in their shoes.’

The kids are spreading out further and further through the carriage and are about to climb over a seat where an elderly person is sitting on the other side. You think, “this is it, I am going to have to say something to the father”. So you stand up and make you way over to him, and say, “Excuse me, your kids are making a disturbance on the train and I am worried that they might accidentally hurt an Elder” . The father looks up at you, still with a blank expression and you can see that he has a tear on his cheek… he quietly says “I apologise, I’ve had a rough day, we just went in to visit their mother, my wife, at the hospital – but she passed away. I really do not know what I am going to do”. Suddenly your feelings of frustration and anger change to feelings of sorrow and support for the man and his family. You start to think and ask yourself the question, “How could I feel so negative towards this man? He is in a terrible situation!”. Step back and reflect on this situation... What made you feel differently towards this man? The answer is that you gained more information and could see the situation from another perspective – from the father’s perspective. You were able to imagine what it would be like if you were in that situation. By understanding where a person is coming from and what they are experiencing, you can practice empathy and ensure that you treat that person appropriately. It is easy to misjudge people by not thinking about the situation they are in. By practicing empathy you can work towards understanding the people around you so you can successfully work together and support each other.

Spend the next 5 minutes with your Mentor, discussing what empathy is, and think about some times in your life when you or your Mentor have used empathy.

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WRITE YOUR THOUGHTS DOWN BELOW:

WHAT IS EMPATHY?

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2. Are you the only Indigenous student in your class? 3. How many students in total are usually in your class? 4. How many teachers are there in your class?

SECTION TWO

YOUR TEACHER

1. Are you a teacher or a student?

5. Why do you think people become teachers?

6. Do you think teaching is hard? If ‘Yes’, why? If ‘No’, why?

7. What makes a good teacher?

8. What makes a good student?

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CONSIDER THE FOLLOWING SCENARIO:

Paul is a teacher, he’d been teaching casually for a couple of years. He then received two job offers at the same time. One was in a part of town where people lived in big houses and drove fancy cars and the other from a suburb that had some challenges. Even though the second job payed less, Paul decided to take the job at the second school. Instead of working with kids who had access to lots of opportunities, Paul wanted to use his energy to teach kids who may have needed him more.

After accepting the job he spent 2 hours on a Sunday night preparing his first lesson for Year 9 English. He had been told there were 25 students enrolled in his class. So he arrived on the Monday excited about teaching these kids the skills they needed to get through school. He walked into his classroom and immediately his heart sunk. There were 8 students there. He asked where everybody else was but his question was met with silence. The students ignored him. Paul hid his disappointment and carried on with the lesson. After a short period he managed to get the 8 students engaged – a couple even asked questions. The lesson flew by, and then the bell rang. The kids jumped up and raced out the door. “It’s a start”, he thought. “I can work on these 8 kids as a base then try and hook the other students in.” He spent 1½ hours that night preparing the next lesson. The next day he was ready. 4 students arrived, no one else showed. He was shattered, but he continued on with the lesson. Paul thought that night, “I really believe that all students can make it but they need to at least turn up. I don’t know if I can deal with this. What’s the point in me putting effort into preparing a lesson if I don’t know if the kids are gonna show? If they don’t wanna make any effort why should I?”

9. If things continued on the same way, what do you think Paul’s approach to teaching would be in 6 months time?

10. Discuss with your Mentor if you think Paul will be a good or bad teacher in 6 months time and why? Time to have a debate with your Mentor. You have to come up with a few points for who is responsible for Paul being the type of teacher you mentioned above. Your Mentor has to say the teacher is at fault and you have to say it was the students…

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11. List 3 things the students at Paul’s school can do to improve their relationship with him:

With your Mentor, discuss the following questions: • Have either of you ever treated your teacher in a similar way to how the students treated Paul? Maybe you both have never missed a class, but in the class have you ever disrespected the teacher? • How did the teacher react to the way you treated them? How did you react to them? • What are your thoughts about that teacher now?

12. Ask your Mentor to come up with 3 reasons why students may not show teachers respect:

13. Together list 3 things you can do the next time you see your teacher, to show them that you respect them:

“Since coming to AIME...I have got better at being respectful to other students, and having self respect and standing up to racism. AIME has also taught me to have no shame and that you can fulfil your dreams if you work hard.” Mentee WA “At AIME I have learned that school and my future is important.” Mentee NSW “Coming to AIME has taught me to be better at thanking the teachers.” Mentee VIC “I used to think that teachers were bossy and mean but ever since I’ve joined AIME it has helped me see their point of view and how hard it is to try and control about 15 to 20 children.” Mentee NSW

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IDENTITY 20


THIS IS PROBABLY ONE OF THE MORE IMPORTANT SESSIONS THAT YOU ARE GOING TO BE INVOLVED IN. YOU WILL BENEFIT GREATLY FROM THE NEXT HOUR, IF YOU TAKE THIS SESSION SERIOUSLY. YOU NEED TO BE HONEST AND OPEN WITH EACH OTHER IN YOUR DISCUSSION. IF YOU DON’T WANT TO DO THAT, THEN THE SESSION WILL HAVE VERY LITTLE IMPACT ON YOU. WE HOPE YOU TREAT THIS SESSION WITH THE MATURITY AND RESPECT IT DESERVES. LET’S RIP THROUGH IT AND LEAVE THE SESSION BETTER THAN WHEN WE STARTED! 21


WITH YOUR MENTOR, TAKE THE NEXT 10 MINUTES TO USE THE FOLLOWING 2 BLANK PAGES TO FILL-IN ELEMENTS YOU KNOW ABOUT YOUR STORY. YOU CAN DO THIS IN ANY WAY YOU WANT. YOU CAN DRAW IT, WRITE IT OR RAP ABOUT IT – JUST AS LONG AS YOU GET IT DOWN ON PAPER.

TIP: You may want to include: • The name of the nation you are part of, for example Wiradjuri or where your family is from. • Your family tree. • The stories you know about your family. • The things you’ve learnt that make you who you are. Your Mentor can add in their story as well (make sure they use a different coloured pen or pencil).

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HEADLINES OF THE FUTURE - THE YEAR 2030 On the following two pages, create 5 headlines along with the first 20 words of the news story about Australia and Indigenous Australians in the year 2030.

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WHY DO YOU THINK THIS ACTIVITY IS IMPORTANT?

WHAT DID YOU GET OUT OF THIS ACTIVITY?

“Losers make excuses and winners find solutions.” Jack Manning Bancroft, AIME Founder & CEO

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E T T E L With your Mentor, read through the profiles of the 2 individuals. Select 1 that stands out to you. They are now a guest in your AIME journey. We’ll refer to them as ‘your guest’ from now on.

WHAT IS YOUR GUEST’S NAME? IN A FEW WORDS, SUMMARISE THEIR STORY:

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Put your guest’s name in the middle of the ‘mind map’ below and write some words around it that come to mind when you think of that person!


S R E

SESSIONS 1 & 2

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USING THE MIND MAP BELOW, ASK YOUR MENTOR TO WRITE DOWN WORDS THAT COME TO MIND WHEN THEY THINK OF YOU!

YOU LOOK BACK OVER THE MIND MAPS YOU HAVE FILLED IN - WHAT WORDS DID YOUR MENTOR USE TO DESCRIBE YOU THAT WERE SIMILAR TO THE WORDS YOU USED TO DESCRIBE YOUR GUEST? WHAT WORDS WERE DIFFERENT? FILL THEM IN BELOW:

SIMILAR

DIFFERENT

HOW MANY SIMILAR WORDS WERE THERE? HOW MANY DIFFERENT WORDS WERE THERE?

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STEP INTO THE SHOES OF YOUR GUEST. PRETENDING TO BE YOUR GUEST, EXPLAIN TO SOMEONE (WHO IS THE AGE THAT YOU ACTUALLY ARE NOW), WHAT YOU USED TO DO WHEN YOU WERE THEIR AGE. USE YOUR GUEST’S STORY TO HELP YOU.

NOW WRITE A LITTLE ABOUT YOUR OWN STORY AND WHAT YOU’RE DOING AT YOUR AGE NOW (REMEMBER THE BEST STORIES ARE PERSONAL AND SHARE EMOTION). AT MY AGE I AM …

DO YOU THINK YOU CAN ACHIEVE AT YOUR GUEST’S LEVEL? WHY?

DOES YOUR MENTOR THINK YOU CAN ACHIEVE AT YOUR GUEST’S LEVEL IF YOU WANT TO? WHY?

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"The difference between the impossible and the possible lies in a person's determination." Tommy lasorda HOW MOTIVATED DO YOU THINK THEY WERE TO ACHIEVE THINGS AT YOUR AGE? ASSUMING 1 = HIGHLY UNMOTIVATED AND 10 = HIGHLY MOTIVATED, CIRCLE THE NUMBER THAT BEST REFLECTS HOW MOTIVATED YOU ARE TO ACHIEVE: 1

2

3

4

5

6

7

8

9

10

ASSUMING 1 = HIGHLY UNMOTIVATED AND 10 = HIGHLY MOTIVATED, CIRCLE THE NUMBER THAT BEST REFLECTS HOW MOTIVATED YOU THINK YOUR CHOSEN PERSON IS TO ACHIEVE: 1

2

3

4

5

6

7

8

9

10

WHAT NUMBER DID YOU GET? WHAT NUMBER DID YOU GIVE YOUR GUEST? ONE GENERATI ON S; PLANTS THE TREE E SHADE AN OTEHR GETS TH RB -CHINESE PROVE

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WITH YOUR MENTOR, LIST 4 WAYS THAT YOU CAN TRY TO INCREASE YOUR MOTIVATION TO ACHIEVE (EVEN IF YOU GAVE YOURSELF 10, LET’S AIM FOR 20 – WE CAN ALWAYS GET BETTER). WRITE THEM AT THE END OF THE ARROWS:

YOUR LETTER Now that you have got some thoughts down on paper, it’s time to start thinking about drafting your letter. Use everything you have written on the previous pages to help you with your content. Also use the following points to help get some ideas on what to write about: • Your story – the person you are writing to will want to hear your story. What challenges have you faced, what successes have you achieved, what type of person are you? • How they inspired you – did reading their story inspire you in any way? Are you more determined to achieve because of them, has learning more about them created any changes in you? • Similarities – how are you similar to the person you are writing to? Do you have any things in common with them? • What your dreams are – what do you want to achieve in life and what steps are you going to take to reach your goals? • Invitation – invite them to come and meet you and talk about their life – they may not come, but if you don’t ask, they definitely won’t come!

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DRAFT LETTER

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Now that you have written your draft, ask your Mentor to help edit your work. Have a discussion with your Mentor about your letter and once you are happy with it, write your final letter on the AIME letterhead that your presenter will hand out to you.

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AIME ’S GOT TALENT

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S O YA READ Y T O STEP UP?

WHAT’S YOUR ACT? Use the space below to brainstorm with your Mentor about the type of performance you want to enter into the AIME’s Got Talent competition. You can sing, dance, rap, act, juggle, or come up with your own form of entertainment. Once you’ve brainstormed your act, grab some paper from your presenter and start planning it out. If you’re doing a rap, there are some tools on the next page that might help you out.

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RAP BU If you’re thinking about writing and performing a rap for your AIME’s Got Talent performance, you can use this table to help build your rap. Write down words in the table below that rhyme with the column headings:

AIME

BEST

SCHOOL

SHAME

INSERT YOUR OWN WORD

NOW START TO FLESH OUT SOME OF THE WORDS INTO SENTENCES, FOR EXAMPLE:

I CAN’T SAY MY NAME, BUT I’M DOWN WITH AIME. 38


UILDER

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PATHWAYS T SHORT FILM

You are going to watch a short film that shares the lives of a few different people. Write down some points on each person:

PERSON 1 1. WHAT IS THEIR NAME? 2. WHAT DID THEY DO?

3. LIST 3 THINGS THAT THIS PERSON FOUND: Challenging

Rewarding

4. WHAT INTERESTED YOU MOST ABOUT THEM?

5. PRETEND YOU ARE OPRAH, AND YOU HAVE THIS PERSON ON YOUR SHOW. WHAT ARE 3 THINGS YOU WOULD ASK TO GET THEM TALKING? i. ii. iii.

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TO SUCCESS PERSON 2 WHAT IS THEIR NAME? 1. WHAT DO YOU THINK ABOUT THEIR STORY?

2. LIST 3 THINGS THAT THIS PERSON FOUND: Challenging

Rewarding

3. WHAT INTERESTS YOU MOST ABOUT THEM?

4. WHAT ARE 3 THINGS YOU WOULD LIKE TO FIND OUT MORE ABOUT THIS PERSON? i. ii. iii.

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PERSON 3 1. WHAT IS THEIR NAME? 2. WHAT DID THEY DO?

3. LIST 3 THINGS THAT THIS PERSON FOUND: Challenging

Rewarding

4. WHAT INTERESTED YOU MOST ABOUT THEM?

5. PRETEND YOU ARE OPRAH, AND YOU HAVE THIS PERSON ON YOUR SHOW. WHAT ARE 3 THINGS YOU WOULD ASK TO GET THEM TALKING? i. ii. iii.

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PRESS CONFERENCE Before you enter the world of journalism, know that as you pick up your pen, you join a community of people who have been committed to going above and beyond the call of duty to share the message of truth with the world. Before you begin, read the comments below from AIME Board Director and former Journalist Jeff McMullen, who gives us all an insight into the psyche of a great journalist:

JEFF MCMULLEN:

If you are not affected by it, you are losing your humanity. So, looking into a school in Rwanda that had 50,000 corpses piled up in it, the cameraman, Phil Donoghue and I, were almost sick. The smell of that amount of death was sickening. For me, getting out the message, writing the story about the horror that we were seeing, and trying to understand it, the political part of, “Why did we let this happen?” to me, is how I’ve kept a balance about it. I’m not saying that I don’t carry a dark view of what humans...

PETER THOMPSON: JEFF MCMULLEN:

Do you have nightmares? Not about those things, I don’t, no. Because in telling the story, in some ways you put the demons in their right place. I’ve seen far more beauty in people than I have horror. Most people have goodness, that’s the truth.

Transcript from ABC Talking Heads with Peter Thompson, screened on 07/11/2005.

AIME Legends, time for you to find the truth in your guests and build the base to share your truth. List the name of your newspaper below, and use the notepad on the next page to scribble answers and quotes from the guests. The next stage will be turning your notes into an article.

THE NAME OF YOUR NEWSPAPER:

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THE JOURNO’S NOTEPAD

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AIME JOURNALIST CHALLENGE

So you’ve met some cool people. Heard some interesting stories. Got some great quotes. Do you feel lucky to have met these people today? Not many kids get this chance during school. REMEMBER that fully sick tool EMPATHY? Throw your EMPATHY hat on and think about the kids out there that would be inspired to hear these stories and messages and think about the other Indigenous kids that could use this inspiration.

Are you up for taking a leaf out of Jeff McMullen’s book and tackling the AIME Journalist Challenge? Below is the space for you to write your very own article. But the challenge doesn’t stop there. We want you to go home or to your local AIME Tutor Squad and work on your article. Then EMAIL it to us at: articles@aimementoring.com We’ll then see if we can help kick-start your journalism career by trying to get it published in either your local paper, school newsletter, or even AIME’s internal newsletter. Remember to include your name and what school you are from when you email your article. Good luck!!!!

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DRAMA SESSION 1 & 2

Actors think more with their hearts than with their heads. William Esper

Acting is not being emotional, but being able to express emotion. Kate Reid

Acting like someone you're not is exactly what it takes to realize you're capable of more than you ever knew. Rob Sheridan

Thinking is easy, acting is difficult, and to put one's thoughts into action is the most difficult thing in the world. Johann Wolfgang von Goethe

With any part you play, there is a certain amount of yourself in it. There has to be, otherwise it's just not acting. It's lying. Johnny Depp

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These sessions provide an opportunity for you to put your creative hat on and make some awesome artwork. Your presenter will give you the run down at the time of the sessions.

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MOVING MOUNTAINS WITH WORDS

Mohandas Karamchand Gandhi, was born on 2 October 1869, in Orbandar, India. He became one of the most respected spiritual and political leaders of the 1900’s. The Indian people called Gandhi ‘Mahatma’, meaning Great Soul. What is so amazing about Gandhi? Well, he decided that he was going to use words to get his message across, instead of violence. He was a non-violent protestor. He understood that with his words, he could change the world. Gandhi left India to study law, and then, in 1893 he moved to South Africa to do legal work. When he arrived in British controlled South Africa, he was abused and soon saw that all Indians were suffering similar treatment. During a train trip in South Africa, a white passenger requested that Gandhi be thrown off the train, even though he had a first class ticket. He then decided he would never again tolerate racial discrimination. Gandhi developed a method of action that was based upon the principles of courage, non-violence and positive communication. He believed that the way people behaved was more important than what they achieved. He led the movement for India to be independent from the British and did this with his words and with his mind. Gandhi knew he could change what people thought, just with his words.

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THE ONES WHO ARE CRAZY ENOUGH TO THINK THEY CAN CHANGE THE WORLD ARE THE ONES THAT DO 58


BE CAREFUL WITH YOUR WORDS, ONCE THEY ARE SAID, THEY CAN ONLY BE FORGIVEN, NOT FORGOTTEN. 59


WINDOW TO

FAME 60


ROLE MODEL’S NAME: WHAT DO THEY DO? BRIEFLY DESCRIBE THEIR STORY: LIST 5 THINGS YOU COULD DO TODAY TO HELP YOU ACHIEVE AT THEIR LEVEL (HINT: IF YOU DON’T KNOW THE ANSWER, ASK THE ROLE MODEL!!) I. II. III. IV. V. ON A SCALE OF 1 – 10 HOW MOTIVATED DO YOU THINK YOUR ROLE MODEL IS TO ACHIEVE THEIR GOALS? ASSUMING 1 IS HIGHLY UNMOTIVATED AND 10 IS HIGHLY MOTIVATED, PLEASE CIRCLE: 1

2

3

4

5

6

7

8

9

10

HOW MOTIVATED DO YOU THINK THEY WERE TO ACHIEVE THINGS AT YOUR AGE? 1

2

3

4

5

6

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7

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Below is space to write questions for your Role Model. Try to come up with at least 2 questions. To give you some ideas for developing your questions, look at the following: • Challenges • Rewards • Opportunities they have had • Peer pressure • Stress associated with achieving • How can you (the Mentee) achieve at their level?

QUESTIONS I. II. III. RESPONSES TO YOUR QUESTIONS

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ROLE MODEL'S NAME: DRAW A QUICK DIAGRAM OF WHAT THEY DO:

WHAT THEME IS YOUR ROLE MODEL TALKING TO YOU ABOUT? WRITE DOWN 3 THOUGHTS THEY HAVE ABOUT THAT THEME:

1. 2. 3.

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LIST 3 CHALLENGES THEY HAVE FACED DURING THEIR LIFE

1. 2. 3.

TIME TO WRITE A FEW QUESTIONS – LIST THEM BELOW:

RESPONSES TO YOUR QUESTIONS

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ROLE MODEL'S NAME: WHAT DO THEY DO? IS THEIR OCCUPATION SOMETHING YOU MAY WANT TO DO?

YES / NO

DO YOU THINK YOU CAN ACHIEVE AT THEIR LEVEL?

YES / NO

WHY?

LIST 3 GOALS YOUR ROLE MODEL HAS SET THEMSELVES THROUGHOUT THEIR CAREER:

GOALS

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LIST 4 THINGS THE ROLE MODEL SAID THAT REALLY STOOD OUT TO YOU! I. II. III. IV. YOUR ROLE MODEL HAS BEEN GIVEN A THEME TO TALK TO YOU ABOUT. FIND OUT WHAT THAT IS AND WRITE DOWN THEIR THOUGHTS ABOUT THAT TOPIC. WHAT IS THEIR THEME? WHAT ARE THEIR THOUGHTS?

DO YOU AGREE WITH WHAT THEY ARE SAYING? WHY?

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YES / NO


ROLE MODEL’S NAME: WRITE THEIR THEME IN LARGE WRITING BELOW!

LIST 3 THINGS THEY THINK ARE IMPORTANT ABOUT THAT THEME: I. II. III. LIST 3 THINGS YOU THINK ARE IMPORTANT ABOUT THAT THEME: I. II. III. WRITE THE THEME IN THE CIRCLE BELOW AND LIST 4 WORDS THAT COME TO MIND WHEN YOU THINK OF THAT THEME:

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“WE NEED TO TAKE OUR ASPIRATIONS, ACT ON THROUGH TO SUCCESS WHEN THE QUEST GETS KEN WYATT, WONGI AND NOONGAR MAN, FEDERAL MEMBER OF PARLIAMENT.

“WE’RE ALL GIFTED WIT TO SUCCEED. BUT YOU EXTEND THE HAND OF JIMMY LITTLE, YORTA YORTA MAN, AUSTRALIAN MUSICIAN 68


R IDEAS AND N THEM, SEE THEM S AND NOT GIVE UP S CHALLENGING.”

TH THE OPPORTUNITY U GET FURTHER IF YOU FRIENDSHIP.” 69


“DON’T GO THROUGH LIFE ERIC BUTTERWORTH, PHILOSOPHER AND LECTURER

“CHAMPIONS AREN'T MADE IN THE GYM SOMETHING THEY HAVE DEEP INSIDE T MUHAMMAD ALI, WORLD HEAVYWEIGHT BOXING CHAMPION

“MANY OF LIFE’S FAILURES ARE PEOPL THEY WERE TO SUCCESS WHEN THEY THOMAS EDISON, AMERICAN INVENTOR AND BUSINESSMAN

“BE A YARDSTICK OF QUALITY. SOME P ENVIRONMENT WHERE EXCELLENCE I STEVE JOBS, FORMER CO-FOUNDER, CHAIRMAN AND CEO OF APPLE INC.

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E, GROW THROUGH LIFE”

MS. CHAMPIONS ARE MADE FROM THEM - A DESIRE, A DREAM, A VISION.”

LE WHO DID NOT REALIZE HOW CLOSE Y GAVE UP.”

PEOPLE AREN'T USED TO AN IS EXPECTED.”

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R A E Y F O D EN S N O I T A R CELEB THE FOLLOWING SECTION CAN BE USED FOR YOU TO GET MESSAGES FROM OTHER PEOPLE YOU HAVE COMPLETED THE PROGRAM WITH, AND MAYBE SOME SIGNATURES AS WELL. IT’S YOUR END-OF-YEAR MESSAGE BOARD.

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AIME 2014 Year 9 Workbook